Artikel in wissenschaftlichen Fachzeitschriften mit Peer-Review (Auswahl):
Enke, S., Gunzenhauser, C., Hepach, R., Karbach, J., & Saalbach, H. (2022). Differences in cognitive processing? The role of verbal processes and mental effort in bilingual and monolingual children’s planning performance. Journal of Experimental Child Psychology, 213, 105255. doi.org/10.1016/j.jecp.2021.105255
Stephan, F., Gunzenhauser, C., & Saalbach, H. (2022). Function of language skills in preschooler's problem-solving performance: The role of self-directed speech. Journal of Applied Developmental Psychology, 81, 101431. doi.org/10.1016/j.appdev.2022.101431
Grosse, G., Streubel, B., Gunzenhauser, C., & Saalbach, H. (2021). Let’s talk about emotions: The development of children’s emotion vocabulary from 4 to 11 years of age. Affective Science. 2, 150 – 162. doi.org/10.1007/s42761‐021‐00040‐2
Gunzenhauser, C., Enke, S., Johann, V. E., Karbach, J., & Saalbach, H. (2021). Parent and teachers’ support of elementary students’ remote learning during the COVID‐19 pandemic in Germany. AERA Open, 7, 1 – 16. doi.org/10.1177/23328584211065710
Gunzenhauser, C., & Nückles, M. (2021). Training executive functioning to improve academic achievement: Tackling avenues to far transfer. Frontiers in Developmental Psychology, 12, 1350. doi.org.10.3389/fpsyg.2021.624008
Gunzenhauser, C., & Saalbach, H. (2020). Domain‐specific self‐regulation contributes to concurrent but not later mathematics performance in elementary students. Learning and Individual Differences, 78, 101845. doi.org/10.1016/j.lindif.2020.101845
Streubel, B., Gunzenhauser C., Grosse, G. & Saalbach, H. (2020). Emotion‐specific vocabulary and its contribution to emotion understanding in 4‐ to 9‐y ear‐old children. Journal of Experimental Child Psychology, 193, 104790. doi.org/10.1016/j.jecp.2019.104790
Gunzenhauser, C., Karbach, J., Saalbach, H. (2019). Function of verbal strategies in monolingual vs. bilingual students’ planning performance: An experimental approach. Cognitive Development, 50, 1 – 12. doi.org/10.1016/j.cogdev.2019.01.003
Gunzenhauser, C., Suchodoletz, A. v., & McClelland, M. M. (2017). Measuring cognitive reappraisal and expressive suppression in children: A Parent‐rating Version of the Emotion Regulation Questionnaire. European Journal of Developmental Psychology, 14, 489‐497. doi.org/0.1080/17405629.2016.1236018
Gunzenhauser, C., & Suchodoletz, A. v. (2015). Boys might catch up, family influences continue: Influences on behavioral self‐regulation in children from an affluent region in Germany before school entry. Early Education and Development, 26, 645‐662. doi.org/10.1080/10409289.2015.1012188
Gunzenhauser, C., Fäsche, A., Friedlmeier, W., & Suchodoletz, A. v. (2014). Face it or hide it: Parental socialization of reappraisal and response suppression. Frontiers in Psychology, 4:992. doi.org/10.3389/fpsyg.2013.00992
Gunzenhauser, C., & Suchodoletz, A. v. (2014). Preschool children’s use of suppression influences subsequent self‐control but does not interfere with verbal memory. Learning and Individual Differences, 32, 219‐224. doi.org/10.1016/j.lindif.2014.03.007
Gunzenhauser, C., Heikamp, T., Gerbino, M., Alessandri, G., Suchodoletz, A. v., Caprara, G. V., & Trommsdorff, G. (2013). Self‐efficacy in regulating positive and negative emotions: A validation study in Germany. European Journal of Psychological Assessment, 29, 197‐204. doi.org/10.1027/1015‐5759/a000151
