S. Ugen

发表

“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures

Romain Martin, Ulrich Keller, Franzis Preckel, 2014 .

Long-term relevance and interrelation of symbolic and non-symbolic abilities in mathematical-numerical development: Evidence from large-scale assessment data

Katharina Lambert, K. Moeller, C. Schiltz, 2021 .

The number line estimation task is a valid tool for assessing mathematical achievement: A population-level study with 6484 Luxembourgish ninth-graders.

Michael Schneider, Johannes Stricker, Sevim Nuraydin, 2022, Journal of experimental child psychology.

Speaking two languages with different number naming systems: What implications for magnitude judgments in bilinguals at different stages of language acquisition?

Amandine Van Rinsveld, C. Schiltz, K. Landerl, 2016, Cognitive Processing.

The structure of academic self-concepts revisited: The nested Marsh/Shavelson model

Martin Brunner, Romain Martin, Sonja Ugen, 2010 .

Identifying math and reading difficulties of multilingual children: Effects of different cut-offs and reference groups

C. Schiltz, S. F. Martini, Sonja Ugen, 2021 .

The relation between language and arithmetic in bilinguals: insights from different stages of language acquisition

Karin Landerl, Christine Schiltz, Amandine Van Rinsveld, 2015, Front. Psychol..

Circadian preference as a typology: Latent-class analysis of adolescents' morningness/eveningness, relation with sleep behavior, and with academic outcomes

A. Lipnevich, R. Roberts, F. Preckel, 2020 .

Short-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables

Martin Brunner, Romain Martin, Florian Klapproth, 2016 .

ÉpStan Technical Report

Antoine Fischbach, Sonja Ugen, Romain Martin, 2014 .