Publikationen
Pauls, F., & Daseking, M. (2021). Migrationshintergrund. In M. Daseking & F. Petermann. Fallbuch WISC-V. Die Wechsler Intelligence Scale for Children – Fifth Edition in der Praxis (S. 167–190). Hogrefe.
Pauls, F., & Daseking, M. (2021). Revisiting the factor structure of the German WISC-V for clinical interpretability: An exploratory and confirmatory approach on the 10 primary sub-tests. Frontiers in Psychology, Band (12). https://doi.org/10.3389/fpsyg.2021.710929
Reuter, M., Kühnhausen, J., Kleinhansl, M., Henn, L., & Gawrilow, C. (2021). Children’s daily time in natural spaces during spring/summer time: Within-person restoration and the role of environmental attitude. Umweltpsychologie, Band (2), 169–189.
Schäffner, S., Chevalier, N., Kubota, M. & Karbach, J. (2021). Metacognitive training. In T. Strobach & J. Karbach. Cognitive training – An overview of features and applications (S. 255–270). Springer International.
Schäffner, S., Chevalier, N., Kubota, M., & Karbach, J. (2021). Metacognitive training. In T. Strobach & J. Karbach. Cognitive training - An overview of features and applications (S. 255–270). Springer.
Schmidt, A., Kramer, A. C., Brose, A., Schmiedek, F., & Neubauer, A. B. (2021). Distance learning, parent–child interactions, and affective well-being of parents and children during the COVID-19 pandemic: A daily diary study. Developmental Psychology, Band (10), 1719–1734. https://doi.org/10.1037/dev0001232
Schmidt, A., Dirk, J., Neubauer, A. B., & Schmiedek, F. (2021). Evaluating sociometer theory in children’s everyday lives: Inclusion, but not exclusion by peers at school is related to within-day change in self-esteem. European Journal of Personality, Band (5), 736–753. https://doi.org/10.1177/0890207020962328
Schmidt, C., Brandenburg,, J., Busch, J., Büttner, G., Grube, D., Mähler, C., & Hasselhorn, M. (2021). Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities. Reading research quarterly, Band (1), 143–171.
Schmidt, A., Dirk, J., & Schmiedek, F. (2021). The power of everyday peer relatedness in predicting subjective well-being after school transition. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, Band (3-4). https://doi.org/10.1026/0049-8637/a000220
Schmiedek, F. (2021). Methods and designs. In T. Strobach & J. Karbach. Cognitive training (S. 11–23). Springer.
Schmitterer, A., & Brod, G. (2021). Which data do elementary school teachers use to determine reading difficulties in their students?. Journal of learning disabilities, Band (5), 349–364. https://doi.org/10.1177/0022219420981990
Schommartz, I., Lembcke, P. F., Schuetz, H., de Chamorro, N. W., Bauer, M., Kaindl, A. M., Buss, C., & Shing, Y. L. (2021). From Learning to Remembering: How Memory Consolidation Differs in Term and Preterm Born Children from Young Adult. BioRxiv. https://doi.org/10.1101/2021.08.24.457558
Seifried, K., Drewes, S., & Hasselhorn, M. (2021). Handbuch Schulpsychologie – Psychologie für die Schule. Kohlhammer.
Stoši?, P., Vieluf, S., Böse, S., & Laschweski, A. (2021). Schulkulturen im Kontext migrationsbezogener Differenz und Ungleichheit. Tertium comparationis, Band (1), 44–64.
Strobach, T., & Karbach, J. (2021). Cognitive training – An overview of features and applications. Springer.
Szogs, M., Große, A., & Korneck, F. (2021). Gute Reflexion gute Unterrichtsqualität. Naturwissenschaftliche Kompetenzen in der Gesellschaft von morgen. Gesellschaft für Didaktik der Chemie und Physik.
Teufel, K., & Soll, S. (2021). Autismus-Spektrum-Störungen. Hogrefe Verlag.
Theobald, M., Breitwieser, J., Murayama, K., & Brod, G. (2021). Achievement emotions mediate the link between goal failure and goal revision: Evidence from digital learning environments. Computers in Human Behavior, Band (106726). https://doi.org/10.1016/j.chb.2021.106726
Theobald, M., Bellhäuser, H., & Imhof, M. (2021). Deadlines don’t prevent cramming. Learning and Individual Differences, Band (101994). https://doi.org/10.1016/j.lindif.2021.101994
Vairo Nunes, R., Korneck, F., Berger, J., Ziegler, B., Rönnebeck, S., & Parchmann, I. (2021). Entwicklung eines Testinstruments zur Untersuchung der Arbeitssituation von MINT-Lehrkräften. In J. Grebe-Ellis & H. Grötzebauch. PhyDid B, Didaktik der Physik, Beiträge zur virtuellen DPG-Frühjahrstagung 2021 (S. 203–207).