Back
  1. Home
  2. Profile of Martin BRUNNER (Unilu)
Profil

BRUNNER Martin

University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS)

Main Referenced Co-authors
MARTIN, Romain  (48)
KELLER, Ulrich  (35)
REICHERT, Monique  (30)
Boehm, Bettina (19)
FISCHBACH, Antoine  (18)
Main Referenced Keywords
Addition (2); Arithmetic problem solving (2); Bilingualism (2); Negative affect (2); Positive affect (2);
Main Referenced Disciplines
Education & instruction (49)
Theoretical & cognitive psychology (25)
Neurosciences & behavior (5)
Social & behavioral sciences, psychology: Multidisciplinary, general & others (5)
Social, industrial & organizational psychology (3)

Publications (total 62)

The most downloaded
273 downloads
HORNUNG, C., SCHILTZ, C., BRUNNER, M., & MARTIN, R. (01 April 2014). Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence. Frontiers in Psychology, 5, 1-17. doi:10.3389/fpsyg.2014.00272 https://hdl.handle.net/10993/16913

The most cited

127 citations (Scopus®)

BRUNNER, M., KELLER, U., DIERENDONCK, C., REICHERT, M., UGEN, S., FISCHBACH, A., & MARTIN, R. (2010). The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102 (4), 964-981. doi:10.1037/a0019644 https://hdl.handle.net/10993/1231

Schmidt, I., BRUNNER, M., Keller, L., Scherrer, V., WOLLSCHLÄGER, R., BAUDSON, T. G., & Preckel, F. (2017). Profile formation of academic self-concept in elementary school students in grades 1 to 4. PLoS ONE, 12 (5), 0177854. doi:10.1371/journal.pone.0177854
Peer Reviewed verified by ORBi

Nagy, G., BRUNNER, M., Lüdtke, O., & GREIFF, S. (2016). Extension procedures for confirmatory factor analysis. Journal of Experimental Education, 85, 574-596. doi:10.1080/00220973.2016.1260524
Peer Reviewed verified by ORBi

VAN RINSVELD, A., BRUNNER, M., Landerl, K., SCHILTZ, C., & UGEN, S. (March 2015). The relation between language and arithmetic in bilinguals: insights from different stages of language acquisition. Frontiers in Psychology, 6, 265. doi:10.3389/fpsyg.2015.00265
Peer Reviewed verified by ORBi

HORNUNG, C., SCHILTZ, C., BRUNNER, M., & MARTIN, R. (01 April 2014). Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence. Frontiers in Psychology, 5, 1-17. doi:10.3389/fpsyg.2014.00272
Peer Reviewed verified by ORBi

REICHERT, M., BRUNNER, M., & MARTIN, R. (2014). Do test takers with different language backgrounds take the same C-test? The effect of native language on the validity of C-tests. In R. Grotjahn (Ed.), Der C-Test: Aktuelle Tendenzen/The C-Test: current trends (pp. 109-135). Frankfurt/Main, Germany: Peter Lang.

NIEPEL, C., BRUNNER, M., & Preckel, F. (2014). Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school students. Contemporary Educational Psychology, 39, 301-313. doi:10.1016/j.cedpsych.2014.07.002
Peer reviewed

NIEPEL, C., BRUNNER, M., & Preckel, F. (2014). The Longitudinal Interplay of Students’ Academic Self-Concepts and Achievements Within and Across Domains: Replicating and Extending the Reciprocal Internal/External Frame of Reference Model. Journal of Educational Psychology, 106 (4), 1170-1191. doi:10.1037/a0036307
Peer Reviewed verified by ORBi

WEINERTH, K., KOENIG, V., BRUNNER, M., & MARTIN, R. (2014). Concept maps: A useful and usable tool for computer-based knowledge assessment? A literature review with a focus on usability. Computers and Education, 78, 201-209. doi:10.1016/j.compedu.2014.06.002
Peer reviewed

FISCHBACH, A., Baudson, T. G., Preckel, F., MARTIN, R., & BRUNNER, M. (September 2013). Lehrerurteile sagen Lebensläufe voraus [Paper presentation]. 14. Fachgruppentagung Pädagogische Psychologie der DGPs, Hildesheim, Germany.

REICHERT, M., BRUNNER, M., & MARTIN, R. (28 August 2013). How well does ‚general language proficiency’ explain language test performance? [Paper presentation]. 15th Biennal EARLI Conference, Munich, Germany.

VAN RINSVELD, A., BRUNNER, M., Landerl, K., SCHILTZ, C., & UGEN, S. (May 2013). The influence of language on exact additions in bilinguals [Paper presentation]. Belgian Association for Psychology annual meeting, Louvain-la-Neuve, Belgium.

VAN RINSVELD, A., BRUNNER, M., Landerl, K., SCHILTZ, C., & UGEN, S. (April 2013). The influence of language on exact additions in bilingual adults [Poster presentation]. 20th meeting of the Cognitive Neuroscience Society, San Francisco, United States.

VAN RINSVELD, A., BRUNNER, M., Landerl, K., SCHILTZ, C., & UGEN, S. (March 2013). The influence of language on exact additions in bilingual pupils and adults [Poster presentation]. 5th annual expert meeting on mathematical thinking and learning of the Netherlands, Belgium, and Luxembourg, Luxembourg.

WRULICH, M., BRUNNER, M., Stadler, G., SCHALKE, D., KELLER, U., Chmiel, M., & MARTIN, R. (2013). Childhood intelligence and adult health: The mediating roles of education and socioeconomic status. Intelligence, 41 (5), 490-500. doi:10.1016/j.intell.2013.06.015
Peer reviewed

FISCHBACH, A., BAUDSON, T. G., Preckel, F., MARTIN, R., & BRUNNER, M. (2013). Do teacher judgments of student intelligence predict life outcomes? Learning and Individual Differences, 27, 109–119. doi:10.1016/j.lindif.2013.07.004
Peer reviewed

FISCHBACH, A., KELLER, U., Preckel, F., & BRUNNER, M. (2013). PISA proficiency scores predict educational outcomes. Learning and Individual Differences, 24, 63-72. doi:10.1016/j.lindif.2012.10.012
Peer reviewed

MARTIN, R., UGEN, S., FISCHBACH, A., MULLER, C., & BRUNNER, M. (2012). Schlussfolgerungen. In R. MARTIN & M. Brunner (Eds.), Épreuves Standardisées. Nationaler Bericht 2011‐2012 (pp. 98-118). Luxembourg: University of Luxembourg, EMACS.

MULLER, C., REICHERT, M., UGEN, S., KELLER, U., & BRUNNER, M. (2012). Befunde zum Migrationshintergrund und zum sozio-ökonomischen Familienhintergrund. In R. Martin & M. Brunner (Eds.), Épreuves Standardisées. Nationaler Bericht 2011-2012 (pp. 54-87). Luxembourg: University of Luxembourg, EMACS.

MARTIN, R., & BRUNNER, M. (Eds.). (2012). Épreuves Standardisées. Nationaler Bericht 2011‐2012. Luxembourg: University of Luxembourg, EMACS.

BRUNNER, M., FISCHBACH, A., REICHERT, M., UGEN, S., DIERENDONCK, C., KELLER, U., & MARTIN, R. (2012). Épreuves Standardisées: Ziele und methodische Grundlagen. In R. MARTIN & M. Brunner (Eds.), Épreuves Standardisées. Nationaler Bericht 2011‐2012 (pp. 4-35). Luxembourg: University of Luxembourg, EMACS.

FISCHBACH, A., BRUNNER, M., LORPHELIN, D., DIERENDONCK, C., & MARTIN, R. (2012). Allgemeine Befunde zum Luxemburgischen Schulwesen. In R. MARTIN & M. Brunner (Eds.), Épreuves Standardisées. Nationaler Bericht 2011‐2012 (pp. 36–53). Luxembourg: University of Luxembourg, EMACS.

CHMIEL, M., BRUNNER, M., KELLER, U., SCHALKE, D., WRULICH, M., & MARTIN, R. (2012). Does Childhood General Cognitive Ability at Age 12 Predict Subjective Well-Being at Age 52? Journal of Research in Personality, 46, 627-631. doi:10.1016/j.jrp.2012.06.006
Peer reviewed

CHMIEL, M., BRUNNER, M., MARTIN, R., & SCHALKE, D. (2012). Revisiting the Structure of Subjective Well-Being in Middle-Aged Adults. Social Indicators Research, 106, 109-116. doi:10.1007/s11205-011-9796-7
Peer reviewed

SONNLEITNER, P., BRUNNER, M., KELLER, U., GREIFF, S., Funke, J., MARTIN, R., Latour, T., Hazotte, C., & Mayer, H. (26 September 2011). Genetics Lab: Intelligenzdiagnostik durch computerbasierte Problemlöseszenarien: Konstruktvalidität, Testmotivation und der Mehrwert von Prozessmaßen [Paper presentation]. 11th Conference of the DPPD, Saarbrücken, Germany.

HORNUNG, C., BRUNNER, M., REUTER, R., & MARTIN, R. (24 August 2011). Working memory in 5-to-7 year-old children: Its structure and relationship to fluid intelligence [Paper presentation]. 15th European Conference in Developmental Psychology, Bergen, Norway.

UGEN, S., BRUNNER, M., FISCHBACH, A., KELLER, U., REICHERT, M., DIERENDONCK, C., Artelt, C., & MARTIN, R. (July 2011). Reading comprehension strategies of biliterate students in German and French [Paper presentation]. 18th Annual SSSR Meeting, St. Pete Beach, Florida, United States.

SONNLEITNER, P., BRUNNER, M., KELLER, U., GREIFF, S., Funke, J., MARTIN, R., Latour, T., Hazotte, C., & Mayer, H. (27 April 2011). The Genetics Lab: On the usability and psychometric properties of a newly developed microworld to assess Complex Problem Solving in student samples [Paper presentation]. 3rd Szeged Workshop on Educational Evaluation, Hungary.

BRUNNER, M., & FISCHBACH, A. (March 2011). Länderbericht Luxemburg: Épreuves Standardisées [Paper presentation]. DACHL‐Treffen, Rapperswil, Switzerland.

KERGER, S., MARTIN, R., & BRUNNER, M. (2011). How can we enhance girl’s interest in scientific topics? British Journal of Educational Psychology, 81 (4), 606-628. doi:10.1111/j.2044-8279.2011.02019.x
Peer Reviewed verified by ORBi

HORNUNG, C., BRUNNER, M., REUTER, R., & MARTIN, R. (2011). Children's working memory: Its structure and relationship to fluid intelligence. Intelligence, 39 (4), 210-221. doi:10.1016/j.intell.2011.03.002
Peer reviewed

REICHERT, M., UGEN, S., FISCHBACH, A., KELLER, U., & BRUNNER, M. (September 2010). Evaluation von Plurilingualität in einer multilingualen Gesellschaft: bloße Herausforderung und/oder Chance? [Paper presentation]. 3. Bundeskongress des GMF, Augsburg, Germany.

BRUNNER, M., KELLER, U., DIERENDONCK, C., REICHERT, M., FISCHBACH, A., UGEN, S., & MARTIN, R. (September 2010). Ein neues Strukturmodell akademischer Selbstkonzepte: Das nested Marsh/Shavelson Modell [Paper presentation]. 47. Kongress der Deutschen Gesellschaft für Psychologie, Bremen, Germany.

UGEN, S., BRUNNER, M., DIERENDONCK, C., FISCHBACH, A., REICHERT, M., KELLER, U., Boehm, B., & MARTIN, R. (2010). Kompetenzerwerb in Bezug auf das kulturelle und sozio‐ökonomische Umfeld. In SCRIPT & EMACS (Eds.), PISA 2009. Nationaler Bericht Luxemburg (pp. 41-54). Luxembourg, Unknown/unspecified: MENFP.

KELLER, U., REICHERT, M., BRUNNER, M., FISCHBACH, A., DIERENDONCK, C., Boehm, B., & MARTIN, R. (2010). Unterschiede zwischen Schulformen und Schulen. In SCRIPT & EMACS (Eds.), PISA 2009. Nationaler Bericht Luxemburg (pp. 65-77). Luxembourg, Unknown/unspecified: MENFP.

Boehm, B., BRUNNER, M., DIERENDONCK, C., FISCHBACH, A., KELLER, U., MARTIN, R., REICHERT, M., UGEN, S., & Lanners, M. (2010). Luxemburger Schülerinnen und Schüler im internationalen Vergleich. In SCRIPT & EMACS (Eds.), PISA 2009. Nationaler Bericht Luxemburg (pp. 29-40). Luxembourg, Unknown/unspecified: MENFP.

FISCHBACH, A., & BRUNNER, M. (2010). Schulische Entwicklung. In SCRIPT & EMACS (Eds.), PISA 2009. Nationaler Bericht Luxemburg (pp. 93-103). Luxembourg, Unknown/unspecified: MENFP.

BRUNNER, M., UGEN, S., DIERENDONCK, C., FISCHBACH, A., KELLER, U., REICHERT, M., Boehm, B., & MARTIN, R. (2010). Jungen und Mädchen. In SCRIPT & EMACS (Eds.), PISA 2009. Nationaler Bericht Luxemburg (pp. 55-64). Luxembourg, Unknown/unspecified: MENFP.

Boehm, B., BRUNNER, M., DIERENDONCK, C., FISCHBACH, A., KELLER, U., MARTIN, R., REICHERT, M., & UGEN, S. (2010). Zusammenfassung der Ergebnisse von PISA 2009. In SCRIPT & EMACS (Eds.), PISA 2009. Nationaler Bericht Luxemburg (pp. 105-106). Luxembourg, Unknown/unspecified: MENFP.

BRUNNER, M., KELLER, U., DIERENDONCK, C., REICHERT, M., UGEN, S., FISCHBACH, A., & MARTIN, R. (2010). The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102 (4), 964-981. doi:10.1037/a0019644
Peer Reviewed verified by ORBi

SONNLEITNER, P., GREIFF, S., BRUNNER, M., KELLER, U., MARTIN, R., Latour, T., & Funke, J. (06 September 2009). COGSIM. Measuring general cognitive ability using computer-based complex problem solving scenarios [Paper presentation]. Invited Symposium, Walferdange, Luxembourg.

FISCHBACH, A., & BRUNNER, M. (September 2009). Länderbericht Luxemburg: Weiterentwicklung der standardisierten Tests [Paper presentation]. DACHL‐Treffen, Luxembourg, Luxembourg.

BRUNNER, M., KELLER, U., HORNUNG, C., REICHERT, M., & MARTIN, R. (2009). The cross-cultural generalizability of a new structural model of academic self-concepts. Learning and Individual Differences, 19, 387-403. doi:10.1016/j.lindif.2008.11.008
Peer reviewed

WANTZ, M., BRUNNER, M., MARTIN, R., & SCHILTZ, C. (04 September 2008). Gender and mathematical competencies!? [Paper presentation]. Eighteenth European Conference on the Quality of Early Childhood Education: Reconsidering the Basics in Early Childhood Education, Stavanger, Norway.

KELLER, U., BRUNNER, M., MARTIN, R., & Schietz, C. (2008). A nation-wide, computer-based school monitoring program. International Journal of Psychology, 43 (3/4), 860-862.

KELLER, U., MARTIN, R., REICHERT, M., BRUNNER, M., & BUSANA, G. (2008). A Nation-Wide Computer-based School Monitoring Program. International Journal of Psychology, 43, 104.
Peer reviewed

BURTON, R., REICHERT, M., BRUNNER, M., KELLER, U., Böhm, B., & MARTIN, R. (2007). Lieu de naissance et statut socio-économique des élèves. In B. Boehm, M. Brunner, R. BURTON, T. Faber, U. KELLER, M. Lanners, ... R. MARTIN (Eds.), Résultats de l’étude PISA 2006. Luxembourg, Luxembourg: MENFP.

Bertemes, J., Blanke, I., Boehm, B., BRUNNER, M., BURTON, R., FABER, T., KELLER, U., Lanners, M., MARTIN, R., REICHERT, M., Ries, E., & Schock, C. (2007). Résultats de l’étude PISA 2006.

KELLER, U., BRUNNER, M., MARTIN, R., REICHERT, M., & KERGER, S. (2007). Erste Schritte zu einem Bildungsmonitoring in Luxemburg: Ergebnisse der Erhebungen im September 2005 und Juli 2006. Luxembourg, Luxembourg: University of Luxembourg & MENFP.

Bertemes, J., Blanke, I., Boehm, B., BRUNNER, M., BURTON, R., FABER, T., KELLER, U., Lanners, M., MARTIN, R., REICHERT, M., Ries, E., & Schock, C. (2007). PISA 2006. In Rapport National Luxembourg. Ministère de l'Éducation nationale et de la Formation professionelle, SCRIPT & Université du Luxembourg, Unité de Recherche EMACS.

BURTON, R., REICHERT, M., BRUNNER, M., KELLER, U., Boehm, B., & MARTIN, R. (2007). Lieu de naissance et statut socio-économique des élèves PISA 2006. In Rapport National Luxembourg (pp. 31-44). Ministère de l'Éducation nationale et de la Formation professionelle, SCRIPT & Université du Luxembourg, Unité de Recherche EMACS.

MARTIN, R., BRUNNER, M., KELLER, U., REICHERT, M., BURTON, R., & Boehm, B. (2007). Comment fontionne le système scolaire luxembourgeois? PISA 2006. In Rapport National Luxembourg (pp. 71-74). Ministère de l'Éducation nationale et de la Formation professionelle, SCRIPT & Université du Luxembourg, Unité de Recherche EMACS.

KELLER, U., REICHERT, M., BURTON, R., BRUNNER, M., Boehm, B., & MARTIN, R. (2007). Unterschiede zwischen Schulformen und Schulen PISA 2006. In Nationaler Bericht Luxemburg. Ministerium für Erziehung und Berufsausbildung, SCRIPT & Universität Luxemburg, Forschungseinheit EMACS.

MARTIN, R., BRUNNER, M., KELLER, U., REICHERT, M., BURTON, R., & Boehm, B. (2007). Wie funktioniert das luxemburgische Schulsystem? Pisa 2006. In Nationaler Bericht Luxemburg. Ministère de l' Education nationale et de la Formation professionnelle Université du Luxembourg.

BRUNNER, M., KELLER, U., BURTON, R., REICHERT, M., Boehm, B., & MARTIN, R. (2007). Jungen und Mädchen PISA 2006. In Nationaler Bericht Luxemburg. Ministerium für Erziehung und Berufsausbildung, SCRIPT & Universität Luxemburg, Forschungseinheit EMACS.

Boehm, B., BRUNNER, M., Blanke, I., MARTIN, R., & Lanners, M. (2007). PISA: Ziele der Studie und methodische Grundlagen PISA 2006. In Nationaler Bericht Luxemburg. Ministerium für Erziehung und Berufsausbildung, SCRIPT & Universität Luxemburg, Forschungseinheit EMACS.

Boehm, B., BRUNNER, M., Ries, E., Schock, C., KELLER, U., REICHERT, M., BURTON, R., & MARTIN, R. (2007). Les élèves du Luxembourg par rapport à la moyenne internationale PISA 2006. In Rapport National Luxembourg (pp. 21-29). Ministère de l'Éducation nationale et de la Formation professionelle, SCRIPT & Université du Luxembourg, Unité de Recherche EMACS.

Boehm, B., BRUNNER, M., Ries, E., Schock, C., KELLER, U., REICHERT, M., BURTON, R., & MARTIN, R. (2007). Luxemburger Schülerinnen und Schüler im internationalen Vergleich PISA 2006. In Nationaler Bericht Luxemburg (pp. 21-29). Ministerium für Erziehung und Berufsausbildung, SCRIPT & Universität Luxemburg, Forschungseinheit EMACS.

KELLER, U., REICHERT, M., BURTON, R., BRUNNER, M., Boehm, B., & MARTIN, R. (2007). Différences observées selon le type d'enseignement et l'établissement fréquenté PISA 2006. In Rapport National Luxembourg (pp. 55-69). Ministère de l'Éducation nationale et de la Formation professionelle, SCRIPT & Université du Luxembourg, Unité de Recherche EMACS.

BURTON, R., REICHERT, M., BRUNNER, M., KELLER, U., Boehm, B., & MARTIN, R. (2007). Migrationshintergrund und sozio-ökonomischer Status der Schülerinnen und Schüler PISA 2006. In Nationaler Bericht Luxemburg (pp. 31-45). Ministerium für Erziehung und Berufsausbildung, SCRIPT & Universität Luxemburg, Forschungseinheit EMACS.

MARTIN, R., BRUNNER, M., KELLER, U., REICHERT, M., BURTON, R., & Boehm, B. (2007). Wie funktioniert das Luxemburger Schulsystem? PISA 2006. In Nationaler Bericht Luxemburg (pp. 73-76). Ministerium für Erziehung und Berufsausbildung, SCRIPT & Universität Luxemburg, Forschungseinheit EMACS.

BRUNNER, M., KELLER, U., BURTON, R., REICHERT, M., Boehm, B., & MARTIN, R. (2007). Garçons et filles PISA 2006. In Rapport National Luxembourg (pp. 45-53). Ministère de l'Éducation nationale et de la Formation professionelle, SCRIPT & Université du Luxembourg, Unité de Recherche EMACS.

Boehm, B., BRUNNER, M., Blanke, I., MARTIN, R., & Lanners, M. (2007). PISA: Objectifs de l'enquête et fondements méthodologiques PISA 2006. In Rapport National Luxembourg (pp. 9-19). Ministère de l'Éducation nationale et de la Formation professionelle, SCRIPT & Université du Luxembourg, Unité de Recherche EMACS.

Contact ORBilu