Publications
Current publications of the research team
Abu-Rayya, H. M., Jammal-Abboud, R., & Berger, F. (2025). Parenting Styles and Family Relationship Quality and Their Associations with Personality Traits and Cultural Values in a Multi-Country Arab Sample. Journal of Cross-Cultural Psychology, 1-16.
Berger, F. (2025). Transformation of the parent-child relationship in adolescence and adolescent autonomy development. In C. Kraler, C. Schreiner & F. Berger (Eds.) Education and socialisation. Further perspectives on the work of Helmut Fend (pp. 262-297). Bad Heilbrunn: Julius Klinkhardt Verlag.
Berger, F. (2025). On the work of Helmut Fend. In C. Kraler, C. Schreiner & F. Berger (Eds.), Education and socialisation. Further perspectives on the work of Helmut Fend (pp. 20-25). Bad Heilbrunn: Julius Klinkhardt Verlag.
Berger, F. & Jammal-Abboud, R. (2025). The Long-Term Impact of Family Experiences in Adolescence on Mother-Child Relationships in Early Adulthood. Journal of Family Issues. First published online April 11, 2025.
Kraler, C., Schreiner, C. & Berger, F. (2025). Education and socialisation. Further perspectives on the work of Helmut Fend. Bad Heilbrunn: Verlag Julius Klinkhardt. ISBN 978-3-7815-6202-8 digital; ISBN 978-3-7815-2740-9 print
Berger, F., Kraler, C., & Schreiner, C. (2024). Transition from primary to lower secondary school in Austria. Findings from a longitudinal study during COVID-19. Journal of Educational Research.
Berger, F. (2023). Youth. In M. Huber & M. Döll (Eds.). Educational science in concepts, theories and discourses (pp. 273-280). Wiesbaden: Springer VS.
Berger, F., Guerrini, F., Bütow, B., Fennes, H., Lauermann, K., Sting, S. & Wächter, N. (Eds.), (2022). Youth - lifeworld - education. Perspectives for youth research in Austria. Opladen: Barbara Budrich.
Berger, F., Schreiner, C., Hagleitner, W., Jesacher-Rößler, L., Roßnagl, S. & Kraler, C. (2021). Predicting Coping With Self-Regulated Distance Learning in Times of COVID-19: Evidence From a Longitudinal Study. Frontiers in Psychology, 03 September 2021 (open access).
Entrich, S. R. (2024). How do school experiences in adolescence affect educational investment in adulthood? The case of parental investment in private tutoring in Germany. Journal for Educational Research.
Fend, H. & Berger, F. (2019). The invention of education. An introduction to Educational Sciences. Stuttgart: Kohlhammer publishing house.
Floiger, M., Entrich, S. R., & Lauterbach, W. (2024). Against all odds - Factors explaining unexpected educational advancements of students from educationally disadvantaged families. Journal of Educational Research.
Gadinger, S. & Berger, F. (2024). Interim evaluation of Erasmus+ Youth in Austria 2024 - Report. (Link)
Gadinger, S. & Berger, F. (2024). Evaluation of the European Solidarity Corps in Austria (2018-2020; 2021-2024) on behalf of the Austrian Federal Chancellery. ESK - A programme that enables young people to learn democracy and practice solidarity. (Link)
Gadinger, S., Fennes, H., Berger, F. (2024). Long-term effects of Erasmus+ Youth in Action on participation and citizenship - extension. Transnational Research Report. Innsbruck and Berlin.
Gadinger, S., Berger, F. (2024). Evaluation of the European Solidarity Corps in Austria (2018-2020; 2021-2017) on behalf of the Federal Chancellery. ESK - A programme that enables young people to learn democracy and practice solidarity. Innsbruck and Vienna.
Gadinger, S. & Berger, F. (2023). Evaluation of the EU Year of Youth 2023. Vienna: OeAD, Agency for Education and Internationalisation.
Gadinger, S. & Berger, F. (2023). Impact of Erasmus+ Partnership projects in the fields of school education, vocational education and training, higher education, adult education, youth and European Solidarity Corps in Austria at systemic level. Vienna: OeAD, Agency for Education and Internationalisation.
Gadinger, S. & Berger, F. (2021). The Impact of the Corona Pandemic on Youth Work in Europe (RAY-COR). Case Studies in Austria. Vienna: OeAD.
Gniewosz, G., Entrich, S. R., & Berger, F. (2024, Eds.). Youth in Times of Crisis: Societal and Individual Challenges in Becoming an Adult Today. Special Issue Journal of Educational Research.
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.
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
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
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). Goals 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
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.
Gniewosz, G., Leiner, J. & Ortner, T. M. (accepted, 2020). Online self-assessments: Goals and task clarification (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.
Groinig, M., Hagleitner, W., Maran, S. & Sting, S. (2019). Education as a perspective for care leavers. Publication series of the ÖFEB Section Social Pedagogy. Barbara Budrich publishing house.
Groinig, M., Hagleitner, W., Maran, T. & Sting, S. (2019). Education in context. Educational Opportunities and Educational Biographies of "Care Leavers". In: Austrian Yearbook for Social Work, VOL 1, pp. 127-155.
Grušovnik, T., Spannring, R., & Lykke Syse, K. (Eds.) (2021). Environmental and Animal Abuse Denial. Averting our Gaze. Lexington.
Hagleitner, W., Sting, S., Berger, F., Groinig, M., Roßnagl, S., & Maran, T. (2024). Predictors of mental health during young people's transition from out-of-home care in Austria. Journal of Child Abuse & Neglect, Volume 158, December 2024, 107139.
Hagleitner, W. (2023). Equal opportunities in residential educational support in Austria. Dissertation.
Hagleitner, W., Sting, S. & Maran, T. (2022). Socio-economic status and living situation of care leavers in Austria. Children and Youth Services Review, 142, 106620. https://doi.org/10.1016/j.childyouth.2022.106620
Hagleitner, W. (2022). Without today, there is no yesterday tomorrow: Changes in the topography of residential educational support and its clientele. Sozialpädagogische Impulse, 1/2022, pp. 36-39.
Hagleitner, W., Trummer, A., Altenweisl, C. (2021). Entry and exit age and length of stay in residential child and youth welfare services. Longitudinal comparative analyses at Pro Juventute and SOS Children's Villages. Austrian Yearbook for Social Work, 3rd vol., pp. 292 - 312.
Hawke, S.; Spannring, R. (2022). EDITORIAL: Critical inter-disciplinary and inter-species approaches to water sustainability and climate change issues. Visions for Sustainability, No 18, Dec 21 2022, pp. 3-10. ISSN 2384-8677 http://www.ojs.unito.it/index.php/visions
Huber, S. G., Günther, P., Paula, S., Berger, F., Hagleitner, W., Kraler, C., Pham Xuan, R., Schreiner C. et al. (2023). On the way to a new normality in school and education! In S. G. Huber, C. Helm & N. Schneider (Eds.), COVID-19 and education - studies and perspectives (pp. 729-745). Münster: Waxmann.
Jesacher-Rößler, L., Schreiner, C., Berger, F., Kraler, C., Roßnagl, S. & Hagleitner, W. (2021). "Can we manage this?" Influences of the pandemic on students' feelings of insecurity at the transition between lower and upper secondary school. In DDS- Die deutsche Schule, Schule und Schulpolitik während der Corona-Pandemie: Nichts gelernt? Volume 18, pp. 108-123, accessed on 25 October 2021.
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.
Kraler, C., Schreiner, C., Roßnagl, S., Jesacher-Rößler, L. & Berger, F. (2022). Teacher education between local and national strategies: Professionalisation processes via regional structures. In: G. Schauer, L. Jesacher-Rößler, D. Kemethofer, J. Reitlinger & C. Weber (eds.), Entries, transitions, ascents. Professionalisation research in teacher education (pp. 215-231). Münster: Waxmann. https://doi.org/10.31244/9783830995883
Maag Merki, K., Berger, F. & Grob, U. (2021). Thematic section: Long-term effects of personal and social resources as well as structural characteristics of the education system on school and career transitions and developmental trajectories. Journal of Education, 67(5).
Roßnagl, S. & Beer, G. (2020). Analysis of student teachers' relationship competences as a basis for coaching to shape pedagogical relationships. Education and Teaching, 9-10(170), 792-799.
Roßnagl, S., Hagleitner, W., Schreiner, C., Berger, F., Kraler, C. & Jesacher-Rößler, L. (2023). Gender-specific differences in the educational and career choices of students at the transition from lower to upper secondary level in times of a pandemic - selected findings from a longitudinal paper-pencil study. In S. G. Huber, C. Helm & N. Schneider (Eds.), COVID-19 and education - studies and perspectives (pp. 331-360). Münster: Waxmann.
Roßnagl, S., Hagleitner, W., Schreiner, C., Berger, F., Kraler, C. & Jesacher-Rößler, L. (2021). Gender-specific differences in educational and career choices in times of a pandemic - selected findings from a longitudinal study of students at the transition from lower to upper secondary level (in press).
Sacher, W., Berger, F. & Guerrini, F. (2019). School and home - a difficult partnership. How cooperation succeeds. Stuttgart: Kohlhammer publishing house.
Schreiner, C., Roßnagl, S., Berger, F. & Kraler, C. (2020). The importance of parents, friends and teachers for vocational and educational orientation in adolescence. Education & Teaching, 170(3-4), 354-363.
Schreiner, C., Kraler, C., Berger, F., Hagleitner, W., Jesacher-Rößler, L. & Roßnagl, S. (2022). Increase in educational inequality due to the COVID-19 pandemic at the transition to upper secondary level: Low-achieving and less motivated students as a particularly vulnerable group. In Journal for Educational Research.
Spannring, R., & Waechter, N. (2024). Youth and climate crisis: participation and learning in complex, adaptive systems. Journal of Educational Research, 1-12. https://doi.org/10.1007/s35834-024-00427-8
Spannring, R.; Kompatscher, G.; Gallenberger, D. (2024). Other species also bathe. Riverine landscapes as multispecies communities. in Antenhofer, Ch.; Leitner, U.; Schnegg, K. (Eds.) Baden. A historical-topographical search for traces. Innsbruck University Press. Forthcoming
Spannring, Reingard (2023). Critical animal pedagogy: liberating the nonhuman learner? On Education. Journal for Research and Debate 6/16, No. 8, https://doi.org/10.17899/on_ed.2023.16.8
Spannring R.; Grušovnik T. (2023). On the Deconstruction of Educational Spaces through Critical Animal Pedagogy. Anti-speciesism and love of animals? in Giehl, M.; Mattig, R. (Eds.): Bildung als (De-)Zentrierung - (De-)Zentrierung der Bildung. Weinheim/Munich: Beltz Juventa, pp. 97-114, ISBN 978-3-7799-7068-2
Spannring, R.; Unterrainer, Christine; Smidt, W. (2022). Participation in organisations and institutions across the life course. In: Spannring, R.; Smidt, W.; Unterrainer, C.: Institutions and organisations as learning environments for participation and democracy? Opportunities, challenges, obstacles. Cham: Springer International Publishing, ISBN 978-3-031-17948-8, pp. 1 - 13.
Spannring, R.; Smidt, W.; Unterrainer, C. (2022). Institutions and organisations as learning environments for participation and democracy? Opportunities, challenges, obstacles. Cham: Springer International Publishing. ISBN 978-3-031-17948-8.
Spannring, R. & Hawke, S. (2021). Anthropocene Challenges for Youth Research: Understanding Agency and Change Through Complex, Adaptative Systems. Journal of Youth Studies (ahead-of-print, open access).
Spannring, R. (2019). Ecological Citizenship Education and the Consumption of Animal Subjectivity. Education Sciences, 9(1), 41.
Thaler, Guido (2023): Teaching years are not master years. A Grounded Theory on the premature termination of apprenticeship contracts, Weinheim: Beltz. ISBN 978-3-7799-7564-9 Print, ISBN 978-3-7799-7565-6 E-Book (PDF)
Thaler, Guido (2021): Social aspects in vocational training: Apprentices' views on apprenticeship training in Tyrol after early termination of an apprenticeship contract, "Junge Forschung" series, [online] https://www.uibk.ac.at/fsp-kultur/nachwuchs/texte/thaler-erziehungswissenschaft-lehrausbildung.html [30 Nov 2021].
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.