SYMPOSIUM: DETERMINANTS OF SCHOOL SUCCESS FOR IMMIGRANT CHILDREN

Paper: Primary school enrollment of refugee children in Germany
Melanie Olczyk, Martin-Luther Universiät Halle-Wittenberg, Germany; Julian Seuring (LIfBi); Gisela Will (LIfBi)

Session C

SINGLE PAPER: EMOTION REGULATION AND WELL-BEING

The decline of learning enjoyment and learning effort over primary and lower-secondary school
Anna Hawrot (LIfBi); Ilka Wolter (LIfBi)

SINGLE PAPER: SELF-REGULATED LEARNING IN ONLINE SETTINGS

Paper: Who keeps up? Predicting persistence in non-formal online courses using machine learning
Maria Klose (LIfBi); Philipp Handschuh (LIfBi); Diana Steger, University of Kassel, Germany

SINGLE PAPER: FAMILY BELIEFS, ATTITUDES AND RELATIONSHIPS: ASSOCIATIONS WITH CHILDREN SOCIAL SKILLS

Paper: Profiles of sibling relationships and their association with social-emotional skills
Elena Wittmann (LIfBi); Ilka Wolter (LIfBi)

INVITED SYMPOSIUM: AVENUES TO IMPROVE STUDENTS’ LEARNING WITH MULTIPLE DOCUMENTS

Chairs
Carolin Hahnel, DIPF | Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany; Cornelia Schoor (LIfBi)

Organisers
Carolin Hahnel, DIPF | Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany; Cornelia Schoor (LIfBi)

Students' task model before and after working on a multiple-document task
Cornelia Schoor (LIfBi); Jean Francois Rouet, University of Poitiers, Center for Research on Cognition and Learning, France; MaryAnne Britt, Northern Illinois University, United States

Seems like a difficult task! Monitoring accuracy in multiple document comprehension
Huib Tabbers, Erasmus University Rotterdam, Netherlands; Carolin Hahnel, DIPF | Leibniz Institute for Research and
Information in Education, Centre for International Student Assessment (ZIB), Germany; Daniel Schiffner, DIPF | Leibniz Institute for Research and Information in Education, Germany; Cornelia Schoor (LIfBi)

Does individualized feedback promote favorable behaviors in multiple document reading?
Carolin Hahnel, DIPF | Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany; Daniel Bengs, DIPF | Leibniz Institute for Research and Information in Education, Germany; Daniel Biedermann, DIPF | Leibniz Institute for Research and Information in Education, Germany; George-Petru Ciordas-Hertel, DIPF | Leibniz Institute for Research and Information in Education, Germany; Beate Eichmann, DIPF | Leibniz Institute for Research and Information in Education, Centre for  International Student Assessment (ZIB), Germany; Ilka Wolter (LIfBi); Cordula Artelt (LIfBi); Frank Goldhammer, DIPF | Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany

POSTER PRESENTATION: SELF-REGULATED LEARNING AND BEHAVIOUR

Effects of students’ metacognition on teacher judgments, and school track decisions
Markus Neuenschwander, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland; Sog Yee Mok, University of Applied Sciences and Arts Northwestern Switzerland PH (FHNW), Switzerland; Kathrin Lockl (LIfBi)

SINGLE PAPER: LEARNING ANALYTICS AND FEEDBACK

Does individual feedback on learning behavior derived from digital traces improve learning?
Carolin Hahnel, DIPF | Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany; Daniel Bengs, DIPF | Leibniz Institute for Research and Information in Education, Germany; Daniel Biedermann, DIPF | Leibniz Institute for Research and Information in Education, Germany; George Ciordas-Hertel, DIPF | Leibniz Institute for Research and Information in Education, Germany; Beate Eichmann, DIPF | Leibniz Institute for Research and Information in Education, Germany; Julia Mendzheritskaya, Goethe-Universität Frankfurt, Germany; Julia Mordel, Goethe-University Frankfurt, Germany; Marc Winter, Goethe-University Frankfurt, Institute of Psychology, Germany; Monica Onofrei (LIfBi), Germany; Ilka Wolter (LIfBi); Cordula Artelt (LIfBi); Hendrik Drachsler, DIPF | Leibniz Institute for Research and Information in Education, Germany; Holger Horz, Goethe-University Frankfurt, Institute of Psychology, Germany; Frank Goldhammer, DIPF | Leibniz Institute for Research and Information in Education, Centre for International Student Assessment (ZIB), Germany

ROUNDTABLE: CULTURAL DIVERSITY AND MINORITY STUDENTS

Reducing Educational Inequality by Means of Equity Funding Policies? Findings from Germany
Denise Demski, Ruhr-University Bochum, Institute of Educational Sciences, Germany; Norbert Sendzik (LIfBi); Marcel Helbig (LIfBi); Gabriele Bellenberg, Ruhr-University Bochum, Institute of Educational Sciences, Germany

SINGLE PAPER: UNIVERSITY STUDENTS' DROPOUT: REASONS AND PREVENTION

Educational and occupational pathways of persons who withdraw from teacher education programs
Sebastian Franz (LIfBi); Steffen Schindler, University of Bamberg, German

SINGLE PAPER: DIGITAL LITERACY AND LEARNING IN PRIMARY AND SECONDARY EDUCATION

Digital natives = digital experts? Designing a novel instrument to measure digital competence
Sümeyra Tural (LIfBi); Mariann Schwaß (LIfBi)