Homepage Prof. Dr. Thomas Martens - Thomas Martens ist Professor für Pädagogische Psychologie an der Medical School Hamburg und Motivationsforscher. Er leitet das Forschungsprojekt SensoMot.

EARLI 2019 program

The 18th Biennial EARLI Conference will be hosted by RWTH Aachen, Germany. All participants are encouraged to present results and ideas on state-of-the-art research in learning and instruction, specifically around the topic “Thinking Tomorrow’s Education: Learning from the past, in the present and for the future“.

In times of constant changes, the future is a moving target – difficult to predict and prepare for. Yet, education is doing just that. At the 18th Biennial EARLI Conference and the accompanying 23rd Conference of the Junior Researchers of EARLI, researchers in learning and instruction from all over the world come together to discuss current research findings. In order to think tomorrow’s education and education research, it is crucial to relate new findings to what we already know and elaborate how this will help foster sustainable learning processes and navigating what is yet to come.

Dates: August 10th-11th (JURE 2019) and 12th -16th (EARLI 2019)
Website: https://earli.org/EARLI2019
Full Program: here

EARLI2019-MAY2019_0

Policy Making Session: 1	Time: 10:30-11:45	Location: Lecture Hall – H01
POLICY MAKING PANEL SESSION: EARLI 2019 POLICY MAKING SESSION
	EARLI 2019 Policy Making Session Sanna Järvelä, University of Oulu, Finland

Session A: 1	Time: 12:00-13:30	Location: Lecture Hall – H09
SIG INVITED SYMPOSIUM: WIDENING PARTICIPATION? (RE)SEARCHING INSTITUTIONAL PATHWAYS OF TRANSITIONS FOR MARGINALIZED GROUPS
Chair Charles Max, University of Luxembourg, Luxembourg Organiser Giulia Messina Dahlberg, University of Gothenburg, Sweden Discussant Sylvi Vigmo, University of Gothenburg, Sweden	Researching 21st century institutional trajectories. Sangeeta Bagga-Gupta, Jönköping University, Sweden Unaccompanied asylum-seeking children’ multiple transitions in Italy Alessio Surian, Università degli Studi di Padova, Italy; Diego Di Masi, University of Torino, Italy; Francesca Novella, University of Padova, Italy Encouraging Student Participation in Intercultural Classroom Interaction Karl Hedman, Jönköping University, Sweden Holistic learning activities for the inclusion of marginalized youths: the case of Luxembourg Jinyoung Choi, multi-LEARN Institute, Luxembourg; Philippe Blanca, multi-LEARN Institute for Interaction and Development in Diversity, Luxembourg; Gudrun Ziegler, multi-LEARN Institute for Interaction and Development in Diversity, Luxembourg

Session A: 2	Time: 12:00-13:30	Location: Seminar Room – S04
SIG INVITED SYMPOSIUM: SIG 20 INVITED SYMPOSIUM: EPISTEMIC TOOLS FOR INQUIRY
Chair Cindy Hmelo-Silver, Indiana University, United States Organisers Bram De Wever, Ghent University, Belgium; Ingo Kollar, University of Augsburg, Germany; Yiannis Georgiou, Cyprus University of Technology, Cyprus Discussant Jim Slotta, OISE, University of Toronto, Canada	Investigating concept-mapping in support of students’ epistemic practices in outdoors inquiry Eleni Kyza, Cyprus University of Technology, Cyprus; Nicoletta Pantela, Cyprus University of Technology, Cyprus Constructive and Example-Based Scaffolds: Effects for Individual and Collaborative Science Learning Sarah Bichler, Ludwig-Maximilians-Universität (LMU), Germany; Marcia Linn, University of California-Berkeley, United States; Frank Fischer, Ludwig-Maximilians-Universität (LMU), Germany Scaffolding Inquiry with Multiple Documents: The Knowledge Society Sandbox Sarit Barzilai, University of Haifa, Israel; Asnat R. Zohar, University of Haifa, Faculty of Education, Israel; Shiri Mor-Hagani, haifa university, Israel; Talia Shlomi-Elooz, University of Haifa, Faculty of Education, Israel; Ruti Ben-Yishai, University of Haifa, Faculty of Education, Israel Scaffolding Explanations and Epistemic Development for Systems (SEEDS) Cindy Hmelo-Silver, Indiana University, United States; Joshua Danish, Indiana University, United States; Ravit Golan Duncan, Rutgers University, United States; Clark Chinn, Rutgers University, United States; Zachary Ryan, University of Indiana at Bloomington, United States; Melissa Moreland, University of Indiana at Bloomington, United States; Na'ama Av-Shalom, Rutgers University, United States

Session A: 3	Time: 12:00-13:30	Location: Lecture Hall – H05
SYMPOSIUM: ENACTING AGENCY IN TEACHER EDUCATION: PERSPECTIVES ON PRE-SERVICE TEACHERS AND TEACHER EDUCATORS
Chair Hege Hermansen, Department of Education, University of Oslo, Norway Organisers Mirva Heikkilä, University of Turku, Finland; Mirjamaija Mikkila-Erdmann, University of Turku, Finland Discussant Natasa Pantic, University of Edinburgh, United Kingdom	Research skills in action: Voices of Finnish pre-service teachers' professional agency Mirva Heikkilä, University of Turku, Finland; Mirjamaija Mikkila-Erdmann, University of Turku, Finland; Anu Warinowski, University of Turku, Finland Heading for the future: Building professional agency among Finnish teacher educators Päivi Hökkä, University of Jyväskylä, Finland; Katja Vähäsantanen, University of Jyväskylä, Finland Tracing the enactment of agency in program design and development in teacher education Hege Hermansen, Department of Education, University of Oslo, Norway Fostering Professional Digital Competence through transformative agency in Teacher Education Torunn Aanesland Strømme, University of Oslo, Norway; Greta Gudmundsdottir, University of Oslo, Faculty of Education, Norway; Lisbeth M Brevik, University of Oslo, Norway; Andreas Lund, University of Oslo, Norway

Session A: 4	Time: 12:00-13:30	Location: Lecture Hall – H07
SINGLE PAPER: GOAL ORIENTATION AND MOTIVATION
Chair Inge Molenaar, Radboud University Nijmegen, Netherlands	The risk of implementing an approach to enhance motivation Esther Canrinus, University of Agder, Norway; Marianne Engen Matre, University of Agder, Norway Athlete and non-athlete students’ perfectionistic strivings and achievement goal orientations Jenny Ståhlberg, University of Helsinki, Finland; Antti Pulkka, National Defence University, Finland; Heta Tuominen, University of Helsinki, Finland; Markku Niemivirta, University of Oslo, Norway A cross-cultural comparison of the pattering of achievement goal orientations Markku Niemivirta, University of Oslo, Norway; Christian Brandmo, University of Oslo, Norway; Svjetlana Kolic-Vehovec, University of Rijeka, Faculty of Humanities and Social Sciences, Croatia; Pahljina-Reinic Rosanda, University of Rijeka, Croatia; Barbara Roncevic Zubkovic, University of Rijeka, Faculty of Humanities and Social Sciences, Croatia Using metaphors to understand students’ mindsets about intelligence in Germany and Canada Elisabeth Wegner, University of Freiburg, Germany; Nigel Mantou Lou, University of Alberta, Canada; Christina Späth, University of Freiburg, Germany; Pauline Mertens, University of Freiburg, Germany; Matthias Nückles, University of Freiburg, Germany

Session A: 5	Time: 12:00-13:30	Location: Seminar Room – S07
SINGLE PAPER: LEARNING AND PROFESSIONAL DEVELOPMENT
Chair Stephen Billett, Griffith University, Australia	Teacher collaboration in an independent research project: implications for self-regulated learning Ivy Lau, The University of Hong Kong, Hong Kong; Susan Bridges, The University of Hong Kong, Hong Kong Specialists’ Views on Feedback at the Medical Workplace Helen Jossberger, University of Regensburg, Germany; Miriama Schlachtova, University of Regensburg, Germany; Hans Gruber, University of Regensburg, Germany Exploring student futures as business graduates: insights from capstone and internship experiences Colin Jevons, Monash Business School, Australia; Sophie Lindsay, Monash, Australia; Dawn Bennett, Curtin University, Australia; Kelly Benati, Monash University, Australia Teacher self-regulation and stress: an intervention study to strengthen professional competence Simone Berweger, Schwyz University of Teacher Education, Switzerland; Christine Wolfgramm, University of Teacher Education Zurich, Switzerland; Andrea Keck Frei, Zürich University of Teacher Education, Switzerland; Zippora Bührer, Zurich University of Teacher Education, Switzerland; Christine Bieri Buschor, Zurich University of Teacher Education, Switzerland

Session A: 6	Time: 12:00-13:30	Location: Seminar Room – S15
SINGLE PAPER: COMPETENCIES IN LEARNING AND PROFESSIONAL DEVELOPMENT
Chair Valerie Sotardi, University of Canterbury, NZ, New Zealand	Influence of Attended Courses on Domain-specific Knowledge Growth in Higher Education Economics Marie-Theres Nagel, Johannes Gutenberg University Mainz, Germany; Jasmin Schlax, Johannes Gutenberg-University Mainz, Germany; Olga Zlatkin-Troitschanskaia, Johannes Gutenberg-Universität Mainz, Germany; Judith Jitomirski, Humboldt University Berlin, Germany; Carla Kühling-Thees, Johannes Gutenberg-Universität Mainz, Germany; Roland Happ, Johannes Gutenberg University Mainz, Germany Entrepreneurial competences in student companies at school: Development of a research instrument Taiga Brahm, University of Tübingen, Germany; Ute Grewe, University of Tuebingen, Germany Career competence in secondary schools: the impact of endogenous factors Svenja Ohlemann, Technische Universität Berlin, Germany; Katja Driesel-Lange, Westfälische Wilhelms-Universität Münster, Germany Disentangling the interplay of knowledge, intelligence and general competences in problem solving Andreas Rausch, University of Mannheim, Germany; Kristina Kögler, University of Hohenheim, Germany

Session A: 7	Time: 12:00-13:30	Location: Lecture Hall – H11
SINGLE PAPER: QUANTITATIVE METHODS IN HIGHER EDUCATION
Chair Irina Lokhtina, University of Central Lancashire Cyprus, Cyprus	Interrelations between perceived learning environment in higher education and students' test anxiety Gerda Hagenauer, University of Salzburg, Austria; Doris Ittner, PH Bern – School of Teacher Education, Switzerland; Florian Hofmann, Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), Germany; Melanie Stephan, University of Erlangen- Nuremberg, Germany; Michaela Glaeser-Zikuda, University of Erlangen-Nuremberg, Germany; Annette Lohbeck, Universität Hamburg, Germany; Andrea Bernholt, Leibniz Institute for Science and Mathematics Education (IPN), Germany; Barbara Moschner, Carl von Ossietzky Universität Oldenburg, Germany Valid Measurement of Professional Competencies in Higher Education – Challenges and Perspectives Hans Anand Pant, Humboldt Universitaet zu Berlin, Germany; Jennifer Fischer, Johannes Gutenberg-Universitaet, Germany; Olga Zlatkin-Troitschanskaia, Johannes Gutenberg-Universität Mainz, Germany; Corinna Lautenbach, Humboldt Universitaet Berlin, Germany Modeling and predicting sustainable changes in university students’ satisfaction Christoph Kiefer, RWTH Aachen University, Germany; Axel Mayer, RWTH Aachen University, Germany The effects of a Biomedical Sciences curriculum reform on students’ competence development Sanne Rovers, Maastricht University, Netherlands; Anique de Bruin, Maastricht University, Netherlands; Jeroen Van Merrienboer, Maastricht University, Netherlands; Hans Savelberg, Maastricht University, Netherlands

Session A: 8	Time: 12:00-13:30	Location: Lecture Hall – H04 – Knorr- Bremse Hörsaal
SINGLE PAPER: ONLINE LEARNING AND TECHNOLOGY-ENHANCED LEARNING AND INSTRUCTION
Chair Eleftheria Gonida, Aristotle University of Thessaloniki, Greece	Lifelong learning: The formal and informal learning in technology-rich environments Hanna Nygren, Finnish Institute for Educational Research, University of Jyväskylä, Finland; Juhani Rautopuro, University of Jyväskylä, Finland; Raija Hamalainen, University of Jyväskylä, Finland; Kari Nissinen, University of Jyväskylä, Finland; Bram De Wever, Ghent University, Belgium An empirical study on factors influencing barriers to learning in Massive Open Online Courses. Maartje Henderikx, Open University of the Netherlands, Netherlands; Karel Kreijns, Open University of the Netherlands, Netherlands; Marco Kalz, University of Education Heidelberg, Germany A lossless person-oriented analysis of web lecture beliefs, motivation and lecture utilization Cornelis de Brabander, Leiden University, Netherlands; Nadira Saab, Leiden University, Netherlands; Folke Glastra, Leiden University, Netherlands Webinars in Higher Education and Professional Training: A Meta-Analysis Andreas Gegenfurtner, University of Passau, Germany; Christian Ebner, Technische Hochschule Deggendorf, Germany

Session A: 9	Time: 12:00-13:30	Location: Seminar Room – S14
SINGLE PAPER: SOCIAL INTERACTION IN LEARNING AND INSTRUCTION
Chair Sabine Schlag, University of Wuppertal, Germany	A dialogical approach to large-scale assessments: Students’ reasoning about items in PISA and TIMSS Jelena Radisic, University of Oslo, Norway; Aleksander Baucal, University of Belgrade, Serbia; Smiljana Josic, Institute for Educational Research (Belgrade), Serbia Hybrid minds and the socio-material nature of human cognition: Learning research in a digital age Roger Säljö, University of Gothenburg, Sweden Inclusive Classroom Norms and Children's Attitudes toward Students with Hyperactive Behavior Luciano Gasser, University of Teacher Education Lucerne (PH Luzern), Switzerland; Jeanine Grütter, University of Teacher Education Lucerne (PH Luzern), Switzerland; Loredana Torchetti, University of Teacher Education Lucerne (PH Luzern), Switzerland The implementation of participatory approaches in interviews involving adolescents Gilles Dieumegard, Université de Montpellier, France; Emma Cunningham, University of Auckland, Faculty of Education, New Zealand

Session A: 10	Time: 12:00-13:30	Location: Seminar Room – S03
SINGLE PAPER: PEER INTERACTION
Chair Lauren Barth-Cohen, University of Utah, United States	Perceived Teacher Affective Support and Relatedness to Peers in Relation to EFL Achievement Emotions Ezgi Guney, Middle East Technical University, Turkey; Yesim Capa Aydin, Middle East Technical University, Turkey Investigating functional participatory roles in productive collaborative science learning Olli-Pekka Heinimäki, University of Turku, Finland; Simone Volet, Murdoch University, Australia; Marja Vauras, University of Turku, Finland School engagement, peer academic support, and peer networks among Finnish 7th graders Tuire Palonen, University of Turku, Finland; Katariina Salmela-Aro, Helsinki University, Finland; Kai Hakkarainen, University of Helsinki, Finland The Networked Student: Contextualizing Scientific Knowledge for Educational Practice Marjan Vermeulen, Heerlen Open Universiteit, Netherlands; Femke Nijland, Open University, Netherlands; Olga Firssova, Open University of the Netherlands, Netherlands; Stefan Robbers, Open University Netherlands, Netherlands

Session A: 11	Time: 12:00-13:30	Location: Lecture Hall – H08
SINGLE PAPER: ARGUMENTATION, DIALOGUE AND REASONING
Chair Jean-Michel Boucheix, University of Dijon, LEAD-CNRS, France	Learning by Arguing Kalypso Iordanou, University of Central Lancashire, Cyprus; deanna kuhn, Teachers College, Columbia University, United States Why is dialogic instruction so difficult to implement? The forces of rituals in the math classroom Einat Heyd-Metzuyanim, The Technion Israel Institute of Technology, Israel Reasoning like a student vs. reasoning like an engineer: Can PBL shift students’ thinking? Susan Nolen, University of Washington, United States; Edward Michor, Oregon State University, United States; Milo Koretsky, Oregon State University, United States Developing and validating proof comprehension tests in university mathematics Juan Pablo Mejia-Ramos, Rutgers University, United States; Keith Weber, Rutgers University, United States; Kristen Lew, Texas State University, United States

Session A: 12	Time: 12:00-13:30	Location: Seminar Room – S02
SINGLE PAPER: ASSESSMENT METHODS AND TOOLS
Chair Irma Talic, University of Luxembourg, Luxembourg	In sito, synchronous self-assessment: a new research strategy for accessing individual SA processes. ANA REMESAL ORTIZ, Universitat de Barcelona, Spain; Abolfazl Khanbeiki, Universitat de Barcelona, Spain; Sareh Attareivani, Universitat de Barcelona, Spain; Zarah Parham, Universitat de Barcelona, Spain Factor structure of the CLASS in Singapore preschools serving mainstream and special needs children EeLynn Ng, National Institute of Education, Singapore; Rebecca Bull, Macquarie University, Australia; Alfredo Bautista Arellano, National Institute of Education, Singapore; Kenneth Poon, National Institute of Education, Singapore Student perceptions of testing accommodations in university mathematics: An analysis of power Juuso Henrik Nieminen, University of Helsinki, Finland No matter the grain size, retrieval practice promotes long term retention. Alice Latimier, Ecole Normale Supérieure, France; Arnaud Riegert, Didask, France; Thierry Ly, Didask, France; Franck Ramus, Ecole Normale Supérieure, France

Session A: 13	Time: 12:00-13:30	Location: Seminar Room – S01
SINGLE PAPER: TEACHING AND INSTRUCTION
Chair Bernadette Dilger, University of St.Gallen, Institute of Business Education and Educational Management, Switzerland	A video portfolio instrument for the summative assessment of teacher candidates’ teaching competence Kerstin Baeuerlein, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland Student teacher learning in teacher education: Teacher educators’ and student teachers’ perspectives Auli Toom, University of Helsinki, Finland; Tiina Soini-Ikonen, University of Tampere, Finland; Janne Pietarinen, University of Eastern Finland, Finland; Kirsi Pyhältö, University of Oulu / University of Helsinki, Finland Primary teachers’ understanding and practices as related to students’ interest in science learning Anne-Mai Näkk, Tallinn University, Estonia; Inge Timoštšuk, Tallinn University, Estonia One teacher, several classes=same instruction? Between-classes-variability of instructional quality Thamar Voss, University of Freiburg, Germany; Lisa Henke, Hector Research Institute of Education Sciences and Psychology, Germany; Benjamin Caspar Fauth, University of Tübingen, Germany; Joerg Wittwer, University of Freiburg, Germany

Session A: 14	Time: 12:00-13:30	Location: Seminar Room – S13
SINGLE PAPER: INSTRUCTIONAL DESIGN AND INQUIRY LEARNING
Chair Attila Pásztor, MTA-SZTE Research Group on the Development of Competencies, Hungary	How to guide effective student questioning? Harry Stokhof, HAN University of Applied Sciences (UAS), Netherlands; Bregje De Vries, VU University Amsterdam, Netherlands; Theo Bastiaens, Open University of the Netherlands, Netherlands; Rob Martens, Open University of the Netherlands, Netherlands Impact of prior knowledge and targeted inquiry abilities on the effectivness of explicit instruction Andreas Vorholzer, Justus Liebig University Giessen, Germany; Claudia von Aufschnaiter, Justus Liebig University Giessen, Germany Teens and Robots in Search of a Superbug – a New Approach to Authentic Inquiry Bat-Shahar Dorfman, Weizmann Institute of Science, Israel; Amir Mitchell, University of Massachusetts, United States; Orna Dahan, Weizmann Institute of Science, Israel; Anat Yarden The Weizmann Institute of Science, Weizmann Insititute of Science, Israel Developing Competencies for Scientific Theory Building Hillary Swanson, Northwestern University, United States

Session A: 15	Time: 12:00-13:30	Location: Seminar Room – S16
SINGLE PAPER: ATTITUDES AND BELIEFS, MOTIVATION AND EMOTION
Chair Eva Brante, Malmö University, Sweden	Unpacking the Female Advantage Myth in Language and Literacy: Perspectives of Parents in China Jing Li, University of Cambridge, UK, United Kingdom Math, anxiety and occupational preferences association via developmental perspective Hili Eidlin-Levy, University of Haifa, Faculty of Education, Israel; Laurain Fares, University of Haifa, Faculty of Education, Israel; Orly Rubinsten, Haifa University, Israel Can we promote adaptive reactions to academic errors? Experimental findings and implications Maria Tulis, University of Salzburg, Austria; Markus Dresel, University of Augsburg, Germany Students’ attributional profiles: Prevalence, development and links with motivation and achievement Astrid Poorthuis, Utrecht University, Netherlands; Jaap Schuitema, University of Amsterdam, Netherlands; Lisette Hornstra, Utrecht University, Netherlands

Session A: 16	Time: 12:00-13:30	Location: Seminar Room – S06
SINGLE PAPER: LEARNING APPROACHES
Chair Mari-Pauliina Vainikainen, Tampere University, Finland	Implementing pedagogical innovation: A multiple-case study approach Irit Sasson, Tel-Hai College, Shamir Research Institute – University of Haifa, Israel; Itamar Yehuda, Tel-Hai College, Shamir Reserach Institute – University of Haifa, Israel; Shirley Miedijensky, Oranim Academic College of Education, Shamir Research Institute – University of Haifa, Israel Exploring the material mediation of dialogic space Josephine Moate, University of Jyväskylä, Finland Learning profiles and the (re)design of a learning environment Gerry Geitz, NHL Stenden University of Applied Sciences, Netherlands; Anouk Donker-Bergstra, NHL-Stenden University of Applied Sciences, Netherlands Using journal writing to support future teachers’ acquisition of applicable knowledge for teaching Martina Graichen, Universitiy of Freiburg, Germany; Elisabeth Wegner, University of Freiburg, Germany; Matthias Nückles, University of Freiburg, Germany

Session A: 17	Time: 12:00-13:30	Location: Seminar Room – S12
SINGLE PAPER: MATHEMATICS IN EARLY CHILDHOOD EDUCATION
Chair Andrea Haenni Hoti, University of Teacher Education of Lucerne, Switzerland	Fine motor skills and executive functions in early childhood interact to predict academic skills Kiat Hui Khng, National Institute of Education/Nanyang Technological University, Singapore, Singapore Impact of Early Literacy and Numeracy on Later Reading and Mathematics Achievements Benö Csapó, University of Szeged, Hungary; Attila Pásztor, MTA-SZTE Research Group on the Development of Competencies, Hungary; Ágnes Hódi, MTA-SZTE, Hungary; Attila Rausch, ELTE Eötvös Loránd University, Budapest, Hungary; Gyongyver Molnar, University of Szeged, Hungary Phonological awareness mediates the effect of SES on math achievement across the kindergarten years David Munez, National Institute of Education / Nanyang Technological University, Singapore; Rebecca Bull, Macquarie University, Australia; EeLynn Ng, National Institute of Education, Singapore Performance to produce numerals with fingers contributes to mathematics achievement in children Josetxu Orrantia, University of Salamanca, Spain; Rosario Sánchez, University of Salamanca, Spain; David Munez, National Institute of Education / Nanyang Technological University, Singapore; Laura Matilla, University of Salamanca, Spain

Session A: 18	Time: 12:00-13:30	Location: Seminar Room – S11
SINGLE PAPER: STUDENT LEARNING IN HIGHER EDUCATION
Chair Katja Košir, Faculty of Arts, University of Maribor, Slovenia	Practices of dialogic feedback across disciplines Edd Pitt, University of Kent, United Kingdom Achievement emotions and learning in the first year at university Alexandra Corina Niculescu, University of Oslo, Norway; Dirk Tempelaar, Maastricht University, Netherlands; Mien Segers, Maastricht University, Netherlands; Wim Gijselaers, Maastricht University, Netherlands Academic self-concept, motivational regulation, and cognitive learning strategies of students Barbara Moschner, Carl von Ossietzky Universität Oldenburg, Germany; Annette Lohbeck, Universität Hamburg, Germany Motivation-related competences and activities university students (intend to) do to learn Eva Bosch, Institute of Psychology – Heidelberg University, Germany; Eva Seifried, Heidelberg University, Germany; Birgit Spinath, Heidelberg University, Germany

Session A: 19	Time: 12:00-13:30	Location: Lecture Hall – H10
SINGLE PAPER: INSTRUCTIONAL DESIGN
Chair Janina Krawitz, University of Münster, Germany	Development of a financial literacy-curriculum–the Effect of a Criterium-Based Construction Ewelina Mania, German Institute for Adult Education – Leibniz Centre for Lifelong Learning, Germany; Monika Tröster, German Institut for Adult Education, Germany; Prof. Dr. Esther Winther, University of Duisburg-Essen, Vocational Education and Training, Germany Can Digital Portrait Drawing Help to Enhance Socio-Emotional Skills of Adolescents? Lydia Kastner, Leibniz Institut für Wissensmedien, Germany; Aiste Jusyte, LEAD Graduate School, Germany; Susana Ruiz Fernández, Leibniz Institut für Wissensmedien, Germany; Sven Nommensen, Herzog Anton Ulrich-Museum, Germany; Peter Gerjets, Leibniz Insitut für Wissensmedien, Germany Multiperspectivity in history textbooks. A classroom experiment Marc Kropman, University of Amsterdam, Netherlands; Jannet van Drie, University of Amsterdam, Netherlands; Carla Van Boxtel, University of Amsterdam, Netherlands; Marijne Scherjon, University of Amsterdam, Netherlands Design patterns of asynchronous online problem-based learning for professional development Susan Bridges, The University of Hong Kong, Hong Kong; Sdenka Zobeida SALAS PILCO, The University of Hong Kong, Hong Kong; Nancy W.Y Law, The University of Hong Kong, Hong Kong; LK Lap Ki Chan, The University of Hong Kong, Hong Kong; Ling Li, The University of Hong Kong, Hong Kong

Session A: 20	Time: 12:00-13:30	Location: Lecture Hall – H06 – Amazon Hörsaal
SINGLE PAPER: METACOGNITION
Chair Antonio Iannaccone, Institut de Psychologie et Education, Switzerland	Trajectories of monitoring and control in high and low performing elementary school children Martina Steiner, University of Bern, Switzerland; Mariette van Loon, University of Bern, Switzerland; Natalie Bayard- Guggisberg, University of Bern, Switzerland; Claudia Roebers, University of Bern, Switzerland The Role of Cognitive Engagement on Clinical Reasoning Performance Shan Li, McGill University, Canada; Juan Zheng, McGill University, Canada; Susanne Lajoie, McGill University, Canada Novice teachers’ knowledge of effective study strategies Tim Surma, Open University of the Netherlands, Netherlands; Gino Camp, Welten Institute – Open University of the Netherlands, Netherlands; Renate de Groot, Open University of the Netherlands, Netherlands; Paul A. Kirschner, Open University of the Netherlands, Netherlands Which learner characteristics contribute to overestimations of text comprehension? Stefanie Golke, University of Freiburg, Germany; Joerg Wittwer, University of Freiburg, Germany

Session A: 21	Time: 12:00-13:30	Location: Seminar Room – S10
SINGLE PAPER: THE CRUCIAL SKILLS OF EXECUTIVE FUNCTIONS AND ATTENTION IN THE FIRST SWEDISH PRESCHOOL RCT STUDY
Chair Daniela Raccanello, University of Verona, Italy	The background of the first evidence-based Swedish preschool study and educators’ reception Hillevi Lenz Taguchi, Stockholm University, Sweden Set-up, hypotheses, and results from an RCT-study in Swedish Preschools Tove Gerholm, Stockholm University, Sweden; Hillevi Lenz Taguchi, Stockholm University, Sweden; Sofia Frankenberg, Stockholm University, Sweden; Petter Kallioinen, Stockholm University, Sweden; Signe Tonér, Stockholm University, Sweden; Susanne Kjällander, Department of Child and Youth Studies, Sweden; Anna Palmer, Stockholm University, Sweden Language, selective auditory attention and executive functions in Swedish preschoolers Signe Tonér, Stockholm University, Sweden; Tove Gerholm, Stockholm University, Sweden A pop-up brainwave lab at Swedish preschools – measuring brain function for selective attention Petter Kallioinen, Stockholm University, Sweden; Signe Tonér, Stockholm University, Sweden

Session A: 22	Time: 12:00-13:30	Location: Seminar Room – S05
SINGLE PAPER: ATTITUDES, BELIEFS AND ACHIEVEMENT
Chair Floris van Blankenstein, Leiden University Medical Center, Netherlands	Gender-science stereotypes: The secret participants in science competitions Anneke Steegh, Leibniz Institute for Science and Mathematics Education at Kiel University, Germany; Tim Hoeffler, Leibniz Institute for Science and Mathematics Education (IPN), Germany; Ilka Parchmann, Leibniz Institute for Science and Mathematics Education (IPN), Germany Young people’s view on Democracy: a latent class analysis in Flanders considering civic knowledge Ellen Claes, KULeuven, Belgium; Dimokritos Kavadias, Vrije Universiteit Brussel (VUB), Belgium Young critical citizens? Predicting trust in political institutions among 14-year old students Johanna Fee Ziemes, University of Duisburg-Essen, Germany; Hermann J. Abs, University of Duisburg-Essen, Germany The good disobedient citizen. The relation of civic knowledge to concepts of ideal citizenship Katrin Hahn-Laudenberg, University of Wuppertal, Germany; Vegard Svagård, OsloMet – Oslo Metropolitan University, Norway

Session B: 1	Time: 13:45-15:15	Location: Lecture Hall – H11
SIG INVITED SYMPOSIUM: USING TODAY’S TECHNOLOGY TO IMPROVE LEARNING AND PERFORMANCE IN (COMPLEX) PROFESSIONS
Chairs Margot van Wermeskerken, Erasmus Medical Center, Netherlands; Milou van Harsel, Avans University of Applied Sciences / Utrecht University, Netherlands Discussant Guido Makransky, University of Copenhagen, Denmark	Virtual patients in medical education: Instructional bonanza for clinical reasoning? Martin R. Fischer, University Hospital of LMU Munich, Germany The use of simulation-based training for lifelong learning in health professions Jeroen Van Merrienboer, Maastricht University, Netherlands Simulation-based learning of non-technical skills in medicine Hans Gruber, University of Regensburg, Germany; Thomas Bein, Faculty of Medicine, University of Regensburg, Germany; Michael Henninger, Department of Media Didactics, Pädagogische Hochschule Weingarten, Germany; Matthias Jacob, Department of Anesthesiology, Intensive Care Medicine and Pain Medicine, Brothers of Mercy Hospital St. Elizabeth, Straubing, Germany Taking workplace safety at construction sites to greater heights: VR training for scaffolders Bas Kollöffel, University of Twente, Netherlands

Session B: 2	Time: 13:45-15:15	Location: Lecture Hall – H07
SIG INVITED SYMPOSIUM: WHAT FEATURES OF INSTRUCTION PROMOTE HIGHER EDUCATION STUDENTS’ INTEREST IN THEIR SUBJECT?
Chair Kathleen M. Quinlan, University of Kent, United Kingdom Discussant Sari Lindblom, University of Helsinki, Finland	How interest and other domain values develop in five disciplines over three years Kirsti Lonka, University of Helsinki, Finland; Elina E. Ketonen, University of Helsinki, Finland; Lauri Hietajärvi, University of Helsinki, Finland; Silja Silvanto, University of Helsinki, Finland; Katariina Salmela-Aro, Helsinki University, Finland What triggers students’ situational interest during higher education lectures? Kathleen M. Quinlan, University of Kent, United Kingdom Students’ interest in tertiary science education laboratory Niels Dohn, Aarhus University, Denmark Interest and added value: Participation in both laboratory research and concurrent STEM teaching K. Ann Renninger, Swarthmore College, United States; Yoi Tibbetts, University of Virginia, United States; Jena Gilbert-Merrill, Swarthmore College, United States

Session B: 3	Time: 13:45-15:15	Location: Lecture Hall – H05
INVITED SESSION: THE POTENTIAL OF BIOPHYSIOLOGY FOR UNDERSTANDING LEARNING AND TEACHING EXPERIENCES
Chair Tim Mainhard, Utrecht University, Netherlands Organiser Tim Mainhard, Utrecht University, Netherlands Discussant Reinhard Pekrun, Ludwig-Maximilians-Universität (LMU), Germany	Salivary cortisol in teachers’ stress research – correlates, pitfalls and promises Anna-Liisa Jõgi, University of Jyväskylä, Finland; Eija Pakarinen, University of Jyväskylä, Finland; Marja-Kristiina Lerkkanen, University of Jyväskylä, Finland A high heart rate during teaching: Indicator of challenge or threat? Tim Mainhard, Utrecht University, Netherlands; Monika Donker, Utrecht University, Netherlands; Nora McIntyre, University of York, United Kingdom; Tamara Van Gog, Utrecht University, Netherlands The control-anxiety-performance relationship: self-report and physiological measures Anna-Lena Roos, University of Konstanz, Germany; Thomas Goetz, Department of Emprical Educational Research, Germany; Maike Krannich, University of Konstanz, Germany Electrodermal activity (EDA) during university lectures and practicals: Exploring variance Emma Burns, University of New South Wales, Australia; Andrew Martin, University of New South Wales, Australia; Roger Kennett, University of New South Wales, Australia; Joel Pearson, University of New South Wales, Australia; Marianne Mansour, University of New South Wales, Australia; Brad Papworth, University of New South Wales, Australia; Lars-Erik Malmberg, University of Oxford, United Kingdom

Session B: 4	Time: 13:45-15:15	Location: Lecture Hall – H10
INVITED SESSION: TEACHER DASHBOARDS FOR ORCHESTRATION OF THE CLASSROOM: THE ROLE OF TEACHER CHARACTERISTICS
Chair Nikol Rummel, Ruhr University Bochum, Institute of Educational Research, Germany Organisers Anouschka van Leeuwen, Utrecht University, Netherlands; Nikol Rummel, Ruhr University Bochum, Institute of Educational Research, Germany Discussant Susan Goldman, University of Illinois at Chicago, United States	The relation between dashboard function, teaching experience, and technological self-efficacy Anouschka van Leeuwen, Utrecht University, Netherlands; Nikol Rummel, Ruhr University Bochum, Institute of Educational Research, Germany Teacher dashboard use for orchestrating active learning in large lectures Jennifer Olsen, École polytechnique fédérale de Lausanne, Switzerland; Stian Håklev, CHILI, EPFL, Switzerland; Louis Faucon, CHILI, EPFL, Switzerland; Pierre Dillenbourg, Ecole Polytechnique Fédérale de Lausanne (EPFL), Switzerland How teacher characteristics relate to teacher dashboard use and feedback practices Inge Molenaar, Radboud University Nijmegen, Netherlands; Carolien A. N. Knoop-van Campen, Radboud University Nijmegen, Netherlands Teachers’ epistemic beliefs and orchestration through dashboards of groups working with CSCL tools Baruch Schwarz, Hebrew University of Jerusalem, Israel; Osama Swidan, Ben-Gurion University, Israel, Israel; Naomi Prusak, Hebrew University, Israel, Israel; Alik Palatnik, Shaanan Academic Religious Teachers’ College, Israel, Israel; Adva Livny, Hebrew University, Israel, Israel

Session B: 5	Time: 13:45-15:15	Location: Lecture Hall – H04 – Knorr- Bremse Hörsaal
INVITED SESSION: WORLDCAFÉ PRACTICE-BASED RESEARCH
Chair Frank De Jong, Aeres University of Applied Sciences Wageningen & Open University Heerlen, Netherlands Organiser Martijn Willemse, Windesheim University of applied sciences, Netherlands Discussant Frank De Jong, Aeres University of Applied Sciences Wageningen & Open University Heerlen, Netherlands	Worldcafé 1 Erkko Sointu, University of Eastern Finland, Finland Worldcafé 2 Harry Stokhof, HAN University of Applied Sciences (UAS), Netherlands Worldcafé 3 Kati Mäkitalo, University of Oulu, Finland Worldcafé 4 Hanne Tack, Ghent University, Belgium

Session B: 6	Time: 13:45-15:15	Location: Lecture Hall – H06 – Amazon Hörsaal
INVITED SESSION: ADDRESSING STUDENT HETEROGENEITY IN LEARNING AND INSTRUCTION IN GERMAN-SPEAKING COUNTRIES
Chairs Michaela Glaeser-Zikuda, University of Erlangen-Nuremberg, Germany; Alexander Groeschner, Friedrich Schiller University Jena, Germany Discussants Hilda Borko, Stanford University, United States; Sanna Järvelä, University of Oulu, Finland	Academic self-concept and intrinsic motivation as predictors of mathematics and reading achievement Burkhard Gniewosz, University of Salzburg, Austria; Claudia Schreiner, University of Innsbruck, Austria; Alexander Steiger, Federal Institute for Education Research, Innovation, and Development of the Austrian School System, Austria; Maximilian Egger, University of Education Upper Austria, Linz, Austria; Andrea Kulmhofer-Bommer, Federal Institute for Education Research, Innovation, and Development of the Austrian School System, Austria; Christian Wiesner, Federal Institute for Education Research, Innovation, and Development of the Austrian School System, Austria Self-regulation and -assessment in school – cognitive and affective effects of rubrics and portfolio Michaela Glaeser-Zikuda, University of Erlangen-Nuremberg, Germany; Florian Hofmann, Friedrich-Alexander-University of Erlangen-Nuremberg, Germany; Susi Klaß, Friedrich Schiller University Jena, Germany Dealing with disruptions in heterogeneous classrooms – a training on prevention and intervention Felicitas Thiel, Freie Universität Berlin, Germany; Victoria L. Barth, Freie Universität Berlin, Germany; Diemut Ophardt, Technische Universität Berlin, Germany; Irina-Rosa Kumschick, PH Luzern, Professions- und Unterrichtsforschung, Switzerland How Productive Classroom Discourse Supports Teacher Judgment of Students’ Self-concept of Ability Maralena Pielmeier, Technical University of Munich (TUM), Germany; Alexander Groeschner, Friedrich Schiller University Jena, Germany; Tina Seidel, Technische Universität München (TUM), Germany; Ann-Kathrin Schindler, Technische Universität München (TUM), Germany

Session B: 7	Time: 13:45-15:15	Location: Lecture Hall – H09
SINGLE PAPER: TEACHER PROFESSIONAL DEVELOPMENT
Chair Saku Määttä, University of Turku / Faculty of Education, Finland	The impact of student teachers’ prerequisites on their acquisition of pedagogical knowledge Christina Dr. Watson, University of Paderborn, Germany Using relevance instructions to support the integration of teacher knowledge Alexander Renkl, University of Freiburg, Germany; Helene Rieche, University of Freiburg, Germany; Eileen Spitzmesser, University of Freiburg, Germany; Alisa Röddiger, University of Freiburg, Germany; Timo Leuders, University of Education Freiburg, Germany Teachers’ diagnosis of students’ deep understanding Satomi Shiba, University of Tokyo, Japan; Yuri Uesaka, The University of Tokyo, Japan; Bethany Rittle-Johnson, Vanderbilt University, United States; Eriko Ota, University of Tokyo, Japan; Mari Fukuda, University of Tokyo, Japan Learning from teacher perspective: Teachers’ professional vision of students’ mathematical learning Maikki Pouta, University of Turku, Finland; Erno Lehtinen, University of Turku, Finland; Tuire Palonen, University of Turku, Finland

Session B: 8	Time: 13:45-15:15	Location: Seminar Room – S04
SINGLE PAPER: INQUIRY LEARNING
Chair Vasileios Symeonidis, University of Innsbruck, Austria	Learning from reviewing peers' concept maps in an inquiry context: to comment or to grade? Nataliia Dmoshinskaia, University of Twente, Netherlands; Hannie Gijlers, University of Twente, Netherlands; Ton de Jong, University of Twente, Netherlands It’s Not Only What You Say, But How You Say It: Prosodic and Content Analysis Of Teacher's Talk Raija Hamalainen, University of Jyväskylä, Finland; Bram De Wever, Ghent University, Belgium; Teija Waaramaa, University of Tampere, Finland; Anne-Maria Laukkanen, University of Tampere, Finland; Joni Lämsä, University of Jyväskylä, Finland Detrimental effects of constructive learning activities on students’ learning Andreas Lachner, University of Tübingen, Germany; Juliane Richter, Leibniz-Institut für Wissensmedien, Germany; Leonie Jacob, Leibniz-Institut für Wissensmedien (IWM), Germany; Friederike Bilgenroth, Eberhard Karls Universität Tübingen, Germany; Katharina Scheiter, Leibniz-Institut für Wissensmedien, Germany Views of middle school teachers and students on developing self-directed learning Penny Van Deur, Flinders University of South Australia, Australia

Session B: 9	Time: 13:45-15:15	Location: Seminar Room – S12
POSTER PRESENTATION: EARLY CHILDHOOD EDUCATION
Chair Iva Stuchlikova, University of South Bohemia Ceske Budejovice, Czech Republic	Do Preschool Teachers Use the Classroom Library for Children’s Mathematics Development? Michele Stites, University of Maryland Baltimore County, United States; Susan Sonnenschein, University of Maryland, Baltimore County, United States; Rebecca Dowling, University of Maryland, Baltimore County, United States; Brittany Gay, University of Maryland Baltimore County, United States How do mothers support pre-schoolers in understanding emotions during picturebook reading? Elisabeth Duursma, University of Wollongong/Early Start Research Institute, Australia; Cheryl Ho, University of Wollongong, Australia A scale for measuring attitudes towards mathematics in preschoolers: ESAMAT Carlos Mera, University of Cadiz, Spain; Manuel Aguilar-Villagran, University of Cadiz, Spain; Belén Román, University of Cadiz, Spain; Estíbaliz Aragón, University of Cadiz, Spain; Jose I. Navarro-Guzman, University of Cadiz, Spain A cross-cultural study on children’s perception and play and learning: Results from Hong Kong Doris Cheng, Tung Wah College, Hong Kong; James Ko, The Education University of Hong Kong, Hong Kong Bilingualism and verbal self-regulation: A study on underlying processes of the bilingual advantage Susanne Enke, University of Leipzig, Germany; Catherine Gunzenhauser, Leipzig University, Germany; Julia Karbach, University of Koblenz-Landau, Germany; Henrik Saalbach, University of Leipzig, Germany Self-projection in pre-schoolers: Do diverse (socio)-cognitive skills share a common mechanism? Anna-Sophie Immel, Donders Institute, Radboud University, Netherlands; Marlene Meyer, University of Chicago, United States; Hinke Endedijk, Utrecht University, Netherlands; Mareike Altgassen, Donders Institute, Radboud University, Netherlands; Sabine Hunnius, Donders Institute, Radboud University, Netherlands

Session B: 10	Time: 13:45-15:15	Location: Seminar Room – S10
POSTER PRESENTATION: ARGUMENTATION, REASONING AND INQUIRY LEARNING
Chair Sabine Manzel, Universität Duisburg-Essen, Germany	The effects of multimodal representations on students during cooperative, inquiry-based science Robyn Gillies, The University of Queensland, Australia Development of Instructions for Disagreement Resolutions in Reasoning about Diverging Information Toshio Mochizuki, Senshu University, Japan; Clark Chinn, Rutgers University, United States; Randi Zimmerman, Rutgers University Graduate School of Education, United States; Etsuji Yamaguchi, Kobe University, Japan Quality of Collaborative Group Engagement in Face-to-Face High-School Physics Argumentation Dalila Dragnic-Cindric, University of North Carolina at Chapel Hill, United States; Nikki Lobczowski, University of North Carolina at Chapel Hill, United States; Sara Baszczewski, The Pennsylvania State University, United States; Jeff Greene, University of North Carolina, United States; Ana Butler, The Pennsylvania State University, United States; P. Karen Murphy, The Pennsylvania State University, United States Analyzing students’ causal historical reasoning. Effects of a professional development program. Jannet van Drie, University of Amsterdam, Netherlands; Gerhard Stoel, RICDE / University of Amsterdam, Netherlands Linking out-of-school and in-classroom instruction using a Citizen Science Approach to Learning Alena Rögele, University of Tuebingen, Germany; Katharina Scheiter, Leibniz-Institut für Wissensmedien, Germany; Christoph Randler, University of Tuebingen, Germany The effect of using smart devices for communication to support inquiry-based learning Külli Kori, Tallinn University, Estonia; Eliis Vana, Univeristy of Tartu, Estonia

Session B: 11	Time: 13:45-15:15	Location: Seminar Room – S11
POSTER PRESENTATION: EDUCATIONAL PSYCHOLOGY
Chair Tobias Fredlund, University of Oslo, Sweden	Situation specificity of educational practitioners' subjective theories Jean-Luc Patry, University of Salzburg, Austria Do dimensional upward comparisons serve self-enhancement needs? Tobias Baumann, Institut für Bildungsforschung, Germany Building a New Model for the Formation and Regulation of Emotions in Collaborative Learning Nikki Lobczowski, University of North Carolina at Chapel Hill, United States FaceReader as a means to detect primary school students’ emotions during science workshops Elisa Vilhunen, University of Helsinki, Finland; Kalle Juuti, University of Helsinki, Finland; Anni Loukomies, University of Helsinki, Finland; Jari Lavonen, University of Helsinki, Finland; Katariina Salmela-Aro, Helsinki University, Finland The translation and validation of the interest/deprivation young children scale to Swedish John Kaneko, Stockholm University, Sweden The Longitudinal Interplay Among Early Familiy Risks, Self-Efficacy and Socio-Emotional Development Fabio Sticca, Marie Meierhofer Children's Institute, Switzerland; Olivia Gasser-Haas, Marie Meierhofer Institute for the Child, Switzerland; Corina Wustmann Seiler, Pädagogische Hochschule Zürich, Switzerland

Session B: 12	Time: 13:45-15:15	Location: Seminar Room – S14
POSTER PRESENTATION: EDUCATIONAL EFFECTIVENESS, ACCOUNTABILITY AND SCHOOL IMPROVEMENT
Chair Christopher Osterhaus, Ludwig-Maximilians-Universität (LMU), Germany	The contribution of school characteristics to secondary school students’ citizenship skills Eline Godaert, Ghent University, Belgium; Lisa De Schaepmeester, Ghent University, Belgium; Johan van Braak, Ghent University, Belgium; Koen Aesaert, Ghent University, Belgium MOOC Effectiveness as a Reflection of MOOC Learner’s Goals Set and Achieved Polina Pekker, Lomonosov Moscow State University, Russian Federation Applicability of an academic resilience model Dóra Fanni Szabó, MTA-SZTE Research Group on the Development of Competencies, Hungary Relationship between choices in general upper secondary school and admission to educational sciences Jenni Kunnari, University of Oulu, Finland, Finland; Jouni Pursiainen, University of Oulu, Finland; Esa Laara, University of Oulu, Finland; Jarmo Rusanen, University of Oulu, Finland; Hanni Muukkonen, University of Oulu, Finland Differential perception of the usefulness of standardized student assessments Kathrin Vettorazzi, ISQ – Berlin Brandenburg Institute for School Quality Improvement, Germany; Marina Wenger, ISQ – Berlin Brandenburg Institute for School Quality Improvement, Germany; Anna Lena Schilling, Freie Universität Berlin, Germany; Holger Gaertner, Freie Universitaet Berlin, Germany Significant learning experiences of Estonian students at a ‘happy school’ Eda Heinla, Tallinn University, Estonia; Tiiu Kuurme, Tallinn University, Sweden

Session B: 13	Time: 13:45-15:15	Location: Seminar Room – S16
POSTER PRESENTATION: PRE-SERVICE TEACHER EDUCATION
Chair Martin Rehm, Pädagogische Hochschule Weingarten, Germany	What prevents Social Innovation in Kindergarten? Jasmin Luthardt, University of Apllied Science Potsdam, Germany Authenticity in a role-play simulation of diagnostic interviews for pre-service mathematics teachers Stefan Ufer, Ludwig-Maximilians-Universität (LMU), Germany; Bernhard Marczynski, University of Munich (LMU), Germany; Kathleen Stürmer, Univerity of Tübingen, Germany; Christof Wecker, Universität Hildesheim, Germany; matthias siebeck, Ludwig Maximilians University, Germany Simulations to help pre-service teachers in diagnosing scientific reasoning in physics and biology Amadeus J. Pickal, University of Hildesheim, Germany; Christof Wecker, Universität Hildesheim, Germany; Birgit J. Neuhaus, LMU Munich, Germany; Raimund Girwidz, LMU Munich, Germany Preservice teachers’ experience in an innovative training activity: Serious games as protected space Christian SEBASTIÁN, Pontificia Universidad Católica de Chile, Chile; María Josefa Smart Torrealba, Pontificia Universidad Católica de Chile, Chile; Sebastián ZAPAPA, Pontificia Universidad Católica de Chile, Chile; Martín Vergara Wilson, Pontificia Universidad Católica de Chile, Chile; Macarena Sanhueza Céspedes, Pontificia Universidad Católica de Chile, Chile; María Rosa LISSI, Pontificia Universidad Católica de Chile, Chile Comparing strategies to develop teachers' epistemological beliefs in the interpsychological plane Martín Vergara Wilson, Pontificia Universidad Católica de Chile, Chile; Macarena Sanhueza Céspedes, Pontificia Universidad Católica de Chile, Chile; Christian SEBASTIÁN, Pontificia Universidad Católica de Chile, Chile; María Josefa Smart Torrealba, Pontificia Universidad Católica de Chile, Chile; María Rosa Lissi, Pontificia Universidad Católica de Chile, Chile Aggression-management competence development: the effect of online clinical simulations Delphine Franco, University of Ghent, Belgium; Martin Valcke, Ghent University, Belgium

Session B: 14	Time: 13:45-15:15	Location: Seminar Room – S07
POSTER PRESENTATION: LEARNING AND EDUCATIONAL TECHNOLOGY
Chair Ivy Lau, The University of Hong Kong, Hong Kong	Word count and helpfulness ratings in online peer reviews: creating effective learning environments Sarah Faye, University of California, Davis, United States Measuring higher education students’ engagement through multimodal data Pieter Vanneste, KU Leuven KULAK, Belgium; Annelies Raes, imec-ITEC-KU Leuven Centre for Instructional Psychology and -Technology, Belgium; Ine Windey, KU Leuven KULAK, Belgium; Fien Depaepe, KU Leuven, Belgium; Wim Van den Noortgate, imec-ITEC, KU Leuven campus Kulak Kortrijk, Etienne Sabbelaan 51, 8500 Kortrijk, Belgium ; Faculty of Psychology and Educational Sciences, KU Leuven, Dekenstraat 2, 3000 Leuven, Belgium, Belgium Supporting learners’ self-regulated learning in Massive Open Online Courses Renee Jansen, Utrecht University, Netherlands; Anouschka van Leeuwen, Utrecht University, Netherlands; Jeroen Janssen, Utrecht University, Netherlands; Rianne Conijn, Tilburg University, Netherlands; Liesbeth Kester, Utrecht University, Netherlands Heuristics in software modelling: An eye tracking study Florian Hauser, Regensburg University of Applied Sciences, Germany; Rebecca Reuter, Regensburg University of Applied Sciences, Germany; Andreas Gegenfurtner, University of Passau, Germany; Hans Gruber, University of Regensburg, Germany; Jürgen Mottok, Regensburg University of Applied Sciences, Germany; Ivonne Hutzler, Regensburg University of Applied Sciences, Germany The E-Learning Setting Circle: Critical Issues for E-Learning Research and Theory Development Marco Rüth, University of Cologne, Germany; Kai Kaspar, University of Cologne, Germany Informal learning via using webpages and its potential for developing financial literacy Baerbel Fuerstenau, TU Dresden, Germany; Mandy Hommel, TU Dresden, Germany

Session B: 15	Time: 13:45-15:15	Location: Lecture Hall – H08
POSTER PRESENTATION: ATTITUDES AND BELIEFS
Chair Markus H. Hefter, Bielefeld University, Germany	Happy victimizing in the form of cyber mobbing: an attitudinal approach Fritz Oser, University of Fribourg, Switzerland; Horst Biedermann, University of Teacher Education St.Gallen, Switzerland The influence of teaching approach on students’ conceptual learning in Physics Christian Tarchi, University of Florence, Italy; Lucia Bigozzi, University of Florence, Italy; Federica Stefanelli, University of Florence, Italy Understanding Students’ Perceptions of Writing Feedback Sarah Marrs, Virginia Commonwealth University, United States; Sharon Zumbrunn, Virginia Commonwealth University, United States; Eric Ekholm, Virginia Commonwealth University, United States What is Inclusion – Developing a Questionnaire to Assess Concepts of Inclusive Education Jennifer Lambrecht, University of Potsdam, Germany; Stefanie Bosse, University of Potsdam, Germany; Katja Bogda, University of Potsdam, Germany; Jessica Jaeuthe, University of Potsdam, Germany; Nadine Spörer, University of Potsdam, Germany Acquiring entrepreneurial competences in higher education studies: learners’ preliminary intentions Carla Quesada-Pallarès, Universitat Autònoma de Barcelona, Spain; Richard Tunstall, University of Leeds, United Kingdom; Susan Whittle, University of Leeds, United Kingdom; Karen Burland Clark, University of Leeds, United Kingdom Exploring Happy Victimizing in the context of business and organizations Karin Heinrichs, Pädagogische Hochschule Oberösterreich, Austria; Christian Schadt, Georg-August-Universität Göttingen, Germany

Session B: 16	Time: 13:45-15:15	Location: Seminar Room – S09
POSTER PRESENTATION: TEACHING AND TEACHER EDUCATION
Chair Chiel vander Veen, VU University Amsterdam, Netherlands	Learning journals support knowledge integration of history teacher students Christina Schuba, Albert-Ludwigs-University Freiburg, Germany; Matthias Nückles, University of Freiburg, Germany Development of an Instrument for Measuring Teachers’ Knowledge of Mathematical Equivalence Emine Simsek, Loughborough University, United Kingdom; Ian Jones, Loughborough University, United Kingdom; Iro Xenidou-Dervou, Loughborough University, United Kingdom; Margaret Dowens, The University of Nottingham Ningbo China, China Are educational sciences too soft? Student teachers’ attitudes towards educational sciences Joerg Wittwer, University of Freiburg, Germany; Thamar Voss, University of Freiburg, Germany; Helen Ernst, University of Freiburg, Germany Learning tasks: Which role do they play in music lessons? A mixed-method approach Sandra Degen, University of Zurich, Switzerland Planning for sensemaking: What do pre-service teachers consider when designing modeling activities? Candice Guy-Gaytán, University of Nevada, Reno, United States Designing Flexible, Web-based forms of Professional Development to Impact Teacher Learning Nanette Seago, WestEd, United States; Elizabeth Dyer, WestEd, United States

Session B: 17	Time: 13:45-15:15	Location: Seminar Room – S02
POSTER PRESENTATION: LITERACY
Chair Rola Ajjawi, Deakin University, Australia	Peer assessment to enhance primary school pupils’ oral competencies. The peer best designed feedback Stéphane Colognesi, Université catholique de Louvain (UCL), Belgium; Liesje Coertjens, Université catholique de Louvain (UCL), Belgium; Caroline Vassart, Université catholique de Louvain (UCL), Belgium; Benoit Blondeau, Université catholique de Louvain (UCL), Belgium Prevalence and stability of comorbid reading and arithmetic fluency problems in primary school Mikko Aro, University of Jyväskylä, Finland; Jenni Puttonen, University of Jyväskylä, Finland; Riikka Heikkilä, University of Jyväskylä, Finland; Tuire Koponen, University of Jyväskylä, Finland Reference to Rhetoric: Children's Metalinguistic Awareness and their Achievement in Writing Moira Newton, The University of Auckland, New Zealand Cultivation of STEM professionals: Evidences from top-15 participating economies in PISA 2015 Study Soi-kei Mak, University of Macau, Macao; Pou Seong Sit, University of Macau, Macao; Kwok-cheung Cheung, University of Macau, Macao; Man-kai Ieong, University of Macau, Macao Improving preschool language outcomes via professional development: an RCT Sandra Mathers, University of Oxford, United Kingdom; Iram Siraj, University of Oxford, United Kingdom Enhancing the home language environment using digital technology Alex Hodgkiss, University of Oxford, United Kingdom; Sandra Mathers, University of Oxford, United Kingdom; Fiona Jelley, University of Oxford, United Kingdom

Session B: 18	Time: 13:45-15:15	Location: Seminar Room – S13
POSTER PRESENTATION: MIXED-METHOD RESEARCH
Chair Kit Double, University of Oxford, United Kingdom	Support Programmes at Primary Schools – a Multimethod Study of Good-practice Schools Stefanie Schnebel, University of Education Weingarten, Germany; Sandra Langer, University of Education Weingarten, Germany Characteristics of planning, implementation and evaluation of additional professional support Tina Vrsnik Perse, Faculty of Education, University of Maribor, Slovenia; Marta Licardo, University of Maribor Faculty of Education, Slovenia; Katja Košir, Faculty of Arts, University of Maribor, Slovenia Eliciting socially shared metacognitive regulation in ill-structured problems Mari Ader, Welten Institute – Open University of the Netherlands, Netherlands; Jan van Bruggen, Open Universiteit, Netherlands; Marjan Vermeulen, Heerlen Open Universiteit, Netherlands Teaching immigrant children: A multi-method approach to teacher identity negotiation Sotiria Pappa, University of Jyväskylä, Finland; Anneli Eteläpelto, University of Jyväskylä, Finland; Virpi-Liisa Kykyri, University of Jyväskylä, Finland; Josephine Moate, University of Jyväskylä, Finland Examining Teachers’ Strategies to Judge Student Achievement from a Cue Utilization Perspective Chunjie Zhu, University of Passau, Germany; Qiguang Yang, Jiangnan University, China; Detlef Urhahne, University of Passau, Germany Network analysis as a unifying element in quantitative and qualitative research approaches Mathias Mejeh, University of Bern, Switzerland

Session B: 19	Time: 13:45-15:15	Location: Seminar Room – S03
POSTER PRESENTATION: SOCIAL INTERACTION IN LEARNING AND INSTRUCTION
Chair Hege Hermansen, Department of Education, University of Oslo, Norway	Nurturing the fluid body language of receptive-responsive dialogue – Key pedagogic challenges Eva Vass, Western Sydney University, Australia; Gabriella Deszpot, Liszt Academy of Music, Hungary Productive deviations: learner agency, interest development and learning Jaakko Hilppö, University of Helsinki, Finland; Reed Stevens, Northwestern University, United States On the Move to Learn: Combining physical and academic activity in a fourth-grade math class Magnus Hontvedt, University of Southeast Norway, Norway; Ingeborg Krange, Kristiania University College, Norway Time on Task of Students in Inclusive Classrooms – Results of a multi-perspective video analysis Bianka Troll, Leuphana Universität Lüneburg, Germany; Michael Besser, Leuphana University of Lüneburg, Germany What is learning for secondary-school students? Students’ perceptions examined in Brazil and Finland Juliene Ferreira, University of Tampere, Finland Learning Language using a Digital Communication Plattform Kristin Kibsgaard Sjøhelle, Volda University College, Norway

Session B: 20	Time: 13:45-15:15	Location: Seminar Room – S15
POSTER PRESENTATION: TEACHER PROFESSIONAL DEVELOPMENT
Chair Anne Nevgi, University of Helsinki, Finland	An Analytic Framework for Inter-organizational Collaboration in Inclusive Education Jantien Gerdes, Vrije Universiteit Amsterdam, Netherlands; Sui Lin Goei, Windesheim University of Applied Sciences, Netherlands; Mariette Huizinga, Vrije Universiteit Amsterdam, Netherlands; Doret de Ruyter, University of Humanistic Studies, Netherlands Veteran and Novice Teacher Participation in Collaborative Reflective Inquiry Livat Eshchar – Netz, Ben-Gurion University of the Negev, Israel; Dana Vedder-Weiss, Ben Gurion University of the Negev, Israel; Adam Lefstein, Ben-Gurion University of the Negev, Israel Reforming Vocational Teacher Education – Workplace-orientated and Technology enhanced approach Jiri Vilppola, Tampere University of Applied Sciences, Finland; Raija Hamalainen, University of Jyväskylä, Finland; Katja Vähäsantanen, University of Jyväskylä, Finland Teacher-reflection and organizational knowledge development in master-teacher programmes in Hungary Krisztián Urbán, Eötvös Loránd University, Budapest, Hungary; Judit Szivák, Eötvös Loránd University, Budapest, Hungary; Nóra Rapos, ELTE University, Faculty of Education and Psychology, Hungary Effects of a teacher-training program on reading strategy instruction in history classrooms Marlies ter Beek, University of Groningen, Netherlands; Marie-Christine Opdenakker, University of Groningen, Netherlands; Jan-Willem Strijbos, University of Groningen, Netherlands Audio diaries: developing pre-service teachers’ reflective practices NOEMI BIRTA-SZEKELY, Babes-Bolyai University, Romania

Session B: 21	Time: 13:45-15:15	Location: Seminar Room – S01
POSTER PRESENTATION: MOTIVATION
Chair Tine Nielsen, University of Copenhagen, Denmark	It's still learning a language: Motivational profiles for learning own and new languages Quint Oga-Baldwin, Waseda University, Japan; Luke Fryer, The University of Hong Kong, Hong Kong A Multilevel, Longitudinal Examination of Students’ and Teachers’ Growth Orientation in Mathematics Keiko Bostwick, UNSW, Australia; Andrew Martin, University of New South Wales, Australia; Rebecca Collie, University of New South Wales, Australia; Tracy Durksen, University of New South Wales, Australia Quantitative Self-Efficacy Across the First Year of College: Trajectories by Gender and STEM Major Jaeyun Han, University of Kentucky, United States; Ellen Usher, University of Kentucky, United States; Caihong Li, University of Kentucky, United States; Calah Ford, University of Kentucky, United States; Xiao-Yin Chen, University of Kentucky, United States; Kelsey Corcoran, University of Kentucky, United States; Cara Worick, Universtity of Kentucky, United States; Christia Brown, University of Kentucky, United States Effects of different design features on the motivation to participate in non-formal music programs Kathrin Smolarczyk, Friedrich-Alexander-Universität Erlangen-Nürnberg, Germany; Verena Wießnet, Friedrich-Alexander- Universität Erlangen-Nürnberg (FAU), Germany; Lisa Birnbaum, Friedrich-Alexander-Universität Erlangen-Nürnberg, Germany; Stephan Kroener, Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), Germany Exploring the Within-Person Structure of Motivation and Emotion Ayame Tamura, Doshisha University, Japan; Ryo Ishii, Nara University of Education, Japan; Ayano Yagi, Kochi University of Technology, Japan; Noriaki Fukuzumi, Kochi University, Japan; Aya Hatano, Japan Society for the Promotion of Science & Kochi University of Technology, Japan; Michiko Sakaki, University of Reading, United Kingdom; Ayumi Tanaka, Doshisha University, Japan; Kou Murayama, University of Reading, United Kingdom The effects of nudges on reading motivation, reading frequency, and reading comprehension. Lisa van der Sande, Vrije Universiteit Amsterdam, Netherlands; Ilona Wildeman, Vrije Universiteit Amsterdam, Netherlands; Roel van Steensel, Erasmus University Rotterdam, Netherlands; Adriana Bus, Vrije Universiteit Amsterdam, Netherlands

Session B: 22	Time: 13:45-15:15	Location: Seminar Room – S06
SYMPOSIUM: MIXED METHODS SOCIAL NETWORK ANALYSIS IN LEARNING AND EDUCATION: THE PAST, THE PRESENT, THE FUTURE
Chair Bart Rienties, Open University, United Kingdom Organiser Dominik E. Froehlich, University of Vienna, Austria Discussant Jasperina Brouwer, University of Groningen, Netherlands	Networks of musicians at different expert levels Manuel Laengler, University of Regensburg, Germany; Markus Nivala, University of Gothenburg, Sweden; Jasperina Brouwer, University of Groningen, Netherlands; Tuire Palonen, University of Turku, Finland; Hans Gruber, University of Regensburg, Germany Understanding the social transition experiences of doctoral students Jenna Mittelmeier, University of Manchester, United Kingdom; Bart Rienties, Open University, United Kingdom; Divya Jindal- Snape, University of Dundee, United Kingdom; Kate Zhang, The American University of Paris, France Unpacking beginning teachers’ collegial network structure: A mixed-method social network study Laura Monique Thomas, Ghent University, Belgium; Melissa Tuytens, University of Ghent, Belgium; Geert Devos, Ghent University, Belgium; Geert Kelchtermans, KU LEUVEN, Belgium; Ruben Vanderlinde, Ghent University, Belgium Mapping Mixed Methods Approaches to Social Network Analysis in Learning and Education Dominik E. Froehlich, University of Vienna, Austria

Session B: 23	Time: 13:45-15:15	Location: Seminar Room – S05
SINGLE PAPER: SELF-EFFICACY AND MOTIVATION
Chair Sonia Ilie, University of Cambridge, United Kingdom	Do achievement goals influence students’ causal attributions for success in the context of writing? Francesca Suter, University of Zurich, Switzerland; Yves Karlen, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland; Carmen Hirt, University of Applied Sciences and Arts Northwestern Switzerland (FHNW), Switzerland; Katharina Maag Merki, University of Zurich, Switzerland Development and Validation of the Situation-Specific Expectancy-Value Form of Learning Motivation Kerstin Kisielski, TU Dresden – Psychology of Learning and Instruction, Germany; Susanne Narciss, TU Dresden, Germany Mutual predictions between interest, self-efficacy, and perceived difficulty during a task Katariina Nuutila, University of Helsinki, Finland; Samuel Greiff, University of Luxembourg, Luxembourg; Sirkku Kupiainen, University of Helsinki, Finland; Matthias Stadler, Ludwig-Maximilians-Universität (LMU), Germany; Anna Tapola, University of Helsinki, Finland; Heta Tuominen, University of Helsinki, Finland; Markku Niemivirta, University of Oslo, Norway Promoting Motivational Regulation with a Learning Diary Thomas Martens, Medical School Hamburg, Germany

Session C: 1	Time: 15:30-17:00	Location: Lecture Hall – H09
SIG INVITED SYMPOSIUM: LEARNING WITH CONCEPTUAL CHANGE IN PROFESSIONAL WORKING LIFE AND TEACHER TRAINING
Chair Gertraud Benke, Klagenfurt University, Austria Organiser Konstantinos Christou, University of Western Macedonia, Greece Discussant Lina Markauskaite, University of Sydney, Australia	Teaching for conceptual change. How about the teachers? Erik Meij, Windesheim University of Applied Sciences, Netherlands; Anneke Smits, Windesheim University, Netherlands Applying Conceptual Change Research to Teacher Professional Development Stella Vosniadou, Flinders University, Australia How can knowledge restructuring and conceptual change be coupled? Hans Gruber, University of Regensburg, Germany; Jörg Marienhagen, University of Regensburg, Germany; Barbara Moschner, Carl von Ossietzky Universität Oldenburg, Germany Career-long Conceptual Change in the Medical Profession Els Boshuizen, Open University of the Netherlands, Netherlands

Session C: 2	Time: 15:30-17:00	Location: Seminar Room – S04
SIG INVITED SYMPOSIUM: MIXED METHODS SOCIAL NETWORK ANALYSIS FOR LEARNING AND EDUCATION
Chair Jasperina Brouwer, University of Groningen, Netherlands Organiser Dominik E. Froehlich, University of Vienna, Austria Discussant Dominik E. Froehlich, University of Vienna, Austria	Around and around: The concentric circle method as powerful tool to collect MMSNA data Piet Van den Bossche, University of Antwerp, Belgium; Sara Van Waes, University of Antwerp, Belgium Social network analysis and activity theory: A symbiotic relationship Victoria Murphy, Open University, United Kingdom; Bart Rienties, Open University, United Kingdom; Allison Littlejohn, Open University, United Kingdom The Role of Mixed-Method Social Network Analysis in Educational Sciences Natasa Pantic, University of Edinburgh, United Kingdom; Laura Monique Thomas, Ghent University, Belgium; Jasperina Brouwer, University of Groningen, Netherlands; Sarah Galey, University o Edinburgh, United Kingdom; Dominik E. Froehlich, University of Vienna, Austria Nomination data in classroom settings. SNA and peer relationships Tuire Palonen, University of Turku, Finland

Session C: 3	Time: 15:30-17:00	Location: Lecture Hall – H04 – Knorr- Bremse Hörsaal
SYMPOSIUM: ANALYTICAL APPROACHES FOR INVESTIGATING KNOWLEDGE CO-CREATION IN HIGHER EDUCATION
Chair Hanni Muukkonen, University of Oulu, Finland Organisers Hanni Muukkonen, University of Oulu, Finland; Crina Damsa, University of Oslo, Norway Discussant Monika Nerland, University of Oslo, Norway	Constructing shared understanding of complex problems: An inscriptional blending perspective Natasha Arthars, The University of Sydney, Australia; Lina Markauskaite, University of Sydney, Australia Analyzing learning through co-creation of knowledge objects in software engineering education Crina Damsa, University of Oslo, Norway; Rachelle Esterhazy, University of Oslo, Norway Collaborative reasoning over domain knowledge and strategic processes – an exploratory case study Piia Naykki, University of Oulu, Finland; Jaana Isohätälä, University of Oulu, Finland; Nikki Lobczowski, University of North Carolina at Chapel Hill, United States, United States; Sanna Järvelä, University of Oulu, Finland; Jeff Greene, University of North Carolina, United States Learning knowledge work practices in different types of courses in agricultural sciences Minna Lakkala, University of Helsinki, Finland; Hanni Muukkonen, University of Oulu, Finland; Hanna-Riitta Kymäläinen, Department of Agricultural Sciences, University of Helsinki, Finland; Liisa Ilomäki, University of Helsinki, Finland; Auli Toom, University of Helsinki, Finland

Session C: 4	Time: 15:30-17:00	Location: Lecture Hall – H10
SYMPOSIUM: IMPLICIT THEORIES IN EDUCATION
Chairs Silke Hertel, Ruprecht-Karls-Universität Heidelberg, Germany; Yves Karlen, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland Organiser Katharina Kriegbaum, Heidelberg University, Germany Discussant Barbara Schober, University of Vienna, Austria	Manipulation of implicit theories and effects on parental co-regulation in preschoolers Maren Stern, University of Heidelberg, Germany; Kim Gärtner, Heidelberg University, Germany; Silke Hertel, Ruprecht-Karls- Universität Heidelberg, Germany The role of implicit theories and grit in predicting students’ academic motivation and achievement Yves Karlen, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland; Francesca Suter, University of Zurich, Switzerland; Carmen Hirt, University of Applied Sciences and Arts Northwestern Switzerland (FHNW), Switzerland; Katharina Maag Merki, University of Zurich, Switzerland A malleable view of excellence can help attract underrepresented minorities to elite organizations Silke Hertel, Ruprecht-Karls-Universität Heidelberg, Germany; Katharina Kriegbaum, Heidelberg University, Germany; Christina Bauer, Freie Universität Berlin, Germany; Bettina Hannover, FU Berlin, Germany Profiles of implicit theories and their relation to aspects of self-regulated learning Silke Hertel, Ruprecht-Karls-Universität Heidelberg, Germany; Katharina Kriegbaum, Heidelberg University, Germany; Yves Karlen, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland

Session C: 5	Time: 15:30-17:00	Location: Lecture Hall – H06 – Amazon Hörsaal
SYMPOSIUM: THE ROLE OF ATTITUDES AND EPISTEMIC BELIEFS FOR LEARNING AND INSTRUCTION
Chair Martin Daumiller, University of Augsburg, Germany Organiser Stefan Siegel, University of Augsburg, Germany Discussant Robert Kordts-Freudinger, University of St. Gallen, Switzerland	Attitudes Towards Heterogeneity of Secondary Students Stefanie Dotzel, University of Mannheim, Germany; Karina Karst, University of Mannheim, Germany Conditional effects of epistemic beliefs on attitudes, vaccine misconceptions, and conceptual change James Vivian, McGill University, Canada; Krista Muis, McGill University, Canada Theory-related Attitudes and Beliefs of Students and Lecturers: Results of a Mixed-Methods- Study Stefan Siegel, University of Augsburg, Germany; Martin Daumiller, University of Augsburg, Germany The Evidence-Based Teaching Knowledge, Beliefs and Attitudes Scale Despoina Georgiou, Ludwig-Maximilian University of Munich (LMU), Germany; Sog Yee Mok, University of Zurich, Switzerland; Anne Wiesbeck, TUM School of Education, Germany; Frank Fischer, Ludwig-Maximilians-Universität (LMU), Germany; Tina Seidel, Technische Universität München (TUM), Germany

Session C: 6	Time: 15:30-17:00	Location: Seminar Room – S05
SYMPOSIUM: TEACHER WELLBEING: WHAT DOES IT MEAN AND HOW CAN IT BE SUPPORTED?
Chair Susan Beltman, Curtin University, Australia Discussant Carmela Aprea, University of Mannheim, Chair of Business and Economic Education – Instructional Design and Evaluation, Germany	A systematic review of the research literature on teacher well-being Tina Hascher, University of Bern, Switzerland; Jennifer Waber, University of Bern, Switzerland On the path of mindfulness with Quebec student teachers Mylene Leroux, Université du Québec en Outaouais (UQO), Canada; Nancy Goyette, Université du Québec à Trois-Rivières, Canada; Catherine Malboeuf-Hurtubise, Bishop’s University, Canada Fostering school teachers’ resilience and wellbeing through professional learning José Castro Silva, ISPA-Instituto Universitário, Portugal; Luisa Fernandes, ISPA – Instituto Universitário/CIE-ISPA, Portugal; Francisco Peixoto, ISPA – Instituto Universitário / CIE – ISPA (Research Center in Education), Portugal; Maria João Gouveia, ISPA – Instituto Universitário, Portugal “I actually felt more confident”: Using online modules to develop preservice teacher self-efficacy. Caroline Mansfield, University of Notre Dame Australia, Australia; Susan Beltman, Curtin University, Australia

Session C: 7	Time: 15:30-17:00	Location: Lecture Hall – H08
SINGLE PAPER: COMPREHENSION OF TEXT AND GRAPHICS
Chair Christopher Anson, North Carolina State University, United States	OER accessibility and the effect of simplification on text processing among English learners Irina Rets, The Open University, United Kingdom, United Kingdom; Ursula Stickler, The Open University, United Kingdom, United Kingdom; Tim Coughlan, The Open University, United Kingdom, United Kingdom; Lluisa Astruc, The Open University, United Kingdom, United Kingdom Human vis-a-vis Nature: Analytical perspective implicated in Chinese ESL textbooks Ka Lok Cheng, The University of Hong Kong, Hong Kong Learning from texts and mind maps: an eye-tracking and retrospective interview study Emmelien Merchie, Ghent University, Belgium; Rielke Bogaert, Ghent University, Belgium; Hilde Van Keer, Ghent University, Belgium; Leen Catrysse, University of Antwerp, Belgium Errors in Bayesian situations Andreas Eichler, Mathematics, Germany; Katharina Böcherer-Linder, Institute for Mathematics, Germany; Markus Vogel, University of Education Heidelberg, Germany

Session C: 8	Time: 15:30-17:00	Location: Seminar Room – S06
SINGLE PAPER: COMPREHENSION OF TEXT AND GRAPHICS AND MULTIMEDIA LEARNING
Chair Antonia Zachariou, University of Roehampton, United Kingdom	Perceptual challenges for learning from animations in educational multimedia Richard Lowe, Curtin University, Australia; Jean-Michel Boucheix, University of Dijon, LEAD-CNRS, France; Laurie Porte, University of Burgundy, France Multimedia Effects of Representational Pictures in Testing: Does the Response Format Matter? Marlit Annalena Lindner, Leibniz Institute for Science and Mathematics Education (IPN), Germany; Johannes Schult, Landesinstitut für Schulentwicklung, Germany Learning with Dynamic and Static Visualizations: Influence of Observing Hands and Spatial Ability Birgit Brucker, Leibniz-Institut für Wissensmedien (IWM), Germany; Nadine Marcus, University of New South Wales, Australia; Björn De Koning, Erasmus University Rotterdam, Netherlands; Ann-Christine Ehlis, University Hospital Tübingen, Germany; Paul Ayres, University of New South Wales, Australia; Peter Gerjets, Leibniz-Institut für Wissensmedien (IWM), Germany Presenting a Visualization Holistically versus Sequentially – Does It Make any Difference? Mandy Steinbach, University of Education Freiburg, Germany; Josef Nerb, Department of Psychology, Freiburg University of Education, Germany; Anika Dreher, Department of Mathematics, Freiburg University of Education, Germany; Alexander Eitel, University of Freiburg, Germany

Session C: 9	Time: 15:30-17:00	Location: Lecture Hall – H05
SINGLE PAPER: QUANTITATIVE METHODS AND WORKPLACE LEARNING
Chair Doris Holzberger, Technical University of Munich (TUM), Germany	A short measurement for professional agency in work organisations Eija Räikkönen, University of Jyväskylä, Faculty of Education and Psychology, Finland; Katja Vähäsantanen, University of Jyväskylä, Finland; Susanna Paloniemi, University of Jyväskylä, Finland; Päivi Hökkä, University of Jyväskylä, Finland Teaming under Uncertainty – Reflexivity and Psychological Safety for Information Sharing Therese Grohnert, Maastricht University, Netherlands; Roger Meuwissen, Maastricht University, Netherlands; Wim Gijselaers, Maastricht University, Netherlands Effects of learning culture on transfer results in critical work situations Jolanda Botke, VU University Amsterdam, Netherlands Digital competencies: A review of the literature and applications at the workplace Maren Oberländer, University of Würzburg, Germany; Andrea Beinicke, Würzburg University, Germany; Tanja Bipp, University of Würzburg, Germany

Session C: 10	Time: 15:30-17:00	Location: Seminar Room – S01
SINGLE PAPER: MATHEMATICS IN PRIMARY EDUCATION
Chair Stephan Vogel, University of Graz, Austria	Predictive power of first graders' characteristics for mathematics achievement 5 years later Kirsten Winkel, University of Mainz, Germany; Kristina Mueller, University of Mainz, Germany; Daniel Schunk, University of Mainz, Germany Teacher competence as a predictor of student achievement – Differential effects on students Simone Dunekacke, Freie Universität Berlin, Germany; Francesca Muntoni, University of Hamburg, Germany; Jan Retelsdorf, University of Hamburg, Germany; Aiso Heinze, Leibniz Institute for Science and Mathematics Education (IPN), Germany Children’s shifts of attention in phases of stable performance in arithmetic tasks Chronoula Voutsina, University of Southampton, United Kingdom; Lois George, The University of the West Indies, Jamaica; Keith Jones, University of Southampton, United Kingdom A tale of two fraction sub-constructs: The part-whole and quotient Lois George, University of the West Indies, Mona Campus, Jamaica

Session C: 11	Time: 15:30-17:00	Location: Seminar Room – S02
SINGLE PAPER: SOCIAL INTERACTION IN EARLY CHILDHOOD EDUCATION
Chair Percival Matthews, University of Wisconsin – Madison, United States	Children’s epistemic beliefs and their justifications for including others: A longitudinal study Susan Walker, Queensland University of Technology, Australia; Jo Lunn Brownlee, Queensland University of Technology, Australia; Laura Scholes, Queensland University of Technology (QUT), Australia; Eva Marianne Johansson, University of Stavanger , Faculty of Arts and Education, Norway A Friend’s Presence in Daycare Promote Toddlers’ Prosocial Behavior Toward Peers Esther Adi-Japha, Bar-Ilan University, Israel; Cilly Shohet, Bar Ilan Univesity, Israel Mother’s Interaction Behavior: Profiles, Predictors, and Competence Development of Children Gwendolin Blossfeld, University of Bamberg, Germany; Manja Attig, Leibniz Institute for Educational Trajectories (LIfBi), Germany; Sabine Weinert, University of Bamberg, Germany A Systematic Review on Teacher-Child Interactions with Multilingual and Monolingual Young Children Annegien Langeloo, University of Groningen, Netherlands; Mayra Mascareño, University of Groningen, Netherlands; Marjolein Deunk, University of Groningen, Netherlands; Nikolai Klitzing, University of Groningen, Netherlands; Jan-Willem Strijbos, University of Groningen, Netherlands

Session C: 12	Time: 15:30-17:00	Location: Seminar Room – S03
SINGLE PAPER: CITIZENSHIP EDUCATION
Chair Auli Toom, University of Helsinki, Finland	Teaching the Good Citizen? Teacher’s Approaches to Education for Democratic Citizenship in Portugal Shaima Muhammad, University of Innsbruck, Austria Civic knowledge and expected civic engagement among lower-secondary students Wolfram Schulz, Australian Council for Educational Research (ACER), Australia; Julian Fraillon, Australian Council for Educational Research (ACER), Australia Perceived democratic school climate and adolescents' civic attitudes and prosocial behavior Aileen Edele, Humboldt-Universität zu Berlin, Germany; Franziska Schwabe, TU Dortmund University, Germany; Birgit Heppt, Humboldt-Universität zu Berlin, Germany Participative teaching and democracy in the classroom – important for present and future? Elke Hildebrandt, Pädagogische Hochschule FHNW, Switzerland; Katja Maischatz, Pädagogische Hochschule FHNW, Switzerland; Annemarie Ruess, PH FHNW, Switzerland; Sabine Campana, Pädagogische Hochschule FHNW, Switzerland

Session C: 13	Time: 15:30-17:00	Location: Seminar Room – S07
SINGLE PAPER: EDUCATIONAL TECHNOLOGY AND INSTRUCTIONAL DESIGN
Chair Cristian Simoni, University of Padua, Italy	Effects of Prior Knowledge and Gaze Following on Learning from Eye Movement Modeling Examples Ellen Kok, Utrecht University, Netherlands; Lucia Chisari, Utrecht University, Netherlands; Akvile Mockeviciute, Utrecht University, Netherlands; Sterre Ruitenberg, Utrecht University, Netherlands; Lian van Vemde, Utrecht University, Netherlands; Tamara Van Gog, Utrecht University, Netherlands Fear of the unknown – student reluctance to engage in blended learning in undergraduate economics Julie Buhl-Wiggers, Copenhagen Business School, Denmark; Annemette Kjærgaaard, Copenhagen Business School, Denmark; Lisbeth la Cour, Copenhagen Business School, Denmark For whom and how? –Effects of digital tools for spatial task solving Vanesa Yepes-Serna, Bauhaus University of Weimar, Germany; Michael Montag, Bauhaus-University of Weimar, Germany; Steffi Zander, University of Applied Sciences Magdeburg-Stendal, Germany Wrong Predictions > Right Predictions: Generating Predictions as a Productive Exercise in Failure Garvin Brod, German Institute for International Educational Research (DIPF), Germany

Session C: 14	Time: 15:30-17:00	Location: Seminar Room – S10
SINGLE PAPER: VIDEO ANALYSIS AND MATHEMATICS IN TEACHING AND INSTRUCTION
Chair Carol Aldous, Flinders University, Australia	What is The TALIS VIDEO Study? Rationale, Conceptualization and Design V Darleen Opfer, RAND Corporation, United States The Role of Subject Matter in Studying Teaching Across Countries Eckhard Klieme, German Institute for International Educational Research (DIPF), Germany; Anna-Katharina Praetorius, Institut für Erziehungswissenschaft, Switzerland; Kristina Reiss, Technische Universität München (TUM), Germany Initial Fielding Results from the TALIS Video Study Kata Mihaly, RAND Corporation, United States Code Development and Rating of Video Recordings and Artefacts Jonathan Schweig, RAND Corporation, United States; Courtney Bell, Educational Testing Service, United States; Brian Stecher, RAND Corporation, United States

Session C: 15	Time: 15:30-17:00	Location: Seminar Room – S12
SINGLE PAPER: ATTITUDES AND BELIEFS, MOTIVATION AND EMOTION
Chair Kate Xu, Welten Institute – Open University of the Netherlands, Netherlands	Why are some subjects less popular than others? Extending the debate Filio Constantinou, Cambridge Assessment, University of Cambridge, United Kingdom Measuring vocational teacher students autonomy-supportive beliefs. Validation of the PIS. Juliane Breitschopf, Technical University of Munich, Germany; Eveline Wittmann, TUM School of Education, Germany Estonian and Finnish 4th grade students’ mindsets about intelligence Elina Kuusisto, University of Humanistic Studies, Netherlands; Kati Aus, Institute of Psychology, Estonia; Grete Arro, Tallinn University, Estonia; Kirsi Tirri, University of Helsinki, Finland Determinants of musical leisure time activities in boys and girls Marcus Penthin, Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), Germany; Eva Susanne Fritzsche, Department of Teacher Education, Germany; Stephan Kroener, Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), Germany

Session C: 16	Time: 15:30-17:00	Location: Seminar Room – S15
SINGLE PAPER: TEACHING AND TEACHER EDUCATION
Chair Marco Longhitano, PH Schwyz, Switzerland	Content Knowledge and Pedagogical Content Knowledge of Teachers – A Meta-Analysis across 7 subjects Stefan Krauss, University of Regensburg, Germany; Alfred Lindl, University of Regensburg, Bavaria, Germany; Anita Schilcher, University of Regensburg, Bavaria, Germany Art therapy technique of collage as a tool to reflect on teachers’ professional identity development Iva Stuchlikova, University of South Bohemia Ceske Budejovice, Czech Republic; Yvona Mazehoova, University of South Bohemia Ceske Budejovice, Czech Republic; Jana Kourilova, University of South Bohemia Ceske Budejovice, Czech Republic Teacher collaboration and teacher motivation in the context of school improvement Nina Kolleck, Freie Universität Berlin, Germany General pedagogical knowledge and school practice revisited–reconstruction as a backward design tool Christian Kraler, Teacher Education and School Research, Austria; Ann-Kathrin Dittrich, Teacher Education and School Research, Austria

Session C: 17	Time: 15:30-17:00	Location: Seminar Room – S16
SINGLE PAPER: IN-SERVICE TEACHER EDUCATION
Chair Diego Oswaldo Camacho Vega, UNIVERSIDAD AUTONOMA DE BAJA CALIFORNIA, Mexico	Examining the impact of PD on teacher knowledge, instructional practice, and student achievement Nanette Seago, WestEd, United States; Karen Koellner, Hunter College–CUNY, United States The Preparation of Facilitators for Adaptive Professional Development Hilda Borko, Stanford University, United States; Janet Carlson, Stanford University, United States Developing teacher laterality in a centralized education system Junsong Huang, National Institute of Education, Singapore; Imran Sha'ari, National Institute of Education/Nanyang Technological University, Singapore, Singapore Validating the Spanish Approaches to Teaching Inventory with Mexican telesecundaria teachers Carla Quesada-Pallarès, Universitat Autònoma de Barcelona, Spain; Anna Ciraso, Universitat Autònoma de Barcelona, Italy; Lori Caudle, Western Carolina University, United States; Edith Mariana Rebollar Sánchez, Insituto Superior de Ciencias de la Educación del Estado de México, Mexico

Session C: 18	Time: 15:30-17:00	Location: Seminar Room – S09
SINGLE PAPER: ATTITUDES, BELIEFS AND MOTIVATION
Chair Ann Dowker, University of Oxford, United Kingdom	A review of writing motivation research since 2000 Ana Camacho, University of Porto, Portugal; Pietro Boscolo, Università di Padova, Italy; Rui Alexandre Alves, University of Porto, Portugal How do teachers decide on the classroom time they invest in different learning goals? Michiel Voet, Ghent University, Belgium; Bram De Wever, Ghent University, Belgium; Iris Hulders, Ghent University, Belgium Values and ‘Cultural Heritage’ in Early Childhood Education and Care in Finland and Sweden Arniika Kuusisto, Stockholm University, Sweden Learning as Identity Change in Augmented Virtual Learning Environments Aroutis Foster, Drexel University, United States; Amanda Barany, Drexel University, United States; Hamideh Talafian, Drexel University, United States; Mamta Shah, Drexel University, United States

Session D: 1	Time: 08:30-10:00	Location: Lecture Hall – H10
SIG INVITED SYMPOSIUM: SOCIAL INTERACTIONS IN SCHOOL IMPROVEMENT AND THEIR RELATION TO TEACHERS’ AND STUDENTS’ LEARNING
Chair Katharina Maag Merki, University of Zurich, Switzerland Discussant Tobias Feldhoff, Johannes Gutenberg University of Mainz, Germany	Social interactions in schools concerned with new ideas for teaching, teamwork and school design. Andrea Wullschleger, University of Zurich, Switzerland; Katharina Maag Merki, University of Zurich, Switzerland; Beat Rechsteiner, Institute of Education, University of Zurich, Switzerland; Nathanael Schori, Institute of Education, University of Zurich, Switzerland; Ariane Rickenbacher, Institute of Education, University of Zurich, Switzerland Teacher collaboration and teacher motivation in the context of school improvement Nina Kolleck, Freie Universität Berlin, Germany Cooperative regulation activities of teachers, analysed based on time-sampling data Katharina Maag Merki, University of Zurich, Switzerland; Urs W. Grob, University of Zurich, Switzerland; Beat Rechsteiner, Institute of Education, University of Zurich, Switzerland; Ariane Rickenbacher, Institute of Education, University of Zurich, Switzerland; Andrea Wullschleger, University of Zurich, Switzerland The Impact of a Two-Year Intervention on Improving School Effectiveness: The Dynamic Approach Maria Vrikki, University of Cyprus, Cyprus; Leonidas Kyriakides, University of Cyprus, Cyprus; Evi Charalambous, Department of Education, University of Cyprus, Cyprus

Session D: 2	Time: 08:30-10:00	Location: Lecture Hall – H11
SYMPOSIUM: POSSIBILITIES OF DIFFERENT RESEARCH INSTRUMENTS FOR INVESTIGATING EMOTIONS ON LEARNING OF EMPLOYEES
Chair Regina Mulder, University of Regensburg, Germany Organiser Verena Watzek, University of Regensburg, Germany Discussant Tina Hascher, University of Bern, Switzerland	Using self-reports and electrodermal activity (EDA) measurement in studying emotions in learning Susanna Paloniemi, University of Jyväskylä, Finland; Markku Penttonen, University of Jyväskylä, Finland; Päivi Hökkä, University of Jyväskylä, Finland; Katja Vähäsantanen, University of Jyväskylä, Finland; Anneli Eteläpelto, University of Jyväskylä, Finland The rocky road to emotion measurement in learning and career development: on the use of self- reports Thomas Pirsoul, Université catholique de Louvain (UCL), Belgium; Michaël Parmentier, Université catholique de Louvain (UCL), Belgium; Frédéric Nils, Université catholique de Louvain (UCL), Belgium The use of questionnaires and observations in investigating affective reactions within teamwork Verena Watzek, University of Regensburg, Germany; Andreas Widmann, University of Regensburg, Germany; Regina Mulder, University of Regensburg, Germany Using online data to identify strategies that teachers use to regulate emotions Susan Beltman, Curtin University, Australia; Emily Poulton, Curtin University, School of Education, Australia

Session D: 3	Time: 08:30-10:00	Location: Lecture Hall – H04 – Knorr- Bremse Hörsaal
SYMPOSIUM: IMPORTANCE OF TEACHER CHARACTERISTICS FOR INSTRUCTIONAL QUALITY
Chair Justine Stang, TU Dortmund University, Germany Organisers Justine Stang, TU Dortmund University, Germany; Nele McElvany, TU Dortmund University, Germany Discussant Christoph Helm, Johannes Kepler University Linz, Austria	Relations between heterogeneity-related teaching attitudes and motivation and instructional quality Justine Stang, TU Dortmund University, Germany; Miriam Gebauer, Institute for School Development Research, TU Dortmund University, Germany; Nele McElvany, Institute for School Development Research (IFS), TU Dortmund, Germany Relations between teachers’ professional knowledge and instructional quality in mathematics teaching Christian Bruehwiler, University of Teacher Education St.Gallen, Switzerland; Lena Hollenstein, University of Teacher Education St.Gallen, Switzerland; Benita Affolter, University of Teacher Education, St. Gallen, Switzerland Teacher motivation and changes in perceived teaching after the transition to secondary school Rebecca Lazarides, University of Potsdam, Germany; Benjamin Caspar Fauth, University of Tübingen, Germany; Hanna Gaspard, University of Tübingen, Germany; Richard Goellner, University of Tuebingen, Germany Quality of learning environments over time: Relationships with teacher characteristics Marie-Christine Opdenakker, University of Groningen, Netherlands

Session D: 4	Time: 08:30-10:00	Location: Lecture Hall – H06 – Amazon Hörsaal
SYMPOSIUM: LEARNING FROM MULTIPLE DOCUMENTS AND MULTIPLE REPRESENTATIONS
Chair Patricia A. Alexander, University of Maryland, United States Organiser Alexandra List, The Pennysylvania State University, United States Discussant Peggy Van Meter, The Pennsylvania State University, United States	INVESTIGATING INTEGRATION PROCESSES DURING LEARNING FROM A VIDEO Anne Schueler, Leibniz-Institut für Wissensmedien, Germany; Martin Merkt, Deutsches Institut für Erwachsenenbildung (DIE), Germany READING MEDIUM AND READING PURPOSE IN A MULTIPLE DOCUMENT CONTEXT Øistein Anmarkrud, Department of Special Needs Education, Norway; Natalia Latini, University of Oslo, Norway; Ivar Braten, University of Oslo, Norway; Ladislao Salmeron, University of Valencia, Spain READING PROCESS DATA AND LEARNING OUTCOMES FROM READING MULTIPLE ILLUSTRATED TEXTS Jennifer Cromley, University of Illinois at Urbana-Champaign, United States; Andrea Kunze, University of Illinois, United States; Aygul Parpucu Dane, University of Illinois, United States; Colin Castleberry, University of Illinois, United States LEARNING FROM MULTIPLE VERBAL AND VISUAL DOCUMENTS Peggy Van Meter, The Pennsylvania State University, United States; Chelsea Cameron, Penn State University, United States

Session D: 5	Time: 08:30-10:00	Location: Lecture Hall – H07
SYMPOSIUM: COMPOSITION IN SCHOOL AND CLASS: WHAT EFFECTS DO PEERS HAVE ON STUDENTS’ INDIVIDUAL DEVELOPMENT?
Chair Marianne Schuepbach, Freie Universität Berlin, Germany Organiser Marianne Schuepbach, Freie Universität Berlin, Germany Discussant Eckhard Klieme, German Institute for International Educational Research (DIPF), Germany	Short and long term effects of school composition in primary education Jan VAN DAMME, KU Leuven, Belgium Mathematics Achievement and the Association with Language Achievement in All-day Schools Marianne Schuepbach, Freie Universität Berlin, Germany; Lukas Frei, University of Bamberg, Switzerland; Benjamin von Allmen, University of Bamberg, Switzerland; Nanine Lilla, University of Bamberg, Germany; Wim Nieuwenboom, Otto Friedrich University Bamberg / University of Applied Sciences Northwestern Switzerland Olten, Switzerland Effects of Extended Education on Internalizing Behavior: Class Composition as Possible Moderator Wim Nieuwenboom, Otto Friedrich University Bamberg / University of Applied Sciences Northwestern Switzerland Olten, Switzerland; Lukas Frei, University of Bamberg, Switzerland; Marianne Schuepbach, Freie Universität Berlin, Germany; Benjamin von Allmen, University of Bamberg, Switzerland Outsiders inside inclusive classes? Class composition effects on friendship networks of SEN students Katja Scharenberg, University of Education Freiburg, Germany; Sebastian Röhl, University of Education Freiburg, Germany

Session D: 6	Time: 08:30-10:00	Location: Lecture Hall – H08
SYMPOSIUM: SELF-, CO-, AND SHARED REGULATION: WHAT DO THEY LOOK LIKE IN DIFFERENT CONTEXTS? WHY DO THEY MATTER?
Chair Sarah Davis, University of Victoria, Canada Organisers Aishah Bakhtiar, University of Victoria, Canada; Marijn Wijga, University of Twente, Netherlands Discussant Simone Volet, Murdoch University, Australia	Social Regulation at the Workplace: Different Modes of Regulation and Variation in Quality Marijn Wijga, University of Twente, Netherlands; Maaike Endedijk, University of Twente, Netherlands; Bernard Veldkamp, University of Twente, Netherlands Dynamic interplay between regulatory modes when regulating motivation in collaboration Allyson Hadwin, University of Victoria, Canada; Aishah Bakhtiar, University of Victoria, Canada; Mariel Miller, University of Victoria, Canada; Annie Wu, University of Victoria, Canada Identifying sequences of adaptive and maladaptive regulation in collaboration using multimodal data Jonna Malmberg, University of Oulu, Finland; Márta Sobocinski, University of Oulu, Finland; Sanna Järvelä, University of Oulu, Finland; Muhterem Dindar, University of Oulu, Finland; Antti Isosalo, University of Oulu, Finland Interdependent Emotion Regulation Modes: Similarities between Self-, Co- and Shared Regulation Maedeh Kazemitabar, McGill University, Iran; Susanne Lajoie, McGill University, Canada

Session D: 7	Time: 08:30-10:00	Location: Seminar Room – S05
SYMPOSIUM: DYNAMIC RELATIONS: SELF-REGULATION AND EARLY ACADEMIC SKILLS IN YOUNG CHILDREN ACROSS EUROPE
Chair Catherine Gunzenhauser, Leipzig University, Germany Organisers Catherine Gunzenhauser, Leipzig University, Germany; Dieuwer ten Braak, University of Stavanger, Norway Discussant Joana Cadima, University of Porto, Portugal	Testing a Bidirectional Model of Executive Functions and Fluid Intelligence Across Early Childhood Fitim Uka, University of Prishtina, Kosovo; Catherine Gunzenhauser, Leipzig University, Germany; Ross Larsen, Brigham Young University, United States; Antje von Suchodoletz, New York University Abu Dhabi, United Arab Emirates How self-regulation mediates the relation between early math and later academic achievement Dieuwer ten Braak, University of Stavanger, Norway; Ragnhild Lenes, University of Stavanger, Norway; Ingunn Storksen, University of Stavanger, Norway Cross-domain effects between self-regulation and vocabulary skills across toddlerhood Joana Cadima, University of Porto, Portugal; Carolina Guedes, Faculty of Psychology and Educational Sciences of the University of Porto, Portugal; Teresa Aguiar, Faculty of Psychology and Educational Sciences, University of Porto, Porto, Portugal, Portugal; Cecilia Aguiar, ISCTE – Instituto Universitário de Lisboa, Portugal; Clara Barata, Faculty of Psychology and Educational Sciences of the University of Porto, Portugal Bidirectional Associations between Behavioral Regulation and Pre-literacy Skills in Preschoolers Eija Pakarinen, University of Jyväskylä, Finland; Jenni Salminen, University of Jyväskylä, Finland; Marja-Kristiina Lerkkanen, University of Jyväskylä, Finland; Antje von Suchodoletz, New York University Abu Dhabi, United Arab Emirates

Session D: 8	Time: 08:30-10:00	Location: Lecture Hall – H09
SYMPOSIUM: UNDERSTANDING FRACTION MAGNITUDE – LEARNING TO PROCESS FRACTION MAGNITUDE
Chair Andreas Obersteiner, University of Education Freiburg, Germany Organisers Andreas Obersteiner, University of Education Freiburg, Germany; Wim Van Dooren, KU Leuven, Belgium Discussant Xenia Vamvakoussi, University of Ioannina, Greece	Constructing Fraction Concepts as Reorganization of Whole Number Concepts Ron Tzur, University of Colorado Denver, United States Assessing and teaching intuitive fraction magnitude sense using touchscreen devices Frank Reinhold, Technical University of Munich, Germany; Stefan Hoch, Technical University of Munich, Germany; Bernhard Werner, Technical University of Munich, Germany; Jürgen Richter-Gebert, Technical University of Munich, Germany; Kristina Reiss, Technische Universität München (TUM), Germany Perceptions of Rational Number Magnitudes Percival Matthews, University of Wisconsin – Madison, United States; Edward Hubbard, University of Wisconsin-Madison, United States Training induced modulation of brain activation during fraction magnitude processing Korbinian Moeller, Leibniz-Institut für Wissensmedien, Germany; Silke Maria Bieck, LEAD Graduate School, Germany; Johannes Blöchle, Leibniz-Institut für Wissensmedien (IWM), Germany; Manuel Ninaus, Leibniz-Institut für Wissensmedien, Germany; Kristian Kiili, Tampere University of Technology, Finland; Julia Bahnmüller, Leibniz-Institut für Wissensmedien (IWM), Germany; Elise Klein, Leibniz-Institut für Wissensmedien (IWM), Germany

Session D: 9	Time: 08:30-10:00	Location: Seminar Room – S01
SINGLE PAPER: COMPUTER-ASSISTED LEARNING
Chair Helen Jossberger, University of Regensburg, Germany	"Hands-on, mind off": Can demonstration further improve learning from a novel animation design? Jean-Michel Boucheix, University of Dijon, LEAD-CNRS, France; Richard Lowe, Curtin University, Australia; Marie Lefils, University of Dijon, LEAD-CNRS, France; Marine Léveillé, University of Dijon, LEAD-CNRS, France Animation improve Highway Code Rules learning in deaf candidates Sebastien Laurent, IFSTTAR, France; Jean-Michel Boucheix, University of Dijon, LEAD-CNRS, France; Stéphane Argon, University of Dijon, LEAD-CNRS, France; Laurence Paire-Ficout, IFSTTAR, France Wait a second! Learning from multiple choice questions with an opportunity for recall Gesa van den Broek, Utrecht University, Netherlands; Liesbeth Kester, Utrecht University, Netherlands; Tamara Van Gog, Utrecht University, Netherlands Multimedia learning in dyslexia: an eye tracking study on learning processes and outcomes Carolien A. N. Knoop-van Campen, Radboud University Nijmegen, Netherlands; Eliane Segers, Radboud University Nijmegen / University of Twente, Netherlands; Ludo Verhoeven, Radboud University Nijmegen, Netherlands

Session D: 10	Time: 08:30-10:00	Location: Seminar Room – S10
SINGLE PAPER: COMPETENCIES IN HIGHER EDUCATION
Chair Francisco Peixoto, ISPA – Instituto Universitário / CIE – ISPA (Research Center in Education), Portugal	Measuring Prospective Teachers' Non-Cognitive Characteristics Using Multiple Mini Interviews Riitta-Leena Metsapelto, University of Jyväskylä, Finland; Jukka Utriainen, University of Jyväskylä, Finland; Joona Muotka, University of Jyväskylä, Finland; Anna-Maija Poikkeus, University of Jyväskylä, Finland Clumping of peer-assessment grades: Is comparative judgement an alternative for rubrics rating? Liesje Coertjens, Université catholique de Louvain (UCL), Belgium; Quentin Hody, Université catholique de Louvain (UCL), Belgium; Florence Van Meenen, Université catholique de Louvain (UCL), Belgium; Marie-Claire Van Nes, Université catholique de Louvain (UCL), Belgium; Franck Verschuren, Université catholique de Louvain (UCL), Belgium Students’ presentation self-efficacy and its relations with teaching behavior Marco Schickel, Berlin School of Economics and Law, Germany; Tobias Ringeisen, Berlin School of Economics and Law, Germany Fostering the Comprehension and Evaluation of Informal Scientific Arguments Hannes Muenchow, University of Würzburg, Germany; Tobias Richter, University of Würzburg, Germany; Sebastian Schmid, Unveristy of Regensburg, Germany

Session D: 11	Time: 08:30-10:00	Location: Seminar Room – S09
SINGLE PAPER: READING COMPREHENSION
Chair Ariane S. Willems, University of Goettingen, Germany	Interleaving promotes coherence construction while learning with expository texts Roman Abel, University of Kassel, Germany; Matthias Mai, Leibniz University of Hannover, Germany; Martin Haenze, University of Kassel, Germany Simple View of Reading Made Complex by Morphological Decoding Fluency in Young L2 Readers of English Dongbo Zhang, University of Exeter, United Kingdom Does Reading Comprehension Affect German and Taiwanese Students’ Mathematical Problem Solving? Janina Krawitz, University of Münster, Germany; Stanislaw Schukajlow, University of Münster, Germany; Yu-Ping Chang, National Taiwan Normal University, Taiwan; Kai-Lin Yang, National Taiwan Normal University, Taiwan Testing the Validity of Score Interpretations of Standardized Reading Comprehension Tests Daniel Dinsmore, University of North Florida, United States; John White, University of North Florida, United States

Session D: 12	Time: 08:30-10:00	Location: Seminar Room – S04
SINGLE PAPER: ARGUMENTATION
Chair Yiannis Georgiou, Cyprus University of Technology, Cyprus	Measuring argumentation skills of upper-elementary students Alina Reznitskaya, Montclair State University, United States; Ian Wilkinson, The University of Auckland, New Zealand Epistemic cognition in argumentation. Taking a walk on the interpsychological plane Christian SEBASTIÁN, Pontificia Universidad Católica de Chile, Chile; Martín Vergara Wilson, Pontificia Universidad Católica de Chile, Chile; Macarena Sanhueza Céspedes, Pontificia Universidad Católica de Chile, Chile; María Josefa Smart Torrealba, Pontificia Universidad Católica de Chile, Chile; María Rosa LISSI, Pontificia Universidad Católica de Chile, Chile Learner Preferences for Collaboration Scripts. Impact on Argumentation, Acceptance and Attitude Armin Weinberger, Saarland University, Germany; Thomas Puhl, Saarland University, Germany; Rola Sayegh, Saarland University, Germany Pre-Post-Study on Argumentation and Political Judgement in Civic Education within Language Skills Sabine Manzel, Universität Duisburg-Essen, Germany; Claudia Luft, Fak. für Gesellschaftswissenschaften / Institut für Politikwissenschaft / Didaktik der Sozialwissenschaften, Germany

Session D: 13	Time: 08:30-10:00	Location: Seminar Room – S06
SINGLE PAPER: INSTRUCTIONAL DESIGN
Chair Venance Timothy, Ludwig-Maximilians-Universität (LMU), Tanzania, United Republic of	Designing a Multimedia Training to Understand Electric Circuits: Modality & Prior Knowledge Effects Bernhard Ertl, Universität der Bundeswehr München, Germany; Andras Csanadi, Bundeswehr University Munich, Germany; Bianca Watzka, Ludwig-Maximilians-Universität (LMU), Germany; Christoph Hoyer, Ludwig-Maximilians-Universität (LMU), Germany; Raimund Girwidz, Ludwig-Maximilians-Universität (LMU), Germany Individual preparation for collaborative learning: systematic review and synthesis Stephan Mende, TU Dresden, Germany; Antje Proske, TU Dresden, Germany; Susanne Narciss, TU Dresden, Germany The influence of the perceived instructional quality on the acceptance and use of an online course Charlotte Larmuseau, KU Leuven, Belgium; Piet Desmet, KU Leuven KULAK, Belgium; Fien Depaepe, KU Leuven, Belgium How computational thinking and scientific reasoning are taught in schools: a systematic review Marjaana Veermans, University of Turku, Finland; Jenni Airola, University of Turku, Department of Teacher Education, Finland; Teemu Leinonen, Aalto University, Finland; Linda Mannila, Linköping University, Sweden

Session D: 14	Time: 08:30-10:00	Location: Seminar Room – S15
SINGLE PAPER: MATHEMATICS AND MOTIVATION
Chair Nele Kampa, Leibniz Institute for Science and Mathematics Education (IPN), Germany	Effects of enjoyment and anxiety on strategy use and performance in mathematics Stanislaw Schukajlow, University of Münster, Germany; Judith Blomberg, University of Münster, Germany; Johanna Rellensmann, University of Münster, Germany Individual interest and learning in secondary school mathematics and science context Erkka Laine, University of Turku, Finland; Marjaana Veermans, University of Turku, Finland; Koen Veermans, University of Turku, Finland; Andreas Gegenfurtner, University of Passau, Germany Math anxiety changes in response to math task, difficulty, and learning Kelly Trezise, University of Chicago, United States; Robert Reeve, University of Melbourne, United Kingdom; Lindsey Richland, University of California Irvine, United States “Good” or “well calculated”? Effects of feedback on performance and self-concept of preschoolers Valerie Berner, Catholic University of Eichstaett-Ingolstadt, Germany; Frank Niklas, University of Augsburg, Germany; Robin Segerer, University of Basel, Switzerland; Eva Oesterlen, Catholic University of Eichstaett-Ingolstadt, Germany; Katja Seitz- Stein, Catholic University of Eichstaett-Ingolstadt, Germany

Session D: 15	Time: 08:30-10:00	Location: Seminar Room – S12
SINGLE PAPER: DEVELOPMENT OF EARLY NUMERICAL COMPETENCIES
Chair Janina Lehmann, Ulm University, Germany	The role of spontaneous focusing on Arabic number symbols in early mathematical development Bert De Smedt, KU Leuven – University of Leuven, Belgium; Sanne Rathé, KU Leuven, Belgium; Joke Torbeyns, KU Leuven, Belgium; Lieven Verschaffel, KU Leuven, Belgium Cognitive Markers of Exceptionally High and Low Mathematical Performance in Preschoolers Merel Bakker, KU Leuven – University of Leuven, Belgium; Joke Torbeyns, KU Leuven, Belgium; Lieven Verschaffel, KU Leuven, Belgium; Bert De Smedt, KU Leuven – University of Leuven, Belgium Finger numeral representations contribute to acquiring number semantics in 4-year-old children Josetxu Orrantia, University of Salamanca, Spain; Rosario Sanchez, University of Salamanca, Spain; David Munez, National Institute of Education / Nanyang Technological University, Singapore; Laura Matilla, University of Salamanca, Spain Writing in the 21st century – global educational discourse about writing Eva Lindgren, Umeå University, Sweden

Session D: 16	Time: 08:30-10:00	Location: Seminar Room – S11
SINGLE PAPER: POSTHUMAN OPENINGS: PARTICIPATORY METHODOLOGIES AND ETHICAL STRATEGIES IN NORDIC EDUCATION RESEARCH
Chair Jessica Summers, University of Arizona, United States	Preschoolers ability and opportunity to participate in environmental inquiries and society Teresa Elkin Postila, Stockholm University, Sweden Turning up and down the volume: Ethics and participation in research involving young children Linnea Bodén, Stockholm University, Sweden Animalizing education – Multispecies storytelling in examining child-animal relations and care Riikka Hohti, Manchester Metropolitan University/University of Oulu, Finland The development of undergraduates' mechanistic explanations of gene environment interaction Michal Haskel-Ittah, Weizmann Institute of Science, Rehovot, ISRAEL, Israel; Ravit Duncan, Rutgers University, United States; Anat Yarden The Weizmann Institute of Science, Weizmann Insititute of Science, Israel

Session D: 17	Time: 08:30-10:00	Location: Seminar Room – S13
SINGLE PAPER: INDIVIDUAL LEARNING IN GROUP-BASED PRESCHOOL SETTINGS
Chair Minna Törmänen, University of Applied Sciences of Special Needs Education: Zurich; University of Helsinki, Switzerland	Conditions for individual scaffolding and learning in group-based investigative practices Hillevi Lenz Taguchi, Stockholm University, Sweden; Anna Palmer, Stockholm University, Sweden; Sofia Frankenberg, Stockholm University, Sweden; Tove Gerholm, Stockholm University, Sweden; Petter Kallionen, Stockholm University, Sweden; Susanne Kjällander, Department of Child and Youth Studies, Sweden; Signe Tonér, Stockholm University, Sweden Digital Individual Learning for Body & Mind in group based preschool contexts Sofia Frankenberg, Stockholm University, Sweden; Susanne Kjällander, Department of Child and Youth Studies, Sweden; Hillevi Lenz Taguchi, Stockholm University, Sweden; Anna Palmer, Stockholm University, Sweden; Tove Gerholm, Stockholm University, Sweden; Petter Kallionen, Stockholm University, Sweden; Signe Tonér, Stockholm University, Sweden Group-based vs. individual teaching & one vs. multiple epistemologies in preschool literacy practice Lena Aronsson, Stockholm University, Sweden Are high-IQ students more at risk of school failure? Ava Guez, Ecole Normale Supérieure, France; Hugo Peyre, Robert Debré Hospital, APHP, France; Marion Le Cam, Direction de l'Evaluation, de la Prospective et de la Performance (DEPP), Ministère de l'Education Nationale, France; Nicolas Gauvrit, Ecole Pratique des Hautes Etudes, France; Franck Ramus, Ecole Normale Supérieure, France

Session D: 18	Time: 08:30-10:00	Location: Seminar Room – S03
SINGLE PAPER: TOMORROW’S MATHEMATICS EDUCATION: THE ROLE OF INSTRUCTION STYLE AND TASK DIFFICULTY
Chair Martin J. Tomasik, University of Zurich, Switzerland	Working Memory and Numeracy Intervention for Children with Poor Mathematical Performance Kerry Lee, The Education University of Hong Kong, Hong Kong; Rebecca Bull, National Institute of Education/Nanyang Technological University, Singapore, Singapore; David Munez, National Institute of Education / Nanyang Technological University, Singapore; Kiat Hui Khng, National Institute of Education/Nanyang Technological University, Singapore, Singapore; Fiona Cheam, Ministry of Education, Singapore; Ridzuan Abd Rahim, Ministry of Education, Singapore Persistence of the Building Blocks’ impact on Ecuadorian children’ early numerical abilities Lieven Verschaffel, KU Leuven, Belgium; Gina Bojorque, KU Leuven, Belgium; Joke Torbeyns, KU Leuven, Belgium; Jo Van Hoof, KU LEUVEN, Belgium Effects of Mathematics Interventions for Students with Intellectual Disabilities Susanne Schnepel, Institute of Education, Switzerland; Pirjo Aunio, University of Helsinki, Finland Thinking with data: Which factors predict successful interpretations of covariation data? Christopher Osterhaus, Ludwig-Maximilians-Universität (LMU), Germany; Erika Stauss, University of Wisconsin-Madison, United States; Martha W. Alibali, University of Wisconsin-Madison, United States

Session D: 19	Time: 08:30-10:00	Location: Seminar Room – S02
SINGLE PAPER: LEARNING TECHNOLOGIES
Chair Malin Tväråna, Stockholm University, Sweden	A Display of Agency. Student Teachers as Advisors for an Environmental Learning Centre Astrid Camilla Wiig, University of South-Eastern Norway, Norway; Magnus Hontvedt, University of Southeastern Norway, Norway Promoting Collective Cognitive Responsibility through Idea-Friend Maps in Large Class Xueqi Feng, The University of Hong Kong, China; Jan van Aalst, University of Hong Kong, Hong Kong; Carol Chan, The University of Hong Kong, Hong Kong Leveraging Theoretical and Methodological Innovations for Supporting Identity Exploration and Change Aroutis Foster, Drexel University, United States; Mamta Shah, Drexel University, United States; Amanda Barany, Drexel University, United States; Hamideh Talafian, Drexel University, United States; Mark Petrovich, Drexel University, United States Topic Modeling of Pre-Service Teachers’ Computational Thinking Reflections Maria Cutumisu, University of Alberta, Canada; Qi Guo, University of Alberta, Canada

Session D: 20	Time: 08:30-10:00	Location: Lecture Hall – H05
SINGLE PAPER: SECONDARY EDUCATION
Chair Enrico Postiglione, University of Modena & Reggio Emilia, Italy	Characteristics and effectiveness of a summer school for secondary education Sandy Verbruggen, KU Leuven, Centre for Instructional Psychology and -Technology (Vesaliusstraat 2, 3000 Leuven), Belgium; Joke Torbeyns, KU Leuven, Belgium; Fien Depaepe, KU Leuven, Belgium; Bieke De Fraine, KU LEUVEN, Belgium How Instructional Experiences Shape Climate Perceptions in Science Classrooms: An Exploratory Study Jose Felipe Martinez, University of California, Los Angeles, United States; Jonathan Schweig, RAND Corporation, United States Steps towards a more inclusive education system: A case study in Flanders Aster Van Mieghem, University of Antwerp, Belgium; Karine Verschueren, KU Leuven, Belgium; Katja Petry, KU LEUVEN, Belgium; Elke Struyf, University of Antwerp, Belgium Epistemology and social identity in history teachers’ experiences with teaching sensitive issues Geerte M. Savenije, University of Amsterdam, Netherlands; Bjorn Wansink, Utrecht University, Netherlands; Albert Logtenberg, Amsterdam University of Applied Sciences, Netherlands

Session E: 1	Time: 10:15-11:45	Location: Lecture Hall – H06 – Amazon Hörsaal
INVITED SESSION: MEET THE EARLI JOURNAL EDITORS
Chair Äli Leijen, University of Tartu, Estonia Discussant Äli Leijen, University of Tartu, Estonia	Learning and Instruction Lars-Erik Malmberg, University of Oxford, United Kingdom Educational Research Review Hans Gruber, University of Regensburg, Germany Frontline Learning Research Thomas Martens, Medical School Hamburg, Germany EARLI Book Series New Perspectives on Learning and Instruction Mien Segers, Maastricht University, Netherlands

Session E: 2	Time: 10:15-11:45	Location: Lecture Hall – H10
INVITED SESSION: INTERACTIVE LEARNING ENVIRONMENTS THAT SUPPORT COGNITIVE, EMOTIONAL AND IDENTITY DEVELOPMENT
Chair Sandra Racionero-Plaza, Universidad Loyola Andalucía, Spain Discussant Rocio Garcia-Carrion, University of Lleida, Spain	Interactive Learning Environments in Special Schools Silvia Molina Roldán, Universitat Rovira i Virgili, Spain The role of peer interactions in the prevention of gender violence among adolescents Sandra Racionero-Plaza, Universidad Loyola Andalucía, Spain; Ana Vidu, University of Deusto, Spain; Lidia Puigvert, University of Barcelona, Spain Dialogic Gatherings in teacher education: affordances for pre-service teachers’ identity formation NEREA GUTIERREZ FERNANDEZ, University of Deusto, Spain; Rocio Garcia-Carrion, University of Lleida, Spain; Andrea Khalfaoui, University of Deusto, Spain; Beatriz Villarejo, University of Deusto, Spain The language of desire towards non-violent relationships in Dialogic Literary Gatherings Garazi Lopez de Aguileta, University of Barcelona, Spain

Session E: 3	Time: 10:15-11:45	Location: Lecture Hall – H09
INVITED SESSION: MEASURING STUDENTS’ SOCIAL PARTICIPATION: INNOVATING THE FIELD WITH BEHAVIORAL DATA
Chair Nadine Spörer, University of Potsdam, Germany Discussant Alexander Minnaert, University of Groningen, Netherlands	Using RFID technology to measure social interactions: A journey towards a real time social network Thorsten Henke, Faculty of Humanities, Germany; Timon Elmer, ETH Zürich, Switzerland; Christoph Stadtfeld, ETH Zurich, Switzerland Two examples of RFID research and the potential for applying RFID devices in educational settings Julia Eberle, Ruhr-Universität Bochum, Germany; Christoph Stadtfeld, ETH Zurich, Switzerland; Timon Elmer, ETH Zürich, Switzerland; Thorsten Henke, Faculty of Humanities, Germany Beyond mere counting: How experience sampling can help to understand social interactions Carmen Zurbriggen, University of Bielefeld, Germany; Christian Huber, University of Wuppertal, Germany Applicability of ESM in school: Quality of students’ social interaction Margarita Knickenberg, University of Bielefeld, Germany; Chantal Hinni, University of Fribourg, Switzerland; Carmen Zurbriggen, University of Bielefeld, Germany

Session E: 4	Time: 10:15-11:45	Location: Lecture Hall – H08
INVITED SESSION: ACHIEVEMENTS IN MEASURING AND SUPPORTING STUDENT’S SELF-REGULATED LEARNING IN LEARNING TECHNOLOGIES
Chair Sanna Järvelä, University of Oulu, Finland Organiser Inge Molenaar, Radboud University Nijmegen, Netherlands Discussant Roger Azevedo, University of Central Florida, United States	Progress in research on regulation in collaborative learning – triangulation of multimodal data Sanna Järvelä, University of Oulu, Finland Progress in Research on Data Analytics Techniques for Self-Regulated Learning Dragan Gasevic, Monash University, Australia Process Mining Techniques to analyse Temporal Data of Self-Regulated Learning Maria Bannert, Technical University of Munich (TUM), Germany Visualization of learning processes to reveal students’ self and socially shared regulation Inge Molenaar, Radboud University Nijmegen, Netherlands

Session E: 5	Time: 10:15-11:45	Location: Lecture Hall – H04 – Knorr- Bremse Hörsaal
INVITED SESSION: TEACHING FOR CONCEPTUAL CHANGE-IN SEARCH FOR LEARNING ENVIRONMENTS TO TACKLE THE NATURAL NUMBER BIAS
Chair Jo Van Hoof, KU Leuven, Belgium Organisers Wim Van Dooren, KU Leuven, Belgium; Jo Van Hoof, KU Leuven, Belgium Discussant Andreas Obersteiner, University of Education Freiburg, Germany	Tackling the natural number bias – A comparative textbook analysis Wim Van Dooren, KU Leuven, Belgium; Konstantinos Christou, University of Western Macedonia, Greece; Fien Depaepe, KU Leuven, Belgium; Matthew Inglis, Loughborough University, United Kingdom; Saku Määtä, University of Turku, Finland; Jake McMullen, University of Turku, Finland; Andreas Obersteiner, University of Education Freiburg, Germany; Patricia Heck Ribeiras, University of Education Freiburg, Germany; Jo Van Hoof, KU Leuven, Belgium; Maria Triandafyllou, University of Ioannina, Greece; Xenia Vamvakoussi, University of Ioannina, Greece; Lieven Verschaffel, KU Leuven, Belgium; Gerald Wittmann, University of Education Freiburg, Germany; Beth Woollacott, Loughborough University, United Kingdom Increasing Primary Teachers' Fraction Understanding by Decreasing the Natural Number Bias Tobias Hell, University of Innsbruck, Austria, Austria; Florian Stampfer, Department of Subject-Specific Education, Austria Using refutational text to remedy the Multiplication Makes Bigger misconception Konstantinos Christou, University of Western Macedonia, Greece; Argyro Prokopou, National and Kapodistrian University of Athens, Greece Training adaptivity with rational numbers: The development of NanoRoboMath Tomi Kärki, University of Turku, Finland; Jake McMullen, University of Turku, Finland; Erno Lehtinen, University of Turku, Finland

Session E: 6	Time: 10:15-11:45	Location: Lecture Hall – H11
SYMPOSIUM: BEYOND GRADE POINT AVERAGE: CONCEPTUALIZATION AND MEASUREMENT OF LEARNING GAINS IN HIGHER EDUCATION
Chair Jan Vermunt, Eindhoven University of Technology, Netherlands Organisers Edith Braun, Justus-Liebig-Universitaet Giessen, Germany; Jan Vermunt, Eindhoven University of Technology, Netherlands Discussant Johannes Bauer, University of Erfurt, Germany	Conceptualisation and Assessment of communication skills as learning gains in higher education Edith Braun, Justus-Liebig-Universitaet Giessen, Germany; Ulrike Schwabe, DZHW – German Centre for Research on Higher Education and Science Studies, Germany; Daniel Klein, University of Kassel, Germany Assessing and providing feedback on cognitive and non-cognitive skills in the transition to HE Lien Demulder, KU LEUVEN, Belgium; Elisabeth Roels, Ghent University, Belgium; Jordi Heeren, KU LEUVEN, Belgium; Jonas Willems, University of Antwerp, Belgium; Wouter Duyck, Ghent University, Belgium; Lieve dewachter, KU Leuven, Belgium, Belgium; Sofie Vispoel, Arteveldehogeschool, Belgium; Marlies Lacante, Faculty Psychology and Educational Sciences, Belgium; Vincent Donche, University of Antwerp, Belgium Learning gain across disciplines in selective universities Sonia Ilie, University of Cambridge, United Kingdom; Ashton Brown, University of Cambridge, United Kingdom; Jan Vermunt, Eindhoven University of Technology, Netherlands Measuring learning gains: University students’ epistemic profiles and their conceptions of learning Kirsti Lonka, University of Helsinki, Finland; Elina E. Ketonen, University of Helsinki, Finland; Jan Vermunt, Eindhoven University of Technology, Netherlands

Session E: 7	Time: 10:15-11:45	Location: Lecture Hall – H07
SYMPOSIUM: TEACHER-STUDENT RELATIONSHIPS FOR AT-RISK CHILDREN
Chair Tessa Weyns, KU Leuven, Belgium Organiser Debora Roorda, University of Amsterdam, Netherlands Discussant Karine Verschueren, KU Leuven, Belgium	Connecting home and school relationships: Child self-control as a linking mechanism? Tiago Ferreira, University of Porto, Portugal; Joana Cadima, University of Porto, Portugal; Marisa Matias, University of Porto, Portugal; Teresa Leal, University of Porto, Portugal; Paula Mena Matos, University of Porto, Portugal Teacher perceptions of gifted children and possible moderators: An experimental study Tessa Weyns, KU Leuven, Belgium; Franzis Preckel, University of Trier, Germany; Svenja Matheis, Koblenz-Landau University, Germany; Karine Verschueren, KU Leuven, Belgium Racial/ethnic differences in teacher-child relationships in early elementary school Kathleen Rudasill, Virginia Commonwealth University, United States; Paul Dizona, University of Nebraska-Lincoln, United States; Colin McGinnis, University of Nebraska-Lincoln, United States; Kenji Madison, University of Nebraska-Lincoln, United States Relationships between Teachers and Students With Autism Spectrum Disorder and Students’ Engagement Debora Roorda, University of Amsterdam, Netherlands; Marjolein Zee, University of Amsterdam, Netherlands; Helma Koomen, University of Amsterdam, Netherlands

Session E: 8	Time: 10:15-11:45	Location: Lecture Hall – H05
SYMPOSIUM: STUDENTS’ READING MOTIVATION: INFLUENCING FACTORS AND EFFECTS
Chair Chantal Lepper, Center for Research on Education and School Development, Germany Organisers Chantal Lepper, Center for Research on Education and School Development, Germany; Justine Stang, TU Dortmund University, Germany; Nele McElvany, TU Dortmund University, Germany Discussant Maik Philipp, University of Teacher Education Zurich, Switzerland	Students’ interest in reading dependent on gender and text characteristics: an experimental study Chantal Lepper, Center for Research on Education and School Development, Germany; Justine Stang, TU Dortmund University, Germany; Nele McElavny, Center for Research on Education and School Development (IFS), Germany The role of HLE in Children’s Reading Motivation across Preschool and First Grade Marja-Kristiina Lerkkanen, University of Jyväskylä, Finland; Eija Pakarinen, University of Jyväskylä, Finland Reciprocal effects of reading motivation, reading amount and reading comprehension in middle school Kristjan K. Stefansson, Independent scholar, Iceland; Freyja Birgisdottir, University of Iceland, Iceland; Steinunn Gestsdóttir, University of Iceland, Iceland; Hafdís Guðrún Hilmarsdóttir, University of Iceland, Iceland Effectiveness of interventions that foster reading motivation: A meta-analysis Roel van Steensel, Erasmus University Rotterdam, Netherlands; Lisa van der Sande, Vrije Universiteit Amsterdam, Netherlands; Lidia Arends, Erasmus Universiteit Rotterdam, Netherlands; Suzanne Fikrat-Wevers, Erasmus University Rotterdam, Netherlands

Session E: 9	Time: 10:15-11:45	Location: Seminar Room – S01
SINGLE PAPER: TEACHER PROFESSIONAL DEVELOPMENT AND WORKPLACE LEARNING
Chair Trinidad Garcia, University of Oviedo, Spain	Finnish teachers' professional development on interacting with pupils Lais Oliveira Leite, University of Eastern Finland, Finland; Wooryeon Go, University of Eastern Finland, Korea, Republic of; Sari Havu-Nuutinen, University of Eastern Finland, Finland Teachers’ perspectives on professional development: a focus group study at three Dutch universities Margje W.J. van de Wiel, Maastricht University, Netherlands; Esther de Ponti, Tilburg University, Netherlands; Kathleen Schlusmans, Open University the Netherlands, Netherlands Teacher educators’ work contexts, basic needs satisfaction, and their researcherly disposition Hanne Tack, Ghent University, Belgium; Ruben Vanderlinde, Ghent University, Belgium Teachers’ career entry motivations: A comparative study from India, Spain, Finland, and England Sindu George, Monash University, Australia; Gloria Gratacos, C.U. Villanueva, Spain; Jaana Viljaranta, University of Eastern Finland, Finland; John Thornby, University of Warwick, United Kingdom; Ilpo Jappinen, University of Eastern Finland, Finland; Jingoo Kang, University of Eastern Finland, Finland; David Mendez, University of Villanueva, Spain; Graciela Salazar, University of Villanueva, Spain

Session E: 10	Time: 10:15-11:45	Location: Seminar Room – S13
SINGLE PAPER: ACHIEVEMENT, EDUCATIONAL PSYCHOLOGY AND MOTIVATION AND EMOTION
Chair Ching-Shu Chen, Tainan University of Technology, Taiwan	Influences of Perfectionism on New Zealand University Students’ Self-Perceptions and Performance Valerie Sotardi, University of Canterbury, NZ, New Zealand Exploring changes in student-teacher agreement on goal structures Lisa Bardach, University of York, Department of Education, United Kingdom; Takuya Yanagida, University of Vienna, Austria; Barbara Schober, University of Vienna, Austria; Marko Lüftenegger, University of Vienna, Austria Being an Emerging Engineer in Biology Courses: Future Oriented Value, Belongingness, and Achievement Jenefer Husman, University of Oregon, United States; Matthew Graham, University of Oregon, United States; Cameron Hecht, University of Wisconsin-Madison, United States; Bobbie Bermudez, University of Oregon, United States; Mengfan Zhai, University of Oregon, United States; Judith Harackiewicz, University of Wisconsin-Madison, United States Implementing intelligence facets as predictors into the generalised I/E model Jennifer Hausen, University of Luxembourg, FLSHASE, Luxembourg; Jens Möller, University of Kiel, Germany; Samuel Greiff, University of Luxembourg, Luxembourg; Christoph Niepel, University of Luxembourg, Luxembourg

Session E: 11	Time: 10:15-11:45	Location: Seminar Room – S03
SINGLE PAPER: PRE-SERVICE TEACHER EDUCATION
Chair Raija Hamalainen, University of Jyväskylä, Finland	Validating a Simulation-Based Learning Environment Measuring Biology Teachers‘ Professional Vision Maria Kramer, Ludwig-Maximilians-Universität Munich, Germany; Julia Stürmer, Ludwig-Maximilians-Universität Munich, Germany; Christian Förtsch, Ludwig-Maximilians-Universität Munich, Germany; Sonja Förtsch, Ludwig-Maximilians- Universität Munich, Germany; Birgit J. Neuhaus, Ludwig-Maximilians-Universität Munich, Germany Challenges, socio-emotional expressions and emotion regulation in collaborative Learning Piia Naykki, University of Oulu, Finland; Hanna Jarvenoja, University of Oulu, Finland; Tiina Törmänen, University of Oulu, Finland, Finland; Jaana Isohätälä, University of Oulu, Finland; Sanna Järvelä, University of Oulu, Finland To debate or to play a conflict? Development of sociocognitive conflicts in two teaching strategies Macarena Sanhueza Céspedes, Pontificia Universidad Católica de Chile, Chile; Christian SEBASTIÁN, Pontificia Universidad Católica de Chile, Chile; María Josefa Smart Torrealba, Pontificia Universidad Católica de Chile, Chile; Martín Vergara Wilson, Pontificia Universidad Católica de Chile, Chile; María Rosa Lissi, Pontificia Universidad Católica de Chile, Chile Student perceptions toward flipped Classroom: the role of the teacher Camila Barahona, Pontificia Universidad Católica de Chile, Chile; Miguel Nussbaum, Pontificia Universidad Católica de Chile, Chile; Alejandra Meneses, Pontificia Universidad Católica de Chile, Chile; Maximiliano Montenegro, Facultad de Educación, Pontificia Universidad Católica de Chile, Chile; Macarena Santana, Pontificia Universidad Católica de Chile, Chile; Isabel Hilliger, Pontificia Universidad Católica de Chile, Chile

Session E: 12	Time: 10:15-11:45	Location: Seminar Room – S05
SINGLE PAPER: METACOGNITION
Chair Laure Kloetzer, Institute of Psychology & Education, Switzerland	Improving calibration accuracy with outcome feedback: a longitudinal study Marloes Nederhand, Erasmus University Rotterdam, Netherlands; Huib Tabbers, Erasmus University Rotterdam, Netherlands; Joran Jongerling, Erasmus University Rotterdam, Netherlands; Remigius (Remy) Rikers, UCR / Utrecht University, Netherlands Mixed Methods? A comparison of different Judgments and Indicators for Metacomprehension Simone Goppert, University of Bamberg, Germany; Maximilian Pfost, University of Bamberg, Germany; Cordula Artelt, Leibniz Institute for Educational Trajectories, Germany; Nora Neuenhaus, University of Bamberg, Germany The Effect of Self-Regulated Learning Interventions on Achievement: a Meta-Analysis Renee Jansen, Utrecht University, Netherlands; Anouschka van Leeuwen, Utrecht University, Netherlands; Jeroen Janssen, Utrecht University, Netherlands; Liesbeth Kester, Utrecht University, Netherlands How much impact does growth mindset have on course grades? Jose Luis Suarez-Garcia, Colorado State University, United States; Ani Aghababyan, McGraw-Hill Education, United States; Neil Zimmerman, McGraw-Hill Education, United States; Sean Burns, Colorado State University, United States

Session E: 13	Time: 10:15-11:45	Location: Seminar Room – S02
SINGLE PAPER: WORKPLACE AND LIFELONG LEARNING
Chair Anu Tammeleht, University of Helsinki, Estonia	Emerging directions in research on lab capacity strengthening for drug-resistant infections in LMICs Koula Charitonos, The Open university UK, United Kingdom; Allison Littlejohn, Open University, United Kingdom; Tim Seal, The Open University, United Kingdom, United Kingdom Expertise related misconceptions and weaknesses in medical knowledge; a review Els Boshuizen, Open University of the Netherlands, Netherlands; Kosala N. Marambe, University of Peradeniya, Sri Lanka Self-regulated professional learning: insights from a longitudinal field-study in clinical practice Katrien Cuyvers, University of Antwerp, Belgium; Piet Van den Bossche, University of Antwerp, Belgium; Vincent Donche, University of Antwerp, Belgium Transforming campus learning landscapes – Building common ground through a service design process Caj Niclas Sandström, University of Helsinki, Finland; Anne Nevgi, University of Helsinki, Finland

Session E: 14	Time: 10:15-11:45	Location: Seminar Room – S04
SINGLE PAPER: MISCONCEPTIONS
Chair Nina Kolleck, Freie Universität Berlin, Germany	Processes and earthquakes – investigating Swedish students´ conceptions and relational thinking Mattias Arrhenius, Department of humanities and social science education, Sweden; Cecilia Lundholm, Stockholm University, Sweden; Gabriel Bladh, Karlstad University, Sweden Students’ explanations of river landforms and processes: a framework theory perspective Rod Lane, Macquarie University, Australia Reducing Reliance on Misinformation through Psychoeducation and an Error Marking Task Steffen Gottschling, Leibniz-Institut für Wissensmedien (IWM), Germany; Yvonne Kammerer, Leibniz-Institut für Wissensmedien (IWM), Germany Science students' noticing of appropriate frames Tobias Fredlund, University of Oslo, Sweden; Erik Knain, University of Oslo, Norway

Session E: 15	Time: 10:15-11:45	Location: Seminar Room – S06
SINGLE PAPER: LEARNING IN HIGHER EDUCATION
Chair Jori Beck, Old Dominion University, United States	Practising Fiercely: Lifting Teacher Fulfilment through Stance, Supports and Stamina Wendy Holley-Boen, Massey University, New Zealand Shaping PhD students teaching conceptions through the interplay of formal and informal learning Mari Karm, University of Tartu, Estonia; Triinu Soomere, University of Tartu, Estonia The contemporary function of the student voice in higher education: exploring the Chilean case Stephen Darwin, Universidad Alberto Hurtado, Chile Pre-service teacher research in intended, implemented and attained curriculum of teacher education Lidewij van Katwijk, NHL-Stenden / University of Groningen, Netherlands; Ellen Jansen, University of Groningen, Netherlands; Klaas van Veen, University of Groningen, Netherlands

Session E: 16	Time: 10:15-11:45	Location: Seminar Room – S11
SINGLE PAPER: ASSESSMENT METHODS AND TOOLS IN HIGHER EDUCATION
Chair Timo Leuders, University of Education Freiburg, Germany	Advancing peer assessment in higher education [ASSET: Erasmus+ co-funded project] Dorit Alt, Kinneret College on the Sea of Galilee, Israel; Nirit Raichel, Kinneret College on the Sea of Galilee, Israel Using Learning Analytics to Identify Efficient Indicators for Grading Group Essays Mei-Shiu Chiu, National Chengchi University, Taiwan; Ya Ping (Amy) Hsiao, Tilburg University, Netherlands Co-regulated learning in dialogic peer feedback Qiyun Zhu, Guangdong University of Foreign Studies, China Assessment of reasoning skills at the beginning of higher education studies Attila Pásztor, MTA-SZTE Research Group on the Development of Competencies, Hungary; Erzsébet Korom, University of Szeged, MTA-SZTE Science Education Research Group, Hungary; Gyongyver Molnar, University of Szeged, Hungary

Session E: 17	Time: 10:15-11:45	Location: Seminar Room – S12
SINGLE PAPER: EMOTION AND AFFECT
Chair Martin J. Tomasik, University of Zurich, Switzerland	A Structural Model of the Relationship among Meta-Affect, Self-Efficacy, and Science Achievement Esen Uzuntiryaki Kondakci, Middle East Technical University, Turkey; Zubeyde Demet Kirbulut, Harran University, Turkey How mistakes can benefit learning Nicholas Garnett, Keele University, United Kingdom; Yvonne Skipper, Keele University, United Kingdom When emotion regulation emerges in collaboration? – Relation to valence and physiological arousal Hanna Jarvenoja, University of Oulu, Finland; Tiina Törmänen, University of Oulu, Finland, Finland; Kristiina Kurki, University of Oulu, Finland Anxiety and Hope Interact with Regulation Strategies close to an Exam Anna-Lena Rottweiler, Augsburg University, Germany; Ulrike Nett, Augsburg University, Germany

Session E: 18	Time: 10:15-11:45	Location: Seminar Room – S15
SINGLE PAPER: MOTIVATION AND EMOTION
Chair Miriam Losse, Saxion University of Aplied Sciences, Netherlands	Testing the Gap Hypothesis: Longitudinal Relations between Digital Engagement and School Engagement Lauri Hietajärvi, University of Helsinki, Finland; Katariina Salmela-Aro, Helsinki University, Finland; Kai Hakkarainen, University of Helsinki, Finland; Kirsti Lonka, University of Helsinki, Finland Exploring Goal Complexes: Achievement Goals, Reasons for Performance Goals, and Emotional Correlates Jeannine Turner, Florida State University, United States; Jinjushang Chen, Florida State University, United States; Juhee Kim, Florida State University, United States Motivation co-construction: How students build group-level motivation in collaborative learning Kayley Lyons, Monash University, Australia Effects of an intervention on personal and social competences of adolescents Dölf Looser, Institut für Professionsforschung & Kompetenzentwicklung, Switzerland

Session E: 19	Time: 10:15-11:45	Location: Seminar Room – S07
SINGLE PAPER: TEACHING AND LEARNING IN STUDENT-CENTRED LEARNING ENVIRONMENTS
Chair Victoria Johansson, Lund University, Sweden	Student hesitancy to active participation in student-centred learning environments Monika Nerland, University of Oslo, Norway Perceptions of quality feedback- depending on contextual factors? Trine Fossland, Center for teaching, learning and technology, Norway; Odd Rune Stalheim, Inland Norway University of Applied Sciences, Norway; Rachelle Esterhazy, University of Oslo, Norway Law students’ perceptions of legal reasoning Anne Haarala-Muhonen, University of Helsinki, Finland; Heidi Hyytinen, University of Helsinki, Finland; Tarja Tuononen, University of Helsinki, Finland Pedagogical designs fostering student engagement in group-based learning Crina Damsa, University of Oslo, Norway; Anne Line Wittek, University of Oslo, Faculty of Education, Norway

Session E: 20	Time: 10:15-11:45	Location: Seminar Room – S14
SINGLE PAPER: AT-RISK STUDENTS AND HIGHER EDUCATION
Chair Baerbel Fuerstenau, TU Dresden, Germany	Master students’ experiences of using Design Thinking for solving an authentic challenge Ebba Berggren, The Royal Institute of Technology (KTH), Sweden; Maria Weurlander, The Royal Institute of Technology (KTH), Sweden; Niall Seery, Athlone Institute of Technology, Ireland Influence of Media Consumption during Studies on University Dropout Rates Hans Anand Pant, Humboldt Universitaet zu Berlin, Germany; Judith Jitomirski, Humboldt-University Berlin, Germany; Carla Kühling-Thees, Johannes Gutenberg-Universität Mainz, Germany; Olga Zlatkin-Troitschanskaia, Johannes Gutenberg- Universität Mainz, Germany; Jasmin Schlax, Johannes Gutenberg-Universitaet, Germany; Roland Happ, Johannes Gutenberg University Mainz, Germany; Marie-Theres Nagel, Johannes Gutenberg University Mainz, Germany The role of social support in students’ transition to university: The case of problem-based learning Patrick Bijsmans, Maastricht University, Netherlands; Jeanine de Bruin, Maastricht University, Netherlands; Afke Groen, Maastricht University, Netherlands Online education as an effective solution to integrate refugees into higher education Roland Happ, Johannes Gutenberg University Mainz, Germany; Franziska Reinhardt, Johannes Gutenberg-Universität Mainz, Germany; Olga Zlatkin-Troitschanskaia, Johannes Gutenberg-Universität Mainz, Germany; Tobias Deribo, Johannes Gutenberg Universität Mainz, Germany; Sarah Nell-Müller@uni-mainz.de, Johannes Gutenberg Universität Mainz, Germany

Session E: 21	Time: 10:15-11:45	Location: Seminar Room – S09
SINGLE PAPER: MATHEMATICS AND NEUROSCIENCE
Chair Signe Tonér, Stockholm University, Sweden	The neural correlates of numerical order processing and their relationship to arithmetic performance Stephan Vogel, University of Graz, Austria; Gerrit Sommerauer, Karl-Franzens-Universität Graz, Austria; Karl-Heinz Graß, University College of Teacher Education Styria, Austria; Roland H. Grabner, University of Graz, Austria Neural correlates of number mapping in elementary school children Courtney Pollack, Massachusetts Institute of Technology, United States; Anila D'Mello, Massachusetts Institute of Technology, United States; Dayna Wilmot, Massachusetts Institute of Technology, United States; Isabelle Frosch, Massachusetts Institute of Technology, United States; Rachel Romeo, Massachusetts Institute of Technology, United States; Andrea Imhof, Massachusetts Institute of Technology, United States; Karolina Wade, Massachusetts Institute of Technology, United States; Jimmy Capella, Massachusetts Institute of Technology, United States; Tracy Centanni, Massachusetts Institute of Technology, United States; Kelly Halverson, Massachusetts Institute of Technology, United States; John D. E. Gabrieli, Massachusetts Institute of Technology, United States; Joanna A. Christodoulou, MGH Institute of Health Professions; Massachusetts Institute of Technology, United States Congruency and gap effects in fraction comparison by expert young adults David Maximiliano Gomez Rojas, Universidad de O'Higgins, Chile; Pablo Dartnell, Universidad de Chile, Chile Improving performance in proportional reasoning by reducing the interference of natural numbers Reuven Babai, Tel Aviv University, Israel; Eldad Cohen, Tel Aviv University, Israel; Ruth Stavy, Tel Aviv University, Israel

Session E: 22	Time: 10:15-11:45	Location: Seminar Room – S16
SINGLE PAPER: ACHIEVEMENT, EMOTION AND AFFECT
Chair Jeffrey DeVries, Technical University of Dortmund, Germany	Are Concepts of Achievement Emotions Universal Across Cultures? A Semantic Profiling Approach Kristina Loderer, Ludwig-Maximilians-Universität (LMU), Germany; Kornelia Gentsch, Akademie für Psychotherapie Erfurt, Germany; Melissa Duffy, University of South Carolina, United States; Mingjing Zhu, CAS Key Laboratory of Behavioral Science, Institute of Psychology, P. R. China, China; Xiyao Xie, Research Team of Behavior Change & Patient Engagement, Philips Research China, China; Jason Andres Chavarria, University of Antioquia, Colombia; Reinhard Pekrun, Ludwig- Maximilians-Universität (LMU), Germany; Elisabeth Vogl, Ludwig-Maximilians-Universität (LMU), Germany; Klaus R. Scherer, Ludwig-Maximilians-Universität (LMU), Germany; Johnny J. R. Fontaine, Ghent University, Belgium; Cristina Soriano Salinas, University of Geneva, Switzerland Performing during a presentation: The role of self-efficacy, enjoyment, and cortisol Tobias Ringeisen, Berlin School of Economics and Law, Germany; Tobias Eckart, Goethe-Universität Frankfurt am Main, Germany; Wubamlak Endale, Goethe-Universität Frankfurt am Main, Germany; Kristina Klug, Goethe-Universität Frankfurt am Main, Germany; Marco Schickel, Berlin School of Economics and Law, Germany; Sonja Rohrmann, Goethe-Universität Frankfurt am Main, Germany Better grades through better planning? Achievement goals, goal planning effort, and exam performance Martin Greisel, University of Augsburg, Germany; Martin Daumiller, University of Augsburg, Germany Learning by doing Esther Odilia Breuer, Universität zu Köln/ University of Cologne, Germany

Session E: 23	Time: 10:15-11:45	Location: Seminar Room – S10
SINGLE PAPER: ACHIEVEMENT
Chair Ayelet Becher, Ben-Gurion University of the Negev, Israel	Is generating oral explanations more effective than writing explanations? Text difficulty matters Leonie Jacob, Leibniz-Institut für Wissensmedien (IWM), Germany; Andreas Lachner, University of Tübingen, Germany; Katharina Scheiter, Leibniz-Institut für Wissensmedien, Germany Exploring the culture of motivated persistence for Chinese graduate students Karen NGEOW, The University of Hong Kong, Hong Kong; Yoon San Kong, CCGSS, Hong Kong Development of calculation, word problem solving and reading comprehension skills from grades 3 to 9 Kaja Mädamürk, Tallinn University, Estonia; Eve Kikas, Tallinn University, Estonia; Piret Soodla, Tallinn University, Estonia The impact of heterogeneity on students’ development using different heterogeneity measures Stefanie Dotzel, University of Mannheim, Germany; Karina Karst, University of Mannheim, Germany; Natalie Foerster, University of Münster, Germany; Elmar Souvignier, University of Muenster, Germany; Karin Hebbecker, University of Muenster, Germany

Session F: 1	Time: 12:00-13:30	Location: Lecture Hall – H11
SIG INVITED SYMPOSIUM: POTENTIALS OF SIMULATIONS ACROSS PROFESSIONS
Chair Helen Jossberger, University of Regensburg, Germany Organiser Helen Jossberger, University of Regensburg, Germany Discussant Andreas Rausch, University of Mannheim, Germany	Expanding Apprentices’ Experiences in the Digital World Catharine Oertel, École polytechnique Fédérale de Lausanne (EPFL), Switzerland; Kevin Kim, Ecole Polytechnique Fédérale de Lausanne (EPFL), Switzerland; Jennifer K. Olsen, Ecole Polytechnique Fédérale de Lausanne (EPFL), Switzerland; Pierre Dillenbourg, Ecole Polytechnique Fédérale de Lausanne (EPFL), Switzerland Authenticity, role-play and simulation: In-scenario corrections in maritime training Charlott Sellberg, University of Gothenburg, Sweden; Hans Rystedt, University of Gothenburg, Sweden How participating in a role-play simulation contributes to students’ self-efficacy development Dorothy Duchatelet, University of Antwerp, Belgium; Vincent Donche, University of Antwerp, Belgium; Peter Bursens, University of Antwerp, Belgium; David Gijbels, University of Antwerp, Belgium; Pieter Spooren, University of Antwerp, Belgium Simulation as Assessment Tool for Mountain Rescuers (Non-)Technical Skills Stefan Hanus, University of Regensburg, Germany; Helen Jossberger, University of Regensburg, Germany; Michael Scheumann, University of Regensburg, Germany; Hans Gruber, University of Regensburg, Germany

Session F: 2	Time: 12:00-13:30	Location: Lecture Hall – H08
SIG INVITED SYMPOSIUM: SCARY AND EXCITING! EMOTIONAL AND MOTIVATIONAL FACTORS IN LEARNING FROM MULTIMEDIA DOCUMENTS
Chair Mireille Betrancourt, University of Geneva, Switzerland Organisers Alexander Eitel, University of Freiburg, Germany; Janina Lehmann, Ulm University, Germany Discussant Ulrike Nett, Augsburg University, Germany	The hunt for elusive ‘emotional design’ elements in instructional multimedia: The Czech case. Cyril Brom, Charles University, Czech Republic; Vít Šisler, Faculty of Arts, Charles University, Czech Republic; Tereza Hannemann, Charles University, Faculty of Mathematic and Physics, Czech Republic Emotional Design and Video-Based Learning: situational Interest as a mediator for persistence Alexander Eitel, University of Freiburg, Germany; Tino Endres, University of Freiburg, Germany; Steffen Weyreter, University of Freiburg, Institute of Psychology, Germany; Alexander Renkl, University of Freiburg, Germany The relationship of achievement goal orientations and multiple document comprehension Cornelia Schoor, University of Bamberg, Germany; Carolin Hahnel, DIPF \| Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany; Nina Mahlov, Leibniz Institute for Educational Trajectories (LIfBi), Germany; Ulf Kroehne, DIPF, Germany; Frank Goldhammer, DIPF \| Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany; Cordula Artelt, Leibniz Institute for Educational Trajectories, Germany When a Picture may Not be Worth a 1000 Words: Emotional Aversive Pictures in Multimedia Learning Tim Kühl, University of Mannheim, Germany; Stefan Münzer, Universität Mannheim, Germany

Session F: 3	Time: 12:00-13:30	Location: Seminar Room – S01
SYMPOSIUM: SUPPORT TEACHERS WITH THE CHALLENGES OF TECHNOLOGY-INTEGRATION
Chair Andreas Lachner, University of Tübingen, Germany Organiser Iris Backfisch, Leibniz-Institut für Wissensmedien (IWM) \| Knowledge Media Research Center, Germany Discussant Dominik Petko, University of Zurich, Institute of Education, Switzerland	Technology in teacher education? A profile analysis of Turkish teacher educators Jo Tondeur, Vrije Universiteit Brussel,, Belgium; Müge Adnan, Muğla Sıtkı Koçman University, Turkey; Ronny Scherer, University of Oslo, Norway Effects of Teachers’ Professional Competence on Technology-Enhanced Teaching Quality Iris Backfisch, Leibniz-Institut für Wissensmedien (IWM) \| Knowledge Media Research Center, Germany; Andreas Lachner, University of Tübingen, Germany; Christoff Hische, University of Tuebingen, Germany; Frank Loose, University of Tuebingen, Germany; Katharina Scheiter, Leibniz-Institut für Wissensmedien, Germany Using scripts to enhance pre-service teachers‘ technology-related reasoning skills Christina Wekerle, University of Augsburg, Germany; Ingo Kollar, University of Augsburg, Germany Simulation practice using real actors: Changing teachers' beliefs about technology integration Bracha Kramarski, Bar-Ilan University, Israel; Yafitt Moradof, Bar Ilan University, Israel

Session F: 4	Time: 12:00-13:30	Location: Seminar Room – S11
SINGLE PAPER: MOTIVATION IN TEACHING AND INSTRUCTION
Chair Lara Forsblom, ISPA – Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, Portugal	On the Relation between Students’ Intrinsic Reading Motivation and Book Reading Franziska Locher, Otto-Friedrich-University of Bamberg, Germany; Sarah Becker, Otto-Friedrich-University of Bamberg, Germany; Maximilian Pfost, University of Bamberg, Germany Do instructions to make a drawing and strategic knowledge affect drawing use and math performance? Johanna Rellensmann, University of Münster, Germany; Stanislaw Schukajlow, University of Münster, Germany; Claudia Leopold, University of Fribourg, Switzerland Reading attitude and text difficulty affect gains from 1:1 reading instruction in primary school Suzanne Mol, Leiden University, Netherlands; Christine Espin, Leiden University, United States Continuous professional development on reading for newly qualified teachers: A mixed-method approach Iris Vansteelandt, AP University College/Ghent University, Belgium; Suzanne Mol, Leiden University, Netherlands; Hilde Van Keer, Ghent University, Belgium

Session F: 5	Time: 12:00-13:30	Location: Seminar Room – S05
SINGLE PAPER: INSTRUCTIONAL DESIGN
Chair Hanna Jarvenoja, University of Oulu, Finland	Performing the past? Benefits and challenges of a drama task in history education. Tessa de Leur, University of Amsterdam, Netherlands; Carla Van Boxtel, University of Amsterdam, Netherlands; Tim Huijgen, University of Groningen, Netherlands Drawing Boundaries: Effects of Learner-Generated and Instructor-Provided Illustrations Logan Fiorella, University of Georgia, United States; Qian Zhang, University of Georgia, United States Extending Productive Failure to a Non-STEM Domain: Testing the Effect on Learning Social Sciences Valentina Nachtigall, Ruhr University Bochum, Germany; Nikol Rummel, Ruhr University Bochum, Institute of Educational Research, Germany; Katja Serova, Ruhr University Bochum, Institute of Educational Reserach, Germany Generating a Teaching Video at Home: More Effective and Enjoyable than Restudying or Summarizing? Vincent Hoogerheide, Utrecht University, Netherlands; Joran Visee, Utrecht University, Netherlands; Andreas Lachner, University of Tübingen, Germany; Tamara Van Gog, Utrecht University, Netherlands

Session F: 6	Time: 12:00-13:30	Location: Seminar Room – S15
SINGLE PAPER: PRE-SERVICE TEACHER EDUCATION, TEACHING AND TEACHER EDUCATION
Chair Julie Moote, University College London, United Kingdom	Occupational embeddedness of early career teachers – the importance of role stress and support Anita Sandmeier, The Schwyz University of Teacher Education, Switzerland; Julia Mühlhausen, Work and Organizational Psychology, University of Bern, Switzerland; Martin Gubler, Lucerne University of Applied Sciences and Arts, Switzerland What are the perspectives of expert educators on core practices in foreign language education? Malba Barahona, Pontificia Universidad Catolica de Valparaíso, Chile Disentangling Task Demands – Preparing Prospective EFL Teachers for Their Future Diagnostic Tasks Judith Sebastiani, University of Koblenz – Landau, Germany; Ingmar Hosenfeld, University of Koblenz – Landau, Germany Testing measurement invariance of beginning and advanced student teachers’ perceptions of coherence Katharina Hellmann, University of Education Freiburg, Germany; Jan Henning-Kahmann, University of Education, Freiburg, Germany

Session F: 7	Time: 12:00-13:30	Location: Seminar Room – S16
SINGLE PAPER: TEACHER PROFESSIONAL DEVELOPMENT
Chair Clara Schumacher, University of Mannheim, Germany	Three cycles of teaching to weld: Developing vocational teaching on a scientific basis Nina Kilbrink, Karlstad University, Sweden; Stig-Börje Asplund, Karlstad University, Sweden Disciplinary and Multidisciplinary Teacher Learning Communities: Equal Opportunities to Learn? Adi Mendler, Ben-Gurion University, Israel; Aliza Segal, Ben Gurion University of the Negev, Israel HUNGARIAN SCIENCE AND MATHEMATICS TEACHERS’ PROFESSIONAL DEVELOPMENTAL NEEDS Gábor Z. Orosz, Doctoral School of Education, University of Szeged; MTA-SZTE Science Education Research Group, Hungary; Davaajav Purevjav, Doctoral School of Education, University of Szeged, Hungary; Edit Katalin Molnár, University of Szeged, Hungary Using PIAAC data to explore the problem-solving skills of adults working in the educational sector Bram De Wever, Ghent University, Belgium; Raija Hamalainen, University of Jyväskylä, Finland; Kari Nissinen, University of Jyväskylä, Finland; Joonas Mannonen, University of Jyväskylä, Finland

Session F: 8	Time: 12:00-13:30	Location: Lecture Hall – H07
SINGLE PAPER: HIGHER EDUCATION
Chair Paul Swan, Monash University, Australia	Understanding students’ acceptance of educational technology reform: a longitudinal study. Ine Windey, KU Leuven KULAK, Belgium; Annelies Raes, imec-ITEC-KU Leuven Centre for Instructional Psychology and – Technology, Belgium; Fien Depaepe, KU Leuven, Belgium Criteria based assessment of teaching qualifications: Issues of validity Camilla Østerberg Rump, University of Copenhagen, Denmark; Sofie Kobayashi, University of Copenhagen, Denmark Shared challenges and solutions in digital pedagogy – a case of joint workshop of two teacher groups Marjaana Veermans, University of Turku, Finland; Essi Ryymin, Häme University of Applied Sciences, Finland; Anne-Maria Korhonen, Hamk University of Applied Sciences, Finland; Jenni Airola, University of Turku, Finland; Jiri Lallimo, University of Turku, Finland; Jukka Niinimäki, Häme University of Applied Sciences, Finland Socio-Cognitive Openness in Online Knowledge Building: Does Openness keep Conversations Going? Hennie van Heijst, Aeres University of Applied Sciences, Netherlands; Frank De Jong, Aeres University of Applied Sciences Wageningen & Open University Heerlen, Netherlands; Jan van Aalst, University of Hong Kong, Hong Kong; Natascha de Hoog, Open University the Netherlands, Netherlands; Paul A. Kirschner, Open University of the Netherlands, Netherlands

Session F: 9	Time: 12:00-13:30	Location: Seminar Room – S07
SINGLE PAPER: INQUIRY LEARNING
Chair Jenefer Husman, University of Oregon, United States	The role of two types of scaffolds in technology-enhanced collaborative inquiry-based learning Joni Lämsä, University of Jyväskylä, Finland; Raija Hamalainen, University of Jyväskylä, Finland; Pekka Koskinen, University of Jyväskylä, Finland; Jouni Viiri, University of Jyväskylä, Finland; Joonas Mannonen, University of Jyväskylä, Finland Metacognitive prompts facilitate teachers' reflections on dynamic open inquiry Michal Zion, Bar Ilan University, Israel; Esther Rimerman, Bar Ilan University, Israel; Idit Adler, Bar-Ilan University, Israel The Emergence of Source Evaluation Criteria: A Microgenetic Study Clark Chinn, Rutgers University, United States; Sarit Barzilai, University of Haifa, Israel Understanding Climate Change Through Constructive and Example-Based Scaffolds Sarah Bichler, Ludwig-Maximilians-Universität (LMU), Germany; Sonya Richards, No academic affiliation, Germany; Lisa Hasenbein, Eberhard Karls Universität Tübingen, Germany; Marcia Linn, University of California-Berkeley, United States; Frank Fischer, Ludwig-Maximilians-Universität (LMU), Germany

Session F: 10	Time: 12:00-13:30	Location: Lecture Hall – H09
SINGLE PAPER: HIGHER EDUCATION
Chair Alessia Eletta Coppi, Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland	The Impact of Writing and Answering Questions on Study Success Natalie Enders, Universität Hildesheim, Germany; Sandra Rothenbusch, Institute of Psychology, Technische Universität Braunschweig, Germany IDENTIFYING UNIVERSITY STUDENTS’ STUDY PROFILES Jukka Utriainen, University of Jyväskylä, Finland; Päivi Tynjälä, University of Jyväskylä, Finland; Eeva Kallio, University of Jyväskylä, Finland; Miika Marttunen, University of Jyväskylä, Finland; Asko Tolvanen, University of Jyväskylä, Finland University students in the classroom: How faculty contexts interact with student expectations Samantha Marangell, University of Melbourne, Australia Targeting efficient studying in higher education – a student perspective Maria Öhrstedt, Stockholm University, Sweden; Max Scheja, Stockholm University, Sweden

Session F: 11	Time: 12:00-13:30	Location: Lecture Hall – H05
SINGLE PAPER: TEACHING, INSTRUCTION AND ACHIEVEMENT
Chair Corinne Wyss, Zurich University of Teacher Education, Switzerland	School Engagement in High Ability Students: Developmental Trajectory and Educational Outcomes Alicia Ramos, KU Leuven (BE), Belgium; Bieke De Fraine, KU LEUVEN, Belgium; Karine Verschueren, KU Leuven, Belgium How do students with different learning characteristic profiles perceive teacher feedback? Ariane S. Willems, University of Goettingen, Germany; Katharina Dreiling, University of Goettingen, Germany Achievement Emotions and School Transition – Individual and Contextual Determinants Michaela Glaeser-Zikuda, University of Erlangen-Nuremberg, Germany; Simon Meyer, University of Erlangen-Nuremberg, Germany Exploring connections of learning motives and learning strategies in self-regulated learning Éva D. Molnár, University of Szeged, Hungary; Edit Tóth, MTA-SZTE Research Group on the Development of Competencies, Hungary

Session F: 12	Time: 12:00-13:30	Location: Lecture Hall – H10
SINGLE PAPER: PRE-SERVICE TEACHER EDUCATION AND COMPETENCIES
Chair Erica de Vries, Univ. Grenoble Alpes, France	Using case-based e-learning scenarios to enhance PSTs’ diagnostic and planning abilities Sarah Dannemann, Leibniz University Hannover, Institute for Science Education, Germany; Julian Heeg, Leibniz University of Hannover, Institute for Science Education, Germany Improving student teachers’ competence of lesson planning form a vocational education perspective Matthias Söll, Institute of Vocational Education and Training, Germany Educating for democracy through intercultural virtual problem-based learning in teacher education. Christoph Dähling, University of Bonn, Germany; Jutta Standop, Friedrich-Wilhelms-Universität Bonn, Germany How pre-service teachers define digital literacy – a cross-cultural study Eva Brante, Malmö University, Sweden; Alexandra List, Penn State University, United States; Holly K. Lee, Georg Mason University, United States

Session F: 13	Time: 12:00-13:30	Location: Seminar Room – S09
SINGLE PAPER: TEACHER PROFESSIONAL DEVELOPMENT
Chair Susan Jones, University of Exeter, United Kingdom	Burnout Risk in Teaching: The Role of Experience, Gender, Self-Efficacy and Mindfulness Silke Schworm, University of Regensburg, Germany; Helen Jossberger, University of Regensburg, Germany Changes in educational science research competencies among teachers in further education Wolfram Rollett, University of Education Freiburg, Germany; Daniel Kittel, University of Education Freiburg, Germany, Germany; Jana Groß Ophoff, Tübingen School of Education, Institut für Erziehungswissenschaft, Germany Theoretical foundations and teaching quality at universities: What do we measure? What do we know? Ulrike Schwabe, DZHW – German Centre for Research on Higher Education and Science Studies, Germany; Axel Oberschelp, DZHW Hannover, Germany; Edith Braun, Justus-Liebig-Universitaet Giessen, Germany Do competent teachers choose PD activities more frequently? A large-scale study on teacher learning Eric Richter, University of Potsdam, Germany; Alexandra Marx, Die Deutsche Schulakademie, Germany; Dirk Richter, University of Potsdam, Germany

Session F: 14	Time: 12:00-13:30	Location: Seminar Room – S06
SINGLE PAPER: ASSESSMENT AND EVALUATION
Chair Katja Lenz, University of Education Freiburg, Germany, Germany	Implementation of an educational philosophy: A multiple-case study of an evaluation model Shirley Miedijensky, Oranim Academic College of Education, Shamir Research Institute – University of Haifa, Israel; Irit Sasson, Tel-Hai College, Shamir Research Institute – University of Haifa, Israel Confidence-based marking for SRL in Secondary Teacher Education: students’voice. ANA REMESAL ORTIZ, Universitat de Barcelona, Spain; Fátima Vega, Universitat de Barcelona, Spain; Gemma Pérez- Clemente, Universitat de Barcelona, Spain; Mireia Álvarez-Brinquis, Universitat de Barcelona, Spain Intercultural evidence of a Tablet based executive functions test for children between 7 to 10 years Ricardo Rosas-Diaz, CEDEti-UC, Chile; Victoria Espinoza, Pontificia Universidad Católica de Chile, Chile; Marion Garolera, Pontificia Universidad Católica de Chile, Chile Development and validation of the Playgroup Environment Rating Scale (PERS) Vanessa Russo, University Institute of Lisbon (ISCTE – IUL), Portugal; Clara Barata, University of Coimbra, Portugal; Joana Alexandre, University Institute of Lisbon (ISCTE-IUL), Portugal; Catarina Leitão, University of Coimbra, Portugal; Bruno de Sousa, University of Coimbra, Portugal

Session F: 15	Time: 12:00-13:30	Location: Seminar Room – S14
SINGLE PAPER: EDUCATIONAL EFFECTIVENESS AND QUANTITATIVE METHODS
Chair Daniel Muijs, Ofsted, United Kingdom	Evidence for the Design of Cluster-Randomized Intervention Studies on Students' Competencies Sophie Stallasch, University of Potsdam, Germany; Oliver Lüdtke, Leibniz Institute for Science and Mathematics Education (IPN), Kiel, Germany; Cordula Artelt, Leibniz Institute for Educational Trajectories (LIfBi), Bamberg, Germany; Martin Brunner, University of Potsdam, Germany The continuing effect of primary school on secondary school achievement. Melvin Chan, National Institute of Education, Singapore Comparing Teaching Practice Items across Countries: Using Network Analysis Jessica Fischer, German Institute for International Educational Research (DIPF), Germany; Jia He, TilbuDIPF, China; Eckhard Klieme, German Institute for International Educational Research (DIPF), Germany Comparing Teacher self-efficacy in Anglo-Saxon, Nordic and East- & South-East Asian countries Sina Fackler, LIfBi, Germany

Session F: 16	Time: 12:00-13:30	Location: Seminar Room – S02
SINGLE PAPER: MOTIVATION AND EMOTION
Chair Ingeborg Krange, Kristiania University College, Norway	I’d rather work alone. Insight into students’ recovery from teamwork and independent work. Sigrid Wimmer, University of Graz, Austria; Manuela Paechter, University of Graz, Austria; Ilona Papousek, University of Graz, Austria; Helmut Karl Lackner, Medical University of Graz, Austria University Instructors’ Achievement Goals and Subjective Well-being Raven Rinas, Augsburg University, Germany; Markus Dresel, University of Augsburg, Germany; Martin Daumiller, University of Augsburg, Germany Industry-school projects as an aim to foster secondary school students’ interest in STEM careers Robbert Smit, University of Teacher Education St.Gallen, Switzerland; Nicolas ROBIN, Fachdidaktik Naturwissenschaften, Switzerland; Christina De Toffol, University of Teacher Education St.Gallen, Switzerland Collective efficacy, proxy efficacy, friendship-acquaintance groupings, and group performance Jose Hanham, Western Sydney University, Australia; John McCormick, University of Wollongong, Australia

Session F: 17	Time: 12:00-13:30	Location: Seminar Room – S10
SINGLE PAPER: ONLINE MEASURES OF LEARNING PROCESSES
Chair Tobias Halbherr, Swiss Federal Institute of Technology Zurich / ETH Zurich, Switzerland	Measuring cognitive load during online complex learning Charlotte Larmuseau, KU Leuven, Belgium; Pieter Vanneste, KU Leuven KULAK, Belgium; Piet Desmet, KU Leuven KULAK, Belgium; Fien Depaepe, KU Leuven, Belgium How Experts Change Their (Viewing) Behavior When Modeling a Task to Novices Selina Nadine Emhardt, Welten Institute – Open University of the Netherlands, Netherlands; Halszka Maria Jarodzka, Open University of the Netherlands, Netherlands; Ellen Kok, Utrecht University, Netherlands; Saskia Brand-Gruwel, Open University the Netherlands, Netherlands; Christian Drumm, Department of Business Studies, Aachen University of Applied Sciences, Germany, Germany; Tamara Van Gog, Utrecht University, Netherlands Self-report vs. actual strategy use Daniel Schropp, Ulm University Institute of Psychology and Education, Germany; Silja-Susann Taxis, Ulm University, Germany; Tina Seufert, Ulm University, Germany Using sequence analysis to gain insight into students’ behavior while solving complex problems Beate Eichmann, DIPF \| Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany; Frank Goldhammer, DIPF \| Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany; Samuel Greiff, University of Luxembourg, Luxembourg; Liene Brandhuber, Goethe-Universität Frankfurt, Germany; Johannes Naumann, University of Wuppertal, Germany

Session F: 18	Time: 12:00-13:30	Location: Seminar Room – S12
SINGLE PAPER: EDUCATIONAL TECHNOLOGY IN PRIMARY EDUCATION
Chair Colin Jevons, Monash Business School, Australia	Learning via embodied learning: Investigating the impact of a digital Vs a non-digital intervention Yiannis Georgiou, Cyprus University of Technology, Cyprus; Andri Ioannou, Cyprus University of Technology, Cyprus; Panayiotis Kosma, Cyprus University of Technology, Cyprus Children’s self-efficacy beliefs impact the efficiency of game-based learning Miia Ronimus, Niilo Mäki Institute, Finland; Ritva Ketonen, University of Helsinki, Finland Single vs. multi-touch interfaces for collaborative learning with tablets Armin Weinberger, Saarland University, Germany; Lara Johanna Schmitt, Saarland University, Germany; Dimitra Tsovaltzi, Saarland University, Germany App clusters: Patterns of combined app use and their relation to learning Sarah Howard, University of Wollongong, Australia; Karl Maton, University of Sydney, Australia

Session F: 19	Time: 12:00-13:30	Location: Seminar Room – S04
SINGLE PAPER: WRITING AND LITERACY
Chair Stephanie MacMahon, The University of Queensland, Australia	Partnering with practitioners to raise achievement: Methodological challenges for robust research Judy M. Parr, University of Auckland, New Zealand; Rebecca Jesson, University of Auckland, New Zealand Mediating Effects of Writing Achievement Goals on Self-Efficacy and Affect in Secondary School Buket Akkoyunlu, Çankaya University, Turkey; Meryem Yılmaz Soylu, Independent researcher, Turkey Handwriting Development of Primary School Students and Teachers` influence on this Process Peter Falmann, University of Koblenz and Landau, Germany Understanding Writing-to-Learn – Approaches and Educational Implications Markus Linnemann, University of Koblenz-Landau, Germany

Session F: 20	Time: 12:00-13:30	Location: Lecture Hall – H06 – Amazon Hörsaal
SINGLE PAPER: MIXED-METHOD RESEARCH IN HIGHER EDUCATION
Chair Mei-Shiu Chiu, National Chengchi University, Taiwan	Just boring or even enjoyable? Students’ achievement emotions in higher education courses Barbara Jacob, Friedrich-Alexander University Nuremberg, Germany; Florian Hofmann, Institute for Educational Science, University of Erlangen-Nuremberg, Germany; Melanie Stephan, University of Erlangen-Nuremberg, Germany; Katharina Fuchs, Institute for Educational Science, University of Erlangen-Nuremberg, Germany; Stefan Markus, University of Wuppertal, Germany; Michaela Glaeser-Zikuda, University of Erlangen-Nuremberg, Germany Dental Medical Students’ Competencies for Identifying Anomalies in X-rays: When Do They Develop? Katharina Scheiter, Leibniz-Institut für Wissensmedien, Germany; Thérése Eder, Leibniz-Institut für Wissensmedien (IWM), Germany; Juliane Richter, Leibniz-Institut für Wissensmedien, Germany; Fabian Hüttig, Tübingen University Hospital Center for Dentistry, Oral Medicine, and Maxillofacial Surgery, Germany; Constanze Keutel, Tübingen University Hospital Center for Dentistry, Oral Medicine, and Maxillofacial Surgery, Germany International degree students’ perceptions on how the university could enhance their study wellbeing Viivi Virtanen, University of Helsinki, Finland; Sara Rönkkönen, Aalto-University, Finland; Mikko Inkinen, Aalto University, Finland; Minna Nevala, Aalto University, Finland; Merita Petäjä, Aalto University, Finland Psychological flexibility and organised studying to lower stress and improve well-being of students Saku Määttä, University of Turku / Faculty of Education, Finland; Henna Asikainen, University of Helsinki, Finland; Nina Katajavuori, University of Helsinki, Finland

Session G: 1	Time: 13:45-15:15	Location: Lecture Hall – H05
SIG INVITED SYMPOSIUM: INNOVATIVE RESEARCH ON DIGITAL TOOLS AND THEIR USE IN TEACHING AND TEACHER EDUCATION
Chairs Annelies Kreis, Zurich University of Teacher Education, Switzerland; Inger Marie Dalehefte, University of Agder, Norway Discussant Alicia Alonzo, Michigan State University, United States	POSSIBILITIES, CHALLENGES AND RESTRICTIONS OF AUGMENTED REALITY IN TEACHER EDUCATION Corinne Wyss, Zurich University of Teacher Education, Switzerland; Wolfgang Bührer, Zurich University of Teacher Education, Switzerland SUPPORTING FORMATIVE PEER-FEEDBACK ON LEARNING-STRATEGY USE BY A DIGITAL TOOL Anika Bürgermeister, University of Leipzig, Germany; Inga Glogger-Frey, University of Freiburg, Germany; Henrik Saalbach, University of Leipzig, Germany CONNECTING THEORY AND PRACTICE IN TEACHER EDUCATION BY MEANS OF OBSERVATION SOFTWARE Aleksandra Lazareva, University of Agder, Norway; Peter Mathisen, University of Agder, Norway; Kari Midtsund Nordbø, University of Agder, Norway RETHINKING THE ROLE OF BROKERS – DUTCH EDUCATIONAL POLICY IN THE TWITTERVERSE Martin Rehm, Pädagogische Hochschule Weingarten, Germany; Frank Cornelissen, University of Amsterdam, Netherlands; Alan Daly, University of California, San Diego, United States; Jonathan Supovitz, University of Pennsylvania, United States

Session G: 2	Time: 13:45-15:15	Location: Lecture Hall – H07
SIG INVITED SYMPOSIUM: WRITING RESEARCH FROM DIFFERENT PERSPECTIVES
Chair Guido Nottbusch, University of Potsdam, Germany Organiser Guido Nottbusch, University of Potsdam, Germany Discussant Eva Lindgren, Umeå University, Sweden	The relationship between executive functions and writing in elementary-school children Teresa Limpo, University of Porto, Portugal; Marisa Filipe, University of Porto, Portugal; Sofia Magalhães, University of Porto, Portugal; Carolina Cordeiro, University of Porto, Portugal; Andreia Veloso, University of Porto, Portugal; Andreia Nunes, University of Porto, Portugal; Thierry Olive, CNRS & Université de Poitiers, France; São Luís Castro, University of Porto, Portugal Where do writers pause in orthographically awkward words? Guido Nottbusch, University of Potsdam, Germany Effectivity of Writing Interventions: for theory and practice Gert Rijlaarsdam, University of Amsterdam, Netherlands; Liselore van Ockenburg, University of Amsterdam, Netherlands; Anouk ten Peze, University of Amsterdam / Kennemer Lyceum Overveen, Netherlands; Tanja Janssen, Universiteit van Amsterdam, Netherlands; Daphne van Weijen, University of Amsterdam, Netherlands Writing with Writers Debra Myhill, University of Exeter, United Kingdom

Session G: 3	Time: 13:45-15:15	Location: Lecture Hall – H09
SYMPOSIUM: CHARACTERISTICS AND COMORBIDITY OF MATHEMATICAL LEARNING DIFFICULTIES
Chair Airi Hakkarainen, University of Eastern Finland, Finland Organiser Airi Hakkarainen, University of Eastern Finland, Finland Discussant Annemie Desoete, Ghent University / Artevelde University College, Belgium	Individual Variation in Mathematics Performance: Behavioral and Cognitive Profiles Marije Huijsmans, Radboud University, Behavioural Science Institute, Netherlands; Tijs Kleemans, Behavioural Science Institute (BSI), Radboud University, Netherlands; Evelyn Kroesbergen, Behavioural Science Institute (BSI), Radboud University, Netherlands Subtypes of mathematical learning difficulties in adolescent students Johan Korhonen, Åbo Akademi University, Finland; Pekka Räsänen, Niilo Mäki Institute, Finland Comorbidity of reading and mathematics learning difficulties: The working memory deficit profiles Sha Tao, Beijing Normal University, China Cognitive characteristics of children with mathematical learning disabilities: A meta-analysis Ilona Friso-van den Bos, University of Twente, Netherlands; Tijs Kleemans, Behavioural Science Institute (BSI), Radboud University, Netherlands; Evelyn Kroesbergen, Behavioural Science Institute (BSI), Radboud University, Netherlands

Session G: 4	Time: 13:45-15:15	Location: Lecture Hall – H08
SYMPOSIUM: PROMOTING REFLECTION AT THE WORKPLACE: HOW TO SUPPORT TOMORROW’S PROFESSIONALS
Chair Dominik Petko, University of Zurich, Institute of Education, Switzerland Organiser Karen Könings, Maastricht University, Netherlands Discussant Tina Seidel, Technische Universität München (TUM), Germany	How peers, supervisors and patients support reflection of medical residents, but also hinder it Karen Könings, Maastricht University, Netherlands; Serge Mordang, Maastricht University, FHML, Dept. of Educational Research and Development, Netherlands; Eline Vanassche, University of East London, Cass School of Education and Communities, United Kingdom; Frank W. J. M. Smeenk, Maastricht University, Netherlands; Laurents P. S. Stassen, Maastricht University, Netherlands In-Service Teacher Video Coaching: from Design to Impact – A Systematic Review Sara van der Linden, University of Twente, Netherlands; Jan van der Meij, University of Twente, Netherlands; Susan McKenney, University of Twente, Netherlands Reflection with Mobile Technologies: Case studies on using the Metapholio App in Teacher Education Dominik Petko, University of Zurich, Institute of Education, Switzerland; Laura Müller, Schwyz University of Teacher Education, Switzerland; Regina Schmid, Schwyz University of Teacher Education, Switzerland; Michael Hielscher, Pädagogische Hochschule Schwyz, Switzerland Modelling and Supporting Teachers’ Technology-Integration with a Self-Monitoring Reflection Tool Iris Backfisch, Leibniz-Institut für Wissensmedien (IWM) \| Knowledge Media Research Center, Germany; Andreas Lachner, University of Tübingen, Germany; Kathleen Stürmer, Univerity of Tübingen, Germany; Katharina Scheiter, Leibniz-Institut für Wissensmedien, Germany

Session G: 5	Time: 13:45-15:15	Location: Lecture Hall – H11
SYMPOSIUM: TEACHERS’ AND PARENTS’ SOCIAL ROLE FOR STUDENTS’ WELL-BEING AND EMOTIONS IN SCHOOL
Chairs Tina Hascher, University of Bern, Switzerland; Dave Putwain, Liverpool John Moores University, United Kingdom Discussant Simone Volet, Murdoch University, Australia	Teachers may be more important for student emotions in class than we thought Tim Mainhard, Utrecht University, Netherlands; V. Sophie Oudman, Utrecht University, Department of Education, Netherlands; Lisette Hornstra, Utrecht University, Netherlands; Roel J. Bosker, University of Groningen, Netherlands; Thomas Goetz, University of Konstanz, Germany Does warning less engaged students about likely failure make them any more engaged? Dave Putwain, Liverpool John Moores University, United Kingdom The role of teacher justice and error culture for alienation from teachers Tina Hascher, University of Bern, Switzerland; Julia Morinaj, University of Bern, Switzerland The Impact of the Home Learning Context on Students’ Well-being, Motivation, and Emotion Barbara Otto, Psychology, University of Landau, Germany; Stephanie Reuter, University of Koblenz-Landau, Department of Developmental and Educational Psychology,, Germany

Session G: 6	Time: 13:45-15:15	Location: Lecture Hall – H04 – Knorr- Bremse Hörsaal
SYMPOSIUM: UNDERSTANDING TEACHERS’ CHANGE TRAJECTORIES AND PERSPECTIVES IN TEACHER PROFESSIONAL DEVELOPMENT
Chair Ann-Kathrin Schindler, Technische Universität München (TUM), Germany Discussant Maaike Endedijk, University of Twente, Netherlands	Multi-perspective case study on changing beliefs and teacher practice during a training programme Matthias Zimmermann, University of Fribourg, Switzerland; Miriam Moser, University of Fribourg, Switzerland; Anke Wischgoll, University of Fribourg (CH), Switzerland; Kurt Reusser, University of Zurich, Switzerland; Christine Pauli, University of Fribourg, Switzerland Understanding teachers’ learning zones and change trajectories in teacher professional development Ann-Kathrin Schindler, Technische Universität München (TUM), Germany; Tina Seidel, Technische Universität München (TUM), Germany; Ricardo Böheim, Technical University of Munich, Germany; Maralena Pielmeier, Technical University of Munich (TUM), Germany; Maximilian Knogler, Technical University of Munich (TUM), Germany; Martina Alles, Technische Universität München (TUM), Germany; Alexander Groeschner, Friedrich Schiller University Jena, Germany Teachers’ learning trajectory in the Lesson Study context Jan Vermunt, Eindhoven University of Technology, Netherlands; Maria Vrikki, University of Cyprus, Cyprus; Paul Warwick, University of Cambridge, United Kingdom; Paul Dudley, University of Cambridge, United Kingdom Examining teachers’ perspectives on learning to facilitate argumentation Alina Reznitskaya, Montclair State University, United States; Ian A.G. Wilkinson, University of Auckland, New Zealand

Session G: 7	Time: 13:45-15:15	Location: Lecture Hall – H10
SYMPOSIUM: PURSUING CAREERS BEYOND ACADEMIA: MOTIVATIONS, CHALLENGES, AND TRAJECTORIES
Chair Isabelle Skakni, Lancaster University and University of Applied Sciences and Arts Western Switzerland, United Kingdom Discussant Lynn McAlpine, University of Oxford, McGill University, Canada	Moving on: HASS PhD graduates negotiating motivations, aspirations and employment outcomes Isabelle Skakni, Lancaster University and University of Applied Sciences and Arts Western Switzerland, United Kingdom; Cally Guerin, University of Adelaide, Australia PhD holders’ transitions towards unconventional professional contexts Andrea Galimberti, University of Milano Bicocca Italy, Italy Non-academic careers for PhDs in the Netherlands Inge Van der weijden, Leiden University, Netherlands; Christine Teelken, VU University Amsterdam, Netherlands PhD holders entering non-academic sectors: A culture shock Isabelle Skakni, Lancaster University and University of Applied Sciences and Arts Western Switzerland, United Kingdom; Kelsey Inouye, University of Oxford, United Kingdom; Lynn McAlpine, University of Oxford, McGill University, Canada

Session G: 8	Time: 13:45-15:15	Location: Seminar Room – S02
POSTER PRESENTATION: INSTRUCTIONAL DESIGN
Chair Sindu George, Monash University, Australia	How does the camera perspective in instructional videos affect learning? Dennis Berse, Deutsches Institut für Erwachsenenbildung, Germany; Martin Merkt, Deutsches Institut für Erwachsenenbildung (DIE), Germany Gaze display interpretation: Can a teacher read a learner’s mind? Ellen Kok, Utrecht University, Netherlands; Margot van Wermeskerken, Erasmus Medical Center, Netherlands; Halszka Maria Jarodzka, Open University of the Netherlands, Netherlands; Ignace Hooge, Utrecht University, Netherlands; Tamara Van Gog, Utrecht University, Netherlands Using EEG and eye-tracking as process measures to study the effects of pictorial seductive details Christian Scharinger, Leibniz-Institut für Wissensmedien, Germany Does perceived task appropriateness of the task for the model affect learning from video examples? Tim van Marlen, Utrecht University, Netherlands; Vincent Hoogerheide, Utrecht University, Netherlands; Larissa den Boer, Utrecht University, Netherlands; Margot van Wermeskerken, Erasmus Medical Center, Netherlands; Halszka Maria Jarodzka, Open University of the Netherlands, Netherlands; Tamara Van Gog, Utrecht University, Netherlands Effects of an Instructional Approach on enhancing Pre-service Teachers’ Diagnostic Competence Venance Timothy, Ludwig-Maximilians-Universität (LMU), Tanzania, United Republic of; Frank Fischer, Ludwig-Maximilians- Universität (LMU), Germany; Raimund Girwidz, Ludwig-Maximilians-Universität-München, Germany; Matthias Stadler, Ludwig-Maximilians-Universität-München, Germany; James Slotta, Boston College, United States Uncovering experts' knowledge on improvisational expertise: The Radio Jazz Research Case. Iwan Wopereis, Open University of the Netherlands, Netherlands

Session G: 9	Time: 13:45-15:15	Location: Seminar Room – S03
POSTER PRESENTATION: TECHNOLOGY-ENHANCED LEARNING
Chair Candice Guy-Gaytán, University of Nevada, Reno, United States	Effects of guidance on learning and motivation in a remote laboratory Anja Hawlitschek, Magdeburg-Stendal University of Applied Sciences, Germany; Sebastian Zug, Otto-von-Guericke- University Magdeburg, Germany Convergence in co-design: Development and Effects of a Graphical Educational Modelling Language. Armin Weinberger, Saarland University, Germany; Allison Kolling, Universität des Saarlandes, Germany How do personalized visualizations influence students self-regulated learning? Inge Molenaar, Radboud University Nijmegen, Netherlands; Anne Horvers, Behavioural Science Institute, Radboud University Nijmegen, Netherlands; Ryan Baker, University of Pennsylvania, United States Exploring Classroom Dynamics in a University Setting: A Multilevel Modelling Approach Fred H. F. Chan, The University of Hong Kong, Hong Kong; Allan H. K. Yuen, The University of Hong Kong, Hong Kong; Qiyue Li, The University of Hong Kong, Hong Kong; Edmund Y. Lam, The University of Hong Kong, Hong Kong; Vincent W. L. Tam, The University of Hong Kong, Hong Kong Automatic generation of dynamic areas of interest in eye tracking: The case of software engineering Rebecca Reuter, OTH Regensburg, Germany; Tobias Langer, FAU Erlangen-Nürnberg, Germany; Florian Hauser, Regensburg University of Applied Sciences, Germany; Daniel Muckelbauer, Regensburg University of Applied Sciences, Germany; Andreas Gegenfurtner, University of Passau, Germany; Jürgen Mottok, Regensburg University of Applied Sciences, Germany Montessori and learning in the digital age – literature and innovative materials Saskia Wedel, Alanus Hochschule, Germany

Session G: 10	Time: 13:45-15:15	Location: Seminar Room – S09
POSTER PRESENTATION: EXPERIMENTAL STUDIES
Chair Laura Kerslake, University of Cambridge, UK, United Kingdom	The effect of font size on children's reading time, comprehension and meta-comprehension Vered Halamish, Bar-Ilan University, Israel; Yamit Balaish, Bar-Ilan University, Israel Take Lead of your Future: Female Pupils in Secondary Education and Impact of an Empowerment Program Lonneke de Meijer, Erasmus University Rotterdam, Netherlands; Gabriela Koppenol-Gonzalez Marin, Erasmus University Rotterdam, Netherlands; Sabine Severiens, Erasmus University Rotterdam, Netherlands Does Reading Medium Really Matter? Shiyu Liu, Ocean University of China, China Effect of Simultaneous/Sequential Documents Presentation on Interaction Strategies and Comprehension Caroline Leroy, Leibniz Institut für Wissensmedien (IWM) \| Knowledge Media Research Center, Germany; Yvonne Kammerer, Leibniz-Institut für Wissensmedien (IWM) \| Knowledge Media Research Center, Germany; Uwe Oestermeier, Leibniz-Institut für Wissensmedien (IWM) \| Knowledge Media Research Center, Germany; Peter Gerjets, Leibniz-Institut für Wissensmedien (IWM) \| Knowledge Media Research Center, Germany Measuring metacognitive competences in text comprehension at secondary school Catharina Tibken, University of Würzburg, Germany; Nicole von der Linden, University of Wuerzburg, Germany; Sandra Schmiedeler, University of Würzburg, Germany; Wolfgang Schneider, University of Würzburg, Germany; Tobias Richter, University of Würzburg, Germany The role of strategy knowledge in Fifth graders' reading: Evidence from a guided interview protocol. Julie Ayroles, University of Poitiers, France; Jean-François Rouet, University of Poitiers, France; Mônica Macedo-Rouet, University of Paris 8, France; Christine Ros, University of Poitiers, France; François Gouëllo, University of Poitiers, France; Anna Potocki, University of Poitiers, France

Session G: 11	Time: 13:45-15:15	Location: Seminar Room – S16
POSTER PRESENTATION: EDUCATIONAL TECHNOLOGY
Chair Tove Gerholm, Stockholm University, Sweden	Tracking geometry learning in the AR environment Fang-Ying Yang, National Taiwan Normal University, Taiwan; Chia-Hui Cheng, National Taiwan Normal University, Taiwan; Kausal Kumar Bhagat, Indian Institute of Technology, Kharagpur, India; Wei-Kai Liu, National Taiwan Normal University, Taiwan; Meng-Jung Tsai, National Taiwan Normal University, Taiwan Teachers' Diagnostic Support System: Dealing with Individual Differences in Vocational Schools Tobias Kaerner, University of Konstanz, Germany; Julia Isabella Warwas, University of Goettingen, Germany; Stephan Schumann, University of Constance, Germany ACADEMIC EMOTIONS IN VIRTUAL REALITY LEARNING: DO PRESENCE AND PRIOR KNOWLEDGE REALLY WORK? Diego Oswaldo Camacho Vega, UNIVERSIDAD AUTONOMA DE BAJA CALIFORNIA, Mexico; Bianca Fox, University of Wolverhampton, United Kingdom The Effects of Virtual Reality Learning on Task Value and Learning Strategy Juming Jiang, Doshisha University Graduate School of Psychology, Japan; Ryo Ishii, Doshisha University, Japan; Ayumi Tanaka, Doshisha University, Japan Can we augment an expert? Enhancing professional training with sensors and augmented reality bibeg limbu, Open University of the Netherlands, Netherlands; Halszka Maria Jarodzka, Open University of the Netherlands, Netherlands; Roland Klemke, Open University of the Netherlands, Netherlands; Marcus Specht, Open University of the Netherlands, Netherlands EFFECT OF EXPERT ANNOTATIONS ON APPRENTICES GAZE PATTERNS AND VERBALIZATIONS Alessia Eletta Coppi, Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland; Alberto Cattaneo, Swiss Federal Institute for Vocational Eduation and Training (SFIVET), Switzerland; Catharine Oertel, Ecole Polytechnique Fédérale de Lausanne (EPFL), Switzerland; Pierre Dillenbourg, Ecole Polytechnique Fédérale de Lausanne (EPFL), Switzerland

Session G: 12	Time: 13:45-15:15	Location: Seminar Room – S10
POSTER PRESENTATION: SCIENCE EDUCATION
Chair Hedwig Gasteiger, Osnabrück University, Germany	Reflecting about science and one’s own knowledge limits through explaining scientific issues Nina Vaupotič, University of Münster, Germany; Dorothe Kienhues, University of Münster, Germany; Regina Jucks, WWU Münster, Germany Meta-analysis of Learning from Hypermedia: Surprising Effects on Knowledge, Inferences, and Transfer Jennifer Cromley, University of Illinois at Urbana-Champaign, United States; LuEttaMae Lawrence, University of Illinois at Urbana-Champaign, United States Development of students’ epistemic beliefs profiles across secondary school Andrea Bernholt, Leibniz Institute for Science and Mathematics Education (IPN), Germany; Nele Kampa, Leibniz Institute for Science and Mathematics Education (IPN), Germany; Maria Lindfors, Umeå University, Sweden; Peter Edelsbrunner, ETH Zurich, Switzerland Fixed and faded reflection with feedback model: Which is the most effective for improving HOTS? Metri Dian Insani, KU LEUVEN Belgium, Universitas Negeri Malang Indonesia, Indonesia; Marion Crauwels, KU LEUVEN, Belgium; Nathalie Charlier, KU LEUVEN, Belgium; Patrick Vandijck, KU LEUVEN, Belgium Interplay of individual confrontation and collaborative success on learning science conceptions Sarah Hundertmark, Leibniz University of Hannover, Institute for Science Education, Germany; Julian Heeg, Leibniz University of Hannover, Institute for Science Education, Germany; Sascha Schanze, Leibniz Universität Hannover, Germany Promoting Scientific Creative Thinking Using Two Models of Self-Regulated Learning Avigail Cohen, Bar Ilan University, Israel; Tova Michalsky, Bar-Ilan University, Israel

Session G: 13	Time: 13:45-15:15	Location: Seminar Room – S14
POSTER PRESENTATION: STUDENT LEARNING
Chair Paul Ginns, The University of Sydney, Australia	Does ICT Matter for Student Learning Activities in Mathematics Instruction? Xian Cheng, University of Tübingen, Germany; Tim Fütterer, University of Tübingen, Germany; Kathleen Stürmer, Univerity of Tübingen, Germany; Benjamin Caspar Fauth, University of Tübingen, Germany; Katharina Scheiter, Leibniz-Institut für Wissensmedien, Germany How eye read and learn: A social network approach Leen Catrysse, University of Antwerp, Belgium; Roos Van Gasse, University of Antwerp, Belgium; David Gijbels, University of Antwerp, Belgium; Vincent Donche, University of Antwerp, Belgium Student perception of learning through a pedagogical scenario in a university class in education Celine Girardet, University of Geneva, Switzerland; Lucie Mottier Lopez, University of Geneva, Switzerland; Andrés Gomez, University of Geneva, Switzerland The relationship between students’ approaches to learning, self-efficacy and study-related burnout Telle Hailikari, University of Helsinki, Finland; Nina Katajavuori, University of Helsinki, Finland; Henna Asikainen, University of Helsinki, Finland; Ilona Södervik, University of Helsinki, Finland Effects of a stress-management intervention on students in higher education Natalie Peters, Faculty of Business and Economics (TU Dresden), Germany; Baerbel Fuerstenau, TU Dresden, Germany Studying personal learning environments: an instrumentation and its potential for learner autonomy Joris Felder, University of Fribourg, Switzerland

Session G: 14	Time: 13:45-15:15	Location: Seminar Room – S07
POSTER PRESENTATION: COGNITIVE DEVELOPMENT
Chair Julia Eberle, Ruhr-Universität Bochum, Germany	The Effect of Response Styles – A Binational Study Nele Kampa, Leibniz Institute for Science and Mathematics Education (IPN), Germany; Gavin Fulmer, College of Education, University of Iowa, United States; Cari Abel-Herrmann, American Association for the Advancement of Science (AAAS), Washington DC, United States; Cory Forbes, College of Arts and Science, University of Nebraska-Lincoln, United States The Cognitive Diagnosis Analysis of Performance in Mathematical Literacy Assessment Su-Wei Lin, National University of Tainan, Taiwan; Chia-Huang Chen, National Taichung University of Education, Taiwan; Ching-Shu Chen, Tainan University of Technology, Taiwan; Yun Hsia Pai, National Tsing Hua University, Taiwan Children’s Executive Function Development in a Classroom Context: Does Children’s Agency Matter? Janina Eberhart, University of Cambridge, UK, United Kingdom; Hayley Gains, University of Cambridge, UK, United Kingdom; Sara Baker, Faculty of Education, United Kingdom Does poverty harm? Effects of parental income on early vocabulary development Claudia Karwath, Otto-Friedrich-University of Bamberg, Germany; Manja Attig, Leibniz Institute for Educational Trajectories (LIfBi), Germany; Jutta von Maurice, Leibniz Institute for Educational Trajectories (LIfBi), Germany; Sabine Weinert, University of Bamberg, Germany Technology based assessment of phonological awareness for kindergarteners Renáta Kiss, MTA-SZTE Research Group on the Development of Competencies, Hungary; Dóra Mokri, University of Szeged Faculty of Science and Informatics, Hungary A Framework for the Statistical Modeling of Conceptual Change in Science Peter Edelsbrunner, ETH Zurich, Switzerland

Session G: 15	Time: 13:45-15:15	Location: Seminar Room – S01
POSTER PRESENTATION: TEACHING AND INSTRUCTION
Chair Ann Dowker, University of Oxford, United Kingdom	Student heterogeneity in vocational schools from the perspective of teachers Julian Klaus, Otto-Friedrich-University of Bamberg, Germany The challenge of valuing diversity: individual feedback situations in inclusive settings Amelie Hirsch, University of Education Freiburg, Germany; Saskia Opalinski, University of Potsdam, Germany Are teachers ready for effective cooperation at university museum: projects at Lomonosov MSU Marina Pikulenko, Lomonosov Moscow State University, Russian Federation; Lyudmila Popova, Lomonosov Moscow State University, Russian Federation Using Technology to Teach Writing: Planning of a Systematic Review and Meta-analysis Andreia Nunes, University of Porto, Portugal; Teresa Limpo, University of Porto, Portugal; São Luís Castro, University of Porto, Portugal Pre-service Primary School Teachers’ Preparation for Team-Teaching in Inclusive Schools Fabian Hoya, Paderborn University, Germany; Marwin Felix Löper, Paderborn University, Germany; Jan R. Schulze, Paderborn University, Germany; Theresa Mester, Paderborn University, Germany; Alexander Kirsch, Paderborn University, Germany; Eva Blumberg, University of Paderborn, Germany; Susanne Schwab, University of Vienna & North-West University, Vanderbijlpark, South Africa, Austria; Frank Hellmich, Paderborn University, Germany Vocational education teachers’ perceptions of pedagogical practices applying collaborative learning Anni Silvola, University of Oulu, Finland, Finland; Piia Naykki, University of Oulu, Finland; Hanni Muukkonen, University of Oulu, Finland

Session G: 16	Time: 13:45-15:15	Location: Seminar Room – S04
POSTER PRESENTATION: TEACHING AND INSTRUCTION
Chair Dagmar Festner, University of Paderborn, Germany	Pupils’ fixed mindsets: Influences of teachers’ fixed-ability practices and beliefs Pia Kreijkes, University of Cambridge, United Kingdom; Ros McLellan, Cambridge University, United Kingdom Coherence in teacher education – A conceptual analysis and clarification of a comprehensive term Uta Wagener-Praed, University of Oldenburg, Germany; Juliane Schlesier, University of Oldenburg, Germany; Barbara Moschner, Carl von Ossietzky Universität Oldenburg, Germany Teaching and Learning in Freedom-Based Learning Environments: A Systematic Review Dennis Hauk, Friedrich-Schiller-University of Jena, Germany; Alexander Groeschner, Friedrich Schiller University Jena, Germany Design a professional program for preservice kindergarten teachers learning how to teach mathematics Ching-Shu Chen, Tainan University of Technology, Taiwan; Su-Wei Lin, National University of Tainan, Taiwan; Chia-Huang Chen, National Taichung University of Education, Taiwan; Yun Hsia Pai, National Tsing Hua University, Taiwan Teacher educators’ conceptions of modeling: a phenomenographic study. Helena Montenegro, Pontificia Universidad Católica de Chile, Chile How students make sense about what they read: An analysis of Portuguese textbooks Carolina Cordeiro, Faculty of Psychology and Educational Sciences, University of Porto, Porto, Portugal, Portugal

Session G: 17	Time: 13:45-15:15	Location: Seminar Room – S13
POSTER PRESENTATION: STUDENT LEARNING AND RESEARCHER EDUCATION
Chair Lidewij van Katwijk, NHL-Stenden / University of Groningen, Netherlands	What should we learn at school? An analysis of student learning interests in disadvantaged contexts Daniel Araneda, Pontificia Universidad Católica de Chile, Chile When microgenetics meets enactivism: knowledge transformation among apprentice psychotherapists Gilles Dieumegard, Université de Montpellier, France The effectiveness of grade retention: A systematic review Joana Pipa, ISPA – Instituto Universitário / CIE-ISPA (Research Center in Education), Portugal; Mieke Goos, UCLL, Belgium; Francisco Peixoto, ISPA – Instituto Universitário / CIE – ISPA (Research Center in Education), Portugal Researching with enthusiasm? A study on achievement emotions, predictors and effects on achievement Julia S. Meuleners, LMU Munich, Germany; Julia Eberle, Ruhr-Universität Bochum, Germany; Birgit J. Neuhaus, LMU Munich, Germany The Effect of Low Academic Performance on Students’ Well-Being Linda Salihu, University of Prishtina, Kosovo Students' questions about science texts: the influence of the title Piedade Vaz-Rebelo, Faculty of Psychology and Educational Sciences – University of Coimbra, Portugal; Maria Morgado, High School of Tomar, Portugal; Catarina Costa, University of Coimbra, Portugal; Carlos Rebelo, University of Coimbra, Portugal; Graça Bidarra, University of Coimbra, Portugal; Carlos Barreira, University of Coimbra, Portugal

Session G: 18	Time: 13:45-15:15	Location: Seminar Room – S11
POSTER PRESENTATION: QUALITATIVE METHODS
Chair Sarah-Larissa Hecker, Universität Bielefeld, Germany	Conceptualizing teaching expertise in higher education: A systematic review of frameworks Esther van Dijk, Universiteit Utrecht / Hogeschool Utrecht, Netherlands Implementation of dialogic teaching with comparison of the primary and secondary schools Jitka Plischke, Institute of Education and Social Studies, Faculty of Education, Palacky University in Olomouc, Czech Republic; Jitka NÁBĚLKOVÁ, Palacky University, Czech Republic; Danping Peng, Faculty of Education, Palacky University, Czech Republic Teachers' educational goals in everyday teaching practices Kevin Zweeris, Leiden University, Netherlands Current developments towards inclusive secondary schools – are teachers at risk? Eva-Maria Bennemann, Technical University of Munich, Germany School counselors’ perspective on and professional approach towards cultural diversity in Germany Josef Strasser, University of Koblenz-Landau, Institute for Educational Science, Germany Teachers’ professional conversations about how to approach the programming content of the curriculum Peter Vinnervik, Umea University, Sweden

Session G: 19	Time: 13:45-15:15	Location: Seminar Room – S12
POSTER PRESENTATION: TEACHING AND PROFESSIONAL DEVELOPMENT
Chair Jaap Schuitema, University of Amsterdam, Netherlands	Vocational exploration and working conditions in internships from the perspective of young migrants Hannes Reinke, Otto-Friedrich-Universität Bamberg, Germany Challenging young adults’ intention-behavior-gap on sustainable consumption Mona Off, Ludwig-Maximilians-Universität (LMU), Germany; Susanne Ritter von Marx, Ludwig-Maximilians-Universität (LMU), Germany; Christine Kreuzer, Ludwig-Maximilians-Universität (LMU), Germany; Susanne Weber, Ludwig-Maximilians- Universität (LMU), Germany 21st century skills, multiple literacies and development of RE teacher education Martin Ubani, University of Eastern Finland, Finland; Kaisa Viinikka, University of Eastern Finland, Finland Effects of Tonal Competencies on the Development of Subskills of Musical Performance Zyxcban Wolfs, Open University of the Netherlands, Netherlands Role of technology in fostering SRL strategies of finance professionals during uncertainty Vasudha Chaudhari, Open University, United Kingdom; Leonie Jacob, University of Regensburg, Germany; Allison Littlejohn, Open University, United Kingdom; Regina Mulder, University of Regensburg, Germany Relationship between surface structures and error occurrence in the classroom Patricia Köpfer, Goethe-Universität Frankfurt, Germany

Session G: 20	Time: 13:45-15:15	Location: Seminar Room – S15
POSTER PRESENTATION: PRE-SERVICE TEACHER EDUCATION AND TEACHER PROFESSIONAL DEVELOPMENT
Chair Oddny Judith Solheim, The Norwegian Reading Centre, Norway	Teachers' integrative pedagogical knowledge: Theoretical formulations and empirical findings Mikko Niemelä, University of Helsinki, Finland Europeanisation in teacher education: Case studies of Austria, Greece and Hungary Vasileios Symeonidis, University of Innsbruck, Austria Comprehensive analyses for single-case phase designs René Tanious, KU LEUVEN, Belgium; Tamal Kumar De, KU LEUVEN, Belgium; Patrick Onghena, KU LEUVEN, Belgium School Inclusion and Teacher Health Milena Peperkorn, Institut für Erziehungswissenschaft, Germany; Katharina Müller, Institut für Erziehungswissenschaft, Germany Beliefs about a teacher’s professional role: Changes during University Teacher Training Daniel Mann, Otto-Friedrich-Universität Bamberg, Germany; Donata Mehler, Otto-Friedrich-University of Bamberg, Germany; Jennifer Paetsch, University of Bamberg, Germany; Barbara Drechsel, University of Bamberg, Germany; Cordula Artelt, Leibniz Institute for Educational Trajectories, Germany A Review of Educational Psychology Misconceptions Bobby Hoffman, University of Central Florida, United States; Morgan McAfee, Self-employed Educational Consultant, United States

Session G: 21	Time: 13:45-15:15	Location: Seminar Room – S05
POSTER PRESENTATION: PRIMARY EDUCATION
Chair Guy Durden, University College London, United Kingdom	How carry condition and problem size affect the solving of word problems Verena Dresen, Institute of Psychology, UMIT, Health & Life Sciences University, Austria; Silvia Pixner, Institute of Psychology, UMIT, Health & Life Sciences University, Austria; Korbinian Moeller, Leibniz-Institut für Wissensmedien, Germany Rational number tasks in elementary school mathematics textbooks: A danger of misconceptions Parvaneh Babari, Pädagogische Hochschule Schwyz, Switzerland; Lennart Schalk, PH Schwyz, Switzerland The nature of knowing and students in need of special education Maria Lindfors, Umeå University, Sweden; Helena Roos, Linneus university, Sweden; Anette Bagger, Umeå University, Sweden What kind of self-regulated learning supports exist for primary and secondary school levels Marika Koivuniemi, University of Oulu, Finland; Hanna Jarvenoja, University of Oulu, Finland; Sanna Järvelä, University of Oulu, Finland Exploring Epistemic Climates of Elementary School Students on Six Continents Florian Feucht, www.ThinkingHabitats.com, United States; Regina Rotshtein, University of Toledo, United States; Kristen Porter, Mercy College, United States; Andres Acher, Martin Luther University Halle-Wittenberg, Germany; Valerie Frède, Université Toulouse – Jean Jaurès, France; Yue Gu, University of Toledo, United States; Andrea Mohme, School system Luebeck, Germany; Elizabeth Curtis, Queensland University of Technology, Australia; Jo Lunn Brownlee, Queensland University of Technology, Australia Concreteness fading with Montessori materials to teach mathematical equivalence Rosanna Cofone, University of Roma Tre, Italy; Giuseppe Bove, Roma Tre University, Italy; Paola Perucchini, Univeristy Roma Tre, Italy

Session H: 1	Time: 15:30-17:00	Location: Lecture Hall – H07
INVITED SESSION: RETHINKING TOMORROW’S EDUCATION IN SOUTH AFRICA
Chair Gert van der Westhuizen, University of Johannesburg, South Africa Discussant MICHAEL SAMUEL, UNIVERSITY OF KWAZULU-NATAL, DURBAN , SOUTH AFRICA, South Africa	The African university in the neoliberal era Amasa Ndofirepi, University of Johannesburg, South Africa Moving beyond the rhetoric of decolonisation: From education for all to education for relevance Labby Ramrathan, University of KwaZulu-Natal, South Africa Decolonisation, cognitive justice and teacher education Gert van der Westhuizen, University of Johannesburg, South Africa Change and continuity in doctoral supervision: A case study of a South African University MICHAEL SAMUEL, UNIVERSITY OF KWAZULU-NATAL, DURBAN , SOUTH AFRICA, South Africa

Session H: 2	Time: 15:30-17:00	Location: Lecture Hall – H05
INVITED SESSION: BRIDGING COGNITIVE LOAD AND SELF-REGULATED LEARNING: FROM METACOGNITION TO MENTAL EFFORT AND BACK
Chair Anique de Bruin, Maastricht University, Netherlands Organisers Alexander Renkl, University of Freiburg, Germany; Anique de Bruin, Maastricht University, Netherlands Discussant Rakefet Ackerman, Technion–Israel Institute of Technology, Israel	The relation between subjective mental effort measures and judgments of learning: a meta- analysis Martine Baars, Erasmus University Rotterdam, Netherlands; Anique de Bruin, Maastricht University, Netherlands; Tamara Van Gog, Utrecht University, Netherlands; Fred Paas, Erasmus University Rotterdam/University of Wollongong, Netherlands Effects of promoting self-regulated learning on mental effort and mental efficiency Ferdinand Stebner, Ruhr University Bochum, Germany; Corinna Schuster, Ruhr University Bochum, Germany; Melanie Trypke, Ruhr-University Bochum, Germany; Detlev Leutner, University of Duisburg-Essen, Germany; Joachim Wirth, Ruhr- University Bochum, Germany Using Gaze Displays to Foster Self-Monitoring Tamara Van Gog, Utrecht University, Netherlands; Christine Postema, University of Tübingen, Netherlands; Julius Meier, Utrecht University, Netherlands; Anne Schueler, Leibniz-Institut für Wissensmedien, Germany; Diederick Niehorster, Lund University, Sweden; Katharina Scheiter, Leibniz-Institut für Wissensmedien, Germany Self-Regulated Learning by Writing Learning Protocols: Do Learners’ Goal Orientations Matter? Jasmin Moning, Ruhr University Bochum, Germany; Julian Roelle, Ruhr-University Bochum, Germany

Session H: 3	Time: 15:30-17:00	Location: Lecture Hall – H10
SYMPOSIUM: ALTERNATIVES TO SELF-REPORT MEASURES IN RESEARCH ON LEARNING AND TEACHING IN HIGHER EDUCATION
Chairs Anna Parpala, University of Helsinki, Finland; Telle Hailikari, University of Helsinki, Finland Organiser Liisa Postareff, University of Turku, Finland Discussant Daniel Dinsmore, University of North Florida, United States	Can eye movements inform us on the role of task interest and prior knowledge in learning from texts? Margot Chauliac, University of Antwerp, Belgium; Leen Catrysse, University of Antwerp, Belgium; Vincent Donche, University of Antwerp, Belgium; David Gijbels, University of Antwerp, Belgium Integrating an open-access test in student learning survey: conceptual and methodological challenges Sonia Ilie, University of Cambridge, United Kingdom; Jan Vermunt, Eindhoven University of Technology, Netherlands; Anna Vignoles, University of Cambridge, UK, United Kingdom New formats of assessing of communication skills in higher education Edith Braun, Justus-Liebig-Universitaet Giessen, Germany; Isabel Hofmeister, University of Kassel, Germany; Ulrike Schwabe, DZHW – German Centre for Research on Higher Education and Science Studies, Germany Combining self-report data and physiological data in examining academic emotions Liisa Postareff, University of Turku, Finland; Petri Nokelainen, Tampere University, Finland; Laura Pylväs, University of Tampere, Finland; Julius Ylänne, University of Turku, Finland; Anna Parpala, University of Helsinki, Finland

Session H: 4	Time: 15:30-17:00	Location: Lecture Hall – H08
SYMPOSIUM: CONCEPTUAL AND METHODOLOGICAL CHALLENGES FOR VALID INFERENCES ON EDUCATIONAL EFFECTIVENESS
Chair Alexander Naumann, DIPF \| Leibniz-Institute for Research and Information in Education, Germany Organisers Stephanie Musow, University of Teacher Education St.Gallen, Switzerland; Alexander Naumann, DIPF \| Leibniz-Institute for Research and Information in Education, Germany Discussant Charalambos Charalambous, University of Cyprus, Cyprus	Instructional Sensitivity of Test Items: The Challenge of Incorporating Instructional Measures Stephanie Musow, University of Teacher Education St.Gallen, Switzerland; Alexander Naumann, DIPF \| Leibniz-Institute for Research and Information in Education, Germany; Jan Hochweber, University of Teacher Education St. Gallen, Switzerland; Johannes Hartig, German Institute for International Educational Research (DIPF), Germany Subject-specificity of Students’ Teaching Quality Perceptions Ann-Kathrin Jaekel, University of Tuebingen, Germany; Richard Goellner, University of Tuebingen, Germany; Wolfgang Wagner, University of Tübingen, Germany; Ulrich Trautwein, University of Tübingen, Germany Testing the Generalization to the Domain Inference Maria Araceli Ruiz-Primo, Stanford University, United States; Min Li, University of Washington, United States; Jim Minstrell, Facet Innovations, United States Dimensionality of Achievement Measures: The Role of Group-Level Item Covariance Structures Alexander Naumann, DIPF \| Leibniz-Institute for Research and Information in Education, Germany; Johannes Hartig, German Institute for International Educational Research (DIPF), Germany

Session H: 5	Time: 15:30-17:00	Location: Seminar Room – S01
SYMPOSIUM: STUDENT INVOLVEMENT IN THE CO-CREATION OF EDUCATION: BENEFITS, CHALLENGES AND EXAMPLES FROM PRACTICE
Chair Karen Könings, Maastricht University, Netherlands Organiser Karen Könings, Maastricht University, Netherlands Discussant Jeroen Bron, National institute for curriculum development, SLO, Netherlands	Conceptualisations and Benefits of Co-Creation of the Curriculum in Higher Education Tanya Lubicz-Nawrocka, University of Edinburgh, United Kingdom Students’ perceptions regarding student-staff partnerships for improving education Samantha Martens, Maastricht University, Netherlands; Annemarie Spruijt, Utrecht University, Netherlands; Ineke Wolfhagen, Maastricht University, Netherlands; Jill Whittingham, Maastricht University, Netherlands; Diana Dolmans, Maastricht University, Netherlands Student Voice – the Bridge to Learning: Hungarian experiences Anna Imre, Eszterházy Károly University – Institute for Education Research and Development, Hungary Co-creation in education: challenges and approaches Karen Könings, Maastricht University, Netherlands; Serge Mordang, Maastricht University, FHML, Dept. of Educational Research and Development, Netherlands; Frank Smeenk, Maastricht University, Netherlands; Laurents Stassen, Maastricht University, Netherlands

Session H: 6	Time: 15:30-17:00	Location: Lecture Hall – H11
SYMPOSIUM: THE DEVELOPMENT OF MULTIPLICATIVE REASONING: EARLY FOUNDATIONS AND THE ROLE OF INSTRUCTION
Chair Xenia Vamvakoussi, University of Ioannina, Greece Organisers Xenia Vamvakoussi, University of Ioannina, Greece; Wim Van Dooren, KU Leuven, Belgium Discussant Konstantinos Christou, University of Western Macedonia, Greece	Quantification in the Greek kindergarten curriculum: Additive Field vs. Multiplicative Field Xenia Vamvakoussi, University of Ioannina, Greece; Lina Vrakas, University of Ioannina, Greece; Maria Kaldrimidou, x, Greece Early development of proportional reasoning: a crossectional study in ages 5 to 9 Wim Van Dooren, KU Leuven, Belgium; Elien Vanluydt, KU LEUVEN, Belgium; Lieven Verschaffel, KU LEUVEN, Belgium Unraveling children’s preference for additive or multiplicative relations: a reaction times study Tine Degrande, KU Leuven, Belgium; Lieven Verschaffel, KU LEUVEN, Belgium; Wim Van Dooren, KU Leuven, Belgium Intensive quantities and rational numbers Terezinha Nunes, University of Oxford, United Kingdom; Peter Bryant, Oxford University, United Kingdom; Deborah Evans, Oxford University, United Kingdom; Despina Desli, Oxford University, United Kingdom; Daniel Bell, Oxford University, United Kingdom

Session H: 7	Time: 15:30-17:00	Location: Lecture Hall – H09
SYMPOSIUM: DISENTANGLING CHILDREN’S SCIENTIFIC REASONING SKILLS: WHAT DO THEY KNOW AND HOW DO THEY LEARN?
Chair Erika Schlatter, Radboud University, Netherlands Discussant Eleni Kyza, Cyprus University of Technology, Cyprus	Scientific reasoning in primary classrooms: In search of children’s need for support. Erika Schlatter, Radboud University, Netherlands; Ard Lazonder, Radboud University, Netherlands; Inge Molenaar, Radboud University Nijmegen, Netherlands Preschoolers recognize and justify controlled experiments April Moeller, Ludwig-Maximilians-Universität München, Germany; Beate Sodian, Ludwig-Maximilians-Universität (LMU), Germany Effects of explicit instruction on the acquisition of students’ science skills in primary education Patricia Kruit, Amsterdam University of Applied Sciences, Netherlands; Ron Oostdam, University of Amsterdam, Netherlands; Ed van den Berg, Vrije Universiteit Amsterdam, Netherlands; Jaap Schuitema, University of Amsterdam, Netherlands Assessment and training of experimentation skills in primary school children Sonja Peteranderl, ETH Zurich, Switzerland; Anne Deiglmayr, Universiy of Leipzig, Germany; Elsbeth Stern, ETH Zurich, Switzerland; Ralph Schumacher, ETH Zurich, Switzerland

Session H: 8	Time: 15:30-17:00	Location: Lecture Hall – H04 – Knorr- Bremse Hörsaal
SYMPOSIUM: EMOTIONAL REGULATION IN COLLABORATIVE LEARNING ENVIRONMENTS
Chair Nikki Lobczowski, University of North Carolina at Chapel Hill, United States Organiser Nikki Lobczowski, University of North Carolina at Chapel Hill, United States Discussant Susanne Lajoie, McGill University, Canada	Socioemotional Regulation Strategies used in a Project-Based Learning Environment Nikki Lobczowski, University of North Carolina at Chapel Hill, United States; Kayley Lyons, Monash University, Australia; Jeff Greene, University of North Carolina, United States; Jacqueline E. McLaughlin, University of North Carolina at Chapel Hill, United States Solo and Group Strategies for Regulating Positive and Negative Emotions During Online Collaboration Sarah Greco, University of Victoria, Canada; Allyson Hadwin, University of Victoria, Canada; Elizabeth Webster, University of Victoria, Canada How does group level emotion regulation in collaborative learning change the way group members feel? Kristiina Kurki, University of Oulu, Finland; Hanna Jarvenoja, University of Oulu, Finland; Tiina Törmänen, University of Oulu, Finland, Finland The Interrelation between Shared Emotion and Regulation for Group Intellectual Progress Toni Rogat, Purdue University, United States; Britte Cheng, Menlo Educational Research, United States; Temitope Adeoye, Purdue University, United States; Andrea Gomoll, Indiana University, United States; Anne Traynor, Purdue University, United States; Patrik Lundh, SRI International,, United States; Cindy Hmelo-Silver, Indiana University, United States

Session H: 9	Time: 15:30-17:00	Location: Lecture Hall – H06 – Amazon Hörsaal
SYMPOSIUM: BEYOND JUDGMENT ACCURACY: UNDERSTANDING TEACHERS’ COGNITIVE PROCESSES IN DIAGNOSTIC JUDGMENTS
Chair Katharina Loibl, University of Education Freiburg, Germany Discussant Lieven Verschaffel, KU Leuven, Belgium	Teachers’ use of specific and unspecific knowledge in judging task difficulties Timo Leuders, University of Education Freiburg, Germany; Andreas Ostermann, University of Education Freiburg, Germany; Katharina Loibl, University of Education Freiburg, Germany Processing surface and deep features when judging task difficulty: Effects of PCK and time pressure Andreas Rieu, PH Freiburg, Germany; Katharina Loibl, University of Education Freiburg, Germany; Timo Leuders, University of Education Freiburg, Germany; Stephanie Herppich, DLR Project Management Agency, Germany Using Social Network Analysis to analyse Judgement Process Data from a Simulated Classroom Matthias Mückshoff, Otto-Friedrich-Universität Bamberg, Germany; Tobias Rausch, University of Bamberg, Germany; Cordula Artelt, Leibniz Institute for Educational Trajectories, Germany Teachers’ cue-utilization affects their monitoring accuracy of students’ reading comprehension Janneke van de Pol, Utrecht University, Netherlands; Tamara Van Gog, Utrecht University, Netherlands; Keith Thiede, Boise State University, United States

Session H: 10	Time: 15:30-17:00	Location: Seminar Room – S06
ROUNDTABLE: HIGHER EDUCATION
Chair Josephine Moate, University of Jyväskylä, Finland	Classroom observation of teacher-focused teaching: The student perspective Christine Johannes, University of Erfurt, Germany Lecturers’ achievement goals as predictors for the processing and use of student feedback Julia Hein, University of Mannheim, Germany; Martin Daumiller, University of Augsburg, Germany; Raven Rinas, University of Augsburg, Germany; Stefan Janke, University of Mannheim, Germany; Markus Dresel, University of Augsburg, Germany; Oliver Dickhaeuser, University of Mannheim, Germany Psychological flexibility and its relation to learning processes Henna Asikainen, University of Helsinki, Finland; Nina Katajavuori, University of Helsinki, Finland

Session H: 11	Time: 15:30-17:00	Location: Seminar Room – S12
ROUNDTABLE: MOTIVATION AND EMOTION IN STUDENT LEARNING
Chair Bobby Hoffman, University of Central Florida, United States	Exploring inhibiting and facilitating factors for academic achievement of gifted students Katelijne Barbier, University of Antwerp, Belgium; Vincent Donche, University of Antwerp, Belgium; Karine Verschueren, KU Leuven, Belgium Stressed from the beginning – How to handle the impact of written exams on primary school students Olga Rapoport, Universität Koblenz-Landau, Campus Koblenz, Germany; Sarah Kahl, Universität Koblenz-Landau, Campus Koblenz, Germany; Eva Neidhardt, Universität Koblenz-Landau, Campus Koblenz, Germany Students brooding over exams. Measuring post-event processing in test anxiety with new methods. Sarah Kahl, Universität Koblenz-Landau, Campus Koblenz, Germany; Olga Rapoport, Universität Koblenz-Landau, Campus Koblenz, Germany; Eva Neidhardt, Universität Koblenz-Landau, Campus Koblenz, Germany

Session H: 12	Time: 15:30-17:00	Location: Seminar Room – S03
ROUNDTABLE: TEACHER PROFESSIONAL DEVELOPMENT
Chair Iwan Wopereis, Open University of the Netherlands, Netherlands	Proximity and Learning in Inter-organizational Collaboration for Inclusive Educational Settings Jantien Gerdes, Vrije Universiteit Amsterdam, Netherlands Design principles for a professional development program on promoting students’ reading motivation Iris Vansteelandt, AP University College/Ghent University, Belgium; Suzanne Mol, Leiden University, Netherlands; Hilde Van Keer, Ghent University, Belgium Themes for Advancing Research and Practice on Teacher Education for Using Games for Learning Mamta Shah, Drexel University, United States; Aroutis Foster, Drexel University, United States

Session H: 13	Time: 15:30-17:00	Location: Seminar Room – S16
ROUNDTABLE: TECHNOLOGY-ENHANCED LEARNING AND INSTRUCTION
Chair Mandy Hommel, TU Dresden, Germany	Much.Matter.in.Motion: Learning Science through Constructing Computational Models of Complex Systems Janan Saba, University of Haifa, Faculty of Education, Israel The effect of speech technology on literacy development Marianne Engen Matre, University of Agder, Norway Digital games in the context of financial literacy education: An instructional content analysis Julia Schultheis, University of Mannheim, Germany; Carmela Aprea, University of Mannheim, Chair of Business and Economic Education – Instructional Design and Evaluation, Germany

Session H: 14	Time: 15:30-17:00	Location: Seminar Room – S14
ROUNDTABLE: LEARNING ANALYTICS AND METACOGNITION
Chair Inken Gast, Maastricht University, Netherlands	Mining Instructors’ Self-Regulated Learning in the Context of Using a Learning Analytics Dashboard Lingyun Huang, McGill University, Canada; Juan Zheng, McGill University, Canada; Yuxin Chen, Indiana University, United States; Cindy Hmelo-Silver, Indiana University, United States; Susanne Lajoie, McGill University, Canada Metacognitive development and associations to executive function and motivation in problem- solving Loren Marulis, Connecticut College, United States; Lindsey Nelson, Indiana University, United States Investigating and improving students’ feedback literacy using trace data for writing assignments Clara Schumacher, University of Mannheim, Germany; Joanna Tai, Deakin University, Australia; David Boud, Deakin University, Australia; Dirk Ifenthaler, University of Mannheim, Germany

Session H: 15	Time: 15:30-17:00	Location: Seminar Room – S05
ROUNDTABLE: HIGHER EDUCATION
Chair Felix Walker, Technical University of Kaiserslautern, Germany	Expectations and Assessment Standards of Community Partners in Service-Learning Projects Maren Schlegler, Frankfurt University of Applied Sciences, Germany; Kemal Tursun, Frankfurt University of Applied Sciences, Germany; Susanne Koch, Frankfurt University of Applied Sciences, Germany; Sebastian Reis, Frankfurt University of Applied Sciences, Germany; Lukas Platt, Frankfurt University of Applied Sciences, Germany Challenges involved in a latent variable analysis within a study of LGBTQ+ students’ resilience Charlotte Allen, University of Cambridge, United Kingdom Pharmacy students’ prior knowledge and epistemic cognition at the beginning of university studies Ilona Södervik, University of Helsinki, Finland; Nina Katajavuori, University of Helsinki, Finland; Leena Hanski, University of Helsinki, Finland

Session H: 16	Time: 15:30-17:00	Location: Seminar Room – S02
ROUNDTABLE: TEACHING AND TEACHER EDUCATION
Chair Ayelet Becher, Ben-Gurion University of the Negev, Israel	Rethinking the Continuum of Teacher Concerns Jori Beck, Old Dominion University, United States; William Muth, Virginia Commonwealth University, United States; Kurt Stemhagen, Virginia Commonwealth University, United States; Christina Santoyo, Young Harris College, United States Professional development in language promotion for primary school teachers: challenges and chances Rosa Hettmannsperger, Goethe-University Frankfurt, Germany; Christine Sontag, Humboldt-Universität zu Berlin, Germany; Susanne Mannel, Goethe University Frankfurt am Main, Germany; Ilonca Hardy, Goethe-Universität Frankfurt, Germany Pre-service teachers’ perception of classroom technology integration: a longitudinal study Haoyue Zhang, University of Houston, United States; Sara McNeil, University oh Houston, United States; Susie Gronseth, University of Houston, United States; Bulent Dogan, University of Houston, United States; Erwin Handoko, University of Houston, United States; George Zhao, University of Houston, United States; Lydia Ugwu, University of Houston, United States

Session H: 17	Time: 15:30-17:00	Location: Seminar Room – S13
ROUNDTABLE: LEARNING AND SOCIAL INTERACTION
Chair Tanya Paes, University of Cambridge, UK, United Kingdom	Collective learning through Theater of the Oppressed in a Brazilian prison Laure Kloetzer, Institute of Psychology & Education, Switzerland; Cristiane Leao de Castro, Institute of psychology and education, University of Neuchâtel, Switzerland What did they say to you, and how? Migchiel van Diggelen, Open University of the Netherlands, department of Educational Sciences., Netherlands; Maarten Versteeg, Eindhoven University of Technology, Netherlands; Johanna Kint, Eindhoven University of Technology, Netherlands; Sonia M. Gomez Puente, Eindhoven University of Technology, Netherlands; Daisy O'neill, Eindhoven University of Technology, Netherlands; Bernice d'Anjou, Eindhoven University of Technology, Netherlands High-school students and consistency: an argumentative approach. Elisabetta Montanari, Ca' Foscari University of Venice, Italy

Session H: 18	Time: 15:30-17:00	Location: Seminar Room – S04
ROUNDTABLE: LEARNING AND PROFESSIONAL DEVELOPMENT
Chair Taiga Brahm, University of Tübingen, Germany	Effects of internships on self-perceived competencies and didactic skills of prospective RE teachers Carina Caruso, University of Paderborn, Germany, Germany; Christian Harteis, University of Paderborn, Germany; Jan Woppowa, Univertity of Paderborn, Germany Learning Patterns and Social-Emotional Learning of Balkan Students in Secondary Education Shqiponjë Ahmedi, Autonomous University of Barcelona, Spain; Jose Reinaldo Martinez-Fernandez, Universitat Autònoma de Barcelona, Spain

Session H: 19	Time: 15:30-17:00	Location: Seminar Room – S10
ROUNDTABLE: MIXED-METHOD RESEARCH
Chair Margje W.J. van de Wiel, Maastricht University, Netherlands	Global education in teacher training – preservice teachers’ knowledge and beliefs Sarah Jane Brunkhorst, University of Oldenburg, Germany; Annegret Jansen, University of Oldenburg, Germany; Ulrike-Marie Krause, University of Oldenburg, Germany „GeLernt“: Modelling, measuring and fostering of professional competencies of pre-service teachers Xiaokang Sun, Leibniz University Hannover, Germany; Sarah Hundertmark, Leibniz University of Hannover, Institute for Science Education, Germany; Alexander Kauertz, University Koblenz-Landau, Germany; Bettina Lindmeier, Leibniz Univeristy Hannover, Germany; Christian Lindmeier, University Koblenz-Landau, Germany; Andreas Nehring, Leibniz Universität Hannover, Germany; Sandra Nitz, Universität Koblenz-Landau, Campus Landau, Germany; Vanessa Schad, University of Koblenz-Landau, Germany; Robin Schildknecht, University of Koblenz-Landau, Germany What Little Red Riding can teach us about reading science Monica Gonzalez-Marquez, RWTH Aachen University, Germany; Andrea Philipp, RWTH Aachen University, Germany

Session H: 20	Time: 15:30-17:00	Location: Seminar Room – S09
ROUNDTABLE: EXPERIMENTAL STUDIES AND COMPREHENSION OF TEXT AND GRAPHICS
Chair Michael Goller, University of Bamberg, Germany	Oral Language Intervention in Schools Serving Language-Minority Learners: A Randomized Trial Mia Cecilie Heller, Department of Education, Norway; Arne Lervåg, Department of Education, Norway; Vibeke Grøver, University of Oslo, Norway How do seductive details affect mathematical modelling performance ? Claudia Leopold, Centre for Teacher Education, Switzerland; Anja Hugo, Center for Teacher Education, Switzerland; Stanislaw Schukajlow, University of Münster, Germany Is Video the new Text when Searching the Web for Learning Purposes? Georg Pardi, Leibniz-Institut für Wissensmedien (IWM), Germany; Yvonne Kammerer, Leibniz-Institut für Wissensmedien (IWM), Germany; Peter Gerjets, Leibniz-Institut für Wissensmedien (IWM), Germany

Session H: 21	Time: 15:30-17:00	Location: Seminar Room – S07
ROUNDTABLE: HIGHER AND DOCTORAL EDUCATION
Chair Vanessa Russo, University Institute of Lisbon (ISCTE – IUL), Portugal	Interventions to increase completion rates in higher (online) education Laurie Delnoij, Open University, Netherlands; Kim Dirkx, Open University, Netherlands; Jose Janssen, Open University of the Netherlands, Netherlands; Rob Martens, Open University of the Netherlands, Netherlands Teaching and Learning Interventions in Higher Education: A Comprehensive Review with Novel Data Cameron Williams, University of New South Wales, Australia; Sara de Freitas, University of Cumbria, United Kingdom; Guy Curtis, Murdoch University, Australia; Christopher Cunningham, Murdoch University, Australia; Frances Asha, Deakin University, Australia; Stephen Ritchie, Murdoch University, Australia Exploring the end stage in doctoral examination: Process, response and outcome Allyson Holbrook, SORTI, The University of Newcastle, Australia; Kerry Dally, SORTI, The University of Newcastle, Australia; Terence Lovat, The University of Newcastle, Australia; Janene Budd, University of Newcastle, Australia

Session H: 22	Time: 15:30-17:00	Location: Seminar Room – S11
ROUNDTABLE: QUALITATIVE METHODS, ASSESSMENT AND TOOLS
Chair Daniela Raccanello, University of Verona, Italy	Assessing cognitively activating interaction strategies in preschool Michael Lichtblau, Leibniz Universität Hannover, Germany; Cathleen Bethke, Leibniz University Hannover, Germany; Stefani Linck, Leibniz Universität Hannover Institut für Sonderpädagogik, Germany; Antje Rothe, Institute for Special Needs, Germany; Heike Wadepohl, Leibniz University Hanover, Germany Leadership as facilitator to implement inclusive education: Qualitative Comparative Analysis Aster Van Mieghem, University of Antwerp, Belgium; Karine Verschueren, KU Leuven, Belgium; Elke Struyf, University of Antwerp, Belgium What is this thing called philosophy of educational science? A qualitative content analysis. Leif Christian Lahn, University of Oslo, Norway

Session H: 23	Time: 15:30-17:00	Location: Seminar Room – S15
ROUNDTABLE: PRE-SERVICE TEACHER EDUCATION
Chair Detlef Urhahne, University of Passau, Germany	The ability for transfer of knowledge of content and students Miriam Hahn, PH Freiburg, Germany; Katrin Lohrmann, PH Freiburg, Germany; Franziska Birke, Institute for vocational training and economic education, Germany What is (needed to achieve) ‘evidence-based teaching’? Friederike Hendriks, University of Münster, Germany; Jana Groß Ophoff, Tübingen School of Education, Institut für Erziehungswissenschaft, Germany; Eva Seifried, Heidelberg University, Germany; Katharina Kiemer, Universität Augsburg, Germany; Cordelia Menz, Heidelberg University, Germany Fostering pre-service economics teachers´ reflection on their attitudes towards the discipline Tobias Jenert, Paderborn University, Germany; Taiga Brahm, University of Tübingen, Germany

Session I: 1	Time: 08:30-10:00	Location: Lecture Hall – H06 – Amazon Hörsaal
SIG INVITED SYMPOSIUM: NEGOTIATING TOWARDS SUCCESS: A DEVELOPMENTAL PERSPECTIVE ON RESEARCH WRITING ‘KNOW-HOW’
Chair Lynn McAlpine, University of Oxford, McGill University, Canada Discussant Montserrat Castelló, Ramon Llull University, Spain	Managing criticism: Making the most of critical feedback Kelsey Inouye, University of Oxford, United Kingdom Success? Getting a grant but also a tenure-track job Lynn McAlpine, University of Oxford, McGill University, Canada Failure as feedback: building towards grant funding success Larissa Yousoubova, McGill University, Canada The development of the adaptive STEM writer Lynn McAlpine, University of Oxford, McGill University, Canada

Session I: 2	Time: 08:30-10:00	Location: Lecture Hall – H11
INVITED SESSION: PORTABLE BRAIN TECHNOLOGIES IN RESEARCH ON LEARNING AND INSTRUCTION (EFG SYMPOSIUM)
Chair Nienke van Atteveldt, Vrije Universiteit Amsterdam, Netherlands Organisers Ido Davidesco, New York University, United States; Nienke van Atteveldt, Vrije Universiteit Amsterdam, Netherlands Discussant Halszka Maria Jarodzka, Open University of the Netherlands, Netherlands	Brain-to-Brain Synchrony in the Classroom Ido Davidesco, New York University, United States Measuring Attentional Brain Processes in the Classroom Jennie Grammer, UCLA, United States Can an experience of brain control with EEG neurofeedback help to develop growth mindsets? Tieme Janssen, VU University Amsterdam, Netherlands; Nienke van Atteveldt, Vrije Universiteit Amsterdam, Netherlands Studying cognitive processes beyond the lab using wireless electroencephalography Martin Bleichner, University of Oldenburg, Germany

Session I: 3	Time: 08:30-10:00	Location: Lecture Hall – H07
SYMPOSIUM: CONCEPTUALIZING AND RESEARCHING TIME IN LEARNING AND EDUCATION
Chair Giuseppe Ritella, University of Helsinki, Finland Organisers Giuseppe Ritella, University of Helsinki, Finland; Antti Rajala, University of Helsinki, Finland; Rupert Wegerif, University of Cambridge, England, United Kingdom Discussant Peter David Renshaw, The University of Queensland, Australia	The role of technology in education understood as a journey into time Rupert Wegerif, University of Cambridge, England, United Kingdom Creating learning opportunities and identities through multiple time-spaces in class conversations Kenneth Silseth, University of Oslo, Faculty of Education, Norway; Hans Christian Arnseth, University of Oslo, Norway Teachers’ agentic orientations to educational continuity and change: A temporal framework Antti Rajala, University of Helsinki, Finland; Kristiina Kumpulainen, University of Helsinki, Finland; Anu Kajamaa, University of Helsinki, Finland Examining the sequential organization of knowledge creation: a diachronic analysis Giuseppe Ritella, University of Helsinki, Finland

Session I: 4	Time: 08:30-10:00	Location: Lecture Hall – H05
SYMPOSIUM: UNDERSTANDING THE COMPLEXITIES OF SELF-REGULATED LEARNING USING MULTIMODAL DATA STREAMS
Chairs Roger Azevedo, University of Central Florida, United States; Maria Bannert, Technical University of Munich (TUM), Germany Discussant Dragan Gasevic, Monash University, Australia	Studying Self-Regulatory Processes using Multimodal Trace Data during Human-Machine Interactions Roger Azevedo, University of Central Florida, United States; Michelle Taub, University of Central Florida, United States; Elizabeth Cloude, University of Central Florida, United States; Megan Price, University of Central Florida, United States Temporal process analysis to better understand different prompt utilization Katharina Engelmann, Technical University of Munich (TUM), Germany; Maria Bannert, Technical University of Munich, Germany What can Multimodal Data tell about Monitoring and Task Difficulty during a Collaborative Exam? Jonna Malmberg, University of Oulu, Finland; Eetu Haataja, University of Oulu, Finland; Sanna Järvelä, University of Oulu, Finland; Tapio Seppänen, University of Oulu, Finland How social challenges influence dyads’ socially-shared regulation of learning in hypermedia Erdem Onan, University of Oulu, Finland; Cindy Paans, Radboud University Nijmegen, Netherlands; Inge Molenaar, Radboud University Nijmegen, Netherlands; Eliane Segers, Radboud University, Netherlands; Ludo Verhoeven, Radboud University Nijmegen, Netherlands

Session I: 5	Time: 08:30-10:00	Location: Lecture Hall – H09
SYMPOSIUM: THE IMPORTANCE OF LINGUISTIC AND COGNITIVE INFORMATION-PROCESSING SKILLS FOR MATHEMATICAL LEARNING
Chair Nurit Viesel-Nordmeyer, Technische Universität Dortmund (TU), Germany Organiser Nurit Viesel-Nordmeyer, Technische Universität Dortmund (TU), Germany Discussant Evelyn Kroesbergen, Radboud University, Netherlands	The role of language and working memory in children’s mathematics skills Andrea Diaz Barriga Yanez, The University of Sheffield, Mexico; Daniel J Carroll, University of Sheffield, United Kingdom; Danielle Matthews, University of Sheffield, United Kingdom The role of language and working memory for mathematical development in children between age 4 to 10 Nurit Viesel-Nordmeyer, Technische Universität Dortmund (TU), Germany; Ute Ritterfeld, Technische Universität Dortmund (TU), Germany; Carina Lüke, Pädagogische Hochschule Heidelberg, Germany; Wilfried Bos, Technische Universität Dortmund, Germany The effect of language on rational number comparison Iro Xenidou-Dervou, Loughborough University, United Kingdom; Camilla Gilmore, Loughborough University, United Kingdom; Elizabeth May Jones, Loughborough University, United Kingdom Academic and Brain Functional Connectivity Effects After Training Schoolchildren in Working Memory Noelia Sánchez-Pérez, University of Zaragoza, Spain; Alberto Inuggi, Istituto Italiano di Tecnologia, Robotics Brain and Cognitive Sciences Unit, Center for Human Technologies, Italy; Alejandro Castillo, Department of Basic Psychology and Methodology, Faculty of Psychology, University of Murcia, Spain; Guillermo Campoy, Department of Basic Psychology and Methodology, Faculty of Psychology, University of Murcia, Spain; Carmen González-Salinas, Department of Developmental Psychology and Education, Faculty of Psychology, University of Murcia, Spain; Luis J. Fuentes, Department of Basic Psychology and Methodology, Faculty of Psychology, University of Murcia, Spain

Session I: 6	Time: 08:30-10:00	Location: Lecture Hall – H08
SYMPOSIUM: TEACHERS’ ATTEMPTS TO INSTRUCT METACOGNITION AND SELF-REGULATED LEARNING
Chair Mariette van Loon, University of Bern, Switzerland Discussant Nancy Perry, University of British Columbia, Canada	Teacher-student metacognitive discourse and outcomes: Evidence from a video-based training study Bracha Kramarski, Bar-Ilan University, Israel; Anat Shilo, Bar-Ilan University, Israel Fostering transfer of metacognitive learning strategies by direct and indirect training Corinna Schuster, Ruhr University Bochum, Germany; Ferdinand Stebner, Ruhr-University Bochum, Germany; Malte Jansen, Humboldt University Berlin, Germany; Joachim Wirth, Ruhr-University Bochum, Germany; Detlev Leutner, University of Duisburg-Essen, Germany Relations between teachers’ instructions and children’s monitoring and regulation of learning Mariette van Loon, University of Bern, Switzerland; Natalie Bayard-Guggisberg, University of Bern, Switzerland; Martina Steiner, University of Bern, Switzerland; Claudia Roebers, University of Bern, Switzerland Do teachers adapt their promotion of SRL to their class? Development of a vignette test Charlotte Dignath, Goethe-University Frankfurt, Germany

Session I: 7	Time: 08:30-10:00	Location: Lecture Hall – H10
SYMPOSIUM: STRATEGY FLEXIBILITY AND ADAPTIVITY IN PRIMARY SCHOOL ARITHMETIC: STUDENT AND INSTRUCTIONAL FACTORS
Chair Joke Torbeyns, KU Leuven, Belgium Discussant Marian Hickendorff, Leiden University, Netherlands	10-12-year-olds’ flexible use of subtraction by addition in the number domain up to 1000 Joke Torbeyns, KU Leuven, Belgium; Gwen Verguts, KU Leuven, Belgium; Lieven Verschaffel, KU Leuven, Belgium Effects of Textbooks on Primary School Children’s Adaptive Use of Strategies in Arithmetic Aiso Heinze, Leibniz Institute for Science and Mathematics Education (IPN), Germany; Henning Sievert, Leibniz Institute for Science and Mathematics Education (IPN), Germany; Ann-Katrin van den Ham, Leibniz Institute for Science and Mathematics Education (IPN), Germany; Inga Niedermeyer, Leibniz Institute for Science and Mathematics Education (IPN), Germany Distinguishing adaptivity in rational number knowledge Jake McMullen, University of Turku, Finland; Erno Lehtinen, University of Turku, Finland; Minna M Hannula-Sormunen, University of Turku, Finland; Robert Siegler, Carnegie Mellon University, United States Profiles of fourth and fifth graders’ understanding and making use of multiplicative relations Andreas Schulz, Zurich University of Teacher Education, Switzerland

Session I: 8	Time: 08:30-10:00	Location: Seminar Room – S11
ICT DEMONSTRATION: TOOLBOXTEACHEREDUCATION – TEACHING AND LEARNING IN THE DIGITAL AGE
Chair Jaakko Hilppö, University of Helsinki, Finland	ToolboxTeacherEducation – Teaching and Learning in the Digital Age Dagmar Frick, Technical University of Munich, Germany; Jana-Kristin von Wachter, Technische Universität München (TUM), Germany; Doris Lewalter, Technical University of Munich (TUM), Germany; Julia Bernhard, Technische Universität München (TUM), Germany; Bernhard Werner, Technische Universität München (TUM), Germany; Kerstin Huber, Technical University of Munich, Germany; Maria Bannert, Technical University of Munich (TUM), Germany; Jürgen Richter-Gebert, Technische Universität München (TUM), Germany; Silke Schiffhauer, Technische Universität München (TUM), Germany

Session I: 9	Time: 08:30-10:00	Location: Seminar Room – S04
ICT DEMONSTRATION: METAPHOLIO: A MOBILE APP FOR COLLABORATIVE NOTE TAKING AND REFLECTION IN TEACHER EDUCATION
Chair Jeannine Turner, Florida State University, United States	Metapholio: A Mobile App for Collaborative Note Taking and Reflection in Teacher Education Dominik Petko, University of Zurich, Institute of Education, Switzerland; Regina Schmid, Schwyz University of Teacher Education, Switzerland; Laura Müller, Schwyz University of Teacher Education, Switzerland; Michael Hielscher, Pädagogische Hochschule Schwyz, Switzerland

Session I: 10	Time: 08:30-10:00	Location: Seminar Room – S01
ICT DEMONSTRATION: DEVELOPMENT AND EVALUATION OF A HISTOLOGICAL E-LEARNING SOFTWARE FOR MEDICAL STUDENTS
Chair Sabrina Bonanati, Paderborn University, Germany	Development and evaluation of a histological e-learning software for medical students Christina Drees, Goethe-University Frankfurt, Institute of Anatomy 1, Germany; Estifanos Ghebremedhin, Goethe-University Frankfurt, Institute of Anatomy 1, Germany; Farid Ayoub, independent, Germany; Miriam Hansen, Goethe-Universität Frankfurt, Germany

Session I: 11	Time: 08:30-10:00	Location: Seminar Room – S16
ICT DEMONSTRATION: THE PLAK-IN: A FLEXIBLE TOOL FOR DIGITAL TEACHER EDUCATION AND QUANTITATIVE RESEARCH
Chair Cameron Williams, University of New South Wales, Australia	The PLAK-in: A flexible tool for digital teacher education and quantitative research Sandra Dietrich, University of Leipzig, Germany; Andreas Janecek, University of Vienna, Austria; Christopher Helf, University of Vienna, Austria; Patrick Pazour, University of Vienna, Austria; Anna Förster, University of Leipzig, Germany; Kristin Stein, Technical University of Dresden, Germany; Dorothè Salomo, University of Leipzig, Germany

Session I: 12	Time: 08:30-10:00	Location: Seminar Room – S07
ICT DEMONSTRATION: THE POTENTIAL OF INTEGRATED READING AND WRITING LESSONS: FINDINGS FROM RESTLESS
Chair Laura Kerslake, University of Cambridge, UK, United Kingdom	The potential of integrated reading and writing lessons: findings from RESTLESS Johannes Wild, Universität Regensburg, Germany; Anita Schilcher, University of Regensburg, Germany; Christina Knott, University of Regensburg, Germany

Session I: 13	Time: 08:30-10:00	Location: Seminar Room – S02
ICT DEMONSTRATION: TEACHING AND TESTING WITH DATA GRAPHS USING R-SHINY
Chair Peter Edelsbrunner, ETH Zurich, Switzerland	Teaching and testing with data graphs using R-Shiny Fang Zhao, University of Hagen, Unknown; Robert Gaschler, FernUniversität in Hagen, Germany; Veit Kubik, Martin-Luther- Universität Halle-Wittenberg, Germany

Session I: 14	Time: 08:30-10:00	Location: Seminar Room – S15
ICT DEMONSTRATION: ONE BY ONE: TWO SHINY WEB APPLICATIONS FOR THE DESIGN AND ANALYSIS OF SINGLE-CASE EXPERIMENTS
Chair Stefan Markus, University of Wuppertal, Germany	One by One: Two Shiny Web Applications for the Design and Analysis of Single-Case Experiments Lies Declercq, KU LEUVEN, Belgium; Tamal Kumar De, KU LEUVEN, Belgium; Wim Van den Noortgate, KU LEUVEN, Belgium; Patrick Onghena, KU LEUVEN, Belgium
ANNOTATIONS: PARTICIPANTS ARE REQUESTED TO BRING THEIR OWN LAPTOP WHEN ATTENDING THIS SESSION.

Session I: 15	Time: 08:30-10:00	Location: Seminar Room – S14
ICT DEMONSTRATION: MINDSTEPS: AN ADAPTIVE COMPUTER-BASED TOOL FOR FORMATIVE STUDENT ASSESSMENT
Chair Marwin Felix Löper, Paderborn University, Germany	MINDSTEPS: An Adaptive Computer-Based Tool for Formative Student Assessment Nina König, Institut für Bildungsevaluation, Switzerland; Martin J. Tomasik, University of Zurich, Switzerland; Stéphanie Berger, University of Zurich, Switzerland; Lukas Giesinger, University of Zurich, Switzerland; Laura A. Helbling, University of Zurich, Switzerland; Urs Moser, University of Zurich, Switzerland

Session I: 16	Time: 08:30-10:00	Location: Seminar Room – S13
ICT DEMONSTRATION: COHVIZ-E: A TOOL TO PROVIDE NOVICE WRITERS WITH INSTRUCTIONAL FEEDBACK ON THE COHESION OF THEIR TEXT
Chair Cyril Brom, Charles University, Czech Republic	CohViz-E: A tool to provide novice writers with instructional feedback on the cohesion of their text Christian Burkhart, University of Freiburg, Germany; Andreas Lachner, University of Tübingen, Germany; Matthias Nückles, University of Freiburg, Germany
ANNOTATIONS: PARTICIPANTS ARE REQUESTED TO BRING THEIR OWN LAPTOP WHEN ATTENDING THIS SESSION WITH THE LATEST VERSION OF GOOGLE CHROME INSTALLED.

Session I: 17	Time: 08:30-10:00	Location: Seminar Room – S06
ICT DEMONSTRATION: ENRICHMENT OF EXECUTIVE FUNCTIONS FOR SMALL CHILDREN WITH SIETTE IN TECHCAT PROJECT
Chair Andrea Ximena Castano, National University of Education, Ecuador	Enrichment of executive functions for small children with SIETTE in TECHCAT project MILAGROS FERNANDEZ-MOLINA, FACULTY OF EDUCATION. UNIVERSITY OF MALAGA, Spain; Monica Trella, ETSInformatica, Spain; Ricardo Conejo, ETSIInformatica, Spain; Beatriz Barros, ETSInformatica, Spain

Session I: 18	Time: 08:30-10:00	Location: Seminar Room – S09
ICT DEMONSTRATION: AUGMENTATION OF PRACTICE WITH EXPERT PERFORMANCE DATA: PRESENTING A CALLIGRAPHY USE CASE
Chair Liv Ingrid Aske Håberg, Volda University College, Norway	Augmentation of practice with expert performance data: Presenting a calligraphy use case bibeg limbu, Open University of the Netherlands, Netherlands; Roland Klemke, Open University of the Netherlands, Netherlands; Halszka Maria Jarodzka, Open University of the Netherlands, Netherlands; Marcus Specht, Open University of the Netherlands, Netherlands

Session I: 19	Time: 08:30-10:00	Location: Seminar Room – S10
ICT DEMONSTRATION: COMPUTER-BASED SCIENCE ASSESSMENTS FOR CROSSCUTTING CONCEPTS
Chair Tine Nielsen, University of Copenhagen, Denmark	Computer-Based Science Assessments for Crosscutting Concepts Abeera Rehmat, Indiana University-Bloomington, United States; Asmalina Saleh, Indiana University-Bloomington, United States; Lei Liu, Educational Testing Service, United States; Cindy Hmelo-Silver, Indiana University-Bloomington, United States; Gary Weiser, Columbia University: Teachers College, United States; Karyn Housh, Indiana University-Bloomington, United States; Dante Cisterna-Alburqueraque, Educational Testing Service, United States

Session I: 20	Time: 08:30-10:00	Location: Seminar Room – S03
ICT DEMONSTRATION: LEARNING ABOUT AND WITH A SOCIAL ROBOT: INMOOV OPEN-ACCESS ROBOT AS A LEARNING PLATFORM
Chair Eva Lindgren, Umeå University, Sweden	Learning about and with a social robot: InMoov open-access robot as a learning platform Caj Niclas Sandström, University of Helsinki, Finland; Olli Ohls, Futurice, Finland; Anne Nevgi, University of Helsinki, Finland; Kaisu Mälkki, University of Tampere, Finland

Session I: 21	Time: 08:30-10:00	Location: Seminar Room – S05
ICT DEMONSTRATION: FACILITATING STUDENT PEER REVIEW USING SCREENCAST TECHNOLOGY
Chair Courtney Pollack, Massachusetts Institute of Technology, United States	Facilitating Student Peer Review Using Screencast Technology Christopher Anson, North Carolina State University, United States
ANNOTATIONS: PARTICIPANTS ARE REQUESTED TO BRING THEIR OWN LAPTOP WHEN ATTENDING THIS SESSION AND FOLLOW THE 2 STEPS BELOW: BEFORE THE SESSION, PLEASE REGISTER FOR VOICETHREAD, AT VOICETHREAD.COM THIS ONLY REQUIRES A USERNAME AND PASSWORD—NO DOWNLOAD. PLEASE BRING THE USERNAME AND PASSWORD (OR COMMIT THEM TO MEMORY). PLEASE HAVE ACCESS ON YOUR COMPUTER TO A DOCUMENT WRITTEN BY A STUDENT

Session J: 1	Time: 10:15-11:45	Location: Seminar Room – S06
SIG INVITED SYMPOSIUM: INTERVENTION STUDIES IN CIVIC EDUCATION BASED ON THE VAKE-APPROACH
Chair Eveline Gutzwiller-Helfenfinger, University of Fribourg, Switzerland Organiser Alfred Weinberger, Pädagogische Hochschule der Diözese Linz, Austria Discussant Hermann J. Abs, University of Duisburg-Essen, Germany	Promoting Integration of Female Muslim Refugees through VaKE in Civic Education Jean-Luc Patry, University of Salzburg, Austria; Natascha Diekmann, University of Salzburg, Austria; Sieglinde Weyringer, University of Salzburg, Austria; Alfred Weinberger, Pädagogische Hochschule der Diözese Linz, Austria Exploring civic educational practices through the VaKE-method at the CASNAV center in France Frederique Brossard Børhaug, NLA University College, Norway; Marco Brighenti, CASNAV Essonne, France; Ingvil Brügger Budal, NLA University College, Norway Critical Thinking in Civic Education: An intervention with VaKE in Higher Education Dimitris Pnevmatikos, University of Western Macedonia, Greece; Panagiota Chrsitodoulou, University of Western Macedonia, Greece; Triantafyllia Georgiadou, University of Western Macedonia, Greece The use of moral dilemmas in order to promoting civic responsibility in teacher education Roxana Reichman, Gordon Academic College, Israel

Session J: 2	Time: 10:15-11:45	Location: Seminar Room – S04
SYMPOSIUM: BELIEFS ABOUT EDUCATIONAL PSYCHOLOGY: STATUS QUO AND PREVENTING MISCONCEPTIONS AND SCIENCE DENIAL
Chair Eva Seifried, Heidelberg University, Germany Discussant Tobias Richter, University of Würzburg, Germany	Change of knowledge and epistemological beliefs about educational psychology in preservice teachers Joerg Zumbach, University of Salzburg, Austria; Ines Deibl, University of Salzburg, Austria; Viola Maria Geiger, Universität Salzburg, Austria; Daniela Martinek, University of Salzburg, Austria Measuring misconceptions in (teacher) education: The Questionable Beliefs in Education Scale Jana Asberger, University of Erfurt, Germany; Eva Thomm, University of Erfurt, Germany; Johannes Bauer, University of Erfurt, Germany Prevalence and reduction of educational psychological misconceptions among preservice teachers Cordelia Menz, Heidelberg University, Germany; Birgit Spinath, Heidelberg University, Germany; Eva Seifried, Heidelberg University, Germany Fostering resilience against science denial: Inoculation against incoherence Eva Seifried, Heidelberg University, Germany; Stephan Lewandowsky, University of Bristol, United Kingdom

Session J: 3	Time: 10:15-11:45	Location: Lecture Hall – H06 – Amazon Hörsaal
SYMPOSIUM: SUPPORTING SPONTANEOUS MATHEMATICAL ACTIVITIES: CONTEXT AND INTERVENTIONS
Chair Minna M Hannula-Sormunen, University of Turku, Finland Organisers Jake McMullen, University of Turku, Finland; Minna M Hannula-Sormunen, University of Turku, Finland Discussant Markku Hannula, University of Helsinki, Finland	Increasing Math Talk During Play in a Children’s Museum: The Role of Parent and Child Factors Melissa Libertus, University of Pittsburgh, United States; Emily Braham, University of Pittsburgh, United States; Koleen McCrink, Columbia University, United States Understanding mathematical reasoning at preschool level through epistemological moves Tomi Kärki, University of Turku, Finland; Lovisa Sumpter, Stockholm University, Sweden; Maria Hedefalk, Uppsala University, Sweden Enhancing students’ spontaneous focusing on multiplicative relations Saku Määttä, University of Turku / Faculty of Education, Finland; Minna M Hannula-Sormunen, University of Turku, Finland; Erno Lehtinen, University of Turku, Finland; Jake McMullen, University of Turku, Finland Stimulation of SFON and cardinality and counting skills at day care Minna M Hannula-Sormunen, University of Turku, Finland; Cristina Nanu, University of Turku, Finland; Milja Heinonen, University of Turku, Finland; Anne Sorariutta, University of Turku, Finland; Ilona Södervik, University of Turku, Finland; Aino Mattinen, University of Turku, Finland

Session J: 4	Time: 10:15-11:45	Location: Lecture Hall – H08
SYMPOSIUM: HOMEWORK: THE ROLES OF STUDENTS, PARENTS, AND TEACHERS ON ITS EFFECTIVENESS
Chair Eriko Ota, University of Tokyo, Japan Discussant Hanna Dumont, DIPF \| Leibniz Institute for Research and Information in Education, Germany	Homework Time and Homework Time Management Relationship: A Person-Centered Approach Trinidad Garcia, University of Oviedo, Spain; José Carlos Núñez, University of Oviedo, Spain; Pedro Rosário, University of Minho, Portugal; Natalia Suárez Fernández, University of Oviedo, Spain; Carmen Díez, University of Oviedo, Spain Homework: Variables Predicting Academic Achievement in Secondary Students Bibiana Regueiro, Universidad de La Coruña, Spain; Antonio Valle, Universidad de La Coruña, Spain; Susana Rodríguez, Universidad de La Coruña, Spain; Isabel Piñeiro, Universidad de La Coruña, Spain; Iris Estévez, Universidad de La Coruña, Spain Math Homework in Middle School: Parental Help and Children’s Academic Outcomes Eve Kikas, Tallinn University, Estonia; Gintautas Silinskas, University of Jyväskylä, Finland Promoting Elementary School Students’ Self-Regulated Learning through Homework Eriko Ota, University of Tokyo, Japan; Tetsumi Hamamoto, Public Elementary School, Japan

Session J: 5	Time: 10:15-11:45	Location: Lecture Hall – H07
SYMPOSIUM: FAMILY-SCHOOL PARTNERSHIPS: THE CONDITIONS AND BENEFITS FOR THE TEACHERS, STUDENTS AND PARENTS
Chair Sittipan Yotyodying, FernUniversität in Hagen, Germany Organisers Sittipan Yotyodying, FernUniversität in Hagen, Germany; Charlott Rubach, University of Potsdam, Germany Discussant Markus P. Neuenschwander, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland	Teachers’ prosocialness and well-being: Mediated by teacher engagement in family-school partnerships Sittipan Yotyodying, FernUniversität in Hagen, Germany; Swantje Dettmers, FernUniversität in Hagen, Germany; Kathrin Jonkmann, FernUniversität in Hagen, Germany Interplay among family-school partnerships, support from parents and teachers and student motivation Denise Kücholl, Schulpädagogik Universität Potsdam, Germany; Charlott Rubach, University of Potsdam, Germany; Rebecca Lazarides, University of Potsdam, Germany Real and ideal teacher-family partnership practices in childcare Vera Coelho, Porto University, FPCE, Portugal; Sílvia de Barros, Politécnico do Porto, Portugal; Joana Cadima, University of Porto, Portugal; Manuela Pessanha, Polytechnic Institute of Porto, Portugal; Carla Peixoto, Polytechnic Institute of Porto, Portugal; Ana Isabel Mota e Costa Pinto, University of Porto – Portugal, Portugal Do family-school partnerships contribute to student outcomes? Mediated by homework involvement Swantje Dettmers, FernUniversität in Hagen, Germany; Sittipan Yotyodying, FernUniversität in Hagen, Germany; Kathrin Jonkmann, FernUniversität in Hagen, Germany

Session J: 6	Time: 10:15-11:45	Location: Lecture Hall – H04 – Knorr- Bremse Hörsaal
SYMPOSIUM: THE ROLE OF HAPTIC INFORMATION IN MULTIMODAL LEARNING ENVIRONMENTS
Chairs Jennifer Mueller, Leibniz-Institut für Wissensmedien, Germany; Magdalena Novak, Leibniz-Institut für Wissensmedien (IWM), Germany Organisers Jennifer Mueller, Leibniz-Institut für Wissensmedien, Germany; Magdalena Novak, Leibniz-Institut für Wissensmedien (IWM), Germany Discussant Paul Ginns, The University of Sydney, Australia	Teaching Musical Concepts With Tangibles Can Improve Fraction Understanding in Fourth Graders Jennifer Mueller, Leibniz-Institut für Wissensmedien, Germany; Uwe Oestermeier, Leibniz-Institut für Wissensmedien (IWM), Germany; Jessika Golle, Hector Research Institute of Education Sciences and Psychology, Germany; Ulrich Trautwein, University of Tübingen, Germany; Peter Gerjets, Leibniz-Institut für Wissensmedien (IWM), Germany The Impact of the Presence/Absence of Haptic Feedback on Kindergarten Students’ Science Learning Tasos Hovardas, University of Cyprus, Cyprus; Marios Papaevripidou, University of Cyprus, Cyprus; Zacharias Zacharia, University of Cyprus, Cyprus; Eleftheria Panteli, University of Cyprus, Cyprus; Yvoni Pavlou, University of Cyprus, Cyprus Multisensory Technologies for Embodied and Enactive Learning Gualtiero Volpe, University of Genova (Italy), Italy; Erica Volta, University of Genova (Italy), Italy; Monica Gori, Italian Institute of Technology, Italy The Influence of Haptic Exploration of Objects on Knowledge Acquisition, Emotion, and Motivation Magdalena Novak, Leibniz-Institut für Wissensmedien (IWM), Germany; Stephan Schwan, Leibniz-Institut für Wissensmedien, Germany

Session J: 7	Time: 10:15-11:45	Location: Lecture Hall – H09
SYMPOSIUM: A SITUATED PERSPECTIVE ON TEACHERS' MATH PROFESSIONAL KNOWLEDGE: ASSESSMENT, DEVELOPMENT, AND IMPACT
Chair Fien Depaepe, KU Leuven, Belgium Discussant Marjolein Dobber, Vrije Universiteit Amsterdam, Netherlands	Mathematical pedagogical content knowledge of kindergarten teachers – How to measure it? Julia Bruns, University of Paderborn, Germany; Hedwig Gasteiger, Osnabrück University, Germany; Christiane Benz, Pädagogische Hochschule Karlsruhe, Germany; Esther Brunner, Pädagogische Hochschule Thurgau, Switzerland; Priska Sprenger, Pädagogische Hochschule Karlsruhe, Germany Characterizing preservice kindergarten teachers’ math PCK using a scenario-based questionnaire Joke Torbeyns, KU Leuven, Belgium; Sandy Verbruggen, KU Leuven, Centre for Instructional Psychology and -Technology (Vesaliusstraat 2, 3000 Leuven), Belgium; Fien Depaepe, KU Leuven, Belgium Fostering teachers' competencies for math reasoning in early mathematics education Esther Brunner, Pädagogische Hochschule Thurgau, Switzerland; Jonas Lampart, Pädagogische Hochschule Thurgau, Switzerland Classification of mathematical tasks to study subject-specific aspects of instructional quality Natalie Ross, University of Hamburg, Germany; Gabriele Kaiser, University of Hamburg, Germany; Johannes König, University of Cologne, Germany; Sigrid Blömeke, University of Oslo, Norway

Session J: 8	Time: 10:15-11:45	Location: Lecture Hall – H05
SYMPOSIUM: ERROR FRIENDLY LEARNING CONTEXTS: MAKING IT SAFER TO MAKE MISTAKES
Chairs Elizabeth R Peterson, University of Auckland, New Zealand; Maria Tulis, University of Salzburg, Austria Organisers Elizabeth R Peterson, University of Auckland, New Zealand; Maria Tulis, University of Salzburg, Austria; Gabriele Steuer, University of Bielefeld, Germany Discussant Dragan Trninic, ETH Zurich, Switzerland	How to increase the “failure friendliness” of maker activities Adam Maltese, Indiana University, United States; Amber Simpson, SUNY Binghamton, United States; Alice Anderson, Minneapolis Institute of Art, United States; Euisuk Sung, Indiana University, United States Preparing students for high consequence failures, safely: A case study with zombies Jill MacKay, University of Edinburgh, United Kingdom; Alex Corbishley, The Roslin Institute, United Kingdom; Hamish Macleod, University of Edinburgh, United Kingdom; Katie Stein, The University of Edinburgh, United Kingdom; Jessie Paterson, University of Edinburgh, United Kingdom; Susan Rhind, University of Edinburgh, United Kingdom Assessing the error climate in three different school subjects Gabriele Steuer, University of Bielefeld, Germany; Maria Tulis, University of Salzburg, Austria; Markus Dresel, University of Augsburg, Germany Translation, adaptation and validation of the perceived error climate questionnaire into Italian. Maria Cristina Matteucci, University of Bologna, Italy; Annalisa Soncini, University of Bologna, Italy

Session J: 9	Time: 10:15-11:45	Location: Lecture Hall – H10
SYMPOSIUM: PHYSICAL ACTIVITY AND LEARNING EXPERIENCES
Chair Lars-Erik Malmberg, University of Oxford, United Kingdom Discussant Claudia Roebers, University of Bern, Switzerland	A cluster RCT examining effects of aerobic and cognitive physical activity on academic performance Anne de Bruijn, University of Groningen, Netherlands; Danny Kostons, University of Groningen, Netherlands; Irene van der Fels, University Medical Centre Groningen, University of Groningen, Netherlands; Jaap Oosterlaan, Vrije Universiteit Amsterdam, Netherlands; Chris Visscher, University Medical Centre Groningen, University of Groningen, Netherlands; Esther Hartman, University Medical Center Groningen / University of Groningen, Netherlands; Roel J. Bosker, Rijksuniversiteit Groningen, Dept of Education and GION, Netherlands The mediating role of self-concept between physical activity and mathematical achievement Laura Claude Dapp, University of Bern, Switzerland; Claudia Roebers, University of Bern, Switzerland The Impact of Physical Education Lesson Intensity and Complexity on Subsequent Learning Behaviour Christina Heemskerk, University of Oxford, United Kingdom; Lars-Erik Malmberg, University of Oxford, United Kingdom; Steve Strand, University of Oxford, United Kingdom Physical activity of Young People with Cerebral Palsy Shelly Coe, Oxford Brookes University, United Kingdom; J Collett, Oxford Brookes University, United Kingdom; Y Ng, Oxford Brookes University, United Kingdom; Foeini Mavrommati, Oxford Brookes University, United Kingdom; Patrick Esser, Oxford Brookes University, United Kingdom; Tim Theologis, Nuffield Orthopaedic Centre, United Kingdom; Julia Hyde, Oxford Health NHS Trust, United Kingdom; S Radley, Oxford Brookes University, United Kingdom; R Habteraifi, Oxford Brookes University, United Kingdom; W Wade, Ace Centre, Manchester, United Kingdom; D Pindus, Northeastern University, United Kingdom; helen dawes, Oxford Brookes University, United Kingdom

Session J: 10	Time: 10:15-11:45	Location: Lecture Hall – H11
SYMPOSIUM: EMOTIONAL-MOTIVATIONAL FACTORS OF STEM LEARNING GAMES
Chair Steve Nebel, Chemnitz University of Technology, Germany Organisers Cyril Brom, Charles University, Czech Republic; Michael Kickmeier-Rust, University of Teacher Education, Switzerland Discussant Alexander Renkl, University of Freiburg, Germany	Emotional arousal in game-based learning Manuel Ninaus, Leibniz-Institut für Wissensmedien, Germany; Simon Greipl, Leibniz-Institut für Wissensmedien, Germany; Kristian Kiili, Tampere University of Technology, Finland; Antero Lindstedt, Tampere University of Technology, Finland; Elise Klein, Leibniz-Institut für Wissensmedien, Germany; Hans-Otto Karnath, University of Tübingen, Germany; Korbinian Moeller, Leibniz-Institut für Wissensmedien, Germany Decorative animations in a learning game for grade 3-4 children: An eye-tracker study Ondřej Javora, Charles University, Czech Republic; Tereza Hannemann, Charles University, Faculty of Mathematic and Physics, Czech Republic; Tereza Starkova, Charles University, Czech Republic; Filip Děchtěrenko, Czech Academy of Sciences, Czech Republic; Cyril Brom, Charles University, Czech Republic Play to grow: About feedback and persistence in game-based learning for mathematics Judith ter Vrugte, University of Twente, Netherlands; Anita Luttikhold, University of Twente, Netherlands Game-based and playful learning pedagogy in basic education Marjaana Kangas, University of Lapland, Finland; Heli Ruokamo, University of Lapland, Finland

Session J: 11	Time: 10:15-11:45	Location: Seminar Room – S03
POSTER PRESENTATION: HIGHER EDUCATION
Chair Tarja-Riitta Hurme, University of Turku, Finland	University lecturers’ emotions: experience and display of enjoyment, anxiety and anger in class. Katharina Thies, Ostwestfalen-Lippe University of Applied Sciences, Germany; Robert Kordts-Freudinger, University of St. Gallen, Switzerland Professional Fragmentation of Novice Academic Identity in the Current HE Conditions Jiří Kropáč, Palacký University – Faculty of Education, Czech Republic; Stefan Chudy, Faculty of Education – Palacky University, Czech Republic; Iva Koribská, Palacký University, Faculty of Education, Czech Republic Teaching Analysis Poll in higher education: From course feedback to multi-level quality development. Luci Gommers, University of St.Gallen, Switzerland; Bernadette Dilger, University of St.Gallen, Institute of Business Education and Educational Management, Switzerland; Robert Kordts-Freudinger, University of St. Gallen, Switzerland; Christian Schneider, University of St. Gallen, Switzerland Preparing Chilean teachers’ educators for an inclusive pedagogy through a training program Constanza Herrera-Seda, Universidad de Santiago de Chile, Chile; Carolina García, Universidad de Santiago de Chile, Chile Implementing summative self-assessment to higher education Henna Asikainen, University of Helsinki, Finland; Sara Lindholm, University of Helsinki, Finland My pathway was bumpy: Senses of self and collective efficacy about higher education Reed Curtis, Stockholm University, Sweden

Session J: 12	Time: 10:15-11:45	Location: Seminar Room – S13
ROUNDTABLE: HIGHER EDUCATION
Chair Jaakko Hilppö, University of Helsinki, Finland	Integrating process data in the derivation of student test scores in evaluating online information Carolin Hahnel, DIPF \| Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany; Beate Eichmann, DIPF \| Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany; Frank Goldhammer, DIPF \| Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany Fostering Industrial Design students’ professional identity Migchiel van Diggelen, Open University of the Netherlands, department of Educational Sciences., Netherlands; Sonia Gomez Puente, Eindhoven University of Technology, Netherlands; Izabela Boloz, Eindhoven University of Technology, Netherlands Performing Arts as Pedagogical Mediation in Higher Education Laure Kloetzer, Institute of Psychology & Education, Switzerland; Simon Henein, EPFL-Microcity, Switzerland; Ramiro Tau, Institute of psychology and education, University of Neuchâtel, Switzerland

Session J: 13	Time: 10:15-11:45	Location: Seminar Room – S09
ROUNDTABLE: QUALITATIVE METHODS
Chair Kim Dirkx, Open University, Netherlands	“Understanding About the Kid is Very Important”: Equity in Data Literacy for Teaching Jori Beck, Old Dominion University, United States; Christina Santoyo, Young Harris College, United States Book sharing with young dual language learners in preschool Svitlana Kucherenko, University of Oslo, Norway; Veslemøy Rydland, University of Oslo, Norway; Vibeke Grøver, University of Oslo, Norway First Job and the Unequal Distribution of Early-Childhood Educators: Evidence for the case of Chile Veronica Cabezas, Pontificia Universidad Catolica de Chile, Chile; Constanza Gomez, Pontificia Universidad Católica de Chile, Chile; María Jesus Sanchez, Pontificia Universidad Católica de Chile, Chile

Session J: 14	Time: 10:15-11:45	Location: Seminar Room – S05
POSTER PRESENTATION: HIGHER EDUCATION
Chair Ida Kukliansky, Ruppin Academic Center, Israel	Graduates’ generic competences and approaches to learning in relation to thesis grade and study pace Tarja Tuononen, University of Helsinki, Finland; Anna Parpala, University of Helsinki, Finland Less Dropout in Teacher Education Programs Using Aptitude Tests for Student Selection? Sebastian Franz, Leibniz Institute for Educational Trajectories (LIfBi), Germany; Jennifer Paetsch, University of Bamberg, Germany An intervention on critical thinking through argumentation: findings and implications Jarmila Bubikova-Moan, Nordic Institute for Studies in Innovation, Research and Education, Norway; Leila Ferguson, Kristiania University College, Norway The Relevance of Digital Media Self-Efficacy and Media Usage for Achievement in Higher Education Marina Pumptow, University of Tübingen, Germany; Taiga Brahm, University of Tübingen, Germany Academic staffs experiences of inclusive teaching in online education Ida Naimi-Akbar, KTH ROYAL INSTITUTE OF TECHNOLOGY, Sweden; Linda Barman, The Royal Institute of Technology (KTH), Sweden; Maria Weurlander, The Royal Institute of Technology (KTH), Sweden; Cormac Mc Grath, Stockholm University, Sweden Outcomes of Higher Education. A Literature Review Kristina Walz, Justus-Liebig-Universität Giessen, Germany; Julia Carolin Brachem, Universität Vechta, Germany; Edith Braun, Justus-Liebig-Universitaet Giessen, Germany

Session J: 15	Time: 10:15-11:45	Location: Seminar Room – S01
POSTER PRESENTATION: EARLY CHILDHOOD EDUCATION
Chair Felix Walker, Technical University of Kaiserslautern, Germany	Young children’s strategy generalization of geometry reasoning: a microgenetic analysis Mei-i Chien, National Chia-yi University, Taiwan The processing of symbolic and non-symbolic magnitudes at the end of childhood education. Carlos Mera, University of Cadiz, Spain; Manuel Aguilar-Villagran, University of Cadiz, Spain; Estíbaliz Aragón, University of Cadiz, Spain; Belén Román, University of Cadiz, Spain; Jose I. Navarro-Guzman, University of Cadiz, Spain Professionalization of dialogue in play guidance within preschool Eline van Rossum, Vrije Universiteit Amsterdam, Netherlands; Chiel vander Veen, VU University Amsterdam, Netherlands; Marjolein Dobber, Vrije Universiteit Amsterdam, Netherlands; Clasien de Schipper, Vrije Universiteit Amsterdam, Netherlands; Maartje Raijmakers, Vrije Universiteit Amsterdam, Netherlands The first two years in school: the impact of inattentive, hyperactive and impulsive children TIAGO BARTHOLO, Federal University of Rio de Janeiro, Brazil; Mariane Campelo Koslinski, Federal University of Rio de Janeiro, Brazil; Karina Santos, Federal University of Rio de Janeiro, Brazil Motivation, academic achievement and family practices: A cross-sectional investigation in 1st grade Raquel De Sixte, Faculty of Education, University of Salamanca, Spain, Spain; Marta Ramos, Salamanca University, Spain; Álvaro Jáñez, University of Salamanca, Spain; Javier Rosales, University of Salamanca, Spain Can online tests adequately replace paper-and-pencil versions? Markus Szczesny, Humboldt Universität zu Berlin, Germany

Session J: 16	Time: 10:15-11:45	Location: Seminar Room – S02
ROUNDTABLE: LIFELONG LEARNING
Chair Camilla Østerberg Rump, University of Copenhagen, Denmark	The Contribution of Mental Simulation to the Development of Intuition Bianca Steffen, University of Paderborn, Germany; Michael Goller, University of Bamberg, Germany; Christian Harteis, University of Paderborn, Germany The role of goal-setting in formal learning scenarios – lessons learned from an experiment Gábor Kismihók, Leibniz Information Centre for Science and Technology, Germany; Stefan Mol, University of Amsterdam, Netherlands; Vladimer Kobayashi, University of Amsterdam, Netherlands; Catherine Zhao, The University of Sydney, Australia Effects of internships on self-perceived competencies and didactic skills of prospective RE teachers Carina Caruso, University of Paderborn, Germany, Germany; Christian Harteis, University of Paderborn, Germany; Jan Woppowa, Univertity of Paderborn, Germany

Session J: 17	Time: 10:15-11:45	Location: Seminar Room – S16
ICT DEMONSTRATION: LEARNING GROWTH ESTIMATOR
Chair Venance Timothy, Ludwig-Maximilians-Universität (LMU), Tanzania, United Republic of	Learning Growth Estimator Jesus Camacho-Morles, The University of Melbourne, Australia

Session J: 18	Time: 10:15-11:45	Location: Seminar Room – S07
WORKSHOP: SOLVING THE EMPLOYABILITY DILEMMA IN HIGHER EDUCATION
Chair Åsa Wengelin, University of Gothenburg, Sweden	Solving the employability dilemma in higher education Dawn Bennett, Curtin University, Australia; Colin Jevons, Monash Business School, Australia

Session J: 19	Time: 10:15-11:45	Location: Seminar Room – S12
ICT DEMONSTRATION: MAKING THE INTANGIBLE TANGIBLE: A TOOL FOR ENGINEERING CONNECTED CLASSROOM ENVIRONMENTS.
Chair Kathryn Bartimote-Aufflick, The University of Sydney, Australia	Making the intangible tangible: a tool for engineering connected classroom environments. Stephanie MacMahon, The University of Queensland, Australia

Session J: 20	Time: 10:15-11:45	Location: Seminar Room – S15
POSTER PRESENTATION: SECONDARY EDUCATION
Chair Jose Felipe Martinez, University of California, Los Angeles, United States	Rhetorical competence and rhetorical devices in text comprehension in Secondary Education María García Serrano, University of Salamanca, Spain; J. Ricardo García Pérez, University of Salamanca, Spain; Javier Rosales, University of Salamanca, Spain When Instructional Software is Integrated: A Study of GeoGebra in High School Mathematics Teaching Shiyu Liu, Ocean University of China, China; Jingyu Qiu, Ocean University of China, China Which factors influence students’ learning activities in religious education? Alexander Unser, TU Dortmund University, Germany How do classroom goal structures shape secondary school students’ achievement goals? Marjon Fokkens-Bruinsma, University of Groningen, Netherlands; Esther Canrinus, University of Agder, Norway; Els van Rooij, University of Groningen, Netherlands The impact of negative knowledge to develop rescue from entrepreneurial failure competencies Fritz Oser, University of Fribourg, Switzerland; Susan Mueller, Swiss Research Institute of Small Business and Entrepreneurship, Switzerland; Lara Forsblom, University of Fribourg, Switzerland; Thierry Volery, University of Western Australia, Australia Relations between contribution to school and community, self-regulation, achievement and depression Marina Hirnstein, University of Bergen, Norway, Norway; Ana Kurtovic, University of J. J. Strossmayer Osijek, Faculty of Humanities and Social Sciences, Croatia; Gabrijela Vrdoljak, Faculty of Humanities and Social Sciences Osijek, Croatia

Session J: 21	Time: 10:15-11:45	Location: Seminar Room – S14
POSTER PRESENTATION: HIGHER EDUCATION
Chair Loren Marulis, Connecticut College, United States	When prompts do not support learning outcome & learning analytics fail to provide useful information Clara Schumacher, University of Mannheim, Germany; Dirk Ifenthaler, University of Mannheim, Germany Can strategy instructions support the self-regulated use of retrieval practice in higher education? Marloes Broeren, Avans Hogeschool / Avans University of Applied Sciences, Netherlands; Peter Verkoeijen, Erasmus University Rotterdam, Netherlands; Anita Heijltjes, Avans University of Applied Sciences, Netherlands; Guus Smeets, Erasmus University Rotterdam, Netherlands; Lidia Arends, Erasmus University Rotterdam, Netherlands Learning patterns, academic stress and performance in undergraduates ANTONIO VEGA MARTÍNEZ, Universidad Autonoma de Barcelona, Spain; Jose Reinaldo Martinez-Fernandez, Universitat Autònoma de Barcelona, Spain; Jordi Coiduras, Universitat de Lleida, Spain; Jordi García-Orriols, Autonomous University of Barcelona, Spain Experiences on self-regulation among students in a flipped classroom learning environment Sanna Väisänen, University of Eastern Finland, Finland; Anni Arffman, University of Eastern Finland, Finland; Laura Hirsto, University of Helsinki/ University of Eastern Finland, Finland Ace Your Self-study: Using A Mobile Device App to Support Self-regulated Learning Martine Baars, Erasmus University Rotterdam, Netherlands; Kevin Kamermans, Erasmus University Rotterdam, Netherlands; Fred Paas, Erasmus University Rotterdam, Netherlands Oral Fluency Improvement through Discourse Marker Practice in a Japanese University EFL Class Brian Wojtowicz, Kwansei Gakuin University, Japan

Session K: 1	Time: 12:00-13:30	Location: Lecture Hall – H05
SYMPOSIUM: “SHOULD I STAY OR SHOULD I GO?” – ADAPTATION AND DROP-OUT IN HIGHER EDUCATION
Chair Francisco Peixoto, ISPA – Instituto Universitário / CIE – ISPA (Research Center in Education), Portugal Organisers Francisco Peixoto, ISPA – Instituto Universitário / CIE – ISPA (Research Center in Education), Portugal; Eleftheria Gonida, Aristotle University of Thessaloniki, Greece Discussant Stuart Karabenick, University of Michigan, United States	University students at risk for dropping out: Their motivational and emotional profile Eleftheria Gonida, Aristotle University of Thessaloniki, Greece; Dimitrios Stamovlasis, Aristotle University of Thessaloniki, Greece; Constantine Aivazidis, Aristotle University of Thessaloniki, Greece; Konstantina Falanga, Aristotle University of Thessaloniki, Greece “Am I Happy at the University?” – Factors contributing to adaptation to Higher Education Francisco Peixoto, ISPA – Instituto Universitário / CIE – ISPA (Research Center in Education), Portugal; Leandro Almeida, University of Minho, Institute of Education, Braga, Portugal; Maria do Céu Taveira, University of Minho, Portugal; José Castro Silva, ISPA-Instituto Universitário, Portugal; Maria João Gouveia, ISPA – Instituto Universitário, APPsyCI, Lisboa, Portugal Predicting study satisfaction and drop out intentions in higher education: the case of Serbia Ksenija Krstic, Univerisity of Belgrade, Serbia; Ivana Stepanović Ilić, University of Belgrade, Serbia; Marina Videnović, University of Belgrade, Serbia; Oliver Tošković Tošković, University of Belgrade, Serbia “May I Help you?” – The project SUnStAR: Supporting University Students at Risk of Dropping- Out Philipp Nolden, RWTH Aachen University, Germany; Francisco Peixoto, ISPA – Instituto Universitário / CIE – ISPA (Research Center in Education), Portugal; Marold Wosnitza, RWTH Aachen University, Germany; Eleftheria Gonida, Aristotle University of Thessaloniki, Greece

Session K: 2	Time: 12:00-13:30	Location: Lecture Hall – H10
SYMPOSIUM: MATHEMATICAL GIFTEDNESS AND EXPERTISE
Chairs Roland H. Grabner, University of Graz, Austria; Bert De Smedt, KU Leuven – University of Leuven, Belgium Organisers Roland H. Grabner, University of Graz, Austria; Bert De Smedt, KU Leuven – University of Leuven, Belgium Discussant Jake McMullen, University of Turku, Finland	The domain-specific and domain-general cognitive correlates of high achievement in mathematics Merel Bakker, KU Leuven – University of Leuven, Belgium; Joke Torbeyns, KU Leuven, Belgium; Lieven Verschaffel, KU Leuven, Belgium; Bert De Smedt, KU Leuven – University of Leuven, Belgium Top 5% math students worldwide: A meta-analysis of gender differences in achievement and motivation Franzis Preckel, University of Trier, Germany; Lena Keller, University of Potsdam, Germany; Jacquelynne Eccles, University of California, Irvine, United States; Martin Brunner, University of Potsdam, Germany Predicting academic achievements of high ability STEM students Michal Berkowitz, ETH Zurich – Research on Learning and Instruction, Switzerland; Elsbeth Stern, ETH Zurich – Research on Learning and Instruction, Switzerland Creativity and expertise in mathematics – an egg or a chicken? Roza Leikin, University of Haifa, Israel

Session K: 3	Time: 12:00-13:30	Location: Lecture Hall – H07
SYMPOSIUM: CODING AND ANALYSING TEACHER FEEDBACK QUALITY IN CLASSROOM SITUATIONS
Chair Robbert Smit, University of Teacher Education St.Gallen, Switzerland Discussant Maria Araceli Ruiz-Primo, Stanford University, United States	Using video technology to examine teacher-student perceptions of oral feedback interactions Lenore Adie, Australian Catholic University, Australia; Fabienne van der Kleij, Australian Catholic University, Australia; Joy Cumming, Australian Catholic University, Australia Classroom interaction in elementary school: The role of feedback Vera Monteiro, Instituto Superior Psicologia Aplicada, Portugal; Lourdes Mata, ISPA – Instituto Superior de Psicologia Aplicada, Portugal; Natalie Nobrega Santos, ISPA – Instituto Superior de Psicologia Aplicada, Portugal; Christina Sanches, ISPA – Instituto Superior de Psicologia Aplicada, Portugal; Marta Gomes, ISPA – Instituto Superior de Psicologia Aplicada, Portugal Formative feedback on primary students’ mathematical reasoning Andreia Balan, SFF Helsingborg, Sweden; Anders Jonsson, Kristianstad University, Sweden Video analysis of formative feedback for mathematical reasoning Patricia Bachmann, University of Teacher Education St.Gallen, Switzerland; Robbert Smit, University of Teacher Education St.Gallen, Switzerland

Session K: 4	Time: 12:00-13:30	Location: Lecture Hall – H04 – Knorr- Bremse Hörsaal
SYMPOSIUM: INTERACTION IN ECEC:FINDINGS FROM GROUP-ORIENTED V INDIVIDUALIZED PERSPECTIVES WITH (IN)CLASS
Chair Cathleen Bethke, Leibniz University Hannover, Germany Organiser Heike Wadepohl, Leibniz University Hanover, Germany Discussant Antje von Suchodoletz, New York University Abu Dhabi, United Arab Emirates	The association between teacher stress and quality of teacher-child interactions: Moderating factors Viola Penttinen, University of Jyväskylä, Finland; Eija Pakarinen, University of Jyväskylä, Finland; Antje von Suchodoletz, New York University Abu Dhabi, United Arab Emirates; Marja-Kristiina Lerkkanen, University of Jyväskylä, Finland The impact of play settings/ areas on the quality of teacher-child-interactions Cathleen Bethke, Leibniz University Hannover, Germany; Heike Wadepohl, Leibniz University Hanover, Germany Examining the factor structure of the Individualized Classroom Assessment Scoring System (inCLASS) Eva-Maria Embacher, Institut für Psychosoziale Intervention und Kommunikationsforschung, Leopold-Franzens-Universität Innsbruck, Austria; Wilfried Smidt, University of Innsbruck, Austria Individual children's interactions and their relation to home learning environment… Magdalena Riedmeier, University Koblenz-Landau, Campus Landau, Germany; Katharina Kluczniok, Otto-Friedrich-University of Bamberg, Germany; Thilo Schmidt, Universität Koblenz-Landau, Germany

Session K: 5	Time: 12:00-13:30	Location: Lecture Hall – H09
SYMPOSIUM: HISTORY TEXTBOOKS: CONSTRAINTS AND AFFORDANCES FOR HISTORICAL THINKING AND MULTIPERSPECTIVITY
Chair Carla Van Boxtel, University of Amsterdam, Netherlands Organiser Carla Van Boxtel, University of Amsterdam, Netherlands Discussant Tsafrir Goldberg, University of Haifa, Israel	Narrative, metaphor and multiperspectivity in the history classroom. A case study Marc Kropman, University of Amsterdam, Netherlands; Jannet van Drie, University of Amsterdam, Netherlands; Carla Van Boxtel, University of Amsterdam, Netherlands Students’ critical analysis of history textbook narratives about universal suffrage Annemiek Houwen, UvA, Netherlands; Paul Holthuis, Rijksuniversiteit Groningen, Netherlands; Carla Van Boxtel, University of Amsterdam, Netherlands History textbooks and the construction of national identity in Syria Shaima Muhammad, University of Innsbruck, Austria Implementing the paradigm shift to historical thinking in Austria. The crucial role of textbooks Roland Bernhard, University of Salzburg, Austria

Session K: 6	Time: 12:00-13:30	Location: Lecture Hall – H06 – Amazon Hörsaal
SYMPOSIUM: THEY BELIEVE HAPPILY EVER AFTER: PRE-SERVICE TEACHERS’ BELIEFS AND RECEPTION OF EDUCATIONAL RESEARCH
Chair Johannes Bauer, University of Erfurt, Germany Organisers Eva Thomm, University of Erfurt, Germany; Johannes Bauer, University of Erfurt, Germany Discussant Gavin Brown, University of Auckland, New Zealand	Are pre-service teachers aware of their educational psychology misconceptions? Stephanie Pieschl, Technical University of Darmstadt, Germany; Janene Budd, University of Newcastle, Australia; Jennifer Archer, The University of Newcastle, Australia Questioning educational research: When evidence challenges pre-service teachers’ prior beliefs Eva Thomm, University of Erfurt, Germany; Johannes Bauer, University of Erfurt, Germany; Bernadette Gold, University of Erfurt, Germany; Tilman Betsch, University of Erfurt, Germany Pre-service teachers’ epistemic trust in educational scientists: A ‘smart but evil’ stereotype? Tom Rosman, Leibniz Institute for Psychology Information, Germany; Samuel Merk, University of Tübingen, Germany The instrumental quality of information sources for teaching: Pre-service teachers’ beliefs Katharina Kiemer, Universität Augsburg, Germany; Ana Gatserelia, University of Augsburg, Germany; Ingo Kollar, University of Augsburg, Germany

Session K: 7	Time: 12:00-13:30	Location: Lecture Hall – H11
SYMPOSIUM: LEARNING BY MAKING COMPARATIVE JUDGEMENTS? IT’S ALL ABOUT THE MENTAL EFFORT!
Chair Liesje Coertjens, Université catholique de Louvain (UCL), Belgium Organiser Tine van Daal, University of Antwerp, Belgium Discussant Anders Jonsson, Kristianstad University, Sweden	Learning by making multiple comparative judgements: a longitudinal analysis of mental effort Tine van Daal, University of Antwerp, Belgium; Vincent Donche, University of Antwerp, Belgium; Sven De Maeyer, University of Antwerp, Belgium Unpacking teachers’ assessment practices in STEM education across countries Eva Hartell, KTH Royal Institute of Technology, Sweden; Greg Strimel, Purdue University, United States; Scott Bartholomew, Purdue University, United States; Emily Yoshikawa-Ruesch, Purdue University, United States Learning by comparison: Effects of comparative judgment on feedback and performance in writing Renske Bouwer, Vrije Universiteit Amsterdam, Netherlands; Marije Lesterhuis, University of Antwerp, Belgium; Pieterjan Bonne, Artevelde University College Ghent, Belgium; Sven De Maeyer, University of Antwerp, Belgium The feasibility of CJ for assessing medical students’ self-reflections Marije Lesterhuis, University of Antwerp, Belgium; Liesje Coertjens, Université catholique de Louvain (UCL), Belgium; Benedicte De Winter, University of Antwerp, Belgium; Maarten Goossens, University of Antwerp, Belgium; Sven De Maeyer, University of Antwerp, Belgium; Nele Michels, University of Antwerp, Belgium

Session K: 8	Time: 12:00-13:30	Location: Lecture Hall – H08
SYMPOSIUM: CRITICAL THINKING IN HIGHER EDUCATION: EDUCATIONAL GUIDELINES AND INSTRUCTIONAL INTERVENTIONS
Chair Anita Heijltjes, Avans University of Applied Sciences, Netherlands Organisers Lara van Peppen, Erasmus University Rotterdam, Netherlands; Eva Janssen, Utrecht University, Netherlands Discussant Patricia A. Alexander, University of Maryland, United States	Critical Thinking in Higher Education Aoife Ahern, University College Dublin, Ireland; Ciaran McNally, University College Dublin, Ireland; John O'Sullivan, University College Dublin, Ireland Towards an ‘Educational Protocol’ for Stimulating Critical Thinking in Higher Education Jan Elen, KU Leuven, Belgium; Steven Huyghe, KU Leuven (BE), Belgium; Marleen Evers, KU Leuven (BE), Belgium; Lai Jiang, KU Leuven (BE), Belgium; An Verburg, University College Leuven Limburg, Belgium Training Higher Education Teachers to Identify Biases in Students’ Critical Thinking Eva Janssen, Utrecht University, Netherlands; Tim Mainhard, Utrecht University, Netherlands; Anita Heijltjes, Avans University of Applied Sciences, Netherlands; Peter Verkoeijen, Erasmus University Rotterdam, Netherlands; Lara van Peppen, Erasmus University Rotterdam, Netherlands; Tamara Van Gog, Utrecht University, Netherlands Can Contrasting Correct and Erroneous Examples Enhance Students’ Critical Thinking Skills? Lara van Peppen, Erasmus University Rotterdam, Netherlands; Peter Verkoeijen, Erasmus University Rotterdam, Netherlands; Anita Heijltjes, Avans University of Applied Sciences, Netherlands; Eva Janssen, Utrecht University, Netherlands; Tamara Van Gog, Utrecht University, Netherlands

Session K: 9	Time: 12:00-13:30	Location: Seminar Room – S03
SYMPOSIUM: NEW PERSPECTIVES ON PLAYFUL LEARNING IN EARLY STEM EDUCATION
Chair Timo Reuter, University of Koblenz-Landau, Germany Organiser Timo Reuter, University of Koblenz-Landau, Germany Discussant Tessa van Schijndel, University of Amsterdam, Netherlands	Preschooler’s Concepts and Problem Solving in the Domain of Gears in the Context of Guided Play Timo Reuter, University of Koblenz-Landau, Germany; Miriam Leuchter, University of Koblenz – Landau, Germany Preschoolers' Early Engineering Thinking and Metacognitive Capabilities during Constructional Task Taly Shechter, Da-Gan Center The National Teacher Center for the Advancement of Scientific, Technological and Mathematical Education in Preschool, Israel; Ornit Spektor-Levy, Bar-Ilan University, Israel Scaffolding to support autonomy promotes children’s self-regulated learning Audrey Kittredge, Consultant, United States; Krishna Kulkarni, Faculty of Education, University of Cambridge, United Kingdom; Natalie Day, Faculty of Education, University of Cambridge, United Kingdom; Sara Baker, Faculty of Education, United Kingdom The effect of a guided play session on preschoolers’ knowledge about balance Anke Maria Weber, University of Koblenz-Landau, Germany; Miriam Leuchter, University of Koblenz – Landau, Germany

Session K: 10	Time: 12:00-13:30	Location: Seminar Room – S05
SINGLE PAPER: MOTIVATION AND READING COMPREHENSION
Chair Ilse Hakvoort, Göteborg University, Sweden	The role of gender stereotypes in reading motivation: A study in high-school Chilean Students Ana María Espinoza Catalán, Pontificia Universidad Católica de Chile, Chile; Katherine Strasser Salinas, Pontificia Universidad Católica de Chile, Chile The relation between 9th grade students’ reading motivation, reading behavior, and comprehension. Kim Van Ammel, Ghent University, Belgium; Hilde Van Keer, Ghent University, Belgium; Koen Aesaert, Ghent University, Belgium Reading gains and social validity of personalized book reading intervention in secondary school. Suzanne Mol, Leiden University, Netherlands; Christine Espin, Leiden University, United States Does comprehensibility influence the readers’ intrinsic motivation during reading? Marcus Friedrich, Institut für Pädagogische Psychologie, TU Braunschweig, Germany; Elke Heise, Institut für Pädagogische Psychologie, TU Braunschweig, Germany

Session K: 11	Time: 12:00-13:30	Location: Seminar Room – S13
SINGLE PAPER: REFLECTION
Chair Katja Scharenberg, University of Education Freiburg, Germany	Cultivation of science process skills by promoting effective collaboration and reflection Etsuko Tanaka, Nagoya University, Japan; Yuri Uesaka, The University of Tokyo, Japan; Satomi Shiba, The University of Tokyo, Japan Professional identities of English literature teachers in South Africa Salome Romylos, North-West University, South Africa Dialogic tensions in pre-service subject teachers’ identity negotiations Maarit Arvaja, University of Jyväskylä, Finland; Anneli Sarja, University of Jyvaskyla, Finland Teachers’ occupational attributes and their psychological wellbeing and job satisfaction Hanke Korpershoek, University of Groningen, Netherlands; Dennis McInerney, The Australian Catholic University, Australia; Hui Wang, McGill University, Montreal, Canada; Alexandre Morin, Concordia University, Montreal, Canada

Session K: 12	Time: 12:00-13:30	Location: Seminar Room – S12
SINGLE PAPER: INQUIRY LEARNING IN PRIMARY EDUCATION
Chair Denis Francesconi, Danish School of Education, Denmark	New approaches to Philosophy with Children: two methods for developing Community of Inquiry practice Laura Kerslake, University of Cambridge, UK, United Kingdom; Enrico Postiglione, University of Modena & Reggio Emilia, Italy Understanding Causal Relationships at Primary School Calliste Scheibling, Paris 8 University, France; Elena Pasquinelli, Foundation La main à la pate, France; Emmanuel Sander, University of Geneva, Switzerland What happens during Scaling up? Promoting Primary School Children’s Inquiry Learning Julia Schiefer, University of Tuebingen, Germany; Jessika Golle, University of Tuebingen, Germany; Ulrich Trautwein, University of Tübingen, Germany Intervention on Sixth Graders Online Inquiry Skills in Science Norbert Erdmann, University of Turku, Finland; Mirjamaija Mikkila-Erdmann, University of Turku, Finland; Eero Sormunen, University of Tampere, Finland; Marja Vauras, University of Turku / Faculty of Education, Finland

Session K: 13	Time: 12:00-13:30	Location: Seminar Room – S07
SINGLE PAPER: MIXED-METHOD RESEARCH IN LEARNING TECHNOLOGIES
Chair Esther Kaufmann, University of Education Zurich / University of Zurich, Switzerland	The use of the « Lantern » tool to promote self-regulation learning and classroom management Sheila Padiglia, HEP-BEJUNE, University of teacher education, Switzerland; Stéphanie Boéchat-Heer, HEP-BEJUNE, Switzerland; Céline Miserez-Caperos, HEP-BEJUNE, University of teacher education, Switzerland Self-regulated learning skills matter in dashboard sense-making Ioana Jivet, Open University of the Netherlands, Netherlands; Maren Scheffel, Open University of the Netherlands, Netherlands; Marcel Schmitz, Zuyd University of Applied Sciences, Netherlands; Marcus Specht, Open University of the Netherlands, Netherlands; Hendrik Drachsler, Goethe University Frankfurt, Germany Dialect and Standard Language in Kindergarten Johanna Quiring, University of Education St.Gallen, Switzerland; Franziska Vogt, University of Teacher Education St.Gallen, Switzerland; Martina Zumtobel, Pädagogische Hochschule Vorarlberg, Austria; Cordula Löffler, University of Education Weingarten, Germany Using Eye-tracking and EEG to investigate the Redundancy Principle in Virtual Reality Sarune Baceviciute, University of Copenhagen, Denmark; Thomas Terkildsen, University of Copenhagen, Denmark; Guido Makransky, University of Copenhagen, Denmark

Session K: 14	Time: 12:00-13:30	Location: Seminar Room – S09
SINGLE PAPER: ASSESSMENT METHODS AND TOOLS IN HIGHER EDUCATION
Chair Esther Adi-Japha, Bar-Ilan University, Israel	An investigation of students’ actions in response to written feedback in a science course Costas Constantinou, University of Cyprus, Cyprus; Elena Siakidou, University of Cyprus, Cyprus; Evangelia Irakleous, University of Cyprus, Cyprus; Olia Tsivitanidou, University of Cyprus, Cyprus Validity and Resource Affordances in Examinations: A Theoretical and Methodological Framework Tobias Halbherr, Swiss Federal Institute of Technology Zurich / ETH Zurich, Switzerland Undergraduates’ and graduates’ critical thinking skills in a performance assessment Marie-Theres Nagel, Johannes Gutenberg University Mainz, Germany; Olga Zlatkin-Troitschanskaia, Johannes Gutenberg- Universität Mainz, Germany; Susanne Schmidt2, Johannes Gutenberg-Universität Mainz, Germany; Richard Shavelson, Stanford University, United States; Klaus Beck, Johannes Gutenberg-Universitaet, Germany; Dimitri Molerov, Humboldt- University Berlin, Germany; Jana Jurisch, Johannes Gutenberg-Universität Mainz, Germany What’s the point: Do annotations on students’ work promote self-regulation? Cathrine Derham, University of Surrey, United Kingdom; Kieran Balloo, University of Surrey, United Kingdom; Naomi Winstone, University of Surrey, United Kingdom; Maria Norman, University of Surrey, United Kingdom

Session K: 15	Time: 12:00-13:30	Location: Seminar Room – S14
SINGLE PAPER: ASSESSMENT METHODS AND TOOLS
Chair Julia Hein, University of Mannheim, Germany	Alternative assessment: Toward Advancing Future Skills [ASSET: Erasmus+ co-funded project] Dorit Alt, Kinneret College on the Sea of Galilee, Israel; Nirit Raichel, Kinneret College on the Sea of Galilee, Israel Feedback metaphors in online learning environments Lasse Jensen, University of Copenhagen, Denmark; Margaret Bearman, Deakin University, Australia; David Boud, University of Technology Sydney/ Deakin University, Australia A systematic review of methods for the assessment of collaborative learning in higher education Hajo Meijer, University of Groningen, Netherlands; Jasperina Brouwer, University of Groningen, Netherlands; Rink Hoekstra, University of Groningen, Netherlands; Jan-Willem Strijbos, University of Groningen, Netherlands The state of the art of interprofessional assessment in undergraduate health and social education. Hester Smeets, Zuyd University of Applied Sciences & Maastricht University, Netherlands; Dominique Sluijsmans, Zuyd University of Applied Sciences, Netherlands; Jeroen Van Merrienboer, Maastricht University, Netherlands; Albine Moser, Zuyd University of Applied Sciences, Netherlands

Session K: 16	Time: 12:00-13:30	Location: Seminar Room – S11
SINGLE PAPER: TEACHER EFFECTIVENESS AND TEACHER PROFESSIONAL DEVELOPMENT
Chair Alexander Eitel, University of Freiburg, Germany	A preliminary typology of teachers with multiple jobs based on professional life stories Lianne Teder, Tallinn University, Estonia; Rain Mikser, Tallinn University, Institute of Educational Sciences, Estonia Investigating the Effectiveness of an Individualized Coaching Approach for Mathematics Teachers Dionne Cross Francis, Indiana University, United States; Ji Hong, University of Oklahoma, United States Fostering teachers’ competences in the context of digital transformation – evidence from Switzerland Josef Guggemos, University St.Gallen, Switzerland; Sabine Seufert, University of St.Gallen, Switzerland Measuring science instruction with a tablet e-portfolio: Reliability with units of different length Jose Felipe Martinez, University of California, Los Angeles, United States; Matthew Kloser, University of Notre Dame, France; Jayashri Srinivasan, University of California, Los Angeles, United States; Brian Stecher, The RAND Corporation, United States; Amanda Edelman, The RAND Corporation, United States

Session K: 17	Time: 12:00-13:30	Location: Seminar Room – S02
SINGLE PAPER: EVOLUTIONARY EDUCATIONAL PSYCHOLOGY: CONSIDERING PRIMARY KNOWLEDGE TO FACILITATE LEARNING
Chair Antonio Iannaccone, Institut de Psychologie et Education, Switzerland	Motivate Learners and Promote Formal Logic Learning through Primary Knowledge Florence Lespiau, University of Toulouse, France; André Tricot, University of Toulouse, France Gesturing and Manipulations: Primary Skills that Aid Attaining Secondary STEM Skills Juan Cristobal Castro-Alonso, Universidad de Chile, Chile; Paul Ayres, University of New South Wales, Australia; Fred Paas, Erasmus University Rotterdam/University of Wollongong, Netherlands Does Foreign Language Learning Concern Primary or Secondary Knowledge? André Tricot, University of Toulouse, France; Stéphanie Roussel, LACES – University of Bordeaux, France; John Sweller, University of New South Wales, Australia Finger Pointing to Self-manage Cognitive Load in Learning from Split-attention Examples Shirong Zhang, Erasmus University Rotterdam, Netherlands; Bjorn B. de Koning, Erasmus University Rotterdam, Netherlands; Fred Paas, Erasmus University Rotterdam/University of Wollongong, Netherlands

Session K: 18	Time: 12:00-13:30	Location: Seminar Room – S01
SINGLE PAPER: COMPUTER-ASSISTED LEARNING
Chair Thorsten Scheiner, Institute for Learning Sciences & Teacher Education, ACU, Australia	Siri and 'friends' challenging the research on speaking and writing, conceptual issues and outlooks Béatrice Arend, University of Luxembourg, Luxembourg; Pierre FIXMER, Institut of Education and Society (InEs), Luxembourg Comparative feedback and reflection as a factor in student-centered learning in vocational education Elise Eshuis, University of Twente, Netherlands; Judith ter Vrugte, University of Twente, Netherlands; Anjo Anjewierden, University of Twente, Netherlands; Ton de Jong, University of Twente, Netherlands Trade-offs between time-on-task and retrospective action in computer supported inquiry learning Nikoletta Xenofontos, University of Cyprus, Cyprus; Tasos Hovardas, University of Cyprus, Cyprus; Zacharias Zacharia, University of Cyprus, Cyprus; Ton de Jong, University of Twente, Netherlands Students’ perceptions & need for relatedness in blended learning: A learning analytics intervention Elise Ameloot, Ghent University, Belgium; Tijs Rotsaert, Ghent University, Belgium; Tammy Schellens, Ghent University, Belgium

Session K: 19	Time: 12:00-13:30	Location: Seminar Room – S10
SINGLE PAPER: MORAL AND DEMOCRATIC EDUCATION
Chair Katharina Neuber, University of Duisburg-Essen, Germany	Not Able to Resist the Temptation: The Moral Landscape of Bystanders of Bullying Eveline Gutzwiller-Helfenfinger, University of Fribourg, Switzerland Smart morality: Happy victimizing, moral hypocrisy, and moral resilience in a game-theoretic context Gerhard Minnameier, Goethe-Universität Frankfurt, Germany; Tim Bonowski, University of Frankfurt, Germany Educational democratic values in Vietnamese secondary education T.T.Tinh Le, ICLON-Leiden University Graduate School of Teaching, Netherlands; Dineke Tigelaar, Leiden University, Netherlands; Wilfried Admiraal, Leiden University, Netherlands Learning and development of historical thinking from a historical-cultural perspective Natalia Albornoz, Pontificia Universidad Católica de Chile, Chile; Christian SEBASTIÁN, Pontificia Universidad Católica de Chile, Chile

Session K: 20	Time: 12:00-13:30	Location: Seminar Room – S15
SINGLE PAPER: ONLINE AND COMPUTER-SUPPORTED COLLABORATIVE LEARNING
Chair Ellen Kok, Utrecht University, Netherlands	Process-oriented and collaborative learning of new software for the workplace Mandy Hommel, TU Dresden, Germany Investigating the (im)permeable membrane of virtual sites for learning: critical explorations Giulia Messina Dahlberg, University of Gothenburg, Sweden Combining data mining and traditional statistics: An example from educational technology research Elisabeth Duursma, University of Wollongong/Early Start Research Institute, Australia; Carlos González-Ugalde, Pontificia Universidad Católica de Chile, Chile; Sarah Howard, University of Wollongong, Australia; Jie Yang, University of Wollongong, Australia; Jun Ma, University of Wollongong, Australia Digitalization in upper secondary schools in Switzerland: Principals’ leadership, beliefs and goals Michael Ruloff, ISEK, School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland; Dominik Petko, Schwyz University of Teacher Education, Switzerland

Session K: 21	Time: 12:00-13:30	Location: Seminar Room – S06
SINGLE PAPER: MODEL-BASED REASONING AND ARGUMENTATION IN SCIENCE EDUCATION
Chair Jule Krüger, Universität Duisburg-Essen, Germany	Teaching science through curriculum-supported argumentation: Learning through arguing and thinking Antonia Larrain, Universidad Alberto Hurtado, Chile; Patricia López, Universidad Alberto Hurtado, Chile; Jorge Pinochet, Universidad Alberto Hurtado, Chile; Katherine Strasser, Pontifica Universidad Católica de Chile, Chile; Christine Howe, University of Cambridge, United Kingdom; Selma Leitao, Universidad Federal de Pernambuco, Brazil; Camila Moran, Universidad Alberto Hurtado, Chile; Alvaro Sanchez, Universidad Alberto Hurtado, Chile; Maximiliano Silva, Universidad Alberto Hurtado, Chile; Constanza Villavicencio, Universidad Alberto Hurtado, Chile; Carla Varela, Universidad Diego Portales, Chile Towards a definition and measurement of socio-scientific argumentation: A literature review Olga Ioannidou, Ludwig-Maximilians-Universität (LMU), Germany; Andreas Hetmanek, Technical University of Munich (TUM), Germany; Frank Fischer, Ludwig-Maximilians-Universität (LMU), Germany; Tina Seidel, Technische Universität München (TUM), Germany Examining argumentative essays across a curriculum and identifying ruling-out arguments Hebbah El-Moslimany, Rutgers University, United States; Clark Chinn, Rutgers University, United States; Ravit Duncan, Rutgers University, United States; Elizabeth O'Brien, Rutgers University, United States Students’ Use of Epistemic Criteria Across Model Evaluation Tasks Na'ama Av-Shalom, Rutgers University Graduate School of Education, United States; Brandon Mauclair-Augustin, Rutgers University, United States; Hebbah El-Moslimany, Rutgers University, Graduate School of Education, United States; Veronica Cavera, Rutgers University Graduate School of Education, United States; Ravit Duncan, Rutgers University, United States; Clark Chinn, Rutgers University, United States

Session K: 22	Time: 12:00-13:30	Location: Seminar Room – S04
SINGLE PAPER: ASSESSMENT METHODS AND TOOLS
Chair Cyril Brom, Charles University, Czech Republic	Choosing a study for higher education: The identification of decision-making profiles Lien Demulder, KU LEUVEN, Belgium; Vincent Donche, University of Antwerp, Belgium; Marlies Lacante, Faculty Psychology and Educational Sciences, Belgium Development of an adaptive Flemish reading comprehension test for secondary school students Blijde Van Driessche, University of Ghent, Belgium; Emmelien Merchie, Ghent University, Belgium; Hilde Hacqueboard, University of Groningen, Netherlands; Hilde Van Keer, Ghent University, Belgium A psychometric validation of the three dimensions of the short-form CART (Stanovich et al., 2017). Marion Tillema, Avans Hogeschool / Avans University of Applied Sciences, Netherlands Increasing the Flexibility of Large-Scale Assessments with Fixed Item Parameter Calibration Christoph Koenig, Goethe University Frankfurt am Main, Germany; Lale Khorramdel, Educational Testing Service, United States; Kentaro Yamamoto, Educational Testing Service, United States; Andreas Frey, Goethe University Frankfurt am Main, Germany

Keynotes – PART 1: 1	Time: 13:45-15:15	Location: Lecture Hall – H02 – Trivago Hörsaal
EARLI KEYNOTE SESSION: AT THE BOUNDARY OF SCHOOL: DIS/CONTINUITIES IN STUDENTS’ IN AND OUT-OF-SCHOOL PARTICIPATIONS
Chair Äli Leijen, University of Tartu, Estonia	At the boundary of school: Dis/continuities in students’ in and out-of-school participations Larike Bronkhorst, Utrecht University, Netherlands

Keynotes – PART 1: 2	Time: 13:45-15:15	Location: Lecture Hall – H01
EARLI KEYNOTE SESSION: RESEARCH ON TEACHING: CONTENT MATTER, PRACTICES, QUALITY AND EFFECTIVENESS
Chair Daniel Muijs, Ofsted, United Kingdom	Research on Teaching: Content Matter, Practices, Quality and Effectiveness Eckhard Klieme, German Institute for International Educational Research (DIPF), Germany

Keynotes – PART 1: 3	Time: 13:45-15:15	Location: Lecture Hall – H03 – Otto Fuchs Hörsaal
EARLI KEYNOTE SESSION: WHEN PRODUCTIVE FAILURE FAILS
Chair Eleni Kyza, Cyprus University of Technology, Cyprus	When Productive Failure Fails Manu Kapur, ETH Zurich, Switzerland

Session L: 1	Time: 15:30-17:00	Location: Seminar Room – S05
SIG INVITED SYMPOSIUM: ANTECEDENTS AND OUTCOMES OF TEACHING QUALITY IN INCLUSIVE CLASSROOMS
Chair Elisabeth Moser Opitz, University of Zurich, Switzerland Discussant Hannu Savolainen, University of Jyväskylä, Finland	Differentiation in Secondary School – Do teachers’ attitudes and self-efficacy beliefs matter? Susanne Schwab, University of Vienna & North-West University, Vanderbijlpark, South Africa, Austria; Lisa Hoffmann, University of Wuppertal, Germany; Umesh Sharma, Monash University, Australia Differentiation in Inclusive Classrooms – Results of a Video Study Elisabeth Moser Opitz, University of Zurich, Switzerland; Helena Krähenmann, University of Zurich, Switzerland; Sarah Jandl, University of Teacher Education Zurich, Switzerland; Franziska Felder, University of Zurich, Switzerland; Rachel Sermier Dessemontet, University of Teacher Education Vaud, Switzerland What matters for the Learning Gains of Students in Inclusive Classrooms? Elisabeth Moser Opitz, University of Zurich, Switzerland; Helena Krähenmann, University of Zurich, Switzerland; Sarah Jandl, University of Teacher Education Zurich, Switzerland; Franziska Felder, University of Zurich, Switzerland; Susanne Schnepel, Institute of Education, Switzerland; Rachel Sermier Dessemontet, University of Teacher Education Vaud, Switzerland Is there a dark side of co-teaching? Relations of co-teaching and students’ academic achievement Thorsten Henke, Faculty of Humanities, Germany; Nadine Spörer, University of Potsdam, Germany; Stefanie Bosse, University of Potsdam, Germany

Session L: 2	Time: 15:30-17:00	Location: Lecture Hall – H04 – Knorr- Bremse Hörsaal
SYMPOSIUM: ANALYZING TRACE DATA AS AN APPROACH FOR THE INVESTIGATION OF CENTRAL PROCESSES OF READING
Chair Carolin Hahnel, DIPF \| Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany Organiser Cornelia Schoor, University of Bamberg, Germany Discussant Philip Winne, Simon Fraser University, Canada	Strategic processing of a reading comprehension test: trace data on the allocation of study time Cordula Artelt, Leibniz Institute for Educational Trajectories, Germany; Ilka Wolter, Leibniz Institute for Educational Trajectories (LIfBi), Germany Processes of multiple document comprehension and their relationship to test performance Cornelia Schoor, University of Bamberg, Germany; Carolin Hahnel, DIPF \| Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany; Nina Mahlow, Leibniz Institute for Educational Trajectories (LIfBi), Germany; Ulf Kroehne, DIPF, Germany; Frank Goldhammer, DIPF \| Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany; Cordula Artelt, Leibniz Institute for Educational Trajectories, Germany Impact of selective and general task instructions in multiple documents reading Raquel Cerdan, Faculty of Psychology. University of Valencia, Spain; Carmen Marín, University of Valencia, Spain Investigating sixth graders’ selection and use of main ideas from multiple online texts Carita Kiili, University of Oslo, Norway; Nina Kullberg, University of Jyväskylä, Finland; Ivar Bråten, University of Oslo, Norway; Roberto Gonzáles-Ibáñez, University of Santiago, Chile; Paavo H. T. Leppänen, University of Jyväskylä, Finland

Session L: 3	Time: 15:30-17:00	Location: Lecture Hall – H11
SYMPOSIUM: RECONSIDERING THE CONCEPT OF SOCIAL INTEGRATION IN THE FIRST YEAR OF HIGHER EDUCATION
Chair Vincent Donche, University of Antwerp, Belgium Organisers Vincent Donche, University of Antwerp, Belgium; Jonas Willems, University of Antwerp, Belgium Discussant Mariane Frenay, Université catholique de Louvain (UCL), Belgium	Examining social integration in the first year of higher education: a mixed-method approach Elke Bosse, University of Hamburg, Germany; Carla Bohndick, University of Hamburg, Germany; Vanessa Jaensch, University of Hamburg, Germany A network perspective on social integration and achievement in learning communities Jasperina Brouwer, University of Groningen, Netherlands; Andreas Flache, University of Groningen, Netherlands; Ellen Jansen, University of Groningen, Netherlands; Adriaan Hofman, University of Groningen, Netherlands; Christian Steglich, University of Groningen, Netherlands A longitudinal investigation of students’ social requirements in the first year at the university Mikaël De Clercq, Université catholique de Louvain (UCL), Belgium Important factors of the social integration process of first-year university college students Jonas Willems, University of Antwerp, Belgium; Liesje Coertjens, Université catholique de Louvain (UCL), Belgium; Vincent Donche, University of Antwerp, Belgium

Session L: 4

Time: 15:30-17:00

Location: Lecture Hall – H07

SYMPOSIUM: TEACHING TO/ABOUT DIVERSITY: TEACHING AND TEACHER EDUCATION

Chair

Jo Lunn Brownlee, Queensland University of Technology, Australia

Discussant

Florian Feucht, www.ThinkingHabitats.com, United States

3R-EC Framework for teacher educator reflexivity about teaching to/about diversity

Short Portrait

EARLI 2019 program – full program online

EARLI 2019 program