Blume, F., Irmer, A., Dirk, J., Schmiedek, F. (2022). Day-to-day variation in students’ academic success: The role of self-regulation, working memory, and achievement goals. Developmental Science.
Blume, F., Schmidt, A., Kramer, A. et al. (2021). Homeschooling during the SARS-CoV-2 pandemic: the role of students’ trait self-regulation and task attributes of daily learning tasks for students’ daily self-regulation. Zeitschrift für Erziehungswissenschaften.
Blume, F., Dresler, T., Gawrilow, C., Ehlis, A.-C., Göllner, R., Moeller, K. (2021). Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach.
Blume, F., Quixal, M., Hudak, J., Dresler, T., Gawrilow, C., Ehlis, A.-C. (2020). Development of reading abilities in children with ADHD following fNIRS-neurofeedback or EMG-biofeedback. Lernen & Lernstörungen.
Blume, F., Göllner, R., Moeller, K., Dresler, T., Ehlis, A.-C., Gawrilow, C. (2019). Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity. Learning and Instruction.
Hudak, J., Blume, F., Dresler, T., Haeussinger, F. B., Renner, T. J., Fallgatter, A. J., Ehlis, A.-C. (2017). Near-infrared spectroscopy-based frontal lobe neurofeedback integrated in virtual reality modulates brain and behavior in highly impulsive adults. Frontiers in Human Neuroscience.
Blume, F., Hudak, J., Dresler, T., Ehlis, A.-C., Kühnhausen, J., Renner, T. J., & Gawrilow, C. (2017). NIRS-based neurofeedback training in a virtual reality classroom for children with attention-deficit/hyperactivity disorder: study protocol for a randomized controlled trial. Trials.