Open Science refers to a broad movement to make scientific research processes and outcomes more transparent, accessible, and inclusive. Open Science practices improve the quality and credibility of research and help extend its reach. 

In our team, we are committed to increasing our efforts to engage in Open Science practices and continuously reflecting on these. We have taken important steps in publishing open access, sharing materials, and preregistration. Additionally, we embrace approaches that support Open Science, including conducting conceptual replication studies, fostering team science, and promoting open engagement with societal actors. 

The following is a selection of our publications that adhere to Open Science practices. The symbols used to indicate these practices are explained below::

Open Access

Open Data

Preregistration

Open Material 

2025

Wilke, J. & Rademacher, A. (2025). True intraindividual change in moral self: The role of parental warmth in moral development during middle childhood. International Journal of Behavioral Development. 1-11 

Rademacher, A., Bäker, N., Jungmann, T., von Düring, U., Zumbach, J., & Goagoses, N. (2025). Technologie trifft Elementarpädagogik: Medienkompetenz von pädagogischen Fachkräften als Schlüssel zur frühen digitalen Förderung [Technology meets early childhood education: Preschool educators’ media literacy as a key in educational technology use]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 57, 24-34.

Goagoses, N., Schüürmann, A., Pöchmüller, V., & Hillenbrand, C. (2025). Cognitive emotion regulation and problematic video gaming during adolescence. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 57, 1-12.

Goagoses, N., Winschiers-Theophilus, H., Auala, S., Pope, N., Rötkönen, E., Itenge, H., Suero Montero, C., Suovuo, T., & Sutinen, E. (2025). Teachers and students envisioning mixed reality remote learning: A qualitative exploration on fostering academic engagement. Technology, Knowledge and Learning, 30, 685–709.

Eilts, J., Rademacher, A., Wilke, J., Essau, C., & Bäker, N. (2025). Prävalenz von Callous- Unemotional-Traits in einer deutschen Stichprobe von Jugendlichen. Zeitschrift Für Kinder- Und Jugendpsychiatrie Und Psychotherapie.

Bäker, N., Eilts, J., & Wilke, J. (2025). Moral Self and Identity in Children, Adolescents, and Adults: A Measurement Invariance Examination. Psychological Test Adaptation and Development, 6, 11–20.

Wilke, J. & Baker, E. R. (2025). Stability and cross-lagged associations between parenting and children’s moral self. Journal of Applied Developmental Psychology, 97, 101766.

Wilke, J. (2025). Die anderen haben aber angefangen! Moralische Urteile in unterschiedlichen Kontexten und deren Zusammenhänge mit Verhaltensproblemen. Schweizerische Zeitschrift für Heilpädagogik, 31(3), 2-8.

Schunck, L., von Düring, U. & Wilke, J. (2025). The role of narcissistic personality traits in bullying behavior in adolescence – A systematic review and meta-analysis. Personality and Individual Differences, 240, 113168.

Eilts, J., Sticca, F. & Wilke, J. (2025). Factor Analysis and Development of a Short Version of the Bullying Participant Behaviors Questionnaire (BPBQ) in a German sample of Adolescents. Journal of Psychoeducational Assessment. 1-19.

Rademacher, A., Zumbach, J., & Koglin, U. (2025). Parenting style and child aggressive behavior from preschool to elementary school: The mediating effect of emotion dysregulation. Early Childhood Education Journal, 53, 63-72. doi.org/10.1007/s10643-023-01560-1

2024

Goagoses, N., & Eilts, J. (2024). Exploring social goal orientations, self-perceptions, and popularity with students attending regular and special education schools. Journal of Community & Applied Social Psychology, 34, Article 2888.

Vesterling, C., Goagoses, N., & von Düring, U. (2024). Somatoform symptoms and functional impairments during childhood: Associations with insecure attachment dimensions and emotion regulation strategies. Kindheit und Entwicklung, 33, 185–194.

Reinck, C., & Goagoses, N., & Hillenbrand, C. (2024). Entwicklung der Rechenflüssigkeit in der 5. Klasse und mögliche Einflussfaktoren [Development of arithmetic fluency in Grade 5 and related predictors]. Lernen und Lernstörungen, 13, 143–155.

Goagoses, N., Suovuo, T., Winschiers-Theophilus, H., Montero, C., Pope, N., Rötkönen, E., & Sutinen, E. (2024). A systematic review of social classroom climate in online and technology-enhanced learning environments in primary and secondary school. Education and Information Technologies, 29, 2009–2042.

Goagoses, N., Wippermann, L., Gotthardt, A., Koesling, E., & von Düring, U. (2024). Alcohol and cannabis use by adolescents with special educational needs: A systematic review focused on students with emotional and behavioral disorders. Substance Use and Misuse, 59, 1921–1929.

Eilts, J., Bäker, N., Rademacher, A. & Wilke, J. (2024). Bullying in adolescents: Analyzing the co-occurrence of bullying roles and associations with social-emotional difficulties and learning disabilities. Empirische Sonderpädagogik, 16(3), 208-222.   

Bäker, N. Eilts, J. Bolz, T., von Düring, U. & Wilke, J. (2024). Bullying und externalisierende Verhaltensprobleme: Eine Frage der Schulzufriedenheit? Psychologie in Erziehung und Unterricht, 3, 163-179.

Rademacher, A., Bäker, N., Eilts, J., & Wilke, J. (2024). Measurement invariance of the Inventory of Callous‑Unemotional Traits in different age groups from preschool age to late adolescence in Germany. BMC Psychology, 12, 298.

Wilke, J., Eilts, J., Bolz, T., Hammer, P. & Bäker, N. (2024). Wie fühlst du dich bei (un)moralischen Entscheidungen? Die moralische Identität, Emotionen und Urteile von Jugendlichen ohne und mit sonderpädagogischem Förderbedarf in der Emotionalen und Sozialen Entwicklung sowie Lernen. Emotionale und Soziale Entwicklung in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen. 14-32

Wilke, J., Eilts, J., Bäker, N. & Rademacher, A. (2024). Factor structure of callous unemotional traits and its associations with morality in middle childhood in a German community sample. Current Psychology, 1-12.

Wilke, J., (2024). Die Bedeutung der Selbstregulation für die Moral von Kindern: Zusammenhänge zwischen exekutiven Funktionen, Emotionsregulation, Temperament und Moral. Kindheit und Entwicklung. 1-10.

Zumbach-Basu*, J., Rademacher, A.*, von Düring, U., Bender, D., & Lösel, F. (2024). Longitudinal relations between pregnancy and birth complications with hyperactivity and aggression/delinquency through early, middle childhood, and late childhood. Pediatric Research, 96, 1843-1852. doi.org/10.1038/s41390-024-03297-y *shared co-first authorship

2023

Bolz, T., Wilke, J., Rademacher, A., Vesterling, C. & von Düring, U. (2023). Unsichere Bindung, Emotionsregulationsstrategien und internalisierende Verhaltensprobleme bei Schülerinnen und Schülern mit Bedarf an sonderpädagogischer Unterstützung im Förderschwerpunkt der emotionalen und sozialen Entwicklung. Empirische Sonderpädagogik, 15(3), 234-251.

Wilke, J., & Goagoses, N. (2023). Morality in middle childhood: The role of callous-unemotional traits and emotion regulation skills. BMC Psychology, 11, Article 283.

Goagoses, N., & Bäker, N. (2023). Adolescents’ social goal orientations: Associations with parenting styles and behavioral outcomes. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 55, 169–178.

Vesterling, C., Schütz, J., Bäker, N., Bolz, T., Eilts, J., Koglin, U., Rademacher, A., & Goagoses, N. (2023). Epidemiology of somatoform symptoms and disorders in childhood and adolescence: A systematic review and meta-analysis. Health & Social Care in the Community, 2023, Article 6242678.

Schütz-Wilke, J., Bäker, N. & Koglin, U. (2023). Moralische Einstellungen – Ein Vergleich von Jugendlichen ohne und mit den Förderschwerpunkten emotional-soziale Entwicklung und Lernen. Empirische Sonderpädagogik, 15(1), 61-78.

Bäker, N., Schütz-Wilke, J., Eilts, J. & Koglin, U. (2023). Understanding the Complexities of Adolescent Bullying: The Interplay between Peer Relationships, Emotion Regulation, and Victimization. New Directions for Child and Adolescent Development. 9916294, 1-9.

Eilts., J. & Bäker, N. (2023). The role of CU traits, empathy and moral disengagement in bullying. Current Psychology.

Bäker, N. (2023). Stability and cross-lagged relations among callous-unemotional traits, moral identity, moral emotion attribution and externalizing behavior problems in adolescents. Current Psychology.

Bäker, N. & Schütz-Wilke, J. (2023). Behavioral changes during the first year of the COVID-19 pandemic: A longitudinal comparison of bullying, cyberbullying, externalizing behavior problems and prosocial behavior in adolescents. COVID, 3(2), 289-300.

Schütz, J. & Bäker, N. (2023). Associations between Parenting, Temperament-Related Self-Regulation and the Moral Self in Middle Childhood. Children, 10(2), 302.

Schütz, J. & Koglin, U. (2023). A systematic review and meta-analysis of associations between self-regulation and morality in preschool and elementary school children. Current Psychology, 42, 22664-22696.

2022

Goagoses, N., Bolz, T., Eilts, J., Schipper, N., Schütz, J., Rademacher, A., Vesterling, C., & Koglin, U. (2022). Parenting dimensions/styles and emotion dysregulation in childhood and adolescence: A systematic review and meta-analysis. Current Psychology, 42, 18798–18822.

Rötkönen, E., Winschiers-Theophilus, H., Zaman, T., Itenge, H., Goagoses, N., Tan, D., & Sutinen, E. (2022). Creating smart connected learning ecosystems: A hybrid model for design-based learning. IxD&A Interaction Design & Architecture(s), 52, 81–100.

Goagoses, N., & Schipper, N., & Koglin, U. (2022). Callous-unemotional traits, social goal orientations, and bullying perpetration: Exploring concurrent associations during adolescence. International Journal of Adolescence and Youth, 27, 135–148.

Eilts, J., Schipper-Bäker, N., Schütz-Wilke, J. & Koglin, U. (2022). Bullying und Viktimisierung. Ein Vergleich zwischen Jugendlichen mit und ohne den Förderschwerpunkten Lernen und emotional-soziale Entwicklung. Zeitschrift für Pädagogische Psychologie, 1-12.   

Schütz, J. Bäker, N., Koglin, U. (2022). Bullying in school and cyberbullying among adolescents without and with special educational needs in emotional-social development and in learning in Germany. Psychology in the Schools, 59(9), 1737-1754.

Zumbach, J. Oster, A., Rademacher, A., & Koglin, U. (2022). Reliability and Validity of Behavior observation in child maltreatment risk evaluation: A systematic review on observational coding systems. Journal of Child and Family Studies, 31, 545-562. doi.org/10.1007/s10826-021-02160-6

2021

Schipper, N. & Koglin, U. (2021). The Association between Moral Identity and Moral Decisions in Adolescents. New Directions for Child and Adolescent Development, 179, 111-125.   

Schipper, N. & Koglin, U. (2021). Callous-unemotional Traits, moralische Identität und Bullying im Jugendalter. Kindheit und Entwicklung, 30, 84-92.

Zumbach, J., Rademacher, A., & Koglin, U. (2021). Conceptualizing callous-unemotional traits in preschoolers: Associations with social-emotional competencies and aggressive behavior. Child and Adolescent Psychiatry and Mental Health, 15, 24. doi.org/10.1186/s13034-021-00376-4

The research focus of the department can be assigned to developmental psychology and psychopathology as well as educational psychology. The focus is on the description, explanation and diagnostics of social-emotional development in childhood and adolescence as well as the development and evaluation of preventions and interventions. In lecture we represent among others the modules developmental theories, research methods and diagnostics.