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@article{Stallasch.2026,
 author = {Stallasch, Sophie E. and Artelt, Cordula and Lüdtke, Oliver and Brunner, Martin},
 year = {2026},
 title = {{Empowering Randomized Intervention Studies on Students’ Socio-Emotional Learning Outcomes: A Database of Design Parameters for Power Analysis}},
 url = {https://www.tandfonline.com/doi/full/10.1080/00220973.2026.2664536},
 urldate = {29.06.2026},
 pages = {1--12},
 issn = {0022-0973},
 journal = {{The Journal of Experimental Education}},
 doi = {10.1080/00220973.2026.2664536}
}


@article{Kriegbaum.2015,
 author = {Kriegbaum, Katharina and Jansen, Malte and Spinath, Birgit},
 year = {2015},
 title = {{Motivation: A predictor of PISA's mathematical competence beyond intelligence and prior test achievement}},
 url = {https://www.sciencedirect.com/science/article/pii/S1041608015001910?via%3Dihub},
 urldate = {11.08.2021},
 pages = {140--148},
 volume = {43},
 issn = {10416080},
 journal = {{Learning and Individual Differences}},
 doi = {10.1016/j.lindif.2015.08.026},
 file = {Kriegbaum et al., 2015:Attachments/Kriegbaum et al., 2015.pdf:application/pdf}
}


@phdthesis{Lorenz.2016,
 author = {Lorenz, Clara-Vita},
 year = {2016},
 title = {{A tree must be bent while it is young? The effect of age at school entrance on school performance in Germany}},
 address = {Mannheim},
 school = {{Universität Mannheim}},
 type = {{Unveröffentlichte Bachelorarbeit}},
 file = {Bachelorarbeit_Antrag_1606-13a_Clara-Vita Lorenz:Attachments/Bachelorarbeit_Antrag_1606-13a_Clara-Vita Lorenz.pdf:application/pdf}
}


@article{Kriegbaum.2016,
 author = {Kriegbaum, Katharina and Spinath, Birgit},
 year = {2016},
 title = {{Explaining Social Disparities in Mathematical Achievement: The Role of Motivation}},
 url = {https://journals.sagepub.com/doi/pdf/10.1002/per.2042},
 urldate = {11.08.2021},
 pages = {45--63},
 volume = {30},
 number = {1},
 issn = {08902070},
 journal = {{European Journal of Personality}},
 doi = {10.1002/per.2042},
 file = {Kriegbaum & Spinath, 2016:Attachments/Kriegbaum & Spinath, 2016.pdf:application/pdf}
}


@book{AutorengruppeBildungsberichterstattung.2016,
 abstract = {{\textquotedbl}In the long-term observation of the German education system, the authors proceeded to analyse the known indicators of the study. A key topic is the influence of migration experiences on educational biography. Every two years, the report delivers a survey of the German education system and examines framework conditions, such as costs and requirements, educational institutions like nurseries and schools, vocational training and university education, further education at an adult age and educational effects and returns.{\textquotedbl}},
 author = {{Autorengruppe Bildungsberichterstattung}},
 year = {2016},
 title = {{Bildung in Deutschland 2016: Ein indikatorengestützter Bericht mit einer Analyse zu Bildung und Migration}},
 url = {http://www.oapen.org/search?identifier=640941},
 address = {Bielefeld},
 publisher = {Bertelsmann},
 isbn = {978-3-7639-5742-2},
 institution = {{Autorengruppe Bildungsberichterstattung}},
 doi = {10.3278/6001820ew}
}


@article{Gollner.2018,
 author = {Göllner, Richard and Wagner, Wolfgang and Eccles, Jacquelynne S. and Trautwein, Ulrich},
 year = {2018},
 title = {{Students’ idiosyncratic perceptions of teaching quality in mathematics: A result of rater tendency alone or an expression of dyadic effects between students and teachers?}},
 url = {https://psycnet.apa.org/record/2018-02560-001?doi=1},
 urldate = {17.08.2021},
 pages = {709--725},
 volume = {110},
 number = {5},
 issn = {0022-0663 1939-2176},
 journal = {{Journal of Educational Psychology}},
 doi = {10.1037/edu0000236},
 file = {Göllner_etal_2018:Attachments/Göllner_etal_2018.pdf:application/pdf}
}


@article{Lazarides.2019,
 author = {Lazarides, Rebecca and Dietrich, Julia and Taskinen, Päivi H.},
 year = {2019},
 title = {{Stability and change in students' motivational profiles in mathematics classrooms: The role of perceived teaching}},
 url = {https://www.sciencedirect.com/science/article/abs/pii/S0742051X17315986?via%3Dihub},
 urldate = {11.08.2021},
 pages = {164--175},
 volume = {79},
 issn = {0742051X},
 journal = {{Teaching and Teacher Education}},
 doi = {10.1016/j.tate.2018.12.016},
 file = {Lazarides Dietrich Taskinen 2019:Attachments/Lazarides Dietrich Taskinen 2019.pdf:application/pdf}
}


@article{Lazarides.2019b,
 author = {Lazarides, Rebecca and Buchholz, Janine},
 year = {2019},
 title = {{Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms?}},
 url = {https://www.sciencedirect.com/science/article/abs/pii/S095947521730600X?via%3Dihub},
 urldate = {11.08.2021},
 pages = {45--59},
 volume = {61},
 issn = {09594752},
 journal = {{Learning and Instruction}},
 doi = {10.1016/j.learninstruc.2019.01.001},
 file = {Lazarides Buchholz 2019:Attachments/Lazarides Buchholz 2019.pdf:application/pdf}
}


@phdthesis{Kriegbaum.2014,
 author = {Kriegbaum, Katharina},
 year = {2014},
 title = {{Zur Wichtigkeit der Motivation als Prädiktor für die mathematische Kompetenz bei PISA 2003 und 2004}},
 address = {Heidelberg},
 publisher = {Psychologisches Institut},
 school = {{Ruprecht-Karls-Universität Heidelberg}},
 type = {{Unveröffentlichte Masterarbeit}},
 file = {2016-01-27 Text - Druckvorlage:Attachments/2016-01-27 Text - Druckvorlage.pdf:application/pdf;_Masterarbeit_Kriegbaum_Katharina_Signatur:Attachments/_Masterarbeit_Kriegbaum_Katharina_Signatur.pdf:application/pdf}
}


@article{Atlay.2019,
 author = {Atlay, Cansu and Tieben, Nicole and Hillmert, Steffen and Fauth, Benjamin},
 year = {2019},
 title = {{Instructional quality and achievement inequality: How effective is teaching in closing the social achievement gap?}},
 url = {https://www.sciencedirect.com/science/article/abs/pii/S0959475218301786?via%3Dihub},
 urldate = {17.08.2021},
 volume = {63},
 issn = {09594752},
 journal = {{Learning and Instruction}},
 doi = {10.1016/j.learninstruc.2019.05.008},
 file = {Atlay_Tieben_Hillmert_Fauth_2019:Attachments/Atlay_Tieben_Hillmert_Fauth_2019.pdf:application/pdf}
}


@misc{Stallasch.03.03.2020,
 author = {Stallasch, Sophie Elise and Lüdtke, Oliver and Artelt, Cordula and Brunner, Martin},
 date = {03.03.2020},
 title = {{Multilevel Design Parameters to Plan Cluster-Randomized Intervention Studies on Student Achievement in Elementary and Secondary School}},
 doi = {10.35542/osf.io/f3p7q}
}


@article{Stallasch.2021,
 author = {Stallasch, Sophie Elise and Lüdtke, Oliver and Artelt, Cordula and Brunner, Martin},
 year = {2021},
 title = {{Multilevel Design Parameters to Plan Cluster-Randomized Intervention Studies on Student Achievement in Elementary and Secondary School}},
 url = {https://www.tandfonline.com/doi/full/10.1080/19345747.2020.1823539},
 urldate = {17.08.2021},
 pages = {1--35},
 volume = {22},
 number = {10},
 issn = {1934-5747},
 journal = {{Journal of Research on Educational Effectiveness}},
 doi = {10.1080/19345747.2020.1823539},
 file = {Stallasch_et_al_2021__Multilevel_Design_Parameters_to_Plan_Cluster_Randomized_Intervention_Studies_on_Student_A:Attachments/Stallasch_et_al_2021__Multilevel_Design_Parameters_to_Plan_Cluster_Randomized_Intervention_Studies_on_Student_A.pdf:application/pdf}
}


@article{Ostermann.2021,
 abstract = {Schulen sind Bourdieu zufolge Mittelschichtsinstitutionen, die entsprechende Verhaltensweisen erwarten und prämieren und so zur Benachteiligung von Schülerinnen und Schülern aus niedrigeren Sozialschichten beitragen. Doch welche Rolle spielen dabei Lehrkräfte, die –~geprägt von ihrer eigenen Herkunft~– als zentrale Akteure die Schulkultur repräsentieren? Der Beitrag untersucht, ob Schüler von Lehrkräften profitieren, die aus ähnlichen sozialen Verhältnissen stammen. Dazu werden PISA-I-Plus-Längsschnittdaten von N = 2539 Schülern und ihren Mathematiklehrkräften im Hinblick auf Unterstützungsverhalten, Mathematikkompetenz und Schulnoten untersucht. Die Ergebnisse aus Propensity-Score-Matching-Analysen zeigen, dass Schüler bei einer sozial ähnlichen Lehrkraft weder besser lernen noch bessere Noten erzielen. Hingegen fühlen sich Schüler unabhängig von ihrer sozialen Herkunft weniger unterstützt von Lehrkräften aus Arbeiter- und Nichtakademikerfamilien. Die Ergebnisse legen nahe, dass Lehrkräfte aus niedrigeren Sozialschichten nur aufgrund ihrer Herkunft kaum zur Eindämmung von sozialen Bildungsungleichheiten beitragen.},
 author = {Ostermann, Charlotte and Neugebauer, Martin},
 year = {2021},
 title = {{Macht Ähnlichkeit den Unterschied? Wenn sozioökonomisch benachteiligte Schülerinnen und Schüler von sozial ähnlichen Lehrkräften unterrichtet werden}},
 keywords = {general;Methodology of the Social Sciences;Personality and Social Psychology;Social Sciences;Sociology},
 urldate = {09.08.2021},
 pages = {259--283},
 volume = {2021},
 number = {73},
 issn = {1861-891X},
 journal = {{KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie}},
 doi = {10.1007/s11577-021-00779-3},
 file = {Ostermann, Neugebauer 2021 - Macht Ähnlichkeit den Unterschied:Attachments/Ostermann, Neugebauer 2021 - Macht Ähnlichkeit den Unterschied.pdf:application/pdf}
}


@article{Becker.2022,
 author = {Becker, Michael and Kocaj, Aleksander and Jansen, Malte and Dumont, Hanna and Lüdtke, Oliver},
 year = {2022},
 title = {{Class-average achievement and individual achievement development: Testing achievement composition and peer spillover effects using five German longitudinal studies}},
 pages = {177--197},
 volume = {114},
 number = {1},
 issn = {0022-0663 1939-2176},
 journal = {{Journal of Educational Psychology}},
 doi = {10.1037/edu0000519}
}


@misc{Stallasch.2023,
 author = {Stallasch, Sophie E. and Lüdtke, Oliver and Artelt, Cordula and Hedges, Larry and Brunner, Martin},
 date = {2023},
 title = {{Single-and Multilevel Perspectives on Covariate Selection in Randomized Intervention Studies on Student Achievement}},
 doi = {10.31234/osf.io/5ajmg},
 file = {Stallasch-et-al_RTcovariates_preprint:Attachments/Stallasch-et-al_RTcovariates_preprint.pdf:application/pdf}
}


@article{Brunner.2023,
 author = {Brunner, Martin and Stallasch, Sophie E. and Lüdtke, Oliver},
 year = {2023},
 title = {{Empirical Benchmarks to Interpret Intervention Effects on Student Achievement in Elementary and Secondary School: Meta-Analytic Results from Germany}},
 url = {https://www.tandfonline.com/doi/full/10.1080/19345747.2023.2175753},
 urldate = {17.04.2023},
 issn = {1934-5747},
 journal = {{Journal of Research on Educational Effectiveness}},
 doi = {10.1080/19345747.2023.2175753},
 file = {Brunner_et_al_2023:Attachments/Brunner_et_al_2023.pdf:application/pdf}
}


@incollection{Becker.2023,
 author = {Becker, Michael and Kocaj, Aleksander and Jansen, Malte and Dumont, Hanna and Lüdtke, Oliver and Kuhl, Poldi},
 title = {{Effekte der (mittleren) Klassenleistung auf die individuelle Leistungsentwicklung: Konzeptionelle Einordnung, aktuelle Debatten und offene Fragen vor dem Hintergrund des deutschen Schulsystems}},
 pages = {150--179},
 volume = {23},
 publisher = {{Beltz Juventa}},
 isbn = {978-3-7799-7719-3},
 editor = {McElvany, Nele and Grecu, Alyssa Laureen and Lorenz, Ramona and Becker, Michael and Dignath, Charlotte and Gaspard, Hanna and Lauermann, Fani},
 booktitle = {{Jahrbuch der Schulentwicklung}},
 year = {2023},
 address = {[S.l.]}
}


@phdthesis{Atlay.2019b,
 author = {Atlay, Cansu},
 year = {2019},
 title = {{Teaching quality and educational inequalities:~An interdisciplinary inquiry of the relationship between student background and teaching quality}},
 url = {https://publikationen.uni-tuebingen.de/xmlui/handle/10900/89399},
 address = {Tübingen},
 school = {{Eberhard-Karls-Universität Tübingen}},
 doi = {10.15496/publikation-30780},
 type = {{Dissertation}},
 file = {Dissertation_ATLAY_FINAL:Attachments/Dissertation_ATLAY_FINAL.pdf:application/pdf}
}


@book{Prenzel.2006,
 year = {2006},
 title = {{PISA 2003 : Untersuchungen zur Kompetenzentwicklung im Verlauf eines Schuljahres}},
 address = {Münster u. a.},
 publisher = {Waxmann},
 editor = {Prenzel, Manfred and {Deutsches PISA-Konsortium}}
}