Main research topics
- Operationalization of students’ well-being
- Conditions for well-being in the school context
- Divergent Thinking
- since 04/2019: PhD student at the IFS
- 2017: M.Sc. Psychology, University of Münster
- 2014: B.Sc. Psychology, University of Münster
- Currently working in project Progress in International Reading Literacy Study (PIRLS) 2021
- Since 04/2019: research assistant in team of Prof. McElvany at the IFS (TU Dortmund University)
- 04/2018–03/2019: research assistant in team of Prof. Holling at the department of Psychology (WWU Münster)
- 12/2017–03/2018: Employee (focus on test development) at Matthias Essing
- Progress In Reading Literacy Study (IGLU/PIRLS 2021), project duration: 01.03.2019 – 31.03.2023
- Kleinkorres, R., Forthmann, B., & Holling, H. (2021). An Experimental Approach to Investigate the Involvement of Cognitive Load in Divergent Thinking. Journal of Intelligence, 9(1), 3.
- Kleinkorres, R., Stang, J., & McElvany, N. (2020). A longitudinal analysis of reciprocal relations between students' well-being and academic achievement. Journal for educational research online, 12(2), 114–165.
- Forthmann, B., Jendryczko, D., Scharfen, J., Kleinkorres, R., Benedek, M., & Holling, H. (2019). Creative ideation, broad retrieval ability, and processing speed: A confirmatory study of nested cognitive abilities. Intelligence, 75, 59–72.
- Kleinkorres, R., Stang, J., & McElvany, N. (2020). A longitudinal analysis of reciprocal relations between students’ well-being and academic achievement. Poster at the 5th International NEPS Conference (Bamberg, December 7–8, 2020).