Research
Research Focus:
- Self-Regulated Learning and Learning Strategies
- A Gifted Identification Kit for the United Arab Emirates: Identifying and Developing High Potentials
- Promoting Excellence in School Education: Transfer Into the School Landscape
- Individualization Through Mentoring in Schools
- Motivation in learning contexts (especially implicit personality theories)
Publications
Matthes, B., Daunicht, T.-M., Emmerdinger, K., Stöger, H., & Ziegler, A. (2024). Das Mentoring-Programm „Individuelle Lernpfade“ [The mentoring program “individual learning pathways”]. In G. Weigand, C. Fischer, F. Käpnick, C. Perleth, F. Preckel, M. Vock, & H.-W. Wollersheim (Eds.), Wege der Begabungsförderung in Schule und Unterricht: Transformative Impulse aus Wissenschaft und Praxis (pp. 139–150). wbv Publikation. https://doi.org/10.3278/9783763974436
Matthes, B., & Stoeger, H. (2023). Getting into the university track: Parents’ implicit theories about ability predict which type of secondary school their children are tracked into. Social Psychology of Education, 26, 857–880. https://doi.org/10.1007/s11218-023-09769-z
Quarda, A.-K., Matthes, B., Emmerdinger, K., Stöger, H., & Ziegler, A. (2023). Individuelle Lernpfade. Ein schulbasiertes 1:1-Mentoring-Programm zur Förderung leistungsstarker und besonders motivierter Schülerinnen und Schüler [Individual learning pathways: A school-based one-on-one mentoring program to support high-performing and highly motivated students]. In C. Fischer, C. Fischer-Ontrup, F. Käpnick, N. Neuber, & C. Reintjes (Eds.), Potenziale erkennen – Talente entwickeln – Bildung nachhaltig gestalten. Beiträge aus der Begabungsförderung (pp. 199–209). Waxmann. https://doi.org/10.25656/01:28487
Matthes, B. & Stoeger, H. (2022). Implizite Theorien von Eltern und deren Zusammenhänge mit elterlichem lernbezogenen Verhalten sowie den impliziten Theorien und dem Lern- und Leistungsverhalten ihrer Kinder: Ein Literaturüberblick [Parents’ implicit theories and their relationships with parents’ learning-related behavior, their children’s implicit theories and their children’s learning and achievement behavior: A literature review]. Unterrichtswissenschaft, 51, 339-359. https://doi.org/10.1007/s42010-022-00157-8
Matthes, B., & Stoeger, H. (2021). Do implicit theories about ability predict self-reports and behavior-proximal measures of primary school students’ in-class cognitive and metacognitive learning strategy use? Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.690271
Matthes, B., & Stoeger, H. (2018). Influence of parents’ implicit theories about ability on parents’ learning-related behaviors, children’s implicit theories, and children’s academic achievement. Contemporary Educational Psychology, 54, 271-280. https://doi.org/10.1016/j.cedpsych.2018.07.001
Kuhlmann, J. M., Matthes, B. & Stoeger, H. (2017). Lernförderliche und lernhinderliche Umwelten: Ausführungen auf Basis des Soziotopansatzes [Environments that facilitate and hinder learning: Explanations derived from the sociotope approach]. In C. Fischer, C. Fischer-Ontrup, F. Käpnick, F.-J. Mönks, N. Neuber & C. Solzbacher (Eds.), Potenzialentwicklung. Begabungsförderung. Bildung der Vielfalt (pp. 259-269). Waxmann.
Matthes, B., Kuhlmann, J. M. & Stoeger, H. (2016). Soziotop-Förderung in der Schule [Facilitating adaptive sociotopes in school]. Journal für Begabtenförderung, 16(2), 29-39.
Stoeger, H., Steinbach, J., Obergriesser, S., & Matthes, B. (2014). What is more important for fourth-grade primary school students for transforming their potential into achievement: the individual or the environmental box in multidimensional conceptions of giftedness? High Ability Studies, 25, 5–21. https://doi.org/10.1080/13598139.2014.914381
Dufner, M., Denissen, J. J. A., van Zalk, M., Matthes, B., Meeus, W. H. J., van Aken, M. A. G., & Sedikides, C. (2012). Positive intelligence illusions: On the relation between intellectual self-enhancement and psychological adjustment. Journal of Personality, 80, 537–572. https://doi.org/10.1111/j.1467-6494.2011.00742.x
Presentations
Presentations at Scientific Conferences
Kwok, M. L. S., Matthes, B., & Stoeger, H. (2024, August). Bullying of gifted students compared to average students and the role of out-of-school study time: Comparing China and the U.S. Presentation at the 18th Asia-Pacific Conference on Giftedness (APCG), Takamatsu, Japan.
Matthes, B., Emmerdinger, K., Ziegler, A., & Stöger, H. (2023, September). Lernpfad-Mentoring: Evaluation eines 1:1-Mentorings für begabte Schüler/-innen in ihrer Talentdomäne [Learning pathway mentoring: Evaluation of a one-on-one mentoring for gifted students in their respective talent domain]. Vortrag auf der 19. Fachgruppentagung Pädagogische Psychologie (PAEPS) der DGPs, Kiel, Germany.
Matthes, B., Ziegler, A., & Stoeger, H. (2023, March). Individual learning pathway mentoring: Evaluating a one-on-one mentoring for talented students. Presentation at the 65th Conference of Experimental Psychologists (TeaP), Trier, Germany.
Daunicht, T.-M., Matthes, B., Quarda, A.-K., Emmerdinger, K., Stöger, H. & Ziegler, A. (2022, September). Mentoring entlang eines Lernpfades: Gelingensbedingungen für ein schulbasiertes 1:1-Mentoring-Programm [Mentoring along a learning pathway: Conditions for success in a school-based one-on-one mentoring program]. Vortrag auf der 5. LemaS-Jahrestagung, Berlin, Germany.
Quarda, A., Matthes, B., Ziegler, A. & Stöger, H. (2022, September). Educational and learning capital predict academic achievement in STEM subjects. Vortrag auf der Sektionstagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Stuttgart, Germany.
Matthes, B., Almulhim, N., Debatin, T., AlGhawi, M., Aljughaiman, A., Ziegler, A., & Stoeger, H. (2019, April). Thinking dispositions—a worthwhile criterion for identifying giftedness? Presentation at the 2019 Biennial Conference of the International Research Association for Talent Development and Excellence (IRATDE), Taipei, Taiwan.
AlGhawi, M., Aljughaiman, A., Matthes, B., Stoeger, H., & Ziegler, A. (2018, August). A gifted identification kit for the United Arab Emirates. Presentation at the 15th Asia-Pacific Conference on Giftedness, Bangkok, Thailand.
Matthes, B. & Stoeger, H. (2016, September). Beeinflussen implizite Persönlichkeitstheorien (IPTs) von Eltern vermittelt über häusliche Lernunterstützung und IPTs ihrer Kinder deren schulischen Leistungen? [Do parents’ implicit personality theories (IPTs) influence their children’s academic achievement as mediated by children’s IPTs and learning support at home?] Vortrag auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig, Germany.
Kuhlmann, J. M., Matthes, B. & Stoeger, H. (2015, September). Die Rolle von Soziotopen für die Leistungs- und Talententwicklung – Eine Studie zur systematischen Erfassung von Lernumwelten [The role of sociotopes for achievement and talent development: A study for systemically assessing learning environments]. Vortrag auf dem 5. Münsterschen Bildungskongress, Muenster, Germany.
Matthes, B. & Stoeger, H. (2015, September). Die Auswirkungen von impliziten Persönlichkeitstheorien auf die Nutzung von Lernstrategien im Rahmen eines Trainingsprogrammes zum selbstregulierten Lernen [The effect of implicit personality theories on the use of learning strategies during a training for self-regulated learning]. Vortrag auf der 15. Fachgruppentagung Pädagogische Psychologie (PAEPS) der DGPs, Kassel, Germany.
Matthes, B., & Stoeger, H. (2015, March). How parents’ implicit theories about the modifiability of ability deficits influence their children’s academic achievement. Presentation at the International Conference for the Gifted and Talented, Brisbane, Australia.
Poster Presentations at Scientific Conferences
Almulhim, N., Matthes, B., & Stoeger, H. (2018, August). Teachers’ implicit personality theories relate to the importance ascribed to learning and educational capital for talent development. Poster at the 16th International Conference of the European Council for High Ability (ECHA), Dublin, Ireland.
Matthes, B., & Stoeger, H. (2017, October). Influence of parents’ implicit personality theories on parents’ learning-related behaviors, children’s implicit personality theories, and children’s academic achievement. Poster presented at the 2017 Biennial Conference of the International Research Association for Talent Development and Excellence (IRATDE), Dubai, United Arab Emirates.
Matthes, B., Steinbach, J., Obergrießer, S. & Stoeger, H. (2014, September). Auswirkungen von impliziten Persönlichkeitstheorien auf das Lernverhalten im Rahmen eines Trainingsprogrammes zum selbstregulierten Lernen [Effects of implicit personality theories on learning behavior in a training program for self-regulated learning]. Poster präsentiert auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum, Germany.
Workshops
Matthes, B. (2022, December). Self-regulated learning: Components, prerequisites, and support.i Digital presentation for teachers as part of the federal/state initiative “Promoting Excellence in School Education”.
Obergrießer, S. & Matthes, B. (2015, November). Den Übergang an weiterführende Schulen erleichtern - Selbstreguliertes Lernen fördern! Ein Trainingskonzept für den Mathematikunterricht [Easing the transition to secondary school—promoting self-regulated learning: A training concept for mathematics instruction]. Teacher training in the context of the 16th colloquium on gifted education “Learning Strategies – learning environment – learning support” of the Saxon Education Institute, Meissen, Germany.
Steinbach, J., Obergrießer, S., Matthes, B. & Geiler, S. (2014, October). Selbstreguliertes Lernen als Möglichkeit der Vielfalt gerecht zu werden [Self-regulated learning as a way to accommodate diversity]. Workshop at the 2nd theme day theory-practice of the Regensburg university center for teacher education (RUL) “Embracing diversity—making instruction more flexible in the context of innovative, inclusive school development”, Regensburg, Germany.
Stoeger, H., Steinbach, J., Obergrießer, S., Roppelt, L., & Matthes, B. (2013, April). Teacher training on “learning to learn”, Regensburg, Germany.
