1. 2018
  2. Enhancing Conceptual Knowledge of Energy in Biology With Incorrect Representations

    Wernecke, U., Schütte, K., Schwanewedel, J. & Harms, U. 2018 In : CBE - Life Sciences Education. 17, 1, p. 1-11

    Publication: Research - peer-reviewJournal articles

  3. Reciprocal effects between self-efficacy and achievement in mathematics and reading

    Schöber, C., Schütte, K., Köller, O., McElvany, N. & Gebauer, M. M. 2018 In : Learning and Individual Differences.

    Publication: Research - peer-reviewJournal articles

  4. 2017
  5. Test-takers’ eye movements: Effects of integration aids and types of graphical representations

    Saß, S., Schütte, K. & Lindner, M. A. 2017 In : Computers & Education. 109, June 2017, p. 85-97

    Publication: Research - peer-reviewJournal articles

  6. The role of domain-specific ability self-concepts in the value students attach to school

    Schütte, K., Zimmermann, F. & Köller, O. 2017 In : Learning and Individual Differences. 56, May 2017, p. 136–142

    Publication: Research - peer-reviewJournal articles

  7. 2016
  8. Wie wird Energie im Biologieschulbuch dargestellt?: Entwicklung eines Kategoriensystems und exemplarische Anwendung auf eine Schulbuchreihe

    Wernecke, U., Schwanewedel, J., Schütte, K. & Harms, U. 12.10.2016 In : Zeitschrift für Didaktik der Naturwissenschaften. 22, 1, p. 215-229

    Publication: Research - peer-reviewJournal articles

  9. Helping poor readers demonstrate their science competence: Item characteristics supporting text–picture integration

    Saß, S. & Schütte, K. 02.2016 In : Journal of Psychoeducational Assessment. 34, 1, p. 91-96

    Publication: Research - peer-reviewJournal articles

  10. 2015
  11. Science self-concept and valuing science: A cross-cultural analysis of their relation among students from Western and East Asian countries

    Schütte, K. 12.2015 In : Social Psychology of Education. 18, 4, p. 635-652

    Publication: Research - peer-reviewJournal articles

  12. 'Discover, understand, implement, and transfer': Effectiveness of an intervention programme to motivate students for science

    Schütte, K. & Köller, O. 2015 In : International Journal of Science Education. 37, 14, p. 2306-2325

    Publication: Research - peer-reviewJournal articles

  13. 2014
  14. „Entdecken, Verstehen, Anwenden, Transferieren“: Bericht über die Ergebnisse der wissenschaftlichen Begleitung des Projekts

    Schütte, K. & Köller, O. 2014 Kiel: IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik

    Publication: ResearchProject reports

  15. 2013
  16. Adolescents’ motivation to select an academic science-related career: the role of school factors, individual interest, and science self-concept

    Taskinen, P., Schütte, K. & Prenzel, M. 2013 In : Educational Research and Evaluation. 19, 8, p. 717-733

    Publication: Research - peer-reviewJournal articles

  17. Outlook on research in Education for Sustainable Development

    Gräsel, C., Bormann, I., Schütte, K., Trempler, K. & Fischbach, R. 2013 In : Policy Futures in Education. 11, 2, p. 115-127

    Publication: Research - peer-reviewJournal articles

  18. Reciprocal effects between adolescent externalizing problems and measures of achievement

    Zimmermann, F., Schütte, K., Taskinen, P. & Köller, O. 2013 In : Journal of Educational Psychology. 105, 3, p. 747-761

    Publication: Research - peer-reviewJournal articles

  19. Starke Klasse, hohe Leistungen?: Die Rolle der Leistungsstärke der Klasse für die individuellen Mathematik- und Leseleistungen in der Sekundarstufe I

    Köller, O., Schütte, K., Zimmermann, F., Retelsdorf, J. & Leucht, M. 2013 In : Psychologie in Erziehung und Unterricht. 60, 3, p. 184-197

    Publication: Research - peer-reviewJournal articles