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Changes in Parents' Home Learning Activities With Their Children During the COVID-19 Lockdown - The Role of Parental Stress, Parents' Self-Efficacy and Social Support

Frontiers in psychology, 2021-07, Vol.12, p.682540-682540

2021

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Families with young children during the COVID-19 pandemic-The importance of family type, perceived partnership roles, parental stress, and social support for changes in the home learning environment during lockdown

Frontiers in psychology, 2023-02, Vol.14, p.1119950-1119950

2023

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Frühpädagogische Qualität in Kindertageseinrichtungen: Eine Erweiterung des Struktur-Prozess-Modells

Zeitschrift für Erziehungswissenschaft, 2024-04, Vol.27 (2), p.551-577

2024

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Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder

1, 2018

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Elementary school teachers' self-efficacy, student-perceived support and students’ mathematics interest

Teaching and teacher education, 2021-07, Vol.103, p.103351, Article 103351

2021

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The interplay of gender with social and migrant background in the development of elementary school students' interest in mathematics and language arts

Learning and individual differences, 2023-08, Vol.106, p.102324, Article 102324

2023

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(Digitale) Elternzusammenarbeit in Kindertageseinrichtungen während der Corona-Pandemie. Digitalisierungsschub oder verpasste Chance?

Zeitschrift für Erziehungswissenschaft, 2021, Vol.24 (2), p.313–338-24:2<313–338

2021

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Beobachtungsverfahren zur Erfassung der Interaktionsqualität in Kindertageseinrichtungen: Eine Vergleichende Analyse der CLASS Pre-K und SSTEW

Frühe Bildung, 2024-01, Vol.13 (1), p.29-35

2024

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Familien und Kitas in der Corona-Zeit: Zusammenfassung der Ergebnisse

2020

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Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school

Early childhood research quarterly, 2023, Vol.63, p.133-144

2023

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The interplay between preschool teachers' science self-efficacy beliefs, their teaching practices, and girls' and boys' early science motivation

Learning and individual differences, 2019-02, Vol.70, p.86-99

2019

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The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play

Teaching and teacher education, 2016-08, Vol.58, p.174-184

2016

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The role of motivation in early mathematics and science education

Oppermann, Elisa

2018

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Preschool teachers' learning opportunities in their initial teacher education and in-service professional development - do they have an influence on preschool teachers' science-specific professional knowledge and motivation?

International journal of science education, 2020-03, Vol.42 (5), p.744-763

2020

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Geschlechtsunterschiede in der kindlichen MINT-Lernmotivation: Forschungsbefunde zu bestehenden Unterschieden und Einflussfaktoren

Diskurs Kindheits- und Jugendforschung, 2020-03, Vol.15 (1-2020), p.38-52

2020

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Preschool teachers' science practices: associations with teachers' qualifications and their self-efficacy beliefs in science

Early child development and care, 2021-04, Vol.191 (5), p.800-814

2021

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Relationships Among Parental Self‐Efficacy , Home Learning Activities, and Child Skills

Family relations, 2024-04

2024

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Intersectionality in Educational Contexts: Quantitative Approaches and Findings

Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 2024-01, Vol.56 (1-2), p.1-6

2024

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Children's Social-Emotional Development During the COVID-19 Pandemic: Protective Effects of the Quality of Children's Home and Preschool Learning Environments

Early education and development, 2024-10, Vol.35 (7), p.1432-1460

2024

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Burnout undermines empathising: do induced burnout symptoms impair cognitive and affective empathy?

Cognition and emotion, 2021-02, Vol.35 (1), p.185-192

2021

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Elementary school students' motivational profiles across Finnish language, mathematics and science: Longitudinal trajectories, gender differences and STEM aspirations

Contemporary educational psychology, 2021-01, Vol.64, p.101927, Article 101927

2021

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Motivational Profiles Across Domains and Academic Choices Within Eccles et al.'s Situated Expectancy-Value Theoretical Framework

Developmental psychology, 2021-11, Vol.57 (11), p.1893-1909

2021

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Early childhood educators' emotional exhaustion and the frequency of educational activities in preschool

European early childhood education research journal, 2023-11, Vol.31 (6), p.1016-1032

2023

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The Role of Social Categories and the Social Climate for the Development of Well-Being in Elementary School Students

Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 2024-01, Vol.56 (1-2), p.7-19

2024

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Emotional Exhaustion in German Preschool Teachers: The Role of Personal, Structural, and Social Conditions at the Workplace

Journal of research in childhood education, 2024-04, p.1-20

2024

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Changes in Parents' Home Learning Activities With Their Children During the COVID-19 Lockdown - The Role of Parental Stress, Parents' Self-Efficacy and Social Support

Families with young children during the COVID-19 pandemic-The importance of family type, perceived partnership roles, parental stress, and social support for changes in the home learning environment during lockdown

Frühpädagogische Qualität in Kindertageseinrichtungen: Eine Erweiterung des Struktur-Prozess-Modells

Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder

Elementary school teachers' self-efficacy, student-perceived support and students’ mathematics interest

The interplay of gender with social and migrant background in the development of elementary school students' interest in mathematics and language arts

(Digitale) Elternzusammenarbeit in Kindertageseinrichtungen während der Corona-Pandemie. Digitalisierungsschub oder verpasste Chance?

Beobachtungsverfahren zur Erfassung der Interaktionsqualität in Kindertageseinrichtungen: Eine Vergleichende Analyse der CLASS Pre-K und SSTEW

Familien und Kitas in der Corona-Zeit: Zusammenfassung der Ergebnisse

Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school

The interplay between preschool teachers' science self-efficacy beliefs, their teaching practices, and girls' and boys' early science motivation

The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play

The role of motivation in early mathematics and science education

Preschool teachers' learning opportunities in their initial teacher education and in-service professional development - do they have an influence on preschool teachers' science-specific professional knowledge and motivation?

Geschlechtsunterschiede in der kindlichen MINT-Lernmotivation: Forschungsbefunde zu bestehenden Unterschieden und Einflussfaktoren

Preschool teachers' science practices: associations with teachers' qualifications and their self-efficacy beliefs in science

Relationships Among Parental Self‐Efficacy , Home Learning Activities, and Child Skills

Intersectionality in Educational Contexts: Quantitative Approaches and Findings

Children's Social-Emotional Development During the COVID-19 Pandemic: Protective Effects of the Quality of Children's Home and Preschool Learning Environments

Burnout undermines empathising: do induced burnout symptoms impair cognitive and affective empathy?

Elementary school students' motivational profiles across Finnish language, mathematics and science: Longitudinal trajectories, gender differences and STEM aspirations

Motivational Profiles Across Domains and Academic Choices Within Eccles et al.'s Situated Expectancy-Value Theoretical Framework

Early childhood educators' emotional exhaustion and the frequency of educational activities in preschool

The Role of Social Categories and the Social Climate for the Development of Well-Being in Elementary School Students

Emotional Exhaustion in German Preschool Teachers: The Role of Personal, Structural, and Social Conditions at the Workplace

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