Hector Research Institute of Education Sciences and Psychology

Janina Eberhart

Janina Eberhart is a postdoctoral researcher at the Hector Research Institute of Education Sciences and Psychology at the University of Tübingen.

She is a developmental psychologist researching children’s cognitive development in educational contexts, in particular their self-regulation, metacognition, and executive functions. She completed a Ph.D. in the Centre for Play in Education, Development and Learning (PEDAL) at the University of Cambridge  and examined children's classroom experiences and their executive function development. Her recent work aims to understand how metacognition can be best promoted in elementary school children.

Address

University of Tübingen
Hector Research Institute of Education Sciences and Psychology,
Europastraße 6
72072 Tübingen
Room 207

Contact

janina.eberhart@uni-tuebingen.de



 

Publications

Publications

  • Eberhart, J., Mazzei, C., Fajardo-Tovar, D., Rao, Z., Haack, A., & Baker, S. (2025). A scoping review of teacher training programs to promote learning through play in pre- and primary schools. Journal of Early Childhood Teacher Education, 1–26. https://doi.org/10.1080/10901027.2025.2549540
  • Eberhart, J., Murayama, K., Sakaki, M., & Bryce, D. (2025). Metacognitive monitoring in early elementary school-aged children: Task dependency in monitoring judgments, task consistency in monitoring behaviours. Cognitive Development, 74, DOI: 101561. https://doi.org/10.1016/j.cogdev.2025.101561
  • Eberhart, J., Ingendahl, F. & Bryce, D. (2025). Are metacognition interventions in young children effective? Evidence from a series of meta-analyses. Metacognition & Learning, 20, 7. DOI: 10.1007. https://doi.org/10.1007/s11409-024-09405-x
  • Eberhart, J., Bryce, D., & Baker, S. T. (2024). Staying self-regulated in the classroom: The role of children's executive functions and situational factors. British Journal of Educational Psychology, 94, 995–1010. DOI: 10.1111.  https://doi.org/10.1111/bjep.12700
  • Eberhart, J., Koepp, A. E., Howard, S. J., Kok, R., McCoy, D. C., & Baker, S. T. (2023). Advancing Educational Research on Children’s Self-Regulation With Observational Measures. Journal of Psychoeducational Assessment, 41(3), 267-282. https://doi.org/10.1177/07342829221143208
  • Eberhart, J., Paes, T. M., Ellefson, M. R., & Marcovitch, S. (2023). Special Issue Editorial: Executive functions and play. Trends in Neuroscience and Education. 30. https://doi.org/10.1016/j.tine.2023.100198
  • Clarke, A., Baker, S. T., Ghiara, V., Burridge H., Davie, P., Eberhart, J., Fischer, F., & Jackson, A. (2022). Common elements: An innovative approach to improving children’s outcomes in early childhood education. Early Intervention Foundation.
  • Baker, S. T., Le Courtois, S., & Eberhart, J. (2021). Making space for children’s agency with playful learning, International Journal of Early Years Education, https://doi.org/10.1080/09669760.2021.1997726 

Curriculum Vitae

Since 04/2024
Postdoctoral Researcher

Hector Research Institute of Education Sciences and Psychology, University of Tübingen

01/2025 - 12/2025
NAEd/Spencer Postdoctoral Fellow

Ecological Approaches to Social and Emotional Learning (EASEL) Lab, Harvard Graduate School of Education

04/2021 - 04/2024
Postdoctoral Researcher

 Cognitive Development Lab, University of Tübingen

10/2016 - 03/2021
Ph.D. in Psychology and Education

University of Cambridge, United Kingdom

08/2014 - 09/2016
Research Associate

International Center Early Childhood Education and Care, German Youth Institute

02/2014 - 07/2014
Research stay at the Neuroscience and Education Lab

New York University, United States

10/2012 - 08/2014
M.Sc. in Psychology: Learning Sciences

Ludwig-Maximilians-University Munich

09/2011 - 07/2012
Research stay at the Neuroscience and Education Lab

New York University, United States

10/2008 - 08/2011
B.Sc. in Psychology

University of Innsbruck, Austria