To path indicator Subpages of “Center“ To navigation To quick access To footer with other services
To content
IFS-Logo and black lettering of the Center for Research on Education and School Development
Department of Educational Sciences and Psychology
[Translate to English:] © Orbon_Alija​/​istock.com

International activities at the IFS

The connection to the international scientific community is of great strategic importance for the IFS.  Thus, the IFS is anchored in top national and international research. Furthermore, scientists regularly publish their research results in English-language journals or present them at international conferences. In addition, the institute regularly hosts visiting scholars; on the one hand, staff members spend research stays abroad, and on the other hand, guest lecturers from abroad come to the institute for research stays, project exchanges or guest lectures. Finally, the area of teaching at the institute is also characterized by its international orientation, as there are, for example, teaching concepts for the implementation of intercultural education in teacher training.

Bild von Menschen auf einem hell gekachelten Platz aus der Vogelperspektive, wobei verschiedene Menschen mit schwarzen Linien verbunden sind © Orbon_Alija​/​istock.com

Latest news

New article published in Social Psychology of Education

-
in
  • News
  • International
  • Publications
Porträt von Alyssa Laureen Grecu neben dem Journalcover © Springer Nature & IFS​/​TU Dortmund
The article deals with the development of school enjoyment and its influence on academic achievement, focusing on gender differences.

The study “The development of students’ school enjoyment in lower secondary school and its effect on academic achievement” by Alyssa Grecu, Saikat Ghosh and Nele McElvany examines how students enjoyment of school develops from Grade 4 through the course of lower secondary school and how these changes relate to academic performance, with particular attention to gender differences. 

Drawing on longitudinal data from the National Educational Panel Study in Germany, the authors analyse the trajectories of more than 8,000 students from Grade 4 to Grade 7.

Their findings show a steady decline in school enjoyment across this period, with boys experiencing a stronger decrease than girls. At the same time, higher levels of school enjoyment are consistently associated with better achievement in German and mathematics. 

The results underline the importance of positive school experiences for students’ well-being and learning success and point to implications for school development, teacher training and curriculum design aimed at fostering supportive and inclusive learning environments.

To the Article: Article in Social Psychology of Education

Back