Hawrot, A. (2024). Changes in control and value appraisals predict changes in learning enjoyment: A four-wave analysis among lower secondary school students. British Journal of Educational Psychology, 94(1), 231-247. https://doi.org/10.1111/bjep.12644

Hawrot, A. (2024). Do school-related factors affect private tutoring attendance? Predictors of private tutoring in maths and German among German tenth-graders. Research Papers in Education, 39(1), 1-23. https://doi.org/10.1080/02671522.2022.2089209

Hawrot, A., & Nusser, L. (2024). The home environment during the COVID-19 pandemic and changes in learning enjoyment and learning effort: A study of German lower secondary school students. Children and Youth Services Review, 158, Article 107481. https://doi.org/10.1016/j.childyouth.2024.107481

Hawrot, A., & Stecher, L. (2024). The Quality of Dual Vocational Education and Training: Theoretical Framework and Measurement in NEPS. NEPS Survey Paper 110. Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP110:1.0

Zhou, J., & Hawrot, A. (2024). The relationship between perceptions of instruction quality, intrinsic motivation, and reading achievement: A longitudinal analysis. Educational Studies. Advance Online Publication. https://doi.org/10.1080/03055698.2024.2322948

Hawrot, A., & Nusser, L. (2023). How does the home learning environment contribute to private tutoring attendance? A study among Grade 8 students in Germany. Scandinavian Journal of Educational Research. Advance online publication. https://doi.org/10.1080/00313831.2023.2266707

Hawrot, A., & Zhou, J. (2023). Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students. Reading and Writing. Advance online publication. https://doi.org/10.1007/s11145-023-10472-w

Hawrot, A., & Zhou, J. (2023). Parent‑child school‑related interactions and helplessness in maths: The role of maths self‑efficacy. European Journal of Psychology of Education. Advanced Online Publication. https://doi.org/10.1007/s10212-023-00740-2

Hawrot, A., Peters, A. K., Roloff-Bruchmann, J., & Guill, K. (2023). The structure and predictors of instructional quality in private tutoring: A study among German private tutors. Educational Review. Advance online publication. https://doi.org/10.1080/00131911.2023.2250571

Zhou, J., & Hawrot, A. (2023). Latent profile analysis of students’ perception of German classroom climate: Outcomes and covariates. Learning Environments Research. Advance online publication. https://doi.org/10.1007/s10984-023-09471-z

Costa, J., Hawrot, A., & Stecher, L. (2022). Active participation of children and young people in cultural activities. NEPS Survey Paper 98. Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP98:1.0

Hawrot, A. (2022). Psychometric Properties of the “Student Post-Transition Adjustment” Scale in Starting Cohort 3. NEPS Survey Paper 94. Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP94:1.0

Hawrot, A., & Filipiak, S. (2022). Psychometric properties of the comprehensive executive function Inventory - Self-report in a sample of polish adolescents. Journal of Educational Sciences & Psychology, XII(1), 113–118. https://doi.org/10.51865/JESP.2022.1.12

Koniewski, M., & Hawrot, A. (2022). Are single-sex schools more effective than the coed ones? The effect of single-sex schooling on achievement among female adolescents in Catholic schools. Research Papers in Education, 37(6), 907-928. https://doi.org/10.1080/02671522.2021.1886318

Hawrot, A. (2021). Psychometric properties of the “Beliefs about the determinants of student achievement” scale in Starting Cohorts 3 and 4. NEPS Survey Paper 87. Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP87:1.0

Hawrot, A. (2021). Psychometric properties of the “Quality of instruction” scale in Starting Cohort 3. NEPS Survey Paper 81. Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP81:1.0

Hawrot, A. (2021). Psychometric properties of the “Teaching quality” scale for teachers in Starting Cohorts 2, 3, and 4. NEPS Survey Paper 82. Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP82:1.0

Hawrot, A., & Loos, K. (2021). Properties of the “Teacher support for parental involvement” scale for teachers in starting cohort 2, starting cohort 3, and starting cohort 4. NEPS Survey Paper 88. Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP88:1.0

Jasińska-Maciążek, A., Hawrot, A., Marchlik, P., Tomaszewska-Pękała, H., & Żółtak, T. (2020). Various reasons, various trajectories? Interrupted schooling among Polish upper secondary school students. Research Papers in Education, 37(3), 418-440. https://doi.org/10.1080/02671522.2020.1849373