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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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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 – A Preliminary Study to Assess Turkish Parents’ Knowledge about the Educational System and Teachers’ Knowledge about Turkish Families’ Educational Situation

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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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?

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zEbra – Social Belonging in the Real and Digital World

The zEbra project examines the associations of perceived social belongingness in real and digital life with well-being in children and adolescents. For this purpose, a measurement instrument shall be developed that allows for assessing which digital networks children and adolescents use to interact with peers.

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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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