Mok, S. Y., Lockl, K., & Neuenschwander, M. P. (2024). Elementary school students' metacognitive knowledge and its effects on teacher judgments, school track recommendations, and school transitions. Learning and Individual Differences, 112, Article 102456. https://doi.org/10.1016/j.lindif.2024.102456

Nusser, L., Lockl, K., Gnambs, T., Wolter, I., & Artelt, C. (2024). Geringere Lernzuwächse durch coronabedingte Einschränkungen im Bildungsbereich? Ein Kohortenvergleich zu Entwicklungen in der Sekundarstufe (NEPS Corona & Bildung No. 10). Leibniz Institut für Bildungsverläufe. https://doi.org/10.5157/NEPS:Bericht:Corona:10:1.0

Edossa, A. K., Lockl, K., & Weinert, S. (2023). Developmental relationship between metacognitive monitoring and reading comprehension. Journal of Educational and Developmental Psychology, 13(1), 1-16. https://doi.org/10.5539/jedp.v13n1p1

Gnambs, T., & Lockl, K. (2023). Bidirectional effects between reading and mathematics development across secondary school. Zeitschrift für Erziehungswissenschaft, 26(2), 345–371. https://doi.org/10.1007/s11618-022-01108-w

Heyne, N., Gnambs, T., Lockl, K., & Neuenhaus, N. (2023). Predictors of adolescents’ change in reading literacy: The role of reading strategies, reading motivation, and declarative metacognition. Current Psychology, 42, 32061-32075. https://doi.org/10.1007/s12144-022-04184-7

Thums, K., Gehrer, K., Gnambs, T., Lockl, K., & Nusser, L. (2023). Data from the National Educational Panel Study (NEPS) in Germany: Educational pathways of students in grade 5 and higher. Journal of Open Psychology Data, 11(3), 1-14. https://doi.org/10.5334/jopd.79

Fackler, S., Gnambs, T., Gehrer, K., Lockl, K., Lindorff, A., & Street, K. S. (Eds.). (2022). Learning in times of COVID-19: Students', families', and educators' perspectives. Special issue of Frontiers in Psychology. Frontiers Media SA. https://doi.org/10.3389/fpsyg.2022.915250

Freund, M.-J., Gnambs, T., Lockl, K., & Wolter, I. (2022). Profiles of competence development in mathematics and reading in early secondary education. European Journal of Psychology of Education, 37(4), 1015-1034. https://doi.org/10.1007/s10212-021-00591-9

Gehrer, K., Fackler, S., Street, K., Gnambs, T., Lindorff, A., & Lockl, K. (2022). Editorial: Learning in Times of COVID-19: Students', Families', and Educators' Perspectives. Frontiers in Psychology, 13, Article 915250. https://doi.org/10.3389/fpsyg.2022.915250

Freund, M.-J., Wolter, I., Lockl, K., & Gnambs, T. (2021). Determinants of profiles of competence development in mathematics and reading in upper secondary education in Germany. PLOS ONE, 16(1), Article e0258152. https://doi.org/10.1371/journal.pone.0258152

Freund, M.-J., Wolter, I., Lockl, K., & Gnambs, T. (2021). Profiles of competence development in upper secondary education and their predictors (Registered report protocol). PLOS ONE, 16(1), 1-12. https://doi.org/10.1371/journal.pone.0245884

Lockl, K., Attig, M., Nusser, L., & Wolter, I. (2021). Lernen im Lockdown: Welche Voraussetzungen helfen Schülerinnen und Schülern? Die Bedeutsamkeit der Lesekompetenz, des Interesses an Lerninhalten und der Anstrengungsbereitschaft für die Bewältigung des Lernens zuhause (NEPS Corona & Bildung No. 5). Leibniz-Institut für Bildungsverläufe. https://doi.org/10.5157/NEPS:Bericht:Corona:05:1.0

Lockl, K., Attig, M., Nusser, L., & Wolter, I. (2021). Cognitive and affective-motivational factors as predictors of students’ home learning during the school lockdown. Frontiers in Psychology, 12, Article 751120. https://doi.org/10.3389/fpsyg.2021.751120

Novita, S., Lockl, K., & Gnambs, T. (2021). Reading comprehension of monolingual and bilingual children in primary school: The role of linguistic abilities and phonological processing skills. European Journal of Psychology of Education, 37(4), 993–1013. https://doi.org/10.1007/s10212-021-00587-5

Nusser, L., Lockl, K., & Wolter, I. (2021). Lernen im Kinderzimmer – wie kann das funktionieren? Begegnung: Deutsche schulische Arbeit im Ausland, 42(1), 42-44. https://www.auslandsschulwesen.de/SharedDocs/Downloads/Webs/ZfA/DE/Publikationen/BEGEGNUNG/BEGEGNUNG_2021_1.pdf;jsessionid=16CF8F2D2FE71F1FC3EE9C85C7487520.intranet261?__blob=publicationFile&v=2

Fuß, D., Gnambs, T., Lockl, K., & Attig, M. (2019). Competence data in NEPS: Overview of measures and variable naming conventions (Starting Cohorts 1 to 6) (NEPS Research Data Paper). Leibniz Institute for Educational Trajectories.

Weinert, S., Artelt, C., Prenzel, M., Senkbeil, M., Ehmke, T., Carstensen, C. H., & Lockl, K. (2019). Development of competencies across the life course. In H.-P. Blossfeld, & H.-G. Roßbach (Hrsg.), Education as a lifelong process (3, S. 57–81). Springer VS. https://doi.org/10.1007/978-3-658-23162-0

Lockl, K., Händel, M., & Artelt, C. (2018). Kompetenztestung bei Grundschulkindern: Differenzielle Effekte unterschiedlicher Testbedingungen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 50(1), 33–43. https://doi.org/10.1026/0049-8637/a000183

Lockl, K., Ebert, S., & Weinert, S. (2017). Predicting school achievement from early theory of mind: Differential effects on achievement tests and teacher ratings. Learning and Individual Differences, 29(53), 93-102. https://doi.org/10.1016/j.lindif.2016.11.007

Lockl, K., Händel, M., Haberkorn, K., & Weinert, S. (2016). Metacognitive knowledge in young children: Development of a new test procedure for first graders. In H.-P. Blossfeld, J. von Maurice, M. Bayer, & J. Skopek (Hrsg.), Methodological issues of longitudinal surveys: The example of the National Educational Panel Study (S. 465–484). Springer VS. https://doi.org/10.1007/978-3-658-11994-2_26

Händel, M., Lockl, K., Heydrich, J., Weinert, S., & Artelt, C. (2015). Kompetenztestung bei Schülerinnen und Schülern mit Förderschwerpunkt Lernen. In P. Kuhl, P. Stanat, B. Lütje-Klose, H. A. Pant, & M. Prenzel (Hrsg.), Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (S. 221–242). Springer VS. http://link.springer.com/chapter/10.1007/978-3-658-06604-8_8

Lockl, K. (2015). Entwicklung von Metakognition im Kindergarten- und Grundschulalter: Synopse zur kumulativen Habilitationsschrift.

Haberkorn, K., Lockl, K., Pohl, S., Ebert, S., & Weinert, S. (2014). Metacognitive knowledge in children at early elementary school. Metacognition and Learning, 9(3), 239–263. https://doi.org/10.1007/s11409-014-9115-1

Händel, M., Lockl, K., Heydrich, J., Weinert, S., & Artelt, C. (2014). Assessment of metacognitive knowledge in students with special educational needs. Metacognition and Learning, 9(3), 333–352. https://doi.org/10.1007/s11409-014-9119-x

Koriat, A., Ackermann, R., Adiv, S., Lockl, K., & Schneider, W. (2014). The effects of goal-driven and data-driven regulation on metacognitive monitoring during learning: A developmental perspective. Journal of Experimental Psychology: General, 143(1), 386–403. https://doi.org/10.1037/a0031768

Ebert, S., Lockl, K., Weinert, S., Anders, Y., Kluczniok, K., & Roßbach, H.-G. (2013). Internal and external influences on vocabulary development in preschool children. School Effectiveness and School Improvement, 24(3), 138–154. https://www.tandfonline.com/doi/abs/10.1080/09243453.2012.749791