Open Science
Open Science
Open Science
Open science refers to a broad movement that aims to make scientific research processes and results more transparent, accessible and inclusive. Open Science practices improve the quality and credibility of research and help to increase its impact.
In our team, we are committed to continuously expanding our efforts to implement open science practices and reflecting on them regularly. We have taken important steps to publish open access publications, share materials and conduct pre-registrations. In addition, we pursue approaches that promote open science, such as conducting conceptual replication studies, promoting team science and openly involving societal stakeholders.
Below you will find a selection of our publications that comply with Open Science practices. The symbols used to identify these practices are explained below:
Open Access
Open data
Pre-registration
Open materials
2025
Wilke, J. & Rademacher, A. (2025). True intraindividual change in moral self: The role of parental warmth in moral development during middle childhood. International Journal of Behavioural Development. 1-11
Rademacher, A., Bäker, N., Jungmann, T., von Düring, U., Zumbach, J., & Goagoses, N. (2025). Technologie trifft Elementarpädagogik: Medienkompetenz von pädagogischen Fachräften als Schlüssel zur frühen digitalen Förderung [Technology meets early childhood education: Preschool educators' media literacy as a key in educational technology use]. Journal of Developmental and Educational Psychology, 57, 24-34.
Goagoses, N., Schüürmann, A., Pöchmüller, V., & Hillenbrand, C. (2025). Cognitive emotion regulation and problematic video gaming during adolescence. Journal of Developmental and Educational Psychology, 57, 1-12.
Goagoses, N., Winschiers-Theophilus, H., Auala, S., Pope, N., Rötkönen, E., Itenge, H., Suero Montero, C., Suovuo, T., & Sutinen, E. (2025). Teachers and students envisioning mixed reality remote learning: A qualitative exploration on fostering academic engagement. Technology, Knowledge and Learning, 30, 685-709.
Eilts, J., Rademacher, A., Wilke, J., Essau, C., & Bäker, N. (2025). Prevalence of callous-unemotional traits in a German sample of adolescents. Journal of Child and Adolescent Psychiatry and Psychotherapy.
Bäker, N., Eilts, J., & Wilke, J. (2025). Moral Self and Identity in Children, Adolescents, and Adults: A Measurement Invariance Examination. Psychological Test Adaptation and Development, 6, 11-20.
Wilke, J. & Baker, E. R. (2025). Stability and cross-lagged associations between parenting and children's moral self. Journal of Applied Developmental Psychology, 97, 101766.
Wilke, J. (2025). But the others started it! Moral judgements in different contexts and their associations with behavioural problems. Swiss Journal of Curative Education, 31(3), 2-8.
Schunck, L., von Düring, U. & Wilke, J. (2025). The role of narcissistic personality traits in bullying behaviour in adolescence - A systematic review and meta-analysis. Personality and Individual Differences, 240, 113168.
Eilts, J., Sticca, F. & Wilke, J. (2025). Factor Analysis and Development of a Short Version of the Bullying Participant Behaviors Questionnaire (BPBQ) in a German sample of Adolescents. Journal of Psychoeducational Assessment. 1-19.
Rademacher, A., Zumbach, J., & Koglin, U. (2025). Parenting style and child aggressive behaviour from preschool to elementary school: The mediating effect of emotion dysregulation. Early Childhood Education Journal, 53, 63-72. doi.org/10.1007/s10643-023-01560-1
2024
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, 34, Article 2888.
Vesterling, C., Goagoses, N., & von Düring, U. (2024). Somatoform symptoms and functional impairments during childhood: Associations with insecure attachment dimensions and emotion regulation strategies. Childhood and Development, 33, 185-194.
Reinck, C., & Goagoses, N., & Hillenbrand, C. (2024). Entwicklung der Rechenflüssigkeit in der 5. Klasse und mögliche Einflussfaktoren [Development of arithmetic fluency in Grade 5 and related predictors]. Learning and Learning Disorders, 13, 143-155.
Goagoses, N., Suovuo, T., Winschiers-Theophilus, H., Montero, C., Pope, N., Rötkönen, E., & Sutinen, E. (2024). A systematic review of social classroom climate in online and technology-enhanced learning environments in primary and secondary school. Education and Information Technologies, 29, 2009-2042.
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 behavioural disorders. Substance Use and Misuse, 59, 1921-1929.
Eilts, J., Bäker, N., Rademacher, A. & Wilke, J. (2024). Bullying in adolescents: Analysing the co-occurrence of bullying roles and associations with social-emotional difficulties and learning disabilities. Empirical Special Education, 16(3), 208-222.
Bäker, N. Eilts, J. Bolz, T., von Düring, U. & Wilke, J. (2024). Bullying and externalising behaviour problems: A question of school satisfaction? Psychology in Education and Teaching, 3, 163-179.
Rademacher, A., Bäker, N., Eilts, J., & Wilke, J. (2024). Measurement invariance of the Inventory of Callous-Unemotional Traits in different age groups from preschool age to late adolescence in Germany. BMC Psychology, 12, 298.
Wilke, J., Eilts, J., Bolz, T., Hammer, P. & Bäker, N. (2024). How do you feel about (im)moral decisions? The moral identity, emotions and judgements of adolescents with and without special educational needs in emotional and social development and learning. Emotional and social development in educational support pedagogy and behavioural disorders. 14-32
Wilke, J., Eilts, J., Bäker, N. & Rademacher, A. (2024). Factor structure of callous unemotional traits and its associations with morality in middle childhood in a German community sample. Current Psychology, 1-12.
Wilke, J., (2024). The importance of self-regulation for children's morality: Relationships between executive functions, emotion regulation, temperament, and morality. Childhood and Development. 1-10.
Zumbach-Basu*, J., Rademacher, A.*, von Düring, U., Bender, D., & Lösel, F. (2024). Longitudinal relations between pregnancy and birth complications with hyperactivity and aggression/delinquency through early, middle childhood, and late childhood. Pediatric Research, 96, 1843-1852. doi.org/10.1038/s41390-024-03297-y *shared co-first authorship
2023
Bolz, T., Wilke, J., Rademacher, A., Vesterling, C. & von Düring, U. (2023). Insecure attachment, emotion regulation strategies and internalising behaviour problems in pupils in need of special educational support with a focus on emotional and social development. Empirical Special Education, 15(3), 234-251.
Wilke, J., & Goagoses, N. (2023). Morality in middle childhood: The role of callous-unemotional traits and emotion regulation skills. BMC Psychology, 11, Article 283.
Goagoses, N., & Bäker, N. (2023). Adolescents' social goal orientations: Associations with parenting styles and behavioural outcomes. Journal of Developmental and Educational Psychology, 55, 169-178.
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, 2023, Article 6242678.
Schütz-Wilke, J., Bäker, N. & Koglin, U. (2023). Moral attitudes - A comparison of adolescents without and with special needs in emotional-social development and learning. Empirical Special Education, 15(1), 61-78.
Bäker, N., Schütz-Wilke, J., Eilts, J. & Koglin, U. (2023). Understanding the Complexities of Adolescent Bullying: The Interplay between Peer Relationships, Emotion Regulation, and Victimisation. New Directions for Child and Adolescent Development. 9916294, 1-9.
Eilts, J. & Bäker, N. (2023). The role of CU traits, empathy and moral disengagement in bullying. Current Psychology.
Bäker, N. (2023). Stability and cross-lagged relations among callous-unemotional traits, moral identity, moral emotion attribution and externalising behaviour problems in adolescents. Current Psychology.
Bäker, N. & Schütz-Wilke, J. (2023). Behavioral changes during the first year of the COVID-19 pandemic: A longitudinal comparison of bullying, cyberbullying, externalizing behavior problems and prosocial behavior in adolescents. COVID, 3(2), 289-300.
Schütz, J. & Bäker, N. (2023). Associations between Parenting, Temperament-Related Self-Regulation and the Moral Self in Middle Childhood. Children, 10(2), 302.
Schütz, J. & Koglin, U. (2023). A systematic review and meta-analysis of associations between self-regulation and morality in preschool and elementary school children. Current Psychology, 42, 22664-22696.
2022
Goagoses, N., Bolz, T., Eilts, J., Schipper, N., Schütz, J., Rademacher, A., Vesterling, C., & Koglin, U. (2022). Parenting dimensions/styles and emotion dysregulation in childhood and adolescence: A systematic review and meta-analysis. Current Psychology, 42, 18798-18822.
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.
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.
Eilts, J., Schipper-Bäker, N., Schütz-Wilke, J. & Koglin, U. (2022). Bullying and victimisation. A comparison between adolescents with and without learning and emotional-social development specialisms. Journal of Educational Psychology, 1-12.
Schütz, J. Bäker, N., Koglin, U. (2022). Bullying in school and cyberbullying among adolescents without and with special educational needs in emotional-social development and in learning in Germany. Psychology in the Schools, 59(9), 1737-1754.
Zumbach, J. Oster, A., Rademacher, A., & Koglin, U. (2022). Reliability and Validity of Behaviour observation in child maltreatment risk evaluation: A systematic review on observational coding systems. Journal of Child and Family Studies, 31, 545-562. doi.org/10.1007/s10826-021-02160-6
2021
Schipper, N. & Koglin, U. (2021). The Association between Moral Identity and Moral Decisions in Adolescents. New Directions for Child and Adolescent Development, 179, 111-125.
Schipper, N. & Koglin, U. (2021). Callous-unemotional traits, moral identity and bullying in adolescence. Childhood and Development, 30, 84-92.
Zumbach, J., Rademacher, A., & Koglin, U. (2021). Conceptualizing callous-unemotional traits in preschoolers: Associations with social-emotional competencies and aggressive behaviour. Child and Adolescent Psychiatry and Mental Health, 15, 24. doi.org/10.1186/s13034-021-00376-4