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Young scientist projects

Every year, IDeA supports projects to prepare applications for third-party funding (e.g. for pilot studies, conceptual preparatory work) for new projects. The focus topics change annually. In 2020, there is additional start-up funding, the topic and background of which is the COVID-19 pandemic and its effects. Here you can find some of the currently ongoing young scientist projects.

AMSel – ADHS-Meta-Analysis on the Effectiveness of Self-Regulation Interventions

ADHS has been associated with reduced emotional and academic well-being. As a neurodevelopmental disorder that is related to deficits in executive functions, evidence shows that students with ADHD can benefit from self-regulation (SR) training. In AMSel we are conducting a meta-analysis on previous studies on the effectiveness of SR training for the emotional and academic well-being of students with ADHD.

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BAPAS – Attachment Trauma in Adoptive and Foster Children – A Psychoanalytic Therapy Study

The BAPAS project aims at investigating the effects of a psychoanalytic psychotherapy for adoptive and foster children (Age: 8-11 years) with a multiple complex trauma and their adoptive/foster parents. Additionally, as part of their extended network the teachers of the children are involved in the intervention.

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BiLTex – Bilingual Learning Settings to Foster Text Comprehension

The project BiLTex examines potential differences between bilingual and monolingual learning environments for promoting text comprehension. While in monolingual learning environments all information and actions are presented or occur in German, bilingual learning environments implement heritage languages systematically. BilTex investigates whether the inclusion of the heritage language has a positive effect on text comprehension and the learning experience in general for bilingual children.

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DeSign – Dynamics of Students’ Self-Regulation and Interrelations with Experienced Teaching Quality

Self-regulation refers to the ability of an individual to control his or her thoughts, feelings, and actions in such a way that they support the pursuit of long-term goals. Characteristics of situations influence this ability and can therefore support or impede self-regulation. The DeSign project investigates the interaction between the quality of teaching perceived during a lesson and the change in self-regulation within students.

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DiaS-K – Diagnostics of Self-Regulation in Preschool

In the DiaS-K project, preschool teachers and doctors who carry out school entry examinations are to be interviewed in order to find out what instruments for diagnosing self-regulation in preschool age must look like so that they are usable for practitioners.

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EDUCATE – Impact of the SARS-CoV-2 Pandemic on the Development of Academic Skills

EDUCATE investigates the effects of the changed care and school situation on the development of school-relevant domaingeneral (e.g. executive functions, self-regulation) and domain-specific (e.g. numerical and written language) skills and their implications for the further development of school performance, using an innovative combination of cohort and longitudinal design.

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EMMA – The Role of Emotions and Metacognitive Processes for Goal Revision

In the project EMMA, we investigate which emotions children report after goal failure, how children adapt their goals after failure, and examine the of role emotions and the evaluation of failure for goal revision.

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GoThink – Really true? How Gestures Affect Logical Thinking in Children

The project investigates how iconic gestures and working memory support logical-abstract thinking during on-line sentence comprehension in primary school-aged children. The findings from this project are intended to contribute to studies on support contexts that focus on the learning of mathematical core competencies such as set theory in primary school.

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GraWi – Implicit and Explicit Grammatical Knowledge of Children Acquiring German as Second Language

The project GraWi aims to investigate the acquisition of implicit and explicit grammatical knowledge of children acquiring German as second language.

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MemoKid 2.0 – Memory Consolidation for Intentionally and Incidentally Learned Information in Relation to Prior Knowledge: A Comparison between Children and Young Adults

We investigate to what extent strategic vs. incidental learning may modulate the efficiency of memory consolidation of events over time. Moreover, we investigate how this process may differ in children in comparison to adults.

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MespE – Multilingualism-Related Teacher Attitudes: Effects on Teacher Judgments and Development of Reflective Competence

The project MespE deals with the attitudes of teachers with regard to the migration-related multilingualism of their students. The effects of these attitudes on teachers' judgments and expectations will be examined and suitable intervention strategies (professionalization/in-service training concepts) will be designed on the basis of the findings, which are intended to stimulate related reflection processes.

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MotivO – Reading Motivation and Reading Achievement across Orthographies

The Project MotivO aims at investigating and comparing motivational aspects of reading achievement across orthographies (German vs. Hebrew). Within the context of a cooperation project, German and Israeli 2nd and 4th Graders will be compared regarding their reading motivation and reading achievement in a cross-language research design to detect positive or negative feelings towards reading as well as changes across time.

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MuKi – Courageous Children: Behaviour-Based Investigation of Emotional Expectation- and valuation processes of Multiple Complex-Traumatized Children

The MuKi project investigates the reward expectations of children aged 9–11 who have had repeated aversive experiences in their immediate environment and have repeatedly been separated from important caregivers. Emotional expectation and evaluation processes as precursors of social and cognitive learning are the focus of the study.

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NawiSelf*digital – Using Digital Media to Foster Self-Regulation in Primary School Science Classrooms to Individually Support Students at Risk

The project aims to investigate the effectiveness of teaching units for primary school science classrooms which integrate the use of digital media. In this scope, we examine (1) whether the digital media can be used effectively to support science learning as well as to activate self-regulation of learning of students with difficulties when learning, and (2) whether the additional implementation of adaptive elements can particularly support at-risk students.

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zEbra – Social Belonging in the Real and Digital World

The project zEbra aims at examining the associations among perceived social belongingness in real and digital life and well-being in children and adolescents.

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2Explain – ‘Who Can Explain This to Me?’ An Empirical Study on Teaching and Learning with Instructional Explanations

The study 2Explain investigates how pre-service primary school teachers’ knowledge of instructional explanations of science phenomena may be best improved by means of different workshops. Furthermore, we want to find out whether the science explanation videos the pre-service teachers produce throughout their workshops are particularly effective for the learning of low-achieving primary school students.

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