As empirical studies have consistently shown, low achievement in mathematics at the secondary level can often be traced to deficits in the understanding of certain basic arithmetic concepts taught in primary school. The present intervention study in middle schools evaluated whether such learning deficits can be reduced effectively and whether the…

This article examines the significance of information literacy self-assessments in higher education with a special focus on situational conditions increasing their explanatory power. First, it was hypothesised that self-assessments of information literacy correlate higher with factual information literacy if measured after the administration of…

Coping research has consistently shown that accommodative coping is positively correlated with individuals' health. Until now, however, there have been little to no studies on the prognostic impact of accommodative coping on health, and only a few studies investigating its buffering effect on the relation between stress and health in childhood and…

Women are strongly underrepresented at top positions in research, with some research suggesting the postdoctoral career stage is a critical stage for female researchers. Drawing on role congruity theory and social cognitive career theory, we tested the gender-differential impact of work values (extrinsic rewards-oriented work values and work-life…

Academic success in early childhood teacher education is important because it provides a foundation for occupational development in terms of professional competence, the quality of educational practices, as well as career success. Consequently, identifying factors that can explain differences in academic success is an important research task.…

Two studies examined the hypothesis that the evaluation of developmental stability changes across adulthood. Results of Study 1 ("N" = 119) supported the expectation that older adults ("M"[subscript age] = 65.29 years)--compared to younger ("M"[subscript age] = 23.38 years) and middle-aged adults…

In this study we examine the interplay between curriculum-embedded formative assessment--a well-known teaching practice--and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students' understanding of the scientific concepts of…