PUBLIKATIONEN 2022 Fischer, F., Bauer, E., Seidel, T., Schmidmaier, R., Radkowitsch, A., Neuhaus, B. J., Hofer, S. I., Som- merhoff, D., Ufer, S., Kuhn, J., Küchemann, S., Sailer, M., Koenen, J., Gartmeier, M., Berberat, P., Frenzel, A., Heitzmann, N., Holzberger, D., Pfeffer, J., ... Fischer, M. R. (2022). Representational scaf- folding in digital simulations: Learning professional practices in higher education. Information and Learning Sciences, 123(11/12), 645-665. https://doi. org/10.1108/ILS-06-2022-0076 Fischer, J., Machts, N., Bruckermann, T., Möller, J., & Harms, U. (2022). The Simulated Classroom Biol- ogy: A simulated classroom environment for cap- turing the action-oriented professional knowledge of pre-service teachers about evolution. Journal of Computer Assisted Learning, 38(6), 1765-1778. https://doi.org/10.1111/jcal.12718 Fortus, D., Lin, J., Neumann, K., & Sadler, T. D. (2022). The role of affect in science literacy for all. International Journal of Science Education, 44(4), 535-555. https://doi.org/10.1080/09500693.2022 .2036384 Froehlich, L., Tsukamoto, S., Morinaga, Y., Sakata, K., Uchida, Y., Keller, M. M., Stürmer, S., Martiny, S. E., & Trommsdorff, G. (2022). Gender stereotypes and expected backlash for female STEM students in Germany and Japan. Frontiers in Education, 6, Article 793486. https://doi.org/10.3389/fed- uc.2021.793486 Fuentes, A., Lüdtke, O., & Robitzsch, A. (2022). Caus- al inference with multilevel data: A comparison of different propensity score weighting approaches. Multivariate Behavioral Research, 57(6), 916-939. https://doi.org/10.1080/00273171.2021.1925521 Gebauer, M. M., McElvany, N., Bos, W., Köller, O., & Schöber, C. (2022). Unterrichtsqualität und lesebezogene Selbstwirksamkeitsüberzeugungen von Schülerinnen und Schülern. Psychologie in Erziehung und Unterricht, 69(1), 2-21. https:// doi.org/10.2378/peu2022.art02d, https://doi. org/10.2378/peu2022.art02d Ghadiri Khanaposhtani, M., Ballard, H. L., Lorke, J., Miller, A. E., Pratt-Taweh, S., Jennewein, J., Rob- inson, L. D., Higgins, L., Johnson, R. F., Young, A. N., Pauly, G. B., & Benavides Lahnstein, A. I. (2022). Examining youth participation in ongoing community and citizen science programs in 3 dif- ferent out-of-school settings. Environmental Educa- tion Research, 28(12), 1730-1754. https://doi.org/1 0.1080/13504622.2022.2078480 Göhner, M. F., Bielik, T., & Krell, M. (2022). Inves- tigating the dimensions of modeling competence among preservice science teachers: Meta-modeling knowledge, modeling practice, and modeling prod- uct. Journal of Research in Science Teaching, 59(8), 1354-1387. https://doi.org/10.1002/tea.21759 Greve, S., Weber, K. E., Brandes, B., & Maier, J. (2022). What do they reflect on? A mixed-methods analysis of physical education preservice teachers’ written reflections after a long-term internship. Journal of Teaching in Physical Education, 41(4), 590–600. https://doi.org/10.1123/jtpe.2021-0103 Greving, H., Bruckermann, T., Schumann, A., Straka, T. M., Lewanzik, D., Voigt-Heucke, S. L., Marggraf, L., Lorenz, J., Brandt, M., Voigt, C. C., Harms, U., & Kimmerle, J. (2022). Improving attitudes and knowledge in a citizen science project about urban bat ecology. Ecology & Society, 27(2), Article 24. https://doi.org/10.5751/ES-13272-270224 Guill, K., Ömeroğullari, M., & Köller, O. (2022). Inten- sity and content of private tutoring lessons during German secondary schooling: Effects on students’ grades and test achievement. European Journal of Psychology of Education, 37(4), 1093-1114. https:// doi.org/10.1007/s10212-021-00581-x