Publikationen – Peer Reviewed
2024
Holzer, J., Grützmacher, L., Lüftenegger, M., Prenzel, M., & Schober, B. (2024). Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools. Learning and Instruction, 92, 101926. https://doi.org/10.1016/j.learninstruc.2024.101926
Devaney, C., Mac Donald, M., & Holzer, J. (2024). A social justice perspective on the delivery of family support. Children and Youth Services Review, 159, 107494. https://doi.org/10.1016/j.childyouth.2024.107494
2023
Holzer, J., Korlat, S., Pelikan, E., Schober, B., Spiel, C., & Lüftenegger, M. (2024). The Role of Parental Self-Efficacy Regarding Parental Support for Early Adolescents’ Coping, Self-Regulated Learning, Learning Self-Efficacy and Positive Emotions. The Journal of Early Adolescence, 44(2), 171–197. https://doi.org/10.1177/02724316231162306
Holzer, J., Pelikan, E., Korlat Ikanovic, S., Lüftenegger, M., Schober, B., & Spiel, C. (2023). Lernen unter COVID-19-Bedingungen – Onlinebefragung zur Situation Lernender in Österreich zu mehreren Messzeitpunkten von April bis Juni 2020. In S. G. Huber, C. Helm, & N. Schneider (Eds.), COVID-19 und Bildung. Studien und Perspektiven. Waxmann. https://doi.org/10.31244/9783830996361
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, 15(2), 611–626. https://doi.org/10.1007/s12310-023-09574-1
Grützmacher, L., Holzer, J., Lüftenegger, M., Schober, B., & Prenzel, M. (2023). The stimulation of school improvement processes: the orientation of development perspectives. School Effectiveness and School Improvement, 34(4), 442–462. https://doi.org/10.1080/09243453.2023.2246950
Kollmayer, M. Korlat, S, Holzer, J., Lüftenegger, M., Pelikan, E., Spiel, C., & Schober, B. (2023). Digital Learning During Covid-19: An Intersectional Persepctive on Secondary Students’ Motivation and Perceived Teacher Support. In L. Keller, G. Michelsen, M. Dür, S. Bachri, and M. Zint (Eds.), Digitalization, New Media, and Education for Sustainable Development (p. 209-225). IGI Global.
Pelikan, E. R., Grützmacher, L., Hager, K., Holzer, J., Korlat, S., Mayerhofer, M., Schober, B., Spiel, C., & Lüftenegger, M. (2023). The Role of Basic Need Satisfaction for Motivation and Self-Regulated Learning During COVID-19. Zeitschrift Für Psychologie, 231(3), 228–238. https://doi.org/10.1027/2151-2604/a000531
2022
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 https://doi.org/10.1016/j.lindif.2022.102140
Holzer, J., Korlat, S., Buerger, 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), 189–200. https://doi.org/10.1027/2151-2604/a000498
Holzer, J., Sessig, E., & Lüftenegger, M. (2023). When educator-learner perceptions of instruction diverge: teachers’ perspectives. Educational Research, 65(1), 99–120. https://doi.org/10.1080/00131881.2022.2116348
Devaney, C., Christiansen, Ø., Holzer, J., MacDonald, M., Matias, M., & Salamon, E. (2022). Child, parent or family? Applying a systemic lens to the conceptualisations of Family Support in Europe. European Journal of Social Work, 26(2), 1–13. https://doi.org/10.1080/13691457.2022.2146308
Korlat, S., Reiter, J., Kollmayer, M., Holzer, J., Pelikan, E., Schober, B., Spiel, C., & Lüftenegger, M. (2022). Basic Psychological Needs and Agency and Communion During the COVID-19 Pandemic. Journal of Individual Differences. https://doi.org/10.1027/1614-0001/a000378
Korlat, S., Holzer, J., Schultes, M.-T., Buerger, S., Schober, B., Spiel, C., & Kollmayer, M. (2022). Benefits of Psychological Androgyny in Adolescence: The Role of Gender Role Self-Concept in School-Related Well-Being. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.856758
Korlat, S., Holzer, J., Reiter, J., Pelikan, E. R., Schober, B., Spiel, C., & Lüftenegger, M. (2022). The role of the Big Two in socially responsible behavior during the COVID-19 pandemic: Agency and communion in adolescents’ personal norm and behavioral adherence to instituted measures. PLOS ONE, 17(6). https://doi.org/10.1371/journal.pone.0269018
Pelikan, E., Reiter, J., Bergen, K., Holzer, J., Korlat Ikanovic, S., Lüftenegger, M., Spiel, C., & Schober, B. (2022). Lernen unter COVID-19 Bedingungen. Zur Situation der Studierenden in Österreich. In H. Angenent, J. Petri, & T. Zimenkova (Eds.), Lehre und Hochschulentwicklung in Zeiten der Corona-Pandemie. Transcript.
Spiel, C., Pelikan, E., Korlat, S., Lüftenegger, M., Schober, B., & Holzer, J. (2022). Lernen unter Covid-19 Bedingungen – Empfehlungen für die Pädagog*innenbildung. In B. Karl, K. Klement, & R. Weitlander (Eds.), Vision, Innovation, Praxisorientierung: Professionalisierung der Pädagog*innenbildung (pp. 103–214). Leykam.
2021
Holzer, J., Lüftenegger, M., Käser, U., Korlat, S., Pelikan, E., Schultze‐Krumbholz, A., … Schober, B. (2021). Students’ basic needs and well‐being during the COVID‐19 pandemic: A two‐country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderating role of self‐regulated learning. International Journal of Psychology, 56(6), 843–852. https://doi.org/10.1002/ijop.12763
Holzer, J., Lüftenegger, M., Korlat, S., Pelikan, E., Salmela-Aro, K., Spiel, C., & Schober, B. (2021). Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being. AERA Open, 7(1), 1–13. doi: 10.1177/23328584211003164
Holzer, J., Korlat, S., Haider, C., Mayerhofer, M., Pelikan, E., Schober, B., Spiel, C., Toumazi, T., Salmela-Aro, K., Käser, U., Schultze-Krumbholz, A., Wachs, S., Dabas, M., Verma, S., Iliev, D., Andonovska-Trajkovska, D., Plichta, P., Pyżalski, J., Walter, N., … Lüftenegger, M. (2021). Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation. PLOS ONE, 16(5). doi: 10.1371/journal.pone.0251352
Holzer, J., Bürger, S., Samek-Krenkel, S., Spiel, C., & Schober, B. (2021). Conceptualisation of students’ school-related wellbeing: students’ and teachers’ perspectives. Educational Research, 63(4), 474–496. https://doi.org/10.1080/00131881.2021.1987152
Korlat, S., Kollmayer, M., Holzer, J., Lüftenegger, M., Pelikan, E. R., Schober, B., & Spiel, C. (2021). Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support. Frontiers in Psychology, 12. doi: 10.3389/fpsyg.2021.637776
Lüftenegger, M., Holzer, J., & Schober, B. (2021). Implizite Fähigkeitstheorien, akademisches Selbstkonzept und schulisches Wohlbefinden. Unterrichtswissenschaft. doi: 10.1007/s42010-021-00130-x
Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift Für Erziehungswissenschaft, 24(2), 393–418. doi: 10.1007/s11618-021-01002-x
Pelikan, E. R., Korlat, S., Reiter, J., Holzer, J., Mayerhofer, M., Schober, B., Spiel, C., Hamzallari, O., Uka, A., Chen, J., Välimäki, M., Puharić, Z., Anusionwu, K. E., Okocha, A. N., Zabrodskaja, A., Salmela-Aro, K., Käser, U., Schultze-Krumbholz, A., Wachs, S., … Lüftenegger, M. (2021). Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study. PLOS ONE, 16(10), e0257346. doi: 10.1371/journal.pone.0257346
Pelikan, E. R., Hager, K., Holzer, J., Korlat, S., Spiel, C., Schober, B., & Lüftenegger M. (2021). Emergency Distance Learning in Austria during COVID-19: Selected Findings and Implications. Digital Psychology, 2(2), 19-22. Doi: 10.24989/dp.v2i2.2018
2020
Jiménez, L., Canavan, J., Canario, A. C., Burgund Isakov, A., Holzer, J., Buciuceanu-Vrabie, M., & Özdemir, M. (2020). Evidence-informed family education and support in contemporary Europe. Contributions from the European Family Support Network. In M. de la Paz Bermúdez (Ed.), Avances en ciencias de la educación investigación y práctica (pp. 328–334). Editorial DYKINSON.
Spiel, C., Graf, D., Stempfer, L., Holzer, J., Schultes, M.-T., Brandt, L., Somoza, V., & Schober, B. (2020). Die Dritte Mission von Universitäten – Impact Assessment als Herausforderung. In I. M. Welpe, J. Strumpf-Wollersheim, N. Folger, & M. Prenzel (Hrsg.), Leistungsbewertung in wissenschaftlichen Institutionen und Universitäten. Eine mehrdimensionale Perspektive. Oldenburg: De Gruyter. doi: 10.1515/9783110689884-012
2018
Brandt, L., Holzer, J., Schober, B., Somoza, V., & Spiel, C. (2018). Die systematische Verankerung der Third Mission an Hochschulen: Der motivationspsychologische Ansatz der Universität Wien. In K. Resch, E. Gornik, & N. Tomaschek (Hrsg.), Die Lifelong Learning Universität der Zukunft: Institutionelle Standpunkte aus der wissenschaftlichen Weiterbildung. Münster: Waxmann.
Publikationen – Science to Public
Holzer, J., Grützmacher L., Ludwig, S., Lüftenegger, M., Prenzel, M., & Schober, B. (2023). Wie man Schulen in herausfordernden Lagen unterstützen kann? Empfehlungen für Projekte und Maßnahmen in Kooperation zwischen Wissenschaft, Politik und Praxis. Kurzbericht des Forschungsteams. Universität Wien. doi: 10.17605/OSF.IO/BNA8Q
Holzer, J. (2022). Beyond dichotomy – The role of multidimensionality and context-specificity in overcoming the duality of prevention and promotion. The Blue Dot, 16, 44–47. UNESCO MGIEP.
Holzer, J. (2022). Die Schule unter COVID-19-Bedingungen. Forschungsergebnisse zur Situation in Österreich und Empfehlungen für die Aufarbeitung der Pandemie in der Schule. Bildungsjournal. Magazin für Pädagogik, Kommunikation & Gesellschaft der Landwirtschaftlichen Berufs- und Fachschulen NÖ. Winter 2021/22. 4-7.
Pelikan, E., Lüftenegger, M., Fassl, F., Holzer, J., Korlat, S., Mayerhofer, M., Schober, B., & Spiel, C. (2022). Lernen während der Pandemie – Erfahrungen und Implikationen. Psychologie in Österreich, 42(4 & 5), 373–381.
Grützmacher, L., Holzer, J., Lüftenegger, M., Prenzel, M., & Schober, B. (2022). Stärken, Herausforderungen, Schwierigkeiten und Unterstützungsbedarfe von Schulen in herausfordernden Lagen. Ist-Stand-Analysen der Schulen im Projekt “100 Schulen – 1000 Chancen”. Universität Wien. doi: 10.17605/OSF.IO/BNA8Q
Holzer, J., Grützmacher, L., Lüftenegger, M., Prenzel, M., & Schober, B. (2021). 100 Schulen – 1000 Chancen. Projektleitfaden für Schulen. Universität Wien. doi. 10.17605/OSF.IO/BNA8Q
Devaney, C., Christiansen, Ø., Holzer, J., MacDonald, M., Matias, M., Piessens, A., & Salamon, E. (2021). The conceptualisation and delivery of family support in Europe: A review of academic literature. EurofamNet.
Holzer, J. & Kollmayer, M. (2021). Well-being in school during the Covid-19 pandemic. Research results from Austria and recommendations for dealing with the pandemic in schools. European School Heads Association Magazine, 4. 18-25.