Seit Dezember 2022: Herausgeberin der internationalen Fachzeitschrift „International Journal for Lifelong Education“

Das International Journal of Lifelong Education ist eine internationale, wissenschaftlich referierte (peer-reviewed) Zeitschrift, die sich der Förderung der Theorie und Praxis des Lebenslangen Lernens widmet. Die Zeitschrift bietet ein fachliches Forum für internationale Debatten über die Prinzipien und Praktiken der lebenslangen Bildung und des Lernens im Erwachsenenalter in formellem, institutionellem oder informellem Umfeld.

https://www.tandfonline.com/journals/tled20

Seit 2013: Gründer und Mitherausgeber der internationalen deutsch-englischen Fachzeitschrift "Journal for Discourse Studies". Weinheim: Beltz

Winkler, Marvin, Künzell, Stefan, & Augste, Claudia (2024). Predictive value of forearm muscle oxygenation parameters for climbing-specific finger endurance and competitive climbing performance. Sport Sciences for Health, 20, 109-117. https://doi.org/10.1007/s11332-023-01072-w

Tittor, Anne; Relly, Eduardo; Backhouse, Maria (2024): ¿De quién es y quién decide sobre la biodiversidad? Un análisis crítico del Convenio sobre la Diversidad Biológica. In: ecologíaPolítica (66), S. 35-42.

Bilandzic, Helena, Kalch, Anja, Kinnebrock, Susanne, Buchner, Benedikt, Kollar, Ingo & Schuller, Björn W. (2024). Discursive resilience – countering polarization and fragmentation in (social) media discourse. Datenschutz und Datensicherheit - DuD, 48(6), 341-345. https://doi.org/10.1007/s11623-024-1927-9

Daumiller, M., Rinas, R. & Breithecker, J. (2024). Elite Athletes´' Achievement Goals, Burnout Levels, Psychosomatic Stress Symptoms, and Coping Strategies. In R. J. Schinke (Hrsg.), Mental Health in Sport and Physical Activity (p. 93-113). Routledge. http://dx.doi.org/10.4324/9781003459750-6

Bross, T., Nett, U. E., & Daumiller, M. (2024). Interrelations Between Achievement Goals and Achievement Emotions: A Meta-Analytic Examination. Manuscript under review.

González Cruz, H., Janke, S., & Daumiller, M. (im Druck). How to best measure academic dishonesty in students: A systematic review of self-report assessment methods and psychometric quality. European Journal of Psychological Assessment. PsyArXiv: ag5jp

Wekerle, C., Daumiller, M., Janke, S., Dickhäuser, O., Dresel, M., & Kollar, I. (im Druck). Putting ICAP to the test: How are technology-enhanced learning activities related to cognitive and affective-motivational learning outcomes in higher education? Scientific Reports. https://doi.org/10.1038/s41598-024-66069-y. PsyArXiv: gh29v

Dresel, M., Daumiller, M., Spear, J., Praetorius, A. K., Janke, S., Dickhäuser, O., & Steuer, G. (im Druck). Learning from errors in mathematics classrooms: Development over two years in dependence of perceived error climate. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12697

Keller, M., Rinas, R., Janke, S., Dickhäuser, O., Dresel, M., & Daumiller, M. (im Druck). Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study. Social Psychology of Education. https://doi.org/10.1007/s11218-024-09888-1. PsyArXiv: smkw8.

Wolff, F., Dresel, M., & Daumiller, M. (2024). Dimensional comparisons in the formation of faculty members’ research and teaching self-concepts? Higher Education, 87, 345–364. https://doi.org/10.1007/s10734-023-01010-2

Putwain, D., Daumiller, M., Hussain, T., & Pekrun, R. (2024). Revisiting the relation between academic buoyancy and coping: A network analysis. Contemporary Educational Psychology, 78, Article 102283. https://doi.org/10.1016/j.cedpsych.2024.102283

Meyer, J., Scharf, J., Daumiller, M., & Hübner, N. (2024). How values relate to student achievement in upper secondary education: Integrating interdisciplinary perspectives on value beliefs in the school context. Social Psychology of Education. Advanced online publication. https://doi.org/10.1007/s11218-024-09906-2

Keller, M., Dresel, M., & Daumiller, M. (2024). Do achievement goals and self-efficacy matter for feedback use? Learning and Instruction, 93, Article 101948. Advanced online publication. https://doi.org/10.1016/j.learninstruc.2024.101948. PsyArXiv: 6pzbq

Daumiller, M., Fritz, T., González Cruz, H., Rudert, S., & Janke, S. (2024). Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2023.2290979. PsyArXiv: n2jhu.

Grunschel, C.*, Wloch, L.*, Gadosey, C., von der Mülbe, S., Bäulke, L., Daumiller, M., & Dresel, M. (2024). Behavioral and emotional academic procrastination scale: Validity and comparative values of a population-based university student sample [Manuscript submitted for publication].

Özbek, T., Daumiller, M., Roshany-Tabrizi, A., Mömke, T., & Kollar, I. (2024). Friends or feedback? – Relations between computer science students’ goals, technology acceptance, use of a peer feedback tool, and performance [Manuscript under review].

Daumiller, M., Rinas, R. & Breithecker, J. (2024). Elite Athletes´' Achievement Goals, Burnout Levels, Psychosomatic Stress Symptoms, and Coping Strategies. In R. J. Schinke (Hrsg.), Mental Health in Sport and Physical Activity (p. 93-113). Routledge. http://dx.doi.org/10.4324/9781003459750-6

Keller, M., Rinas, R., Janke, S., Dickhäuser, O., Dresel, M., & Daumiller, M. (in press). Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study. Social Psychology of Education. https://psyarxiv.com/smkw8

Galano, D., Grund, A., Gegenfurtner, A., & Emslander, V. (in press). Shaping inclusive futures: Analyzing pre-service teachers' attitudes on lesbian, gay, and bisexual (LGB) students in Luxembourg. In Nationaler Bildungsbericht Luxemburg 2024. Luxembourg Centre for Educational Testing

Gegenfurtner, A. (in press). Cognitive theory of visual expertise: Implications for research on teacher noticing and professional vision. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher professional vision: Theoretical and methodological advances. Routledge.

Gegenfurtner, A., Bedenlier, S., Ebner, C., Keskin, Ö., & Händel, M. (in press). Designing effective synchronous online learning. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments. Routledg

Gegenfurtner, A., & Kollar, I. (Eds.). (in press). Designing effective digital learning environments. Routledge.

Gegenfurtner, A., & Kollar, I. (in press). Design of digital learning environments: Evidence from meta-analyses. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments. Routledge.

Gegenfurtner, A., & Stahnke, R. (in press). Advancing research on teacher professional vision and teacher noticing. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher professional vision: Theoretical and methodological advances. Routledge.

Gegenfurtner, A., & Stahnke, R. (Eds.). (in press) Teacher professional vision: Theoretical and methodological advances. Routledge.

Keskin, Ö., Seidel, T., Stürmer, K., & Gegenfurtner, A. (2024). Eye-tracking research on teacher professional vision: A meta-analytic review. Educational Research Review, 42, 100586. https://doi.org/10.1016/j.edurev.2023.100586

Roig-Ester, H., Robalino Guerra, P. E., Quesada Pallarès, C., & Gegenfurtner, A. (2024). Transfer of learning of new nursing professionals: Exploring patterns and the effect of previous working experience. Education Sciences, 14(1), 52. https://doi.org/10.3390/educsci14010052

Seidel, T., Kosel, C., Böheim, R., Gegenfurtner, A., & Stürmer, K. (in press). A cognitive model of professional vision and acquisition of visual expertise using video excerpts in the teaching profession. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher professional vision: Theoretical and methodological advances. Routledge.

Stahnke, R., & Gegenfurtner, A. (in press). Introduction to empirical perspectives on teacher professional vision. In R. Stahnke & A. Gegenfurtner (Eds.), Teacher professional vision: Empirical perspectives. Routledge.

Stahnke, R., & Gegenfurtner, A. (Eds.). (in press). Teacher professional vision: Empirical perspectives. Routledge.

Testers, L., Alijagic, A., Brand-Gruwel, S., & Gegenfurtner, A. (2024). Predicting transfer of generic information literacy competencies by non-traditional students to their study and work contexts: A longitudinal perspective. Education Sciences, 14(2), 117. https://doi.org/10.3390/educsci14020117

Wagner, M., Gegenfurtner, A., & Urhahne, D. (in press). Effectiveness of flipped classrooms. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments. Routledge.

Freihaut, P. & Göritz, A. S. (in press). Show me how you use your mouse and I tell you how you feel? Sensing affect with the computer mouse. Transactions on Affective Computing. https://doi.org/10.1109/TAFFC.2024.3357733

Seuling, P. D., Fendel, J. C., Spille, L., Göritz, A. S. & Schmidt, S. (in press). Therapeutic alliance in videoconferencing psychotherapy compared to psychotherapy in person – A systematic review and meta-analysis. Journal of Telemedicine and Telecare. https://doi.org/10.1177/1357633X231161774

Jelinek, L., Göritz, A. S., Miegel, F., Schuurmans, L., Moritz, S., Yassari, A. H. & Müller, J. C. (in press). Too much of a good thing? Hand hygiene and the long-term course of contamination-related obsessive-compulsive symptoms. Frontiers in Psychology.

Schulze, J., Krumm, S., Eid, M., Müller, H. & Göritz, A. S. (2024). The relationship between telework and job characteristics: A latent change score analysis during the COVID-19 pandemic. Applied Psychology: An International Review, 73(1), 3-33.  https://doi.org/10.1111/apps.12461

Sedefoglu, D., Ohly, S., Schmitt, A. & Göritz, A. S. (2024). Leading in times of crisis and remote work: Perceived consideration leadership behavior and its effect on follower work engagement. Frontiers in Organizational Psychology, 2, 1359541.  https://doi.org/10.3389/forgp.2024.1359541

Bilandzic, Helena, Kalch, Anja, Kinnebrock, Susanne, Buchner, Benedikt, Kollar, Ingo & Schuller, Björn W. (2024). Discursive resilience – countering polarization and fragmentation in (social) media discourse. Datenschutz und Datensicherheit - DuD, 48(6), 341-345. https://doi.org/10.1007/s11623-024-1927-9

Keller, M. V., Rinas, R., Janke, S., Dickhäuser, O., Dresel, M., & Daumiller, M. (2024). Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study. Social Psychology of Education https://doi.org/10.1007/s11218-024-09888-1

Keller, M. V., Dresel, M., & Daumiller, M. (2024). Do achievement goals and self-efficacy matter for feedback use? Learning and Instruction, 93. https://doi.org/10.1016/j.learninstruc.2024.101948

Gegenfurtner, A., Bedenlier, S., Ebner, C., Keskin, Ö., & Händel, M. (in press). Designing effective synchronous online learning. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments. Routledge.

Keskin, Ö., Seidel, T., Stürmer, K., & Gegenfurtner, A. (2024). Eye-tracking research on teacher professional vision: A meta-analytic review. Educational Research Review, 42, 100586. https://doi.org/10.1016/j.edurev.2023.100586

Opio-Göres, M., Kollar, I. & Dorner, B. (im Druck). Teaching students to perform child welfare assessments with adaptable computer-supported scripts and metacognitive reflection prompts. Journal of Social Work Education

Özbek, T., Wekerle, C. & Kollar, I. (2024). Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?. Education and Information Technologies, 29, 6139-616. https://doi.org/10.1007/s10639-023-12047-2

Winkler, Marvin, Künzell, Stefan & Augste, Claudia (2024). Predictive value of forearm muscle oxygenation parameters for climbing-specific finger endurance and competitive climbing performance. Sport Sciences for Health, 20, 109-117. https://doi.org/10.1007/s11332-023-01072-w

Beißel, Patrick & Künzell, Stefan (2024). Task integration in complex, bimanual sequence learning tasks. Psychological Research, 88, 207-221. https://doi.org/10.1007/s00426-023-01848-2

Lohmann, J., Tittlbach, S. & Steinbauer, M.J. Sustainable development in sport and physical activity—perspectives and challenges. Ger J Exerc Sport Res 54, 1–5 (2024). https://doi.org/10.1007/s12662-023-00938-y

Carl, J., Abu-Omar, K., Bernard, P., Lohmann, J., White, P., Peters, J., Sahlqvist, S., Ma, J., Duncan, M., & Barnett, L. M. (2024). Physical Literacy in the Context of Climate Change: Is There a Need for Further Refinement of the Concept?. Journal of Physical Activity and Health (published online ahead of print 2024). Retrieved Mar 25, 2024, from https://doi.org/10.1123/jpah.2023-0714

Polujanski, Sabine, Nett, Ulrike, Rotthoff, Thomas, Oezsoy, Melissa, & Schindler, Ann-Kathrin (2024). Uncovering heterogeneity in mental health changes among first-year medical students. Medical Education Online, 29(1), 2317493.  https://doi.org/10.1080/10872981.2024.2317493

Saur, L., & Nikolai, R. (2024). Politics of School Choice in Germany: The Abolition of the Binding Recommendation in Baden-Wuerttemberg and Saxony. Journal of School Choice, 1–19. https://doi.org/10.1080/15582159.2024.2365578

Özbek, T., Wekerle, C. & Kollar, I. (2024). Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?. Education and Information Technologies, 29, 6139-6161. https://doi.org/10.1007/s10639-023-12047-2

Özbek, T., Greisel, M., Wekerle, C. & Kollar, I. (2024). Do Different Goals Affect the Configuration of University Students' Internal Collaboration Scripts? Results of an Epistemic Network Analysis Study. In Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning 2024, Buffalo, New York, June 10-14 (pp. 99-106). Buffalo: International Society of the Learning Sciences.  doi: 10.22318/cscl2024.633786

Daumiller, M., Rinas, R. & Breithecker, J. (2024). Elite Athletes´' Achievement Goals, Burnout Levels, Psychosomatic Stress Symptoms, and Coping Strategies. In R. J. Schinke (Hrsg.), Mental Health in Sport and Physical Activity (p. 93-113). Routledge. http://dx.doi.org/10.4324/9781003459750-6

Saur, L., & Nikolai, R. (2024). Politics of School Choice in Germany: The Abolition of the Binding Recommendation in Baden-Wuerttemberg and Saxony. Journal of School Choice, 1–19. https://doi.org/10.1080/15582159.2024.2365578

Schweiger, M. & Wimmer, J. (2024). Perceiving Media Change as a Form of Media Literacy: Using a 360-Degree Video to Analyze the Mediatization of Social Life. Mediatization Studies, 7, 9–30. https://journals.umcs.pl/ms/article/view/16794

von Gemünden, P. (2024). Metaphors, Parables and the Bildfeld, in: E. Ottenheijm/M. Poorthuis/A. Merz, The Power of Parables. Essays on the Comparative Study of Jewish and Christian Parables, Jewish and Christian Perspectives Series 39, Leiden/Boston 2024, 299–317.

von Gemünden, P. (2024). Emotions and Visual Arts. With a Focus on Greco-Roman Artefacts. Response to Karen Sonik, in: U.E. Eisen, H. Mader/M. Peetz (Hrsg.), Grasping Emotions. Approaches to Emotions in Interreligious and Interdisciplinary Discourse, Berlin/Boston 2024, 99–126

Özbek, T., Wekerle, C. & Kollar, I. (im Druck). Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?. Education and Information Technologies, 29, 6139-6161. https://doi.org/10.1007/s10639-023-12047-2

Özbek, T., Greisel, M., Wekerle, C. & Kollar, I. (2024). Do Different Goals Affect the Configuration of University Students' Internal Collaboration Scripts? Results of an Epistemic Network Analysis Study. In Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning 2024, Buffalo, New York, June 10-14 (pp. 99-106). Buffalo: International Society of the Learning Sciences.  doi: 10.22318/cscl2024.633786