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UGEN Sonja

University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET

Main Referenced Co-authors
FISCHBACH, Antoine  (83)
KELLER, Ulrich  (49)
MARTIN, Romain  (47)
SCHILTZ, Christine  (33)
REICHERT, Monique  (26)
Main Referenced Keywords
Luxembourg (10); academic achievement (7); Bilingualism (6); COVID (6); diagnostics (6);
Main Referenced Unit & Research Centers
Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) (14)
LUCET (2)
Luxembourg Centre for Educational Testing (LUCET) (1)
Main Referenced Disciplines
Education & instruction (152)
Theoretical & cognitive psychology (19)
Neurosciences & behavior (17)
Languages & linguistics (11)
Sociology & social sciences (5)

Publications (total 179)

The most downloaded
1054 downloads
UGEN, S., SCHILTZ, C., FISCHBACH, A., & PIT-TEN CATE, I. (Eds.). (2021). Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen. Esch-sur-Alzette, Luxembourg: Melusina Press. doi:10.26298/bw1j-9202 https://hdl.handle.net/10993/45395

The most cited

299 citations (Scopus®)

Gogol, K., Brunner, M., Goetz, T., MARTIN, R., UGEN, S., KELLER, U., FISCHBACH, A., & Preckel, F. (2014). "My questionnaire is too long!" The assessments of motivational-affective constructs with three-item and single-item measures. Contemporary Educational Psychology, 39 (3), 188-205. doi:10.1016/j.cedpsych.2014.04.002 https://hdl.handle.net/10993/16428

HILGER, V. A. J., UGEN, S., ROMANOVSKA, L., TREMMEL, K. A. M., & SCHILTZ, C. (28 June 2024). Mathematical language and its relation to numerical performance in linguistically diverse elementary-school children [Paper presentation]. 7th Annual Conference of the Mathematical Cognition and Learning Society, Washington D.C., United States.
Peer reviewed

COLLING, J., HORNUNG, C., ESCH, P., KELLER, U., HELLWIG, A.-L., & UGEN, S. (2024). Literacy Acquisition in German or French in the Pilot Project “Zesumme wuessen!” – Preliminary ÉpStan Results of Student Characteristics, Achievement, Motivation, and Parental Support. Esch-sur-Alzette, Luxembourg: Luxembourg Centre for Educational Testing (LUCET). doi:10.48746/ALPHA2024

HILGER, V. A. J., UGEN, S., ROMANOVSKA, L., TREMMEL, K. A. M., & SCHILTZ, C. (29 May 2024). Diagnosing Specific Learning Disorder in Mathematics in a Multilingual Education Context: Language Matters [Paper presentation]. Advances in Numerical Cognition Research - 12th Annual Meeting, Padova, Italy.
Peer reviewed

CROLS, S. M., ROMANOVSKA, L., UGEN, S., & PIT-TEN CATE, I. (28 May 2024). Effect of home language on spelling error patterns in primary school children [Paper presentation]. Psycholinguistics in Flanders 2024, Brussel, Belgium.
Peer reviewed

HORNUNG, C.* , & UGEN, S.*. (2024). Rencontre autour des inégalités scolaires au Luxembourg [Paper presentation]. Rencontre autour des inégalités scolaires au Luxembourg, Mamer, Luxembourg.
* These authors have contributed equally to this work.

WETH, C., DORDING, C., KLASEN, L., FAYOL, M., Funke, R., & UGEN, S. (2024). Effects of parallel syntactic training in French plural spelling and German noun capitalization. Morphology. doi:10.1007/s11525-024-09420-3
Peer Reviewed verified by ORBi

WETH, C., KLASEN, L., & UGEN, S. (2024). Les apprentissages des marqueurs du pluriel en français écrit au primaire : Enjeux de la grammaire orthographique. In T. RAUS & C. Lentz (Ed.), Libre cours. Perspectives didactiques dans l'enseignement du francais au Luxembourg. Esch-sur-Alzette, Luxembourg: Melusina Press.
Peer reviewed

HILGER, V. A. J., UGEN, S., ROMANOVSKA, L., & SCHILTZ, C. (09 November 2023). Diagnosing Specific Learning Disorder in Mathematics: Development of a Test Battery Tailored to Luxembourg [Paper presentation]. LuxERA Emerging Researchers' Conference, Esch/Belval, Luxembourg.
Peer reviewed

ROMANOVSKA, L., PIT-TEN CATE, I., TREMMEL, K. A. M., Wealer, A. P., & UGEN, S. (08 November 2023). The relationship between children’s vocabulary knowledge and reading in a multilingual education setting [Paper presentation]. LUXERA Emerging Researchers’ Conference.
Peer reviewed

DORDING, C., UGEN, S., FAYOL, M., WETH, C., & KLASEN, L. (08 November 2023). Video-based syntactic training and effect on French plural spelling [Paper presentation]. Emerging Researchers Conference 2023, Esch/Belval, Luxembourg.
Peer reviewed

UGEN, S., WETH, C., & DORDING, C. (08 November 2023). Impact of the syntactic training on French plural spelling of different performance clusters in grade 4 [Paper presentation]. Emerging Researchers Conference 2023, Esch/Belval, Luxembourg.
Peer reviewed

COLLING, J., GRUND, A., KELLER, U., ESCH, P., FISCHBACH, A., & UGEN, S. (November 2023). Mathematics Achievement in Primary and Secondary Schools: A Comparison Between Students in European Public Schools and Students in Schools Following the Luxembourgish Curriculum [Paper presentation]. LuxERA Emerging Researchers' Conference 2023.
Peer reviewed

UGEN, S. (21 September 2023). Multiple ways of using school monitoring data [Paper presentation]. Different ways of using data, Lipperscheid, Luxembourg.

HILGER, V. A. J., UGEN, S., ROMANOVSKA, L., & SCHILTZ, C. (09 September 2023). Specific Learning Disorder in Mathematics in a Multilingual Education Context: Towards a More Tailored Diagnosis [Poster presentation]. ESCOP 2023 - 23rd Conference of the European Society for Cognitive Psychology, Porto, Portugal.
Peer reviewed

ROMANOVSKA, L., PIT-TEN CATE, I., & UGEN, S. (23 August 2023). The Impact of Multilingualism on Children’s Reading/Writing Skills and Scholastic Performance [Paper presentation]. ECER, Glasgow, United Kingdom.

GAMO, S., VLASSIS, J., SONNLEITNER, P., UGEN, S., KELLER, U., RATHMACHER, Y., & FISCHBACH, A. (17 August 2023). Quels impacts des contextes socio-économique et linguistique sur l’apprentissage des mathématiques au Luxembourg ? [Paper presentation]. Commission for the Study and Improvement of Mathematics Teaching 74, Malmö, Sweden.
Peer reviewed

MONTEIRO, S., ESCH, P., HIPP, G., & UGEN, S. (25 July 2023). The impact of cerebral visual impairment on scholastic competence tests in grade 1 children [Paper presentation]. 14th Low Vision Conference, Denver, Colorado, United States.

LENZ, T., BACKES, S., COLLING, J., ESCH, P., FISCHBACH, A., GEZER, E. T., GRUND, A., KELLER, U., & UGEN, S. (2023). European Public School Report 2023: Preliminary results on student population, educational trajectories, mathematics achievement, and stakeholder perceptions. Esch/Alzette, Luxembourg: Luxembourg Centre for Educational Testing (LUCET) & Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT). doi:10.48746/eps2023

COLLING, J., GRUND, A., KELLER, U., ESCH, P., & UGEN, S. (2023). Mathematics Achievement at Primary and Secondary School Level: A Comparison Between Curricula. In European Public School Report 2023: Preliminary Results on Student Population, Educational Trajectories, Mathematics Achievement, and Stakeholder Perceptions (pp. 98 - 149). Luxembourg: LUCET & SCRIPT. doi:10.48746/EPS2023-4

UGEN, S., LENZ, T., COLLING, J., GRUND, A., KELLER, U., ESCH, P., BACKES, S., GEZER, E. T., Hoffmann, D., Elisa, M., Weis, L., & FISCHBACH, A. (2023). Conclusion and Implications. In European Public School Report 2023: Preliminary Results on Student Population, Educational Trajectories, Mathematics Achievement, and Stakeholder Perceptions (pp. 150 - 162). Luxembourg: LUCET & SCRIPT. doi:10.48746/EPS2023-5

UGEN, S., & LENZ, T. (2023). European Public School Report 2023 [Paper presentation]. Press Conference.

HILGER, V. A. J., UGEN, S., ROMANOVSKA, L., & SCHILTZ, C. (07 June 2023). Diagnosing specific learning disorder in mathematics in a multilingual education context [Poster presentation]. 6th Annual Conference of the Mathematical Cognition and Learning Society, Loughborough, United Kingdom.
Peer reviewed

MONTEIRO, S., HIPP, G., ESCH, P., & UGEN, S. (22 May 2023). The impact of cerebral visual impairment in school related competences in elementary school children [Paper presentation]. Vision Sciences Society (VSS), Florida, United States. doi:10.1167/jov.23.9.4889
Peer reviewed

HILGER, V. A. J., UGEN, S., ROMANOVSKA, L., & SCHILTZ, C. (22 May 2023). Specific learning disorder in mathematics in a multilingual education context - Diagnosing with language in mind [Paper presentation]. Advances in Nmerical Cognition Research - 11th Annual Meeting, Louvain-la-Neuve, Belgium.
Peer reviewed

HORNUNG, C., KAUFMANN, L. M., OTTENBACHER, M., WETH, C., WOLLSCHLÄGER, R., UGEN, S., & FISCHBACH, A. (2023). Early childhood education and care in Luxembourg. Attendance and associations with early learning performance. Esch-sur-Alzette, Luxembourg: Luxembourg Center of Educational Testing (LUCET). doi:10.48746/epstanalpha2023pr

Nuraydin, S., Stricker, J., UGEN, S., Martin, R., & Schneider, M. (2023). The Number Line Estimation Task is a Valid Tool for Assessing Mathematical Achievement: A Population-Level Study With 6,484 Luxembourgish Ninth-Graders. Journal of Experimental Child Psychology, 225 (105521), 1-19. doi:10.1016/j.jecp.2022.105521
Peer Reviewed verified by ORBi

KLASEN, L., UGEN, S., DORDING, C., Fayol, M., & WETH, C. (2023). Do learners need semantics to spell syntactic markers? Plural spellings in real vs. pseudowords in a French L2 setting. Reading and Writing. doi:10.1007/s11145-023-10422-6
Peer reviewed

Brucher, L. L. C., UGEN, S., MULLER, C., Cuntz, M., & WETH, C. (2023). Einfluss des Faktors Wortfrequenz auf die satzinterne Großschreibung bei Fünftklässler:innen. In I. Rautenberg & M. Bangel, Das Verhältnis zwischen Wissen und Können beim Lesen- und Schreibenlernen (pp. 63-82). Hohengehren, Germany: Schneider Verlag.
Peer reviewed

Mangelschots, K., UGEN, S., & WETH, C. (2023). Profiles of poor and good spellers in German noun capitalization. L1-Educational Studies in Language and Literature, 23. doi:10.21248/l1esll.2023.23.1.460
Peer reviewed

KIJAMET, D., & UGEN, S. (10 November 2022). Towards a fairer assessment of cognitive abilities in multilingual children [Paper presentation]. LuxERA Emerging Researchers’ Conference 2022, Esch-sur-Alzette, Luxembourg.

MONTEIRO, S., ESCH, P., HIPP, G., & UGEN, S. (10 November 2022). Implementation of a large-scale functional vision screener in early childhood at a national level [Paper presentation]. LuxERA Conference 2022.

ROMANOVSKA, L., UGEN, S., & PIT-TEN CATE, I. (10 November 2022). Development of a test battery to diagnose specific learning disorder in reading in a multilingual education context [Paper presentation]. LuxERA Conference 2022, Esch-sur-Alzette, Luxembourg.

HILGER, V. A. J., UGEN, S., ROMANOVSKA, L., & SCHILTZ, C. (November 2022). Development of a test battery to diagnose specific learning disorder in mathematics in a multilingual education context [Paper presentation]. Luxembourg Educational Research Association Conference 2022, Esch-sur-Alzette, Luxembourg.

KIJAMET, D., & UGEN, S. (29 August 2022). Development of a fair cognitive test battery for multilingual and multicultural children [Poster presentation]. European Society for Cognitive Psychology (ESCoP), Lille, France.

FISCHBACH, A., COLLING, J., LEVY, J., PIT-TEN CATE, I., ROSA, C., KRÄMER, C., KELLER, U., GAMO, S., HORNUNG, C., SONNLEITNER, P., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2022). Findings from the ÉpStan National Education Monitoring against the Background of the COVID-19 Pandemic. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/51279. doi:10.48746/bb2021LU-EN-34

FISCHBACH, A., COLLING, J., KELLER, U., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2022). What is the impact of the COVID-19 pandemic on our education system? First insights from the November 2021 ÉpStan [Paper presentation]. Press Conference, Luxembourg.

LENZ, T., BACKES, S., UGEN, S., & FISCHBACH, A. (2022). Ready for the future? – The third Education Report for Luxembourg (Supplement). ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/51095. doi:10.48746/bb2021LU-EN-1

FISCHBACH, A., COLLING, J., LEVY, J., PIT-TEN CATE, I., ROSA, C., KRÄMER, C., KELLER, U., GAMO, S., HORNUNG, C., SONNLEITNER, P., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2022). Findings from the ÉpStan National Education Monitoring against the Background of the COVID-19 Pandemic. Online Supplement. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/51281. doi:10.48746/bb2021LU-EN-34b

FISCHBACH, A., COLLING, J., LEVY, J., PIT-TEN CATE, I., ROSA, C., KRÄMER, C., KELLER, U., GAMO, S., HORNUNG, C., SONNLEITNER, P., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2021). Résultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19 (Matériels supplémentaires). In LUCET & SCRIPT (Eds.), Rapport National sur l´Éducation au Luxembourg 2021. Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/BB2021LU-FR-34B
Peer reviewed

FISCHBACH, A., COLLING, J., LEVY, J., PIT-TEN CATE, I., ROSA, C., KRÄMER, C., KELLER, U., GAMO, S., HORNUNG, C., SONNLEITNER, P., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2021). Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19 Pandemie (Supplement). In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2021. Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-de-34b
Peer reviewed

FISCHBACH, A., COLLING, J., LEVY, J., PIT-TEN CATE, I., ROSA, C., KRÄMER, C., KELLER, U., GAMO, S., HORNUNG, C., SONNLEITNER, P., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2021). Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19- Pandemie. In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2021 (pp. 141-157). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-de-34a
Peer reviewed

FISCHBACH, A., COLLING, J., LEVY, J., PIT-TEN CATE, I., ROSA, C., KRÄMER, C., KELLER, U., GAMO, S., HORNUNG, C., SONNLEITNER, P., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2021). Résultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19. In LUCET & SCRIPT (Eds.), Rapport national sur l’éducation au Luxembourg 2021 (pp. 141-157). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-fr-34
Peer reviewed

MONTEIRO, S., ESCH, P., Hipp, G., & UGEN, S. (11 November 2021). Development of a screening tool for functional vision impairments in early childhood [Paper presentation]. LuxEra Emerging Researchers' Conference.

KIJAMET, D., & UGEN, S. (11 November 2021). Fair Assessment of Cognitive Abilities in Multilingual Children [Paper presentation]. LuxERA Emerging Researchers’ Conference 2021, University of Luxembourg, Luxembourg.

FISCHBACH, A., COLLING, J., LEVY, J., KELLER, U., UGEN, S., & WOLLSCHLÄGER, R. (November 2021). The Impact of the COVID-19 Pandemic on the Luxembourgish Education System: Differences between students based on background characteristics in elementary and secondary school [Paper presentation]. TREE Conference 2021, Bern, Switzerland.

MONTEIRO, S., ESCH, P., Hipp, G., & UGEN, S. (21 October 2021). Development of a large-scale screener for functional vision impairments in early childhood [Paper presentation]. Forum Annuel du GDR Vision, Lille, France.

FISCHBACH, A., COLLING, J., LEVY, J., KELLER, U., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2021). What has the COVID-19 crisis done to our education system? First insights from the November 2020 ÉpStan [Paper presentation]. Press Conference, Luxembourg.

UGEN, S., SCHILTZ, C., FISCHBACH, A., & PIT-TEN CATE, I. (Eds.). (2021). Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen. Esch-sur-Alzette, Luxembourg: Melusina Press. doi:10.26298/bw1j-9202

FISCHER, J., KRÄMER, C., & UGEN, S. (2021). Lese- und Rechtschreibstörungen. In S. UGEN, C. SCHILTZ, A. FISCHBACH, ... I. PIT-TEN CATE, Lernstörungen im multilingualen Kontext. Diagnose und Hilfestellungen (pp. 9-24). Esch/Alzette, Luxembourg: Melusina Press. doi:10.26298/5vxz-f178
Peer reviewed

UGEN, S., SCHILTZ, C., FISCHBACH, A., & PIT-TEN CATE, I. (2021). Einleitung: Lernstörungen im multilingualen Kontext – Eine Herausforderung. In S. UGEN, C. SCHILTZ, A. FISCHBACH, ... I. PIT-TEN CATE, Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (pp. 3-7). Esch-sur-Alzette, Luxembourg: Melusina Press. doi:10.26298/0bjn-ec67
Peer reviewed

FISCHER, J., Pit-Ten Cate, I., & UGEN, S. (2021). Erweitertes Testinventar. In S. UGEN, C. SCHILTZ, A. FISCHBACH, ... I. PIT-TEN CATE, Lernstörungen im multilingualen Kontext. Diagnose und Hilfestellungen. Esch/Alzette, Luxembourg: Melusina Press. doi:10.26298/3jsn-sq24

Braeuning, D., HORNUNG, C., HOFFMANN, D., Lambert, K., UGEN, S., FISCHBACH, A., SCHILTZ, C., Hübner, N., Nagengast, B., & Moeller, K. (2021). Long-term Relevance and Interrelation of Symbolic and Non-symbolic Abilities in Mathematical-numerical Development: Evidence from Large-scale Assessment Data. Cognitive Development, 58, 101008. doi:10.1016/j.cogdev.2021.101008
Peer reviewed

GEORGES, C., HOFFMANN, D., HORNUNG, C., MULLER, C., SONNLEITNER, P., SCHILTZ, C., & UGEN, S. (Eds.). (2021). LEARN Newsletter - Editioun 2021. Esch-sur-Alzette, Luxembourg: LEARN.

GEORGES, C., Hoffmann, D., HORNUNG, C., Muller, C., SONNLEITNER, P., SCHILTZ, C., & UGEN, S. (Eds.). (2021). LEARN Newsletter - Édition 2021. Esch-sur-Alzette, Luxembourg: LEARN.

LENZ, T., BACKES, S., UGEN, S., & FISCHBACH, A. (2021). Bereit für die Zukunft? Der dritte Bildungsbericht für Luxemburg. In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2021 (pp. 10-13). Esch-sur-Alzette, Luxembourg: University of Luxembourg.

LENZ, T., BACKES, S., UGEN, S., & FISCHBACH, A. (2021). Prêt pour l’avenir ? Le troisième rapport sur l’éducation au Luxembourg. In LUCET & SCRIPT, Rapport national sur l’éducation au Luxembourg 2021 (pp. 10-13). Esch-sur-Alzette, Luxembourg: University of Luxembourg.

WETH, C., UGEN, S., Fayol, M., & Natalia, B. (2021). Spelling patterns of plural marking and learning trajectories in French taught as a foreign language. Written Language and Literacy, 24 (1), 81-110. doi:10.1075/wll.00048.wet
Peer reviewed

MARTINI, S. F., SCHILTZ, C., FISCHBACH, A., & UGEN, S. (2021). Identifying Math and Reading Difficulties of Multilingual Children: Effects of Different Cut-offs and Reference Groups. In M. Herzog, E. Gürsoy, ... A. Fritz-Stratmann (Eds.), Diversity Dimensions in Mathematics and Language Learning. Perspectives on culture, education, and multilingualism (pp. 200-228). Berlin, Germany: De Gruyter. doi:10.1515/9783110661941-011
Peer reviewed

MARTINI, S. F., KELLER, U., & UGEN, S. (November 2020). Is there a bilingual advantage in mathematics? [Paper presentation]. LuxERA Conference 2020.

HOFFMANN, D., Schmit, P., & UGEN, S. (2020). Le bilan de l'évaluation systémique de l'éducation a Luxembourg. ONQS.

MARTINI, S. F., Saalbach, H., SCHILTZ, C., & UGEN, S. (June 2020). Switching language while solving math problems: Relation between language and math achievement on a bilingual math test [Paper presentation]. MCLS2020 (Conference canceled), Dublin, Ireland.

MARTINI, S. F., FISCHBACH, A., & UGEN, S. (24 January 2020). The Identification of Math and Reading Difficulties in a Multilingual Educational Setting [Paper presentation]. 1st GK Doctoral Symposium on Cognitive Science, Tuebingen, Germany.

Brucher, L. L. C., UGEN, S., & WETH, C. (2020). The impact of syntactic and lexical trainings on capitalization of nouns in German in grade five. L1-Educational Studies in Language and Literature, 20, 1-23. doi:10.17239/L1ESLL-2020.20.01.01
Peer reviewed

Preckel, F., FISCHBACH, A., Scherrer, V., Brunner, M., UGEN, S., Lipnevich, A. A., & Roberts, R. D. (2020). Circadian preference as a typology: Latent-class analysis of adolescents' morningness/eveningness, relation with sleep behavior, and with academic outcomes. Learning and Individual Differences, 78, 101725. doi:10.1016/j.lindif.2019.03.007
Peer reviewed

BILICI, N., UGEN, S., & WETH, C. (2020). The effect of a syntactic training on multilingual fifth graders' spelling patterns of noun capitalization in German. Writing Systems Research, 11 (2), 95-109. doi:10.1080/17586801.2020.1728011
Peer reviewed

MARTINI, S. F., FISCHBACH, A., & UGEN, S. (06 November 2019). Math and Reading Difficulties in a Multilingual Educational Setting [Paper presentation]. 1st Emerging Researchers' Conference of the Luxembourg Education Research Association (LuxERA), Esch-Belval, Luxembourg.

MARTINI, S. F., FISCHBACH, A., & UGEN, S. (September 2019). Math and Reading Difficulties in a Multilingual Educational Setting [Paper presentation]. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PaEpsy).

UGEN, S., LEVY, J., MARTINI, S. F., & FISCHBACH, A. (27 June 2019). Social and linguistic background influences on performance in a multilingual educational system [Paper presentation]. Kongress der Schweizerischen Gesellschaft für Bildungsforschung (SGBF), Basel, Switzerland.

WETH, C., BILICI, N., & UGEN, S. (05 April 2019). Morphosyntactic spelling German and French as second (written) languages in the Luxembourgish context [Paper presentation]. European COST Training school on spelling acquisition across languages, Esch/Alzette, Luxembourg.

UGEN, S. (05 April 2019). Grapheme spelling in different linguistic contexts [Paper presentation]. European COST Training School on Spelling Acquisition across Languages, Esch/Alzette, Luxembourg.

MARTINI, S. F., & UGEN, S. (16 December 2018). Language influence on ninth-graders’ mathematics performance in a multilingual educational setting [Paper presentation]. Conference on Multilingualism, Ghent, Belgium.

REICHERT, M., KRÄMER, C., WOLLSCHLÄGER, R., RIVAS, S., & UGEN, S. (2018). Habitudes de lecture et compétences de lecture bilingue. Luxembourg: LUCET, SCRIPT.

REICHERT, M., KRÄMER, C., WOLLSCHLÄGER, R., RIVAS, S., & UGEN, S. (2018). Lesegewohnheiten und bilinguale Lesekompetenzen - Zum Zusammenhang zwischen den Deutsch- und Französisch-Lesekompetenzen von Neuntklässlerinnen und Neuntklässlern und ihren außerschulischen Lesegewohnheiten in Luxemburg. Luxembourg: LUCET, SCRIPT.

SONNLEITNER, P., KRÄMER, C., GAMO, S., REICHERT, M., MULLER, C., KELLER, U., & UGEN, S. (2018). Schülerkompetenzen im Längsschnitt - Die Entwicklung von Deutsch-Leseverstehen und Mathematik in Luxemburg zwischen der 3. und 9. Klasse. Esch-sur-Alzette, Luxembourg: Luxembourg Centre for Educational Testing, Universität Luxemburg - Service de Coordination de la Recherche et de l'Innovation pédagogiques et technologiques (SCRIPT).

MARTINI, S. F., & UGEN, S. (09 November 2018). Language Choice and Achievement on a Bilingual Math Test in German-French biliterate ninth-graders in Luxembourg [Paper presentation]. LuxERA, Esch-Belval, Luxembourg.

SONNLEITNER, P., KRÄMER, C., GAMO, S., REICHERT, M., MULLER, C., KELLER, U., & UGEN, S. (09 November 2018). Longitudinal development of students‘ competencies in Mathematics and German reading comprehension [Paper presentation]. 1st conference of the Luxembourg Educational Research Association.

REICHERT, M., KRÄMER, C., RIVAS, S., WOLLSCHLÄGER, R., & UGEN, S. (November 2018). Außerschulisches Lesen und Lesekompetenz Zum Zusammenhang zwischen den Deutsch- und Französisch- Lesekompetenzen von Neuntklässlerinnen und Neuntklässlern und ihren außerschulischen Lesegewohnheiten in Luxemburg [Paper presentation]. LuxERA Inaugural Conference, Esch-Belval, Luxembourg.

Klapproth, F., FISCHBACH, A., KELLER, U., & UGEN, S. (November 2018). Wie wirken sich Klassenwiederholungen in der Sekundarstufe 1 auf spätere Schulnoten aus? Eine Längsschnittanalyse [Paper presentation]. Inaugural Conference of the Luxembourg Educational Research Association LuxERA, Esch-sur-Alzette, Luxembourg.

Braeuning, D., HORNUNG, C., HOFFMANN, D., Lambert, K., UGEN, S., FISCHBACH, A., SCHILTZ, C., & Moeller, K. (September 2018). Differential association of symbolic and non-symbolic numerical abilities in children with and without MLD – Evidence from large scale assessment data [Poster presentation]. Biennial EARLI SIG 15 "Special Educational Needs" Conference, Potsdam, Germany.

MARTINI, S. F., & UGEN, S. (September 2018). Achievement and Language Choice on a Bilingual Math Test in German-French biliterate ninth-graders [Poster presentation]. Integrating Educational and Cognitive Perspectives on Mathematics, Tuebingen, Germany.

UGEN, S., BILICI, N., FAYOL, M., & WETH, C. (04 August 2018). Apprendre à écrire des informations orthographiques silencieuses en langue seconde : Effets d'un programme d'entraînement sur les performances et suivis intra- et interindividuel du développement des patterns de production du pluriel [Paper presentation]. 23e Journées Internationales de Psychologie Différentielle, Luxembourg, Luxembourg.

MARTINI, S. F., & UGEN, S. (August 2018). Language influence on mathematics achievement in German-French biliterate ninth graders [Paper presentation]. 9th Bi­en­nial Con­fer­ence of EARLI SIG1, Helsinki, Finland.

UGEN, S. (2018). L'évaluation du système scolaire par les "Épreuves Standardisées" au Luxembourg [Paper presentation]. Table ronde sur l'évaluation du système scolaire, Paris, France.

MARTINI, S. F., & UGEN, S. (April 2018). Language influence on mathematics achievement in French-German biliterate ninth graders [Poster presentation]. 1st Mathematical Cognition and Learning Society Conference, Oxford, United Kingdom.

FISCHBACH, A., & UGEN, S. (22 March 2018). ÜGK Mathematik 2016: Auditergebnisse / Évaluation des COFO en mathématiques 2016 : Résultats de l’audit [Paper presentation]. EDK Plenary Assembly, Bern, Switzerland.

FISCHBACH, A., & UGEN, S. (February 2018). Länderbericht Luxemburg [Paper presentation]. BELDACH‐Treffen, Eupen, Belgium.

GAMO, S., SONNLEITNER, P., HOFFMANN, D., HORNUNG, C., UGEN, S., KELLER, U., & FISCHBACH, A. (11 January 2018). Parcours scolaires et performance mathématique des élèves scolarisés au Luxembourg : Effet du contexte langagier et socio-économiques [Paper presentation]. 30 ème colloque de l'ADMEE-EUROPE, Esch-Belval, Luxembourg.

REICHERT, M., KRÄMER, C., RIVAS, S., WOLLSCHLÄGER, R., & UGEN, S. (11 January 2018). Faut-il lire, et que faut-il lire, pour mieux savoir lire? La compréhension de textes parmi les adolescents: tentative d'explication des différences interindividuelles [Paper presentation]. 30ème colloque de l'ADMEE-EUROPE, Esch-Belval, Luxembourg.

MARTINI, S. F., & UGEN, S. (January 2018). L’influence de la langue et d’autres variables de contexte sur la réussite en mathématiques chez les élèves luxembourgeois [Paper presentation]. 30e Colloque de l’ADMEE-Europe, Esch-sur-Alzette, Luxembourg.

REICHERT, M., KRÄMER, C., RIVAS, S., WOLLSCHLÄGER, R., & UGEN, S. (January 2018). Faut-il lire, et que faut-il lire, pour mieux savoir lire? [Paper presentation]. 30e colloque de l’ADMEE-Europe, Campus Belval de l’Université du Luxembourg, Luxembourg.

MARTINI, S. F., & UGEN, S. (January 2018). The influence of language and other background variables on mathematics achievement in Luxembourgish students [Poster presentation]. 2018 Budapest CEU Conference on Cognitive Development, Budapest, Hungary.

SONNLEITNER, P., KRÄMER, C., GAMO, S., REICHERT, M., MULLER, C., KELLER, U., & UGEN, S. (2018). Évolution en compréhension écrite en allemand et en mathématiques entre la classe de 3e et la classe de 9e. Esch-sur-Alzette, Luxembourg: Luxembourg Centre for Educational Testing, Universität Luxemburg - Service de Coordination de la Recherche et de l'Innovation pédagogiques et technologiques (SCRIPT).

GEORGES, C., HOFFMANN, D., HORNUNG, C., MARTIN, R., MULLER, C., SCHILTZ, C., SCHULLER, A.-M., & UGEN, S. (Eds.). (2018). LEARN Newsletter - Édition 2018. Esch/Alzette, Luxembourg: LEARN.

BILICI, N., UGEN, S., FAYOL, M., & WETH, C. (2018). The Effect of Morphosyntactic Training on Multilingual Fifth-Graders' Spelling in French. Applied Psycholinguistics, 39 (6), 1319-1343. doi:10.1017/S0142716418000346
Peer Reviewed verified by ORBi

FISCHBACH, A., & UGEN, S. (2018). ÜGK/COFO mathematics 2016 audit report. Commissioned by EDK/CDIP upon the request of KOSTA HarmoS.

GEORGES, C., HOFFMANN, D., HORNUNG, C., MARTIN, R., MULLER, C., SCHILTZ, C., SCHULLER, A.-M., & UGEN, S. (Eds.). (2018). LEARN Newsletter - Editioun 2018. Esch/Alzette, Luxembourg: LEARN.

LENZ, T., BAUMANN, I. E., UGEN, S., & FISCHBACH, A. (2018). Parcours éducatifs, multilinguisme et perspectives. Le deuxième rapport national sur l'éducation. In LUCET & SCRIPT, Rapport National sur L'Éducation au Luxembourg 2018 (pp. 8-11). Université du Luxembourg.

LENZ, T., BAUMANN, I. E., UGEN, S., & FISCHBACH, A. (2018). Bildungsverläufe, Mehrsprachigkeit und ein Ausblick auf die Zukunft. Der zweite Bildungsbericht für Luxemburg. In Lucet & Script, Nationaler Bildungsbericht Luxembourg 2018 (pp. 8-11). Luxembourg: Universität Luxemburg.

Nurayadin, S., UGEN, S., Martin, R., & Schneider, M. (September 2017). Zusammenhänge zwischen Zahlenstrahlschätzfähigkeit, Mathematikleistung und Schülercharakteristika: Eine Vollerhebung mit 6484 Luxemburgischen Neuntklässlern [Paper presentation]. GEMEINSAME TAGUNG DER FACHGRUPPEN ENTWICKLUNGSPSYCHOLOGIE UND PÄDAGOGISCHE PSYCHOLOGIE 2017, Münster, Germany.

BILICI, N., UGEN, S., FAYOL, M., & WETH, C. (26 June 2017). The effect of training morphosyntactic markers in German and in French on multilingual fifth-graders' spelling [Paper presentation]. International Symposium for Educational Literacy, Ajaccio, France.

UGEN, S., & Keipes, B. (24 May 2017). Fërderung bei Lies- a Rechtschreifschwieregkeeten: Beispiller aus der Praxis [Paper presentation]. MecreDYS, Belval, Luxembourg.

UGEN, S., & FISCHBACH, A. (February 2017). 15 Jahre PISA: Eine Bilanz für Luxemburg. Forum: Gespaltenes Land, 370, p. 11-14.

HOFFMANN, D., HORNUNG, C., MARTIN, R., SCHILTZ, C., SCHULLER, A.-M., & UGEN, S. (Eds.). (2017). LEARN Newsletter - Editioun 2017: Méisproochegkeet. Esch/Alzette, Luxembourg: LEARN.

UGEN, S., MARTIN, R., & FISCHBACH, A. (Eds.). (2017). Les Épreuves Standardisées : Comment sont-elles perçues par les acteurs concernés  ? Esch/Alzette, Luxembourg: University of Luxembourg: LUCET.

HOFFMANN, D., HORNUNG, C., MARTIN, R., SCHILTZ, C., SCHULLER, A.-M., & UGEN, S. (Eds.). (2017). LEARN Newsletter - Éditioun 2017: Multilinguisme. Esch/Alzette, Luxembourg: LEARN.

DIERENDONCK, C., MILMEISTER, M., MILMEISTER, P., WEIS, C., UGEN, S., FISCHBACH, A., & MARTIN, R. (2017). Vers une démarche d’assurance-qualité pour les Épreuves Standardisées. In S. UGEN, R. MARTIN, ... A. FISCHBACH (Eds.), Les Épreuves Standardisées : Comment sont-elles perçues par les acteurs concernés  ? (pp. 5-7). Esch/Alzette, Luxembourg: University of Luxembourg: LUCET.

Pelt, V., UGEN, S., MILMEISTER, M., WEIS, C., & KREIS, Y. (2017). Évaluation du projet d’innovation pédagogique : L’allemand comme langue véhiculaire dans le cours de mathématiques au cycle inférieur de l’EST à l’ALR. Rapport détaillé. Année 1. Luxembourg: MENJE/SCRIPT.

Pelt, V., UGEN, S., MILMEISTER, M., WEIS, C., & KREIS, Y. (2017). Évaluation du Projet pilote : Le Cours de Mathématiques en Allemand au Maacher Lycée. Rapport détaillé. Année 1. Luxembourg: MENJE/SCRIPT.

UGEN, S. (2016). Sproochepolitik: Et gëtt keng einfach Léisungen [Paper presentation]. Radio 100.7: Round Table on Multilingualsim, Luxembourg, Luxembourg.

UGEN, S., & FISCHBACH, A. (November 2016). Länderbericht Luxemburg [Paper presentation]. BELDACH‐Treffen, Berlin, Germany.

UGEN, S., & FISCHBACH, A. (November 2016). Online Assessment SYStem OASYS [Paper presentation]. BELDACH‐Treffen, Berlin, Germany.

BILICI, N., UGEN, S., & WETH, C. (20 September 2016). Reflexion über morphosyntaktische Strukturen im Deutschen und Französischen und deren Einfluss auf die Rechtschreibkompetenzen von 5.-Klässlern [Paper presentation]. Symposion Deutschdidaktik, Ludwigsburg, Germany.

BILICI, N., UGEN, S., & WETH, C. (July 2016). The effect of a French intervention on children´s spelling of morphosyntactic agreement [Poster presentation]. SIG Writing Conference and Research in Liverpool, Liverpool, United Kingdom.

UGEN, S., BILICI, N., FAYOL, M., Funke, R., & WETH, C. (12 March 2016). Assessing spelling skills related to morphosyntax of German-French biliterate pupils in a multilingual educational context [Poster presentation]. 10th AWLL international workshop on writing systems and literacy.

MARTIN, R., UGEN, S., & FISCHBACH, A. (2016). Les inégalités dans les parcours scolaires au Luxembourg. In Caritas (Ed.), Sozialalmanach 2016. Schwerpunkt: Inegalitéiten (pp. 271-286). Luxembourg, Luxembourg: Caritas.

FISCHBACH, A., UGEN, S., & MARTIN, R. (2016). Un bilan au terme de deux cycles complets d'évaluation. In SCRIPT & LUCET (Eds.), PISA 2015. Rapport national Luxembourg (pp. 13-21). Luxembourg, Unknown/unspecified: MENJE.

FISCHBACH, A., UGEN, S., & MARTIN, R. (2016). Bilanz nach zwei vollen Erhebungszyklen. In SCRIPT & LUCET (Eds.), PISA 2015. Nationaler Bericht Luxemburg (pp. 13-19). Luxembourg, Unknown/unspecified: MENJE.

Boehm, B., UGEN, S., FISCHBACH, A., KELLER, U., & LORPHELIN, D. (2016). Zusammenfassung der Ergebnisse in Luxemburg. In SCRIPT & LUCET (Eds.), PISA 2015. Nationaler Bericht Luxemburg (pp. 4-12). Luxembourg, Unknown/unspecified: MENJE.

Boehm, B., UGEN, S., FISCHBACH, A., KELLER, U., & LORPHELIN, D. (2016). Résumé des résultats au Luxembourg. In SCRIPT & LUCET (Eds.), PISA 2015. Rapport national Luxembourg (pp. 4-12). Luxembourg, Unknown/unspecified: MENJE.

UGEN, S., KELLER, U., LORPHELIN, D., Boehm, B., & FISCHBACH, A. (2016). Befunde zum Luxemburger Regelschulwesen. In SCRIPT & LUCET (Eds.), PISA 2015. Nationaler Bericht Luxemburg. Luxembourg, Unknown/unspecified: MENJE.

Boehm, B., Krug, A., Mergen, C., KELLER, U., LORPHELIN, D., FISCHBACH, A., & UGEN, S. (2016). Die PISA-Studie 2015. In SCRIPT & LUCET (Eds.), PISA 2015. Nationaler Bericht Luxemburg. Luxembourg, Unknown/unspecified: MENJE.

Boehm, B., FISCHBACH, A., KELLER, U., LORPHELIN, D., & UGEN, S. (2016). Luxemburg im internationalen Vergleich. In SCRIPT & LUCET (Eds.), PISA 2015. Nationaler Bericht Luxemburg. Luxembourg, Unknown/unspecified: MENJE.

DIERENDONCK, C., MILMEISTER, M., MILMEISTER, P., WEIS, C., FISCHBACH, A., UGEN, S., & MARTIN, R. (January 2016). L’implication des élèves lors d’évaluations externes à faibles enjeux : Le cas de l’évaluation « Épreuves Standardisées » au Luxembourg [Paper presentation]. 28ème colloque de l’ADMEE‐Europe, Lisbon, Portugal.

Van Rinsveld, A., SCHILTZ, C., Landerl, K., Brunner, M., & UGEN, S. (2016). Speaking two languages with different number naming systems: What implications for magnitude judgments in bilinguals at different stages of language acquisition? Cognitive Processing, 17 (3), 225-41. doi:10.1007/s10339-016-0762-9
Peer Reviewed verified by ORBi

VAN RINSVELD, A., SCHILTZ, C., Brunner, M., Landerl, K., & UGEN, S. (2016). Solving arithmetic problems in first and second language: Does the language context matter? Learning and instruction. doi:10.1016/j.learninstruc.2016.01.003
Peer reviewed

Klapproth, F., SCHALTZ, P., Brunner, M., KELLER, U., FISCHBACH, A., UGEN, S., & MARTIN, R. (2016). Short-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables. Learning and Individual Differences, 50, 182-194. doi:10.1016/j.lindif.2016.08.014
Peer reviewed

DIERENDONCK, C., Kafaï, A., FISCHBACH, A., MARTIN, R., & UGEN, S. (May 2015). Les Épreuves Standardisées: Élément-clé du pilotage du système éducatif luxembourgeois. Éducation & Formations, 86-87, 61-81.
Peer reviewed

HU, A., REICHERT, M., HANSEN-PAULY, M.-A., & UGEN, S. (2015). Mehrsprachigkeit im luxemburgischen Sekundarschulwesen. Luxembourg, Luxembourg: Ministère de l'Éducation nationale, de l'Enfance et de la Jeunesse, SCRIPT - Université du Luxembourg.

Klapproth, F., SCHALTZ, P., Brunner, M., KELLER, U., FISCHBACH, A., UGEN, S., & MARTIN, R. (March 2015). Kurz- und mittelfristige Effekte von Klassenwiederholungen in der luxemburgischen Sekundarstufe I auf die leistungsbezogene und psychoemotionale Entwicklung der Schülerinnen und Schüler [Paper presentation]. 3. Tagung der Gesellschaft für Empirische Bildungsforschung, Bochum, Germany.

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

MARTIN, R., UGEN, S., & FISCHBACH, A. (Eds.). (2015). Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013. Esch/Alzette, Unknown/unspecified: University of Luxembourg, LUCET.

UGEN, S., FISCHBACH, A., REICHERT, M., DIERENDONCK, C., & MARTIN, R. (2015). Épreuves Standardisées : Objectifs et méthodologie. In R. MARTIN, S. UGEN, ... A. FISCHBACH (Eds.), Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (pp. 6-21). Esch/Alzette, Unknown/unspecified: University of Luxembourg, LUCET.

MARTIN, R., UGEN, S., & FISCHBACH, A. (2015). Herausforderungen und Perspektiven: Erfolgreich mit Heterogenität umgehen. In R. MARTIN, S. UGEN, ... A. FISCHBACH (Eds.), Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (pp. 86-96). Esch/Alzette, Unknown/unspecified: University of Luxembourg, LUCET.

FISCHBACH, A., LORPHELIN, D., KELLER, U., UGEN, S., VILLANYI, D., & MARTIN, R. (2015). Unterschiede zwischen Schullaufbahnen. In R. MARTIN, S. UGEN, ... A. FISCHBACH (Eds.), Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (pp. 72-84). Esch/Alzette, Unknown/unspecified: University of Luxembourg, LUCET.

DIERENDONCK, C., MILMEISTER, M., MILMEISTER, P., WEIS, C., REICHERT, M., UGEN, S., KELLER, U., SONNLEITNER, P., & MARTIN, R. (2015). Mise en place d’une démarche qualité pour le dispositif ÉpStan. In R. MARTIN, S. UGEN, ... A. FISCHBACH (Eds.), Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (pp. 98-109). Esch/ Alzette, Unknown/unspecified: University of Luxembourg, LUCET.

HORNUNG, C., HOFFMANN, D., LORPHELIN, D., GAMO, S., UGEN, S., FISCHBACH, A., & MARTIN, R. (2015). Allgemeine Befunde zum luxemburgischen Schulwesen. In R. MARTIN, S. UGEN, ... A. FISCHBACH (Eds.), Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (pp. 22-32). Esch/Alzette, Unknown/unspecified: University of Luxembourg, LUCET.

KELLER, U., Preckel, F., Strobel, A., FISCHBACH, A., UGEN, S., VILLANYI, D., & MARTIN, R. (September 2014). Konstruktion und Validierung einer domänenspezifischen Need for Cognition-Skala [Paper presentation]. 49. Kongress der Deutschen Gesellschaft für Psychologie, Bochum, Germany.

VAN RINSVELD, A., SCHILTZ, C., & UGEN, S. (April 2014). The effect of languages on the production and recognition of numbers in German-French bilinguals [Poster presentation]. Cognitive Neuroscience Society annual meeting.

SONNLEITNER, P., GAMO, S., HORNUNG, C., FISCHBACH, A., DIERENDONCK, C., UGEN, S., KELLER, U., LORPHELIN, D., & MARTIN, R. (April 2014). Assessing Mathematical Competencies within the Luxembourgish School Monitoring Program: Covering the range from 1st to 9th grade [Paper presentation]. 6th Expert Meeting on Mathematical Thinking and Learning, Leiden, Netherlands.

KELLER, U., UGEN, S., VILLANYI, D., & FISCHBACH, A. (January 2014). Need for Cognition: Messinvarianz, Domänenspezifität, Stabilität und prädiktive Validität [Paper presentation]. Scientific exchange, Kiel, Germany.

SONNLEITNER, P., REICHERT, M., & UGEN, S. (2014). Item Development and Test Compilation. In A. FISCHBACH, S. UGEN, ... R. MARTIN (Eds.), ÉpStan Technical Report (pp. 5-11). Luxembourg, Luxembourg: University of Luxembourg.

MARTIN, R., KELLER, U., REICHERT, M., DIERENDONCK, C., UGEN, S., & FISCHBACH, A. (January 2014). Befunde zu den Herausforderungen des luxemburgischen Schulsystems aus Sicht verschiedener large-scale Studien [Paper presentation]. Scientific exchange, Kiel, Germany.

SCHILTZ, C., VAN RINSVELD, A., & UGEN, S. (2014). Language influences number processing: the case of bilingual Luxembourg [Paper presentation]. 12th Biannual Conference of the German Cognitive Science Society, Tübingen, Germany.

MARTIN, R., GREIFF, S., FISCHBACH, A., & UGEN, S. (2014). Kompetenzmessung im Bildungsbereich. In G. STEFFGEN, G. Michaux, ... D. FERRING (Eds.), Psychologie in Luxemburg - Ein Handbuch (Editions Guy Binsfeld, pp. 241-247). Luxembourg, Luxembourg: University of Luxembourg/Société Luxembourgeoise de Psychologie A.s.b.l.

Gogol, K., Brunner, M., Goetz, T., MARTIN, R., UGEN, S., KELLER, U., FISCHBACH, A., & Preckel, F. (2014). "My questionnaire is too long!" The assessments of motivational-affective constructs with three-item and single-item measures. Contemporary Educational Psychology, 39 (3), 188-205. doi:10.1016/j.cedpsych.2014.04.002
Peer reviewed

FISCHBACH, A., UGEN, S., MULLER, C., HORNUNG, C., HOFFMANN, D., & MARTIN, R. (January 2014). Istzustand und Ausbau der Épreuves Standardisées (ÉpStan) [Paper presentation]. Scientific exchange, Kiel, Germany.

FISCHBACH, A., UGEN, S., & MARTIN, R. (Eds.). (2014). ÉpStan Technical Report. Luxembourg, Luxembourg: University of Luxembourg.

ENGEL DE ABREU, P., SCHILTZ, C., HOFFMANN, D., MARTIN, R., UGEN, S., SCHULLER, A.-M., & HORNUNG, C. (2013). LEARN stellt sech fier. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/14663.

DIERENDONCK, C., SONNLEITNER, P., UGEN, S., KELLER, U., FISCHBACH, A., & MARTIN, R. (August 2013). La mesure de la motivation et de l'effort des élèves dans le cadre des épreuves standardisées au Luxembourg [Paper presentation]. Congrès AREF 2013.

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.

MARTIN, R., FISCHBACH, A., KELLER, U., UGEN, S., DIERENDONCK, C., & Böhm, B. (2013). Herausforderungen und Perspektiven. In SCRIPT & EMACS (Eds.), PISA 2012. Nationaler Bericht Luxemburg (pp. 160-171). Luxembourg, Unknown/unspecified: MENFP.

REICHERT, M., MULLER, C., WROBEL, G., LORPHELIN, D., UGEN, S., FISCHBACH, A., Böhm, B., & MARTIN, R. (2013). Kompetenzerwerb in Bezug auf das sozioökonomische und kulturelle Umfeld. In SCRIPT & EMACS (Eds.), PISA 2012. Nationaler Bericht Luxemburg (pp. 62-77). Luxembourg, Unknown/unspecified: MENFP.

UGEN, S., MARTIN, R., Böhm, B., REICHERT, M., LORPHELIN, D., & FISCHBACH, A. (2013). Einfluss des Sprachhintergrundes auf Schülerkompetenzen. In SCRIPT & EMACS (Eds.), PISA 2012. Nationaler Bericht Luxemburg (pp. 100-113). Luxembourg, Unknown/unspecified: MENFP.

Böhm, B., UGEN, S., FISCHBACH, A., MARTIN, R., Kafaï, A., Bertemes, J., & Lanners, M. (2013). PISA 2012 – Ziele der Studie und methodische Grundlagen. In SCRIPT & EMACS (Eds.), PISA 2012. Nationaler Bericht Luxemburg (pp. 7-34). Luxembourg, Unknown/unspecified: MENFP.

Böhm, B., FISCHBACH, A., UGEN, S., MULLER, C., REICHERT, M., SONNLEITNER, P., KELLER, U., Bertemes, J., & MARTIN, R. (2013). Luxemburger Schülerinnen und Schüler im internationalen Vergleich. In SCRIPT & EMACS (Eds.), PISA 2012. Nationaler Bericht Luxemburg (pp. 37-58). Luxembourg, Unknown/unspecified: MENFP.

KELLER, U., SONNLEITNER, P., VILLANYI, D., FISCHBACH, A., LORPHELIN, D., UGEN, S., Böhm, B., & MARTIN, R. (2013). Unterschiede zwischen Schulformen und das Pilotprojekt PROCI. In SCRIPT & EMACS (Eds.), PISA 2012. Nationaler Bericht Luxemburg (pp. 88-99). Luxembourg, Unknown/unspecified: MENFP.

HORNUNG, C., HOFFMANN, D., LORPHELIN, D., FISCHBACH, A., UGEN, S., VILLANYI, D., Böhm, B., & MARTIN, R. (2013). Mädchen und Jungen. In SCRIPT & EMACS (Eds.), PISA 2012. Nationaler Bericht Luxemburg (pp. 78-87). Luxembourg, Unknown/unspecified: MENFP.

WROBEL, G., DIERENDONCK, C., FISCHBACH, A., UGEN, S., HOFFMANN, D., HORNUNG, C., GAMO, S., Böhm, B., & MARTIN, R. (2013). Zusammenfassung der Ergebnisse von PISA 2012 / Synthèse des résultats de PISA 2012. In SCRIPT & EMACS (Eds.), PISA 2012. Nationaler Bericht Luxemburg (pp. 123-127). Luxembourg, Unknown/unspecified: MENFP.

ENGEL DE ABREU, P., SCHILTZ, C., HOFFMANN, D., HORNUNG, C., MARTIN, R., SCHULLER, A.-M., & UGEN, S. (2012). LEARN stellt sech fier. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/14664.

UGEN, S., VAN RINSVELD, A., SCHILTZ, C., Landerl, K., & Brunner, M. (17 July 2012). The effect of language and mode on two-digit magnitude judgments in German-French bilingual adults [Paper presentation]. Workshop “Making Sense of Numbers”, Oxford, United Kingdom.

VAN RINSVELD, A., UGEN, S., SCHILTZ, C., Landerl, K., & Brunner, M. (May 2012). How does language affect numerical processing? The role of the teaching language on two-digit magnitude judgments in German-French bilingual 7- to-11 graders [Poster presentation]. Meeting of the EARLI SIG 22- 2012 Neuroscience and education.

VAN RINSVELD, A., UGEN, S., SCHILTZ, C., Landerl, K., & Brunner, M. (February 2012). The effect of number syntax on two-digit magnitude judgments in German-French bilinguals [Poster presentation]. 4th Expert meeting on Mathematical Thinking and Learning of the Netherlands, Belgium, and Luxembourg, Leuven, Belgium.

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.

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.

VAN RINSVELD, A., UGEN, S., SCHILTZ, C., Landerl, K., & Brunner, M. (2012). The impact of language on concrete magnitude judgments from unbalanced bilingual 7-to-11graders to balanced bilingual adults in German and French [Paper presentation]. Annual Meeting of the Belgian Association for Psychological Science – BAPS-SEPEX joint meeting.

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.

BODÉ, S., Serres, J., & UGEN, S. (2011). Similarities and differences of Luxembourgish and Romanophone 12 year olds' spelling strategies in German and in French. In B. AREND & J.-J. WEBER, Penser l'éducation de demain. Etudes en l'honneur de Dominique Portante (pp. 147-164). Editions Phi.
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.

DIERENDONCK, C., MARTIN, R., Bertemes, J., Lanners, M., & UGEN, S. (2010). Implications pour le système scolaire luxembourgeois. In SCRIPT & EMACS (Eds.), PISA 2009. Nationaler Bericht Luxemburg. Luxembourg, Unknown/unspecified: MENFP.

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.

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.

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

BODÉ, S., Serres, J., & UGEN, S. (2009). Similarities and differences of Luxembourgish and Romanophone 12 year old's spelling strategies in German and in French. Written Language and Literacy, 12 (1), 82-96. doi:10.1075/wll.12.1.04bod
Peer reviewed

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