ORCID: orcid.org/0000-0002-9679-9499

• Publications in journals

Goagoses, N., & Eilts, J. (2024). Exploring social goal orientations, self-perceptions, and popularity with students attending regular and special education schools. Journal of Community & Applied Social Psychology. Advance online publication. dx.doi.org/10.1002/casp.2888 

Goagoses, N., Wippermann, L., Gotthardt, A., Koesling, E., & von Düring, U. (2024). Alcohol and cannabis use by adolescents with special educational needs: A systematic review focused on students with emotional and behavioral disorders. Substance Use and Misuse. Advance online publication. doi.org/10.1080/10826084.2024.2392501

Vesterling, C., Goagoses, N., & von Düring, U. (2024). Somatoform symptoms and functional impairments during childhood: Associations with insecure attachment dimensions and emotion regulation strategies. Kindheit und Entwicklung. Advance online publication. doi.org/10.1026/0942-5403/a000436 [Open Access]

Reinck, C., & Goagoses, N., & Hillenbrand, C. (2024). Entwicklung der Rechenflüssigkeit in der 5. Klasse und mögliche Einflussfaktoren. Lernen und Lernstörungen. Advance online publication. doi.org/10.1024/2235-0977/a000446 [Open Access]

Wilke, J., Eilts, J., Bäker, N., & Goagoses, N. (2024). Morality in moderation: Profiles of moral self and behavioral problems among children. Deviant Behavior. Advance online publication. doi.org/10.1080/01639625.2024.2310126

Wilke, J., & Goagoses, N. (2023). Morality in middle childhood: The role of callous-unemotional traits and emotion regulation skills. BMC Psychology, 11, Article 283. [Open Access]

Kays, R., Goagoses, N., & Winschiers-Theophilus, H. (2023). Designing for educational resilience to reduce school dropout: A case study of Namibian San learners. Journal on Computing and Sustainable Societies. Advance online publication. doi.org/10.1145/3616389

Goagoses, N., & Bäker, N. (2023). Adolescents’ social goal orientations: Associations with parenting styles and behavioral outcomes. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. Advance online publication. doi.org/10.1026/0049-8637/a000277 [Open Access]

Goagoses, N., Suovuo, T., Winschiers-Theophilus, H., Montero, C., Pope, N., Rötkönen, E., & Sutinen, E. (2023). A systematic review of social classroom climate in online and technology-enhanced learning environments in primary and secondary school. Education and Information Technologies. Advance online publication. doi.org/10.1007/s10639-023-11705-9 [Open Access]

Vesterling, C., Schütz, J., Bäker, N., Bolz, T., Eilts, J., Koglin, U., Rademacher, A., & Goagoses, N. (2023). Epidemiology of somatoform symptoms and disorders in childhood and adolescence: A systematic review and meta-analysis. Health & Social Care in the Community. Advance online publication. doi.org/10.1155/2023/6242678 [Open Access]

Goagoses, N., Winschiers-Theophilus, H., & Rötkönen, E. (2023). Students' achievement goals: Goal approximation, engagement, and emotions in co-design activities and outcomes. International Journal of Child-Computer Interaction, 36, 100575.

Goagoses, N., Bolz, T., Vesterling, C., & Koglin, U. (2023). Maternal attachment and behaviour problems: Comparison between children in regular and special education schools. European Journal of Special Needs Education, 38, 16-31.

Schipper, N., Goagoses, N., & Koglin, U. (2023). Associations between moral identity, social goal orientations, and moral decisions in adolescents. European Journal of Developmental Psychology., 20, 107-129.

Schüürmann, A., & Goagoses, N. (2023). Perceived social support and alcohol consumption during adolescence: A path-analysis with internalizing and externalizing behavior problems. Emotional and Behavioural Difficulties, 27, 297-309.

Goagoses, N., Bolz, T., Eilts, J., Schipper, N., Schütz, J., Rademacher, A., Vesterling, C., & Koglin, C. (2022). Parenting dimensions/styles and emotion dysregulation in childhood and adolescence: A systematic review and meta-analysis. Current Psychology. Advance online publication. doi.org/10.1007/s12144-022-03037-7 [Open Access]

Rötkönen, E., Winschiers-Theophilus, H., Zaman, T., Itenge, H., Goagoses, N., Tan, D., & Sutinen, E. (2022). Creating smart connected learning ecosystems: A hybrid model for design-based learning. IxD&A Interaction Design & Architecture(s), 52, 81-100. [Open Access]

Goagoses, N., & Schipper, N., & Koglin, U. (2022). Callous-unemotional traits, social goal orientations, and bullying perpetration: Exploring concurrent associations during adolescence. International Journal of Adolescence and Youth, 27, 135-148. [Open Access]

Winschiers-Theophilus, H., Goagoses, N., Rötkönen, E., & Zaman, T. (2022). Pushing political, cultural, and geographical boundaries: Distributed co-design with children from Namibia, Malaysia, and Finland. International Journal of Child-Computer Interaction, 31, Article 100439.

Rademacher, A., Goagoses, N., Schmidt, S., Zumbach, J., & Koglin, U. (2022). Preschoolers’ profiles of self-regulation, social-emotional and behavior skills and its prediction for a successful behavior adaptation during the transitional period from preschool to elementary school. Early Education and Development, 33, 1137-1151.

Goagoses, N., & Koglin, U. (2022). The association between social goals and academic variables in school: A systematic review. Oxford Review of Education, 48, 234-251.

Goagoses, N., & Koglin, U. (2021). Attachment and externalizing behavior in adolescence: Mediation through dysfunctional emotion regulation and callous-unemotional traits. International Journal of Developmental Science, 15, 9-17.

Goagoses, N., Winschiers-Theophilus, H., & Chamunorwa, M. (2021). The (potential) role of technology for young children’s social-emotional learning: During and beyond the COVID-19 pandemic. Digital Government: Research and Practice, 2, Article No. 13. doi.org/10.1145/3429986 [Open Access]

Goagoses, N., Itenge, H., Winschiers-Theophilus, H., & Koglin, U. (2021). The influence of social achievement goals on academic engagement: A cross-sectional survey in a Namibian primary school. South African Journal of Psychology, 51, 356-368. doi.org/10.1177/0081246320957291 [Open Access]

Goagoses, N., & Schipper, N. (2021). Concurrent associations between parenting styles, callous-unemotional traits, and externalizing behavior problems during adolescence. Emotional and Behavioural Difficulties, 26, 293-305.

Goagoses, N., Itenge, H., Winschiers-Theophilus, H., & Koglin, U. (2020). Social achievement goals and self-regulated learning strategies: Exploring associations in a Namibian primary school. Journal of Classroom Interaction, 55, 66-82.

Goagoses, N., Winschiers-Theophilus, H., & Zaman, T. (2020). Community protocols for researchers: Using sketches to communicate interaction guidelines. AI & Society, 35, 675–687.

• Book Chapters

Goagoses, N., & Koglin, U. (2020). The role of social goals in academic success: Recounting the process of conducting a systematic review. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond & K. Buntins (Eds.), Systematic reviews in educational research: Methodology, perspectives and application (pp. 145-161). Springer. [Open Access]

Ndjibu, R., Goagoses, N., Winschiers-Theophilus, H., Peters, A., & Namhunya, F. (2018, December). A cultured interactive installation to probe gender-based violence in Namibia: The tales of Nali’s technology hut. In D. Singh, J. Sieck, H. Muyingi, H. Winschiers-Theophilus, A. Peters, and S. Nggada (Eds.), Digitisation of culture: Namibian and international perspectives (pp. 247-268). Springer.

• Conference Proceedings (Selected)

Goagoses, N., Winschiers-Theophilus, H., Mendes, J., Auala, S., & Sutinen, E. (August, 2024). Primary school students designing for future relationship building in extended realities: Encounters with live human holograms [Presentation & Paper]. ACM 24th Participatory Design Conference, Sibu, Malaysia. doi: 10.1145/3661455.3669864

Pope, N., Hahta, S., Rötkönen, E., Goagoses, N., Mendes, J., Sutinen, E., & Winschiers-Theophilus, H. (2022, June). Remote presence: Live holograms for a social classroom [Demo & Paper]. ACM International Conference on Interactive Media Experience 2022, Aveiro, Portugal. doi.org/10.1145/3505284.3532821

Zaman, T., Lim, D., Makosa, I., Goagoses, N., Rötkönen, E., Itenge, H., Tan, D., Mutelo, S., & Winschiers-Theophilus, H. (2022, June). A children-created virtual learning space station [Demo & Paper]. ACM International Conference on Interactive Media Experience 2022, Aveiro, Portugal. doi.org/10.1145/3505284.3532817

Goagoses, N., Rötkönen, E., Winschiers-Theophilus, H., Zaman, T., Itenge, H., & Tan, D. (2022, June). Facilitation techniques and tools for online project-based learning with primary school students [Presentation & Paper]. International Conference on Education and New Developments 2022, Madeira, Portugal.

Montero, C., Goagoses, N., Winschiers-Theophilus, H., Rötkönen, E., Suovuo, T., Pope, N., Hooli, L., & Sutinen, E. (2022, June). Supporting academic engagement through immersive technologies [Presentation & Paper]. International Conference on Education and New Developments 2022, Madeira, Portugal.

Rötkönen, E., Winschiers-Theophilus, H., Goagoses, N., Itenge, H., Shinedima, G., & Sutinen, E. (2021, June). Playing on the Globe: Facilitating virtual communications between Namibian and Finnish learners to co-design an interactive map game [Presentation & Paper]. In Proceedings of the Interaction Design and Children Conference (IDC '21), Athens, Greece/Online. doi: 10.1145/3459990.3460707

Kambunga, A., Winschiers-Theophilus, H., & Goagoses, N. (2018, December). Re-conceptualizing technology adoption in informal settlements based on a Namibian application [Presentation & Paper]. In Proceedings of the Second African Conference for Human Computer Interaction: Thriving Communities, Windhoek, Namibia. doi: 10.1145/3283458.3283468

Goagoses, N., Kambunga, A., & Winschiers-Theophilus, H. (2018, August). Enhancing commitment to participatory design initiatives [Presentation & Paper]. In Proceedings of the 15th Participatory Design Conference, Hasselt, Belgium. doi: 10.1145/3210604.3210613

Zaman, T., Winschiers-Theophilus, H., George, F., Yeo A. W., Falak, H., & Goagoses, N. (2016, August). Using sketches to communicate interaction protocols of an indigenous community [Presentation & Paper]. In Proceedings of the 14th Participatory Design Conference, Aarhus, Denmark. doi: 10.1145/2948076.2948088

• Posters and Presentations (Selected)

Goagoses, N., Rötkönen, E., Winschiers-Theophilus, H., Zaman, T., Itenge, H., & Tan, D. (2022, June). Facilitation techniques and tools for online project-based learning with primary school students [Presentation & Paper]. International Conference on Education and New Developments 2022, Madeira, Portugal.

Goagoses, N., & Schüürmann, A. (2021, November). Adolescents’ perceived social support, emotion regulation strategies, and behavior problems: A cross-sectional path analysis [Poster].  Workshop on Aggression 2021, Turku, Finland/Online.

Goagoses, N., & Schipper, N. (2021, May). Social goal orientations mediate the association between moral identity and moral responsibility [Poster]. Association for Psychological Science (APS) 2021 Virtual Convention, Online.

Schüürmann, A., & Goagoses, N. (2020, November). Soziale Unterstützung im Jugendalter: Einfluss auf Verhalten, Schulbesuch und Substanzmittelkonsum [Gruppen-Präsentation]. Herbsttagung der Arbeitsgruppe Empirische Sonderpädagogische Forschung (AESF) 2020, Potsdam, Deutschland.

Goagoses, N., & Winschiers-Theophilus, H. (2018, September). Cultural variation in spatial cognition: A comparison of preferred frame of reference in Germany and Namibia [Poster]. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Frankfurt, Germany.

Peters, A., Goagoses, N., & Winschiers-Theophilus, H. (2017, October). Who’s space is it anyway? Transdisciplinary responsibilities of universities in societal transformation [Presentation]. 2017 Southern African Association of Institutional Research Conference, Windhoek, Namibia.

Journals

• European Journal of Psychology of Education
• Learning and Individual Differences
• International Journal of Adolescence and Youth
• Diagnostica
• Kindheit und Entwicklung [Childhood and Development]
• AI & Society
• Education and Information Technologies
• Cognitive Processing
• Online Learning
• Educational Studies
• Child & Youth Care Forum
• International Journal of Human-Computer Interaction

Conferences

• Deutsche Gesellschaft für Psychologie Kongress [German Society for Psychology Congress]
• International Conference on Interaction Design & Children
• Participatory Design Conference
• International Conference on Interactive Media Experiences
• International Conference on Culture & Computer Science
• International Conference on Communities and Technologies
• European Conference on Information Systems
• Nordic Conference on Human-Computer Interaction

Academic Work Experience

Education