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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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Äuglein – Eye-Tracking in Schools Accompanying Literacy Acquisition Aiming at Progress-Monitoring, Diagnosis and Intervention

Reading aloud allows the direct monitoring of the reading process (e.g. reading fluency, accuracy, repetitions, omissions) and makes immediate interventions possible if difficulties are detected. For silent reading this is only possible through the use of eye-tracking. The project “Äuglein” [German for little eye] seeks to establish eye-tracking in school as a method that provides detailed insights into individual reading behavior for teachers, parents and children.

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DYNAMO – Dynamics of Need Associated Motivation

The DYNAMO project investigates the association between fulfillment of basic psychological needs and motivation in children and adolescents. To that end, a measurement instrument shall be developed which allows for assessing these two constructs in these age groups.

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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

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, and (2) whether the additional implementation of adaptive elements can particularly support at-risk students.

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ögütPRO – Professional Support for Parents with a Turkish Migration Background Regarding their Children’s Transition to Secondary School

The aim of the project ögütPRO (Turkish ögüt = advice) is to train primary teachers to support Turkish-origin parents when their children face the transition from primary to secondary school. This preliminary study assesses parents’ knowledge of the German educational system. Furthermore, primary teachers’ knowledge about Turkish-origin parents’ educational situation will be investigated.

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VokSi – App-based vocabulary learning: combination effects of prior knowledge activating and gesture-based learning strategies

It is easier to learn vocabulary if the learners themselves become active. This could be by generating a prediction about the possible translation of the foreign language term or by simultaneously executing a suitable gesture. The objective of this project is to examine these learning activities and to take a closer look at the effects of their interaction.

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