School Psychology

We research, and you can participate.

Our research focuses on cognitive, behavioral, and neural aspects of self-regulation, as well as attention-related processes. Another key area of study is Attention Deficit/Hyperactivity Disorder (ADHD). Our work is grounded in both basic scientific and applied empirical studies. We employ qualitative and quantitative methods in longitudinal and cross-sectional designs, with an emphasis on studying participants in their natural environments.

For participation in our studies, we are looking for interested children, adolescents, and adults!

If you are interested, please contact the Coordination of School Psychology or the project leaders. We are participating in the shared contact database for developmental research studies. To ensure you don't miss any studies, please sign up using the contact form.

Current Research Projects - Take Part!

Movement and well-being - investigation of self-regulation in everyday student life

Participate why?: Although we often intend to live healthier and, for example, exercise more in our everyday lives, some days we are more successful than others in realizing such intentions. Everyday fluctuations in our self-regulation may be responsible for this. Self-regulation—that is, the ability to orchestrate one's own actions, thoughts and feelings in a goal-orientated manner, has a significant influence on individual success (e.g., at school, university or at work), but also on our health and well-being. The starting point of our study is therefore the following questions: How do fluctuations in self-regulation affect health-related goals? And how are these fluctuations related to our well-being? Participate in: Based on these findings, we aim to support the development of long-term measures promote the well-being of university students.

Participants: Have you just started your university studies (first or second semester) and are interested to participate in our study? For further information you can check our information poster or write an email to bewusstspam prevention@psychologie.uni-tuebingen.de

Duration of the research project

12 months (March 2024 – February 2025)

Project team

Anne Eppinger Ruiz de Zarate

(Department of Psychology, LEAD Graduate School & Research Network)

Tomasz Moschko

(Department of Psychology)

Prof. Dr. Caterina Gawrilow

(Department of Psychology, LEAD Graduate School & Research Network)

Funded by

LEAD Graduate School & Research Network

 

 

Learning and the influences on learning in everyday life

Participation Why? Everyday cyclical fluctuations in our physical well-being can have a lasting influence on our behaviour as well as our cognitive functions and performance. In this study, we would like to investigate this influence in more detail. In particular, we would like to look at the influence of perceived physical pain (e.g. menstrual pain) on learning and the influencing factors associated with the learning process in everyday life. 
Participation in: short initial survey on site and subsequent diary phase (approx. 10 days)
Participation is open to: All students between the ages of 18 and 35 
Curious? You can find more information on the info poster or directly by email to lernenimalltag@psychologie.uni-tuebingen.de
Project team: Olivia Krokos (Department of Psychology), Prof Dr Caterina Gawrilow (Department of Psychology and Graduate School & Research Network LEAD), Prof Dr Michiko Sakaki (Hector Institute for Empirical Educational Research and Graduate School & Research Network LEAD), Prof Dr Kou Murayama (Hector Institute for Empirical Educational Research and Graduate School & Research Network LEAD)
Funded by: LEAD Graduate School & Research Network

 

Do We Need Rules or Even Bans on Smartphones in Schools?

Dear Teachers and School Staff,

We need your support for our research project on the question:

What is it about?

We want to find out how smartphones affect students' behavior and well-being, and what regulations you would consider sensible.

Why participate?

Your opinion matters: With your experiences and insights from practice, you are the most valuable source of information for our study. Your participation helps us gain a better understanding of the influence of smartphones in schools. Together with you, we aim to contribute to the development of informed regulations and measures.

In short: The survey takes about 10 minutes and is, of course, anonymous.

How can you help?

Simply click on the following link and fill out the questionnaire:

 https://www.soscisurvey.de/smartphones_schule/

Data Protection: All responses are completely anonymous and will only be used for scientific purposes

 

 

Completed Research Projects

Children and adolescents with symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) often struggle to regulate their own thoughts, feelings, and actions (Döpfner et al., 2008). These difficulties in self-regulation are associated with daily cognitive and emotional fluctuations. (Epstein et al., 2003).

Schwarz, U., & Gawrilow, C. (2019). Measuring and compensating for deficits of self- regulation in school children via ambulatory assessment. Psychology in Russia: State of the Art, 12(4), 8-22.

Hilger, K., Sassenhagen, J., Kühnhausen, J., Reuter, M., Schwarz, U., Gawrilow, C., & Fiebach, C. J. (2020). Neurophysiological markers of ADHD symptoms in typically- developing children. Scientific Reports, 10(1), 1-15.

Reuter, M., Kühnhausen, J., Kleinhansl, M., Henn, L., & Gawrilow, C. (2021). Children's daily time in natural spaces during spring/summer time: Within-person restoration and the role of environmental attitude. Umweltpsychologie, 25(2), 169-189.

Buhr, L., Moschko, T., Eppinger Ruiz de Zarate, A., Schwarz, U., Kühnhausen, J., & Gawrilow, C. (2022). The association of self-reported ADHD symptoms and sleep in daily life of a general population sample of school children: An inter- and intraindividual perspective. Brain Sciences, 12(4), 440. 

Moschko, T., Stadler, G., & Gawrilow, C. (2023). Fluctuations in children’s self-regulation and parent-child interaction in everyday life: An ambulatory assessment study. Journal of Social and Personal Relationships, 40(1), 254-276.

Eppinger-Ruiz de Zarate, A. , Powell, D., Kühnhausen, J., Allan, J. L., Johnstone, A., Crabtree, D. R., Buosi, W., Fyfe, C. L., McMinn D., McCavour, B, Gawrilow, C., Stadler, G. (2024). Free-living physical activity and executive function: A multi-study analysis of age groups and times of day. International Journal of Clinical and Health Psychology 24 (2024) 100425.

Executive Functions in Kindergarten - Executive functions refer to how well children can control their thinking and actions, such as ignoring distractions, focusing on tasks, or shifting attention from one activity to another. Age-appropriate development of executive functions helps children successfully transition into school.

Ulitzka, B., Schmidt, H., Daseking, M., Karbach, J., Gawrilow, C., & auch Koerner, J. K. (2023). EF Touch–Testbatterie zur Erfassung der exekutiven Funktionen bei 3-bis 5-Jährigen. Diagnostica.

Schmidt, H., Daseking, M., Gawrilow, C., Karbach, J., & Kerner auch Koerner, J. (2022). Self‐regulation in preschool: Are executive function and effortful control overlapping constructs?. Developmental Science, 25(6), e13272.

Digital Differentiation: Integrating Linguistic and Cognitive Measures for Adaptive Support

Foreign language skills enhance personal and professional opportunities and promote understanding between people of different cultures. At the heart of modern foreign language teaching is the concept of competency-based, communicative language instruction. Particularly in the school context, individual practice of the foreign language plays a central role as it supports educators in focusing on communicative activities in the classroom, while individual learning time fosters the development of language skills on a personalized level. Presentation at the AI Symposium and Initial Finfdings

Supported by the

Robert Bosch Foundation for teaching concepts with digital media.

 

In our studies, we examine the experiences of children, adolescents, and adults in school, including negative experiences such as bullying, violence, and discrimination. Discrimination refers to unjust treatment based on characteristics like gender, sexual orientation, or origin. Our goal is to highlight these experiences and provide better support to those affected. Participating in such studies can trigger negative feelings and stress. In such cases, please contact our coordination office (+49 7071/29-75544 or +49 7071/29-75546) or the study's responsible person. We can provide you with contact information for psychosocial counseling centers in the area that offer free counseling and support.