Dr.ⁱⁿ Gabriela Gniewosz, Dipl.-Psych.ⁱⁿ

Vita

Research

Compatibility of studies with employment and family: How can studies, job and family be reconciled? (Duration: 01.01.2025 - 31.01.2026; University of Innsbruck):

For many students, the compatibility of studies, employment and family responsibilities is not a theoretical construct, but a lived reality: in Austria, around 69% of students are employed and around 6% also take on childcare responsibilities. This is accompanied by increased time, financial and emotional burdens, which harbour risks for health, well-being and the course of studies, as well as opening up potential for skills development and motivation. The project systematically analyses the challenges and resources of students with and without work-life balance requirements as well as the structural conditions that promote or hinder successful work-life balance.

Responsible persons: Assistant Professor Dr Gabriela Gniewosz; Assistant Professor Dr Diana Lohwasser; Professor Dr Fred Berger

Web-Link: https://www.uibk.ac.at/de/projects/studium-beruf-familie/

Monitoring & evaluation of a participatory method of YEP as part of the project #DemokratieMachtSchule (duration: 01.04.2023 - 31.01.2024; University of Innsbruck):

The #DemokratieMachtSchule programme represents an Austria-wide participation process initiated and implemented in cooperation between YEP (Youth Empowerment & Participation) and the Ministry of Education. As part of the programme, young people from Austrian schools (from upper secondary level) are invited to contribute their ideas in order to help shape the school curricula themselves. With the help of longitudinal, evaluative monitoring over 4 survey full stops between 2023 and 2024, the effect of the participatory YEP methodologies will be analysed. The focus is on a panel of students from higher commercial schools (HAK) between the ages of 15 and 18 from 4 different federal states in Austria. Using standardised online questionnaires, the effects of participatory experiences of the young participants on their experience and understanding of democracy, their belief in democracy as well as their participation competence and self-efficacy expectations are examined.

Responsible persons: Assistant Professor Dr Gabriela Gniewosz

Student assistant: Nadine Kritzinger

E-mail: yep-eval-iezw@uibk.ac.at

Diversity moves. First Generation Students at Austrian Universities and the University of Innsbruck. Project management: Yildiz, E. (2023 - 2024).

Distance learning and psychosocial well-being of students in times of the pandemic. Online survey of students at the University of Innsbruck. Project management: Berger, F. (2021).

Non-monetary returns of education for the well-being of parents, children, adolescents and young adults (Duration: 01.02.2016 - 31.01.2019; DJI Munich):

In the discussion to date, educational returns are often measured in monetary categories. In contrast, the EBWO project focuses on non-monetary returns to education, such as the various aspects of the well-being of children, adolescents and young adults over the course of their lives. Potential changes in well-being at key transitions, e.g. into school, training or working life, are analysed against the background of individual and family educational resources.

Publications

Special Issue:Berger, F., Gniewosz, G. & Entrich, S. (2025). Youth in Times of Crises. Journal for Educational Research.https://link.springer.com/collections/ibaejdiede

Gniewosz, G. (2025). Parent-child discrepancies and family functioning: A longitudinal investigation of parental warmth and child internalising problems. Journal of Family Psychology. Advance online publication. https://doi.org/10.1037/fam0001380

Gniewosz, G., Entrich, S.R. & Berger, F. (2025). Youth in times of crises: Societal and individual challenges in becoming an adult today. Journal of Educational Research,15, 5-8. https://doi.org/10.1007/s35834-025-00478-5

Gniewosz, G., Gniewosz, B. (2024). Parental warmth in mother-child dyads and children's emotional adjustment during secondary-school transition: a longitudinal investigation on bidirectional relationships. Journal of Educational Research. DOI: 10.1007/s35834-024-00454-5

Gniewosz, G. (2024). Clarifying the Links between Perceived Stress and Depressiveness: a Longitudinal Study of COVID-19's Effects on Adolescents in Germany. Journal of Youth and Adolescence. DOI: 10.1007/s10964-024-02012-8

Reim, J., Alt, P., Gniewosz, G., & Walper, S. (2024). The Role of Family Climate in Adolescents' Well-Being during the COVID-19 Pandemic. Journal of Child and Family Studies, Online First. DOI: 10.1007/s10826-024-02868-1

Gniewosz, G. & Gniewosz, B. (2024). Beyond Linear Effects: Multiple Perspectives of Mother-Adolescent Positive Parenting & Adolescent's Problem Behaviour. Journal of Early Adolescence, Online First. DOI: 10.1177/02724316241240110

Gniewosz, G. (2023). Adolescent Loneliness and Negative Affect during the COVID-19 Pandemic: The Role of Extraversion and Neuroticism. Journal Youth Adolescence 52, 1965-1982. DOI: 10.1007/s10964-023-01808-4

Sticker, R. M., Christner, N., Gniewosz, G., Pletti, C., & Paulus, M. (2023). Longitudinal stability and cross-relations of prosocial behaviour and the moral self-concept in early childhood. Cognitive Development, 66, 101341.

Gniewosz, G., Regina M. Sticker & Markus Paulus (2022). A longitudinal assessment of the stability of the three-dimensional moral self-concept during early childhood, European Journal of Developmental Psychology, DOI: 10.1080/17405629.2022.2090333

Schlensog-Schuster, F., Keil, J., von Klitzing, K., Gniewosz, G., Schulz, Ch., Schlesier-Michel, A., Mayer, S., Stadelmann, S., Doehnert, M., Klein, A., Sierau, S., Manly, J., Sheridan, M., & White, L. (2022). From maltreatment to psychiatric disorders in childhood and adolescence: The relevance of emotional maltreatment, Child Maltreatment, DOI: 10.1177/10775595221134248

Gniewosz, G., Katstaller, M., & Gniewosz, B. (2022). Adolescents' Psychological Adjustment During Challenging Times: The Role of Mothers', Fathers', and Adolescents' Ratings of Parental Warmth, Developmental Psychology, DOI: 10.1037/dev0001473

Gniewosz, G. (2022). A mother's perspective: perceived stress and parental self-efficacy during the COVID-19 pandemic, European Journal of Developmental Psychology, DOI: 10.1080/17405629.2022.2120464

Gniewosz, G., Leiner, J.E.M., Ortner, T.M. (2022). Objectives of online self-assessments: The importance of early clarification of the assignment. In: Stoll, G., Weis, S. (eds) Online self-assessments for choosing a degree programme. Springer, Berlin, Heidelberg. DOI: 10.1007/978-3-662-63827-9_2

Zerle-Elsäßer, C., & Gniewosz, G. (accepted, 2021). Mother's education and satisfaction in the context of family expansion (handbook chapter). DJI anthology AID:A. Munich: DJI.

Gniewosz, G., Ortner, T. M., & Scherndl, T. (2020). Personality in Action: Assessing Personality to Identify an 'Ideal' Conscientious Response Type with Two Different Behavioural Tasks. European Journal of Personality. Advance online publication. https://doi.org/10.1002/per.2296

Katstaller, M., & Gniewosz, G. (2020). How can Test-taking Motivation Be Theoretically Understood and Measured in Educational Intervention Research? In H. Astleitner(Ed.), Intervention Research in Educational Practice: Alternative Theoretical Frameworks and Application Problems (pp. 171-185). Münster: Waxmann.

Zerle-Elsäßer, C., & Gniewosz, G. (2020). Linking mothers' well-being to a subsequent birth: The mediating role of coparenting and personal income. Journal of Family Psychology. Advance online publication. https://doi.org/10.1037/fam0000789

Gniewosz, G., Leiner, J. & Ortner, T. M. (accepted, 2020). Online Self-Assessments: Goals and Clarification of Assignment (Handbook Chapter). Handbook Online Self-Assessment. Heidelberg: Springer.

Gniewosz, G. & Gniewosz, B. (2020). Psychological Adjustment during Multiple Transitions between Childhood and Adolescence. Journal of Early Adolescence, 40(4), 566-598. doi: 10.1177/0272431619858422

Walper, S., & Gniewosz, G. (2019). The transition from primary to secondary school: Potentials of students from immigrant families. Journal of Educational Sciences, 22(S1), 15-45. doi: 10.1007/s11618-019-00891-3

Gniewosz, B., & Gniewosz, G. (2019). Measurement invariance and validity of the reading motivation and self-concept scales across the PIRLS Austria surveys 2006, 2011 and 2016. expert report.

Gniewosz, G., Walper, S., Meyrose, A.-K., & Ravens-Sieberer, U. (2018). Non-monetary returns of education on well-being in childhood, adolescence and (young) adulthood. Journal of Sociology of Education and Socialisation, 38(1), 41-62.

Gniewosz, B., & Gniewosz, G. (2018). How to model intraindividual change in cohort data using Mplus' multi-group approach. International Journal of Behavioural Development, 42(3), 373-380. doi: 10.1177/0165025417750282

Gniewosz, G., Zimmermann, J., Langmeyer, A., & Alt, Chr. (2018). Free time between childhood and adolescence: A look at changes and stabilities in leisure behaviour. Journal of Sociology of Education and Socialisation, 38(3), 302-319. https://doi.org/10.3262/ZSE1803302

Festl, R., & Gniewosz, G. (2018). The Role of Mothers' and Fathers' ICT Parenting for Family Climate. Journal of Social & Personal Relationships, 36(6), 1764-1784. doi: 10.1177/0265407518771753

Meyrose, A.-K., Klasen, F., Otto, Chr., Gniewosz, G., Lampert, Th., & Ravens-Sieberer, U. (2018). Benefits of maternal education for the trajectories of mental health problems in children and adolescents. Social Science & Medicine, 202, 170-178. doi: 10.1016/j.socscimed.2018.02.026

Fullerton, B., Gniewosz, G., Walper, S., & Eickhorst, A. (2018). Psychosocial stressors and negative emotionality in early childhood: Mothers' perspectives. Practice of Child Psychology and Child Psychiatry, 67(special issue), 405-420. doi: 10.13109/prkk.2018.67.5.405

Goldhammer, F., Gniewosz, G., & Zylka, J. (2017). ICT engagement in learning environments. In S. Kuger, E. Klieme, N. Jude & D. Kaplan (Eds.), Assessing Context of Learning World-wide - Extended Context Assessment Framework and Documentation of Questionnaire Material. New York: Springer.

Goldhammer, F., Martens, Th., Christoph, G., & Lüdtke, O. (2016). Test-taking engagement in PIAAC. In OECD Education Working Papers, No. 133, OECD Publishing, Paris.

Zylka, J., Christoph, G., Kroehne, U., Hartig, J., & Goldhammer, F. (2015). Moving beyond cognitive elements of ICT literacy: First evidence on the structure of ICT engagement. Computers in Human Behaviour, 53, 149-160. https://doi.org/10.1016/j.chb.2015.07.008

Christoph, G., Goldhammer, F., Zylka, J., & Hartig, J. (2015). Adolescents' computer performance: The role of self-concept and motivational aspects. Computers & Education, 81, 1-12. doi: 10.1016/j.compedu.2014.09.004

Christoph, G., Gniewosz, B. & Reinders, H. (2014). How does community service promote prosocial behaviour? Examining the role of agency and ideology experience. International Journal of Behavioural Development, 38, 499-508. doi: 10.1177/0165025414531465

Christoph, G. (2014). Differential pathways of community engagement in adolescence. Publication series Empirical Educational Research. Volume 30. Würzburg: Julius-Maximilians-Universität Würzburg. (Dissertation)

Reinders, H., & Christoph, G. (2012). Community service - a contribution to positive youth development? In Yearbook Youth Research 2011. Wiesbaden: Springer VS.

Reinders, H., & Christoph, G. (2011). Youth. Engagement. Political socialisation. Final report to the DFG on the first project phase. Publication series Empirical Educational Research, Volume 22. Würzburg: Julias-Maximilians-Universität Würzburg.

Reinders, H., & Christoph, G. (2011). Youth. Engagement. Political socialisation: Scale documentation of the first survey wave 2010. Schriftenreihe Empirische Bildungsforschung, Band 20. Würzburg: Julius-Maximilians-Universität Würzburg.

Reinders, H., & Christoph, G. (2011). Youth. Engagement. Political socialisation: Descriptive findings from the first survey wave 2010. Schriftenreihe Empirische Bildungsforschung, Vol. 19. Würzburg: Julius-Maximilians-Universität Würzburg.

Christoph, G., Frindt, W., & Haußecker, N. (2010): Terrorism and the Robespierre effect - Media sequencing and emotional experience. In W. Frindte & N.Haußecker(eds.), Inszenierter Terrorismus. Wiesbaden: VS.

Christoph, G., & Roessler, I. (2010). Bachelor on the road to success? - A review of individual reform goals using data from the CHE University Ranking. Gütersloh: CHE.

Lectures

Berger, F., Gniewosz, G., Smidt, W., Buchheim, A., Gruber, M., Gniewosz, B. & Weichbold, M. (March 2025). Forschungsdesign und methodische sowie erhebungspraktische Herausforderungen der geplanten Längsschnitt- und Kohortenstudie GUIDE-Austria, Presentation at the 17th Workshop of the Panel Surveys in German-speaking Countries (14 March 2025). Statistics Austria, Vienna, Austria.

Gniewosz, G. (August 2024). Introduction to Latent Change in Longitudinal Data ... in 2 hours, presentation at the EDPK5002 Quantitative Methods Seminar (19 September 2024). University of Sydney, Sydney, Australia.

Gniewosz, G. (October 2023). Coping with the COVID-19 Pandemic in Adolescence: The Role of Individual and Family Explanatory Factors, presentation at the Symposium: Changes in Well-Being of Adolescents, Mothers, and Older Adults in Challenging Times (11 October 2023). SLLS Annual International Conference, Munich, Germany

Gniewosz, B. & Gniewosz, G. (August 2023). Disagreement in adolescent-mother dyads ratings on parental warmth and psychological adjustment - adaptive or maladaptive?, presentation at the symposium: New perspectives on caregivers' influence on adolescents' emotion regulation and adjustment (31/08/2023). European Conference on Developmental Psychology (ECDP) 2023, Turku, Finland

Gniewosz, G. (September 2023). Symposium: Family, friends and school - How different contexts influence the development of children and adolescents. 19th Symposium on Educational Psychology (19 September 2023). IPL/University of Kiel & IPN Kiel, Kiel, Germany

Gniewosz, G. & Gniewosz, B. (September 2023). Well-being between primary and secondary school: The role of (dis)agreement between mothers and their children. Presentation at the symposium: Family, friends and school - How different contexts influence the development of children and adolescents. 19th symposium on educational psychology (19/09/2023). IPL/University of Kiel & IPN Kiel, Kiel, Germany

Gniewosz, G., Katstaller, M. & Gniewosz, B (June 2023). Well-being in turbulent times: The role of a loving 'togetherness' from the perspective of mothers, fathers and adolescents, presentation at the symposium: The role of parents as resources. Conference Youth in Times of Crisis (23/06/2023). University of Innsbruck, Innsbruck, Austria

Gniewosz, G. (June 2023). Coping with the COVID-19 pandemic situation in adolescence: The role of individual and family explanatory factors. Lecture at the symposium: The pandemic in view: The role of the family in turbulent times between childhood and early adulthood. Conference Youth in Times of Crisis (23/06/2023). University of Innsbruck, Innsbruck, Austria

Gniewosz, G. (June 2023). Symposium: The pandemic in view: The role of the family in turbulent times between childhood and early adulthood (Organiser/ Chair Symposium). Conference - Youth in times of crisis (23/06/2023). University of Innsbruck, Innsbruck, Austria

Gniewosz, G., & Gniewosz, B. (September, 2022). Well-being in turbulent times: The role of loving 'togetherness' from the perspective of mothers, fathers and adolescents. At a glance: Multiple developmental contexts between childhood and adolescence (Symposium). Presentation at the 52nd DGPs Congress 2022. Hildesheim, DL.

Gniewosz, G. (September, 2022). At a glance: Multiple developmental contexts between childhood and adolescence (Organiser/ Chair Symposium). 52nd DGPs Congress. Hildesheim, DL.

Roßnagl, S., Hagleitner, W., Berger, F., Gniewosz, G., Jegg, J. (September, 2022). Conditional factors of higher technical and learning competences through distance learning phases at the university. Presentation at the ÖFEB Congress 2022. Graz, Austria.

Walper, S., Alt, Ph., & Gniewosz, G. (July, 2022). Socioemotional adaptivity and education. Presentation at the ZfE Forum. University of Hamburg, DL.

Reim, J., Alt, Ph., Gniewosz, G., Walper, S. (May, 2022). The Role of Family Climate in Adolescents' Psychological Adjustment during the COVID-19 Pandemic in Germany (Poster). Poster presented at the SRA 2022 Biennial Meeting. New Orleans, USA.

Gniewosz, G. (May, 2022). Discussion on the Impact of the COVID-19 Pandemic on Adolescent Emotional Adjustment. The Impact of the COVID-19 Pandemic on Adolescent Emotional Adjustment (Symposium). Paper presented at the SRA 2022 Biennial Meeting. New Orleans, USA.

Gniewosz, G., Gniewosz, B. & Katstaller, M. (May, 2022). Adolescents' psychological adjustment during challenging times: The role of mothers', fathers', and adolescents' ratings of warmth parenting style. Paper presented at 7th pairfam Interdisciplinary International Conference. Munich, DL.

Gniewosz, G., Katstaller, M., & Alt, Philipp. (March, 2022). Coping with the COVID-19 pandemic situation in adolescence: The role of individual explanatory factors. Multiple coping factors of students on general well-being during COVID-19 (Symposium). Presentation at the 9th GEBF. Bamberg, DL.

Katstaller, M. & Gniewosz, G. (March, 2022). Multiple coping factors of students on general well-being during COVID-19 (Organiser/ Chair Symposium). 9TH GEBF. Bamberg, DL.

Gniewosz, G., & Katstaller, M. (March, 2022). School well-being of students in times of COVID-19 from primary school to upper secondary school (Organiser/ Chair Symposium). 9TH GEBF. Bamberg, DL.

Walper, S., Alt, Ph., & Gniewosz, G. (October, 2018). Children's well-being across the transition from elementary school to secondary school: Evidence from the German Family Panel. Paper presented at the SRCD / DEVSEC-Congress. Phoenix.

Gniewosz, G. (September, 2018). How does community service promote prosocial behaviour? Examining the role of agency and ideology experience. Civic Engagement in Adolescence and Early Adulthood (Symposium). Paper presented at the EARA-Congress. Ghent.

Gniewosz, G., & Wilhelm, B. (September, 2018). Transition to first parenthood: The role of parental education and birth-related risk factors for parents' emotional well-being. In focus: (Critical) phases of family development (Symposium). Presentation at the DGPs Congress 2018. Frankfurt am Main.

Zerle-Elsäßer, C., & Gniewosz, G. (September, 2018). Maternal education and satisfaction in the context of family expansion - Results of the AID:A study (Symposium). Presentation at the DGPs Congress 2018. Frankfurt.

Alt, Ph., Gniewosz, G., & Walper, S. (September, 2018). The transition from primary to secondary school: Effects of family resources on changes in emotional well-being in childhood (Symposium). Presentation at the DGPs Congress 2018. Frankfurt am Main.

Walper, S., & Gniewosz, G. (February, 2018). Typical and atypical transition trajectories: The emotional well-being of young adults after leaving school considering multiple challenges. Presentation at the GEBF Congress 2018. Basel.

Gniewosz, G., Wilhelm, B., & Walper, S. (October, 2017). Transition into first parenthood: The role of parental education and risk factors for parents' emotional well-being. Society for Longitudinal and Life Course Studies. Paper presented at the Congress on "Society for Longitudinal and Life Course Studies". Stirling.

Recksiedler, C., & Gniewosz, G. (October, 2017). Fertility Reactions to the Great Recession: Evidence on the Mothers' Decision for a Second Child from the German Socio-Economic Panel. Paper presented at the Congress on "Society for Longitudinal and Life Course Studies". Stirling.

Festl, R., & Gniewosz, G. (May, 2017). The Role of Mothers' and Fathers' ICT Parenting for Family Climate. Paper presented at the Convention of the International Communication Association, San Diego.

Gniewosz, G., & Walper, S. (September, 2017). Symposium on non-monetary returns to education. Joint conference of the Developmental Psychology and Educational Psychology groups. Münster.

Gniewosz, G., & Walper, S. (March, 2017). From primary school to secondary school: A differential view of the relationship between educational background and well-being during the first school transition. Presentation at the GEBF Congress 2017. Heidelberg.

Gniewosz, G., & Walper, S. (November, 2016). Subjective well-being in the context of different transition trajectories of young adolescents. Symposium: Self-determined or externally determined? - Aspects and research findings on the shaping of educational biographies. Educational research 2020. Berlin.

Christoph, G. Böhr, B., & Ensinger, K. (August, 2015). How homogeneous (or heterogeneous) are they? Citizens' expectations for Black Forest National Park. Paper presented at the ^11th Biennial Conference on Environmental Psychology. Groningen.

Christoph, G., & Goldhammer, F. (September, 2014). Computers are only for boys - or maybe not?Presentation at the DGPs Congress 2014. Bochum.

Christoph, G., Goldhammer, F., Zylka, J., & Hartig, J. (June 2014). Always different? Focusing on girls' and boys' affective, motivational and cognitive ICT characteristics. Presentation at the Gender and STEM Conference. Berlin.

Christoph, G., Goldhammer, F., & Hartig, J. (March, 2014). Presentation at the GEBF Congress 2014. Frankfurt am Main.

Christoph, G., Gniewosz, B., & Reinders, H. (March, 2012). How does voluntary service promote positive development? The role of agency and ideology experience linking service and positive outcomes. Paper presented at the^14th SRA Biennial Meeting. Vancouver.

Christoph, G. (April, 2012). Volunteer engagement. Selected empirical results. Presentation at the conference of the Protestant Youth Organisation. Mainz.

Christoph, G., & Reinders, H. (September, 2011). A differentiated view of youth volunteering. Presentation at the Educational Psychology Specialist Group Conference of the DGPs 2011. Erfurt.

Christoph, G., & Reinders, H. (2011, March). Youth and volunteering. Presentation at the conference on national and regional educational research 2011. Bamberg: University of Bamberg.

Christoph, G., & Reinders, H. (March, 2012). The role of relationship quality in Community Service in Adolescence. Poster at the^14th SRA Biennial Meeting. Vancouver.

Memberships and functions in scientific associations:

• DGPS (German Society for Psychology): Section Educational Psychology and Developmental Psychology
• OEFEB (Austrian Society for Research and Development in Education): Section Empirical Educational Research
• Network Youth Research Austria (board member)
• Editorial Board Journal of Youth and Adolescence
• Associate Editor of Journal of Early Adolescence
• Research Centre Education - Generation - Life course (Spokesperson of the steering group)
• Research Area EPoS "Economy, Politics & Society"

Activity as reviewer:in:

• Journal of Early Adolescence (peer-reviewed journal)
• Journal of Family & Social Work (peer-reviewed journal)
• Child and Adolescent Psychiatry and Mental Health (peer-reviewed journal)
• Journal of Youth and Adolescence (peer-reviewed journal)
• Computer & Human Behaviour (peer-reviewed journal)
• Diagnostica (peer-reviewed journal)
• Current Psychology (peer-reviewed journal)
• Measurement Instruments for the Social Sciences (peer-reviewed journal)
• Zeitschrift für Soziologie der Erziehung und Sozialisation (peer-reviewed journal)
• Journal Empirische Pädagogik (peer-reviewed journal)
• Journal for Educational Research (peer-reviewed journal)
• Numerous Bachelor's & Master's theses (in Educational Sciences & Psychology)
• VWA (pre-scientific work) - supervision (Young Science topic "Experiences and attitudes of children and adolescents in the past and today")