Hauptinhalt

Publikationen

2022

Brakemeier, E. L., Taubner, S., Schwinger, M., Wilhelm, O., & Rief, W. (2022). Empfehlungen zur Gestaltung und Qualitätskontrolle der anwendungsorientierten Parcoursprüfung in der psychotherapeutischen Approbation. Psychologische Rundschau, 73, 54-66. https://doi.org/10.1026/0033-3042/a000582.

Bruch, S., Sanchez, K. L., & Schwinger, M. (2022). Zur Güte von Evaluationsstudien deutschsprachiger Rechtschreibtrainings. Lernen und Lernstörungen, 2, 1-14. https://doi.org/10.1024/2235-0977/a000365.

2021

Kärchner, H., Schöne, C., & Schwinger, M. (2021). Beyond level of self-esteem: exploring the interplay of level, stability, and contingency of self-esteem, mediating factors, and academic achievement. Social Psychology of Education, 24(2), 319-341. https://doi.org/10.1007/s11218-021-09610-5

Lübke, L., Pinquart, M., & Schwinger, M. (2021). The role of flexibility in the realization of inclusive education. Sustainability, 13(8), Article 4452. https://doi.org/10.3390/su13084452

Otterpohl, N., Bruch, S., Stiensmeier‐Pelster, J., Steffgen, T., Schöne, C., & Schwinger, M. (2021). Clarifying the connection between parental conditional regard and contingent self‐esteem: An examination of cross‐lagged relations in early adolescence. Journal of Personality, 89(5), 986-997. https://doi.org/10.1111/jopy.12631

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., & Wirthwein, L. (2021). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000706

Stranghöner, D., Wild, E., & Schwinger, M. (2021). Identifying predictors of performance in reading and writing in primary students with mild learning difficulties. European Journal of Special Needs Education, 1-15. https://doi.org/10.1080/08856257.2021.1954345

Strelow, A. E., Dort, M., Schwinger, M., & Christiansen, H. (2021). Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis. Sustainability, 13(5), Article 2558. https://doi.org/10.3390/su13052558

Szép, A., Dantchev, S., Zemp, M., Schwinger, M., Chavanon, M. L., & Christiansen, H. (2021). Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives. Sustainability, 13(22), Article 12843. https://doi.org/10.3390/su132212843

Yotyodying, S., Wild, E., & Schwinger, M. (2021). The detrimental role of punitive parenting in psychological well-being of children with learning disabilities: A longitudinal study. Educational Psychology, 41(8), 1041-1060.  https://doi.org/10.1080/01443410.2020.1863918

2020

Bruch, S., Lemmer, G., & Schwinger, M. (2020). Evaluation des Rechtschreibtrainings mit Dino. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 51, 150–162. https://doi.org/10.1026/0049-8637/a000217

Opelt, F., & Schwinger, M. (2020). Relationships Between Narrow Personality Traits and Self-Regulated Learning Strategies: Exploring the Role of Mindfulness, Contingent Self-Esteem, and Self-Control. AERA Open, 6(3), 2332858420949499. https://doi.org/10.1177/2332858420949499

Schwinger, M, Trautner, M., Otterpohl, N., Lütje-Klose, B., & Wild, E. (2020). Dabei sein ist alles? Psychosoziale Entwicklung von Kindern mit Förderschwerpunkt Lernen in inklusiven vs. exklusiven Fördersettings. Empirische Sonderpädagogik, 12(1), 64-78.

Strelow, A. E., Dort, M., Schwinger, M., & Christiansen, H. (2020). Influences on pre-service teachers’ intention to use classroom management strategies for students with ADHD: A model analysis. International Journal of Educational Research, 103, 101627. https://doi.org/10.1016/j.ijer.2020.101627

Trautner, M. & Schwinger, M. (2020). Integrating the concepts self-efficacy and motivation regulation: How do self-efficacy beliefs for motivation regulation influence self-regulatory success? Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2020.101890

2019

Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The Importance of Students' Motivation for Their Academic Achievement - Replicating and Extending Previous Findings. Frontiers in Psychology, 10, 1730. https://doi.org/10.3389/fpsyg.2019.01730

2018

Kärchner, H. & Schwinger, M. (2018). Selbstwertprofile und ihre Korrelate im Lern- und Leistungskontext: Eine latente Profilanalyse. Zeitschrift für Pädagogische Psychologie, 32, 1-16.

Lübke, L., Pinquart, M., & Schwinger, M. (2018). How to Measure Teachers’ Attitudes Towards Inclusion: Evaluation and Validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS). European Journal of Special Needs Education, 6(4), 1–15. doi:10.1080/08856257.2018.1479953

Trautner, M. & Schwinger, M. (2018). Differentiation of academic self-concept in primary school students with mild learning difficulties: A factor mixture analysis approach. Learning and Individual Differences, 65, 20-29. https://doi.org/10.1016/j.lindif.2018.05.004

Frühere (Auswahl)

Otterpohl, N., Stranghöner, D., Vierhaus, M. & Schwinger, M. (2017). Anger regulation and school-related somatic complaints in children with special educational needs: A longitudinal study. Learning and Individual Differences, 56, 59-67.

Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170.

Lübke, L., Meyer, J., & Christiansen, H. (2016). Effekte von Einstellungen und subjektiven Erwartungen von Lehrkräften: Die Theorie des geplanten Verhaltens im Rahmen schulischer Inklusion. Empirische Sonderpädagogik, (3), 225-238.

Schwinger, M., Steinmayr, R., & Spinath, B. (2016). Achievement goal profiles in elementary school: Antecedents, consequences, and longitudinal trajectories. Contemporary Educational Psychology, 46, 164-179. 

Schwinger, M., Schöne, C. & Otterpohl, N. (2015). Structure of contingent self-esteem: Global, domain-specific, or hierarchical construct?. European Journal of Psychological Assessment. DOI: 10.1027/1015-5759/a000296

Wild, E., Schwinger, M., Lütje-Klose, B., Yotyodying, S., Gorges, J., Stranghöner, S., Neumann, P., Serke, B. & Kurnitzki, S. (2015). Lernen in inklusiven und exklusiven Förderarrangements: Erste Befunde des BiLieF-Projektes zu Leistung, sozialer Integration, Motivation und Wohlbefinden. Unterrichtswissenschaft, 43, 7-21.

Otterpohl, N. & Schwinger, M. (2015). Nur ein Test? – Emotionale Konsequenzen nicht unterstützenden Testleiterverhaltens bei Intelligenztestungen. Empirische Sonderpädagogik, 7, 283-299.

Otterpohl, N., Schwinger, M. & Wild, E. (2015). Exploring the interplay of adaptive and maladaptive strategies: Prevalence and functionality of anger regulation profiles in early adolescence. Journal of Early Adolescence. DOI: 10.1177/0272431615593174