Schwerter, J., Netz, N., & Hübner, N. (2024). Does instructional time at school influence study time at university? Evidence from an instructional time reform. Economics of Education Review, 100(102526). https://doi.org/10.1016/j.econedurev.2024.102526
Schwerter, J., Stang-Rabrig, J., Kleinkorres, R., Bleher, J., Doebler, P., & McElvany, N. (2024). Importance of students’ social resource factors for academic achievement and well-being in elementary school. European Journal of Psychology of Education, 39, 4515–4552. doi.orghttps://doi.org/10.1007/s10212-024-00877-8
Schwerter, J., & Brahm, T. (2024). Voluntary E-Learning Exercises Support Students in Mastering Statistics. Technology, Knowledge and Learning, 1–38. https://doi.org/10.1007/s10758-023-09714-1
Holz, H., Ninaus, M., Schwerter, J., Parrisius, C., Beuttler, B., Brandelik, K., & Meurers, D. (2023). A Digital Game-Based Training Improves Spelling in German Primary School Children - A Randomized Controlled Field Trial. Learning and Instruction, 87(101771). doi.org/10.1016/j.learninstruc.2023.101771
Schwerter, J., & Ilg, L. (2023). Gender differences in the labour market entry of STEM graduates. European Journal of Higher Education, 13(3), 1–19. https://doi.org/10.1080/21568235.2021.2010226
Ludewig, U., Schwerter, J., & McElvany, N. (2023). The Features of Plausible but Incorrect Options: Distractor Plausibility in Synonym-Based Vocabulary Tests. Journal of Psychoeducational Assessment, 41(7), 711–731. https://doi.org/10.1177/07342829231167892
Stang-Rabrig, J., Schwerter, J., Witmer, M., & McElvany, N. (2022). Beneficial and negative factors for the development of students’ well-being in educational context. Current Psychology, 0123456789. https://doi.org/10.1007/s12144-022-04067-x
Biewen, M., & Schwerter, J. (2022). Does more maths and natural sciences in high school increase the share of female STEM workers? Evidence from a curriculum reform. Applied Economics, 54(16), 1889–1911. https://doi.org/10.1080/00036846.2021.1983139
Schwerter, J., Wortha, F., & Gerjets, P. (2022). E-Learning with multiple-try-feedback: Can hints foster students’ achievement during the semester? Educational Technology Research and Development, 70, 713–736. https://doi.org/10.1007/s11423-022-10105-z
Schwerter, J., Dimpfl, T., Bleher, J., & Murayama, K. (2022). Benefits of additional online practice opportunities in higher education. Internet and Higher Education, 53, 100834. https://doi.org/https://doi.org/10.1016/j.iheduc.2021.100834
Goldberg, P., Schwerter, J., Seidel, T., Müller, K., & Stürmer, K. (2021). How does learners’ behavior attract preservice teachers’ attention during teaching? Teaching and Teacher Education, 97, 103213. https://doi.org/10.1016/j.tate.2020.103213
Dawidowsky, K., Holz, H., Schwerter, J., Pieronczyk, I., & Meurers, D. (2021). Development and Evaluation of a Tablet-Based Reading Fluency Test for Primary School Children. Proceedings of MobileHCI 2021 - ACM International Conference on Mobile Human-Computer Interaction: Mobile Apart, MobileTogether. https://doi.org/10.1145/3447526.3472033
Hackenberger, A., Rümmele, M., Schwerter, J., & Sturm, M. (2021). Elections and unemployment benefits for families: Did the Family Benefit Dispute affect election outcomes in Germany? European Journal of Political Economy, 66, 101955. https://doi.org/10.1016/j.ejpoleco.2020.101955
