In several third-party funded projects, we investigate processes of learning and education over the lifespan, the age group under study varying according to the topic.

One focus of our research is the intersection of intelligence, personality and action regulation. Here, we examine the interplay of relatively stable traits with situation-specific aspects of metacognitive action regulation as well as the interplay of working memory, intelligence and problem-solving strategies.

A second area of research encompasses projects aimed at identifying the determinants and effects of cultural participation. Here, we focus on domains that tend to be neglected in large-scale student assessment studies. We investigate musical, physical and artistic activities, including creative writing as a leisure-time activity. At the heart of these studies are longitudinal assessments of reciprocal effects of determinants and activities. In this context, we also investigate the role of parents, peers and teachers in the development of students´ activities.

Our third main area of research addresses higher education research. Here, we focus on professionalization of higher education, university students' and graduates' academic success and their positive and negative emotional experiences in academic settings. Applying a multilevel framework, we take into consideration correlations with basic traits and personal life goals as well as the explanatory value of program-level variables.p>

Beyond these three broader research areas, we are also involved in cooperations on several applied research projects, which range from questions of traffic education and parental involvement in school to professionalization of university teaching.

Our research designs are characterized by the application of a multitude of methods. We apply both quantitative methods such as multilevel and structural equation analyses and qualitative methods such as content analysis. In doing so, we strive to integrate these approaches within a mixed-method paradigm. The data we accumulate is not limited to questionnaire studies and interviews, but also includes achievement tests and computer-simulated problem-solving scenarios as well as physiological parameters and behavioral traces. These methods are incorporated especially into our current and planned projects that are characterized by an experimental design and intervention focus.

Within the Center for Educational Research (ZiLL) we cooperate with partners in the FAU as well as with external partners in Germany (Markus Bühner, LMU München, Germany; Olaf Köller, IPN Berlin, Germany; Detlev Leutner, Universität Duisburg-Essen, Germany; Jörn Sparfeldt, Universität des Saarlandes, Germany) and abroad (Roberta Bosisio, University of Turin, Italy; Leena Hanpüü, Turku Institute for Child and Youth Research, Finland; Jan Plass, New York University, USA). Our results are published in peer-reviewed national and international journals.

Additional information about our research projects is available on our German website.