GSC 1028:  Learning, Educational Achievement and Life Course Development: An Integrated Research and Training Programme

• Subject Area: Educational Research ; Psychology
• Term: from 2012 to 2019
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 194491240

• Final Report Year: 2020

Final Report Abstract

Despite a broad willingness in many countries to implement an evidence-oriented ap-proach in educational policy, this process has been severely impeded by a shortage of empirical data on “what works” in education and by a shortage of qualified experts. The Learning, Educa-tional Achievement, and Life Course Development (LEAD) Graduate School & Research Network has contributed to overcoming this challenge by running an integrated research and training pro-gram. The program was based on the notion that crucial questions in research on education need to be addressed in interdisciplinary research teams. To this end, LEAD built on the existing excel-lence in Tübingen in six core research fields and integrated this disciplinary expertise within a broader framework. More specifically, five so-called LEAD Intersections – research areas at the intersection among participating disciplines – with high potential for interdisciplinary research were defined, and research funding (including PhD positions) was largely channeled into these LEAD Intersections. LEAD admitted up to 20 PhD candidates per year, 5 or 6 of which were paid by the program. With members being associated with all four big faculties of the University of Tübingen, LEAD created new structures that allowed for interdisciplinary supervisory teams. Furthermore, LEAD integrated several existing coordinated research programs and graduate schools within a professional, inter-nationally oriented, structured graduate program for research on education. Furthermore, the LEADing Research Center was established to assist all LEAD members in terms of access to schools, research methods, and science communication. With its focus on finding “best answers to real problems”, LEAD perfectly fitted the Tübingen academic profile of “Research – Relevance – Responsibility” established as guiding theme by the University of Tübingen for the Excellence Initiative. LEAD was successful in terms of all of its several content-related and strategic goals. Most im-portant, LEAD has become a highly effective training environment and has brought together a large number of researchers from different fields who are working together to identify and tackle common problems in interdisciplinary research on education. Furthermore, it has helped to create an efficient structure and vivid research context, allowed researchers to explore and identify spe-cifically promising fields for collaborations in Tübingen, and gave a large number of early career researchers at the doctoral and postdoctoral levels the opportunity to acquire the experience and skills to pursue a promising academic career in a vibrant interdisciplinary setting. Results include a large number of successfully defended PhD dissertations, a high number of articles in the best journals of the field, and an impressive record in terms of successful interdisciplinary third-party grant proposals.

Link to the final report

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

Publications

• (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
  Rieger, S., Göllner, R., Spengler, M., Trautwein, U., Nagengast, B., Harring, J.R., & Roberts, B. W.
  
• (2019). The interplay of delay aversion, timing skills, and impulsivity in children experiencing individual levels of attention-deficit/hyperactivity disorder (ADHD) symptoms. ADHD Attention Deficit and Hyperactivity Disorders, 11(4)
  Blume, F., Kuehnhausen, J., Reinelt, T., Wirth, A., Rauch, W. A., Schwenck, C., & Gawrilow, C.
  
• (2019). Timing matters! Explaining between study phases enhances students’ learning. Journal of Educational Psychology
  Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A.
  
• (2019). Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing. Learning and Instruction, 60, 138–153
  Schmidgall, S. P., Eitel, A., & Scheiter, K.
  
• (2020) The conscientiousness × interest compensation (CONIC) model: Generalizability across domains, outcomes, and predictors. Journal of Educational Psychology 112(2), 271–287
  Song, J., Gaspard, H., Nagengast, B., & Trautwein, U.
  
• (2020). Comparing apples and oranges: Curricular intensification reforms can change the meaning of students’ grades! Journal of Educational Psychology, 112(1), 204–220
  Hübner, N., Wagner, W., Hochweber, J., Neumann, M., & Nagengast, B.