Dr. Anna Hawrot

Kompetenzen, Persönlichkeit, Lernumwelten

Vita

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

    • Gremien

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

    • Herausgebertätigkeiten

  • Editorial Fellow der Zeitschrift Educational Psychology

    • Publikationen

    2025

    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
    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., Feuchter, M. D., & Wolter, I. (in press). The decline in learning enjoyment and learning effort over primary and secondary school: Do gender, migration background, and SES matter? Journal of Educational Psychology. https://doi.org/10.1037/edu0000976
    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

    2024

    Hawrot, A. (2024, August 28 - 31). The development and antecedents of learning enjoyment: A four-wave study in German secondary schools [Paper presentation]. 18th International Conference on Motivation (ICM) & Emotion, Bern, Switzerland. https://icm2024.unibe.ch/unibe/portal/fak_humanwis/philhum_institute/micro_icm2024/content/e1415736/e1527003/e1542471/files1542474/BookofAbstractsICM28_08_24_eng.pdf

    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.

    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