Publikationen / Publications
Zeitschriftenartikel / Journal Articles
2024
- Julia Steigleder, Lilly Buhr, Jan-Henning Ehm, Caterina Gawrilow, Antje von Suchodoletz (2024). Pandemic-related threats and well-being: A longitudinal study of preschool teachers in Germany during the COVID-19 pandemic. https://doi.org/10.1016/j.ecresq.2024.11.001
- Carolin S. Klein, Karsten Hollmann, Jan Kühnhausen, Annika K. Alt, Anja Pascher, Lennart Seizer, Jonas Primbs, Winfried Ilg, Annika Thierfelder, Björn Severitt, Helene Passon, Ursula Wörz, Heinrich Lautenbacher, Wolfgang A. Bethge, Johanna Löchner, Martin Holderried, Walter Swoboda, Enkelejda Kasneci, Martin A. Giese, Christian Ernst, Gottfried M. Barth, Annette Conzelmann, Michael Menth, Caterina Gawrilow, Tobias J. Renner (2024). Lessons learned from a multimodal sensor-based eHealth approach for treating pediatric obsessive-compulsive disorder. https://www.frontiersin.org/journals/digital-health/articles/10.3389/fdgth.2024.1384540/full
- Marie Charlotte Lehmann, Lilly Buhr, Martí Quixal, Caterina Gawrilow (2024). Association of Trait ADHD Symptoms and Trait and State Working Memory Performance in High-School Students: Implications for Everyday School Life. https://www.reinhardt-journals.de/index.php/peu/article/viewFile/157094/7026
- Mechteld M. van den Hoek Ostende, Ulrike Schwarz, Caterina Gawrilow, Barbara Kaup, Jennifer Svaldi (2024). Modality Matters: Fasted Individuals Inhibit Food Stimuli Better Than Neutral Stimuli for Words, but Not for Pictures https://www.mdpi.com/2072-6643/16/14/2190
- Schmitterer, A., Gawrilow, C., Friedrich, C. (2024). Learning to Read Connections—Sensitivity to Collocation Frequency Links Vocabulary Size and Reading Comprehension in Middle Childhood. http://doi.org/10.1002/rrq.548
- Blume, F., Buhr, L., Kühnhausen, J., Köpke, R., Weber, L. A., Fallgatter, A. J., Ethofer, T., & Gawrilow, C. (2024). Validation of the Self-Report Version of the German Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Scale (SWAN-DE-SB). Assessment, 0(0). https://doi.org/10.1177/10731911241236699
- Olivia Krokos, Isabel Brandhorst, Lennart Seizer, Caterina Gawrilow, Johanna Löchner (2024). Improving mental health by improving the mental health literacy? Study protocol for a randomised controlled evaluation of an e-mental health application as a preventive intervention for adolescents and young adults. Internet Interventions 36, (2024),100733. https://doi.org/10.1016/j.invent.2024.100733
- Di Maio, S.*, Villinger, K.*, Knoll, N., Scholz, U., Stadler, G., Gawrilow, C., & Berli, C. (2024). Compendium of dyadic intervention techniques (DITs) to change health behaviors: a systematic review. Health Psychology Review. https://doi.org/10.1080/17437199.2024.2307534.
*Authors share first authorship. - 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. https://doi.org/10.1016/j.ijchp.2023.100425
- Ostende,M. M. v. d. H.,Schwarz,U., Gawrilow,C., Kaup, B., & Svaldi,J.(2024). Practice makes perfect: Restrained eaters' heightened control for food images. European Eating Disorders Review, 32(1), 90–9. https://doi.org/10.1002/erv.3023
2023
- Eppinger Ruiz de Zarate, A., Thiel, A., Sudeck, G., Dierkes, K., John, J. M., Nieß, A. M., & Gawrilow, C. (2023). Well-Being of Adolescents During the COVID-19 Pandemic. Zeitschrift Für Psychologie, 231(2), 83–92. https://doi.org/10.1027/2151-2604/a000518
- Finkbeiner, M., Wahl, LM., Kühnhausen, J., Schmid, J., Hellwig, L., Brenner, V., Dürrwächter, U., Conzelmann, A., Kelava, A, Renner T. J. & Gawrilow, C.. Patients’ well-being during the transition period after psychiatric hospitalization to school: insights from an intensive longitudinal assessment of patient–parent–teacher triads. BMC Psychol 11, 182 (2023). https://doi.org/10.1186/s40359-023-01197-0
- Kaup, B., Ulrich, R., Bausenhart, K. M., Bryce, D., Butz, M. V., Dignath, D., Dudschig, C., Franz, V. H., Friedrich, C., Gawrilow, C., Heller, J., Huff, M., Hütter, M., Janczyk, M., Leuthold, H., Mallot, H., Nürk, H.-C., Ramscar, M., Said, N., Svaldi, J., Wong, H. Y. (2023). Modal and amodal cognition: An overarching principle in various domains of psychology. Psychological Research. https://doi.org/10.1007/s00426-023-01878-w
- Schmid, J., Moschko, T., Riccio, M., Snyder, K. A., Gawrilow, C., & Stadler, G. (2023). Self-control fluctuates from day to day and is linked to subjective well-being within and between persons. Applied Psychology: Health and Well-Being, 1–19. https://doi.org/10.1111/aphw.12482
- Steigleder, J., Buhr, L., Ehm, J.-H., Gawrilow, C., von Suchodoletz, A. (2023). Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany: A longitudinal study during 12 months of the COVID-19 pandemic. Teaching and Teacher Education, Vol. 124, April 2023, 104015. https://doi.org/10.1016/j.tate.2023.104015
- Ulitzka, B., Schmidt, H., Daseking, M., Julia Karbach, Gawrilow, C. & Kerner, J. auch Koerner, J. (2023). EF Touch – Testbatterie zur Erfassung der exekutiven Funktionen bei 3- bis 5- Jährigen - Übersetzung und psychometrische Überprüfung der deutschen Version. Diagnostica, 0 (2023). https://doi.org/10.1026/0012-1924/a000314
2022
- 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. https://doi.org/10.3390/brainsci12040440
- Finkbeiner, M., Kühnhausen, J., Schmid, J., Conzelmann, A., Dürrwächter, U., Wahl, L.-M., Kelava, A., Gawrilow, C., Renner, T. J. (2022). E-Mental-Health aftercare for children and adolescents after partial or full inpatient psychiatric hospitalization: study protocol of the randomized controlled DigiPuR trial. Trials 2022 Aug 26;23(1):713. https://doi.org/10.1186/s13063-022-06508-1
- Gigl, J., Stark, R., & Gawrilow, C. (2022). Wie stehen (angehende) Lehrpersonen zum Pornografiekonsum von Schüler:innen? Kompetenzen und Ressourcen im Umgang von (angehenden) Lehrpersonen mit Pornografiekonsum von Schüler:innen. MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung, 2022(Occasional Papers), 260–281. https://doi.org/10.21240/mpaed/00/2022.12.15.X
- Haas, P., Sudeck, G., Kelava, A., Cattarius, M., Meibohm, M., Schmid, J., Kistoglidou, E., & Gawrilow, C. (2022). Acute effects of a motor coordination intervention on executive functions in kindergartners: a proof-of-concept randomized controlled trial. Pilot Feasibility Stud 8, 185 (2022). https://doi.org/10.1186/s40814-022-01125-w
- Kerner auch Koerner, J., Daseking, M., & Gawrilow, C. (2022). Eine Längsschnittstudie zur Vorhersage von ADHS-Symptomen und Schulleistungen in der 1. Klasse durch exekutive Funktionen im Vorschulalter. Kindheit und Entwicklung (2022), 31, pp. 144-154. https://doi.org/10.1026/0942-5403/a000383
- 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. https://doi.org/10.1177/02654075221116788
- Nemati, P., Kühnhausen, J., Mehri, A. Schmid, J., Mohammadi, Z., Nuerk, H.-C. & Gawrilow, C.. Delay of Gratification in Iranian and German Preschool Children. Child Youth Care Forum (2022). https://doi.org/10.1007/s10566-022-09710-z
- 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, e13272. http://doi.org/10.1111/desc.13272
2021
- 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, 215, 103289. https://doi.org/10.1016/j.actpsy.2021.103289
- 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. https://umps.de/php/artikeldetails.php?id=780
2020
- 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, 11, 1012. https://doi.org/10.3389/fpsyg.2020.01012
- 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. Lernen und Lernstörungen, 9(3). https://doi.org/10.1024/2235- 0977/a000302
- Dignath, D., Wirth, R., Kühnhausen, J., Gawrilow, C., Kunde, W., & Kiesel, A. (2020). Motivation drives conflict adaptation. Motivation Science, 6(1), 84–89. https://doi.org/10.1037/mot0000136
- 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. https://doi.org/10.1038/s41598-020-80562-0
- 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. (2020). The kids obesity prevention program: Cluster randomized controlled trial to evaluate a serious game for the prevention and treatment of childhood obesity. Journal of medical Internet research, 22(4), e15725. https://doi.org/10.2196/15725
- 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, 2921. https://doi.org/10.3389/fpsyg.2020.489371
- Neubauer, A., Nemati, P., Schmid, J., Gawrilow, C., & Hasselhorn, M. (2020). Prosocial motivation and behavior in children with and without Turkish immigrant background in Germany and in Turkish children in Turkey. Journal for educational research online 12(1), 5-25. https://doi.org/10.25656/01:19116
- Reuter, M., Kühnhausen, J., Haas, P., & Gawrilow, C. (2020). Within-person relationship between daily time spent in natural spaces and affect as well as inattention in children’s daily life. Umweltpsychologie, 24(2), 176-199.
2019
- 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. https://doi.org/10.1016/j.learninstruc.2018.10.004
- 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(4), 383-393. https://doi.org/10.1007/s12402-019-00298-4
- 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. https://doi.org/10.11621/pir.2019.0401
- 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, 3(1), 91-101. https://doi.org/10.1007/s41809-019-00031-7
2018
- 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, 14(1), 1-10. https://doi.org/10.1186/s12993-018-0150-y
2017
- 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. doi.org/10.1186/s13063-016-1769-3
- 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. https://doi.org/10.1080/08870446.2017.1291943
- Hudak, J., Blume, F., Dresler, T., Haeussinger, F., Renner, T., Fallgatter, A., Gawrilow, C., & Ehlis, A.C. (2017). Near-infrared spectroscopy-based frontal lobe neurofeedback integrated in virtual reality modulates brain and behavior in highly impulsive adults. Frontiers in human neuroscience, 425. https://doi.org/10.3389/fnhum.2017.00425
- 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, 31(1), 49-59. https://doi.org/10.29478/TJP
- Mack, I., Bayer, C., Schäffeler, N., Reiband, N., Brölz, E., Zurstiege, G., Fernandez-Aranda, F., Gawrilow, C., & Zipfel, S. (2017). Chances and limitations of video games in the fight against childhood obesity—A systematic review. European Eating Disorders Review, 25(4), 237-267. https://doi.org/10.1002/erv.2514
- 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. https://doi.org/10.23668/psycharchives.1457
- 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, 23(5), 451-462. https://doi.org/10.1177/1087054717692881
2016
- 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. https://doi.org/10.1037/dev0000186
- 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. https://doi.org/10.1177/1087054713493318
- 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. https://doi.org/10.1111/aphw.12061
- 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. https://doi.org/10.1177/1087054714523127
- 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, 24(8), 1169-1180. https://doi.org/10.1177/1087054716629214
2015
- Bugl, P., Schmid, J., & Gawrilow, C. (2015). Ambulantes Assessment in der Schule: Den schulischen Alltag erfahrbar machen. Lernen und Lernstörungen, 4(4), 261-268. https://doi.org/10.25656/01:13990
- Langguth, N., Könen, T., Matulis, S., Steil, R., Gawrilow, C., & Stadler, G. (2015). Barriers to physical activity in adolescents. Zeitschrift für Gesundheitspsychologie, 23(2), 47-59. https://doi.org/10.1026/0943-8149/a000136
- 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, 6(1), 27966. https://doi.org/10.3402/ejpt.v6.27966
- Nuerk, H.-C., Zürcher, A., & Gawrilow, C. (2015). Schulpsychologische Diagnostik: Eine Einführung. Lernen und Lernstörungen, 4(4), 233-243. https://doi.org/10.25656/01:16957
- 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. https://doi.org/10.25656/01:16949
2014
- 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. https://doi.org/10.1026/0049-8637/a000102
- 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. https://doi.org/10.1007/s12187-013-9201-y
- Gawrilow, C., Kühnhausen, J., Schmid, J., & Stadler, G. (2014). Hyperactivity and motoric activity in ADHD: characterization, assessment, and intervention. Frontiers in psychiatry, 5, 171. https://doi.org/10.3389/fpsyt.2014.00171
- Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2014). Selbstkontrolle bei Vorschulkindern unterschiedlicher kultureller Herkunft. Frühe Bildung, 3(3), 146-154. https://doi.org/10.25656/01:12342
- Rauch, W. A., Gawrilow, C., Schermelleh-Engel, K., & Schmitt, K. (2014). Dispositionelle Selbstkontrollkapazität bei Kindern. Diagnostica, 60(2), 61-72. https://doi.org/10.1026/0012-1924/a000099
- von Suchodoletz, A., Gawrilow, C., Gunzenhauser, C., Merkt, J., & Hasselhorn, M., Wanless, S. B. & McClelland, M. (2014). Erfassung der Selbstregulation vor dem Schuleintritt. Psychologie in Erziehung und Unterricht, 61(3), 165-174. https://doi.org/10.2378/peu2014.art13d
2013
- 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. https://doi.org/10.1007/s11031-012-9288-3
- Gawrilow, C., Petermann, F., & Schuchardt, K. (2013). ADHS im Vorschulalter. Kindheit und Entwicklung, 22, 189-192. https://doi.org/10.1026/0942-5403/a000116
- 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. https://doi.org/10.1007/s12402-013-0117-7
- 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. https://doi.org/10.1007/s12402-013-0110-1
2012
- 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. https://doi.org/10.1016/j.lindif.2012.05.006
- Rohlf, H., Jucksch, V., Gawrilow, C., Huss, M., Hein, J., Lehmkuhl, U., & Salbach-Andrae, H. (2012). Set shifting and working memory in adults with attention-deficit/hyperactivity disorder. Journal of neural transmission, 119(1), 95-106. https://doi.org/10.1007/s00702-011-0660-3
2011
- 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. https://doi.org/10.1007/s10608-010-9309-z
- 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. https://doi.org/10.1521/jscp.2011.30.6.616
- 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. https://doi.org/10.1007/s12402-011-0056-0
- Gawrilow, C., Schmitt, K., & Rauch, W. (2011). Kognitive Kontrolle und Selbstregulation bei Kindern mit ADHS. Kindheit und Entwicklung, 20(1), 41-48. https://doi.org/10.1026/0942-5403/a000039
2010
- 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. https://doi.org/10.1007/s12402-010-0028-9
2008
- Gawrilow, C., & Gollwitzer, P. M. (2008). Implementation intentions facilitate response inhibition in children with ADHD. Cognitive Therapy and Research, 32(2), 261-280. https://doi.org/10.1007/s10608-007-9150-1
2007
- Paul, I., Gawrilow, C., Zech, F., Gollwitzer, P., Rockstroh, B., Odenthal, G., Kratzer, W., & Wienbruch, C. (2007). If–then planning modulates the P300 in children with attention deficit hyperactivity disorder. NeuroReport, 18(7), 653-657. https://doi.org/10.1097/WNR.0b013e3280bef966
2003
- 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. https://doi.org/10.1007/s00431-002-1127-1
Monographien / Monographs
- Gawrilow, C. (2023). Lehrbuch ADHS (3., aktualisierte Auflage). Ernst Reinhardt Verlag München.
- Gawrilow, C., Guderjahn, L., & Gold, A. (2022). Störungsfreier Unterricht trotz ADHS: Mit Schülern Selbstregulation trainieren – ein Lehrermanual (3., aktualisierte Auflage). Ernst Reinhardt Verlag München.
- Gawrilow, C. (2009). Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung. UTB.
- Gawrilow, C. (2005). Action control in ADHD children: Do implementation intentions improve self-regulation? (Dissertation). http://nbn-resolving.de/urn:nbn:de:bsz:352-opus-16371
Buchkapitel / Book Chapters
- 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). Carl Link-Verlag.
- Fiege, C., Gawrilow, C., Schmid, J., & Hasselhorn, M. (2021). Forschungsgrundlagen der Schulpsychologie [Research Basis in School Psychology]. In K. Seifried, S. Drewes & M. Hasselhorn (Hrsg.), Handbuch Schulpsychologie – Psychologie für die Schule. (3., überarbeitete Auflage). Kohlhammer.
- Gawrilow, C. (2009). Motivationspsychologie. In U. Nixdorff (Hrsg.), Check-Up-Medizin (S. 352-357). Thieme.
- Gawrilow, C., Oberbremer, L., & Hasselhorn, M. (2012). Arbeitsgedächtnisbesonderheiten von Kindern mit Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung. In M. Hasselhorn & C. Zoelch (Hrsg.), Tests und Trends: Funktionsdiagnostik des Arbeitsgedächtnisses (S. 113- 132). Hogrefe Verlag.
- Gawrilow, C., & Rauch, W. (2017). Selbstregulationsfähigkeiten und exekutive Funktionen im Entwicklungsverlauf bei Vorschul- und Schulkindern. In U. Hartmann, M. Hasselhorn & A. Gold (Hrsg.), Entwicklungsverläufe verstehen - Kinder mit Bildungsrisiken wirksam fördern. Forschungsergebnisse des Frankfurter IDeA-Zentrums (S. 158-174). Kohlhammer.
- Gawrilow, C., Sevincer, T., & Oettingen, G. (2009). Psychologie des Zukunftsdenkens. In V. Brandstätter & J. H. Otto (Hrsg.), Handbuch der Allgemeinen Psychologie: Motivation und Emotion (S. 178-184). Hogrefe Verlag.
- 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). Kohlhammer.
- 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 (Hrsg.), Self-Control in Society, Mind, and Brain (S. 279-296). Oxford University Press.
- 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.
- Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2011). Belohnungsaufschub: Ein Ansatz zur Frühprognose volitionaler Kompetenzen. In W. Schneider & M. Hasselhorn (Hrsg.), Tests und Trends: Frühprognose schulischer Kompetenzen (S. 203-220). Hogrefe 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). Kohlhammer.
- Schmid J., Loßnitzer C., & Gawrilow C. (2021) ADHS. In T. Schnell, K. Schnell (Hrsg.) Handbuch Klinische Psychologie. Springer. https://doi.org/10.1007/978-3-662-45995-9_32-1
- Schmidt J. E., & Gawrilow C. (2021) Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health. In W. Rollett, H. Bijlsma, S. Röhl (Hrsg.), Student Feedback on Teaching in Schools. Springer. https://doi.org/10.1007/978-3-030-75150-0_12
- Schwarz, U., Sevincer, A. T. & Gawrilow, C. (2019). Wenn-Dann-Pläne und Mentale Kontrastierung als Strategien zur Förderung der Selbstregulation. In H. Gaspard, U. Trautwein & M. Hasselhorn (Hrsg.), Diagnostik und Förderung von Motivation und Volition (S. 193-205). Hogrefe Verlag.
Herausgeberwerke / Editorial Work
Buchreihe Psychologie im Schulalltag
Herausgeber: Caterina Gawrilow, Marcus Hasselhorn, Ulrich Trautwein, Christina Schwenck, Stefan Drewes, Anke Leuthold-Zürcher
- Büttner, G., Fischbach A., Brandenburg J., & Hasselhorn, M. (2022). Schwierigkeiten beim Schriftspracherwerb (Vol. 6). Hogrefe Verlag. ISBN: 978-3-8017-2855-7
- Asbrand, J., Büch, H., & Schmitz J. (2022). Soziale Ängste (Vol. 5). Hogrefe Verlag. ISBN: 978-3-8017-3058-1
- Buhl, H. M., Bonanati S., & Eickelmann B. (2021). Schule in der digitalen Welt (Vol.4). Hogrefe Verlag. ISBN: 978-3-8017-3074-1
- Teufel, K., & Soll, S. (2021). Autismus-Spektrum-Störungen (Vol. 3). Hogrefe Verlag. ISBN: 978-3-8017-3075-8
- Schneider, S., & Popp, L. (201920). Emotionale Störungen und Verhaltensauffälligkeiten (Vol. 2). Hogrefe Verlag. ISBN: 978-3-8017-2898-4
- Klusmann, U., & Waschke, N. (2018). Gesundheit und Wohlbefinden im Lehrerberuf (Vol. 1). Hogrefe Verlag. ISBN: 978-3-8017-2863-2
Sonstige Publikationen (seit 2022) / Other Publications (since 2022)
2023
- Wilden, E., Porsch, R. & Gawrilow, C. (2023). Englischunterricht in einer innovativen, inklusiven Förderschule: Rezeptive Englischleistungen und Leistungsemotionen im Fach Englisch am Ende der Klasse 4. Zeitschrift für Heilpädagogik, 2/2023.
2022
- Avci-Werning, M., Weickgenannt, S., Schliewenz, R., Roeder, U.-R., Spies, A., Wilmers, N., Gawrilow, C., Dutke, S., Tripathi-Neubart, G., & Anonymus (Redaktion), A. (2022). Mehr Psychologie in die Schulen. Jahresschwerpunkt 2022. Report Psychologie, 47(1), 2-7.
- Gawrilow, C., Merhofe, S., & Schwarz, U. (2022). Wissenschaft für den Schulalltag – Neue Wege der Psychologie an Schulen. Report Psychologie, 1.
Tests und Messinstrumente / Tests and Measurement Tools
- Langguth, N., Könen, T., Matulis, S., Steil, R., Gawrilow, C., & Stadler, G. (2015). BPA - Fragebogen zu Barrieren körperlicher Aktivität von Jugendlichen (Barriers to Physical Activity in Adolescents). Tests Info.
- Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2014). SUA - Sanduhraufgabe. Tests Info.
Publikationen thematisch sortiert / Publications by topic
ADHS / ADHD
- Blume, F., Buhr, L., Kühnhausen, J., Köpke, R., Weber, L. A., Fallgatter, A. J., Ethofer, T., & Gawrilow, C. (2024). Validation of the Self-Report Version of the German Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Scale (SWAN-DE-SB). Assessment, 0(0). https://doi.org/10.1177/10731911241236699
- 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. https://doi.org/10.1016/j.learninstruc.2018.10.004
- 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. doi.org/10.1186/s13063-016-1769-3
- 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(4), 383-393. https://doi.org/10.1007/s12402-019-00298-4
- 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. https://doi.org/10.1024/2235-0977/a000302
- 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. https://doi.org/10.3390/brainsci12040440
- 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. https://doi.org/10.1037/dev0000186
- 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. https://doi.org/10.1026/0049-8637/a000102
- Gawrilow, C. (2005). Action control in ADHD children: Do implementation intentions improve self-regulation? Dissertation, Universität, Fachbereich Psychologie, Konstanz.
- Gawrilow, C., & Gollwitzer, P. M. (2008). Implementation intentions facilitate response inhibition in children with ADHD. Cognitive Therapy and Research, 32(2), 261-280. https://doi.org/10.1007/s10608-007-9150-1
- 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. https://doi.org/10.1007/s10608-010-9309-z
- 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. https://doi.org/10.1521/jscp.2011.30.6.616
- Gawrilow, C., Kühnhausen, J., Schmid, J., & Stadler, G. (2014). Hyperactivity and motoric activity in ADHD: characterization, assessment, and intervention. Frontiers in psychiatry, 5, 171. https://doi.org/10.3389/fpsyt.2014.00171
- 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. https://doi.org/10.1007/s12402-011-0056-0
- 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. https://doi.org/10.1007/s11031-012-9288-3
- Gawrilow, C., Oberbremer, L., & Hasselhorn, M. (2012). Arbeitsgedächtnisbesonderheiten von Kindern mit Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung. In M. Hasselhorn & C. Zoelch (Hrsg.), Tests und Trends: Funktionsdiagnostik des Arbeitsgedächtnisses (S. 113- 132). Hogrefe Verlag.
- Gawrilow, C., Petermann, F., & Schuchardt, K. (2013). ADHS im Vorschulalter. Kindheit und Entwicklung, 22, 189-192. https://doi.org/10.1026/0942-5403/a000116
- Gawrilow, C., Schmitt, K., & Rauch, W. (2011). Kognitive Kontrolle und Selbstregulation bei Kindern mit ADHS. Kindheit und Entwicklung, 20(1), 41-48. https://doi.org/10.1026/0942-5403/a000039
- 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. https://doi.org/10.1007/s12402-013-0117-7
- 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). https://doi.org/10.1038/s41598-020-80562-0
- 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, 31(1), 49-59. https://doi.org/10.29478/TJP
- 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, 14(1), 1-10. https://doi.org/10.1186/s12993-018-0150-y
- 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. https://doi.org/10.1177/1087054714523127
- 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. https://doi.org/10.1007/s12402-013-0110-1
- Paul, I., Gawrilow, C., Zech, F., Gollwitzer, P., Rockstroh, B., Odenthal, G., Kratzer, W., & Wienbruch, C. (2007). If–then planning modulates the P300 in children with attention deficit hyperactivity disorder. NeuroReport, 18(7), 653-657. https://doi.org/10.1097/WNR.0b013e3280bef966
- 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. https://doi.org/10.1007/s12402-010-0028-9
- Reuter, M., Kühnhausen, J., Haas, P., Gawrilow, C. (2020). 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.
- Rohlf, H., Jucksch, V., Gawrilow, C., Huss, M., Hein, J., Lehmkuhl, U., & Salbach-Andrae, H. (2012). Set shifting and working memory in adults with attention-deficit/hyperactivity disorder. Journal of neural transmission, 119(1), 95-106. https://doi.org/10.1007/s00702-011-0660-3
- 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). Kohlhammer.
- Schmid J., Loßnitzer C., & Gawrilow C. (2021) ADHS. In T. Schnell, K. Schnell (Hrsg.) Handbuch Klinische Psychologie. Springer. https://doi.org/10.1007/978-3-662-45995-9_32-1
- 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, 24(8), 1169-1180. https://doi.org/10.1177/1087054716629214
- 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. https://doi.org/10.25656/01:16949
- 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, 23(5), 451-462. https://doi.org/10.1177/1087054717692881
Ambulantes Assessment / Ambulatory Assessment
- Bugl, P., Schmid, J., & Gawrilow, C. (2015). Ambulantes Assessment in der Schule: Den schulischen Alltag erfahrbar machen. Lernen und Lernstörungen, 4(4), 261-268. https://doi.org/10.25656/01:13990
- 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. https://doi.org/10.3390/brainsci12040440
- Finkbeiner, M., Kühnhausen, J., Schmid, J., Conzelmann, A., Dürrwächter, U., Wahl, L.-M., Kelava, A., Gawrilow, C., Renner, T. J. (2022). E-Mental-Health aftercare for children and adolescents after partial or full inpatient psychiatric hospitalization: study protocol of the randomized controlled DigiPuR trial. Trials 2022 Aug 26;23(1):713. https://doi.org/10.1186/s13063-022-06508-1
- Eppinger Ruiz de Zarate, A., Thiel, A., Sudeck, G., Dierkes, K., John, J. M., Nieß, A. M., & Gawrilow, C. (2023). Well-Being of Adolescents During the COVID-19 Pandemic. Zeitschrift Für Psychologie, 231(2), 83–92. https://doi.org/10.1027/2151-2604/a000518
- Finkbeiner, M., Wahl, LM., Kühnhausen, J., Schmid, J., Hellwig, L., Brenner, V., Dürrwächter, U., Conzelmann, A., Kelava, A, Renner T. J. & Gawrilow, C.. Patients’ well-being during the transition period after psychiatric hospitalization to school: insights from an intensive longitudinal assessment of patient–parent–teacher triads. BMC Psychol 11, 182 (2023). https://doi.org/10.1186/s40359-023-01197-0
- 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. https://doi.org/10.1080/08870446.2017.1291943
- 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. https://doi.org/10.1111/aphw.12061
- Moschko, T., Stadler, G., & Gawrilow, C. (2022). Fluctuations in children’s self-regulation and parent-child interaction in everyday life: An ambulatory assessment study. Journal of Social and Personal Relationships. https://doi.org/10.1177/02654075221116788
- Reuter, M., Kühnhausen, J., Haas, P., Gawrilow, C. (2020). 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.
- 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. https://umps.de/php/artikeldetails.php?id=780
- Schmid, J., Moschko, T., Riccio, M., Snyder, K. A., Gawrilow, C., & Stadler, G. (2023). Self-control fluctuates from day to day and is linked to subjective well-being within and between persons. Applied Psychology: Health and Well-Being, 1–19. https://doi.org/10.1111/aphw.12482
- 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, 24(8), 1169-1180. https://doi.org/10.1177/1087054716629214
- 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. https://doi.org/10.11621/pir.2019.0401
Diagnostik / Diagnostics
- Blume, F., Buhr, L., Kühnhausen, J., Köpke, R., Weber, L. A., Fallgatter, A. J., Ethofer, T., & Gawrilow, C. (2024). Validation of the Self-Report Version of the German Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Scale (SWAN-DE-SB). Assessment, 0(0). https://doi.org/10.1177/10731911241236699
- Finkbeiner, M., Kühnhausen, J., Schmid, J., Conzelmann, A., Dürrwächter, U., Wahl, L.-M., Kelava, A., Gawrilow, C., Renner, T. J. (2022). E-Mental-Health aftercare for children and adolescents after partial or full inpatient psychiatric hospitalization: study protocol of the randomized controlled DigiPuR trial. Trials 2022 Aug 26;23(1):713. https://doi.org/10.1186/s13063-022-06508-1
- Gawrilow, C., Kühnhausen, J., Schmid, J., & Stadler, G. (2014). Hyperactivity and motoric activity in ADHD: characterization, assessment, and intervention. Frontiers in psychiatry, 5, 171. https://doi.org/10.3389/fpsyt.2014.00171
- 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, 6(1), 27966. https://doi.org/10.3402/ejpt.v6.27966
- 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. https://doi.org/10.1016/j.lindif.2012.05.006
- Nuerk, H.-C., Zürcher, A., & Gawrilow, C. (2015). Schulpsychologische Diagnostik: Eine Einführung. Lernen und Lernstörungen, 4(4), 233-243. https://doi.org/10.25656/01:16957
- 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. https://doi.org/10.2378/peu2014.art13d
EEG
- 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. https://doi.org/10.1038/s41598-020-80562-0
- Paul, I., Gawrilow, C., Zech, F., Gollwitzer, P., Rockstroh, B., Odenthal, G., Kratzer, W., & Wienbruch, C. (2007). If–then planning modulates the P300 in children with attention deficit hyperactivity disorder. NeuroReport, 18(7), 653-657. https://doi.org/10.1097/WNR.0b013e3280bef966
- 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. https://doi.org/10.1007/s12402-010-0028-9
Emotionen/Affekt / Emotions/Affect
- Eppinger Ruiz de Zarate, A., Thiel, A., Sudeck, G., Dierkes, K., John, J. M., Nieß, A. M., & Gawrilow, C. (2023). Well-Being of Adolescents During the COVID-19 Pandemic. Zeitschrift Für Psychologie, 231(2), 83–92. https://doi.org/10.1027/2151-2604/a000518
- Finkbeiner, M., Wahl, LM., Kühnhausen, J., Schmid, J., Hellwig, L., Brenner, V., Dürrwächter, U., Conzelmann, A., Kelava, A, Renner T. J. & Gawrilow, C.. Patients’ well-being during the transition period after psychiatric hospitalization to school: insights from an intensive longitudinal assessment of patient–parent–teacher triads. BMC Psychol 11, 182 (2023). https://doi.org/10.1186/s40359-023-01197-0
- 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. https://doi.org/10.1177/1087054713493318
- 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. https://doi.org/10.1080/08870446.2017.1291943
- Kaup, B., Ulrich, R., Bausenhart, K. M., Bryce, D., Butz, M. V., Dignath, D., Dudschig, C., Franz, V. H., Friedrich, C., Gawrilow, C., Heller, J., Huff, M., Hütter, M., Janczyk, M., Leuthold, H., Mallot, H., Nürk, H.-C., Ramscar, M., Said, N., Svaldi, J., Wong, H. Y. (2023). Modal and amodal cognition: An overarching principle in various domains of psychology. Psychological Research. https://doi.org/10.1007/s00426-023-01878-w
- 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. https://doi.org/10.1111/aphw.12061
- Reuter, M., Kühnhausen, J., Haas, P., Gawrilow, C. (2020). 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.
- 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. https://umps.de/php/artikeldetails.php?id=780
- Schmid, J., Moschko, T., Riccio, M., Snyder, K. A., Gawrilow, C., & Stadler, G. (2023). Self-control fluctuates from day to day and is linked to subjective well-being within and between persons. Applied Psychology: Health and Well-Being, 1–19. https://doi.org/10.1111/aphw.12482
- Steigleder, J., Buhr, L., Ehm, J.-H., Gawrilow, C., von Suchodoletz, A. (2023). Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany: A longitudinal study during 12 months of the COVID-19 pandemic. Teaching and Teacher Education, Vol. 124, April 2023, 104015. https://doi.org/10.1016/j.tate.2023.104015
- 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, 3(1), 91-101. https://doi.org/10.1007/s41809-019-00031-7
Essverhalten / Eating Behavior
- Mack, I., Bayer, C., Schäffeler, N., Reiband, N., Brölz, E., Zurstiege, G., Fernandez-Aranda, F., Gawrilow, C., & Zipfel, S. (2017). Chances and limitations of video games in the fight against childhood obesity—A systematic review. European Eating Disorders Review, 25(4), 237-267. https://doi.org/10.1002/erv.2514
- 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. (2020). 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
- 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. https://doi.org/10.1177/1087054714523127
- Ostende,M. M. v. d. H.,Schwarz,U., Gawrilow,C., Kaup, B., & Svaldi,J.(2024). Practice makes perfect: Restrained eaters' heightened control for food images. European Eating Disorders Review, 32(1), 90–9. https://doi.org/10.1002/erv.3023
Exekutive Funktionen / Executive Functions
- 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
- Dignath, D., Wirth, R., Kühnhausen, J., Gawrilow, C., Kunde, W., & Kiesel, A. (2020). Motivation drives conflict adaptation. Motivation Science, 6(1), 84–89. https://doi.org/10.1037/mot0000136
- 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. https://doi.org/10.1016/j.ijchp.2023.100425
- 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. https://doi.org/10.1521/jscp.2011.30.6.616
- 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. https://doi.org/10.1007/s12402-011-0056-0
- Gawrilow, C., Oberbremer, L., & Hasselhorn, M. (2012). Arbeitsgedächtnisbesonderheiten von Kindern mit Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung. In M. Hasselhorn & C. Zoelch (Hrsg.), Tests und Trends: Funktionsdiagnostik des Arbeitsgedächtnisses (S. 113- 132). Hogrefe Verlag.
- Gawrilow, C., & Rauch, W. (2017). Selbstregulationsfähigkeiten und exekutive Funktionen im Entwicklungsverlauf bei Vorschul- und Schulkindern. In U. Hartmann, M. Hasselhorn & A. Gold (Hrsg.), Entwicklungsverläufe verstehen - Kinder mit Bildungsrisiken wirksam fördern. Forschungsergebnisse des Frankfurter IDeA-Zentrums (S. 158-174). Kohlhammer.
- Gawrilow, C., Schmitt, K., & Rauch, W. (2011). Kognitive Kontrolle und Selbstregulation bei Kindern mit ADHS. Kindheit und Entwicklung, 20(1), 41-48. https://doi.org/10.1026/0942-5403/a000039
- 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. https://doi.org/10.1177/1087054713493318
- Haas, P., Sudeck, G., Kelava, A., Cattarius, M., Meibohm, M., Schmid, J., Kistoglidou, E., & Gawrilow, C. (2022). Acute effects of a motor coordination intervention on executive functions in kindergartners: a proof-of-concept randomized controlled trial. Pilot Feasibility Stud 8, 185 (2022). https://doi.org/10.1186/s40814-022-01125-w
- 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. https://doi.org/10.1007/s00431-002-1127-1
- 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, 31(1), 49-59. https://doi.org/10.29478/TJP
- Kaup, B., Ulrich, R., Bausenhart, K. M., Bryce, D., Butz, M. V., Dignath, D., Dudschig, C., Franz, V. H., Friedrich, C., Gawrilow, C., Heller, J., Huff, M., Hütter, M., Janczyk, M., Leuthold, H., Mallot, H., Nürk, H.-C., Ramscar, M., Said, N., Svaldi, J., Wong, H. Y. (2023). Modal and amodal cognition: An overarching principle in various domains of psychology. Psychological Research. https://doi.org/10.1007/s00426-023-01878-w
- Kerner auch Koerner, J., Daseking, M., & Gawrilow, C. (2022). Eine Längsschnittstudie zur Vorhersage von ADHS-Symptomen und Schulleistungen in der 1. Klasse durch exekutive Funktionen im Vorschulalter. Kindheit und Entwicklung (2022), 31, pp. 144-154. https://doi.org/10.1026/0942-5403/a000383
- 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, 14(1), 1-10. https://doi.org/10.1186/s12993-018-0150-y
- 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. https://doi.org/10.1007/s12402-013-0110-1
- 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. https://doi.org/10.23668/psycharchives.1457
- Rohlf, H., Jucksch, V., Gawrilow, C., Huss, M., Hein, J., Lehmkuhl, U., & Salbach-Andrae, H. (2012). Set shifting and working memory in adults with attention-deficit/hyperactivity disorder. Journal of neural transmission, 119(1), 95-106. https://doi.org/10.1007/s00702-011-0660-3
- 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, e13272. http://doi.org/10.1111/desc.13272
- Ulitzka, B., Schmidt, H., Daseking, M., Julia Karbach, Gawrilow, C. & Kerner, J. auch Koerner, J. (2023). EF Touch – Testbatterie zur Erfassung der exekutiven Funktionen bei 3- bis 5- Jährigen - Übersetzung und psychometrische Überprüfung der deutschen Version. Diagnostica, 0 (2023). https://doi.org/10.1026/0012-1924/a000314
fNIRS
- 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. doi.org/10.1186/s13063-016-1769-3
- 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. https://doi.org/10.1024/2235-0977/a000302
- Hudak, J., Blume, F., Dresler, T., Haeussinger, F., Renner, T., Fallgatter, A., Gawrilow, C., & Ehlis, A.C. (2017). Near-infrared spectroscopy-based frontal lobe neurofeedback integrated in virtual reality modulates brain and behavior in highly impulsive adults. Frontiers in human neuroscience, 425. https://doi.org/10.3389/fnhum.2017.00425
Gesundheitspsychologie / Health Psychology
- Di Maio, S.*, Villinger, K.*, Knoll, N., Scholz, U., Stadler, G., Gawrilow, C., & Berli, C. (2024). Compendium of dyadic intervention techniques (DITs) to change health behaviors: a systematic review. Health Psychology Review. https://doi.org/10.1080/17437199.2024.2307534.
*Authors share first authorship. - Eppinger Ruiz de Zarate, A., Thiel, A., Sudeck, G., Dierkes, K., John, J. M., Nieß, A. M., & Gawrilow, C. (2023). Well-Being of Adolescents During the COVID-19 Pandemic. Zeitschrift Für Psychologie, 231(2), 83–92. https://doi.org/10.1027/2151-2604/a000518
- Gigl, J., Stark, R., & Gawrilow, C. (2022). Wie stehen (angehende) Lehrpersonen zum Pornografiekonsum von Schüler:innen? Kompetenzen und Ressourcen im Umgang von (angehenden) Lehrpersonen mit Pornografiekonsum von Schüler:innen. MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung, 2022(Occasional Papers), 260–281. https://doi.org/10.21240/mpaed/00/2022.12.15.X
- Mack, I., Bayer, C., Schäffeler, N., Reiband, N., Brölz, E., Zurstiege, G., Fernandez-Aranda, F., Gawrilow, C., & Zipfel, S. (2017). Chances and limitations of video games in the fight against childhood obesity—A systematic review. European Eating Disorders Review, 25(4), 237-267. https://doi.org/10.1002/erv.2514
- 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. (2020). 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
- 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. https://doi.org/10.1177/1087054714523127
- Schmid, J., Moschko, T., Riccio, M., Snyder, K. A., Gawrilow, C., & Stadler, G. (2023). Self-control fluctuates from day to day and is linked to subjective well-being within and between persons. Applied Psychology: Health and Well-Being, 1–19. https://doi.org/10.1111/aphw.12482
- Steigleder, J., Buhr, L., Ehm, J.-H., Gawrilow, C., von Suchodoletz, A. (2023). Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany: A longitudinal study during 12 months of the COVID-19 pandemic. Teaching and Teacher Education, Vol. 124, April 2023, 104015. https://doi.org/10.1016/j.tate.2023.104015
Körperliche Aktivität / Physical Activity
- 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. https://doi.org/10.1016/j.ijchp.2023.100425
- Eppinger Ruiz de Zarate, A., Thiel, A., Sudeck, G., Dierkes, K., John, J. M., Nieß, A. M., & Gawrilow, C. (2023). Well-Being of Adolescents During the COVID-19 Pandemic. Zeitschrift Für Psychologie, 231(2), 83–92. https://doi.org/10.1027/2151-2604/a000518
- Gawrilow, C., Kühnhausen, J., Schmid, J., & Stadler, G. (2014). Hyperactivity and motoric activity in ADHD: characterization, assessment, and intervention. Frontiers in psychiatry, 5, 171. https://doi.org/10.3389/fpsyt.2014.00171
- 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. https://doi.org/10.1177/1087054713493318
- 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. https://doi.org/10.1080/08870446.2017.1291943
- Haas, P., Sudeck, G., Kelava, A., Cattarius, M., Meibohm, M., Schmid, J., Kistoglidou, E., & Gawrilow, C. (2022). Acute effects of a motor coordination intervention on executive functions in kindergartners: a proof-of-concept randomized controlled trial. Pilot Feasibility Stud 8, 185 (2022). https://doi.org/10.1186/s40814-022-01125-w
- Langguth, N., Könen, T., Matulis, S., Steil, R., Gawrilow, C., & Stadler, G. (2015). Barriers to physical activity in adolescents. Zeitschrift für Gesundheitspsychologie, 23(2), 47-59. https://doi.org/10.1026/0943-8149/a000136
- Langguth, N., Könen, T., Matulis, S., Steil, R., Gawrilow, C., & Stadler, G. (2015). BPA - Fragebogen zu Barrieren körperlicher Aktivität von Jugendlichen (Barriers to Physical Activity in Adolescents). Tests Info.
- 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. https://doi.org/10.1111/aphw.12061
Neurofeedback
- 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. doi.org/10.1186/s13063-016-1769-3
- 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. Lernen und Lernstörungen, 9(3). https://doi.org/10.1024/2235-0977/a000302
- Hudak, J., Blume, F., Dresler, T., Haeussinger, F., Renner, T., Fallgatter, A., Gawrilow, C., & Ehlis, A.C. (2017). Near-infrared spectroscopy-based frontal lobe neurofeedback integrated in virtual reality modulates brain and behavior in highly impulsive adults. Frontiers in human neuroscience, 425. https://doi.org/10.3389/fnhum.2017.00425
Studien-/Schulleistungen / Performance at School/at the Univesity
- 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, 215, 103289. https://doi.org/10.1016/j.actpsy.2021.103289
- 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. https://doi.org/10.1016/j.learninstruc.2018.10.004
- 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. https://doi.org/10.1024/2235-0977/a000302
- 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. https://doi.org/10.1037/dev0000186
- 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. https://doi.org/10.1026/0049-8637/a000102
- 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. https://doi.org/10.1007/s12187-013-9201-y
- Kerner auch Koerner, J., Daseking, M., & Gawrilow, C. (2022). Eine Längsschnittstudie zur Vorhersage von ADHS-Symptomen und Schulleistungen in der 1. Klasse durch exekutive Funktionen im Vorschulalter. Kindheit und Entwicklung (2022), 31, pp. 144-154. https://doi.org/10.1026/0942-5403/a000383
- 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
- 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. https://doi.org/10.25656/01:16949
Schulpsychologie / School Psychology
- Avci-Werning, M., Weickgenannt, S., Schliewenz, R., Roeder, U.-R., Spies, A., Wilmers, N., Gawrilow, C., Dutke, S., Tripathi-Neubart, G., & Anonymus (Redaktion), A. (2022). Mehr Psychologie in die Schulen. Jahresschwerpunkt 2022. Report Psychologie, 47(1), 2-7.
- Bugl, P., Schmid, J., & Gawrilow, C. (2015). Ambulantes Assessment in der Schule: Den schulischen Alltag erfahrbar machen. Lernen und Lernstörungen, 4(4), 261-268. https://doi.org/10.25656/01:13990
- 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. Kohlhammer.
- Finkbeiner, M., Wahl, LM., Kühnhausen, J., Schmid, J., Hellwig, L., Brenner, V., Dürrwächter, U., Conzelmann, A., Kelava, A, Renner T. J. & Gawrilow, C.. Patients’ well-being during the transition period after psychiatric hospitalization to school: insights from an intensive longitudinal assessment of patient–parent–teacher triads. BMC Psychol 11, 182 (2023). https://doi.org/10.1186/s40359-023-01197-0
- Gawrilow, C., Merhofe, S., & Schwarz, U. (2022). Wissenschaft für den Schulalltag – Neue Wege der Psychologie an Schulen. Report Psychologie, 1.
- Gigl, J., Stark, R., & Gawrilow, C. (2022). Wie stehen (angehende) Lehrpersonen zum Pornografiekonsum von Schüler:innen? Kompetenzen und Ressourcen im Umgang von (angehenden) Lehrpersonen mit Pornografiekonsum von Schüler:innen. MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung, 2022(Occasional Papers), 260–281. https://doi.org/10.21240/mpaed/00/2022.12.15.X
- 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). Kohlhammer.
- 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.
- Nuerk, H.-C., Zürcher, A., & Gawrilow, C. (2015). Schulpsychologische Diagnostik: Eine Einführung. Lernen und Lernstörungen, 4(4), 233-243. https://doi.org/10.25656/01:16957
- 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. https://doi.org/10.11621/pir.2019.0401
Selbstregulation / Self-regulation
- 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(4), 383-393. https://doi.org/10.1007/s12402-019-00298-4
- Finkbeiner, M., Kühnhausen, J., Schmid, J., Conzelmann, A., Dürrwächter, U., Wahl, L.-M., Kelava, A., Gawrilow, C., Renner, T. J. (2022). E-Mental-Health aftercare for children and adolescents after partial or full inpatient psychiatric hospitalization: study protocol of the randomized controlled DigiPuR trial. Trials 2022 Aug 26;23(1):713. https://doi.org/10.1186/s13063-022-06508-1
- Gawrilow, C. (2005). Action control in ADHD children: Do implementation intentions improve self-regulation? Dissertation, Universität, Fachbereich Psychologie, Konstanz.
- 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. https://doi.org/10.1007/s12187-013-9201-y
- Gawrilow, C., & Rauch, W. (2017). Selbstregulationsfähigkeiten und exekutive Funktionen im Entwicklungsverlauf bei Vorschul- und Schulkindern. In U. Hartmann, M. Hasselhorn & A. Gold (Hrsg.), Entwicklungsverläufe verstehen - Kinder mit Bildungsrisiken wirksam fördern. Forschungsergebnisse des Frankfurter IDeA-Zentrums (S. 158-174). Kohlhammer.
- Gawrilow, C., Schmitt, K., & Rauch, W. (2011). Kognitive Kontrolle und Selbstregulation bei Kindern mit ADHS. Kindheit und Entwicklung, 20(1), 41-48. https://doi.org/10.1026/0942-5403/a000039
- Moschko, T., Stadler, G., & Gawrilow, C. (2022). Fluctuations in children’s self-regulation and parent-child interaction in everyday life: An ambulatory assessment study. Journal of Social and Personal Relationships. https://doi.org/10.1177/02654075221116788
- 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
- Nemati, P., Kühnhausen, J., Mehri, A. Schmid, J., Mohammadi, Z., Nuerk, H.-C. & Gawrilow, C.. Delay of Gratification in Iranian and German Preschool Children. Child Youth Care Forum (2022). https://doi.org/10.1007/s10566-022-09710-z
- 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. https://doi.org/10.23668/psycharchives.1457
- Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2014). Selbstkontrolle bei Vorschulkindern unterschiedlicher kultureller Herkunft. Frühe Bildung, 3(3), 146-154. https://doi.org/10.25656/01:12342
- Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2014). SUA - Sanduhraufgabe. Tests Info.
- 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. https://doi.org/10.1016/j.lindif.2012.05.006
- Rauch, W. A., Gawrilow, C., Schermelleh-Engel, K., & Schmitt, K. (2014). Dispositionelle Selbstkontrollkapazität bei Kindern. Diagnostica, 60(2), 61-72. https://doi.org/10.1026/0012-1924/a000099
- Schmid, J., Moschko, T., Riccio, M., Snyder, K. A., Gawrilow, C., & Stadler, G. (2023). Self-control fluctuates from day to day and is linked to subjective well-being within and between persons. Applied Psychology: Health and Well-Being, 1–19. https://doi.org/10.1111/aphw.12482
- 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, e13272. http://doi.org/10.1111/desc.13272
- 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. https://doi.org/10.11621/pir.2019.0401
- Schwarz, U., Sevincer, A. T. & Gawrilow, C. (2019). Wenn-Dann-Pläne und Mentale Kontrastierung als Strategien zur Förderung der Selbstregulation. In H. Gaspard, U. Trautwein & M. Hasselhorn (Hrsg.), Diagnostik und Förderung von Motivation und Volition (S. 193-205). Hogrefe Verlag.
- 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. https://doi.org/10.2378/peu2014.art13d
- 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. https://doi.org/10.25656/01:16949
Selbstregulationsinterventionen / Self-regulation intervention
- Di Maio, S.*, Villinger, K.*, Knoll, N., Scholz, U., Stadler, G., Gawrilow, C., & Berli, C. (2024). Compendium of dyadic intervention techniques (DITs) to change health behaviors: a systematic review. Health Psychology Review. https://doi.org/10.1080/17437199.2024.2307534.
*Authors share first authorship. - 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). Carl Link-Verlag.
- Gawrilow, C. (2009). Motivationspsychologie. In U. Nixdorff (Hrsg.), Check-Up-Medizin (S. 352-357). Thieme.
- Gawrilow, C., & Gollwitzer, P. M. (2008). Implementation intentions facilitate response inhibition in children with ADHD. Cognitive Therapy and Research, 32(2), 261-280. https://doi.org/10.1007/s10608-007-9150-1
- 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. https://doi.org/10.1007/s10608-010-9309-z
- 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. https://doi.org/10.1521/jscp.2011.30.6.616
- 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. https://doi.org/10.1007/s11031-012-9288-3
- Gawrilow, C., Petermann, F., & Schuchardt, K. (2013). ADHS im Vorschulalter. Kindheit und Entwicklung, 22, 189-192. https://doi.org/10.1026/0942-5403/a000116
- Gawrilow, C., Sevincer, T., & Oettingen, G. (2009). Psychologie des Zukunftsdenkens. In V. Brandstätter & J. H. Otto (Hrsg.), Handbuch der Allgemeinen Psychologie: Motivation und Emotion (S. 178-184). Hogrefe Verlag.
- 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 (Hrsg.), Self-Control in Society, Mind, and Brain (S. 279-296). Oxford University Press.
- 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. https://doi.org/10.1007/s12402-013-0117-7
- Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2011). Belohnungsaufschub: Ein Ansatz zur Frühprognose volitionaler Kompetenzen. In W. Schneider & M. Hasselhorn (Hrsg.), Tests und Trends: Frühprognose schulischer Kompetenzen (S. 203-220). Hogrefe Verlag.
- Paul, I., Gawrilow, C., Zech, F., Gollwitzer, P., Rockstroh, B., Odenthal, G., Kratzer, W., & Wienbruch, C. (2007). If–then planning modulates the P300 in children with attention deficit hyperactivity disorder. NeuroReport, 18(7), 653-657. https://doi.org/10.1097/WNR.0b013e3280bef966
- 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. https://doi.org/10.1007/s12402-010-0028-9
- 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). Kohlhammer.
- Schmidt J. E., & Gawrilow C. (2021) Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health. In W. Rollett, H. Bijlsma, S. Röhl (Hrsg.), Student Feedback on Teaching in Schools. Springer. https://doi.org/10.1007/978-3-030-75150-0_12
- Schwarz, U., Sevincer, A. T. & Gawrilow, C. (2019). Wenn-Dann-Pläne und Mentale Kontrastierung als Strategien zur Förderung der Selbstregulation. In H. Gaspard, U. Trautwein & M. Hasselhorn (Hrsg.), Diagnostik und Förderung von Motivation und Volition (S. 193-205). Hogrefe Verlag.
Vorschulalter / Preschool age
- 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
- 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. https://doi.org/10.1007/s12187-013-9201-y
- Gawrilow, C., & Rauch, W. (2017). Selbstregulationsfähigkeiten und exekutive Funktionen im Entwicklungsverlauf bei Vorschul- und Schulkindern. In U. Hartmann, M. Hasselhorn & A. Gold (Hrsg.), Entwicklungsverläufe verstehen - Kinder mit Bildungsrisiken wirksam fördern. Forschungsergebnisse des Frankfurter IDeA-Zentrums (S. 158-174). Kohlhammer.
- Haas, P., Sudeck, G., Kelava, A., Cattarius, M., Meibohm, M., Schmid, J., Kistoglidou, E., & Gawrilow, C. (2022). Acute effects of a motor coordination intervention on executive functions in kindergartners: a proof-of-concept randomized controlled trial. Pilot Feasibility Stud 8, 185 (2022). https://doi.org/10.1186/s40814-022-01125-w
- 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. https://doi.org/10.1007/s00431-002-1127-1
- Kerner auch Koerner, J., Daseking, M., & Gawrilow, C. (2022). Eine Längsschnittstudie zur Vorhersage von ADHS-Symptomen und Schulleistungen in der 1. Klasse durch exekutive Funktionen im Vorschulalter. Kindheit und Entwicklung (2022), 31, pp. 144-154. https://doi.org/10.1026/0942-5403/a000383
- Nemati, P., Kühnhausen, J., Mehri, A. Schmid, J., Mohammadi, Z., Nuerk, H.-C. & Gawrilow, C.. Delay of Gratification in Iranian and German Preschool Children. Child Youth Care Forum (2022). https://doi.org/10.1007/s10566-022-09710-z
- Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2011). Belohnungsaufschub: Ein Ansatz zur Frühprognose volitionaler Kompetenzen. In W. Schneider & M. Hasselhorn (Hrsg.), Tests und Trends: Frühprognose schulischer Kompetenzen (S. 203-220). Hogrefe Verlag.
- Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2014). Selbstkontrolle bei Vorschulkindern unterschiedlicher kultureller Herkunft. Frühe Bildung, 3(3), 146-154. https://doi.org/10.25656/01:12342
- 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. https://doi.org/10.1016/j.lindif.2012.05.006
- 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
- 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, e13272. http://doi.org/10.1111/desc.13272
- Steigleder, J., Buhr, L., Ehm, J.-H., Gawrilow, C., von Suchodoletz, A. (2023). Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany: A longitudinal study during 12 months of the COVID-19 pandemic. Teaching and Teacher Education, Vol. 124, April 2023, 104015. https://doi.org/10.1016/j.tate.2023.104015
- 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. https://doi.org/10.2378/peu2014.art13d
Virtual Reality
- 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. https://doi.org/10.1016/j.learninstruc.2018.10.004
- 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. doi.org/10.1186/s13063-016-1769-3
- Hudak, J., Blume, F., Dresler, T., Haeussinger, F., Renner, T., Fallgatter, A., Gawrilow, C., & Ehlis, A.C. (2017). Near-infrared spectroscopy-based frontal lobe neurofeedback integrated in virtual reality modulates brain and behavior in highly impulsive adults. Frontiers in human neuroscience, 425. https://doi.org/10.3389/fnhum.2017.00425