Welcome to the website of the Empirical Educational Research department!

In our research, we primarily focus on topics related to empirical school and higher education research.

In the field of school research, we investigate the role of personality in academic performance and the extent to which assessing personality benefits from including not only self-reports but also external assessments from parents or teachers. Furthermore, we study the development of academic self-concept during childhood and adolescence, considering familial influences. The motivational development during the transition to elementary school as well as short- and long-term effects on academic performance constitute a third area of interest. In the realm of higher education research, we address the following questions: Who chooses an introductory and orientation program, and why? Can adapted primary literature contribute to research-oriented teaching?

With the affiliated Arbeitsstelle Lehr- und Studienqualität (Center of of Teaching and Study Quality), we are currently engaged in the following questions: How can the transition into a master's program be modeled from an expectancy-value theory perspective? How can teaching competencies in problem-based teaching be assessed? Additionally, we are developing an instrument to measure intercultural competence.

Our central task in university teaching is providing training in research methods in the BA Educational Science (Mono-Bachelor) and the MA Educational Science programs. Furthermore, the department is in charge of the competency area of Research Orientation in General Vocational Preparation (ABV).