  | NIEPEL, C., HAUSEN, J., WEBER, A. M., & Möller, J. (2025). Understanding mean-level and intraindividual variability in state academic self-concept: The role of students’ trait expectancies and values. Journal of Educational Psychology. doi:10.1037/edu0000946  Peer Reviewed verified by ORBi |
 | Barkela, V., HAN, A., & WEBER, A. M. (August 2024). Do student teachers experience self-worth threats in computational thinking? Computers in Human Behavior Reports, 15, 100463. doi:10.1016/j.chbr.2024.100463 Peer Reviewed verified by ORBi |
WEBER, A. M.* , Lukas Schmitt* , BOBROWICZ, K., & Leuchter, M. (July 2024). Enhancing Preschool STEM Learning: Exploring the Impact of Spatial Skills Training on Teachers’ Language Use and Children’s Spatial Development During Play [Paper presentation]. Bi-annual meeting of the International Mind, Brain, and Education Society, Leuven, Belgium. Peer reviewed* These authors have contributed equally to this work. |
  | WEBER, A. M., BOBROWICZ, K., GREIFF, S., & Leuchter, M. (March 2024). Mental rotation is supported by block play in boys and girls. Journal of Applied Developmental Psychology, 91, 101630. doi:10.1016/j.appdev.2023.101630 Peer Reviewed verified by ORBi |
 | BOBROWICZ, K., WEBER, A. M., & GREIFF, S. (February 2024). The successful use of a search strategy improves with visuospatial working memory in 2- to 4.5-year-olds. Journal of Experimental Child Psychology, 238, 105786. doi:10.1016/j.jecp.2023.105786 Peer Reviewed verified by ORBi |
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. |
 | WEBER, A. M., GREIFF, S., Jee, B., Möhring, W., & Golinkoff, R. M. (2024). Educational relevance and implications of spatial development in early childhood. Learning and Instruction. Peer Reviewed verified by ORBi |
 | Schmitt, L., WEBER, A. M., Venitz, L., & Leuchter, M. (December 2023). Preschool teachers' pedagogical content knowledge predicts willingness to scaffold early science learning. British Journal of Educational Psychology, 93 (4), 1034 - 1052. doi:10.1111/bjep.12618 Peer Reviewed verified by ORBi |
BOBROWICZ, K., WEBER, A. M., MENDES, A., & GREIFF, S. (August 2023). Distracted and Misled, Yet Capable of Transfer: Analogical Transfer in 2.5- to 5.5-Year-Olds [Paper presentation]. EARLI 2023. Peer reviewed |
WEBER, A. M., BOBROWICZ, K., Leuchter, M., & GREIFF, S. (August 2023). Young children’s mental rotation and the relation with fluid intelligence, block play, and gender [Paper presentation]. European Association for Research on Learning and Instruction, Thessaloniki, Greece. Peer reviewed |
 | WEBER, A. M., & GREIFF, S. (2023). ICT skills in the deployment of 21st century skills: A (cognitive) developmental perspective through early childhood. Applied Sciences, 13 (7), 4615. doi:10.3390/app13074615 Peer Reviewed verified by ORBi |
 | Schmitt, L., WEBER, A. M., Weber, D., & Leuchter, M. (2023). First Insights into Preschool Teachers’ Instructional Quality in Block Play and Its Associations with Children’s Knowledge, Interest, Academic Self-Concept and Cognitive Aspects. Early Education and Development, 1-23. doi:10.1080/10409289.2023.2233879 Peer Reviewed verified by ORBi |
 | Ebel, M., Barkela, V., Reuter, T., Stiel-Dämmer, S., Leuchter, M., & WEBER, A. M. (2023). Handbuch zum Bildungsangebot “Programmiere, damit dir ein Licht aufgeht – Computational Thinking mit Calliope Mini”. Germany: Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau. |
 | WEBER, A. M., GREIFF, S., & Iliescu, D. (2023). Assessing Children in Developmental Research: Challenges in Testing Through Infancy to Adolescence. European Journal of Psychological Assessment, 39 (6), 385-389. doi:10.1027/1015-5759/a000808 Editorial reviewed |
 | WEBER, A. M., & Leuchter, M. (2022). Fostering children’s block building self-concepts and stability knowledge through construction play. Journal of Applied Developmental Psychology, 80, 101400. doi:10.1016/j.appdev.2022.101400 Peer reviewed |
 | WEBER, A. M., Bastian, M., Barkela, V., Mühling, A., & Leuchter, M. (2022). Fostering preservice teachers’ expectancies and values towards computational thinking. Frontiers in Psychology, 13. doi:10.3389/fpsyg.2022.987761 Peer Reviewed verified by ORBi |
 | WEBER, A. M., Barkela, V., Stiel-Dämmer, S., & Leuchter, M. (2021). Der Zusammenhang emotionaler Kosten bei Grundschullehramtsstudierenden mit ihrer informatischen Problemlösekompetenz. Empirische Pädagogik, 35 (1), 93-111. Peer reviewed |
 | Reuter, T., WEBER, A. M., Nitz, S., & Leuchter, M. (2021). Problemlösen in digitalen Kontexten. Empirische Pädagogik, 35 (1), 5-18. Peer reviewed |
 | Reuter, T., WEBER, A. M., Flottmann, J., & Leuchter, M. (2021). Ability of 6- to 7-year-old children to choose the control of variables strategy. Journal of Cognitive Education and Psychology, 20 (2), 70-82. doi:10.1891/JCEP-D-20-00002 Peer reviewed |
 | Reuter, T., WEBER, A. M., Nitz, S., & Leuchter, M. (2021). Problemlösen in digitalen Kontexten. Empirische Pädagogik, 35 (1). Editorial reviewed |
 | WEBER, A. M., Reuter, T., & Leuchter, M. (2020). The impact of a construction play on 5- to 6-year-old children’s reasoning about stability. Frontiers in Psychology, 11, 1737. doi:10.3389/fpsyg.2020.01737 Peer reviewed |
 | WEBER, A. M., & Leuchter, M. (2020). Measuring preschool children’s knowledge of the principle of static equilibrium in the context of building blocks: Validation of a test instrument. British Journal of Educational Psychology, 90, 50-74. doi:10.1111/bjep.12304 Peer Reviewed verified by ORBi |
 | WEBER, A. M., & Trojan, J. (2018). The restorative value of the urban environment: A systematic review of the literature. Environmental Health Insights, 12, 1-13. doi:10.1177/1178630218812805 Peer reviewed |
 | WEBER, A. M., & Leuchter, M. (2018). Frühe naturwissenschaftliche Bildung und Förderung. In T. Schmidt & W. Smidt, Handbuch empirische Forschung in der Pädagogik der frühen Kindheit (pp. 333-347). Münster, Germany: Waxmann. Peer reviewed |
