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Pomme van de Weerd. (2023) Being ‘the lowest’: models of identity and deficit discourse in vocational education. Ethnography and Education 18:2, pages 144-158.
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Marlen Holtmann, Camilla Rjosk, Malte Jansen & Oliver Lüdtke. (2024) The double-edged sword of de-tracking reforms in Germany: Using a Difference-in-Differences approach to estimate effects on students' educational aspirations and their association with students' socioeconomic backgrounds. Studies in Educational Evaluation 81, pages 101350.
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Lisa Bardach, Claudia Neuendorf, Kou Murayama, Thorsten Fahrbach, Michel Knigge, Benjamin Nagengast & Ulrich Trautwein. (2023) Does students’ awareness of school-track-related stereotypes exacerbate inequalities in education?. npj Science of Learning 8:1.
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Hanna Gaspard, Benjamin Nagengast, Ulrich Trautwein, Ann-Kathrin Jaekel & Richard Göllner. (2022) Heterogenität in motivationalen Entwicklungsverläufen in Mathematik und Deutsch in Abhängigkeit von Schulform und GeschlechtHeterogeneity in motivational developmental trajectories in mathematics and German depending on school type and gender. Zeitschrift für Erziehungswissenschaft 25:2, pages 293-327.
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Zhichen Xia, Fan Yang, Kevin Praschan & Qingyu Xu. (2019) The formation and influence mechanism of mathematics self-concept of left-behind children in mainland China. Current Psychology 40:11, pages 5567-5586.
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O.Y KAMAKINA. (2021) PECULIARITIES OF FORMING A COOL TEAM IN PRIMARY SCHOOL. AZIMUTH OF SCIENTIFIC RESEARCH: PEDAGOGY AND PSYCHOLOGY 10:36.
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Anke Heyder, Anne F. Weidinger & Ricarda Steinmayr. (2020) Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation. Journal of Youth and Adolescence 50:1, pages 177-188.
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Michael Becker, Julia Tetzner & Jürgen Baumert. (2020) Schulformen und sozioökonomischer Erfolg im jungen Erwachsenenalter: Werden unterschiedliche Ausbildungswege auf dem Arbeitsmarkt gleich honoriert?School types and socioeconomic success in young adulthood: are different educational pathways equally rewarded on the labor market?. Zeitschrift für Erziehungswissenschaft 23:5, pages 979-1017.
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Aileen Edele, Malte Jansen, Maja K. Schachner, Kristin Schotte, Camilla Rjosk & Susanne Radmann. (2020) School track and ethnic classroom composition relate to the mainstream identity of adolescents with immigrant background in Germany, but not their ethnic identity. International Journal of Psychology 55:5, pages 754-768.
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Bettina Hannover & Lysann Zander. (2020) How Personal and Social Selves Influence the Development of Children and Adolescents at School. Zeitschrift für Pädagogische Psychologie 34:2, pages 65-85.
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Monique Verhoeven, Astrid M. G. Poorthuis & Monique Volman. (2018) The Role of School in Adolescents’ Identity Development. A Literature Review. Educational Psychology Review 31:1, pages 35-63.
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Daria Nolkemper, Hasan Aydin & Michel Knigge. (2018) Teachers’ stereotypes about secondary school students: the case of Germany. Quality & Quantity 53:1, pages 69-89.
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Michel Knigge & David Kollosche. 2019. Inclusive Mathematics Education. Inclusive Mathematics Education
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A. Katrin Arens, Michael Becker & Jens Möller. (2018) The internal/external frame of reference (I/E) model: Extension to five school subjects and invariance across German secondary school ability tracks. Learning and Individual Differences 67, pages 143-155.
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Christoph M. Müller, Verena Hofmann, Thomas Begert & Antonius H.N. Cillessen. (2018) Peer influence on disruptive classroom behavior depends on teachers' instructional practice. Journal of Applied Developmental Psychology 56, pages 99-108.
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Anke Heyder & Martin Brunner. (2018) Teachers' aptitude beliefs as a predictor of helplessness in low-achieving students: Commonalities and differences between academic domains. Learning and Individual Differences 62, pages 118-127.
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Roland Berger, Marion Müller & Martin Hänze. (2017) Konzeption und Evaluation von Tutor-Trainings zur Förderung der intrinsischen Motivation der Tutoren und der Autonomieförderung ihrer Tutees im Cross-age TutoringConception and Evaluation of Tutor-Trainings to Promote Tutors’ Intrinsic Motivation, and Tutees’ Autonomy in Cross-age Tutoring. Zeitschrift für Didaktik der Naturwissenschaften 23:1, pages 225-239.
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Katja Scharenberg. (2016) The Interplay of Social and Ethnic Classroom Composition, Tracking, and Gender on Students’ School Satisfaction. Journal of Cognitive Education and Psychology 15:2, pages 320-346.
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Martin Latsch & Bettina Hannover. (2014) Smart Girls, Dumb Boys!?. Social Psychology 45:2, pages 112-126.
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Inge Seiffge-Krenke & Marja-Lena Haid. (2012) Identity development in German emerging adults: Not an easy task. New Directions for Child and Adolescent Development 2012:138, pages 35-59.
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