Current Publications
Kollmayer, M. & Buerger, S. (2024). Educational Disparities in Austrian Primary Students. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 56(1-2).
Buerger, S., Holzer, J. & Spiel, C. (in press.). Schule und Unterricht als Grundlage für Lebenslanges Lernen. In: Pfetsch, J., Steffgen, G. & Böhmer, M. (Herausgeber). Schulpsychologie – Ein Lehrbuch für die Praxis, Springer.
Kollmayer, M., Hietz, R. & Buerger, S. (under review). The Impostor Phenomenon and Career Development in Academia: Academic Self-Efficacy and Career Planning mediate the Relationship between Impostor Feelings and Academic Career Intentions, Gender and Education.
Buerger, S., Holzer, J., Yanagida, T., Schober, B. & Spiel, C. (2023). Measuring Adolescents’ Well-Being in Schools: The Adaptation and Translation of the EPOCH Measure of Adolescent Well-Being—A Validation Study. School Mental Health.
Holzer, J., Korlat, S., Bürger, S., Spiel, C., & Schober, B. (2022). Profiles of school-related well-being and their links to self-esteem and academic achievement. Zeitschrift für Psychologie, 230(3), 189.
Holzer, J., Bürger, S., Lüftenegger, M., & Schober, B. (2022). Revealing associations between students’ school-related well-being, achievement goals, and academic achievement. Learning and Individual Differences, 95, 102140.
Goldhammer, F., Harrison, S., Bürger, S., Kroehne, U., Lüdtke, O., Robitzsch, A., Köller, O., Heine, J.-H., & Mang, J. (2019). Vertiefende Analysen zur Umstellung des Modus von Papier auf Computer. In: Reiss, K., Weis, M., Klieme, E., & Köller, O. (Hrsg.). PISA 2018. Grundbildung im internationalen Vergleich, Waxmann: Münster.
Buerger, S., Kroehne, U., Koehler, C., & Goldhammer, F. (2019). What makes the difference? The impact of item properties on mode effects in reading assessments. Studies in Educational Evaluation, 62, 1-9.
Kroehne, U., Buerger, S., Hahnel C., & Goldhammer, F. (2019). Construct Equivalence of PISA Reading Comprehension Measured With Paper鈥怋ased and Computer鈥怋ased Assessments. Educational Measurement: Issues and Practice, 38 (39), 97-111.
Buerger, S., Kroehne, U., & Goldhammer, F. (2016). The Transition to Computer-Based Testing in Large-Scale Assessments: Investigating (Partial) Measurement Invariance between Modes. Psychological Test and Assessment Modeling, 58 (4), 587-606.
Weinert, H. & Bürger, S. (2012). Abklärung von Leistungsproblemen trotz hoher kognitiver Begabung – Tom (10;2 Jahre). In: K.D. Kubinger & S. Holocher-Ertl (Hrsg.), Fallbuch AID – Das Adaptive Intelligenzdiagnostikum in der Praxis (S. 336-350), Göttingen: Hogrefe.
