Hannah Ulferts
Biographic Data
| ID | 5764369 |
|---|---|
| NAME | Hannah Ulferts |
| GIVEN NAMES | Hannah |
| FAMILY NAME | Ulferts |
| SIGNATURE | ULFERTS H |
| AFFILIATIONS | Freie Universität Berlin |
| ORCID | 0000-0003-4291-1681 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 20 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes
This meta-analysis studies the association of pedagogical processes in early childhood care and education with outcomes in two academic domains: language and literacy as well as mathematics. It synthesizes evidence from 17 longitudinal studies in nine European countries with 16,461 children in regular center-based care spanning the period between ages 3 and 16. Results of a three-level meta-analysis provided small overall effect sizes for both gl…
Longitudinal transactions between personality and occupational roles
Social norms are central to theoretical accounts of longitudinal person-environment transactions. On the one hand, individuals are thought to select themselves into social roles that fit their personality. On the other hand, it is assumed that individuals' personality is transformed by the socializing pressure of norm demands. These 2 transactional directions were investigated in a large and heterogeneous 5-year longitudinal subsample of job begi…
Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension
This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph- and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount was assumed, whereas a negative contribution to reading amount was expected for extrinsic reading mot…
Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension
This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph- and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount was assumed, whereas a negative contribution to reading amount was expected for extrinsic reading mot…
Longitudinal transactions between personality and occupational roles
Social norms are central to theoretical accounts of longitudinal person-environment transactions. On the one hand, individuals are thought to select themselves into social roles that fit their personality. On the other hand, it is assumed that individuals' personality is transformed by the socializing pressure of norm demands. These 2 transactional directions were investigated in a large and heterogeneous 5-year longitudinal subsample of job begi…
Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension
This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph- and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount was assumed, whereas a negative contribution to reading amount was expected for extrinsic reading mot…
Longitudinal transactions between personality and occupational roles
Social norms are central to theoretical accounts of longitudinal person-environment transactions. On the one hand, individuals are thought to select themselves into social roles that fit their personality. On the other hand, it is assumed that individuals' personality is transformed by the socializing pressure of norm demands. These 2 transactional directions were investigated in a large and heterogeneous 5-year longitudinal subsample of job begi…
Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes
This meta-analysis studies the association of pedagogical processes in early childhood care and education with outcomes in two academic domains: language and literacy as well as mathematics. It synthesizes evidence from 17 longitudinal studies in nine European countries with 16,461 children in regular center-based care spanning the period between ages 3 and 16. Results of a three-level meta-analysis provided small overall effect sizes for both gl…
Psychology (3 works) · Developmental psychology (2 works) · Longitudinal study (2 works) · Social Psychology (2 works) · Academic achievement (1 work) · Big Five personality traits (1 work) · Cognitive Abilities and Testing (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Cognitive psychology (1 work) · Comprehension (1 work)