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The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis
Computers and education, 2020-08, Vol.153 (153, Art. 103897), p.103897-153, Art. 103897, Article 103897
2020
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Academic self-concept during the transition to upper secondary school
Contemporary educational psychology, 2019, Vol.56 (56), p.152–160-56<152–160
2019
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Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach
Acta psychologica, 2021, Vol.215 (103289), p.11-215:103289<11
2021
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The optimism trap. Migrants' educational choices in stratified education systems
Social science research, 2017-09, Vol.67 (September), p.213-228
2017
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Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains
Journal of educational psychology, 2019-05, Vol.111 (4), p.663-684
2019
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The Dynamics of Real-Time Classroom Emotions: Appraisals Mediate the Relation Between Students' Perceptions of Teaching and Their Emotions
Journal of educational psychology, 2020-08, Vol.112 (6), p.1243-1260
2020
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Changes in school alienation profiles among secondary school students and the role of teaching style. Results from a longitudinal study in Luxembourg and Switzerland
International journal of educational research, 2021, Vol.105, p.14-105:<14
2021
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Content-specificity of teachers' judgment accuracy regarding students' academic achievement
Teaching and teacher education, 2021, Vol.100, p.13-100:<13
2021
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Convergent evidence for validity of a performance-based ICT skills test
European journal of psychological assessment : official organ of the European Association of Psychological Assessment, 2020, Vol.36 (2), p.269-279
2020
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Interpersonal influences on educational expectations: New evidence for Germany
Research in social stratification and mobility, 2017-04, Vol.48 (April), p.68-84
2017
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The moderating effect of prior knowledge on the relationship between intelligence and complex problem solving – Testing the Elshout-Raaheim hypothesis
Intelligence (Norwood), 2020-11, Vol.83, p.101502, Article 101502
2020
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Perceived teacher unfairness and student motivation in math and German. An application of the generalized internal/external frame of reference model
Learning and individual differences, 2020, Vol.81 (101891), p.81:101891
2020
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The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation Between Competence and Affect Components
Journal of educational psychology, 2011-11, Vol.103 (4), p.970-981
2011
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Dimensional Comparison Effects on (Gendered) Educational Choices
Journal of educational psychology, 2021-02, Vol.113 (2), p.330-350
2021
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Longitudinal Big-Fish-Little-Pond Effects on Academic Self-Concept Development During the Transition From Elementary to Secondary Schooling
Journal of educational psychology, 2018-08, Vol.110 (6), p.882-897
2018
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Competence development of high achievers within the highest track in German secondary school: Evidence for Matthew effects or compensation?
Learning and individual differences, 2020, Vol.77 (77, Art. 101816), p.12-77, Art. 101816<12, Article 101816
2020
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Growing the roots of STEM majors: Female math and science high school faculty and the participation of students in STEM
Economics of education review, 2015-04, Vol.45 (April), p.14-27
2015
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Linking TOEFL iBT® writing rubrics to CEFR levels: Cut scores and validity evidence from a standard setting study
Assessing writing, 2020, Vol.43 (43, Art. 100420), p.100420-43, Art. 100420, Article 100420
2020
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Dimensional comparisons in students' perceptions of the learning environment
Learning and instruction, 2016-04, Vol.42, p.22-30
2016
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Local unemployment and the timing of post-secondary schooling
Economics of education review, 2016-02, Vol.50 (February), p.17-28
2016
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Does more general education reduce the risk of future unemployment?: Evidence from labor market experiences during the Great Recession
Economics of education review, 2016, Vol.52 (June), p.251-271
2016
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Extending the internal/external frame of reference model to social studies: Self-concept and achievement in history and politics
Learning and individual differences, 2016-10, Vol.51 (51), p.91-99
2016
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The structure of vocational interests in Germany: Different methodologies, different conclusions
Journal of vocational behavior, 2010-04, Vol.76 (2), p.153-169
2010
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Extending the internal/external frame of reference model to social studies. Self-concept and achievement in history and politics
Learning and individual differences, 2016, Vol.51, p.91-99
2016
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Dimensional comparisons in students' perceptions of learning environments
Learning and instruction, 2016 (42), p.22-30
2016
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