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Does instructional time at school influence study time at university? Evidence from an instructional time reform

Economics of education review, 2024-06, Vol.100, p.102526, Article 102526

2024

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Behavioral consequences of religious schooling

Journal of development economics, 2024-03, Vol.167, p.103237, Article 103237

Siddique, Abu

2024

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Production trade-offs in models of data envelopment analysis with ratio inputs and outputs: An application to schools in England

European journal of operational research, 2024-02, Vol.313 (1), p.359-372

2024

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School choice with transferable student characteristics

Games and economic behavior, 2024-01, Vol.143, p.103-124

2024

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School electrification and academic outcomes in rural Kenya

Journal of development economics, 2024-01, Vol.166, p.103178, Article 103178

Koima, Josephat

2024

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Student-optimal interdistrict school choice: District-based versus school-based admissions

Games and economic behavior, 2023-11, Vol.142, p.411-422

Ehlers, Lars

2023

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Teacher characteristics and student performance: Evidence from random teacher-student assignments in China

Journal of economic behavior & organization, 2023-10, Vol.214, p.747-781

2023

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The cost of strategy-proofness in school choice

Games and economic behavior, 2023-09, Vol.141, p.515-528

2023

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Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter?

Contemporary educational psychology, 2023-04, Vol.73, p.102146, Article 102146

2023

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Are tracking recommendations biased? A review of teachers’ role in the creation of inequalities in tracking decisions

Teaching and teacher education, 2023-03, Vol.123, p.103985, Article 103985

2023

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The enrolment reform of schools and housing price: Empirical evidence from Shanghai, China

International review of economics & finance, 2023-03, Vol.84, p.262-273

2023

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School grades and students’ emotions: Longitudinal models of within-person reciprocal effects

Learning and instruction, 2023-02, Vol.83, p.101626, Article 101626

2023

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On the feasibility of technosocialism

Journal of economic behavior & organization, 2023-01, Vol.205, p.44-54

2023

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The Domain-Specificity of Elementary School Teachers’ Judgment Accuracy

Contemporary educational psychology, 2023-01, Vol.72, p.102142, Article 102142

2023

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The number line estimation task is a valid tool for assessing mathematical achievement: A population-level study with 6484 Luxembourgish ninth-graders

Journal of experimental child psychology, 2023-01, Vol.225, p.105521-105521, Article 105521

2023

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What Happens With Comparison Processes When “the Other” is Very Similar? Academic Self-Concept Formation in Twins

Contemporary educational psychology, 2023-01, Vol.72, p.102138, Article 102138

2023

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Adolescents’ global competence: A latent profile analysis and exploration of student-, parent-, and school-related predictors of profile membership

International journal of intercultural relations, 2023-01, Vol.92, p.101729, Article 101729

2023

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Learning processes and their mediating role between teaching quality and student achievement: A systematic review

Studies in educational evaluation, 2022-12, Vol.75, p.101209, Article 101209

2022

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Identification and characterization of high-achieving student subgroups using two methodological approaches: The role of different achievement indicators and motivational-affective characteristics

Learning and individual differences, 2022-12, Vol.100, p.102212, Article 102212

2022

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A moderated mediation analysis of conscientiousness, time management strategies, effort regulation strategies, and university students' performance

Learning and individual differences, 2022-12, Vol.100 (Art. 102228), p.11-100:Art. 102228<11, Article 102228

2022

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Multiple solutions in dyads or alone – Fostering the acquisition of modeling competencies in mathematics

Learning and instruction, 2022-12, Vol.82, p.101683, Article 101683

Große, Cornelia S.

2022

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Comparing the effectiveness of preparatory activities that help undergraduate students learn from instruction

Learning and instruction, 2022-12, Vol.82, p.101688, Article 101688

2022

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The relationship between success and failure causal attributions and achievement goal orientations

Learning and individual differences, 2022-12, Vol.100, p.102225, Article 102225

2022

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Providing external feedback and prompting the generation of internal feedback fosters achievement, strategies and motivation in concept learning

Learning and instruction, 2022-12, Vol.82, p.101658, Article 101658

2022

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Dispositional predictors of perceived academic competitiveness: Evidence from multiple countries

Personality and individual differences, 2022-11, Vol.198, p.111801, Article 111801

2022

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Does instructional time at school influence study time at university? Evidence from an instructional time reform

Behavioral consequences of religious schooling

Production trade-offs in models of data envelopment analysis with ratio inputs and outputs: An application to schools in England

School choice with transferable student characteristics

School electrification and academic outcomes in rural Kenya

Student-optimal interdistrict school choice: District-based versus school-based admissions

Teacher characteristics and student performance: Evidence from random teacher-student assignments in China

The cost of strategy-proofness in school choice

Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter?

Are tracking recommendations biased? A review of teachers’ role in the creation of inequalities in tracking decisions

The enrolment reform of schools and housing price: Empirical evidence from Shanghai, China

School grades and students’ emotions: Longitudinal models of within-person reciprocal effects

On the feasibility of technosocialism

The Domain-Specificity of Elementary School Teachers’ Judgment Accuracy

The number line estimation task is a valid tool for assessing mathematical achievement: A population-level study with 6484 Luxembourgish ninth-graders

What Happens With Comparison Processes When “the Other” is Very Similar? Academic Self-Concept Formation in Twins

Adolescents’ global competence: A latent profile analysis and exploration of student-, parent-, and school-related predictors of profile membership

Learning processes and their mediating role between teaching quality and student achievement: A systematic review

Identification and characterization of high-achieving student subgroups using two methodological approaches: The role of different achievement indicators and motivational-affective characteristics

A moderated mediation analysis of conscientiousness, time management strategies, effort regulation strategies, and university students' performance

Multiple solutions in dyads or alone – Fostering the acquisition of modeling competencies in mathematics

Comparing the effectiveness of preparatory activities that help undergraduate students learn from instruction

The relationship between success and failure causal attributions and achievement goal orientations

Providing external feedback and prompting the generation of internal feedback fosters achievement, strategies and motivation in concept learning

Dispositional predictors of perceived academic competitiveness: Evidence from multiple countries

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