S. Prediger and L. Wessel, “Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige?,”10.1007/s11618-017-0785-8__Zeitschrift für Erziehungswissenschaft, vol. 21, no. 2, pp. 361–382, 2017, doi:10.1007/s11618-017-0785-8 .

A. Schüler-Meyer, S. Prediger, T. Kuzu, L. Wessel, and A. Redder, “Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding,”10.1007/s10763-017-9857-8__International Journal of Science and Mathematics Education, vol. 17, no. 2, pp. 317–339, 2017, doi:10.1007/s10763-017-9857-8 .

T. Brahm, T. Jenert, and D. Wagner, “The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School,” Higher Education, vol. 73, no. 3, pp. 459–478, 2016.

S. Seifert, A. Kulmhofer, L. Paleczek, S. Schwab, and B. Gasteiger-Klicpera, “Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners,”10.1007/s10643-015-0762-x__Early Childhood Education Journal, vol. 45, no. 3, pp. 333–345, 2016, doi:10.1007/s10643-015-0762-x .

T. Brahm, T. Jenert, and D. Wagner, “The self-fulfilling prophecy of fear of academic failure,” presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern, 2015.

T. Brahm, D. Wagner, and T. Jenert, “A person-centred approach to students’ transition into Higher Education,” presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern, 2015.

T. Jenert and G. Reinmann, “Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule,” in Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE, Hannover, 2015.

S. Seifert, S. Schwab, and B. Gasteiger-Klicpera, “Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children,”10.1080/10573569.2015.1029176__Reading &;amp; Writing Quarterly, vol. 32, no. 6, pp. 499–526, 2015, doi:10.1080/10573569.2015.1029176 .

S.-J. Chan and L.-W. Lin, “Massification of Higher Education in Taiwan: Shifting Pressure from Admission to Employment,”10.1057/hep.2014.33__Higher Education Policy, vol. 28, no. 1, pp. 17–33, 2015, doi:10.1057/hep.2014.33 .

T. Brahm and T. Jenert, “On the assessment of attitudes towards studying—development and validation of a questionnaire,” Learning and individual differencesf: journal of psychology and education, vol. 43, pp. 233–242, 2015.

T. Brahm, F. Zellweger, T. Jenert, and G. Thomann, “Developing study programs as a continuous task-the role of educational developers,” presented at the ICED 2014f: Educational Development in a Changing World, Stockholm, 2014.

T. Brahm and T. Jenert, “The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study,” presented at the SI Higher Education &; SI Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven, 2014.

A. Gebhardt and T. Jenert, “Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school,” presented at the SI Higher Education &; SI Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven, 2014.

S. Schwab, S. Seifert, and B. Gasteiger-Klicpera, “Improving reading in children with German as a first or second language,”10.1080/09669760.2014.909308__International Journal of Early Years Education, vol. 22, no. 2, pp. 210–222, 2014, doi:10.1080/09669760.2014.909308 .

S. Landhäußer, S. Faas, and R. Treptow, “Encouraging Family and Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg, Germany,”https://files.eric.ed.gov/fulltext/EJ1129548.pdf__Center for Educational Policy Studies Journal (CEPS), vol. Vol 4, no. No 4, 2014, doi:https://files.eric.ed.gov/fulltext/EJ1129548.pdf .

Y. Gramzow, J. Riese, and P. Reinhold, “Prospective physics teachers’ pedagogical content knowledge. Validating a test instrument by using a think aloud study,” in E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13, 2014, pp. 20–27.

T. Brahm, T. Jenert, and D. Euler, “On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ),” presented at the 15th Biennial EARLI Conference, München , 2013.

T. Brahm and T. Jenert, “A latent growth curve analysis of Business students’ intrinsic and extrinsic motivation,” presented at the 15th Biennial EARLI Conference, München, 2013.

K. Temmen and T. Walther, “Learning by Doing – Improving Academic Skills,”10.3991/ijep.v3i3.2827__International Journal of Engineering Pedagogy (iJEP), vol. 3, no. 3, Art. no. 57, 2013, doi:10.3991/ijep.v3i3.2827 .

K. B. Klingsieck, A. Grund, S. Schmid, and S. Fries, “Why Students Procrastinate: A Qualitative Approach,”10.1353/csd.2013.0060__Journal of College Student Development, vol. 54, no. 4, pp. 397–412, 2013, doi:10.1353/csd.2013.0060 .