Profil

GLOCK Sabine

Main Referenced Co-authors
KROLAK-SCHWERDT, Sabine  (38)
PIT-TEN CATE, Ineke  (30)
BÖHMER, Matthias  (13)
KLAPPROTH, Florian  (11)
Kneer, Julia (10)
Main Referenced Keywords
implicit attitudes (7); accuracy (6); smoking (6); attitudes (4); social judgment formation (4);
Main Referenced Unit & Research Centers
Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) (1)
Main Referenced Disciplines
Social, industrial & organizational psychology (35)
Education & instruction (29)
Social & behavioral sciences, psychology: Multidisciplinary, general & others (16)
Public health, health care sciences & services (2)
Sociology & social sciences (2)

Publications (total 68)

The most downloaded
866 downloads
Krolak-Schwerdt, S., Pit-Ten Cate, I., Glock, S., & Klapproth, F. (2015). Der Übergang vom Primar- zum Sekundarschulbereich: Übergangsentscheidungen von Lehrkräften. In T. Lenz & J. Bertemes (Eds.), Bildungsbericht Luxembourg 2015 Band 2:Analysen und Befunde (pp. 57-62). Luxembourg, Luxembourg: MENJE/SCRIPT & University of Luxembourg. https://hdl.handle.net/10993/21252

The most cited

117 citations (WOS)

Glock, S., & Krolak-Schwerdt, S. (2013). Does nationality matter? The impact of expectations on student teachers’ judgments. Social Psychology of Education, 16, 111-127. doi:10.1007/s11218-012-9197-z https://hdl.handle.net/10993/7663

Müller, B., Ritter, S., Glock, S., Dijksterhuis, A., Engels, R., & van Baaren, R. (In press). Smoking related warning messages formulated as questions positively influence short-term smoking behaviour. Journal of Health Psychology. doi:10.1177/1359105314522083
Peer reviewed

Pit-Ten Cate, I., & Glock, S. (01 February 2023). Teachers´ stereotypical beliefs and expectations: A systematic review of studies focusing on intersectionality of students’ gender and ethnicity [Paper presentation]. 14th Educational Psychology Forum, Christchurch, New Zealand.

Glock, S., & Pit-Ten Cate, I. (09 March 2022). Stereotypbasierte Erwartungen und Lehrer*innenverhalten: Auswirkungen eines diagnostischen Etiketts auf die Klassenführung und die Beziehung zwischen Lehrperson und Schüler*innen [Paper presentation]. 9. GEBF Tagung, Bamberg (online), Germany.

Glock, S., & Pit-Ten Cate, I. (February 2021). What´s in a diagnosis: The Effect of Externalizing and Internalizing Students´ Behaviour on Pre-service Teachers' Classroom Management and Interaction Strategies. British Journal of Educational Psychology, 91 (4), 1185-1201. doi:10.1111/bjep.12412
Peer reviewed

Pit-Ten Cate, I., Hörstermann, T., Krolak-Schwerdt, S., Gräsel, C., Böhmer, I., & Glock, S. (19 July 2020). Teachers’ information processing and judgement accuracy: effects of information consistency and accountability. European Journal of Psychology of Education, 35 (3), 675-702. doi:10.1007/s10212-019-00436-6
Peer reviewed

Pit-Ten Cate, I., & Glock, S. (2019). Teachers' Implicit Attitudes Toward Students From Different Social Groups: A Meta-Analysis. Frontiers in Psychology. doi:10.3389/fpsyg.2019.02832
Peer Reviewed verified by ORBi

Glock, S., Kovacs, C., & Pit-Ten Cate, I. (26 November 2019). Teacher Attitudes towards Ethnic Minority Students: Effects of Schools´ Cultural Diversity. British Journal of Educational Psychology, 89, 616–634. doi:10.1111/bjep.12248
Peer reviewed

Pit-Ten Cate, I., & Glock, S. (February 2019). Teachers´ Attitudes toward Students with High- and Low-Educated Parents [Paper presentation]. GEBF 2019: Lehren und Lernen in Bildungsinstitutionen, Cologne, Germany.

Glock, S., & Pit-Ten Cate, I. (2019). Smoking, Implicit Attitudes, and Context-Sensitivity: An Overview. In Substance Abuse and Addiction: : Breakthroughs in Research and Practice (pp. 82-105). Hershey, PA, United States: IGI Global. doi:10.4018/978-1-5225-7666-2.ch004
Peer reviewed

Pit-Ten Cate, I., & Glock, S. (2018). Teacher expectations concerning students with immigrant background or special educational needs. Educational Research and Evaluation. doi:10.1080/13803611.2018.1550839
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., & Glock, S. (20 November 2018). Teacher expectations concerning students with immigrant background or special educational needs [Paper presentation]. 11th Educational Psychology Forum.

Pit-Ten Cate, I., & Glock, S. (09 March 2018). Teachers´ Attitudes toward Students with High- and Low-Educated Parents. Social Psychology of Education, 21 (3), 725-742. doi:10.1007/s11218-018-9436-z
Peer reviewed

Pit-Ten Cate, I., Krolak-Schwerdt, S., Hörstermann, T., & Glock, S. (30 August 2017). Intervention strategies to improve the quality of teachers´ judgments: Changes in the accuracy of teachers´ transition decisions [Paper presentation]. EARLI, Tampere, Finland.

Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (2016). Accuracy of teachers’ tracking decisions: Short- and long-term effects of accountability. European Journal of Psychology of Education, 31 (2), 225-243. doi:10.1007/s10212-015-0259-4
Peer reviewed

Pit-Ten Cate, I., Hörstermann, T., Krolak-Schwerdt, S., & Glock, S. (2016). Bestimmung der Qualität der Übergangsentscheidung: Prädiktive Validität eines Kriteriums [Paper presentation]. 50th Kongress der deutschen Gesellschaft für Psychologie (DGPs), Leipzig, Germany.

Hörstermann, T., Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (2016). Primacy effects in attention, recall and judgment patterns of simultaneously presented student information: Evidence from an eye-tracking study. In G. Hughes (Ed.), Student Achievement: Perspectives, Assessment and Improvement Strategies (pp. 1-28). Hauppage, NY, United States: NOVA.
Peer reviewed

Pit-Ten Cate, I., Krolak-Schwerdt, S., Hörstermann, T., & Glock, S. (2016). Theoretical knowledge and formal decision rules: Can we reduce bias in orientation decisions? [Paper presentation]. 4. Tagung der Gesellschaft für empirische Bildungsforschung, Berlin, Germany.

Markova, M., Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (2015). Preservice teachers' attitudes toward inclusion and toward students with special educational needs from different ethnic backgrounds. Journal of Experimental Education. doi:10.1080/00220973.2015.1055317
Peer Reviewed verified by ORBi

Glock, S., Krolak-Schwerdt, S., & Pit-Ten Cate, I. (June 2015). Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory. European Journal of Psychology of Education, 30 (2), 169-188. doi:10.1007/s10212-014-0237-2
Peer reviewed

Krolak-Schwerdt, S., Pit-Ten Cate, I., Glock, S., & Klapproth, F. (2015). Der Übergang vom Primar- zum Sekundarschulbereich: Übergangsentscheidungen von Lehrkräften. In T. Lenz & J. Bertemes (Eds.), Bildungsbericht Luxembourg 2015 Band 2:Analysen und Befunde (pp. 57-62). Luxembourg, Luxembourg: MENJE/SCRIPT & University of Luxembourg.

Markova, M., Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (2015). Das habe ich noch nie versucht, also bin ich völlig sicher dass ich es schaffe!: Selbstwirksamkeit und wahrgenommene Kompetenz von Lehramtstudierenden im Umgang mit Schülern mit sonderpädagogischem Förderbedarf [Paper presentation]. 3. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Bochum, Germany.

Pit-Ten Cate, I., Krolak-Schwerdt, S., Hörstermann, T., & Glock, S. (2015). Assessing teachers´diagnostic competence: Predictive validity and application of a criterion to judge the accuracy of transition decisions [Paper presentation]. European Conference on Educational Research, Budapest, Hungary.

Pit-Ten Cate, I., Krolak-Schwerdt, S., Glock, S., & Markova, M. (2014). Improving teachers' judgments: Obtaining change through cognitive processes. In S. Krolak-Schwerdt, S. Glock, ... M. Böhmer (Eds.), Teachers' professional development: Assessment, training, & learning (pp. 45-61). Rotterdam, Netherlands: Sense.
Peer reviewed

Krolak-Schwerdt, S., Glock, S., & Böhmer, M. (2014). Introduction. In S. Krolak-Schwerdt, S. Glock, ... M. Böhmer (Eds.), Teachers' Professional Development: Assessment, Training, and Learning (pp. 1-4). Rotterdam, Netherlands: Sense.

Krolak-Schwerdt, S., Glock, S., & Böhmer, M. (Eds.). (2014). Teachers' Professional Development: Assessment, Training, and Learning. Rotterdam, Netherlands: Sense. doi:10.1007/978-94-6209-536-6

Krolak-Schwerdt, S., Glock, S., & Böhmer, M. (2014). Diagnostische Kompetenz von Lehrkräften in der schulischen Leistungsbeurteilung. In G. Steffgen, G. Michaux, ... D. Ferring (Eds.), Psychologie in Luxemburg - Ein Handbuch (pp. 234-240). Luxemburg, Unknown/unspecified: Editions Guy Binsfeld.

Markova, M., Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (2014). Preservice teachers implicit and explicit attitudes and judgments of students with secial educational needs from different backgrounds [Poster presentation]. 24. Tagung der <deutsche Gesellschaft für Erziehungswissenschaften, Berlin, Germany.

Glock, S., Hörstermann, T., Krolak-Schwerdt, S., & Pit-Ten Cate, I. (2014). Noten oder sozialer Hintergrund? Der erste Eindrück beeinflusst das gedächtnis für Schülerinformationen und die Genauigkeit des Urteils [Paper presentation]. 2. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Frankfurt, Germany.

Markova, M., Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (2014). Effects of preservice teachers´ self-efficacy and perceived competence on their pedagogical actions concerning students with special educational needs [Paper presentation]. European Conference on Educational Research-ERC, Porto, Portugal.

Glock, S., & Pit-Ten Cate, I. (2014). Smoking, implicit attitudes, and context-sensitivity: An Overview. In Z. Jin (Ed.), Exploring implicit cognition: Learning, memory, and social-cognitive processes (pp. 152-173). Hershey, PA, United States: IGI Global. doi:10.4018/978-1-4666-6599-6.CH007
Peer reviewed

Glock, S., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (September 2013). Der Einfluss der Verantwortung auf die Genauigkeit und Unverzerrtheit von Lehrerurteilen am Beispiel der Schullaufbahneompfehlung: Unmittelbare und langfristige Effekte [Paper presentation]. 14 Fachgruppentagung Pädagogische Psychologie, Hildesheim, Germany.

Kovacs, C., Glock, S., Krolak-Schwerdt, S., & Karbach, J. (August 2013). The role of explicit and implicit attitudes toward minorities in judgment and behavior [Paper presentation]. 15th Biennial EARLI Conference for Research on Learning and Instruction.

Glock, S., & Kovacs, C. (2013). Educational psychology: Using insights from implicit attitudes measures. Educational Psychology Review, 25, 503-522. doi:10.1007/s10648-013-9241-3
Peer reviewed

Kneer, J., & Glock, S. (2013). Escaping in digital games: The relationship between playing motives and addictive tendencies in males. Computers in Human Behavior, 29, 1415-1420. doi:10.1016/j.chb.2013.01.030
Peer reviewed

Glock, S., Kneer, J., & Kovacs, C. (2013). Student teachers’ implicit attitudes toward students with and without immigration background: A pilot study. Studies in Educational Evaluation, 39, 204-210. doi:10.1016/j.stueduc.2013.09.003
Peer Reviewed verified by ORBi

Glock, S., Ritter, S., & Müller, B. (2013). Gute Absicht, kein Erfolg? Intendierte und nichtintendierte Wirkungen von Warnhinweisen auf Zigarettenschachteln. In C. Rossmann & M. R. Hastall (Eds.), Medien und Gesundheitskommunikation: Befunde, Entwicklungen und Herausforderungen (pp. 167-182). Badeb-Baden, Germany: Nomos.
Peer reviewed

Unz, D., Glock, S., & Kovacs, C. (2013). „Bitte ein….“: Der Einfluss von Alkoholwerbung auf Einstellungen und Verhalten. In C. Rossmann & M. R. Hastall (Eds.), Medien und Gesundheitskommunikation: Befunde, Entwicklungen und Herausforderungen (pp. 81-96). Baden-Baden, Germany: Nomos.
Peer reviewed

Klapproth, F., Glock, S., Krolak-Schwerdt, S., Martin, R., & Böhmer, M. (2013). Prädiktoren der Sekundarschulempfehlung in Luxemburg: Ergebnisse einer Large-Scale-Untersuchung. Zeitschrift für Erziehungswissenschaft, 16, 355-379. doi:10.1007/s11618-013-0340-1
Peer Reviewed verified by ORBi

Glock, S., Krolak-Schwerdt, S., Klapproth, F., & Böhmer, M. (2013). Beyond judgment bias: How students' ethnicity and academic profile consistency influence teachers' tracking judgments. Social Psychology of Education, 16, 555-573. doi:10.1007/s11218-013-9227-5
Peer reviewed

Glock, S., Kovacs, C., & Unz, D. (2013). Implicit attitudes toward smoking: How the smell of cigarettes influences college-age smokers and non-smokers. Journal of Health Psychology, 1-13. doi:10.1177/1359105313476974
Peer Reviewed verified by ORBi

Glock, S., Müller, B. C. N., & Ritter, S. (2013). Warning labels formulated as questions positively influence smoking related risk perception. Journal of Health Psychology, 18, 252-262. doi:10.1177/1359105312439734
Peer Reviewed verified by ORBi

Glock, S., Ritter, S., Engels, R. C. M. E., Dijksterhuis, A., van Baaren, R., & Müller, B. (2013). "Smoking kills” vs. “Smoking makes restless”: Effectiveness of different warning labels on smoking behavior. Psychology and Behavioral Sciences, 2, 181-187. doi:10.11648/j.pbs.20130205.12
Peer reviewed

Glock, S., Krolak-Schwerdt, S., Klapproth, F., & Böhmer, M. (2013). Prädiktoren der Schullaufbahnempfehlung für die Schulzweige des Sekundarbereichs I. Pädagogische Rundschau, 67, 349-367.
Peer reviewed

Pit-Ten Cate, I., Markova, M., Krolak-Schwerdt, S., & Glock, S. (January 2013). Précision de l´avis d´orientation: une analyse de l´effet de la responsabilité [Paper presentation]. colloque de l´ADMEE Europe, Fribourg, Switzerland.

Glock, S., & Krolak-Schwerdt, S. (2013). Does nationality matter? The impact of expectations on student teachers’ judgments. Social Psychology of Education, 16, 111-127. doi:10.1007/s11218-012-9197-z
Peer reviewed

Glock, S., Müller, B. C. N., & Krolak-Schwerdt, S. (2013). Implicit associations and compensatory health beliefs in smokers: Exploring their role of behaviour and their change through warning labels. British Journal of Health Psychology, 18, 814-826. doi:10.1111/bjhp.12023
Peer Reviewed verified by ORBi

Glock, S., & Krolak-Schwerdt, S. (2013). Changing outcome expectancies, drinking intentions, and implicit attitudes towards alcohol: A comparison of positive expectancy-related and health-related alcohol warning labels. Applied Psychology: Health and Well-Being, 5, 332-347. doi:10.1111/aphw.12013
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., Krolak-Schwerdt, S., Hörstermann, T., & Glock, S. (2013). Better decisions through science - changing decision making processes by applying formal decision rules [Paper presentation]. EARLI Conference on Research on Learning and Instruction, Munich, Germany.

Süssenbach, P., Niemeier, S., & Glock, S. (2013). Effects of and Attention to Graphic Warning Labels on Cigarette Packages. Psychology and Health, 28, 1192-1206. doi:10.1080/08870446.2013.799161
Peer Reviewed verified by ORBi

Klapproth, F., Krolak-Schwerdt, S., Glock, S., Böhmer, M., & Martin, R. (2013). Die prognostische Validität der Sekundarschulempfehlung in Luxemburg: Eine Gegenüberstellung von Verbleibsquoten und Leistungsdaten. Schweizerische Zeitschrift für Bildungswissenschaften, 35, 319-345.
Peer reviewed

Pit-Ten Cate, I., Krolak-Schwerdt, S., Glock, S., & Markova, M. (September 2012). Orientation decisions concerning the transition from primary to secondary school: the affect of accountability [Paper presentation]. European conference on educational research (ECER), Cadiz, Spain.

Glock, S., Krolak-Schwerdt, S., Klapproth, F., & Böhmer, M. (2012). Improving teachers’ judgments: Accountability affects teachers’ tracking decisions. International Journal of Technology and Inclusive Education, 1, 89-98.
Peer Reviewed verified by ORBi

Klapproth, F., Glock, S., Böhmer, M., Krolak-Schwerdt, S., & Martin, R. (2012). Do social variables affect school placement decisions in Luxembourg? In C. A. Shoniregun & G. A. Akmayeva (Eds.), Ireland International Conference on Education - IIEC 2012 proceedings (pp. 163-168). Basildon, United Kingdom: Infonomics Society.
Peer reviewed

Kneer, J., Glock, S., Beskes, S., & Bente, G. (2012). Are digital games perceived as fun or danger? Supporting and suppressing different game-related concepts. Cyberpsychology, Behavior, and Social Networking, 15, 604-609. doi:10.1089/cyber.2012.0171
Peer Reviewed verified by ORBi

Klapproth, F., Glock, S., Böhmer, M., Krolak-Schwerdt, S., & Martin, R. (2012). School placement decisions in Luxembourg: Do teachers meet the Education Ministry’s standards? Literacy Information and Computer Education Journal, 1, 765-771.
Peer Reviewed verified by ORBi

Glock, S., Klapproth, F., Böhmer, M., & Krolak-Schwerdt, S. (2012). Accountability as a moderator of teachers' tracking decisions: Two experimental studies. In C. A. Shoniregun & G. A. Akmayeva (Eds.), Ireland International Conference on Education - IIEC 2012 proceedings (pp. 238-243). Basildon, United Kingdom: Infonomics Society.
Peer reviewed

Kneer, J., Glock, S., & Rieger, D. (2012). Fast and not furious? Cognitive dissonance reduction in smokers. Social Psychology, 43, 81-91. doi:10.1027/1864-9335/a000086
Peer reviewed

Glock, S., Unz, D., & Kovacs, C. (2012). Beyond fear appeals: Contradicting positive smoking outcome expectancies to influence smokers' implicit attitudes, perception, and behavior. Addictive Behaviors, 37, 548-551. doi:10.1016/j.addbeh.2011.11.032
Peer Reviewed verified by ORBi

Kneer, J., Munko, D., Glock, S., & Bente, G. (2012). Defending the Doomed: Implicit Strategies concerning Protection of First Person Shooter Games. Cyberpsychology, Behavior, and Social Networking, 15, 251-256. doi:10.1089/cyber.2011.0583
Peer Reviewed verified by ORBi

Krolak-Schwerdt, S., Klapproth, F., Glock, S., & Böhmer, M. (2011). Der Übergang vom Primar- zum Sekundarschulbereich: Länderspezifische Regelungen und Qualität der Übergangsregelung. Forum für Politik, Gesellschaft und Kultur in Luxemburg, 307, p. 9 - 12.

Krolak-Schwerdt, S., Klapproth, F., Glock, S., & Böhmer, M. (2011). Länderspezifische Regelungen und deren Qualität beim Übergang von der Grundschule in die weiterführenden Schulen. Luxembourg: University of Luxembourg Library.

Glock, S. (2011). Rauchen macht einsam“ und „Rauchen erhöht den Stress“ als Warnhinweise reduzieren den Zigarettenkonsum. Zeitschrift für Sozialmanagement = Journal of Social Management, 2, 43 - 54.

Glock, S., Kneer, J., & Krolak-Schwerdt, S. (2011). Impression formation or prediction? Category fit and task influence forensic person memory. Journal of Forensic Psychology Practice, 11, 391-405. doi:10.1080/15228932.2011.588529
Peer reviewed

Glock, S., Kneer, J., & Krolak-Schwerdt, S. (Eds.). (2010). Gefangene in der Vollzugspsychologie: Strategien zur Verarbeitung von Informationen über Gefangene in der Vollzugspsychologie und ihre Folgen. Heidelberg, Germany: Kriminalistik-Verlag Hüthig.

Glock, S. (2010). Rauchen ist uncool! Die Repräsentation der verschiedenen Aspekte des Rauchens im Selbstkonzept und ihre Bedeutung für die Veränderung des Verhaltens. Hamburg, Unknown/unspecified: Dr. Kovac.

Glock, S., & Kneer, J. (2009). Game over for first-person shooter games? The impact of playing experience on aggression. Journal of Media Psychology, 21 (1), 151-160. doi:10.1027/1864-1105.21.4.151
Peer Reviewed verified by ORBi

Glock, S., & Kneer, J. (2009). Are deterrent pictures effective? The impact of warning labels on cognitive dissonance in smokers. Applied Psychology: Health and Well-Being, 1 (3), 356-373. doi:10.1111/j.1758-0854.2009.01019.x
Peer Reviewed verified by ORBi

Kneer, J., & Glock, S. (2008). Werden Raucher von Warnhinweisen auf Zigarettenschachteln beeinflusst? Eine sozialpsychologische Perspektive. Zeitschrift für Sozialmanagement = Journal of Social Management, 6, 99-108.

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