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News at the IFS
03/27/2023
IFS in conversation with BAYERN 2
Dr. Ulrich Ludewig talks to Bayern 2 about what it takes to learn to read.
03/24/2023
Science communication expanded: IFS publishes two research videos
IFS expands the spectrum of science communication in its video portal.
03/15/2023
Inga ten Hagen: Former IFS doctoral student successfully defends dissertation
PhD completed: Inga ten Hagen on intraindividual motivational heterogeneity in the classroom.
03/08/2023
Sabrina König defends dissertation
Sabrina König successfully completes doctorate with disputation.
03/06/2023
New professorship Educational Data Science filled with Hanna Gaspard
We are pleased to announce that Hanna Gaspard has accepted the Educational Data Science professorship.
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03/02/2023
New journal article published in Contemporary Educational Psychology
This article takes a closer look at motivational alignment and spillover processes in math-intensive study programs.
02/28/2023
W3 Professorship "Empirical Educational Research in Primary and Secondary Education" advertised
The professorship to be filled should represent an own focus of work in empirical educational research in primary and secondary education.
02/24/2023
IFS presents current research results at GEBF in Essen, Germany
IFS will be represented by numerous papers at the Society for Empirical Educational Research (GEBF) conference from 28. February - 02. March 2023.
02/21/2023
50 years IFS – All information on our anniversary website
We inform about 50 years IFS!
02/17/2023
Last milestone meeting for PIRLS 2021 in Amsterdam
Intensive exchange between international project leaders for reporting the 2021 PIRLS cycle on 05/16/2023.
02/13/2023
Edition ZfE – Interdisciplinary Analyses of the LEO Study 2018 published
IFS involved with article on "Reading practices in families with low-literate parents"
02/07/2023
New journal article in Annals of the New York Academy of Sciences published
The article takes a closer look at the the role of different motivational beliefs as predictors of students’ academic success in gateway math courses.
