Johannes Schult
Johannes Schult
Institute for Educational Analysis (IBBW)
Verified email at - Homepage
Cited by
Cited by
Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave
J Schult, N Mahler, B Fauth, MA Lindner
School effectiveness and school Improvement 33 (4), 544-563, 2022
Sex differences in secondary school success: why female students perform better
F Fischer, J Schult, B Hell
European Journal of Psychology of Education 28 (2), 529-543, 2013
Sex-specific differential prediction of college admission tests: A meta-analysis.
FT Fischer, J Schult, B Hell
Journal of Educational Psychology 105 (2), 478, 2013
Stressed but highly satisfied: Work strain of teachers from a cross-sectional and longitudinal perspective
J Schult, M Münzer-Schrobildgen, JR Sparfeldt
Zeitschrift für Gesundheitspsychologie 22 (2), 61-67, 2014
Did students learn less during the COVID-19 pandemic
J Schult, N Mahler, B Fauth, MA Lindner
Reading and mathematics competencies before and after the first pandemic wave 10, 2021
General versus specific achievement goals: A re-examination
JR Sparfeldt, N Brunnemann, L Wirthwein, SR Buch, J Schult, DH Rost
Learning and Individual Differences 43, 170-177, 2015
Long-term consequences of repeated school closures during the COVID-19 pandemic for reading and mathematics competencies
J Schult, N Mahler, B Fauth, MA Lindner
Frontiers in Education 13, 2022
Do non-g factors of cognitive ability tests align with specific academic achievements? A combined bifactor modeling approach
J Schult, JR Sparfeldt
Intelligence 59, 96-102, 2016
Leisten fachspezifische Studierfähigkeitstests im deutschsprachigen Raum eine valide Studienerfolgsprognose?
J Schult, A Hofmann, SJ Stegt
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 2019
Effective prevention of stress‐induced sweating and axillary malodour formation in teenagers
A Martin, J Hellhammer, T Hero, H Max, J Schult, L Terstegen
International journal of cosmetic science 33 (1), 90-97, 2011
Reliability and Validity of PIRLS and TIMSS
J Schult, JR Sparfeldt
European Journal of Psychological Assessment, 2016
The logic of success: The relation between complex problem-solving skills and university achievement
M Stadler, N Becker, J Schult, C Niepel, FM Spinath, JR Sparfeldt, S Greiff
Higher Education 76, 1-15, 2018
Effects of powdered fertilized eggs on the stress response
J Schult, T Hero, J Hellhammer
Clinical Nutrition 29 (2), 255-260, 2010
Home alone: Complex problem solving performance benefits from individual online assessment
J Schult, M Stadler, N Becker, S Greiff, JR Sparfeldt
Computers in Human Behavior 68, 513-519, 2017
A multimedia effect for multiple-choice and constructed-response test items.
MA Lindner, J Schult, RE Mayer
Journal of Educational Psychology 114 (1), 72, 2022
Diagnosegenauigkeit von Deutschlehrkräften in der Grundschule: Eine Frage des Antwortformats?
J Schult, MA Lindner
Zeitschrift für Pädagogische Psychologie, 2018
Assessing personality with multi-descriptor items
J Schult, R Schneider, JR Sparfeldt
European Journal of Psychological Assessment, 2016
Underestimation of women's college grades by college admission tests: Explainable by personality traits?
F Fischer, J Schult, B Hell
DIAGNOSTICA 61 (1), 34-46, 2015
Studentische Bewertung und Präferenz von Hochschulprüfungen mit Aufgaben im offenen und geschlossenen Antwortformat
MA Lindner, SM Mayntz, J Schult
Zeitschrift für Pädagogische Psychologie, 2019
Prädiktoren von Studien- und Berufserfolg
H Schuler, J Schult
Handwörterbuch Pädagogische Psychologie (5. Auflage), 645-653, 2018
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