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Dr. Kathrin Lockl

Competencies, Personality, Learning Environments | Competencies

Vita

Research interests

  • Metacognition and Self-Regulated Learning
  • Relationship Between Language and Metacognitive Development
  • Kompetenzentwicklung

    • Publications

    2025

    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

    2024

    Mok, S. Y., Lockl, K., & Neuenschwander, M. P. (2024). Elementary school students' metacognitive knowledge and its effects on teacher judgments, school track recommendations, and school transitions. Learning and Individual Differences, 112, Article 102456. https://doi.org/10.1016/j.lindif.2024.102456
    Nusser, L., Lockl, K., Gnambs, T., Wolter, I., & Artelt, C. (2024). Geringere Lernzuwächse durch coronabedingte Einschränkungen im Bildungsbereich? Ein Kohortenvergleich zu Entwicklungen in der Sekundarstufe (NEPS Corona & Bildung No. 10). Leibniz Institut für Bildungsverläufe. https://doi.org/10.5157/NEPS:Bericht:Corona:10:1.0

    2023

    Edossa, A. K., Lockl, K., & Weinert, S. (2023). Developmental relationship between metacognitive monitoring and reading comprehension. Journal of Educational and Developmental Psychology, 13(1), 1-16. https://doi.org/10.5539/jedp.v13n1p1
    Gnambs, T., & Lockl, K. (2023). Bidirectional effects between reading and mathematics development across secondary school. Zeitschrift für Erziehungswissenschaft, 26(2), 345–371. https://doi.org/10.1007/s11618-022-01108-w
    Heyne, N., Gnambs, T., Lockl, K., & Neuenhaus, N. (2023). Predictors of adolescents’ change in reading literacy: The role of reading strategies, reading motivation, and declarative metacognition. Current Psychology, 42, 32061-32075. https://doi.org/10.1007/s12144-022-04184-7
    Thums, K., Gehrer, K., Gnambs, T., Lockl, K., & Nusser, L. (2023). Data from the National Educational Panel Study (NEPS) in Germany: Educational pathways of students in grade 5 and higher. Journal of Open Psychology Data, 11(3), 1-14. https://doi.org/10.5334/jopd.79

    2022

    Fackler, S., Gnambs, T., Gehrer, K., Lockl, K., Lindorff, A., & Street, K. S. (Eds.). (2022). Learning in times of COVID-19: Students', families', and educators' perspectives. Special issue of Frontiers in Psychology. Frontiers Media SA. https://doi.org/10.3389/fpsyg.2022.915250
    Freund, M.-J., Gnambs, T., Lockl, K., & Wolter, I. (2022). Profiles of competence development in mathematics and reading in early secondary education. European Journal of Psychology of Education, 37(4), 1015-1034. https://doi.org/10.1007/s10212-021-00591-9
    Gehrer, K., Fackler, S., Street, K., Gnambs, T., Lindorff, A., & Lockl, K. (2022). Editorial: Learning in Times of COVID-19: Students', Families', and Educators' Perspectives. Frontiers in Psychology, 13, Article 915250. https://doi.org/10.3389/fpsyg.2022.915250

    2021

    Freund, M.-J., Wolter, I., Lockl, K., & Gnambs, T. (2021). Determinants of profiles of competence development in mathematics and reading in upper secondary education in Germany. PLOS ONE, 16(1), Article e0258152. https://doi.org/10.1371/journal.pone.0258152
    Freund, M.-J., Wolter, I., Lockl, K., & Gnambs, T. (2021). Profiles of competence development in upper secondary education and their predictors (Registered report protocol). PLOS ONE, 16(1), 1-12. https://doi.org/10.1371/journal.pone.0245884
    Lockl, K., Attig, M., Nusser, L., & Wolter, I. (2021). Lernen im Lockdown: Welche Voraussetzungen helfen Schülerinnen und Schülern? Die Bedeutsamkeit der Lesekompetenz, des Interesses an Lerninhalten und der Anstrengungsbereitschaft für die Bewältigung des Lernens zuhause (NEPS Corona & Bildung No. 5). Leibniz-Institut für Bildungsverläufe. https://doi.org/10.5157/NEPS:Bericht:Corona:05:1.0
    Lockl, K., Attig, M., Nusser, L., & Wolter, I. (2021). Cognitive and affective-motivational factors as predictors of students’ home learning during the school lockdown. Frontiers in Psychology, 12, Article 751120. https://doi.org/10.3389/fpsyg.2021.751120
    Novita, S., Lockl, K., & Gnambs, T. (2021). Reading comprehension of monolingual and bilingual children in primary school: The role of linguistic abilities and phonological processing skills. European Journal of Psychology of Education, 37(4), 993–1013. https://doi.org/10.1007/s10212-021-00587-5
    Nusser, L., Lockl, K., & Wolter, I. (2021). Lernen im Kinderzimmer – wie kann das funktionieren? Begegnung: Deutsche schulische Arbeit im Ausland, 42(1), 42-44. https://www.auslandsschulwesen.de/SharedDocs/Downloads/Webs/ZfA/DE/Publikationen/BEGEGNUNG/BEGEGNUNG_2021_1.pdf;jsessionid=16CF8F2D2FE71F1FC3EE9C85C7487520.intranet261?__blob=publicationFile&v=2

    2019

    Weinert, S., Artelt, C., Prenzel, M., Senkbeil, M., Ehmke, T., Carstensen, C. H., & Lockl, K. (2019). Development of competencies across the life course. In H.-P. Blossfeld, & H.-G. Roßbach (Hrsg.), Education as a lifelong process (3, S. 57–81). Springer VS. https://doi.org/10.1007/978-3-658-23162-0

    2018

    Lockl, K., Händel, M., & Artelt, C. (2018). Kompetenztestung bei Grundschulkindern: Differenzielle Effekte unterschiedlicher Testbedingungen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 50(1), 33–43. https://doi.org/10.1026/0049-8637/a000183

    2017

    Lockl, K., Ebert, S., & Weinert, S. (2017). Predicting school achievement from early theory of mind: Differential effects on achievement tests and teacher ratings. Learning and Individual Differences, 29(53), 93-102. https://doi.org/10.1016/j.lindif.2016.11.007

    2016

    Lockl, K., Händel, M., Haberkorn, K., & Weinert, S. (2016). Metacognitive knowledge in young children: Development of a new test procedure for first graders. In H.-P. Blossfeld, J. von Maurice, M. Bayer, & J. Skopek (Hrsg.), Methodological issues of longitudinal surveys: The example of the National Educational Panel Study (S. 465–484). Springer VS. https://doi.org/10.1007/978-3-658-11994-2_26

    2015

    Händel, M., Lockl, K., Heydrich, J., Weinert, S., & Artelt, C. (2015). Kompetenztestung bei Schülerinnen und Schülern mit Förderschwerpunkt Lernen. In P. Kuhl, P. Stanat, B. Lütje-Klose, H. A. Pant, & M. Prenzel (Hrsg.), Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (S. 221–242). Springer VS. http://link.springer.com/chapter/10.1007/978-3-658-06604-8_8
    Lockl, K. (2015). Entwicklung von Metakognition im Kindergarten- und Grundschulalter: Synopse zur kumulativen Habilitationsschrift.

    2014

    Haberkorn, K., Lockl, K., Pohl, S., Ebert, S., & Weinert, S. (2014). Metacognitive knowledge in children at early elementary school. Metacognition and Learning, 9(3), 239–263. https://doi.org/10.1007/s11409-014-9115-1
    Händel, M., Lockl, K., Heydrich, J., Weinert, S., & Artelt, C. (2014). Assessment of metacognitive knowledge in students with special educational needs. Metacognition and Learning, 9(3), 333–352. https://doi.org/10.1007/s11409-014-9119-x
    Koriat, A., Ackermann, R., Adiv, S., Lockl, K., & Schneider, W. (2014). The effects of goal-driven and data-driven regulation on metacognitive monitoring during learning: A developmental perspective. Journal of Experimental Psychology: General, 143(1), 386–403. https://doi.org/10.1037/a0031768

    2013

    Ebert, S., Lockl, K., Weinert, S., Anders, Y., Kluczniok, K., & Roßbach, H.-G. (2013). Internal and external influences on vocabulary development in preschool children. School Effectiveness and School Improvement, 24(3), 138–154. https://www.tandfonline.com/doi/abs/10.1080/09243453.2012.749791

    Selected presentations and lectures

    2024

    Schoor, C., Lockl, K., von Maurice, J., Wolter, I., & Artelt, C. (18. - 20. März 2024). Entwicklung eines Tests der digitalen und datenbezogenen Kompetenzen der deutschen Bevölkerung – Rahmenkonzeption und erste Daten zu psychometrischen Eigenschaften der Items [Vortrag]. 11. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Potsdam, Deutschland. https://www.gebf-ev.de/men%C3%BC-gebf/tagungen-der-gebf/2024-11-gebf-tagung-potsdam

    2023

    Mok, S. Y., Lockl, K., & Neuenschwander, M. (28. Februar - 2. März 2023). Indirekte Effekte der Metakognition bei Grundschüler:innen auf die Schulempfehlungen und Übertrittsentscheidung [Vortrag]. 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

    Freund, M.-J., Gnambs, T., Wolter, I., & Lockl, K. (2022, March 9 - 11). Predictors of reading and math development of adolescent students in Germany: The effect of gender, interest and educational specialization [Paper presentation]. 9th Conference of the Society for Empirical Educational Research (GEBF), Bamberg, Germany.

    2021

    Lockl, K., Attig, M., Nusser, L., & Wolter, I. (22. - 23. April 2021). Lernen zuhause während der Schulschließungen – Welche individuellen Voraussetzungen erleichtern die Bewältigung dieser neuen Situation? [Vortrag]. DigiGEBF21: Thementagung Bildung und Corona, Mannheim, Deutschland.