Springe direkt zu Inhalt

Selected Publications

  • Bergann, S., Blüthmann, I., Neugebauer, M., &. Watermann, R. (2025). Intrinsic and extrinsic motives of undergraduate students for pursuing a master’s degree: Applying the Eccles et al. expectancy-value model. PLoS ONE 20(3): e0317204. https://doi.org/10.1371/journal.pone.0317204

  • Feige, P., Lazarides, R., & Watermann, R. (2025). Longitudinal reciprocal relations between trait test anxiety and performance goals during transition to secondary school: within- and between-person effects. Contemporary Educational Psychology, 82, Article 102380. https://doi.org/10.1016/j.cedpsych.2025.102380

  • Feige, P., Watermann, R. Simpkins, S., Eccles, J., & Oppermann, E. (2025). Impact of mothers’ and fathers’ math self-concept of ability, child-specific beliefs and behaviors on girls’ and boys’ math self-concept of ability. 
    https://doi.org/10.1371/journal.pone.0317837

  • Sielschott, S., Bröder, C, Meier-Faust, E. & Watermann, R. (im Druck). Wen erreichen Hochschulen mit einem Orientierungsstudium? Zeitschrift für empirische Hochschulforschung.

  • Feige, P., Watermann, R. Perceived Peer Integration, Parental Control, and Autonomy Support: Differential Effects on Test Anxiety during the Transition to Secondary School for Girls and Boys. J. Youth Adolescence (2024). 
    https://doi.org/10.1007/s10964-024-02053-z

  • Bach, A., Blüthmann, I., Wulff, I., Thierfelder, I., Krebber, M., Watermann, R., Thiel, F. & Peters, H. (2023). Development and validation of a questionnaire on problem-based learning to evaluate facilitation by the tutor and the student group. Medical Teacher. https://doi.org/10.1080/0142159X.2023.2271156

  • Meier-Faust, E., & Watermann, R. (2023). Perceiver Effects and Socioeconomic Background: Contrasting Parent-Reports against Teacher-Reports of Elementary School Students’ Personality. Journal of Personality Assessment, 106(4), 482–495. https://doi.org/10.1080/00223891.2023.2286449

  • Zhang, Y., Watermann, R., & Daniel, A. (2023). The sustained effects of achievement goal profiles on school achievement across the transition to secondary school. Journal of Youth and Adolescence. 
    https://doi.org/10.1007/s10964-023-01813-7

  • Hagen, R., Watermann, R. & Nückles, M. (2022). Der Einfluss wissenschaftlicher Textgenres auf das Textverständnis und epistemologische Überzeugungen bei Studierenden der Bildungswissenschaften. Schweizerische Zeitschrift für Bildungswissenschaften, 44, 237-249. https://doi.org/10.24452/sjer.44.2.6

  • Golke, S., Hagen, R., & Wittwer, J. (2019). Lost in narrative? The effect of informative narratives on text comprehension and metacomprehension accuracy. Learning and Instruction, 60, 1-19.

  • Daniel, A. & Watermann, R. (2018). The role of perceived benefits, costs and probability of success in students’ plans for higher education. A quasi-experimental test of rational choice theory. European Sociological Review.

  • Arens, A.K. & Watermann, R. (2017). Political efficacy in adolescence: Development, gender differences, and outcome relations. Developmental Psychology. Advance online publication. http://dx.doi.org/10.1037/dev0000300.

  • Daniel, A., Watermann, R. & Maaz, K. (2017). Sind studienbezogene Kosten-Nutzen-Abwägungen veränderbar? Die Effektivität einer schulischen Intervention zur Verringerung sozialer Ungleichheiten beim Hochschulzugang. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-017-0784-9

  • Hildebrandt, J. & Watermann, R. (2017). Motivationale Entwicklung am Grundschulübergang: Theorien und Befunde im Überblick [Motivational development at the transition to secondary school]. In P. Noack & B. Kracke (Hrsg.), Handbuch für Erziehungs- und Entwicklungspsychologie [Handbook of Educational and Developmental Psychology]. Heidelberg: Springer.

  • Watermann, R., Maaz, K., Bayer, S. & Roczen, N. (2017). Social background. In S. Kuger, E. Klieme, N. Jude and D. Kaplan (Eds.), Assessing contexts of learning. An international perspective. Springer International Publishing, 117-145.

  • Arens, A.K., Möller, J. & Watermann, R. (2016). Extending the internal/external frame of reference model to social studies: Self-concept and achievement in history and politics. Learning and Individual Differences, 51, 91-99.

  • Rottach, A., Blüthmann, I. & Watermann, R. (in press). Studienqualität und Verbleibsquoten im Masterstudium. Eine Analyse auf Studiengangsebene zum Zusammenhang von Qualitätsmerkmalen von Masterstudiengängen und Verbleibsquoten [Correlating program quality and retention rates for MSc degrees; a program-level analysis examining the influence of program characteristics, structure, and content on student retention rates]. Empirische Pädagogik [Empirical Pedagogy].

  • Zhang, Y., Watermann, R. & Daniel, A. (2016). Are multiple goals in elementary students beneficial for their school achievement? A latent class analysis. Learning and Individual Differences, 51, 100-110.

  • Winter-Hölzl, A., Wäschle, K., Wittwer, J., Watermann, R. & Nückles. M. (2015). Entwicklung und Validierung eines Tests zur Erfassung des Genrewissens Studierender und Promovierender der Bildungswissenschaften. Zeitschrift für Pädagogik, 61 (Beiheft 61), 185-202.

  • Arens, A.K., Morin, A.J.S, & Watermann, R. (2015). Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator? Learning and Instruction, 39, 184-193.

  • Arens, A. K., & Watermann, R. (2015). How an early transition to high-ability secondary schools affects students' academic self-concept: Contrast effects, assimilation effects, and differential stability. Learning and Individual Differences, 37, 64–71.

  • Watermann, R., Daniel, A. & Maaz, K. (2014). Primäre und sekundäre Disparitäten des Hochschulzugangs: Erklärungsmodelle, Datengrundlagen und Entwicklungen [Primary and secondary inequalities of the transition to university: explanatory models, data basis and developments]. Zeitschrift für Erziehungswissenschaft[German Journal of Educational Science], 24 (Special issue), 233-261.

  • Arens, K., Yeung, A.S., Craven, R.G., Watermann, R. & Hasselhorn, M. (2013). Does the timing of transition matter? Comparison of German students' self-perceptions before and after transition to secondary school. International Journal of Educational Research, 57, 1-11.

  • Paulick, I., Watermann, R. & Nückles, M. (2012). Achievement goals and school achievement: The transition to different school tracks in secondary school. Contemporary Educational Psychology, 38, 75-86.

  • Kreuter, F., Eckman, S., Maaz, K. & Watermann, R. (2010). Children’s Reports of Parents‘ Education Level: Does it Matter Whom You Ask and What You Ask About? Survey Research Methods, 4, 127-138.

  • Aust, K., Watermann, R. & Grube, D. (2010). Selbstkonzeptentwicklung und Zielorientierungen nach dem Übergang von der Grundschule in die weiterführende Schule [Development of self-concept and the influence of goal orientation following transition to secondary school]. Zeitschrift für Pädagogische Psychologie [German Journal of Educational Psychology], 24, 95-109.

  • Warwas, J., Nagy, G., Watermann, R. & Hasselhorn, M. (2009). The Relations of Vocational Interests and Mathematical Literacy: On the Predictive Power of Interest Profiles. Journal of Career Assessment, 17, 417-438.