Culture as a construct in the educational discourse from a German perspective
Lang-Wojtasik, G., Bergmüller-Hauptmann, C. & Kowalik, F. (2026). Culture as a construct in the educational discourse from a German perspective, Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 2026(1), 22-27.
Effectiveness of a self-compassionate writing intervention. Findings from an experi-mental study
Schwarzer, N. H., Dietrich, L., König, S. & Kieschke, U. (2026). Effectiveness of a self-compassionate writing intervention. Findings from an experi-mental study, Current Psychology, 2026(45).
Tracing the learning experience in a digital learning environment: Insights from pen pressure and facial expressions in primary school children.
Bryce, D., Spear, J., Enste, C. S., Grassinger, R. & Dresel, M. (2026). Tracing the learning experience in a digital learning environment: Insights from pen pressure and facial expressions in primary school children., Metacognition Learning, 21(32).
Harder, but more fun than expected—reciprocal effects of unmet expectancies of success and unmet study values
Wild, S., Kunina-Habenicht, O. & Grassinger, R. (2026). Harder, but more fun than expected—reciprocal effects of unmet expectancies of success and unmet study values, European Journal of Psychology of Education, 41(60).
Cultural Complexity and the Limits of National Educational Discourses Findings of a Cross-cultural Assessment within BAGSKOL
Bergmüller-Hauptmann, C., Lang-Wojtasik, G., Bell, L. & Kowalik, F. (2025). Cultural Complexity and the Limits of National Educational Discourses Findings of a Cross-cultural Assessment within BAGSKOL, Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 48(4), 4-8.
Kids’ motives of sport participation and the image of handball–a qualitative approach to increasing the number of child members
König, S., Uhl, E. & Braun, A. (2026). Kids’ motives of sport participation and the image of handball–a qualitative approach to increasing the number of child members, Frontiers in Sports and Active Living, 8.
Multimodally assessed adaptive reactions to errors in primary school students and their relation to knowledge acquisition
Pickal, A. J., Spear, J., Bryce, D., Hallmen, T., Enste, C. S., Grassinger, R., André, E. & Dresel, M. (2026). Multimodally assessed adaptive reactions to errors in primary school students and their relation to knowledge acquisition, Learning and Individual Differences, 129.
Multiple Synchronized Representations in Digital Time Learning: An app designed to intuitively capture and better understand time
Huhmann, T. & Urff, C. (2026). Multiple Synchronized Representations in Digital Time Learning: An app designed to intuitively capture and better understand time, Proceedings of Society for Information Technology & Teacher Education International Conference. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE), 2026(1), 2519-2528.
Philosophie und Psychologie im interdisziplinären Dialog
Tulis, M. (2025). Philosophie und Psychologie im interdisziplinären Dialog, Selbstverständnisse der Philosophiedidaktik zwischen Fachphilosophie und Interdisziplinarität. Philosophische Bildung in Schule und Hochschule, 2025.
Forschungs- & Publikationsdatenbank
