Dr. Anna Hawrot

Kompetenzen, Persönlichkeit, Lernumwelten | Wann macht Schule Spaß? Eine Längsschnittanalyse der distalen Einflussfaktoren auf Freude

Vita

04/2026 – Heute
Leitung im Projekt "Wann macht Schule Spaß? Eine Längsschnittanalyse der distalen Einflussfaktoren auf Freude", Leibniz-Institut für Bildungsverläufe
01/2026– 03/2026
PostDoc im Arbeitsbereich Lernumwelten und schulische Bildung, Leibniz-Institut für Bildungsverläufe
09/2025– 12/2025
PostDoc im Projekt INSIDE II
06/2023– 09/2025
PostDoc mit dem Schwerpunkt "sozio-emotionale Kompetenz", Leibniz-Institut für Bildungsverläufe
06/2022– 05/2023
PostDoc im Projekt "Selbstregulation von Schülerinnen und Schülern beim Lernen zuhause während der pandemiebedingten Schulschließungen", Leibniz-Institut für Bildungsverläufe
09/2018– 05/2022
PostDoc im Arbeitsbereich Lernumwelten und schulische Bildung, Leibniz-Institut für Bildungsverläufe
06/2018
Promotion in Psychologie an der Universität Warschau, Polen

Forschungsinteressen

  • Das Zusammenspiel zwischen Lernumgebungen und der kognitiven sowie nicht-kognitiven schulischen Entwicklung von Schülerinnen und Schülern während der Primar- und Sekundarstufe, einschließlich:
  • Unterrichtsqualität, Klassenklima, elterliches Engagement in der Bildung, Nachhilfeunterricht
  • Lernfreude, Anstrengungsbereitschaft, Selbstkonzept, Leistung
  • CONTACT ME! Collaboration fuels excellence! I'm always eager to connect with fellow researchers and explore collaboration opportunities. Contact me if you think our joint expertise can create something exciting!

Gremien

  • Vorsitz der Postdoc-Vertretung (Amtszeit 2024/25), Leibniz-Institut für Bildungsverläufe

Herausgebertätigkeiten

  • Editorial Fellow der Zeitschrift Educational Psychology

Publikationen

2026

Filipiak, S., Hawrot, A., Davis, C., Panourgia, C., & Gamble-Turner, J. (2026). Initial psychometric properties of the Perceived Stress Scale for Kids (PeSSKi) in a sample of Polish children. Journal of Health Psychology. Advance Online Publication. https://doi.org/10.1177/13591053261479538
Hawrot, A. (2026). Teacher autonomy in the workplace in Starting Cohort 8 of the National Educational Panel Study: Theoretical background and measures (NEPS Survey Paper No. 129). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP129:1.0
Hawrot, A., & Laws, K. (2026). Teacher opinions on all-day school: Properties of the scales used in Starting Cohorts 2, 3, and 4 (NEPS Survey Paper No. 133). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP133:1.0
Hawrot, A., Feuchter, M. D., & Wolter, I. (2026). The decline in learning enjoyment and learning effort over primary and secondary schools: Do gender, migration background, and socioeconomic status matter? Journal of Educational Psychology, 118(6), 869–888. https://doi.org/10.1037/edu0000976
Hawrot, A., Steger, D., Wittmann, E., Schütz, A., & Gerlach, T. M. (2026). Big five personality traits in Starting Cohorts 1-6 of the National Educational Panel Study: Theoretical background, measures, and measurement occasions (NEPS Survey Paper No. 127). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP127:1.0
Hawrot, A., Wittmann, E., Steger, D., Schütz, A., & Gerlach, T. M. (2026). Academic self-concept in the National Educational Panel Study: Theoretical background, measures, and measurement occasions (NEPS Survey Paper No. 132). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP132:1.0
Hawrot, A., Zink, C., & Nusser, L. (2026). Instructional quality and teacher self-efficacy in NEPS Starting Cohort 8: Theoretical background and measures (NEPS Survey Paper No. 130). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP130:1.0

2025

Costa, J., Hawrot, A., & Stecher, L. (2025). Retroactive learning in the field of the Internet: Measuring motivation to use the internet and retroactive learning in the context of the Internet in the National Educational Panel Study (NEPS Survey Paper No. 123). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP123:1.0
Filipiak, S., & Hawrot, A. (2025). Negative affect and planning ability in preschool children: A mediation model of working memory, inhibition, and cognitive flexibility. Scandinavian Journal of Psychology, 66(2), 277–287. https://doi.org/10.1111/sjop.13085
Gnambs, T., & Hawrot, A. (2025). The development of social, gender, and migration-related disparities in digital competencies during adolescence. Computers in Human Behavior, 173, Article 108800. https://doi.org/10.1016/j.chb.2025.108800
Hawrot, A., & Nusser, L. (2025). How does the home learning environment contribute to private tutoring attendance? A study among grade 8 students in Germany. Scandinavian Journal of Educational Research, 69(1), 122-137. https://doi.org/10.1080/00313831.2023.2266707
Hawrot, A., Gnambs, T., & Lockl, K. (2025). The accuracy of performance judgements and academic achievement: A two-sample two-wave study of German primary and lower secondary school students. Learning and Individual Differences, 122, Article 102764. https://doi.org/10.1016/j.lindif.2025.102764
Seitz, M., Hawrot, A., & Lockl, K. (2025). Performance judgment in mathematical and reading competence in adults. Metacognition and Learning, 20, Article 12. https://doi.org/10.1007/s11409-025-09416-2
Zhou, J., & Hawrot, A. (2025). The relationship between perceptions of instruction quality, intrinsic motivation, and reading achievement: A longitudinal analysis. Educational Studies, 51(4), 661-678. https://doi.org/10.1080/03055698.2024.2322948

2024

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 No. 110). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP110:1.0
Hawrot, A., & Zhou, J. (2024). 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, 37, 2229-2249. https://doi.org/10.1007/s11145-023-10472-w
Hawrot, A., & Zhou, J. (2024). Parent‑child school‑related interactions and helplessness in maths: The role of maths self‑efficacy. European Journal of Psychology of Education, 39, 1353-1370. https://doi.org/10.1007/s10212-023-00740-2
Hawrot, A., Peters, A. K., Roloff-Bruchmann, J., & Guill, K. (2024). The structure and predictors of instructional quality in private tutoring: A study among German private tutors. Educational Review, 76(5), 1325-1343. https://doi.org/10.1080/00131911.2023.2250571
Zhou, J., & Hawrot, A. (2024). Latent profile analysis of students’ perception of German classroom climate: Outcomes and covariates. Learning Environments Research, 27, 121-142. https://doi.org/10.1007/s10984-023-09471-z

2022

Costa, J., Hawrot, A., & Stecher, L. (2022). Active participation of children and young people in cultural activities (NEPS Survey Paper No. 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 No. 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

2021

Hawrot, A. (2021). Psychometric properties of the “Beliefs about the determinants of student achievement” scale in Starting Cohorts 3 and 4 (NEPS Survey Paper No. 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 No. 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 No. 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 No. 88). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP88:1.0

2020

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

Ausgewählte Präsentationen und Vorträge

2026

Gnambs, T., & Hawrot, A. (16. - 18. März 2026). Die Entwicklung sozialer und geschlechtsbezogener Ungleichheiten in digitalen Fähigkeiten im Jugendalter [Vortrag]. 13. Kongress der Gesellschaft für Empirische Bildungsforschung (GEBF), München, Deutschland.
Hawrot, A., & Labsch, A. (2026, June 22 - 24). School enjoyment and social competence: A three-wave study in German lower secondary schools [Paper presentation]. 19th International Conference on Motivation and Emotion, Lisbon, Portugal. https://icm2026.edunova-ispa.org/

2025

Grygiel, P., Karteczka-Świętek, K., Jasińska-Maciążek, A., Muszyński, M., & Hawrot, A. (2025, September 18 - 20). Zeszyt.online jako narzędzie wspierające naukę matematyki: założenia i wstępne wyniki badania efektywności cyfrowej platformy edukacyjnej [Zeszyt.online as a tool supporting maths learning: Assumptions and preliminary results of a study on the effectiveness of a digital educational platform] [Paper presentation]. XXXI Konferencji Diagnostyki Edukacyjnej, Krakow, Poland. https://2025.ptde.pl/pl/konferencja
Hawrot, A. (2025, November 13 - 14). Discussion of the paper "The interplay of childcare histories, maternal work trajectories and child development" by S. Schmid and H.S. Steinberg [Other]. 7th Joint Doctoral Conference, Bamberg, Germany. https://www.uni-bamberg.de/en/bagss/seventh-joint-doctoral-conference-2025/
Hawrot, A., & Grecu, A. L. (2025, August 25 - 29). School enjoyment and intersecting disparities: A longitudinal study in Polish primary schools [Symposium contribution]. 21st Biennial European Association for Research on Learning and Instruction (EARLI) Conference - Realising potentials through education: Shaping the minds and brains for the future, Graz, Austria. https://www.earli.org/events/earli2025

2024

Hawrot, A. (2024, August 28 - 31). The development and antecedents of learning enjoyment: A four-wave study in German secondary schools [Symposium contribution]. 18th International Conference on Motivation and Emotion, Bern, Switzerland. https://icm2024.unibe.ch/program/important_dates__information/index_eng.html

2023

Hawrot, A., & Wolter, I. (2023, August 22 - September 26). The decline of learning enjoyment and learning effort over primary and lower secondary school [Paper presentation]. 20th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Thessaloniki, Greece. https://www.earli.org/events/EARLI2023
Nusser, L., & Hawrot, A. (28. Februar - 2. März 2023). Freude am Lernen trotz „Schule zu“ – Ergebnisse des Nationalen Bildungspanels [Symposiumsbeitrag]. 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Essen, Deutschland. https://www.gebf-ev.de/%C3%BCbersicht-gebf/tagungen-der-gebf/2023-10-gebf-tagung-duisburg-essen/

2022

Hawrot, A., & Nusser, L. (2022, July 5 - 8). The role of home learning environment for private tutoring attendance among grade 8 students [Paper presentation]. European Congress of Psychology, Ljubljana, Slovenia.
Zhou, J., & Hawrot, A. (2022, July 5 - 8). Latent profile analysis of students’ perception of classroom climate [Poster presentation]. European congress of psychology, Ljubljana, Slovenia. https://www.ecp2022.eu/index.php/programme/programme

2021

Hawrot, A. (2021, August 23 - 27). Does school affect private tutoring attendance? Predictors of private tutoring in maths and German among German tenth-graders [Paper presentation]. EARLI 2021 - Online, Thessaloniki, Greece. https://www.earli.org/EARLI2021
 

Aktuelle Projekte

School Fun