Self-Concept Profiles in Lower Secondary Level - An Explanation for Gender Differences in Science Course Selection? von Saß, Steffani, Kampa, Nele

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The relation between science achievement and general cognitive abilities in large-scale assessments von Kampa, Nele, Scherer, Ronny, Saß, Steffani, Schipolowski, Stefan

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The interplay of g and mathematical abilities in large-scale assessments across grades von Saß, Steffani, Kampa, Nele, Köller, Olaf

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Task-irrelevant data impair processing of graph reading tasks: An eye tracking study von Strobel, Benjamin, Lindner, Marlit Annalena, Saß, Steffani, Köller, Olaf

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Test-takers’ eye movements: Effects of integration aids and types of graphical representations von Saß, Steffani, Schütte, Kerstin, Lindner, Marlit Annalena

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How Representational Pictures Enhance Students' Performance and Test-Taking Pleasure in Low-Stakes Assessment von Lindner, Marlit A., Ihme, Jan M., Saß, Steffani, Köller, Olaf

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The same in German as in English?: Investigating the subject-specificity of teaching quality von Praetorius, Anna-Katharina, Vieluf, Svenja, Saß, Steffani, Bernholt, Andrea, Klieme, Eckhard

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New analyses of an old topic: Effects of intelligence and motivation on academic achievement von Köller, Olaf, Meyer, Jennifer, Saß, Steffani, Baumert, Jürgen

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Assessing scientific literacy over the lifespan - A description of the NEPS science framework and the test development/Die Erfassung naturwissenschaftlicher Kompetenz über die Lebe... von Hahn, Inga, Schöps, Katrin, Rönnebeck, Silke, Martensen, Maike, Hansen, Sabine, Saß, Steffani, Dalehefte, Inger Marie, Prenzel, Manfred

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