How to explain daily variations in student's success? New article out

Friederike Blume, Andrea Irmer, and Florian Schmiedek – together with Judith Dirk – published an article in Developmental Science based on their analyses of intensive longitudinal data on daily self-regulation, working memory, and performance goal orientations in the school context of 9- to 11-year-olds.
One of their findings: On days when students set higher performance goals and self-regulate better, they have higher academic success.

New article on assessment of individualized instruction

In an article published in Learning and Instruction, Leonard Tetzlaff and Garvin Brod, along with other researchers, examined the measurability of individualized instruction. The study shows that individualized instruction is assessed from the perspectives of teachers, students, and observers in broad agreement.

Study launch: What goals do young adults pursue?

The ExTra project investigates what goals young adults pursue and what reasons they have for these goals. To do this, a team from the Intensive Longitudinal Data Lab queries young adults’ experience of everyday life using short questionnaires on their smartphones.