Hector Research Institute of Education Sciences and Psychology

Prof. Dr. Jessika Golle

Prof. Dr. Jessika Golle

Jessika Golle is an Assistant Professor at the Hector Research Institute of Education Sciences and Psychology. She co-leads the Research HUB for Gifted Education, together with Ulrich Trautwein. Her research interests are primarily directed toward giftedness research and educational effectiveness.

My research interests are multifaceted. Overarchingly, I can assign my research activity to three central topics. On the one hand, I am interested in the investigation of questions of effectiveness with regard to different learning environments. As an example, I can cite the scientific monitoring of the Hector Children's Academies, in the context of which enrichment programs for particularly gifted students are developed, tested, evaluated in several steps, and implemented in the field. A second focus of my research is the diagnosis of learning outcomes. Since 2018, I have been responsible for a project at the Tübingen site in which we are investigating the opportunities and limitations of standardized learning assessment for the development of students in elementary school (FIPS+ study). The third focus is on teachers' beliefs about giftedness. Teachers play a central role in identifying students for special education programs, and their beliefs seem to influence the selection of children beyond their cognitive abilities. In order to provide exceptionally gifted students with access to gifted education programs, regardless of their background or gender, the mechanisms that lead to disadvantage for certain groups need to be better understood.

My research interests:

  • Effectiveness issues with respect to different learning environments.
    • Development, evaluation and implementation of enrichment programs for gifted students (Hector Kinderakademien)
    • Evaluation of STEM workshops for immigrant students (Native Schools)
    • Impact of COVID-19-related school closures on students
  • Diagnostics of learning outcomes
    • Opportunities for the development of students in elementary school (FIPS+ study, PINGUIN)
    • Particularities in the diagnostics of especially gifted students
  • Teachers' beliefs about giftedness and their consequences for professional action

In my research it is important to me to investigate central questions of empirical educational research and educational psychology with a high methodological standard. In the area of questions of effectiveness, for example, I am guided by international standards such as the specifications of the What Works Clearinghouse (2022) and the CONSORT Standards (2010). Studies that I design and conduct myself are mainly characterized by experimental designs and/or longitudinal surveys. I attach great importance to the possibility of causal inferences with sufficient power in the interpretation of results. In addition, transparency in scientific work is of great importance to me. I pre-register research questions, publish data sets (if possible) as well as analysis scripts, and support science communication. I believe that research should be innovative, risky, transparent and accessible.

Publications

Editorship

  • Themenheft in der Zeitschrift für Erziehungswissenschaft (2022). Titel: Förderung von Leistungsstarken und besonders Begabten. Editoren: Jessika Golle, Katharina Scheiter und Marcus Hasselhorn

Journal articles with peer review

  • Bieber, P., Busch, B., Golle, J. & Göllner, R. (2024). Mein Kind kann das. Elterliche Überzeugungen als Türöffner zum Instrumentalspiel. üben & musizieren.research, 4, 17–41. Online verfügbar unter: https://uebenundmusizieren.de/artikel/research_2024_bieberetal

  • Altgassen, E., Zimny, L., Golle, J., Allgaier, K., Zettler, I., & Wilhelm, O. (2024). Compilation and validation of two short forms to measure HEXACO dimensions in Elementary school children. Journal of Personality Assessment, 1-12. https://doi.org/10.1080/00223891.2024.2318352

  • Schiefer, J., Caspari, J., Moscoso, J. A., Catarino, A. I., Miranda Afonso, P., Golle, J., & Rebuschat, P. (2024). Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students. Science Education. https://doi.org/https://doi.org/10.1002/sce.21860

  • Trautwein, U., Golle, J., Jaggy, A. K., Hasselhorn, M., & Nagengast, B. (2023). Mutual benefits for research and practice: Randomized controlled trials in the Hector Children's Academy Program. Ann N Y Acad Sci. https://doi.org/10.1111/nyas.15074

  • Golle, J., Scheiter, K., & Hasselhorn, M. (2022). Editorial: Leistungsstarke und besonders Begabte. Zeitschrift für Erziehungswissenschaft, 25(5), 1059-1062. https://doi.org/10.1007/s11618-022-01131-x

  • Golle, J., Flaig, M., Jaggy, A.-K., & Göllner, R. (2022). Who’s bored in school? Zeitschrift für Erziehungswissenschaft, 25(5), 1125-1149. https://doi.org/10.1007/s11618-022-01132-w

  • Golle, J., Schils, T., Borghans, L., & Rose, N. (2022). Who is considered gifted from a teacher’s perspective? A representative large-scale study. Gifted Child Quarterly. Advance Online Publication. https://doi.org/10.1177/00169862221104026

  • Goecke, B., Schroeders, U., Zettler, I., Schipolowski, S., Golle, J., & Wilhelm, O. (2022). The nomological net of knowledge, self-reported knowledge, and overclaiming in children. Journal of Personality Assessment, 1-12. https://doi.org/10.1080/00223891.2022.2144332

  • Rebholz, F., Golle, J., Tibus, M., Ruth-Herbein, M., Moeller, K. & Trautwein, U. (2022). Getting fit for the mathematical olympiad: Positive effects on achievement and motivation? Zeitschrift für Erziehungswissenschaft. Advance Online Publication. https://doi.org/10.1007/s11618-022-01106-y

  • Golle, J., Moscoso, J. A., Bordalo, J. M., &Catarino, A. I. (2022). How can we promote equity in science education? Trends in Cell Biology, 32, 641–645. https://doi.org/10.1016/j.tcb.2022.04.005

  • Rebholz, F., Golle, J., & Moeller, K. (2021). The association of basic numerical abilities and math achievement: The mediating role of visuospatial and arithmetical abilities. Quarterly Journal of Experimental Psychology, 1–13. https://doi.org/10.1177/17470218211040060

  • Schiefer, J., Stark, L., Gaspard, H., Wille, E., Trautwein, U., & Golle, J. (2021). Scaling up an extracurricular science intervention for elementary school students: It works, and girls benefit more from it than boys. Journal of Educational Psychology,113, 784–807. https://doi.org/10.1037/edu0000630

  • Tsarava, K., Moeller, K., Román-González, M., Golle, J., Leifheit, L., Butz, M., &Ninaus, M. (2021). A cognitive definition of computational thinking in primary education. Computers & Education, 179(4:104425). https://doi.org/10.1016/j.compedu.2021.104425

  • Herbein, E., Golle, J., Nagengast, B., & Trautwein, U. (2020). Förderung von Präsentationskompetenz: Schrittweise Implementation und Effektivitätsüberprüfung eines Präsentationstrainings für Grundschulkinder. Zeitschrift für Erziehungswissenschaft, 23, 83–120. https://doi.org/10.1007/s11618-019-00923-y

  • Preckel, F., Golle, J., Grabner, R., Jarvin, L., Kozbelt, A., Müllensiefen, D., Olszewski-Kubilius, P., Schneider, W., Subotnik, R., Vock, M., &Worrell, F. C. (2020). Talent development in achievement domains: A psychological framework for within- and cross-domain research. Perspectives on Psychological Science. https://doi.org/10.1177/1745691619895030

  • Zäske, R., Skuk, V., Golle, J., &Schweinberger, S. R. (2020). The Jena Speaker Set (JESS) – A database of voice stimuli from unfamiliar young and old adult speakers. Behavior Research Methods, 52, 990–1007. https://doi.org/10.3758/s13428-019-01296-0

  • Schiefer, J., Golle, J., Tibus, M., Herbein, E., Gindele, V., Trautwein, U., & Oschatz, K. (2019). Effects of an extracurricular science intervention on elementary school children's epistemic beliefs: A randomized controlled trial. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12301

  • Schiefer, J., Golle, J., &Oschatz, K. (2019). Scientific reasoning in elementary school children: Assessment of the inquiry cycle. Journal of Advanced Academics, 30, 144–177. https://doi.org/10.1177/1932202X18825152     

  • Golle, J., Rose, N., Göllner, R., Spengler, M., Stoll, G., Hübner, N., Rieger, S., Trautwein, U., Lüdtke, O., Roberts, B. W., & Nagengast, B. (2019). School or work? The choice may change your personality. Psychological Science, 30, 32–42. https://doi.org/10.1177/0956797618806298

  • Golle, J., Zettler, I., Rose, N., Trautwein, U., Hasselhorn, M., & Nagengast, B. (2018). Effectiveness of a “grass roots” statewide enrichment program for gifted elementary school children. Journal of Research on Educational Effectiveness, 11, 375–408. https://doi.org/10.1080/19345747.2017.1402396          

  • Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., &Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial Learning and Instruction, 55, 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008

  • Herbein, E., Golle, J., Tibus, M., Zettler, I., & Trautwein, U. (2018). Putting a speech training program into practice: Its implementation and effects on elementary school children’s public speaking skills and levels of speech anxiety. Contemporary Educational Psychology, 55, 176–188. https://doi.org/110.1016/j.cedpsych.2018.1009.1003

  • Probst, F., Golle, J., Lory, V., &Lobmaier, J. S. (2018). Reactive aggression tracks within-participant changes in women’s salivary testosterone. Aggressive Behavior, 44, 362–371. https://doi.org/10.1002/ab.21757

  • Rothenbusch, S., Voss, T., Golle, J., &Zettler, I. (2018). Linking teacher and parent ratings of teacher-nominated gifted elementary school students to each other and to school grades. Gifted Child Quarterly, 62, 230–250. https://doi.org/10.1177/0016986217752100

  • Probst, F., Meng, J., Golle, J., Stucki, S., Akyildiz-Kunz, C., & Lobmaier, J. (2017). Do women tend while men fight or flee? Differential emotive reactions of stressed men and women while viewing newborn infants. Psychoneuroendocrinology, 75, 213–221. https://doi.org/10.1016/j.psyneuen.2016.11.005

  • Schiefer, J., Golle, J., Tibus, M., Trautwein, U., & Oschatz, K. (2017). Elementary school children’s understanding of science: The implementation of an extracurricular science intervention. Contemporary Educational Psychology, 51, 447–463. https://doi.org/10.1016/j.cedpsych.2017.09.011            

  • Itz, M. L., Golle, J., Luttmann, S., Schweinberger, S. R., & Kaufmann, J. M. (2016). Dominance of texture over shape in facial identity processing is modulated by individual abilities. British Journal of Psychology, 108, 369–396. https://doi.org/10.1111/bjop.12199

  • Schroeders, U., Schipolowski, S., Zettler, I., Golle, J., & Wilhelm, O. (2016). Do the smart get smarter? Development of fluid and crystallized intelligence in 3rd Grade. Intelligence, 59, 84–95. https://doi.org/10.1016/j.intell.2016.08.003

  • Golle, J., Probst, F., Mast, F. W., &Lobmaier, J. S. (2015). Preference for cute infants does not depend on their ethnicity or species: Evidence from hypothetical adoption and donation paradigms. PLoS ONE, 10(4), e0121554. https://doi.org/10.1371/journal.pone.0121554

  • Golle, J., Mast, F., &Lobmaier, J. (2014). Something to smile about: The interrelationship between attractiveness and emotional expression. Cognition and Emotion, 28, 298–310. https://doi.org/10.1080/02699931.2013.817383

  • Golle, J., Lisibach, S., Mast, F. W., &Lobmaier, J. S. (2013). Sweet puppies and cute babies: Perceptual adaptation to babyfacedness transfers across species. PLoS ONE8(3): e58248. https://doi.org/10.1371/journal.pone.0058248

  • Schweinberger, S. R., Zäske, R., Walther, C., Golle, J., Kovács, G., & Wiese, H. (2010). Young without Plastic Surgery: Perceptual adaptation to facial age. Vision Research, 50, 2570–2576. https://doi.org/10.1016/j.visres.2010.08.017

Conference proceedings with peer review

  • Leifheit, L., Tsarava, K., Ninaus, M., Ostermann, K., Golle, J., Trautwein, U., & Moeller, K. (2020, June 15–19). SCAPA: Development of a questionnaire assessing self-concept and attitudes toward programming. Proceedings of the 25th Annual Conference on Innovation and Technology in Computer Science Education –ITiCSE 2020. ACM. https://doi.org/10.1145/3341525.3387415

  • Leifheit, L., Tsarava, K., Moeller, K., Ostermann, K., Golle, J., Trautwein, U., & Ninaus, M. (2019). Development of a questionnaire on self-concept, motivational beliefs, and attitude towards programming. Proceedings of WiPSCE ’19: Workshop in Primary and Secondary Computing Education (WiPSCE ’19) (Article No. 26). New York, NY, USA: ACM. https://dx.doi.org/10.1145/3361721.3361730 

  • Tsarava, K., Leifheit, L., Ninaus, M., Román-González, M., Butz, M. V., Golle, J., Trautwein, U., & Moeller, K. (2019). Cognitive correlates of computational thinking: Evaluation of a blended unplugged/plugged-in course. Proceedings of WiPSCE ’19: Workshop in primary and Secondary Computing Education (WiPSCE ’19) (Article No. 24). New York, NY, USA: ACM. https://dx.doi.org/10.1145/3361721.3361729

Journal articles without peer review

  • Herbein, E., Göllner, R., & Golle, J. (2019). Leistungsstarke Schülerinnen und Schüler herausfordern. Pädagogik, 5, 14-18.
  • Golle, J., Herbein, E, Rebholz, F., & Schiefer, J. (2017). Hector-Kinderakademien: Extracurriculare Förderung besonders begabter Grundschulkinder. journal für begabtenförderung, 2, 60-66.
  • Trautwein, U., Golle, J., & Nagengast, B. (2016). Big-Fish-Little- Pond-Effekt: Selbstkonzepte werden durch den sozialen Vergleich beeinflusst. News&Science.

Book contributions

  • Rebholz, F., Billion-Kramer, T., Moeller, K., Tannert, P., Gehl, C., & Golle, J. (2022). Individuelle Förderung mit den LemaS-Boxen. In G. Weigand, C. Fischer, F. Käpnick, C. Perleth, F. Preckel, M. Vock, & H.-W. Wollersheim (Eds.), Dimensionen der Begabungs- und Begabtenförderung in der Schule. Leistung macht Schule Band 2 (pp. 249–263). Bielefeld: wbv Media GmbH & Co. KG.

  • Trautwein, U., Gaspard, H., Parrisius, C., Bertram, C., Wagner, W., Zachrich, L., Golle, J., Ruth-Herbein, E., Schiefer, J., Jaggy, A.-K., Kleinhansl, M., & Nagengast, B. (2022). Optimierung schulischer Bildungsprozesse: Welchen Beitrag können randomisierte Feldstudien leisten? In N. McElvany, M. Becker, F. Lauermann, H. Gaspard, & A. Ohle-Peters (Eds.), Optimierung schulischer Bildungsprozesse – What works? (pp. 9–33). Dortmunder Symposium für Empirische Bildungsforschung: Waxmann.

  • Golle, J., Herbein, E., & Schiefer, J. (2020). Identifikation und Förderung besonders begabter Kinder im Rahmen der Hector Kinderakademien. In C. Fischer, C. Fischer-Ontrup, F. Käpnick, N. Neuber, C. Solzbacher, & P. Zwitzerlood (Eds.), Begabungsförderung: Individuelle Förderung und Inklusive Bildung (Vol. 10, pp. 129–140). Münster: Waxmann.

  • Golle, J., Herbein, E., Hasselhorn, M., & Trautwein, U. (2017). Begabungs- und Talentförderung in der Grundschule durch Enrichment: Das Beispiel der Hector-Kinderakademien. In U. Trautwein & M. Hasselhorn (Eds.), Begabungen und Talente (pp. 191–210). Göttingen: Hogrefe.

  • Rebholz, F., & Golle, J. (2017). Förderung mathematischer Fähigkeiten in der Grundschule – die Rolle von Schülerwettbewerben am Beispiel der Mathematik-Olympiade. In U. Trautwein & M. Hasselhorn (Eds.), Begabungen und Talente (pp. 213–228). Göttingen: Hogrefe.

Invited lectures

  • Golle, J. (2018, November). Bericht LemaS. Vernetzungstreffen Hochbegabtenzüge im RP Tübingen, 13. November 2018, Ulm.

  • Golle, J. (2018, Oktober). Identifikation und Förderung besonderer Begabungen. Landesverband Hochbegabung Baden-Württemberg, 06. Oktober 2018, Trochtelfingen.

  • Golle, J. (2018, September). Identifikation und Förderung besonders begabter Kinder im Rahmen der Hector Kinderakademien. 6. Münsterscher Begabungskongress, 19. – 22. September 2018, Universität Münster.

  • Golle, J. (2018, August). Identifikation und Förderung besonders begabter Kinder. 11. SH – Sommeruniversität Akademie Sankelmark / 09.–11. August 2018, IPN Kiel.      

  • Golle, J. (2017, November). Identifikation und Förderung besonders begabter Grundschulkinder im Rahmen der Hector-Kinderakademien. Forschungskolloquium der Professuren am Department für Erziehungswissenschaft, Universität Potsdam.

  • Golle, J. (2017, September). Enrichment courses for gifted elementary school children. Kolloquium, School of Business and Economics, Maastricht University.

  • Golle, J., Herbein, H., Schiefer, S., Rebholz, F., & Trautwein, U. (2017, Juni). Enrichment courses for gifted elementary school children. Field Experiments in Education Workshop, Central European University, Budapest.

Presentations at scientific conferences

  • Golle, J., Schils, T. & Borghans, L. (2020, April). Teachers’ conceptions about giftedness and their link to nomination behavior. Paper presentation at the annual meeting of the American Educational Research Association (AERA), Toronto, Canada.

  • Golle, J., Becker, M., Guill, K., Rieger, S., Rose, N., Kretzschmar, A., & Trautwein, U. (2019, Februar). Hat die Schulform einen Einfluss auf die Entwicklung allgemeiner kognitiver Fähigkeiten? Vortrag auf der jährlichen Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Köln, Deutschland.

  • Golle, J., Schils, T. & Borghans, L. (2019, April). Who is gifted from a teacher’s perspective? Paper presentation in a round table session at the annual meeting of the American Educational Research Association (AERA), Toronto, Canada.

  • Golle, J., Trautwein, U., Schils, T. & Borghans, L. (2018, Februar) Giftedness perceived as a resource or vulnerability – Which variables do predict who is considered to be gifted? Vortrag auf der GEBF, Basel, Schweiz.

  • Golle, J., Zettler, I., Rose, N., Trautwein, U., Hasselhorn, M., Nagengast, B. (2018, April). Effectiveness of a "grass-roots" statewide enrichment program for gifted elementary school children. Poster presentation at the annual meeting of the AERA in New York City, New York.

  • Golle, J., Zettler, I., Hasselhorn, M., & Trautwein, U. (2017, März): Nominierung für ein Begabtenförderprogramm. Vortrag auf der GEBF, Heidelberg, Deutschland.

  • Golle, J., Herbein, E., & Trautwein, U. (2016, March): Außerunterrichtliche Förderangebote für besonders begabte Grundschulkinder: Konzeption, Evaluation, Implementation. Vortrag auf der GEBF, Berlin, Deutschland.

  • Golle, J., Zettler, I., Tibus, M., Nagengast, B., Hasselhorn, M., & Trautwein, U. (2015, March). Effekte eines außerschulischen Förderprogramms für besonders begabte und hochbegabte Grundschulkinder Vortrag auf der GEBF, Bochum, Deutschland.

  • Golle, J., Probst, F., Mast, F. W., & Lobmaier, J. S. (2013, September): That cute baby needs me! Further evidence for the “cute is good” stereotype. Paper presented at the meeting of the Swiss Psychological Society, Basel, Switzerland.

  • Golle, J., Rose, N., Mast, F. W., & Lobmaier, J. S. (2013, April). Does empathy explain inter-individual differences in the processing of facial expressions? Poster session presented at the meeting of the Cognitive Neuroscience Society, San Francisco,CA.

  • Golle, J., Mast, F. W., & Lobmaier, J. S. (2013, April). Cuteness affects emotional responses, Poster session presented at the meeting of the Social and Affective Neuroscience Society, San Francisco, CA.

Third-party funds raised

  • Bundesministerium für Bildung und Forschung (BMBF), Leistung macht Schule, Teilprojekt: ENRICHMINT (TP7), 2023, 57.716 € (Aufstockung)

  • VolkswagenStiftung, „COVID-19 effects on elementary school children’s learning gains: Substantial, differential, persistent?“ 2021–2022, Co-Autor: Patrick Lösche, 120.000 €.

  • Hector Stiftung II, Wissenschaftliche Begleitung der Hector Kinderakademien 2019–2024 (gemeinsam mit Ulrich Trautwein), 5.160.000 €

  • Bundesministerium für Bildung und Forschung (BMBF) „Leistung macht Schule“ im Rahmen der Bund-Länder-Initiative „Förderung leistungsstarker und potentiell besonders leistungsfähiger Schülerinnen und Schüler“, Teilprojekt: „ENRICH: Enrichment im MINT-Regelunterricht für (potenziell) leistungsstarke Grundschulkinder“ (TP7) 2018–2022, Co-Autoren (Herbein, E., Schiefer, J., Rebholz, F., Möller, K.& Trautwein, U.), 523.440,05 €.

  • Deutscher Akademischer Austauschdienst (DAAD), Kongressreise 2018, 2.147 €

  • Gleichstellungskommission der Universität Tübingen, finanzielle Zuwendung für Auslandsaufenthalt an Maastricht University, 2017, 400 €.

  • Postdoktoranden Akademie Universität Tübingen, Teilnahme an Postdoktoranden Akademie, 2015–2017, Finanzierung von Workshops und Weiterbildungsangeboten

  • LEAD Graduate School & Research Network, Intramural Research Grant „What is spatial thinking? A new approach to model spatial thinking accounting for solution strategies“, Autoren (Fiebig, V., Rebholz, F., Golle, J., Rose, N., & Möller, K.), 2017, 9.948,60 €.

  • Universität Bern, für die Organisation und Durchführung eines Doktorandenworkshops: Introduction to R, 2014, 4000 CHF.

  • Universität Bern, für die Organisation und Durchführung von Doktorandenworkshops zu den Themen: Psychophysiological Measurements (4000 CHF), Multilevel Analysen (2x, jeweils 3800 CHF), Einführung in R (4000 CHF), 2013.

  • SISSA International Summer School in Social Cognitive Neuroscience, Teilnahme an Summer School 2013, Finanzierung der Teilnahme an der Summer School

  • SNF, Teilnahme an 46th Essex Summer School in Social Science Data Analysis, 2013, 2650 CHF.

  • SNF, Teilnahme an 15th Swiss Summer School in Lugano – Social Science Methods, 2011, 700 CHF.

Curriculum Vitae

since 04/2017
Assistant Professor for Education Sciences

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

04/2021 - 09/2021
Maternity and parental leave
09/2018
Research stay with Prof. Dr. med. Lex Borghans

School of Business and Economics, Maastricht University

06/2018
Research stay with Prof. Dr. Peter Tymms and Christine Merrell

School of Education, Durham University

09/2017
Research stay with Prof. Dr. med. Lex Borghans

School of Business and Economics, Maastricht University

03/2014 - 03/2017
Research Scientist (Senior Researcher)

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

11/2013 - 02/2014
Research Scientist

Department of Cognitive Psychology, Perception and Research Methods, University of Bern, Switzerland

2013
Doctorate

Dissertation topic: Processing socially relevant cues in faces: General mechanisms and individual differences

02/2011 - 10/2013
SNF doctoral student (SNF - Swiss National Science Foundation)

Department of Cognitive Psychology, Perception and Research Methods, University of Bern, Switzerland

2010
Diploma in Psychology

Friedrich-Schiller-Universität Jena, Germany

10/2007 - 11/2010
Advanced Studies Psychology

Friedrich-Schiller-Universität (FSU) Jena

05/2010 - 11/2010
Internship at Daimler AG

(Area: Research and Development), Human-Machine Interaction, Böblingen, Germany

11/2008 - 03/2010
Student assistant

Chair of Methodology and Evaluation Research, Friedrich-Schiller-Universität Jena

09/2008 - 03/2010
Student assistant

Chair of General Psychology and Cognitive Neuroscience, Friedrich-Schiller-Universität Jena

08/2009 and 08/2010
Student assistant and research internship

Chair of Work, Industrial and Organizational Psychology, Evaluation of a Driver Safety Training, Friedrich-Schiller-Universität Jena

10/2005 - 09/2007
Preliminary diploma psychology

Friedrich-Schiller-Universität Jena

Courses

University Tübingen

sice 04/2022  Seminar Intervention in Theory and Practice I (in the summer semester, students in the master's program in Empirical Educational Research and Educational Psychology)
Seminar Diagnostics and Evaluation - Deepening (in the summer semester, students in the master's program Empirical Educational Research and Educational Psychology)
04/2020 - 07/2020 (online) Study tour (in summer semester, students in the master's program in Empirical Educational Research and Educational Psychology)
since 10/2019  Introduction to educational-psychological diagnostics (in the winter semester, this course is offered for many bachelor programs, including the Bachelor of Education)
10/2017 - 03/2021 Seminar Diagnostics and Evaluation - Basics (in winter semester, students in the master's program Empirical Educational Research and Educational Psychology)
10/2017 - 02/2019 Master thesis propaedeutic (students in the master program Empirical Educational Research and Educational Psychology)
04/2018 - 07/2019 Seminar Intelligence and Giftedness (students in the Master's program Empirical Educational Research and Educational Psychology)
04/2018 - 07/2019 Seminar Evaluation in Theory and Practice
04/2017 - 07/2017 Seminar Intervention in Theory and Practice (Students in Master Adult Education/Further Education)
04/2014 - 09/2016

Seminars Introduction to Psychology I and II (students in the vocational teaching program)

 

 

University Bern

2011 - 2014 Research Seminar: Experimental Exercises (Students in Master Psychology)
09/2012 - 12/2013 Seminar Scientific Work (Students in Bachelor Psychology)
09/2011 - 12/2013 Exercise (accompanying lectures) for bachelor and master students in psychology

 

Friedrich-Schiller-University Jena

10/2009 - 02/2010 Statistics I Tutorial (Students in Bachelor Psychology)

 

Funding

  • VolkswagenStiftung, „COVID-19 effects on elementary school children’s learning gains: Substantial, differential, persistent?“ 2021-2022, Co-Autor: Patrick Lösche, 120.000 €.
  • Hector Stiftung II, Wissenschaftlichen Begleitung der Hector Kinderakademien 2019-2024 (gemeinsam mit Ulrich Trautwein), 5.160.000 €.
  • Deutscher Akademischer Austauschdienst (DAAD), Kongressreise 2018, 2147 €.
  • Federal Ministry of Education and Research, „Leistung macht Schule“ im Rahmen der Bund-Länder-Initiative „Förderung leistungsstarker und potentiell besonders leistungsfähiger Schülerinnen und Schüler“, subproject: „Enrichment im MINT-Regelunterricht für (potentiell) leistungsstarke Grundschulkinder“, 2018-2022, co-authors Herbein, E., Schiefer, J., Rebholz, F., Möller, K. & Trautwein, U., 523.440,05 €.
  • Gleichstellungskommission der Universität Tübingen, finanzielle Zuwendung für Auslandsaufenthalt an Maastricht University, 2017, 400 €.
  • Postdoktoranden Akademie Universität Tübingen, Teilnahme an Postdoktoranden Akademie, 2015-2017, Finanzierung von Workshops und Weiterbildungsangeboten
  • LEAD Graduate School & Research Network, Intramural Research Grant „What is spatial thinking? A new approach to model spatial thinking accounting for solution strategies“, Autoren (Fiebig, V., Rebholz, F., Golle, J., Rose, N., & Möller, K), 2017, 9.948,60 €.
  • Universität Bern, für die Organisation und Durchführung eines Doktorandenworkshops: Introduction to R, 2014, 4000 CHF.
  • Universität Bern, für die Organisation und Durchführung von Doktorandenworkshops zu den Themen: Psychophysiological Measurements (4000 CHF), Multilevel Analysen (2x, jeweils 3800 CHF), Einführung in R (4000 CHF), 2013.
  • SISSA International Summer School in Social Cognitive Neuroscience, Teilnahme an Summer School 2013, Finanzierung der Teilnahme an der Summer School
  • SNF, Teilnahme an 46th Essex Summer School in Social Science Data Analysis, 2013, 2650 CHF.
  • SNF, Teilnahme an 15th Swiss Summer School in Lugano - Social Science Methods, 2011, 700 CHF.

Boards and Committees

Since 04/2017

Council member of the Hector Research Institute of Education Sciences and Psychology, University of Tübingen
11/2018 – 12/2019 Member of the appointment committee for the W1 professorship tenure track General Psychology
10/2014-05/2016 Equal Opportunities Representative of the Hector Research Institute of Education Sciences and Psychology, University of Tübingen
04/2015 - 07/2015 Member of the appointment committee for the W3 professorship in micro-sociology
04/2014-10/2014 Equal Opportunities Representative of the Institute of Education, University of Tübingen