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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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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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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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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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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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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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Interpersonal influences on educational expectations: New evidence for Germany

Research in social stratification and mobility, 2017-04, Vol.48 (April), p.68-84

Roth, Tobias

2017

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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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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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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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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

Sievertsen, Hans Henrik

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

Hall, Caroline

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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The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis

Academic self-concept during the transition to upper secondary school

The Dynamics of Real-Time Classroom Emotions: Appraisals Mediate the Relation Between Students' Perceptions of Teaching and Their Emotions

The optimism trap. Migrants' educational choices in stratified education systems

Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach

Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains

Changes in school alienation profiles among secondary school students and the role of teaching style. Results from a longitudinal study in Luxembourg and Switzerland

Interpersonal influences on educational expectations: New evidence for Germany

Content-specificity of teachers' judgment accuracy regarding students' academic achievement

Convergent evidence for validity of a performance-based ICT skills test

The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation Between Competence and Affect Components

The moderating effect of prior knowledge on the relationship between intelligence and complex problem solving – Testing the Elshout-Raaheim hypothesis

Perceived teacher unfairness and student motivation in math and German. An application of the generalized internal/external frame of reference model

Dimensional Comparison Effects on (Gendered) Educational Choices

Longitudinal Big-Fish-Little-Pond Effects on Academic Self-Concept Development During the Transition From Elementary to Secondary Schooling

Competence development of high achievers within the highest track in German secondary school: Evidence for Matthew effects or compensation?

Growing the roots of STEM majors: Female math and science high school faculty and the participation of students in STEM

Linking TOEFL iBT® writing rubrics to CEFR levels: Cut scores and validity evidence from a standard setting study

Dimensional comparisons in students' perceptions of the learning environment

Local unemployment and the timing of post-secondary schooling

Does more general education reduce the risk of future unemployment?: Evidence from labor market experiences during the Great Recession

Extending the internal/external frame of reference model to social studies: Self-concept and achievement in history and politics

The structure of vocational interests in Germany: Different methodologies, different conclusions

Extending the internal/external frame of reference model to social studies. Self-concept and achievement in history and politics

Dimensional comparisons in students' perceptions of learning environments

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