Publications

Contact

 

 

Dr Annette Lohbeck
Managing Director of the Agile "Prevention And Intervention Research" (PAIR) research centre
Dortmund University of Technology
School of Rehabilitation Sciences
Emil-Figge-Str. 50
Room 4.406
44227 Dortmund
Email:
Phone: +49 (0)231 755 2848

 

Publications

Publications

Publications

Articles (journal articles)

2025

  1. Lohbeck, A. (2025). Profiles of social and learning behaviour among students with special educational needs in their social and emotional development relative to students without special educational needs. American Journal of Science Education Research, 4(5), 100245. doi.org/10.71010/AJSER-2025-e245

  2. Lohbeck, A. (2025). Behavioural profiles of students with the German self-assessment version of the Strengths and Difficulties Questionnaire (SDQ-DEU-S). Diagnostica, 71 (3-4), 172-184. doi.org/10.1026/0012-1924/a000353

  3. Lohbeck, A. (2025. Assessing causal attributions of achievement among students: Validation of the Scales for the Assessment of Causal Attributions for Achievement (SACA). Manuscript submitted for publication.

  4. Lohbeck, A. (2025). Students' profiles of social and learning behaviour at school: Dimensionality and determinants. Manuscript submitted for publication.

  5. Lohbeck, A., Gilbert, W. & Morin, J. S. (2025). Small fish in a big or small pond? Testing the big-fish-little-pond effect among students with special educational needs in learning, language, and emotional and social development at regular and special education schools. Manuscript in preparation.

2024

  1. Lohbeck, A. (2024). Scales for the assessment of self-determined motivation in primary school children (SESMO). Journal of Educational Psychology, 38(3), 195-209. doi.org10.1024/1010-0652/a000356

  2. Lohbeck, A., Gilbert, W., Kocaj, A., Jansen, M. & Morin, J. S. (2024). Tests of moderation of the big-fish-little-pond effect across students with and without special educational needs in regular versus special education schools. Learning and Instruction, 93, 101966.https://doi.org/10.1016/j.learninstruc.2024.101966

  3. Lohbeck, A., Kocaj, A., Schneider, R. & Jansen, M. (2024). Testing the generalised internal/external frame of reference model among students with and without special educational needs in regular and special education schools. Learning and Individual Differences, 111, 102427. https://doi.org/10.1016/j.lindif.2024.102427

  4. Schwartze, M. M., Frenzel, A. C., Goetz, T., Lohbeck, A., Bednorz, D., Kleine, M., & Pekrun, R. (2024). Boredom due to being over- or under-challenged in mathematics: A latent profile analysis. British Journal of Educational Psychology, 94, 947-958. https://doi.org/10.1111/bjep.12695

2023

  1. Lohbeck, A. (2023). Test anxiety profiles of students and their correlations with different student characteristics. Journal of Educational Psychology, 37(1-2), 37-56. doi.org/10.1024/1010-0652/a000289

  2. Lohbeck, A. (2023). Social and dimensional comparison effects on children's music self-concept and intrinsic value: An extension of the generalised internal/external frame of reference model to the music domain. Psychology of Music, 51(3), 885-905. doi.org/10.1177/03057356221118118

  3. Lohbeck, A. (2023). Competence and affect self-concepts of elementary school children - Do gender and immigration background play a role? Intercultural Education, 35(1), 21-41. https://doi.org/10.1080/14675986.2023.2279838

  4. Lohbeck, A. & Möller, J. (2023). Students' social and learning behaviour at school: Applying the generalised internal/external frame of reference model. Learning and Individual Differences, 105, 102301. https://doi.org/10.1016/j.lindif.2023.102301

  5. Tóth-Király, I., Lohbeck, A. & Morin, A. J. S. (2023). Predictors, outcomes, and inter-domain connections of German and Math academic motivation profiles. Learning and Individual Differences, 107, 102358. doi.org/10.1016/j.lindif.2023.102358

2022

  1. Lohbeck, A. (2022). Reactive and proactive aggression among children and adolescents: A latent profile analysis and latent transition analysis. Children, 9(11), 1733. http://dx.doi.org/10.3390/children9111733

  2. Lohbeck, A., Hohmann, A., von Keitz, P. & Daseking, M. (2022). Children's motivation profiles in sports and physical activities: A latent profile analysis and self-determination theory approach. Journal of Sport and Exercise Psychology, 44(4), 251-262. https:// doi.org/10.1123/jsep.2021-0279

  3. Lohbeck, A., Tóth-Király, I. & Morin, A. J. S. (2022). Disentangling the associations of academic motivation with self-concept and academic achievement using the bifactor exploratory structural equation modelling framework. Contemporary Educational Psychology, 69, 102069. doi.org/10.1016/j.cedpsych.2022.102069

2021

  1. Lohbeck, A. (2021). On the relevance of perceived teacher caring for students' sport-specific self-concepts in physical education. Physical education, 70(6), 253-257. doi.org/10.30426/SU-2021-6-3

  2. Lohbeck, A. & Frenzel, A. C. (2021). Latent motivation profiles for choosing teaching as a career: How are they linked to self-concept concerning teaching subjects and emotions during teacher education training? British Journal of Educational Psychology, 92(1), 37-58. doi.org/10.1111/bjep.12437

  3. Lohbeck, A. & Moschner, B. (2021). Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: does academic self-concept play an interactive role? European Journal of Psychology of Education, 37(4), 1217-1236. doi.org/10.1007/s10212-021-00583-9

  4. Lohbeck, A. & Retelsdorf, J. (2021). Assessing value beliefs among university students: Validation of the Value Beliefs Questionnaire for University Students (VBQU). Studies in Educational Evaluation, 70, 101052. doi.org/10.1016/j.stueduc.2021.101052

  5. Lohbeck, A., Tietjens, M. & Möller, J. (2021). An extension of the internal/external frame of reference model to the physical domain: Are there contrasting and assimilating achievement-self-concept relations in specific sports? Learning and Individual Differences, 90, 102048. doi.org/10.1016/j.lindif.2021.102048

  6. Lohbeck, A., von Keitz, P., Hohmann, A. & Daseking, M. (2021). Children's physical self-concept, motivation, and physical achievement: Does physical self-concept or motivation play a mediating role? Frontiers in Psychology, 12, 1185. doi.org/10.3389/fpsyg.2021.669936

2020

  1. Freund, P. A. & Lohbeck, A. (2020). Modelling self-determination theory motivation data by using unfolding IRT. European Journal of Psychological Assessment, 37(5), 388-396. doi.org/10.1027/1015-5759/a000629

  2. Lohbeck, A. (2020). Does integration play a role? Academic self-concepts, self-esteem, and self-perceptions of social integration of elementary school children in inclusive and mainstream classes. Social Psychology of Education, 23(5), 1367-1384. https://doi.org/10.1007/s11218-020-09586-8

  3. Lohbeck, A. & Freund, P. A. (2020). Students' own and perceived teacher reference norms: how are they interrelated and linked to academic self-concept? Educational Psychology, 41(5), 640-657. doi.org/10.1080/01443410.2020.1746239

2019

  1. Lohbeck, A. (2019). Scales for the assessment of achievement causal attributions for primary school children (SELKA-G). Teaching Science, 48(1), 129-149. doi.org/10.1007/s42010-019-00057-4

  2. Lohbeck, A. (2019). Social and dimensional comparison effects on academic self-concepts and self-perceptions of effort in elementary school children. Educational Psychology, 39(1), 133–150. https://doi.org/10.1080/01443410.2018.1527018

  3. Lohbeck, A. & Frenzel, A. C. (2019). Domain specificity and correlates of self-efficacy beliefs in teachers and trainee teachers. Empirical Pedagogy, 33, 195-211.

  4. Lohbeck, A. & Petermann, F. (2019). Factorial validity of the Anxiety Questionnaire for Students (AFS): Bifactor modelling and measurement invariance. Journal of Psychoedu- cational Assessment, 37(6), 770-781. doi.org/10.1177/0734282918794834

2018

  1. Bernholt, A., Hagenauer, G., Lohbeck, A., Gläser-Zikuda, M., Wolf, N., Moschner, B., Lüschen, I., Klaß, S. & Dunker, N. (2018). Antecedents of study satisfaction of students in teacher education. Journal for Educational Research Online, 10(1), 24-51. pub.uni-bielefeld.de/record/2919083

  2. Hagenauer, G., Ittner, D., Hofmann, F., Stephan, M., Gläser-Zikuda, M., Lohbeck, A., Bernholt & Moschner, B. (2018). On the relationship between perceived university teaching-learning environment and exam anxiety. Journal for Higher Education Development, 13(1), 105–127. https://doi.org/10.3217/zfhe-13-01/06

  3. Lohbeck, A. (2018). Enjoyment of physical education - What role do sport-specific self-concepts and students' perceived teacher caring play? Journal of Educational Psychology, 32(1-2), 117-132. doi.org/10.1024/1010-0652/a000214
  4. Lohbeck, A., Engels, E. S. & Freund, P. A. (2018). Assessing students' enjoyment in physical education: Measurement invariance across school tracks and relationships with grades. Journal of Psychoeducational Assessment, 37(8), 1023-1029. doi.org/10.1177/0734282918804600

  5. Lohbeck, A., Hagenauer, G. & Frenzel, A. C. (2018). Teachers' self-concepts and emotions: Conceptualisation and relations. Teaching and Teacher Education, 70, 111-120. https://doi.org/10.1016/j.tate.2017.11.001

  6. Lohbeck, A. & Petermann, F. (2018). Revision of the achievement motivation questionnaire for fourth to sixth grade students (FLM 4-6-R): Factor structure and validity. Psychology in Education and Teaching, 65(2), 125-140. doi.org/10.2378/PEU2018.art07d

  7. Lohbeck, A. & Petermann, F. (2018). Cybervictimisation, self-esteem, and social relationships among German secondary school students. Journal of School Violence, 17(4), 472-486. doi.org/10.1080/15388220.2018.1428194

2017

  1. Lohbeck, A. (2017). The individually preferred reference norm orientation and the self-concept of primary school children in the subject of mathematics. Journal of Educational Psychology, 31(1), 1-17. doi.org/10.1024/1010-0652/a000199

  2. Lohbeck, A., Grube, D. & Moschner, B. (2017). Academic self-concept and causal attributions for success and failure among elementary school children. International Journal of Early Years Education, 25(2), 190-203. https://doi.org/10.1080/09669760.2017.1301806

  3. Lohbeck, A. & Möller, J. (2017). Social and dimensional comparison effects on maths and reading self-concepts of elementary school children. Learning and Individual Differences, 54, 73–81. doi.org/10.1016/j.lindif.2017.01.013

  4. Lohbeck, A. & Petermann, F. (2017). Peer victimisation, self-concept, and grades: The mediating role of self-concept. Deviant Behaviour, 38(6), 1-14. https://doi.org/10.1080/01639625.2016.1197654
  5. Lohbeck, A., Tietjens, M. & Bund, A. (2017). A short German Physical-Self-Concept Questionnaire for elementary school children (PSCQ-C): Factorial validity and measurement invariance across gender. Journal of Sports Sciences, 35(17), 1691-1696. https://doi.org/10.1080/02640414.2016.1230226

  6. Nitkowski, D., Lohbeck, A., Petermann, U. & Petermann, F. (2017). Has the expression of anxiety increased among children and adolescents in Germany from 1974 to 2016? An analysis of the secular trend of anxiety over a 42-year period. Childhood and Development, 26(2), 110-117. doi.org/10.1026/0942-5403/a000222

2016

  1. Lohbeck, A. (2016). Self-concept and self-determination theory: math self-concept, motivation, and grades in elementary school children. Early Child Development and Care, 188(8), 1031–1044. doi.org/10.1080/03004430.2016.1241778

  2. Lohbeck, A., Hagenauer, G. & Moschner, B. (2016). On the interplay between school self-concept, enjoyment of learning, concentration and school performance at primary school age. Journal of Educational Research, 6(1), 53-69. doi.org/10.1007/s35834-016-0147-2

  3. Lohbeck, A., Hagenauer, G., Mühlig, A., Moschner, B. & Gläser-Zikuda, M. (2016). Procrastination in students of the teaching profession and educational science. Journal for Educational Science, 20(3), 521-536. doi.org/10.1007/s11618- 016-0718-y1-16

  4. Lohbeck, A., Nitkowski, D. & Petermann, F. (2016). A control-value theory approach: Relationships between academic self-concept, interest, and test anxiety in elementary school children. Child & Youth Care Forum, 45(6), 1-18. https://doi.org/10.1007/s10566- 016-9362-1

  5. Lohbeck, A., Schultheiß, J., Petermann, U. & Petermann, F. (2016). Factor structure and measurement invariance of the Students' Self-report Checklist of Social and Learning Behaviour (SSL). Learning and Individual Differences, 51, 314-321. doi.org10.1016/j.lindif.2016.08.038

  6. Lohbeck, A., Tietjens, M. & Bund, A. (2016). Physical self-concept and physical activity enjoyment in elementary school children. Early Child Development and Care, 187(11), 1- 10. doi.org 10.1080/03004430.2015.1132708

  7. Roos, S., Lohbeck, A., Petermann, F., Petermann, U., Schultheiß, J., Nitkowski, D. & Petersen, R. (2016). External and self-judgements of teachers and students in the context of psychological diagnostics. Journal of Psychiatry, Psychology and Psychotherapy, 64(3), 199-207. doi.org/10.1024/1661-4747/a000279

2015

  1. Lohbeck, A., Petermann, F. & Petermann, U. (2015). Self-assessments of social and learning behaviour in fourth-grade primary school children. Journal of Developmental and Educational Psychology, 47(1), 1-13. doi.org/10.1026/0049-8637/A000118

  2. Lohbeck, A., Schultheiß, J., Petermann, F. & Petermann, U. (2015). The German self-report version of the Strengths and Difficulties Questionnaire (SDQ-Deu-S): Psychometric quality, factor structure and cut-off values. Diagnostica, 61(4), 1-14. doi.org/10.1026/0012-1924/a000153

2014

  1. Lohbeck, A., Nitkowski, D., Petermann, F. & Petermann, U. (2014). Recording students' self-assessments of school-related social and learning behaviour: Validation of a student assessment list for social and learning behaviour (SSL). Journal of Educational Science, 17(4), 701-722. doi.org/10.1007/s11618-014-0582-6

  2. Lohbeck, A., Petermann, F. & Petermann, U. (2014). Reactive and proactive aggression in children and adolescents - what role do social-emotional competences play? Journal of Psychiatry, Psychology and Psychotherapy, 62(3), 211-218. doi.org/10.1024/1661-4747/a000197

  3. Lohbeck, A., Petermann, F. & Petermann, U. (2014). Gender differences in self-rated social and learning behaviour and students' mathematics and German grades. Journal for the Sociology of Education and Socialisation, 34(4), 405-421.

  4. Lohbeck, A., Tietjens, M. & Bund, A. (2014). The physical self-concept, individually preferred reference norm orientation and goal orientation in second and fourth grade primary school children. Journal of Sport Psychology, 21(1), 1–12. https://doi.org/10.1026/1612-5010/A000109


Editorial works

2023

  1. Stanat, P., Schipolowski, S., Schneider, R., Weirich, S., & Henschel, S. (Eds.). (2023). IQB-Bildungstrend 2022: Language competences at the end of year 9 in the third country comparison. Waxmann.(listed with collaboration)

Contributions to edited works

2026

  1. Lohbeck, A. (2026). The learning and cognitive theory model. In U. Bauer, S. Walper, M. Grundmann & N. Kolleck (Eds.)Handbook of socialisation research (9th ed.) Beltz.

2025

  1. Lohbeck, A. & Petermann, F. (2025). Aggressive behaviour in the classroom. In M. K. W. Schweer (Ed.), Teacher-student interaction: content areas, research perspectives and methodological approaches (S. 385-404). Springer.

2023

  1. Gentrup, S., Liebelt, A. & Lohbeck, A. (2023). Gender-related disparities. In P. Stanat, S. Schipolowski, R. Schneider, S. Weirich, S. Henschel & K. A. Sachse (Eds.), IQB-Bildungstrend 2022: Language competences at the end of year 9 in the third country comparison (S. 231-260). Waxmann.

  2. Heinschel, A., Lohbeck, A., Schipolowski, S. & Weirich, S. (2023). Levels of competence in the subject French. In P. Stanat, S. Schipolowski, R. Schneider, S. Weirich, S. Henschel & K. A. Sachse (Eds.), IQB-Bildungstrend 2022: Language competences at the end of year 9 in the third country comparison (S. 129-147). Waxmann.

  3. Lohbeck, A., Niemietz, J. & Heinschel, A. (2023). Mean values and scatter of competences achieved in the subject English. In P. Stanat, S. Schipolowski, R. Schneider, S. Weirich, S. Henschel & K. A. Sachse (Eds.), IQB-Bildungstrend 2022: Language competences at the end of year 9 in the third country comparison (S. 173-189). Waxmann.

  4. Niemietz, J., Lohbeck, A. & Heinschel, A. (2023). Levels of competence in the subject English. In P. Stanat, S. Schipolowski, R. Schneider, S. Weirich, S. Henschel & K. A. Sachse (Eds.), IQB-Bildungstrend 2022: Language competences at the end of year 9 in the third country comparison (S. 97-127). Waxmann.

  5. Schneider R., Boemmel, Q., Henschel, S. & Lohbeck, A., (2023). Motivational characteristics of students in language subjects. In P. Stanat, S. Schipolowski, R. Schneider, S. Weirich, S. Henschel & K. A. Sachse (Eds.), IQB-Bildungstrend 2022: Competences in the language subjects at the end of year 9 in the third country comparison (S. 345-357). Waxmann.

2018

  1. Lohbeck, A. (2018). Attitudes of parents towards inclusion in schools - Does the type of disability play a role? In F. Hellmich (ed.), Inclusive school and classroom development (S. 91-108). Kohlhammer.

  2. Lohbeck, A., Schlesier, J., Wagener-Praed, U. & Moschner, B. (2018). Emotions, emotion regulation and cognitive learning strategies in students of educational science and teaching. In G. Hagenauer & T. Hascher (Eds.), Emotions and emotion regulation at school and university (S. 57-72). Waxmann.

  3. Petermann, U. & Lohbeck, A. (2018). Behaviour therapy in pedagogy. In S. Schneider & J. Margraf (Eds.), Textbook of Behaviour Therapy: Volume 3: Disorders in childhood and adolescence (S. 1017-1028). Springer.

2017

  1. Petermann, F. & Lohbeck, A. (2017). Aggressive behaviour in the classroom. In M. K. W. Schweer (Ed.), Teacher-student interaction: content areas, research perspectives and methodological approaches (S. 387-415). Springer.

2015

  1. Lohbeck, A. & Petermann, F. (2015). Resource diagnostics. In M. Schär & C. Steinebach (Eds.), Resilience-promoting psychotherapy for children and adolescents. Recognising and fulfilling basic needs (S. 212-223). Beltz.

  2. Petermann, F. & Lohbeck, A. (2015). The learning and cognitive theory model. In K. Hurrelmann, U. Bauer, M. Grundmann & S. Walper (Eds.)Handbook of socialisation research (S. 196-215). Beltz.

2013

  1. Petermann, F. & Lohbeck, A. (2013). Diagnostics: Learning to see strengths. In C. Steinebach & Gharahbaghi (Eds.), Promoting resilience in adolescence (S. 33-49). Springer.

Qualification papers

  1. Lohbeck, A. (2016). Self-concepts of primary school children. Cumulative habilitation. University of Oldenburg.

  2. Lohbeck, A. (2014). Pupils' self-assessments of social and learning behaviour - Recording, structure and analysis of pupils' self-concepts and problem behaviour at school. Cumulative dissertation. University of Bremen.

Test manuals

  1. Lohbeck, A. & Petermann, F. (2019). Questionnaire on achievement motivation for pupils in grades 3-6. Klasse - Revision (FLM 3-6-R). Hogrefe.

  2. Petermann, F. & Achtergarde, S. (2015). Achievement motivation questionnaire for 7th-13th grade students. Grade (FLM 7-13). Harcourt. (listed with collaboration)

  3. Petermann, F. & Beckers, L. (2014). Differential Aggression Questionnaire (DAF). Hogrefe. (listed in collaboration)

  4. Petermann, F. & Petermann, U. (2014). Student assessment list for social and learning behaviour (SSL). Hogrefe. (listed with collaboration)

  5. Petermann, U. & Petermann, F. (2013). Teacher assessment list for social and learning behaviour (LSL). Hogrefe. (listed with collaboration)

Conference papers

2025

  1. Paulus, A., Kohl, N., Lohbeck, A., Dörrenbächer-Ulrich, L., Perels, F. & Aschersleben, G. (2025). German translation and validation of a measurement instrument for academic reward deferral at school age. Poster at the specialist group conference EPSY 2025 from 01 to 04 September 2025 in Gießen.

2024

  1. Lohbeck, A. (2024). Big-Fish-Little-Pond effects in primary school children with and without special educational needs. Presentation at the AEPF conference "Wissenstransfer zwischen Bildungsforschung, Bildungspraxis, und Lehrer*innenbildung" from 10 to 12 September 2024 in Osnabrück.

2023

  1. Lohbeck, A., Kocaj, A., Schneider, R. & Jansen, M. (2023). Review of the I/E model for pupils with and without special educational needs at mainstream and special schools. Presentation at the PAEPS 2023 specialist group conference "Teaching and learning in a changing world" from 18 to 20 September 2023 in Kiel.

2022

  1. Lohbeck, A., von Keitz, P., Hohmann, A. & Daseking, M. (2022). Children's motivation profiles in sports and physical activities: A latent profile analysis and self-determination theory approach. Presentation at the 54th annual conference of the Arbeitsgemeinschaft für Sportpsy- chologie (asp) (German Association for Sport Science-Section Sport Psychology) from 16 to 18 June 2022 in Münster. June 2022 in Münster.

2019

  1. Lohbeck, A. & Moschner, B. (2019). Academic self-concept, motivational regulation, and cognitive learning strategies of students. Presentation at the "18th Biennial EARLI Conference" from 12 to 16 August 2019 in Aachen.

2018

  1. Lohbeck, A. (2018). Self-Concepts and Emotions of Teachers: Conceptualisation and Connections. Presentation at the AEPF conference "Lehrer. Education. Shaping." from 24 to 26 September 2018 in Lüneburg.

  2. Lohbeck, A., Schlesier, J. & Wagener-Praed, U. & Moschner, B. (2018). Emotion regulation strategies, emotions and cognitive learning strategies of students. Presentation at the 51st DGPs Congress "Psychologie gestalten" from 15 to 20 September 2018 in Frankfurt am Main.

2017

  1. Lohbeck, A. (2017). The individually preferred reference norm orientation and the self-concept of primary school children in the subject of mathematics. Presentation at the PAEPSY conference from 11 to 14 September 2017 in Münster.

  2. Möller, J. & Lohbeck, A. (2017). Social and dimensional comparison effects on maths and reading self-concepts of elementary school children. Presentation at the SELF conference "Ninth SELF Biennial International Conference" from 25 to 28 September 2017 in Melbourne, Australia.

2016

  1. Lohbeck, A. (2016). Effects of social and dimensional comparison processes on the mathematical and reading-related self-concept of second-grade primary school children. Guest lecture on 18 November 2016 in the colloquium on primary school pedagogy at the Institute for Educational Science at Paderborn University (Prof. Dr Frank Hellmich).

  2. Lohbeck, A., Grube, D. & Moschner, B. (2016). Academic self-concept and causal attributions in elementary school children. Poster presentation at "The 6th International Conference on Self-Determination Theory" from 02 to 05 June 2016 in Victoria, British Columbia.

  3. Lohbeck, A., Hagenauer, G. & Moschner, B. (2016). The interplay between school self-concept, enjoyment of learning, concentration and school performance at primary school age. Presentation at the GEBF conference from 07 to 11 March 2016 in Berlin.

2015

  1. Lohbeck, A., Mühlig, A., Rohde, J. & Moschner, B. (2015). Individual conditioning factors for procrastination during studies. Poster presentation at the GEBF conference from 11 to 13 March 2015 in Bochum.

2013

  1. Lohbeck, A., Tietjens, M. & Bund, A. (2013). Effects of sport club membership, sex, and age on physical self-concept and goal orientation in German primary school children. In N. Balagué, C. Torrents, A. Vilanova, J. Cadefau, R. Tarragó & E. Tsolakidis (Eds.), 18th annual Congress of the ECSS. Book of Abstracts (pp. 883-884). University of Barcelona.

2011

  1. Lohbeck, A., Tietjens, M. & Bund, A. (2011). The physical self-concept, the individually preferred reference norm orientation and goal orientation in primary school children of the second and fourth grades. In J. Ohlert (Ed.), Abstract volume of the 43rd annual asp conference. Psychology and movement in society (S. 22). Czwalina.

Articles (journals)

2017

Lohbeck, A. (2017). The individually preferred reference norm orientation and the self-concept of primary school children in the subject of mathematics. Journal of Educational Psychology, 31, 1-17. doi:10.1024/1010-0652/a000199.

Lohbeck, A. (submitted). Competence and affect self-concepts of elementary school children - Do gender and immigration background play a role? Cognition and Instruction.

Lohbeck, A. (submitted). An extended I/E model: The interplay between grades, self-concepts, and learning behaviour. Learning and Instruction.

Lohbeck, A., Grube, D. & Moschner, B. (2017). Academic self-concept and causal attributions for success and failure among elementary school children. International Journal of Early Years Education, 1-14. doi:10.1080/09669760.2017.1301806.

Lohbeck, A., & Möller, J. (2017). Social and dimensional comparison effects on math and reading self-concepts of elementary school children. Learning and Individual Differences, 54, 73-81. doi:10.1016/j.lindif.2017.01.013.

Nitkowski, D., Lohbeck, A., Petermann, U. & Petermann, F. (2017). Has the level of anxiety among children and adolescents in Germany increased from 1974 to 2016? An analysis of the secular trend of anxiety over a 42-year period. Childhood and Development, 26, 110-117. doi:10.1026/0942-5403/a000222.

2016

Lohbeck, A. (2016). Self-concept and self-determination theory: math self-concept, motivation, and grades in elementary school children. Early Child Development and Care, 1-14. doi:10.1080/03004430.2016.1241778.

Lohbeck, A., Hagenauer, G. & Moschner, B. (2016). On the interplay between school self-concept, enjoyment of learning, concentration and school performance at primary school age. Journal of Educational Research, 6, 53-69. doi:10.1007/s35834-016-0147-2.

Lohbeck, A., Hagenauer, G., Mühlig, A., Moschner, B., & Gläser-Zikuda, M. (2016). Procrastination in students of the teaching profession and educational science. Journal of Educational Science, 1-16. doi:10.1007/s11618-016-0718-y.

Lohbeck, A., Nitkowski, D. & Petermann, F. (2016). A control-value theory approach: Relationships between academic self-concept, interest, and test anxiety in elementary school children. Child & Youth Care Forum, 1-18. doi:10.1007/s10566-016-9362-1.

Lohbeck, A. & Petermann, F. (2016). Peer victimisation, self-concept, and grades: The mediating role of self-concept. Deviant Behaviour. 1–14. doi:10.1080/01639625.2016.1197654.

Lohbeck, A. & Petermann, F. (submitted). Revision of the achievement motivation questionnaire for 4th to 6th grade students (FLM 4-6-R): Factor structure and validity. Psychology in Education and Teaching.

Lohbeck, A., Schultheiß, J., Petermann, U. & Petermann, F. (2016). Factor structure and measurement invariance of the Students' Self-report Checklist of Social and Learning Behaviour (SSL). Learning and Individual Differences, 51, 314-321. doi:10.1016/j.lindif.2016.08.038.

Lohbeck, A., Tietjens, M. & Bund, A. (2016). A short German Physical-Self-Concept Questionnaire for elementary school children (PSCQ-C): Factorial validity and measurement invariance across gender. Journal of Sports Sciences, 1-6. doi:10.1080/02640414.2016.1230226.

Lohbeck, A., Tietjens, M. & Bund, A. (2016). Physical self-concept and physical activity enjoyment in elementary school children. Early Child Development and Care, 187, 1-10. doi: 10.1080/03004430.2015.1132708.

Roos, S., Lohbeck, A., Petermann, F., Petermann, U., Schultheiß, J., Nitkowski, D. & Petersen, R. (2016). External and self-judgements of teachers and students in the context of psychological diagnostics. Journal of Psychiatry, Psychology and Psychotherapy, 64, 199-207. doi:10.1024/1661-4747/a000279.

2015

Lohbeck, A., Petermann, F. & Petermann, U. (2015). Self-assessments of social and learning behaviour in fourth-grade primary school children. Journal of Developmental and Educational Psychology, 47, 1-13. doi:10.1026/0049-8637/A000118.

Lohbeck, A., Schultheiß, J., Petermann, F. & Petermann, U. (2015). The German self-report version of the Strengths and Difficulties Questionnaire (SDQ-Deu-S): Psychometric quality, factor structure and cut-off values. Diagnostica, 61, 1-14. doi:10.1026/0012-1924/a000153.

2014

Lohbeck, A. (2014). Pupils' self-assessments of social and learning behaviour - recording, structure and analysis of pupils' self-concepts and problem behaviour at school. Dissertation. University of Bremen.

Lohbeck, A., Nitkowski, D., Petermann, F. & Petermann, U. (2014). Recording pupils' self-assessments of school-related social and learning behaviour: Validation of a student assessment list for social and learning behaviour (SSL). Journal of Educational Science, 17, 701-722. doi:10.1007/s11618-014-0582-6.

Lohbeck, A., Petermann, F. & Petermann, U. (2014). Reactive and proactive aggression in children and adolescents - what role do social-emotional competences play? Journal of Psychiatry, Psychology and Psychotherapy, 62, 211-218. doi:10.1024/1661-4747/a000197.

Lohbeck, A., Petermann, F. & Petermann, U. (2014). Gender differences in students' self-rated social and learning behaviour and mathematics and German grades. Journal of Sociology of Education and Socialisation, 34, 405-421.

Lohbeck, A. Tietjens, M. & Bund, A. (2014). The physical self-concept, individually preferred reference norm orientation and goal orientation in second and fourth grade primary school children. Journal of Sport Psychology, 21, 1-12. doi:10.1026/1612-5010/A000109.

Book contributions

Lohbeck, A. & Petermann, F. (2015). Resource diagnostics. In M. Schär & Steinebach, C. (Eds.), Resilience-promoting psychotherapy for children and adolescents. Recognising and fulfilling basic needs (pp. 212-223). Weinheim: Beltz.

Lohbeck, A., Schlesier, J., Wagener-Praed, U. & Moschner, B. (submitted). Emotions, emotion regulation and cognitive learning strategies in students of educational science and teacher training. In G. Hagenauer & T. Hascher (Eds.), Emotions and emotion regulation in schools and universities. Münster: Waxmann.

Petermann, F. & Lohbeck, A. (2013). Diagnostics: Learning to see strengths. In C. Steinebach & K. Gharahbaghi (Eds.), Promoting resilience in adolescence (pp. 33-49). Heidelberg: Springer.

Petermann, F. & Lohbeck, A. (2015). The learning and cognitive theory model. In K. Hurrelmann, U. Bauer, M. Grundmann & S. Walper (Eds.), Handbook of socialisation research (8th ed.; pp. 196-215). Weinheim: Beltz.

Petermann, F., & Lohbeck, A. (2017). Aggressive behaviour in the classroom. In M. K. W. Schweer (Ed.), Teacher-student interaction: Content areas, research perspectives and methodological approaches (pp. 387-415). Wiesbaden: Springer.

Petermann, U. & Lohbeck, A. (submitted). Behaviour therapy in pedagogy. In S. Schneider & J. Margraf (Eds.), Textbook of behaviour therapy: Volume 3: Disorders in childhood and adolescence (new edition 2017). Heidelberg: Springer.

Collaboration on the following test manuals

Petermann, F. & Achtergarde, S. (2015). Questionnaire on achievement motivation for pupils in grades 7-13 (FLM 7-13). Frankfurt am Main: Harcourt. (listed with collaboration)

Petermann, F. & Petermann, U. (2014). Student assessment list for social and learning behaviour (SSL). Göttingen: Hogrefe. (listed with collaboration)

Expert activities

  • Child and Youth Care Forum
  • Diagnostica
  • European Journal of Psychological Assessment
  • European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée

Lectures/Symposium contributions

Lohbeck, A. (2016). Effects of social and dimensional comparison processes on the mathematical and reading-related self-concept of

primary school children in the second grade. Guest lecture in Paderborn on 18 November 2016.

Lohbeck, A., Grube, D. & Moschner, B. (2016). Academic self-concept and causal attributions in elementary school children. Poster presentation at the conference "The 6th International Conference on Self-Determination Theory", 2-5 June 2016, Victoria, British Columbia.

Lohbeck, A., Hagenauer, G. & Moschner, B. (2016). On the interplay between school self-concept, enjoyment of learning, concentration and school performance in primary school age. Presentation at the GEBF conference from 7-11 March 2016 in Berlin.

Lohbeck, A., Mühlig, A., Rohde, J. & Moschner, B. (2015). Individual conditioning factors for procrastination during studies. Poster presentation at the GEBF conference from 11-13 March 2015 in Bochum.

Lohbeck, A., Tietjens, M. & Bund, A. (2011). The physical self-concept, the individually preferred reference norm orientation and goal orientation in primary school children of the second and fourth grades. In J. Ohlert (Ed.), Proceedings of the 43rd annual asp conference (p. 22). Psychology and movement in society. 43rd annual conference of the Arbeitsgemeinschaft für Sportpsychologie (asp) from 2-4 June 2011 in Cologne. Hamburg: Czwalina.

Lohbeck, A., Tietjens, M. & Bund, A. (2012). The physical self-concept, the individually preferred reference norm orientation and goal orientation in primary school children of the second and fourth grades. In M. Tietjens & B. Strauß (Eds.), Development through sport and renewing its cultural value. Proceedings of the 8th German-Japanese Symposium, 3-5October 2012, organised by the Department of Sport Psychology Münster, Federal Institute of Sport Science (BISp), Willibald Gebhardt Institute (WGI) in co-operation with the German Association for Sport Science (dvs) and the Japan Society of Physical Education, Health and Sport Sciences (JSPEHSS).

Lohbeck, A., Tietjens, M. & Bund, A. (2013). Effects of sport club membership, sex, and age on physical self-concept and goal orientation in German primary school children. In N. Balagué, C. Torrents, A. Vilanova, J. Cadefau, R. Tarragó & E. Tsolakidis (Eds.), 18th annual Congress of the ECSS. Book of Abstracts (pp. 883-884). Barcelona: University of Barcelona.

(Changed: 11 Feb 2026)  |  Kurz-URL:Shortlink: https://uol.de/p45375en
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