PD Dr. Katrin Arens

Projects

• The multidimensional self-concept in school contexts: Extending empirical findings

Curriculum Vitae

Since 02/2017	Heisenberg scholarship holder
11/2015	Habilitation, Venia Legendi for Psychology at Goethe-University Frankfurt
02/2013 - 05/2013	Guest scientist at the Centre for Positive Psychology and Education (CPPE), University of Western Sydney (DAAD Post-Doc scholarship)
08/2011 - 01/2017	Academic staff member at DIPF, Center for Education and Human Development
07/2011	Doctoral Degree (Dr. rer. nat.), Göttingen University
10/2008 - 07/2011	Postgraduate (doctoral) scholarship at the DFG research training group 1195, "Passungsverhältnisse schulischen Lernens" [school learning fit], Göttingen University
06/2008	Diploma in psychology, Trier University
10/2003 - 06/2008	Studied psychology, Trier University

Publications

• Publications (DIPF database of publications)
• List of publications (pdf)

Selected publications

• Arens, A.K., Marsh, H.W., Craven, R.G., Yeung, A.S., Randhawa, E., & Hasselhorn, M. (2016). Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender. Early Childhood Research Quarterly, 36, 391-403. doi: 10.1016/j.ecresq.2015.12.024
• Arens, A.K., Marsh, H.W., Pekrun, R., Lichtenfeld, S., Murayama, K., & vom Hofe, R. (2016). Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks. Journal of Educational Psychology. Online first: doi: 10.1037/edu0000163
• Arens, A.K., & Möller, J. (2016). Dimensional comparisons in students’ perceptions of the learning environment. Learning and Instruction, 42, 22-30. doi: 10.1016/j.learninstruc.2015.11.001
• Arens, A.K., & Morin, A.J.S. (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. Journal of Educational Psychology, 108, 800-813. doi: 10.1037/edu0000105
• Arens, A.K., & Watermann, R. (2015). How an early transition to high-ability secondary schools affects students' academic self-concept: Contrast effects, assimilation effects, and differential stability. Learning and Individual Differences, 37, 64-71. doi: 10.1016/j.lindif.2014.11.007