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Julia Gorges

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Professor

University of Cologne

Germany

Research Interests

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About

Julia Gorges is a Professor at Philipps-University Marburg in Germany. Her research areas include cognitive skills in adulthood, inclusion in education, and student motivation within academic contexts. She has recently published articles focusing on the determinants of cognitive skills, the well-being of children in inclusive schools, and the factors influencing parental participation in educational programs.

Recent Grants

Grant: Close

Motivated at Adult Education Centers - Uptake of Educational Programs at AECs

Open Date: 2023-01-01

Close Date:

Grant: Close

The relationship of attitudes towards education, social origin and educational success.

Open Date: 2017-01-01

Close Date: 2020-12-31

Grant: Close

The Role of School Subject-Specific Competence Beliefs and Value Beliefs for the Formation of Expectancy of Success and Subjective Task Value Regarding Novel Academic Tasks

Open Date: 2013-01-01

Close Date: 2019-12-31

Articles (13)

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2026

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2026

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2026

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2025

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2024

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2024

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2024

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2023

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2023

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2023

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2023

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2022

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2020

Collaborators (5)

Ronny Scherer

Full professor of educational assessment and measurement

University of Oslo

NORWAY

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Birgit Lütje-Klose

Prof. Dr

Bielefeld University

GERMANY

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Tobias Wächter

Bielefeld University

GERMANY

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Phillip Neumann

Professor

University of Paderborn

GERMANY

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Matthew Courtney

Assistant Professor

Nazarbayev University

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Julia Gorges

Research Interests

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About

Recent Grants

Articles (13)

Do teachers’ inclusion-related attitudes and self-efficacy promote academic achievement? Results of a longitudinal study

Teaching staff’s motivational knowledge as a component of professional competence in adult and continuing education: A multi-perspective analysis

An expectancy-value theory approach to adults’ participation in digitally enhanced continuing education: Benefits but not costs affect participation

PIAAC Survey of Adult Skills: A review of the research landscape

How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy

Determinants of cognitive skills in adulthood: Age cohort patterns

Erratum zu: Wie kommt Inklusion in die Schulen? Einstellung zur Inklusion als Prädiktor der inklusionsbezogenen Fortbildungsmotivation von Lehrkräften

Medical students’ general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs

Warum wollen Eltern (nicht) an Elternbildung teilnehmen? Analysen der Rolle von Bildungsniveau und Migrationshintergrund für die elterliche Motivation zur Teilnahme an Elternbildung

Wie kommt Inklusion in die Schulen? Einstellung zur Inklusion als Prädiktor der inklusionsbezogenen Fortbildungsmotivation von Lehrkräften

Motivation Toward Novel Learning Content: Testing the Predictive Validity of School-Based Motivation

Motivation towards novel learning content: Perceived similarity of learning content, but not need for cognition, moderates the generalization of motivation

Erfassung von Einstellungen zu Inklusion mit SACIE, EFI-L und KIESEL. Zur Validität dreier etablierter Instrumente

Collaborators (5)

Ronny Scherer

Birgit Lütje-Klose

Tobias Wächter

Phillip Neumann

Matthew Courtney

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