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Department of Educational Sciences and Psychology

Dr. Justine Stang-Rabrig

Main research topics

  • Description, Explanation and Consequences of School Success (Competencies, Emotion, Motivation, Well-being)
  • Attitudes, Stereotypes and Stereotype Threat
  • Instructional Quality
  • Teachers’ Judgment Accuracy

Office hours

by appointment
via Mail

Academic background

  • since 09/2017: habilitation candidate at IFS
  • 2017: Doctorate in Psychology, University of Passau
  • 2013: Diploma in Psychology, University of Trier

Professional background

  • Currently working in projects School Integration (SIGN); Be Well at School (BELLS); Diversity-related attitudes (DIVE); Teach SEG - Instruction in diverse classrooms: teacher education and assessment through complex simulations
  • Since 09/2017: research assistant in team McElvany at the IFS
  • 10/2016–03/2017: scholarship student
  • 05/2013–09/2016: research assistant at professorship of educational psychology at University of Passau

Further Information

Current Projects: 

  • Diversity-related attitudes (DIVE), project duration: 01.12.2022 – 31.12.2024
  • Instruction in diverse classrooms: teacher education and assessment through complex simulations (Teach SEG), project duration: since 01.02.2017
  • School integration of newly immigrated children: An environmental multilevel perspective (School Integration), project duration: 01.05.2020 – 31.10.2023

Past Projects:

  • Reading literacy against the background of social and cultural diversity: Differential meanings of item, student and instructional aspects in large scale assessments (LeseDif), project duration: 01.09.2016 – 31.12.2019
  • Interest in Reading Texts (TiL), project duration: 01.02.2018 – 01.12.2018
  • Trends in International Mathematics and Science Study 2019 - Teilprojekt "Unterrichtsqualität" (TIMSS 2019 - UQ), project duration: 01.03.2017 – 31.12.2020
  • Effects and moderators of stereotype threat in vocabulary acquisition of students with a Turkish migration background on primary and secondary schools (Stereotype Threat), project duration: 01.06.2018 – 30.09.2022
  • Kleinkorres, R., Stang-Rabrig, J. & McElvany, N. (2023). The longitudinal development of students’ well-being in adolescence: The role of perceived teacher autonomy support. Journal of Research on Adolescence (33), 496−513. https://doi.org/10.1111/jora.12821
  • Stang-Rabrig, J., Brüggemann, T., Lorenz, R. & McElvany, N. (2022). Teachers’ occupational well-being during the COVID-19 pandemic: The role of resources and demands. Teaching and Teacher Education, Article 103803. https://doi.org/10.1016/j.tate.2022.103803
  • Stang-Rabrig, J., Schwerter, J., Witmer, M. L. & McElvany, N. (2022). Beneficial and negative factors of the development of students’ well-being in educational context. Current Psychology. https://doi.org/10.1007/s12144-022-04067-x
  • Stang, J., König, S. & McElvany, N. (2021). Implizite Einstellungen von Kindern im Grund­schul­al­ter gegenüber Men­schen mit Migrationshintergrund. Zeitschrift für Pädagogische Psychologie, 1−13. https://doi.org/10.1024/1010-0652/a000320
  • Stang, J. & Urhahne, D. (2016). Wie gut schätzen Lehrkräfte Leistung, Konzentration, Arbeits- und Sozialverhalten ihrer Schüler ein? Ein Beitrag zur diagnostischen Kompetenz von Lehrkräften. Psychologie in Erziehung und Unterricht, 63(3), 204−219. https://doi.org/10.2378/peu2016.art18d
  • Stang-Rabrig, J., König, S., Wolf, O. & McElvany, N. (2023, August). Stereotype Threat Effects on Vocabulary Learning and Stress Response. Symposiumsvortrag auf der internationalen Konferenz der European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Griechenland.
  • Stang-Rabrig, J., Vogel, S., Forciniti, M. & McElvany, N. (2023, März). Bedeutung zentraler Ressourcen für den Schulerfolg von Lernenden in herausfordernden Zeiten. Symposiumsvortrag auf der 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Essen.
  • McElvany, N., Stang-Rabrig, J. & Lepper, C. (2022, September). Geschlechtsspezifische Zusammenhänge zwischen Interesse, Textmerkmalen und Textverstehen bei Grundschulkindern. Vortrag im Rahmen eines Symposiums auf dem 52. DGPs-Kongress, Hildesheim, Deutschland.
  • Stang-Rabrig, J., Schwerter, J., Witmer, M. L. & McElvany, N. (2022, September). Positive und negative Faktoren der Entwicklung des Wohlbefindens von Lernenden. Vortrag im Rahmen eines Symposiums auf dem 52. DGPs-Kongress, Hildesheim, Deutschland.
  • Stang-Rabrig, J., König, S. & McElvany, N. (2021, September). Stereotype threat in Wortschatz-Lernsituationen bei Grundschulkindern mit Migrationshintergrund. Symposiumsvortrag auf der gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), online.