Johanna Krull

Biographic Data

ID6510791
NAMEJohanna Krull
GIVEN NAMESJohanna
FAMILY NAMEKrull
SIGNATUREKRULL J
AFFILIATIONSUniversity of Cologne
ORCID0000-0002-9067-6770
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS4
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2025
H-INDEX1

  • Teachers’ emotional competence and students’ social integration

    Open AccessH Rauterkus, Thomas Hennemann et al.ARTICLEFrontiers in Education2025

    Introduction The Prosocial Classroom Model theorizes that teachers’ emotional competence influences student outcomes through indirect pathways, with teacher-student relationships representing one key mediating pathway. However, empirical evidence testing these specific mediation mechanisms for students’ social integration remains limited. Methods Using multilevel mediation analysis, we examined direct and indirect associations between teachers’ e…

  • Der Zusammenhang von Lehrkraftfeedback, sozialer Akzeptanz und der Schüler*innen-Lehrkraft-Beziehung in der Grundschule

    Open AccessPhilipp Nicolay, Markus Spilles et al.ARTICLEZeitschrift für Erziehungswissensch…2024

    Ausgehend von der sozialen Referenzierungstheorie konnten in den letzten Jahren mehrere Studien zeigen, dass die soziale Akzeptanz, die Schüler*innen durch ihre Peers erfahren, durch den Erhalt von positivem Lehrkraftfeedback positiv und durch den Erhalt von negativem Lehrkraftfeedback negativ beeinflusst wird. Methodisch besteht in den meisten bisher vorliegenden Studien das Problem, dass die unterschiedliche Wahrnehmung dieses Feedbacks durch b…

  • Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany

    Open AccessH Rauterkus, Thomas Hennemann et al.ARTICLEJournal of Curriculum Studies2024

    Teaching remains a profession that is associated with certain health risks. Teachers complain of psychosomatic experiences such as exhaustion, fatigue, headache, and tension more than people in other professions. High levels of stress amongst teachers also pose a risk for students, as this is associated with poorer teaching quality and lower learning success. Negative emotional responses to external stressors are decisive in the development of te…

  • Lern- und Verhaltensschwierigkeiten in der Schule

    Marcus Hasselhorn, Andreas Gold et al.BOOKLern- und Verhaltensschwierigkeiten…2023

    SchülerInnen mit Lernschwierigkeiten zeigen häufig auch Probleme im Verhalten - und umgekehrt. Für SchülerIinnen und Lehrkräfte sind solche gleichzeitig auftretende Phänomene eine große Herausforderung, die mit Fragen zur gezielten Unterstützung dieser Zielgruppe einhergeht. Das Buch fokussiert das Phänomen gleichzeitig auftretender Lern- und Verhaltensschwierigkeiten in der Schule mit dem Ziel, Grundlagen- und Handlungswissen zu dem Thema zu ver…

  • Tiers 1 and 2 of a German MTSS

    Open AccessJ Nitz, Tobias Hagen et al.ARTICLEFrontiers in Education2023

    Introduction The prevalence of disruptive behavior is increasing worldwide, affecting the learning process and classroom climate, teacher–student relationships, and peer interactions. Disruptive behavior in childhood can have detrimental effects on a child’s long-term growth and may predict similar behavior in adolescence and adulthood. Thus, it is not only contemporary education and school research that are concerned with addressing the issues o…

  • Factors explaining teachers’ intention to implement inclusive practices in the classroom

    Open AccessKarolina Urton, Jürgen Wilbert et al.ARTICLETeaching and Teacher Education2023Cited by: 4References: 1

    In terms of inclusive school development, a question is what factors enhance successful implementation of inclusive practices. The present study applies the Theory of Planned Behaviour (TPB) as a whole and in differentiated components related to the teacher intentions to implement inclusive practices. Data were collected from 585 primary school teachers in Germany. Multi-level multivariate regression models were computed to test the correlation o…

  • Internalizing Behavior of Sociometrically Neglected Students in Inclusive Primary Classrooms – A Methodological Issue

    Open AccessPawel R Kulawiak, Karolina Urton et al.ARTICLEFrontiers in Education2020

    Internalizing problems in children belong to the category of special educational needs called emotional and behavioural difficulties. Recent decades have witnessed a critical discussion about whether children and adolescents experiencing internalizing problems are at risk of being sociometrically neglected (neither liked nor disliked by their peers). Previous studies have shown evidence both for and against the association between internalizing p…

  • Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs

    Open AccessJürgen Wilbert, Karolina Urton et al.ARTICLEFrontiers in Education2020

    It is unclear to what extent teachers can accurately assess the social inclusion of their students with and without SEN. The study aims to shed light on these desiderata. Students ( N = 1.644) with SEN (learning, behavior, and language problems) and without SEN and their teachers ( N = 79) participated in the study. Sociometric peer nominations, students' self-perceived social inclusion, and teachers' assessments regarding students' social inclus…