Publikationen

Ausgewählte Publikationen

Thoren, K., Heinig, E. & Brunner, M. (2016). Relative Age Effects in Mathematics and Reading: Investigating the Generalizability across Students, Time, and Classes. Front. Psychol. 7:679. doi: 10.3389/fpsyg.2016.00679

Gogol, K., Brunner, M., Preckel, F., Goetz, T. & Martin, R. (2016) Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety. Front. Psychol. 7:356. doi: 10.3389/fpsyg.2016.00356

Fuchs, G. & Brunner, M. (Hrsg.) (2014). Kompetenzentwicklung und Schulqualität an Brandenburger Grundschulen. Abschlussbericht der KEGS-Studie. Berlin: Institut für Schulqualität der Länder Berlin und Brandenburg.

Heinig, E., Thoren, K., & Brunner, M. (2014). Erste Ergebnisse zur Evaluation der Früheinschulung in Berlin. Berlin: Freie Universität Berlin; Institut für Schulqualität der Länder Berlin und Brandenburg.

Gogol, K. M., Brunner, M., Goetz, T., Martin, R., Ugen, S., Keller, U., Fischbach, A., & Preckel, F. (2014). “My questionnaire is too long!” The assessment of motivational-affective constructs with three items and single-item measures. Contemporary Educational Psychology, 39, 188-205.

Brunner, M., Gogol, K. M., Sonnleitner, P., Keller, U., Krauss, S. & Preckel, F. (2013). Gender Differences in Mean Level, Variability, and Profile Shape of Student Achievement: Results from 41 Countries. Intelligence, 41, 378-395.

Brunner, M., Nagy, G. & Wilhelm, O. (2012). A tutorial on hierarchically-structured constructs. Journal of Personality, 80, 796-846.

Brunner, M. & Martin, R. (Hrsg.) (2011). Die MAGRIP-Studie (1968-2009). Wie beeinflussen sozio-kognitive Merkmale von Kindern im Grundschulalter und ihre Bildungswege ihr späteres Leben als Erwachsene in Luxemburg?. Luxemburg: Universität Luxemburg, Forschungseinheit EMACS.

Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A. & Martin, R. (2010). The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102, 964-981.

Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M. & Jordan, A. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100, 716-725.

Brunner, M., Krauss, S. & Kunter, M. (2008). Gender differences in mathematics: Does the story need to be rewritten?. Intelligence, 36, 403-421.

Brunner, M. (2008). No g in education? Learning and Individual Differences, 18, 152-165.

Brunner, M., Lüdtke, O. & Trautwein, U. (2008). The internal/external frame of reference model revisited: Incorporating general cognitive ability and general academic self-concept. Multivariate Behavioral Research, 43, 137-172.

Brunner, M., Artelt, C., Krauss, S. & Baumert, J. (2007). Coaching for the PISA test. Learning and Instruction, 17, 111-122.

Brunner, M. & Süß, H.-M. (2005). Analyzing the reliability of multidimensional measures: An example from intelligence research. Educational and Psychological Measurement, 65, 227-240.