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EMSLANDER Valentin

ORCID
0000-0003-3690-5883
Main Referenced Co-authors
Scherer, Ronny (18)
FISCHBACH, Antoine  (16)
LEVY, Jessica  (8)
Holzberger, Doris (7)
Bolli, Swantje (4)
Main Referenced Keywords
Meta-analysis (5); meta-analysis (5); Preschool Children (5); Luxembourg (4); Meta-Analysis (4);
Main Referenced Unit & Research Centers
Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) (27)
Main Referenced Disciplines
Education & instruction (29)
Theoretical & cognitive psychology (14)
Social, industrial & organizational psychology (11)
Social & behavioral sciences, psychology: Multidisciplinary, general & others (11)
Sociology & social sciences (5)

Publications (total 40)

The most downloaded
351 downloads
EMSLANDER, V., & Scherer, R. (2022). The Relation Between Executive Functions and Math Intelligence in Preschool Children: A Systematic Review and Meta-Analysis. Psychological Bulletin, 148 (5-6), 337-369. doi:10.1037/bul0000369 https://hdl.handle.net/10993/51975

The most cited

70 citations (OpenAlex)

NIEPEL, C., Kranz, D., Borgonovi, F., EMSLANDER, V., & GREIFF, S. (2020). The coronavirus (COVID‐19) fatality risk perception of US adult residents in March and April 2020. British Journal of Health Psychology, 12438. doi:10.1111/bjhp.12438 https://hdl.handle.net/10993/44274

EMSLANDER, V., ROSA, C., Ofstad, S., LEVY, J., & FISCHBACH, A. (2024). Unterrichtsqualität und Schulklima in Luxembourgs Écoles Fondamentales: Ergebnisse der SIVA-Studie. In Nationaler Bildungsbericht 2024 (pp. 104-109). Luxembourg Center for Educational Testing (LUCET).
Peer reviewed

EMSLANDER, V., ROSA, C., Ofstad, S., LEVY, J., & FISCHBACH, A. (2024). Instructional Quality and School Climate in Luxembourg’s Écoles Fondamentales: Findings from the SIVA Study (Integral Version). In Nationaler Bildungsbericht 2024. Luxembourg Center for Educational Testing (LUCET). doi:10.48746/bb2024lu-en-23
Peer reviewed

EMSLANDER, V., ROSA, C., OFSTAD, S. B., LEVY, J., & FISCHBACH, A. (2024). Qualité pédagogique et climat scolaire dans les Écoles Fondamentales du Luxembourg : Résultats de l'étude SIVA. In Nationaler Bildungsbericht 2024. Luxembourg Center for Educational Testing (LUCET). doi:10.48746/bb2024lu-fr-23
Peer reviewed

EMSLANDER, V., Kopatz, M., Gegenfurtner, A., Bardach, L., & NIEPEL, C. (2024). Queering Education: A Systematic Review of LGBT+ Representation in Education Journals [Preregistration]. Open Science Framework. doi:10.17605/OSF.IO/75VKJhttps://orbilu.uni.lu/handle/10993/64758

Galano, D., GRUND, A., & EMSLANDER, V. (05 April 2024). Investigating Preservice Teachers’ Attitudes Toward Lesbian, Gay, and Bisexual Students in Luxembourg. Social Psychology of Education, 27, 3231-3266. doi:10.1007/s11218-024-09914-2
Peer Reviewed verified by ORBi

EMSLANDER, V. (2024). An Exploration of Factors Driving School Success in Diverse Students Through Meta-Analytic and Value-Added Modeling [Doctoral thesis, Unilu - University of Luxembourg]. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/60728

TEUBER, Z.* , EMSLANDER, V.* , WEBER, A. M., Rueth, J.-E., Stockinger, K., Teuber, M., Roth, G., Dicke, T., Aunola, K., & NIEPEL, C. (2024). Inside Out: A Systematic Review and Meta-Analysis on the Link between the Use of Emotion Regulation Strategies and Academic Achievement in Students. OSF register. doi:10.17605/OSF.IO/TV6N2
* These authors have contributed equally to this work.

EMSLANDER, V., Holzberger, D., OFSTAD, S. B., FISCHBACH, A., & Scherer, R. (09 November 2023). What we can learn from Teacher-Student Relationship Research for Luxembourg: A Systematic Review of Meta-Analyses and Second-Order Meta-Analysis [Paper presentation]. LUXERA 2023 Emerging Researcher’s Conference.
Peer reviewed

GALANO, D., GRUND, A., & EMSLANDER, V. (09 November 2023). Investigating pre-service teachers’ attitudes towards lesbian, gay, and bisexual students in Luxembourg [Paper presentation]. LUXERA 2023 Emerging Researcher’s Conference.
Peer reviewed

EMSLANDER, V., LEVY, J., & FISCHBACH, A. (18 September 2023). Was Luxemburgs Grundschulen richtig machen: Ein Value-Added-Vergleich im luxemburgischen Schulkontext [Poster presentation]. PAEPS 2023 19. Fachgruppentagung Pädagogische Psychologie, Unversity of Kiel, Germany.

EMSLANDER, V., Holzberger, D., Ofstad, S. B., FISCHBACH, A., & Scherer, R. (2023). Teacher-Student Relationships and Student Outcomes: A Systematic Review of Meta-Analyses and Second-Order Meta-Analysis. (1). ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/55919. doi:10.31234/osf.io/qxntb

EMSLANDER, V., Holzberger, D., FISCHBACH, A., & Scherer, R. (25 August 2023). Seeing the Connection: A Systematic Review of Meta-Analyses on the Link Between Teacher-Student Relationships and Student Outcomes [Paper presentation]. 20th biannual conference of the European Association for Research on Learning and Instruction, Thessaloniki, Greece.

EMSLANDER, V. (25 August 2023). Teacher-Student Relationships in Education—What We Know and What We Don’t (Yet) Know [SYMPOSIUM] [Paper presentation]. 20th biannual conference of the European Association for Research on Learning and Instruction, Thessaloniki, Greece.

Scherer, R., & EMSLANDER, V. (2023). Utilizing Primary Study Quality in Meta-Analyses: A Step-by-Step Tutorial [Preprint]. (1). ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/55375. doi:10.31234/osf.io/8emsa

EMSLANDER, V., Holzberger, D., FISCHBACH, A., & Scherer, R. (01 March 2023). Lehrer-Schüler-Beziehungen und ihre Korrelate: Ein systematisches Review von Meta-Analysen [Paper presentation]. 10th Conference of the Society for Empirical Educational Research (GEBF), Essen, Germany.

EMSLANDER, V., & Holzberger, D. (01 March 2023). Lehrer-Schüler-Beziehungen: Von der Generalisierbarkeit positiver Befunde [Paper presentation]. 10th Conference of the Society for Empirical Educational Research (GEBF), Essen, Germany.

EMSLANDER, V., Levy, J., Scherer, R., & FISCHBACH, A. (28 December 2022). Value-Added Scores Show Limited Stability over Time in Primary School. PLoS ONE, 17 (12), 0279255. doi:10.1371/journal.pone.0279255
Peer Reviewed verified by ORBi

Galano, D., GRUND, A., & EMSLANDER, V. (2022). Investigating Pre-service Teachers’ Attitudes Towards LGB Students in Luxembourg. doi:10.17605/OSF.IO/24AJGhttps://orbilu.uni.lu/handle/10993/53081

EMSLANDER, V., LEVY, J., & FISCHBACH, A. (10 November 2022). What Primary Schools Are Doing Right: Educational Value-Added in Luxembourg [Poster presentation]. LuxERA Conference 2022, Esch-sur-Alzette, Luxembourg.

EMSLANDER, V., Holzberger, D., FISCHBACH, A., & Scherer, R. (09 November 2022). Teacher-Student-Relationships and Student Outcomes in Heterogeneous Educational Settings: A Systematic Review of Meta-Analyses [Paper presentation]. CIDER-LERN Conference 2022, Esch-sur-Alzette, Luxembourg.

Scherer, R., & EMSLANDER, V. (2022). Quality Assessment in Meta-Analyses (QuAMA). doi:10.17605/OSF.IO/3E64Fhttps://orbilu.uni.lu/handle/10993/51872

EMSLANDER, V., Holzberger, D., FISCHBACH, A., & Scherer, R. (2022). The Associations Between Teacher-Student-Relationships and Student Outcomes: A Systematic Review of Meta-Analyses (ReMA-TSR). doi:10.17605/OSF.IO/J2EMFhttps://orbilu.uni.lu/handle/10993/51635

EMSLANDER, V., Levy, J., & FISCHBACH, A. (2022). Systematic Identification of High "Value-Added" in Educational Contexts (SIVA). doi:10.17605/OSF.IO/X3C48https://orbilu.uni.lu/handle/10993/51634

EMSLANDER, V., LEVY, J., Scherer, R., Brunner, M., & FISCHBACH, A. (March 2022). Are Value-Added Scores Stable Enough for High-Stakes Decisions? [Paper presentation]. 9th Conference of the Society for Empirical Educational Research (GEBf), Bamberg, Germany.

EMSLANDER, V., & Scherer, R. (2022). The Relation Between Executive Functions and Math Intelligence in Preschool Children: A Systematic Review and Meta-Analysis. Psychological Bulletin, 148 (5-6), 337-369. doi:10.1037/bul0000369
Peer Reviewed verified by ORBi

EMSLANDER, V., LEVY, J., Scherer, R., Brunner, M., & FISCHBACH, A. (November 2021). Stability of Primary School Value-Added Scores over Time: A Comparison Between Math and Language Achievement as Outcome Variables [Paper presentation]. LuxERA Emerging Researchers’ Conference 2021.

EMSLANDER, V., LEVY, J., Scherer, R., Brunner, M., & FISCHBACH, A. (September 2021). Stability of Value-Added Models: Comparing Classical and Machine Learning Approaches [Paper presentation]. PAEPSY 2021 Tagung der Fachgruppe Pädagogische Psychologie.

EMSLANDER, V., & Scherer, R. (September 2021). Meta-Analytic Structural Equation Models of Executive Functions and Math Intelligence in Preschool Children [Paper presentation]. PAEPSY 2021 Tagung der Fachgruppe Pädagogische Psychologie.

EMSLANDER, V., & Scherer, R. (July 2021). Measuring Executive Functions and their Relation to Math Intelligence in Preschool Children: A Meta-Analysis [Paper presentation]. 12th ITC 2021 Colloquium.

EMSLANDER, V., & Scherer, R. (20 May 2021). Linking Executive Functions and Math Intelligence in Preschool Children: A Meta-Analysis [Paper presentation]. Research Synthesis & Big Data Conference 2021. doi:10.23668/PSYCHARCHIVES.4805

EMSLANDER, V., & Scherer, R. (July 2020). Measuring Executive Functions and their Relations to Mathematical Skills in Preschool Children: A Meta-Analysis [Paper presentation]. 12th Conference of the International Test Commission, Esch, Luxembourg.

Spengler, B., Hofer, J., Busch, H., Dzionsko, I., & EMSLANDER, V. (2020). Implicit motives and children's salivary cortisol reactivity to an adapted version of the Trier Social Stress Test for Children (TSST-C). Personality and Individual Differences, 162, 110010. doi:10.1016/j.paid.2020.110010
Peer Reviewed verified by ORBi

NIEPEL, C., Kranz, D., Borgonovi, F., EMSLANDER, V., & GREIFF, S. (2020). The coronavirus (COVID‐19) fatality risk perception of US adult residents in March and April 2020. British Journal of Health Psychology, 12438. doi:10.1111/bjhp.12438
Peer reviewed

EMSLANDER, V., & Scherer, R. (2020). Measures of Executive Functions and Mathematical Skills are Distinct Even at a Young Age: A Meta-Analysis with Preschool Children [Paper presentation]. Frontier Research in Educational Measurement Conference, Oslo, Norway.

EMSLANDER, V. (2019). Quid pro quo: Führt milde Benotung zu besseren Ergebnissen bei der Lehrveranstaltungsevaluation? In T. Ellwart & H. Peiffer, Forschungspakete aus dem Seminarraum. https://www.uni-trier.de/fileadmin/fb1/prof/PSY/WIP/Sonstiges/Forschungspakete/1901_Forschungspaket.pdf.

EMSLANDER, V., Leistikow, H., & Bolli, S. (2019). Sozialpsychologische Mechanismen im AfD-Wahlprogramm erkennen: Ein Workshop gegen den Rechts-Populismus. In E. Walther & S. D. Isemann (Eds.), Die AfD – psychologisch betrachtet (pp. 179--202). Wiesbaden, Unknown/unspecified: Springer Fachmedien Wiesbaden. doi:10.1007/978-3-658-25579-4_9

EMSLANDER, V., Bolli, S., & Schellen, G. (2018). Sozialpsychologie und die AfD – Wieviel Psychologie steckt im Wahlprogramm?

EMSLANDER, V., Bolli, S., Leistikow, H., & Schellen, G. (May 2018). Die Psychologie des Widerstands: Sozialpsychologische Mechanismen im AfD-Wahlprogramm erkennen [Paper presentation]. Invited Workshop, Trier, Germany.

EMSLANDER, V., Bolli, S., Leistikow, H., Rudolph, J., & Schellen, G. (January 2018). Sozialpsychologie und die AfD – Wieviel Psychologie steckt im Wahlprogramm? [Paper presentation]. Invited Workshop at University of Trier, Trier, Germany.

EMSLANDER, V., NIEPEL, C., Kranz, D., & Rutkowski, L. (September 2017). Relationship satisfaction: Establishing measurement and structural invariance across men with gay and straight identity [Poster presentation]. 9th SELF Biennial International Conference, Melbourne, Australia.

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