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IFS-Logo and black lettering of the Center for Research on Education and School Development
Faculty of Educational Science and Psychology
[Translate to English:] © H_Ko​/​adobestock.com

Dr. Justine Stang-Rabrig

Main research topics

  • Attitudes, Stereotypes and Stereotype Threat
  • Instructional Quality
  • Teachers’ Judgment Accuracy
  • Well-being

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

VITA

Weitere Informationen

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, 00, 1–18.
  • König, S., Stang-Rabrig, J. & McElvany, N. (2022). Adolescents’ implicit attitudes towards people with immigrant background: Differences and correlates. Social Psychology of Education.
  • 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: 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.
  • 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, 114–165. Lepper, C., Stang, J. & McElvany, N. (2021). Gender Differences in Text-Based Interest: Text Characteristics as Underlying Variables. Reading Research Quarterly. Advance on­line publication. https://doi.org/10.1002/rrq.420
  • Stang, J., König, S. & McElvany, N. (2021). Implizite Einstellungen von Kindern im Grund­schul­al­ter gegenüber Men­schen mit Migrationshintergrund. Zeitschrift für Pädagogische Psychologie, 1-14. Online first. doi: 10.1024/1010-0652/a000320 Stang, J., Lepper, C., Steffensky, M. & McElvany, N. (2020). Einblicke in die Gestaltung des Ma­the­ma­tik- und naturwissenschaftsbezogenen Sachunterrichts an Grund­schu­len in Deutsch­land. In K. Schwippert, D. Kasper, O. Köller, N. McElvany, C. Selter, M. Steffensky & H. Wendt. (Hrsg.). TIMSS 2019. Mathematische und na­tur­wis­sen­schaft­li­che Kom­pe­ten­zen von Grund­schul­kin­dern in Deutsch­land im inter­natio­nalen Vergleich (S. 187−208). Münster: Waxmann.
  • Stang, J. & McElvany, N. (2020). Unterschiede in der Wahrnehmung der Qualität des Deutschunterrichts zwischen Grundschülerinnen und Grundschülern. Zeitschrift für Pädagogische Psychologie, 35, 261–273.
  • Kleinkorres, R., Stang-Rabrig, J. & McElvany, N. (2022, März). Die längsschnittliche Entwicklung von Wohlbefinden in der Adoleszenz unter Berücksichtigung der Autonomieunterstützung durch die Lehrkraft. Symposiumsvortrag auf der 9. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bamberg [virtuell].
  • 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.
  • 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.
  • Kleinkorres, R., Stang-Rabrig, J., Lorenz, R. & McElvany, N. (2021, September). Different sources of performance pressure and their relations with students‘ well-being. Vortrag auf der European Conference on Educational Research (ECER), virutell.
  • 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), virutell.
  • Lepper, C., Stang, J. & McElvany, N. (2019, August). Students' interest in reading dependent on gender and text characteristics: an experimental study. Presentation at the 18th Biennal European Conference for Research on Learning and Instruction (EARLI), Aachen (Germany).

 

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