Charlott Rubach
Postdoctoral Scholar
School of Education
Email: [email protected]
phone: (949) 824-5118
office: Education 354
Postdoctoral Scholar
School of Education
Email: [email protected]
phone: (949) 824-5118
office: Education 354
Biography
Charlott Rubach received her B.A. in the fields of Philosophy and Educational Science and her M.A. in Educational Science at the University of Rostock, Germany. She completed her Ph.D. dissertation titled “Family-School partnership in ninth and tenth grade: Conditions of family-school partnership and effects on students´ motivational and cognitive beliefs” in 2019 at the University of Potsdam, Germany.
Research Interests
Importance of different social relations in adolescence: Charlott’s aim is to better understand the impact and interplay of multiple social agents in the family and school context on students’ positive development during adolescence. In her work at the School of Education, Charlott will be using longitudinal datasets to investigate the effects of interpersonal relationships on students‘ educational success taking into account students’ sociodemographic background.
Motivation and well-being in adolescence: Charlott wants to study determinants of positive motivational development and well-being at school during adolescence. In her work at the School of Education, Charlott will be using longitudinal datasets to examine (1) developmental profiles of motivation, depression, risk behavior, and self-esteem during adolescence and (2) investigate inter- and intra-personal factors protecting from negative developmental tendencies.
Importance of family-school-partnership for student motivation in secondary school: Family-school partnership is an important quality measure for schools. We know that family-school partnership processes change during the transition from primary to high schools. Charlott is studying why these changes are happening and how family-school partnership can effectively support students in school.
Digital learning in teacher education and school: Teachers are responsible for ensuring that students develop digital literacy and use digital media competently. However, it is not yet clear to what extent teachers themselves possess digital learning skills and competencies. Charlott aims to better measure perceived digital competencies to investigate which conditions are important to improve teachers’ digital literacy and what processes occur during digital based learning.
Selected Publications
Rubach, C. & Lazarides, R. (2019). Bedingungen und Auswirkungen des elterlichen Engagements im häuslichen und schulischen Umfeld - Analysen für die Sekundarstufe I. Psychologie in Erziehung und Unterricht. doi: 10.2378/peu2019.art08d
(English title: Conditions and Effects of Homebased and Schoolbased Parental Involvement: Analyses in Secondary Schools).
Rubach, C., Lazarides, R. & Lohse-Bossenz, H. (2019). Engagement der Klassenlehrkräfte in der Zusammenarbeit mit Eltern und Motivation Lernender in der Sekundarstufe. Journal for Educational Research Online/Journal für Bildungsforschung Online
(English title: Classroom Teachers’ Engagement in Parent-Teacher Partnership and Students´ Motivation in Secondary Schools)
Lazarides, R., Dicke, A.-L., Rubach, C. & Eccles, J. S. (2019). Profiles of motivational beliefs in math: Exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices. Journal of Educational Psychology. https://doi.org/10.1037/edu0000368
Rubach, C. & Lazarides, R. (2019). Die Rolle der Individualisierung im Mathematikunterricht für die Motivation von Lernenden am Ende der Sekundarstufe I. In: Hannelore Knauder & Monika Reisinger: Individuelle Förderung im Unterricht und in der Schule. Waxmann.
(English title: What Role Does Individualization in Math Play for Students´ Motivation in Secondary Schools?)
Lazarides, R., Buchholz, J. & Rubach, C. (2018). Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms. Teaching and Teacher Education. 69, 1-10. doi.org/10.1016/j.tate.2017.08.017
Lazarides, R.; Rubach, C. & Ittel, A. (2017). Adolescents’ perceptions of socializers’ beliefs, career-related conversations, and motivation in mathematics. Developmental Psychology, 53(3), 525-539. doi: 10.1037/dev0000270
Additional Information
ORCID: 0000-0003-0451-6429
Researchgate: https://www.researchgate.net/profile/Charlott_Rubach
Charlott Rubach received her B.A. in the fields of Philosophy and Educational Science and her M.A. in Educational Science at the University of Rostock, Germany. She completed her Ph.D. dissertation titled “Family-School partnership in ninth and tenth grade: Conditions of family-school partnership and effects on students´ motivational and cognitive beliefs” in 2019 at the University of Potsdam, Germany.
Research Interests
Importance of different social relations in adolescence: Charlott’s aim is to better understand the impact and interplay of multiple social agents in the family and school context on students’ positive development during adolescence. In her work at the School of Education, Charlott will be using longitudinal datasets to investigate the effects of interpersonal relationships on students‘ educational success taking into account students’ sociodemographic background.
Motivation and well-being in adolescence: Charlott wants to study determinants of positive motivational development and well-being at school during adolescence. In her work at the School of Education, Charlott will be using longitudinal datasets to examine (1) developmental profiles of motivation, depression, risk behavior, and self-esteem during adolescence and (2) investigate inter- and intra-personal factors protecting from negative developmental tendencies.
Importance of family-school-partnership for student motivation in secondary school: Family-school partnership is an important quality measure for schools. We know that family-school partnership processes change during the transition from primary to high schools. Charlott is studying why these changes are happening and how family-school partnership can effectively support students in school.
Digital learning in teacher education and school: Teachers are responsible for ensuring that students develop digital literacy and use digital media competently. However, it is not yet clear to what extent teachers themselves possess digital learning skills and competencies. Charlott aims to better measure perceived digital competencies to investigate which conditions are important to improve teachers’ digital literacy and what processes occur during digital based learning.
Selected Publications
Rubach, C. & Lazarides, R. (2019). Bedingungen und Auswirkungen des elterlichen Engagements im häuslichen und schulischen Umfeld - Analysen für die Sekundarstufe I. Psychologie in Erziehung und Unterricht. doi: 10.2378/peu2019.art08d
(English title: Conditions and Effects of Homebased and Schoolbased Parental Involvement: Analyses in Secondary Schools).
Rubach, C., Lazarides, R. & Lohse-Bossenz, H. (2019). Engagement der Klassenlehrkräfte in der Zusammenarbeit mit Eltern und Motivation Lernender in der Sekundarstufe. Journal for Educational Research Online/Journal für Bildungsforschung Online
(English title: Classroom Teachers’ Engagement in Parent-Teacher Partnership and Students´ Motivation in Secondary Schools)
Lazarides, R., Dicke, A.-L., Rubach, C. & Eccles, J. S. (2019). Profiles of motivational beliefs in math: Exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices. Journal of Educational Psychology. https://doi.org/10.1037/edu0000368
Rubach, C. & Lazarides, R. (2019). Die Rolle der Individualisierung im Mathematikunterricht für die Motivation von Lernenden am Ende der Sekundarstufe I. In: Hannelore Knauder & Monika Reisinger: Individuelle Förderung im Unterricht und in der Schule. Waxmann.
(English title: What Role Does Individualization in Math Play for Students´ Motivation in Secondary Schools?)
Lazarides, R., Buchholz, J. & Rubach, C. (2018). Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms. Teaching and Teacher Education. 69, 1-10. doi.org/10.1016/j.tate.2017.08.017
Lazarides, R.; Rubach, C. & Ittel, A. (2017). Adolescents’ perceptions of socializers’ beliefs, career-related conversations, and motivation in mathematics. Developmental Psychology, 53(3), 525-539. doi: 10.1037/dev0000270
Additional Information
ORCID: 0000-0003-0451-6429
Researchgate: https://www.researchgate.net/profile/Charlott_Rubach
