GSC 1028:  Lernen, Leistung und lebenslange Entwicklung: Ein integriertes Forschungs- und Ausbildungsprogramm

• Fachliche Zuordnung: Erziehungswissenschaft und Bildungsforschung ; Psychologie
• Förderung: Förderung von 2012 bis 2019
• Projektkennung: Deutsche Forschungsgemeinschaft (DFG) - Projektnummer 194491240

• Erstellungsjahr: 2020

Zusammenfassung der Projektergebnisse

Trotz einer breiten Bereitschaft in vielen Ländern, einen evidenzorientierten Ansatz in der Bildungspolitik umzusetzen, wird dieser Prozess durch einen Mangel an empirischen Daten darüber, was in der Bildung „funktioniert“, und durch einen Mangel an qualifizierten Experten stark erschwert. Das Graduate School & Research Network Learning, Educational Achievement, and Life Course Development (LEAD) hat durch ein integriertes Forschungs- und Trainingsprogramm zur Bewältigung dieser Herausforderung beigetragen. Dem Programm lag die Idee zugrunde, dass entscheidende Fragen der Bildungsforschung in interdisziplinären Forschungsteams bearbeitet werden müssen. Zu diesem Zweck hat LEAD auf der in Tübingen bestehenden Exzellenz in sechs Kernforschungsbereichen aufgebaut und diese disziplinäre Expertise in einen breiteren Rahmen integriert. Konkret wurden fünf sogenannte LEAD Intersections – Forschungsbereiche an der Schnittstelle der beteiligten Disziplinen – mit hohem Potenzial für interdisziplinäre Forschung definiert und Fördermittel (einschließlich Doktorandenstellen) weitgehend in diese LEAD Intersections gelenkt. LEAD nahm bis zu 20 Doktoranden pro Jahr auf, von denen 5 oder 6 vom Programm bezahlt wurden. Da die Mitglieder mit allen vier großen Fakultäten der Universität Tübingen assoziiert waren, wurden mit LEAD neue Strukturen geschaffen, die interdisziplinäre Betreuungsteams ermöglichten. Darüber hinaus integrierte LEAD mehrere bestehende strukturierte Forschungsprogramme und Graduiertenschulen in ein professionelles, international ausgerichtetes, strukturiertes Graduiertenprogramm zur Bildungsforschung. Darüber hinaus wurde das LEADing Research Center gegründet, um allen LEAD-Mitgliedern den Zugang zu Schulen, Forschungsmethoden und Wissenschaftskommunikation zu erleichtern. Mit seinem Fokus auf die Suche nach den „besten Antworten auf reale Probleme“ passte LEAD perfekt zum Tübinger Forschungsprofil „Research – Relevance – Responsibilty“, das die Universität Tübingen für die Exzellenzinitiative als Leitmotiv etabliert hatte. LEAD war bei allen inhaltlichen und strategischen Zielen erfolgreich. Vor allem aber hat sich LEAD zu einer hochwirksamen Ausbildungsstätte entwickelt und eine große Zahl von Wissenschaftlerinnen und Wissenschaftlern aus unterschiedlichen Bereichen zusammengeführt, die gemeinsam Probleme in der interdisziplinären Bildungsforschung identifizierten und bearbeiteten. Darüber hinaus hat es dazu beigetragen, eine effiziente Struktur und eine lebendige Forschungsumgebung zu schaffen, die es den Forscherinnen und Forschern ermöglichte, vielversprechende Forschungsfelder für Kooperationen in Tübingen zu entdecken und zu identifizieren, und einer großen Anzahl von Nachwuchswissenschaftlerinnen und Nachwuchswissenschaftler auf doktoraler und postdoktoraler Ebene die Möglichkeit gegeben, die Erfahrungen und Fähigkeiten für eine vielversprechende akademische Karriere in einem lebendigen interdisziplinären Umfeld zu erwerben. Zu den Ergebnissen zählen eine große Anzahl erfolgreich verteidigter Dissertationen, eine hohe Anzahl von Artikeln in den besten Fachzeitschriften und eine beeindruckende Bilanz in Bezug auf erfolgreiche, interdisziplinäre Drittmittelanträge.

Link zum Abschlussbericht

https://doi.org/10.2314/KXP:1698979258

Projektbezogene Publikationen (Auswahl)

• (2020). Talent development in achievement domains: A psychological framework for within-and cross-domain research. Perspectives on Psychological Science, 15(3) 691-722
  Preckel, F., Golle, J., Grabner, R., Jarvin, L., Kozbelt, A., Müllensiefen, D., Olszewski- Kubilius, P., Subotnik, R., Schneider, W., Vock, M., & Worrell, F.
  
• (2013). Interventions supporting children’s mathematics school success: A meta-analytic review. European Psychologist, 18(2), 89–113
  Fischer, U., Moeller, K., Cress, U., & Nuerk, H.-C.
  
• (2013). Language affects symbolic arithmetic in children: the case of number word inversion. Journal of Experimental Child Psychology, 119, 17–25
  Goebel, S., Moeller, K., Pixner, S., Kaufmann, L., & Nuerk, H.-C.
  
• (2013). Mental contrasting with implementation intentions enhances self-regulation of goal pursuit in schoolchildren at risk for ADHD. Motivation and Emotion, 37(1), 134–145
  Gawrilow, C., Morgenroth, K., Schultz, R., Oettingen, G., & Gollwitzer, P. M.
  
• (2013). On The Applicability of Readability Models to Web Texts. Proceedings of the Workshop on Predicting and Improving Text Readability for Target Reader Populations (PITR), ACL 2013, 59–68
  Vajjala, S., & Meurers, D.
  
• (2013). Using crosstask classification for classifying workload levels in complex learning Tasks. Proceedings of the 5th Humane Association Conference on Affective Computing and Intelligent Interaction, 876–881. IEEE
  Walter, C., Schmidt, S., Rosenstiel, W., Gerjets, P., & Bogdan, M.
  
• (2014). Application of functional near-infrared spectroscopy in psychiatry. NeuroImage, 85, 478–488
  Ehlis, A.-C., Schneider, S., Dresler, T., & Fallgatter, A. J.
  
• (2014). Getting immersed in teacher and student perspectives? Facilitating analytical competence using video cases in teacher education. Instructional Science, 42, 91–114
  Goeze, A., Zottmann, J. M., Vogel, F., Fischer, F., & Schrader, J.
  
• (2014). The effectiveness of public sponsored training revisited: the importance of data and methodological choices. Journal of Labor Economics, 32, 837–897
  Biewen, M., Fitzenberger, B., Osikominu, A., & Waller, M.
  
• (2015). An integration of competing accounts on children’s number line estimation. Frontiers in Psychology, 6, Article 884
  Dackermann, T., Huber, S., Bahnmueller, J., Nuerk, H.-C., & Moeller, K.
  
• (2015). Can personality traits and intelligence compensate for background disadvantage? Predicting status attainment in adulthood. Journal of Personality and Social Psychology, 109(3), 473–489
  Damian, R. I., Su, R., Shanahan, M., Trautwein, U., & Roberts, B.
  
• (2015). Changing structures of opportunity: A life-course perspective on social mobility and reproduction. European Sociological Review, 31(2), 184–196
  Hillmert, S.
  
• (2015). Computers in mathematics education - Training the mental number line. Computers in Human Behavior, 48, 597–607
  Moeller, K., Fischer, U., Nuerk, H.-C., & Cress, U.
  
• (2015). Does it help to be a responsible student? – Student Characteristics and Behaviors at age 12 predict occupational success 40 years later over and above childhood IQ parental SES. Developmental Psychology, 51(9), 1329–1340
  Spengler, M., Brunner, M., Damian, R. I., Lüdtke, O., Martin, R., & Roberts, B. W.
  
• (2015). Fostering adolescents' value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51(9), 1226–1240
  Gaspard., H., Dicke, A.-L., Flunger, B., Brisson, B. M., Häfner, I., Nagengast, B., & Trautwein, U.
  
• (2015). Language influences number processing – a quadrilingual study. Cognition, 136, 150–155
  Moeller, K., Shaki, S., Goebel, S. M., & Nuerk, H.-C.
  
• (2015). Learning and collective knowledge construction with social media: A process-oriented perspective. Educational Psychologist, 50(2), 120–137
  Kimmerle, J., Moskaliuk, J., Oeberst, A., & Cress, U.
  
• (2015). Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement. Contemporary Educational Psychology, 41, 1–12
  Friedrich, A., Flunger, B., Nagengast, B., Jonkmann, K., Schmitz, B., & Trautwein, U.
  
• (2015). Rethinking the implications of numerical ratio effects for understanding the development of representational precision and numerical processing across formats. Journal of Experimental Psychology: General, 144(5), 1021–1035
  Lyons, I. M., Nuerk, H.-C., & Ansari, D.
  
• (2015). Signals foster multimedia learning by supporting integration of highlighted text and diagram elements. Learning and Instruction, 36, 11–26
  Scheiter, K., & Eitel, A.
  
• (2015). The effects of school-based physical activity interventions on students’ health-related fitness knowledge: A systematic review. Educational Research Review, 16, 19–40
  Demetriou, Y., Sudeck, G. & Thiel, A., & Höner, O.
  
• (2015). The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year. Learning and Instruction, 39, 97–106
  Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I.
  
• (2015). Unemotional traits predict early processing deficit for fearful expressions in young violent offenders: an investigation using continuous flash suppression. Psychological Medicine, 45(2), 285–297
  Jusyte, A., Mayer, S.V., Künzel, E., Hautzinger, M., & Schönenberg, M.
  
• (2015). Using individual interest and conscientiousness to predict academic effort: additive, synergistic, or compensatory effects? Journal of Personality and Social Psychology, 109(1), 142–162
  Trautwein, U., Lüdtke, O., Nagy, N., Lenski, A., Niggli, A., & Schnyder, I.
  
• (2015). Watching corresponding gestures facilitates learning with animations by activating human mirror- neurons: An fNIRS study. Learning and Instruction, 36, 27–37
  Brucker, B., Ehlis, A.-C., Häußinger, F.B., Fallgatter, A.J., & Gerjets, P.
  
• (2016). A general model framework for multi-symbol number comparison. Psychological Review, 123(6), 667–695
  Huber, S., Nuerk, H.-C., Willmes, K., & Moeller, K.
  
• (2016). Bewegtes Lernen numerischer Kompetenzen. Themenheft: Psychologie und Wissensmedien. Psychologische Rundschau, 67(2), 102–109
  Dackermann, T., Fischer, U., Cress, U., Nuerk, H.-C., & Moeller, K.
  
• (2016). How to rapidly construct a spatialnumerical representation in preliterate children (at least temporarily). Developmental Science, 19(1), 126–144
  Patro, K., Fischer, U., Nuerk, H.-C., & Cress, U.
  
• (2016). Low self-esteem prospectively predicts depression in the transition to young adulthood: A replication of Orth, Robins, & Roberts (2008). Journal of Personality and Social Psychology, 110(1), e16-e22
  Rieger, S., Göllner, R., Trautwein, U., & Roberts, B. W.
  
• (2016). Physical activity, affect, and cognition in children with symptoms of ADHD. Journal of Attention Disorders, 20(2), 151–162
  Gawrilow, C., Stadler, G., Langguth, N., Naumann, A., & Boeck, A.
  
• (2016). Side effects of motivational interventions? Effects of an intervention in math classrooms on motivation in verbal domains. AERA Open, 2(2), 1–14
  Gaspard, H., Dicke, A.-L., Flunger, B., Häfner, I., Brisson, B. M., Trautwein, U., & Nagengast, B.
  
• (2016). Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power. Journal of Educational Psychology, 108(5), 705–721
  Wagner, W., Göllner, R., Werth, S., Voss, T., Schmitz, B., & Trautwein, U.
  
• (2016). Student characteristics and behaviors in childhood predict self-reported health in midlife. European Journal of Personality, 30(3), 456–466
  Spengler, M., Brunner, M., Lüdtke, O., Martin, R. & Roberts, B. W.
  
• (2016). The mental number line in the preliterate brain: The role of early directional experiences. Child Development Perspectives, 10(3), 172–177
  Patro, K., Nuerk, H.-C., & Cress, U.
  
• (2016). When being worse helps: The influence of upward social comparisons and knowledge awareness on learner engagement and learning in peer-to-peer knowledge exchange. Learning and Instruction, 44, 41–52
  Neugebauer, J., Ray, D., & Sassenberg, K.
  
• (2017). A person-centered approach to homework behavior: Students’ characteristics predict their homework learning type. Contemporary Educational Psychology, 48, 1–15
  Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I.
  
• (2017). Applying embodied cognition - From useful interventions and their theoretical underpinnings to practical applications. ZDM Mathematics Education, 49(4), 545–557
  Dackermann, T., Fischer, U., Nuerk, H.-C., Cress, U., & Moeller, K.
  
• (2017). Assessing fraction knowledge by a digital game. Computers in Human Behavior, 70, 197–206
  Ninaus, M., Kiili, K., McMullen, J., & Moeller, K.
  
• (2017). Elementary school children’s understanding of science: The implementation of an extracurricular science intervention. Contemporary Educational Psychology, 51, 447–463
  Schiefer, J., Golle, J., Tibus, M., Trautwein, U., & Oschatz, K.
  
• (2017). Evidence and interpretation in language learning research: Opportunities for collaboration with computational linguistics. Language Learning, 67, 67–96
  Meurers, D., & Dickinson, M.
  
• (2017). Increased arithmetic complexity is associated with domaingeneral but not to domain-specific magnitude processing in children: A simultaneous fNIRS-EEG study. Cognitive, Affective & Behavioral Neuroscience, 17(4), 724–736
  Soltanlou, M., Artemenko, C., Dresler, T., Haeussinger, F. B., Fallgatter, A. J., Ehlis, A.-C., & Nuerk, H.-C.
  
• (2017). Inter-rater reliability and validity of peer reviews in an interdisciplinary field. Scientometrics, 113, 1059–1092
  Jirschitzka, J., Oeberst, A., Göllner, R., & Cress, U.
  
• (2017). Is doing your homework associated with becoming more conscientious? Journal of Research on Personality, 71, 1–12
  Göllner, R., Damian, R. I., Rose, N., Spengler, M., Trautwein, U., Nagengast, B., & Roberts, B. W.
  
• (2017). Language learning research at the intersection of experimental, corpus-based and computational methods. Language Learning, 67, 6–13
  Rebuschat, P., Meurers, D., & McEnery, T.
  
• (2017). Learning historical thinking with oral history interviews. A cluster randomized controlled intervention study of oral history interviews in history lessons. American Educational Research Journal, 54(3), 444–484
  Bertram, C., Wagner, W., & Trautwein, U.
  
• (2017). Learning more from educational intervention studies: Estimating complier average causal effects in a relevance intervention. The Journal of Experimental Education, 86(1), 105–123
  Nagengast, B., Brisson, B. M., Hulleman, C. S., Gaspard, H., Häfner, I., & Trautwein, U.
  
• (2017). Life-cycle educational choices in a system with early tracking and 'second chance' options. Economics of Education Review, 56, 80–94
  Biewen, M., & Tapalaga, M.
  
• (2017). Maximizing gender equality by minimizing course choice options? Effects of obligatory coursework in math on gender differences in STEM. Journal of Educational Psychology, 109, 993–1009
  Hübner, N., Wille, E., Cambria, J., Oschatz, K., Nagengast, B., & Trautwein, U.
  
• (2017). Processing of ambiguous facial affect in depressed adolescents prior to and following social exclusion: The role of perceptual sensitivity and response bias. Journal of Psychopathology and Behavioral Assessment, 39, 253–263
  Müller, S., Jusyte, A., Trzebiatowski, S., Hautzinger, M., & Schönenberg, M.
  
• (2017). Recognition of peer emotions in children with ADHD: Evidence from an animated facial expressions task. Psychiatry Research, 258, 351–357
  Jusyte, A., Gulewitsch, M. D., & Schönenberg, M.
  
• (2017). Robin Hood effects on motivation in math: Family interest moderates the effects of relevance interventions. Developmental Psychology, 53(8), 1522–1539
  Häfner, I., Flunger, B., Dicke, A.-L., Gaspard., H., Brisson, B. M., Nagengast, B., & Trautwein, U.
  
• (2017). Short intervention, sustained effects: Promoting students’ math competence beliefs, effort, and achievement. American Educational Research Journal, 54(6), 1048–1078
  Brisson, B. M., Dicke, A.-L., Gaspard, H., Häfner, I., Flunger, B., Nagengast, B., & Trautwein, U.
  
• (2017). SubsMatch 2.0: Scanpath comparison and classification based on subsequence frequencies. Behavior Research Methods, 49, 1048–1064
  Kübler, T. C., Rothe, C., Schiefer, U., Rosenstiel, W., & Kasneci, E.
  
• (2017). Training computational thinking: Game-based unplugged and plugged-in activities in primary school. Proceedings of the 11th European Conference on Game Based Learning, 687–695. Reading, UK: Academic Conferences and Publishing International Ltd.
  Tsarava, K., Moeller, K., Pinkwart, N., Butz, M., Trautwein, U., & Ninaus, M.
  
• (2017). Using propensity score matching to construct experimental stimuli. Behavior Research Methods, 49, 1107–1119
  Huber, S., Dietrich, J.F., Nagengast, B., & Moeller, K.
  
• (2017). Whose “storm and stress” is it? Parent and child reports of personality development in the transition to early adolescence. Journal of Personality, 85(3), 376-387
  Göllner, R., Roberts, B. W., Damian, R. I., Lüdtke, O., Jonkmann, K., & Trautwein, U.
  
• (2017). Why sketching may aid learning from science texts: Contrasting sketching with written explanations. Topics in Cognitive Science, 9(4), 866–882
  Scheiter, K., Schleinschok, K., & Ainsworth, S.
  
• (2018). Advancing the science of collaborative problem solving. Psychological Science in the Public Interest, 19(2), 59–92
  Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-Todd, J., Foltz, P. W., & Hesse, F. W.
  
• (2018). Basic numerical competences in large-scale assessment data: Structure and long-term relevance. Journal of Experimental Child Psychology, 167, 32–48
  Hirsch, S., Lambert, K., Koppens, K., & Moeller, K.
  
• (2018). Cognitive abilities and mathematical competencies at school entry. Mind, Brain, and Education, 12, 175–185
  Ribner, A.R., Moeller, K., Willoughby, M.W., Blair, C., & the FLP Investigators
  
• (2018). Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across domains. Contemporary Educational Psychology, 52, 1–14
  Gaspard, H., Wigfield, A., Jiang, Y., Nagengast, B., Trautwein, U., & Marsh, H. W.
  
• (2018). Effectiveness of a “grass roots” statewide enrichment program for gifted elementary school children. Journal of Research on Educational Effectiveness, 11, 375–408
  Golle, J., Zettler, I., Rose, N., Trautwein, U., Hasselhorn, M., & Nagengast, B.
  
• (2018). Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions. Journal of Computer Assisted Learning, 34(4), 458–470
  Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & van Gog, T.
  
• (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55, 158–168
  Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I.
  
• (2018). Gender stereotypes in a children's television program. Effects on girls' and boys' stereotype endorsement, math performance, motivational dispositions, and attitudes. Frontiers in Psychology, 9, Article 2435
  Wille, E., Gaspard, H., Trautwein, U., Oschatz, K., Scheiter, K., & Nagengast, B.
  
• (2018). How you behave in school predicts life success above and beyond family background, broad traits, and cognitive ability. Journal of Personality and Social Psychology, 114(4), 620
  Spengler, M., Damian, R. I., & Roberts, B. W.
  
• (2018). Individual differences in the competence for physical activity-related affect regulation moderate activity-affect association in real-life situations. Journal of Sport & Exercise Psychology, 40(4), 196–205
  Sudeck, G., Jeckel, S. & Schubert, T.
  
• (2018). It’s not only who you are but who you are with: High school composition and individuals’ attainment over the life course. Psychological Science, 29(11), 1785–1796
  Göllner, R., Damian, R. I., Nagengast, B., Roberts, B. W., & Trautwein, U.
  
• (2018). Predicting ADHD risk from touch interaction data. Proceedings of the 20th ACM International Conference on Multimodal Interaction, 446–454
  Mock, P., Tibus, M., Ehlis, A.-C., Baayen, H., & Gerjets, P.
  
• (2018). Putting a speech training program into practice: Its implementation and effects on elementary school children’s public speaking skills and levels of speech anxiety. Contemporary Educational Psychology, 55, 176–188
  Herbein, E., Golle, J., Tibus, M., Zettler, I., & Trautwein, U.
  
• (2018). Reading demands in secondary school: Does the linguistic complexity of textbooks increase with grade level and the academic orientation of the school track? Journal of Educational Psychology, 110(4), 518–543
  Berendes, K., Vajjala, S., Meurers, D., Bryant, D., Wagner, W., Chinkina, M., & Trautwein, U.
  
• (2018). Signaling text–picture relations in multimedia learning: The influence of prior knowledge. Journal of Educational Psychology, 110(4), 544–560
  Richter, J., Scheiter, K., & Eitel, A.
  
• (2018). Sixteen going on sixtysix: A longitudinal study of personality stability and change across 50 years. Journal of Personality and Social Psychology, 117(3), 674–695
  Damian, R. I., Spengler, M., Sutu, A., & Roberts, B. W.
  
• (2018). Students' idiosyncratic perceptions of teaching quality in mathematics: A result of rater tendency alone or an expression of dyadic effects between students and teachers? Journal of Educational Psychology, 110(5), 709–725
  Göllner, R., Wagner, W., Eccles, J. S., & Trautwein, U.
  
• (2018). The role of family characteristics for students’ academic outcomes: A person-centered approach. Child Development, 89(4), 1405–1422
  Häfner, I., Flunger, B., Dicke, A.-L., Gaspard., H., Brisson, B. M., Nagengast, B., & Trautwein, U.
  
• (2018). When a silent reading fluency test measures more than reading fluency: academic language features predict the test performance of students with a non-German home language. Reading and Writing, 32, 561–583
  Berendes, K., Wagner, W., Meurers, D., Trautwein, U.
  
• (2018). Word Frequency and Readability: Predicting the Textlevel Feature with a Lexical-level Attribute. Journal of Research in Reading 41, 486–510
  Chen, X., & Meurers, D.
  
• (2019). A change of scenery: Does the setting of an instructional video affect learning? Journal of Educational Psychology
  Merkt, M., Lux, S., Hoogerheide, V., van Gog, T., & Schwan, S.
  
• (2019). A test-based approach of modeling and measuring technological pedagogical knowledge. Computers & Education, 142
  Lachner, A., Backfisch, I., & Stürmer, K.
  
• (2019). Attentive or not? Toward a machine learning approach to assessing students’ visible engagement in classroom instruction. Educational Psychology Review
  Goldberg, P., Sümer, Ö., Stürmer, K., Wagner, W., Göllner, R., Gerjets, P., Kasneci, E., & Trautwein, U.
  
• (2019). Cognitive Correlates of Computational Thinking: Evaluation of a Blended Unplugged/Plugged-In Course. Proceedings of WiPSCE ’19: Workshop in Primary and Secondary Computing Education (WiPSCE ’19). ACM, New York, NY, USA
  Tsarava, K., Leifheit, L., Ninaus, M., Román-González, M., Butz, M. V., Golle, J., Trautwein, U., & Moeller, K.
  
• (2019). Direct evidence for linguistic influences in two-digit number processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(6), 1142–1150
  Bahnmueller, J., Maier, C. A., Göbel, S. M., & Moeller, K.
  
• (2019). Diversity of functional illiterates. Results from a multiple single case study. Zeitschrift für Erziehungswissenschaft, 22, 123–151
  Vágvölgyi, R., Rohland, L. M., Sahlender, M., Dresler, T., Schrader, J., & Nuerk, H.-C.
  
• (2019). Do students learn better when seated close to the teacher? A virtual reality classroom study considering individual levels of inattention and hyperactivity-impulsivity. Learning and Instruction, 61, 138–147
  Blume, F., Göllner, R., Moeller, K., Dresler, T., Ehlis, A.-C., & Gawrilow, C.
  
• (2019). Don’t blame the teacher? The need to account for classrooms characteristics in evaluations of teaching quality. Journal of Educational Psychology
  Fauth, B., Wagner, W., Bertram, C., Göllner, R., Roloff-Bruchmann, J., Lüdtke, O., Polikoff, M., Klusmann, U., & Trautwein, U.
  
• (2019). Effects of an extracurricular science intervention on elementary school children's epistemic beliefs: A randomized controlled trial. British Journal of Educational Psychology
  Schiefer, J., Golle, J., Tibus, M., Herbein, E., Gindele, V., Trautwein, U., & Oschatz, K.
  
• (2019). Math ability affects neurocognitive processing of arithmetic complexity – A combined fNIRS-EEG study. Frontiers in Human Neuroscience, 13, Article 227
  Artemenko, C., Soltanlou, M., Bieck, S. M., Ehlis, A.-C., Dresler, T., & Nuerk, H.-C.
  
• (2019). Math anxiety in combination with low visuospatial memory impairs math learning in children. Frontiers in Psychology, 10, Article 89
  Soltanlou, M., Artemenko, C., Dresler, T., Fallgatter, A. J., Ehlis, A.-C., & Nuerk, H. C.
  
• (2019). Non-completion, transfer, and dropout of traditional and “non-traditional” students in Germany. Research in Higher Education, 1–25
  Tieben, N.
  
• (2019). Putting all students in one basket does not produce equality: Gender-specific effects of curricular intensification in upper secondary school. School Effectiveness and School Improvement, 30(3), 261–285
  Hübner, N., Wagner, W., Nagengast, B., & Trautwein, U.
  
• (2019). Risky business! Behavioral bias and motivational salience of rule-violations in children with conduct disorder. Psychiatry Research, 271, 740–746
  Jusyte, A., Pfister, R., Gehrer, N., & Schönenberg, M.
  
• (2019). Scaling up intervention studies to investigate real-life foreign language learning in school. Annual Review of Applied Linguistics, 39, 161–188
  Meurers, D., De Kuthy, K., Nuxoll, F., Rudzewitz, B., & Ziai, R.
  
• (2019). School or work? The choice may change your personality. Psychological Science, 30(1), 32–42
  Golle, J., Rose, N., Göllner, R., Spengler, M., Stoll, G., Hübner, N., Rieger, S., Trautwein, U., Lüdtke, O., Roberts, B. W., & Nagengast, B.
  
• (2019). Teachers’ professional competence, teaching quality, and student outcomes in elementary science education. Teaching and Teacher Education, 86, Article 102882
  Fauth, B., Decristan, J., Decker, A., Büttner, G., Klieme, E., Hardy, I., & Kunter, M.
  
• (2019). The effects of getting a new teacher on the consistency of personality. Journal of Personality, 87(3), 487-500
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