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New journal article in Unterrichtswissenschaft published


25.06.2021 – Lepper, C., Stang, J. & McElvany, N. (2021). Bedeutung der wahrgenommenen Motivierungsqualität für intrinsische Motivation und Selbstkonzept von Grundschulkindern [Importance of perceived motivational support for intrinsic motivation and self-concept of elementary students]. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-021-00121-y

The study examined whether 4th grade students’ perception of motivational support in mathematics instruction was related to intrinsic motivation and ability self-concept in math. Thereby, students’ math grade was taken into account as a motivational determinant and the feeling of competence was considered as a mediator.
The results showed that students’ perceived motivational quality in math was positively associated with both motivational variables. The effects on ability self-concept were mediated by an increased feeling of competence in class. Thus, motivational support was a significant factor for students’ motivational variables.


New journal article in Zeitschrift für Pädagogische Psychologie published


01.06.2021 – Stang, J., König, S. & McElvany, N. (2021). Implizite Einstellungen von Kindern im Grundschulalter gegenüber Menschen mit Migrationshintergrund. Zeitschrift für Pädagogische Psychologie. 1-14. doi: 10.1024/1010-0652/a000320

What attitudes do primary school children have toward people with a migration background? This question was examined in the context of the article.
In addition, it was examined whether elementary school children with a Turkish and without a migration background differ in their attitudes. Furthermore, it was analyzed whether, for example, identification with the host culture and culture of origin were related to implicit attitudes. Data from 240 fourth graders formed the basis of the data. An implicit association test was used to measure implicit attitudes.


New journal article in Educational Assessment, Evaluation and Accountability published


29.01.2021 – Strello, A., Strietholt, R., Steinmann, I., & Siepmann, C. (2021). Early Tracking and Different Types of Inequalities in Achievement: Difference-in-Differences Evidence from 20 Years of Large-scale Assessments. Educational Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-020-09346-4

The empirical study showed that early between-school tracking (e.g. in Gymnasien, Realschulen etc. in Germany) increases educational inequalities more than comprehensive education (e.g. in Scandinavian countries). This was especially pronounced for social educational inequalities. At the same time, early tracking had no beneficial effects for mean achievement levels. The study applied a difference-in-differences approach and used international comparative data from 75 countries. Together with previous research, this indicates that educational reforms towards longer joint schooling could reduce educational inequalities without lowering mean achievement levels.


New publisher’s edition Monitoring Student Achievement in the 21st Century - European Policy Perspectives and Assessment Strategies published by Springer


06.05.2020 – Harju-Luukkainen, H., McElvany, N. & Stang, J. (Eds.). (2020). Monitoring Student Achievement in the 21st Century - European Policy Perspectives and Assessment Strategies. Cham, Switzerland: Springer.
Educational assessment is of high importance. Therefore, the book examines its importance and gives a broad cross-national perspective on educational assessment in Europe. It draws together leading student assessment academics from across Europe exploring student monitoring policies and practices in a range of countries across 22 chapters.


Article in School Effectiveness and School Improvement was published


31.07.2019 – Steinmann, I., Strietholt, R. & Caro, D. (2018). Participation in Extracurricular Activities and Student Achievement: Evidence from German All-Day Schools. School Effectiveness and School Improvement. doi 10.1080/09243453.2018.1540435

The present study investigates the effects of participation in aca-demic extracurricular activities on student achievement in mathe-matics and reading in the course of secondary schooling. We use 2 samples of nonmandatory all-day schools that are part of the National Educational Panel Study (NEPS): N = 1,131 fifth graders at 43 schools were followed until Grade 7 and N = 1,545 seventh graders at 64 schools until Grade 9. We compare students partici-pating in all-day schools’ extracurricular activities homework sup-port, remedial education, and subject-specific programs to nonparticipating students. After controlling for prior achievement and further student background variables as well as estimating school fixed effects, we find no effects of participation in extra-curricular activities on student achievement for both samples and both outcomes. The study contributes to the evidence base on the effects of extracurricular activities. We discuss the findings in light of the international discourse on effective extracurricular activities.


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