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Empirische Bildungsforschung Empirical Educational Research
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  1. Friedrich-Alexander-Universität
  2. Faculty of Humanities, Social Sciences, and Theology

Empirische Bildungsforschung Empirical Educational Research

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  • Research
    • Cultural Participation, Digital Transformation and Empowerment
    • Digital regional development and social innovation
    • Research Syntheses and Data Science
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    • Prof. Dr. Stephan Kröner
    • Claudia Reinerth (Secretary)
    • Lisa Birnbaum, MA
    • Alexander Christ, MA
    • Kathrin Smolarczyk, MA
    • Verena Wießnet, MA
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  3. Prof. Dr. Stephan Kröner

Prof. Dr. Stephan Kröner

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  • Prof. Dr. Stephan Kröner
    • Complete list of publications: Stephan Kröner
  • Claudia Reinerth (Secretary)
  • Lisa Birnbaum, MA
  • Alexander Christ, MA
  • Kathrin Smolarczyk, MA
  • Verena Wießnet, MA
  • External doctoral students and visiting scientists
    • Dr. Seyat Polat
    • Khaled Bisharat
  • Paid Internships
  • Alumni

Prof. Dr. Stephan Kröner

Prof. Dr. Stephan Kröner

E-Mail: Stephan.Kroener@fau.de

Tel.: +49 911 5302-95167

Room U1.0281, Regensburger Str. 160, 90478 Nürnberg, Consultations by appointment

ORCID-ID: 0000-0001-9396-9168

ResearchGate

 

 

 

Stephan Kröner received his MA (Diplom) in Psychology from Justus-Liebig-University (Gießen, Germany), his Ph.D. in Psychology from Erfurt University (PH Erfurt, Germany) and his venia legendi for a habilitation thesis submitted at FAU University.

Current Third-Party Funded Projects

Meta-project Digitalization in Aesthetic, Arts and Cultural Education – a Quantitative-Empirical Research Synthesis
Condensed Joy? Multi-day Music-Educational Interventions: Determinants of Participation, Effective Design Features and Effects on Competences and Personal Development
Religious and Professional Beliefs of Teachers
Potentials and Strategies of Digital Regional Development in Rural Areas

 

Selected Publications

  • Smolarczyk, K., & Kröner, S. (2021): Two decades in the making: A scoping review on research on digital making and its potential for digital empowerment in non-formal settings. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2021.1974987   ( post-print)
  • Kröner, S., Christ, A., & Penthin, M. (2021). Stichwort: Digitalisierung in der kulturell-ästhetischen Bildung – eine konfigurierende Forschungssynthese. Zeitschrift für Erziehungswissenschaft, 24, 9-39. https://dx.doi.org/10.1007/s11618-021-00989-7
  • Bisharat, K., Christ, A., & Kröner, S. (2020). Detrimental effects of an economic crisis on student cognitive achievement–A natural experiment from Palestine. Intelligence, 79, 101435. https://doi.org/10.1016/j.intell.2020.101435
  • Christ, A., Becker, N., & Kröner, S. (2020). Multiple complex problem-solving scenarios: The incremental validity of ability self-concept beyond reasoning in adults. Intelligence. https://doi.org/10.1016/j.intell.2019.101421
  •  Christ, A., Penthin, M., & Kröner, S. (2019). Big Data and Digital Aesthetic, Arts and Cultural Education: Hot Spots of Current Quantitative Research. Social Science Computer Review. https://doi.org/10.1177/0894439319888455
  • Fritzsche, E.S., Händel, M., & Kröner, S. (2018). What do second-order judgements tell us about low-performing students’ metacognitive awareness? Metacognition and Learning, 13, 159 – 188.
  • Rudolph, J., Niepel, C., Greiff, S., Goldhammer, F., & Kröner, S. (2017). Metacognitive confidence judgements and their link to complex problem solving. Intelligence, 63, 1-8.
  • Schüller, E., Birnbaum, L., & Kröner, S. (2017). What makes elementary students read in their leisure time? Development of a comprehensive questionnaire. Reading Research Quarterly, 52 161-175.

Further information: complete list of publications

 

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