Dr. Anna Hawrot

Competencies, Personality, Learning Environments | Inclusive Education in Lower Secondary Schools in Germany

Vita

09/2025 – Today
Postdoc in the INSIDE II project
06/2023 – 09/2025
Postdoc with a research focus on socio-emotional skills, Leibniz Institute for Educational Trajectories
06/2022 – 05/2023
Postdoc in the "Students’ self-regulated learning at home during pandemic-related school closures" project, Leibniz Institute for Educational Trajectories
09/2018 – 05/2022
Postdoc in the NEPS project, Leibniz Institute for Educational Trajectories
06/2018
PhD in psychology, University of Warsaw, Poland

Research interests

  • The interplay between learning environments and students' cognitive and non-cognitive school functioning throughout primary and secondary school, including
  • instructional quality, classroom climate, parental involvement in education, private tutoring
  • academic enjoyment, effort, self-concept, achievement
  • 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!

    • Committees

  • Chair of Postdoc Representation (term 2024/25), Leibniz Institute for Educational Trajectories

    • Editorships

  • Editorial Fellow for the Journal of Educational Psychology

    • Publications

    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., Feuchter, M. D., & Wolter, I. (2025). 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. Advance Online Publication. https://doi.org/10.1037/edu0000976
    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

    Selected presentations and lectures

    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]. EARLI 2025, 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.

    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