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

Essays (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 pupils using the German self-report 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 amongst pupils with special educational needs in learning, language, and emotional and social development at mainstream and special schools. Manuscript in preparation.

2024

  1. Lohbeck, A. ( 2024). Scales for assessing 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 pupils with and without special educational needs in mainstream versus special 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 pupils with and without special educational needs in mainstream and special 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 among school pupils and their correlations with various pupil 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 primary 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. 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 care for pupils’ sport-specific self-concepts in physical education. Sportunterricht, 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 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 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 among primary 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 measuring performance causal attributions in primary school children (SELKA-G). Unterrichtswissenschaft, 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 primary 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 among 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 Psychoeducational 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 among 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 the perceived higher education teaching and learning environment and exam anxiety. Journal of 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 pupils’ perceptions of teachers’ care 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 relationships. 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 questionnaire on achievement motivation for pupils in Years 4 to 6 (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 pupils. 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 amongst primary 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 primary 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 primary 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 level of anxiety among children and adolescents in Germany increased between 1974 and 2016? An analysis of the secular trend in anxiety over a period of 42 years. 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: maths self-concept, motivation, and grades in primary 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 academic self-concept, enjoyment of learning, concentration and academic performance in primary school children. 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 among students of teacher training and educational sciences. Journal of Educational Science, 20(3), 521–536. doi.org/10.1007/s11618- 016-0718-y1-16

  4. Lohbeck, A., Nitkowski , D. & Petermann, F. (2016). An approach based on control-value theory: Relationships between academic self-concept, interest and test anxiety in primary 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 enjoyment of physical activity in primary 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-assessments by teachers and pupils in the context of psychological assessment. 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 the social and learning behaviour of Year 4 primary school pupils. Journal of Developmental Psychology 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 scores. Diagnostica, 61(4), 1–14. doi.org/10.1026/0012-1924/a000153

2014

  1. Lohbeck, A., Nitkowski , D., Petermann, F. & Petermann, U. (2014). Assessing pupils’ self-ratings of school-related social and learning behaviour: Validation of a pupil self-assessment checklist 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 skills 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-reported social and learning behaviour and pupils’ maths and German marks. Journal of the Sociology of Education and Socialisation, 34(4), 405–421.

  4. Lohbeck, A., Tietjens, M. & Bund, A. (2014). Physical self-concept, individually preferred reference norm orientation and goal orientation among primary school children in Years 2 and 4. Journal of Sport Psychology, 21(1), 1–12. https://doi.org/10.1026/1612-5010/A000109


Edited works

2023

  1. Stanat, P., Schipolowski, S., Schneider, R., Weirich, S., & Henschel, S. (Eds.). (2023). IQB Education Trend 2022. Language skills at the end of Year 9 in the third cross-national comparison. Waxmann. (listed as a contributor)

Contributions to edited volumes

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–Pupil Interaction: Content Areas, Research Perspectives and Methodological Approaches (pp. 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 Education Trends 2022. Language skills at the end of Year 9 in the third cross-national comparison (pp. 231–260). Waxmann.

  2. Heinschel, A., Lohbeck, A., Schipolowski, S. & Weirich, S. (2023). Proficiency level distribution in the subject of French. In P. Stanat, S. Schipolowski, R. Schneider, S. Weirich, S. Henschel & K. A. Sachse (Eds.), IQB Education Trends 2022. Language competences at the end of Year 9 in the third cross-national comparison (pp. 129–147). Waxmann.

  3. Lohbeck, A., Niemietz , J. & Heinschel, A. (2023). Mean scores and standard deviations of competence levels achieved in the subject of English. In P. Stanat, S. Schipolowski, R. Schneider, S. Weirich, S. Henschel & K. A. Sachse (Eds.), IQB Education Trends 2022. Language competences at the end of Year 9 in the third international comparison (pp. 173–189). Waxmann.

  4. Niemietz, J., Lohbeck, A. & Heinschel, A. (2023). Proficiency level distributions in the subject of English. In P. Stanat, S. Schipolowski, R. Schneider, S. Weirich, S. Henschel & K. A. Sachse (Eds.), IQB Education Trend 2022. Language competences at the end of Year 9 in the third cross-national comparison (pp. 97–127). Waxmann.

  5. Schneider, R., Boemmel, Q., Henschel, S. & Lohbeck, A. (2023). Motivational characteristics of pupils in language subjects. In P. Stanat, S. Schipolowski, R. Schneider, S. Weirich, S. Henschel & K. A. Sachse (Eds.), IQB Education Trends 2022. Competences in language subjects at the end of Year 9 in the third cross-national comparison (pp. 345–357). Waxmann.

2018

  1. Lohbeck, A. ( 2018). Parents’ attitudes towards inclusion in schools – does the type of disability matter? In F. Hellmich (ed.), Inclusive School and Teaching Development (pp. 91–108). Kohlhammer.

  2. Lohbeck, A., Schlesier , J., Wagener-Praed, U. & Moschner, B. (2018). Emotions, emotion regulation and cognitive learning strategies among students of educational sciences and teacher training. In G. Hagenauer & T. Hascher (Eds.), Emotions and Emotion Regulation in Schools and Higher Education (pp. 57–72). Waxmann.

  3. Petermann, U. & Lohbeck, A. ( 2018). Behavioural therapy in education. In S. Schneider & J. Margraf (Eds.), Textbook of Behavioural Therapy: Volume 3: Disorders in Childhood and Adolescence (pp. 1017–1028). Springer.

2017

  1. Petermann, F. & Lohbeck, A. ( 2017). Aggressive behaviour in the classroom. In M. K. W. Schweer (ed.), Teacher–Pupil Interaction: Content Areas, Research Perspectives and Methodological Approaches (pp. 387–415). Springer.

2015

  1. Lohbeck, A. & Petermann, F. (2015). Resource assessment. In M. Schär & C. Steinebach (Eds.), Psychotherapy to Promote Resilience in Children and Adolescents. Recognising and meeting basic needs (pp. 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 (pp. 196–215). Beltz.

2013

  1. Petermann, F. & Lohbeck, A. ( 2013). Assessment: Learning to recognise strengths. In C. Steinebach & Gharahbaghi (Eds.), Promoting Resilience in Adolescence (pp. 33–49). Springer.

Theses

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

  2. Lohbeck, A. ( 2014). Pupils’ self-assessments of social and learning behaviour – Assessment, structure and analysis of pupils’ self-concepts and problematic behaviour at school. Cumulative doctoral thesis. University of Bremen.

Test manuals

  1. Lohbeck, A. & Petermann, F. (2019). Questionnaire on Achievement Motivation for Pupils in Years 3–6 – Revised version (FLM 3–6–R). Hogrefe.

  2. Petermann, F. & Achtergarde, S. (2015). Questionnaire on achievement motivation for pupils in Years 7–13 (FLM 7–13). Harcourt. (listed as a contributor)

  3. Petermann, F. & Beckers, L. (2014). Differential Aggression Questionnaire (DAF). Hogrefe. (listed as a contributor)

  4. Petermann, F. & Petermann, U. (2014). Pupil Assessment Checklist for Social and Learning Behaviour (SSL). Hogrefe. (listed as co-authors)

  5. Petermann, U. & Petermann, F. (2013). Teacher Assessment Checklist for Social and Learning Behaviour (LSL). Hogrefe. (listed as co-authors)

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 delay in school-age children. Poster presented at the EPSY 2025 specialist group conference from 1 to 4 September 2025 in Giessen.

2024

  1. Lohbeck, A. ( 2024). ‘Big Fish, Little Pond’ effects among primary school children with and without special educational needs. Presentation at the AEPF conference ‘Knowledge transfer between educational research, educational practice and teacher training’ from 10 to 12 September 2024 in Osnabrück.

2023

  1. Lohbeck, A., Kocaj , A., Schneider, R. & Jansen, M. (2023). Evaluation of the I/E model among 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 Working Group for Sport Psychology (asp) (German Society for Sport Science – Sport Psychology Section) from 16 to 18 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). Teachers’ self-concepts and emotions: conceptualisation and interrelationships. Presentation at the AEPF conference ‘Teachers. 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 among students. Presentation at the 51st DGP Congress ‘Shaping Psychology’ from 15 to 20 September 2018 in Frankfurt am Main.

2017

  1. Lohbeck, A. ( 2017). Primary school children’s individually preferred reference norm orientation and self-concept 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 primary 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 self-concepts of second-year primary school children. Guest lecture on 18 November 2016 at the Primary Education Colloquium at the Institute of Educational Science, University of Paderborn (Prof. Dr Frank Hellmich).

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

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

2015

  1. Lohbeck, A., Mühlig , A., Rohde, J. & Moschner, B. (2015). Individual factors contributing to procrastination during university 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 sports club membership, gender 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). Physical self-concept, individually preferred reference norm orientation and goal orientation among primary school children in Years 2 and 4. In J. Ohlert (ed.), Proceedings of the 43rd asp Annual Conference. Psychology and Physical Activity in Society (p. 22). Czwalina.

Articles (journals)

2017

Lohbeck, A. (2017). Primary school children’s individually preferred reference standard orientation and self-concept 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 primary 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 amongst primary 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 maths and reading self-concepts of primary 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 between 1974 and 2016? An analysis of the secular trend in 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: maths self-concept, motivation, and marks in primary 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 academic self-concept, enjoyment of learning, concentration and academic performance in primary school children. Zeitschrift für Bildungsforschung, 6, 53–69. doi:10.1007/s35834-016-0147-2.

Lohbeck, A., Hagenauer, G., Mühlig, A., Moschner, B., & Gläser-Zikuda, M. (2016). Procrastination among students of teacher training and educational sciences. 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 primary 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 pupils in Years 4 to 6 (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 primary 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 enjoyment of physical activity in primary 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-assessments by teachers and pupils in the context of psychological diagnosis. 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 the social and learning behaviour of Year 4 primary school pupils. Journal of Developmental Psychology 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 scores. Diagnostica, 61, 1–14. doi:10.1026/0012-1924/a000153.

2014

Lohbeck, A. (2014). Pupils’ self-assessments of social and learning behaviour – measurement, structure and analysis of pupils’ self-concepts and problematic behaviour at school. PhD thesis. University of Bremen.

Lohbeck, A., Nitkowski, D., Petermann, F. & Petermann, U. (2014). Assessment of pupils’ self-assessments of school-related social and learning behaviour: Validation of a pupil self-assessment checklist 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 skills 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 pupils’ self-reported social and learning behaviour and their marks in mathematics and German. Journal of the Sociology of Education and Socialisation, 34, 405–421.

Lohbeck, A., Tietjens, M. & Bund, A. (2014). Physical self-concept, individually preferred reference norm orientation and goal orientation among primary school children in Years 2 and 4. Journal of Sport Psychology, 21, 1–12. doi:10.1026/1612-5010/A000109.

Book chapters

Lohbeck, A. & Petermann, F. (2015). Resource assessment. In M. Schär & Steinebach, C. (Eds.), Psychotherapy to promote resilience in children and adolescents. Recognising and meeting basic needs ( pp. 212–223). Weinheim: Beltz.

Lohbeck, A., Schlesier, J., Wagener-Praed, U. & Moschner, B. (submitted). Emotions, emotion regulation and cognitive learning strategies among students of educational sciences and teacher training. In G. Hagenauer & T. Hascher (Eds.), Emotions and Emotion Regulation in Schools and Higher Education. Münster : Waxmann.

Petermann, F. & Lohbeck, A. (2013). Assessment: Learning to recognise 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–Pupil Interaction: Content Areas, Research Perspectives and Methodological Approaches (pp. 387–415). Wiesbaden: Springer.

Petermann, U. & Lohbeck, A. (submitted). Behavioural Therapy in Education. In S. Schneider & J. Margraf (Eds.), Textbook of Behavioural Therapy: Volume 3: Disorders in Childhood and Adolescence ( 2017 revised edition). Heidelberg: Springer.

Contributions to the following test manuals

Petermann, F. & Achtergarde, S. (2015). Questionnaire on Achievement Motivation for Pupils in Years 7–13 (FLM 7–13). Frankfurt am Main: Harcourt. (listed as a contributor)

Petermann, F. & Petermann, U. (2014). Pupil Assessment Checklist for Social and Learning Behaviour (SSL). Göttingen: Hogrefe. (listed as a contributor)

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). The effects of social and dimensional comparison processes on the mathematical and reading-related self-concept of

second-year primary school pupils. Guest lecture in Paderborn on 18 November 2016.

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

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

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

Lohbeck, A., Tietjens, M. & Bund, A. (2011). Physical self-concept, individually preferred normative orientation and goal orientation among primary school children in Years 2 and 4. In J. Ohlert (Ed.), Abstracts from the 43rd asp Annual Conference ( p. 22). Psychology and Physical Activity in Society. 43rd Annual Conference of the Working Group for Sport Psychology (asp), 2–4 June 2011, Cologne. Hamburg: Czwalina.

Lohbeck, A., Tietjens, M. & Bund, A. (2012). Physical self-concept, individually preferred normative orientation and goal orientation among primary school children in Years 2 and 4. In M. Tietjens & B. Strauß (Eds.), Development through sport and renewing its cultural value. Proceedings of the 8th German–Japanese Symposium,3–5 October 2012. Organised by the Department of Sport Psychology, Münster, Federal Institute for Sport Science (BISp), Willibald Gebhardt Institute (WGI) in co-operation with the German Association for Sports 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: 24 Jun 2026)  |  Kurz-URL:Shortlink: https://uol.de/p45375en
Zum Seitananfang scrollen Scroll to the top of the page

This page contains automatically translated content.