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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 journal article in Current Psychology published

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Schwarzer Schriftzug mit Titel des Artikels © Springer
Stang-Rabrig, J., Schwerter, J., Witmer, M. & McElvany, N. (2022). Beneficial and negative factors for the development of students’ well-being in educational context. Current Psychology. https://doi.org/10.1007/s12144-022-04067-x

How does the academic well-being of learners change in a high-performing environment? This question was investigated in the article "Beneficial and negative factors for the development of students' well-being in educational context". Furthermore, it was examined whether the satisfaction of basic psychological needs and the perceived pressure to perform, applied by school or parents, are related to the change. A total of 1,286 learners from two U.S. high schools participated in the survey. From the first (grade 11) to the second measurement point (grade 12), it was found that in particular the experienced stress as well as the satisfaction with friends decreased. Need satisfaction and experienced pressure to perform were related to changes in academic well-being. For example, experienced satisfaction of the need for competence was significant for positive change in academic self-concept.

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