Young scientist projects
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.
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.
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.
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.
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.
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.
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.
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.
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.
WiNK – Knowledge in the Neighborhood of Kids
WiNK wants to know: How is semantic knowledge organized in children? Is knowledge about thematic relations more relevant than taxonomic relations in children? Is knowledge about thematic relations connected to reading and verbal creativity?
