Publikationen / Publications


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


  • Blume, F., Dresler, T., Gawrilow, C., Ehlis, A.-C., Goellner, R., Moeller, K. (2021). Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach. Acta Psychologica.
  • 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.


  • Hilger, K., Sassenhagen, J., Kühnhausen, J., Reuter, M., Schwarz, U., Gawrilow, C., Fiebach, C. J.; Neurophysiological markers of ADHD symptoms in typically-developing children. Sci Rep 10, 22460 (2020).
  • Reuter, M., Kühnhausen, J., Haas, P., Gawrilow, C.; Within-person relationship between daily time spent in natural spaces and affect as well as inattention in children’s daily life; Umweltpsychologie, 24. Jg., Heft 2, 2020, 176-199.
  • Nemati, P., Gawrilow, C., Nuerk, H.-C., Kühnhausen, J. (2020). Self-Regulation and Mathematics Performance in German and Iranian Students of More and Less Math-Related Fields of Study. Frontiers in Psychology, section Cognitive Science | doi: 10.3389/fpsyg.2020.489371
  • Dignath, D., Wirth, R., Kühnhausen, J., Gawrilow, C., Kunde, W., & Kiesel, A. (2020). Motivation drives conflict adaptation. Motivation Science, 6(1), 84–89.
  • Neubauer, A., Nemati, P., Schmid, J., Gawrilow, C., Hasselhorn, M.; Prosocial motivation and behavior in children with and without Turkish immigrant background in Germany and in Turkish children in Turkey. In: Journal for educational research online 12 (2020) 1, S. 5-25 - URN: urn:nbn:de:0111-pedocs-191167
  • Blume, F., Quixal, M., Hudak, J., Dresler, T., Gawrilow, C., Ehlis, A.-C. (2020). Development of Reading Abilities in Children with ADHD Following fNIRS-Neurofeedback or EMG-Biofeedback. Hogrefe, Lernen und Lernstörungen 2020,  1 – 12.
  • Blume, F., Kuehnhausen, J., Buhr, L., Köpke, R., Fallgatter, A. J., & Gawrilow, C. (2020, June 25). Validation of a Self-Report Version of the German Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Scale (SWAN-DE-SB). (Preprint)
  • Barrocas, R., Roesch, S., Gawrilow, C., Moeller, K. (2020). Putting a finger on numerical development – Reviewing the contributions of kindergarten finger gnosis and fine motor skills to numerical abilities. Frontiers in Psychology, section Cognition. doi: 10.3389/fpsyg.2020.01012
  • Mack, I., Reiband, N., Etges, C., Eichhorn, S., Schaeffeler, N., Zurstiege, G., Gawrilow, C., Weimer, K., Peeraully, R., Teufel, M., Blumenstock, G., Giel, K.E., Junne, F., Zipfel, S. The Kids Obesity Prevention Program: Cluster Randomized Controlled Trial to Evaluate a Serious Game for the Prevention and Treatment of Childhood Obesity. J Med Internet Res 2020;22(4):e15725. DOI: 10.2196/15725


  • 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. DOI: 10.11621/pir.2019.0401.
  • Blume, F., Kuehnhausen, J., Reinelt, T., Wirth, A., Rauch, W. A., Schwenck, C., Gawrilow, C. (2019). The interplay of delay aversion, timing skills, and impulsivity in children experiencing attention‑defcit/hyperactivity disorder (ADHD) symptoms. ADHD Attention Deficit and Hyperactivity Disorders 11:383-393. DOI 10.1007/s12402-019-00298-4
  • Voswinckel, I., Spranz, S., Langguth, N., Stangier, U., Gawrilow, C., Steil, R. (2019). Suppression, reappraisal, and acceptance of emotions: a comparison between Turkish immigrant and German adolescents. Journal of Cultural Cognitive Science.
  • Blume, F., Göllner, R., Moeller, K., Dresler, T., Ehlis, A.-C., & Gawrilow, C. (2019). Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity. Learning and Instruction, 61, 138–147. DOI:


  • Luna-Rodriguez, A., Wendt, M., Kerner auch Koerner, J., Gawrilow, C., & Jacobsen T. (2018). Selective impairment of attentional set shifting in adults with ADHD. Behavioral and Brain Functions. DOI: 0.1186/s12993-018-0150-y


  • Haas, P., Schmid, J., Stadler, T., Reuter, M., & Gawrilow, C. (2017). Zooming into daily life: Within-person links between physical activity and affect in young adults. Psycholgy & Health, 32(5), 588-604. doi: 10.1080/08870446.2017.1291943.
  • Blume, F., Hudak, J., Dresler, T., Ehlis, A.-C., Kühnhausen, J., Renner, T. J., & Gawrilow, C. (2017). NIRS-based neurofeedback training in a virtual reality classroom for children with attention-deficit/hyperactivity disorder: Study protocol for a randomized controlled trial. Trials, 18(41), 1–16.
  • Hudak, J., Blume, F., Dresler, T., Haeussinger, F., Renner, T., Fallgatter, A., Gawrilow, C. and Ehlis, A.C. (2017).
    Near-Infrared Spectroscopy-Based Frontal Lobe Neurofeedback Integrated in Virtual Reality Modulates Brain and Behavior in Highly Impulsive Adults.
  • Hung, S. J. R., Gawrilow, C., Hsieh, M. H., & Gau, S. S. F. (2017). The effects of methylphenidate on the go/nogo performance in children with attention-deficit/hyperactivity disorder. Taiwanese Journal of Psychiatry.
  • Mack, I., Bayer, C., Schäffeler, N., Reiband, N., Brölz, E., Zurstiege, G., ... & Zipfel, S. (2017). Chances and limitations of video games in the fight against childhood obesity—A systematic review. European Eating Disorders Review.
  • Nemati, P., Schmid, J., Soltanlou, M., Krimly, J. T., Nuerk, H. C., & Gawrilow, C. (2017). Planning and self-control, but not working memory, directly predict multiplication performance in adults. Journal of Numerical Cognition, 3(2), 441-467.
  • Wirth, A., Reinelt, T., Gawrilow, C., Schwenck, C., Freitag, C. M., & Rauch, W. A. (2017). Examining the Relationship Between Children’s ADHD Symptomatology and Inadequate Parenting: The Role of Household Chaos. Journal of attention disorders, 1087054717692881.


  • Ehm, J. H., Kerner auch Koerner, J., Gawrilow, C., Hasselhorn, M., & Schmiedek, F. (2016). The association of ADHD symptoms and reading acquisition during elementary school years. Developmental psychology, 52(9), 1445.
  • Gawrilow, C., Stadler, G., Langguth, N., Naumann, A., & Boeck, A. (2016). Physical activity, affect, and cognition in children with symptoms of ADHD. Journal of Attention Disorders, 20(2), 151-162.
  • Langguth, N., Schmid, J., Gawrilow, C., & Stadler, G. (2016). Within-person link between depressed affect and moderate-to-vigorous physical activity in adolescence: An intensive longitudinal approach. Applied Psychology: Health and Well-Being, 8(1), 44-63.
  • Merkt, J., & Gawrilow, C. (2016). Health, dietary habits, and achievement motivation in college students with self-reported ADHD diagnosis. Journal of attention disorders, 20(9), 727-740.
  • Schmid, J., Stadler, G., Dirk, J., Fiege, C., & Gawrilow, C. (2016). ADHD symptoms in adolescents’ everyday Life: Fluctuations and symptom structure within and between individuals. Journal of Attention Disorders. doi: 10.1177/1087054716629214


  • Bugl, P., Schmid, J., & Gawrilow, C. (2015). Ambulantes Assessment in der Schule: Den schulischen Alltag erfahrbar machen. Lernen und Lernstörungen, 4(4), 261-268.
  • Langguth, N., Könen, T., Matulis, S., Steil, R., Gawrilow, C., & Stadler, G. (2015). Barriers to physical activity in adolescents. Zeitschrift für Gesundheitspsychologie.
  • Matulis, S., Loos, L., Langguth, N., Schreiber, F., Gutermann, J., Gawrilow, C., & Steil, R. (2015). Reliability, factor structure, and validity of the german version of the trauma symptom checklist for children in a sample of adolescents. European Journal of Psychotraumatology (Online Journal), 6, No. 27966.
  • Nuerk, H.-C., Zürcher, A., & Gawrilow, C. (2015). Schulpsychologische Diagnostik: Eine Einführung. Lernen und Lernstörungen, 4(4), 233-243.
  • Wirth, A., Reinelt, T., Gawrilow, C., & Rauch, W. A. (2015). Selbstkontrolle in der Schule: Der Zusammenhang von geringer Selbstkontrolle und schlechten Schulleistungen bei Kindern mit ADHS. Lernen und Lernstörungen, 4(4), 245-259.


  • Gawrilow, C., Kühnhausen, J., Schmid, J., Stadler, G. (2014).  Hyperactivity and motoric activity in ADHD: characterization, assessment, and intervention. Front. Psychiatry.
  • Ehm, J. H., Merkt, J., Gawrilow, C., & Hasselhorn, M. (2014). Selbstkonzept und Schulleistungen von Grundschülern mit ADHS-Symptomen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 46(2), 79-88.
  • Gawrilow, C., Fäsche, A., Guderjahn, L., Gunzenhauser, C., Merkt, J., & von Suchodoletz, A. (2014). The impact of self-regulation on preschool mathematical achievement. Child Indicators Research, 7(4), 805-820.
  • Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2014). Selbstkontrolle bei Vorschulkindern unterschiedlicher kultureller Herkunft. Frühe Bildung, 3(3), 146-154.
  • Rauch, W. A., Gawrilow, C., Schermelleh-Engel, K., & Schmitt, K. (2014). Dispositionelle Selbstkontrollkapazität bei Kindern. Diagnostica, 60(2), 61-72.
  • von Suchodoletz, A., Gawrilow, C., Gunzenhauser, C., Merkt, J., & Hasselhorn, M. (2014). Erfassung der Selbstregulation vor dem Schuleintritt. Psychologie in Erziehung und Unterricht, 61(3), 165-174.


  • Gawrilow, C., Morgenroth, K., Schultz, R., Oettingen, G., & Gollwitzer, P. M. (2013). Mental contrasting with implementation intentions enhances self-regulation of goal pursuit in schoolchildren at risk for ADHD. Motivation and Emotion, 37(1), 134-145.
  • Gawrilow, C., Petermann, F., & Schuchardt, K. (2013). ADHS im Vorschulalter. Kindheit und Entwicklung, 22, 189-192.
  • Guderjahn, L., Gold, A., Stadler, G., & Gawrilow, C. (2013). Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the classroom. ADHD Attention Deficit and Hyperactivity Disorders, 5(4), 397-407.
  • Merkt, J., Singmann, H., Bodenburg, S., Goossens-Merkt, H., Kappes, A., Wendt, M., & Gawrilow, C. (2013). Flanker performance in female college students with ADHD: a diffusion model analysis. ADHD Attention Deficit and Hyperactivity Disorders, 5(4), 321-341.


  • Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2012). The Watch-and-Wait Task: On the reliability and validity of a new method of assessing self-control in preschool children. Learning and Individual Differences, 22(6),770-777.
  • Rohlf, H., Jucksch, V., Gawrilow, C., Huss, M., Hein, J., Lehmkuhl, U., & Salbach-Andrae, H. (2012). Set shifting and working memory in adultswith attention-deficit/hyperactivity disorder. Journal of neural transmission, 119(1), 95-106.


  • Gawrilow, C., Gollwitzer, P. M., & Oettingen, G. (2011). If-then plans benefit delay of gratification performance in children with and without ADHD. Cognitive Therapy and Research, 35(5), 442-455.
  • Gawrilow, C., Gollwitzer, P. M., & Oettingen, G. (2011). If-then plans benefit executive functions in children with ADHD. Journal of Social and Clinical Psychology, 30(6), 616.
  • Gawrilow, C., Merkt, J., Goossens–Merkt, H., Bodenburg, S., & Wendt, M. (2011). Multitasking in adults with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 3(3), 253-264.
  • Gawrilow, C., Schmitt, K., & Rauch, W. (2011). Kognitive Kontrolle und Selbstregulation bei Kindern mit ADHS. Kindheit und Entwicklung, 20(1), 41-48.


  • Paul-Jordanov, I., Bechtold, M., & Gawrilow, C. (2010). Methylphenidate and if-then plans are comparable in modulating the P300 and increasing response inhibition in children with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 2(3), 115-126.
  • Steyer, R., Fiege, C., & Rose, N. (2010). Analyzing total, direct and indirect causal effects in intervention studies. ISSBD Bulletin, 57, 10-13.


  • Gawrilow, C., & Gollwitzer, P. M. (2008). Implementation intentions facilitate response inhibition in children with ADHD. Cognitive Therapy and Research, 32(2), 261-280.


  • Paul, I., Gawrilow, C., Zech, F., Gollwitzer, P., Rockstroh, B., Odenthal, G., ... & Wienbruch, C. (2007). If–then planning modulates the P300 in children with attention deficit hyperactivity disorder. NeuroReport, 18(7), 653-657.


  • Hanke, C., Lohaus, A., Gawrilow, C., Hartke, I., Köhler, B., & Leonhardt, A. (2003). Preschool development of very low birth weight children born 1994–1995. European Journal of Pediatrics, 162(3), 159-164.

Monographien / Monographs

  • Gawrilow, C., Guderjahn, L., Gold, A. (2018): Störungsfreier Unterricht trotz ADHS: Mit Schülern Selbstregulation trainieren – ein Lehrermanual, 2. Auflage, München: ERV.
  • Gawrilow, C., Guderjahn, L. & Gold, A. (2013). Störungsfreier Unterricht trotz ADHS. München: ERV.
  • Gawrilow, C. (2012). Lehrbuch ADHS. München: ERV.
  • Gawrilow, C. (2009). Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung. Stuttgart: UTB.

Buchkapitel / Book Chapters

  • Loßnitzer, C., Moschko, T., Gawrilow, C., Schmid, J., & Hasselhorn, M.  
    (2021). Forschungsgrundlagen der Schulpsychologie. In K. Seifried, S.  
    Drewes & M. Hasselhorn (Hrsg.), Handbuch Schulpsychologie – Psychologie für die Schule (3. Auflage). Kohlhammer.
  • Schmidt JE., Gawrilow C. (2021) Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health. In: Rollett W., Bijlsma H., Röhl S. (eds) Student Feedback on Teaching in Schools. Springer, Cham.
  • Schmid J., Loßnitzer C., Gawrilow C. (2021) ADHS. In: Schnell T., Schnell K. (eds) Handbuch Klinische Psychologie. Springer, Berlin, Heidelberg.
  • Eichhorn, C., Gawrilow, C., von Suchodoletz, A. (2018). Classroom Management - Einflussfaktoren guten Unterrichts. In O.-A. Burow & S. Bornemann (Hrsg.), Das große Handbuch Unterricht & Erziehung in der Schule (S. 119-137). Köln: Carl Link-Verlag.
  • Schmid, J., Guderjahn, L., & Gawrilow, C. (2017). Trainings zur Förderung der Selbstregulation von Kindern und Jugendlichen mit ADHS [Trainings to improve self-regulation in children and adolescents with ADHD]. In U. Hartmann, M. Hasselhorn, & A. Gold (Hrsg.), Entwicklungsverläufe verstehen - Individuelle Förderung wirksam gestalten. Forschungsergebnisse des Frankfurter IDeA-Zentrums (S. 385–402). Stuttgart: Kohlhammer.
  • Fiege, C., Gawrilow, C., Schmid, J. & Hasselhorn, M. (2015). Forschungsgrundlagen der Schulpsychologie [Research Basis in School Psychology]. In K. Seifried, S. Drewes & M. Hasselhorn (Hrsg.), Handbuch Schulpsychologie – Psychologie für die Schule. Stuttgart: Kohlhammer.
  • Gawrilow, C., Oberbremer, L. & Hasselhorn, M. (2012). Arbeitsgedächtnisbesonderheiten von Kindern mit Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung. In Hasselhorn, M. & Zoelch, C. (Hrsg.), Tests und Trends: Funktionsdiagnostik des Arbeitsgedächtnisses (pp. 113-132). Göttingen: Hogrefe.
  • Gold, A., Gawrilow, C. & Hasselhorn, M. (2016). Grundlagen schulpsychologischer Diagnostik. In K. Seifried, S. Drewes & M. Hasselhorn (Hrsg.), Handbuch Schulpsychologie. Psychologie für die Schule(S. 117-127). Stuttgart: Kohlhammer.
  • Neubauer, A., Gawrilow, C. & Hasselhorn, M. (2011). Belohnungsaufschub: Ein Ansatz zur Frühprognose volitionaler Kompetenzen. In Schneider, W. & Hasselhorn, M. (Hrsg.), Tests und Trends: Frühprognose schulischer Kompetenzen (pp. 203-220). Göttingen: Hogrefe.
  • Gollwitzer, P. M., Gawrilow, C. & Oettingen, G. (2010). The power of planning: Effective self-regulation in goal striving. In R. Hassin, K. Ochsner & Y. Trope (Eds.), Self-Control in Society, Mind, and Brain (pp. 279-296). Oxford University Press.
  • Gawrilow, C. (2009). Motivationspsychologie. In U. Nixdorff (Hrsg.), Check-Up-Medizin (pp. 352-357). Stuttgart: Thieme.
  • Gawrilow, C., Sevincer, T. & Oettingen, G. (2009). Psychologie des Zukunftsdenkens. In V. Brandstätter & J. H. Otto (Hrsg.), Handbuch der Allgemeinen Psychologie: Motivation und Emotion (pp. 178-184). Göttingen: Hogrefe.

Herausgeberwerke / Editorial Work

Buchreihe Psychologie im Schulalltag

Herausgeber: Caterina Gawrilow, Marcus Hasselhorn, Ulrich Trautwein, Christina Schwenck, Stefan Drewes, Anke Leuthold-Zürcher

Band 1: Gesundheit und Wohlbefinden im Lehrerberuf, von Uta Klusmann, Natalie Waschke, ISBN: 9783801728632
Band 2: Emotionale Störungen und Verhaltensauffälligkeiten, von Silvia Schneider, Lukka Popp, ISBN: 9783801728984
Band 3: Schwierigkeiten beim Schriftspracherwerb, von Gerhard Büttner, Anne Fischbach, Janin Brandenburg, Marcus Hasselhorn, ISBN: 9783801728557
Band 4: Autismus-Spektrum-Störungen, von Karoline Teufel, Sophie Soll, ISBN: 9783801730758


Sonstige Publikationen (seit 2022)


  • Gawrilow, C., Merhofe, S., & Schwarz, U. (2022). Wissenschaft für den Schulalltag – Neue Wege der Psychologie an Schulen. Report Psychologie, 1 (2022).