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. Currently, Janina is based in Stephanie Jones’ Ecological Approaches to Social and Emotional Learning (EASEL) Lab at the Harvard Graduate School of Education for a one-year research stay.

Contact

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

Room 402

janina.eberhartspam prevention@uni-tuebingen.de

Publications

[Translate to Englisch:]

  • Eberhart, J., Murayama, K., Sakaki, M., & Bryce, D. (2024). Metacognitive monitoring in early elementary school-aged children: Task dependency in monitoring judgements, task consistency in monitoring behaviours. PsyArXiv. doi: 10.31234/osf.io/mdkn6

  • Eberhart, J., Bryce, D., & Baker, S. (2023). Staying self-regulated in the classroom: The role of children’s executive functions and situational factors. OSF Preprints. doi: 10.31219/osf.io/bhws5  

  • Eberhart, J., Schäfer, F., & Bryce, D. (2023). Are metacognition interventions in school-aged children effective? Evidence from a series of meta-analyses. PsyArXiv. doi: 10.31234/osf.io/475br 

  • 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. 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, doi.org/10.1080/09669760.2021.1997726

Curriculum Vitae

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

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

since 04/2024
Postdoctoral Researcher

at the Hector Research Institute of Education Sciences and Psychology at University of Tübingen

04/2021 - 04/2024
Postdoctoral Researcher

in the Cognitive Development Lab at University of Tübingen

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

University of Cambridge (United Kingdom)

08/2014 - 09/2016
Research Associate

in the International Center Early Childhood Education and Care at German Youth Institute

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

at New York University (United States)

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

at Ludwig-Maximilians-University Munich

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

at New York University (United States)

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

at University of Innsbruck (Austria)