Publikationen
Beißert, H., Staat, M., & Bonefeld, M. (2022). The role of gender for teachers’ reactions to social exclusion among students. Frontiers in Education.
Beißert, H., Bayer, S. L., Gönülta?, S., & Mulvey, K. L. (2022). Language as a precondition for social integration of migrants in the educational context. In H. J. Abs. E. Gutzwiller-Helfenfinger & K. Göbel. The challenge of radicalization and extremism: Integrating research on education and citizenship in the context of migration (S. 154–178). Brill.
Blume, F., Irmer, A., Dirk, J., & Schmiedek, F. (2022). Day?to?day variation in students’ academic Success. The role of self?regulation, working memory, and achievement goals. Developmental Science, Band (6).
Bonefeld, M. & Beißert, H. (2022). Opportunities and limitations of using the linguistic category model as a measure of teachers’ implicit stereotypes in Germany. Learning and Instruction, Band (101501).
Bonefeld, M., & Beißert, H. (2022). Opportunities and limitations of using the linguistic category model as a measure of teachers‘ implicit stereotypes in Germany. Learning and Instruction.
Bonefeld, M., Kleen, H., & Glock, S. (2022). The Effect of the Interplay of Gender and Ethnicity on Teachers Judgements: Does the School Subject Matter?. The Journal of Experimental Education, Band (4).
Bonefeld, M. (2022). Reflexion eigener Stereotype als Motor zur nachhaltigen Stereotypreduktion bei angehenden Lehrkräften. In S. Glock. Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention (S. 341–377). Springer.
Brandenburg, J., Fischbach, A., Schuchardt, K., Büttner, G., Grube, D., Mähler, C., & Hasselhorn, M. (2022). Welche kognitiven Funktionen begünstigen das überwinden einer Lesestörung?. Sprache - Stimme - Gehör, Band (2), 76–81.
Breitwieser, J., & Brod, G. (2022). The interplay of motivation and volitional control in predicting the achievement of learning goals. An intraindividual perspective. Journal of Educational Psychology, Band (5), 1048–1061. https://doi.org/10.1037/edu0000738.
Breitwieser, J., Neubauer, A. B., Schmiedek, F., & Brod, G. (2022). Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention. Learning and Instruction, Band (101560). https://doi.org/10.1016/j.learninstruc.2021.101560
Brod, G., & Shing, Y. L. (2022). Are there Age-Related Differences in the Effects of Prior Knowledge on Learning? Insights Gained from the Memory Congruency Effect. Mind, Brain, and Education, Band (2).
Brod, G., Greve, A., Jolles, D., Theobald, M., & Galeano-Keiner, E. M. (2022). Explicitly predicting outcomes enhances learning of expectancy-violating information. Psychonomic Bulletin & Review, Band (6).
Brose, A., Neubauer, A. B., & Schmiedek, F. (2022). Integrating state dynamics and trait change. A tutorial using the example of stress reactivity and change in well-being. European Journal of Personality, Band (2), 180–199. https://doi.org/10.1177/08902070211014055
Buhr, L., Moschko, T., Eppinger Ruiz de Zarate, A., Schwarz, U., Kühnhausen, J., & Gawrilow, C. (2022). The association of self-reported ADHD symptoms and sleep in daily life of a general population sample of school children: An inter- and intraindividual perspective. Brain Sciences, Band (4), 440. https://doi.org/10.3390/brainsci12040440
Conry-Murray, C., McGuire, L., Hitti, A., & Beißert, H. (2022). Group norms and moral development. Reasoning and cognition across the lifespan. Frontiers Media.
Conry-Murray, C., McGuire, L., Hitti, A., & Beißert, H. (2022). Group norms and moral development – Reasoning & cognition across the lifespan. Frontiers Media.
Daseking, M., & Walter, F. (2022). Fallbuch WPPSI-IV. Die Wechsler Preschool and Primary Scale of Intelligence. Hogrefe Verlag.
Decristan, J., Kunter, M., & Fauth, B. (2022). Die Bedeutung individueller Merkmale und konstruktiver Unterstützung der Lehrkraft für die soziale Integration von Schülerinnen und Schülern im Mathematikunterricht der Sekundarstufe. Zeitschrift für Pädagogische Psychologie.
Dignath, C., Fink, J., & Kunter, M. (2022). Reading Persuasive Texts Affects Preservice Teachers‘ Beliefs About Cultural Diversity in the Classroom. Journal of Teacher Education, Band (2).
Dignath, C., Biegel, M., Veenman, M., & Büttner, G. (2022). Ratingmanual: Assessing How Teachers Enhance Self-regulated learning (ATES). Selbstregulation beim Lernen Fördern und Instruieren.