Cross-Curricular Competencies

Cross-Curricular Competencies and Characteristic Adaptations

Educationally relevant activities are determined by and, in turn, influence action-related personal characteristics. This is as true for STEM and the arts as it is for languages. In this context, personal characteristics include basic traits and abilities such as the Big Five, working memory and intelligence, as well as beliefs, personal goals, dispositional self-regulation, and other characteristic adaptations and personal action constructs. Such personal characteristics have a significant impact on success in dealing with complex problems. We address them primarily from the perspective of educational assessment.

Selected Publications

Penthin, M., Pirner, M., Scheunpflug, A., & Kröner, S. (2022). Measuring student teachers’ beliefs regarding religion in schools: piloting and preliminary validation of two newly developed scales. British Journal of Religious Education, 44(3), 281-292.

Bisharat, K., Christ, A., & Kröner, S. (2020). Detrimental effects of an economic crisis on student cognitive achievement – A natural experiment from Palestine, Intelligence, 79, Article 101435.

Fritzsche, E., Händel, M., & Kröner, S. (2018). What do second-order judgments tell us about low-performing students‘ metacognitive awareness? Metacognition and Learning, 13, 159-188.

Third-Party Funded Projects

How do religious or ideological orientations of teachers affect their professional thinking and acting? There is a serious research deficit regarding this question, especially in Europe and Germany. Therefore, we follow the question of how the religiosity of teachers affects their professional tasks - whether as a supporting resource or as a problematic disruptive factor. To pursue this question, we – building up on pilot studies for the development of suitable scales –take an exemplary look on the focus on religiosity and the religious beliefs in a greater invested study with teachers and investigate their connections with professional convictions.

Many women in Germany are single parents, unemployed and without a well-founded professional qualification. How can their quality of life be improved, and at the same time, their professional integration achieved? How can they get involved in processes of empowerment? In a design-based research (DBR) project, we are evaluating and accompanying an intervention aimed at this target group, sponsored by the European Social Fund (ESF)...