Publications

Kuhn, H. P. (2000). Media use and political socialization. An empirical study of the relationship between media use and political identity formation in adolescence (Serie Forschung Erziehungswissenschaft, Vol. 94). Opladen: Leske + Budrich.

Bereswill, M., Draude, C. & Kuhn, H. P. (Eds.). (In preparation). Unequal preferences? On the relationship between choice of field of study and gender attributions (Thematic focus of the Journal of Sociology of Education and Socialization (ZSE)).

Fischer, N., Kuhn, H. P. & Tillack, C. (Eds.). (2016). What are good schools? Part 4: Theory, practice, and research on the quality of all-day schools. Kassel: Prolog Verlag.

Kuhn, H. P. (Ed.) (2010). Gender-specific political socialization in an international perspective. Jahrbuch Jugendforschung, 8, 2008/2009, 11-151.

Schuster, B., Kuhn, H. P. & Uhlendorff, H. (2005). Development in social relations: Adolescents in their engagement with family, friends, and society. Stuttgart: Lucius & Lucius/BRO.

Kuhn, H. P., Weiss, K. & Oswald, H. (Eds.). (2001). Young voters in the new federal states. A longitudinal study of the behavior of first-time voters in the 1998 federal election. Opladen: Leske + Budrich.

Kuhn, H. P., Uhlendorff, H. & Krappmann, L. (Eds.). (2000). Socialization to fellow citizenship. Opladen: Leske + Budrich.

Kuhn, H. P., Schoreit, E. & Fischer, N. (in preparation). Differential grading of boys and girls in secondary school? The influence of students* social behavior.

Klingebiel, F., Hänze, M. & Kuhn, H. P. (in preparation). Knowledge and skills in school placements: validation of the competence assessment instrument KKE.

Klingebiel, F., Mähler, M., & Kuhn, H. P. (in press). What remains. Development of subjective competence experience in school internship and beyond. Edition Zeitschrift für Erziehungswissenschaft, vol. 9.

2019

Valentin, J., Fischer, N. & Kuhn, H. P. (2019). Multiprofessional cooperation: quality levers for full-day education. Learning Together, 5(1), 24-28.

Valentin, J., Fischer, N. & Kuhn, H. P. (2019). Professionalization for Multiprofessional Collaboration in All-Day Schools in Germany - MuTiG: A Study on Pre-Service Teachers and Students of Social Work. In M. Schüpbach & N. Lilla (Eds.), Extended Education from an International Comparative Point of View (pp. 101-119). Heidelberg, New York: Springer VS.

2018

Böhnert, A., Mähler, M., Klingebiel, F., Hänze, M., Kuhn, H. P., & Lipowsky, F. (2018). The development of job-specific self-efficacy expectations of student teachers in school-based practicum periods - A comparison of student teachers in the practicum semester with students in a five-week block practicum. Teacher education under scrutiny, 11(1), 85-108.

2017

Grittner, F., Heinzel, F., Kuhn, H. P. & Sollorz, A. (2017). "Can they still do something with little ones like me?". Grade level transitions in mixed-grade learning groups and their effects on students' academic well-being and emotional experience - discussed by their teachers. Contributions to elementary school reform, vol. 143, 144-156.

Kuhn, H. P. (2017). "Set the kids free. Grades are not everything: What matters in life" - A plea for the all-day school of the future. In O.-A. Burow & C. Gallenkamp (Eds.), Education 2030-Seven trends that are revolutionizing schools (pp. 88-104). Weinheim: Beltz.

Kuhn, H. P. (2017). Development perspectives of all-day schools: "... Contributing to more equal opportunities and a reduction of educational inequalities due to origin". In K. Moegling & C. Siedenbiedel (Eds.), "I would abolish homework just as I would abolish Sitzenbleiben." 19 interviews on central issues in school pedagogy (Series: Theory and Practice of School Pedagogy, Vol. 39) (pp. 44-53). Kassel: Prolog-Verlag.

Sennhenn, K., Dollichon, N., Fischer, N., & Kuhn, H. P. (2017). Fit for multiprofessional cooperation in schools: the MuTiG project. journal für lehrerInnenbildung, 17(1), 13-19.

Fischer, N., Kuhn, H. P., Dollichon, N., & Pfaar, J. (2017). P24 Multiprofessional teams in all-day schools. PRONET - Professionalization through Networking, 50-51. Retrieved from www.uni-kassel.de/themen/fileadmin/datas/themen/pronet/ PRONET_Project_presentation_09-02-18.pdf.

2016

Kuhn, H. P., Fischer, N. & Schoreit, E. (2016). Social learning of boys and girls in all-day school On the importance of co-determination in offerings for the development of school-related social responsibility taking. In N. Fischer, H. P. Kuhn & C. Tillack (Eds.), What are good schools? Part 4: Theory, practice, and research on the quality of all-day schools (Series: Theory and practice of school pedagogy, Vol. 38) (pp. 148-167). Kassel: Prolog Verlag.

Fischer, N., Kuhn, H. P. & Tillack, C. (2016). Why can all-day schools be especially good schools? - Specific quality characteristics of all-day schools. In N. Fischer, H. P. Kuhn & C. Tillack (Eds.), What are good schools? Part 4: Theory, practice, and research on the quality of all-day schools (Series: Theory and practice of school pedagogy, Vol. 38) (pp. 10-40). Kassel: Prolog Verlag.

Fischer, N., Kuhn, H. P. & Tillack, C. (2016). Editorial - What are good all-day schools? In N. Fischer, H. P. Kuhn & C. Tillack (Eds.), What are good schools? Part 4: Theory, practice, and research on the quality of all-day schools (Series: Theory and practice of school pedagogy, Vol. 38) (pp. 7-9). Kassel: Prolog Verlag.

Fischer, N., Kuhn, H. P. & Fraij, A. (2016). Social learning in all-day schools. In S. Maschke, G. Schulz-Gade & L. Stecher (Eds.), Yearbook all-day school 2016. how social is all-day school? (S. 41-50). Schwalbach/Ts.: Debus Pädagogik Verlag.

2015

Tillack, C., Fischer, N. & Kuhn, H. P. (2015). Homework support in all-day schools - Social support for students with a migration background? Journal of elementary school research, 8, issue 2(homework), 114-130.

Kuhn, H. P. & Tillack, C. (2015). What makes all-day schools good schools? Education and Science, Issue 9/2015, 38-41.

Fischer, N. & Kuhn, H. P. (2015). All-day schools as an opportunity for social climate? A look at the research situation. Friedrich Jahresheft, 33(Interference with teaching), 114-116.

2014

Kuhn, H. P. (2014). Political identity formation in adolescence. Empirical findings on the importance of school. In J. Hagedorn (Ed.), Youth, school, and identity. Self-formation and identity construction in the context of school (pp. 461-481). Wiesbaden: Springer VS.

Kuhn, H. P. & Fischer, N. (2014). Social relationships in all-day schooling - Selected results from the study on the development of all-day schools (StEG). In C. Tillack, J. Fetzer, & N. Fischer (Eds.), Relationships in school and classroom. Part 2. sociocultural and school influences on pedagogical relationships (pp. 103-117). Immenhausen: Prolog Verlag.

Gerland-Péus, S. & Kuhn, H. P. (2014). School leadership coaching releases forces - Results of the scientific survey of the pilot project. School administration North Rhine-Westphalia, 25(9/2014).

2013

Kuhn, H. P. & Wagner, D. (2013). Youth and peers. In Y. Kaiser, M. Spenn, M. Freitag, T. Rauschenbach & M. Corsa (Eds.), Handbook of youth. Protestant perspectives (pp. 66-71). Opladen, Berlin, Toronto: Barbara Budrich.

Buhl, M., Kuhn, H. P. & Abs, H. J. (2013). Conditions of the development of political knowledge and political competence experience. In H. Berkessel, W. Beutel, H. Faulstich-Wieland & H. Veith (Eds.), Jahrbuch Demokratiepädagogik. New learning culture and gender democracy 2013/14 (pp. 209-219). Schwalbach/Ts.: Wochenschau Verlag.

2011

Kuhn, H. P. & Fischer, N. (2011). Relationships between school grades and problematic social behavior in all-day school: Do all-day students develop better? Journal of educational science, 14(special issue 15), 143-162.

Kuhn, H. P. & Fischer, N. (2011). Development of school grades in all-day school. Influences of all-day participation and quality of provision. In N. Fischer, H.-G. Holtappels, E. Klieme, T. Rauschenbach, L. Stecher & I. Züchner (Eds.), All-day school: development, quality, effects. Longitudinal findings from the study on the development of all-day schools (StEG) (pp. 207-226). Weinheim and Basel: Beltz Juventa.

Fischer, N., Kuhn, H. P. & Züchner, I. (2011). Development of social behavior in all-day school. Effects of all-day participation and quality of provision. In N. Fischer, H.-G. Holtappels, E. Klieme, T. Rauschenbach, L. Stecher & I. Züchner (Eds.), All-day school: development, quality, effects. Longitudinal findings from the study on the development of all-day schools (StEG) (pp. 246-266). Weinheim and Basel: Beltz Juventa.

Kuhn, H. P. & Kielblock, S. (2011). The all-day school - a successful educational offensive in Germany? Discourse on childhood and youth research, 6(1), 77-81.

Fischer, N., Brümmer, F. & Kuhn, H. P. (2011). Development of well-being and motivational orientations in all-day school. Correlations with process and relationship quality in offerings. In N. Fischer, H.-G. Holtappels, E. Klieme, T. Rauschenbach, L. Stecher & I. Züchner (Eds.), All-day school: development, quality, effects. Longitudinal findings from the study on the development of all-day schools (StEG) (pp. 227-245). Weinheim and Basel: Beltz Juventa.

Kuhn, H. P., Fischer, N. & Brümmer, F. (2011). Development of learning motivation and academic performance after the transition to secondary school - All-day school as a protective factor? In B. Schwarz, P. Nenniger & R. S. Jäger (Eds.), Educational research - sustainable education. Contributions to the 5th DGfE section conference "Empirical Educational Research"/ AEPF-KBBB in Spring 2009 (pp. 451-460). Landau: Verlag Empirische Pädagogik (VEP).

Kuhn, H. P. & Buhl, M. (2011). School conditions of the development of political knowledge and democratic attitudes. In L. Ludwig, H. Luckas, F. Hamburger & S. Aufenanger (Eds.), Education in democracy II. Trends - discourses - practices (pp. 261-275). Opladen & Farmington Hills, MI: Barbara Budrich Publishers.

2010

Kuhn, H. P. (2010). International Perspectives on Political Socialization and Gender: An Introduction. Jahrbuch Jugendforschung(Kuhn, H. P. (Ed.). Genderspecific Political Socialization in an International Perspective). 8, 2008/2009, 11-24.

Fischer, N., Brümmer, F., Kuhn, H. P. & Züchner, I. (2010). Individual effects of all-day school attendance in secondary education. Findings from the study on the development of all-day schools (StEG). School Admin. Hesse, Rhineland-Palatinate 15, 2, 38-39.

2009

Fischer, N., Kuhn, H. P. & Klieme, E. (2009). What can all-day schooling achieve? Effects of full-day schooling on the development of learning motivation and academic performance after the transition to secondary school. In L. Stecher & C. Allemann-Ghionda & W. Helsper & E. Klieme (Eds.), Full-day education and care (54th supplement of Zeitschrift für Pädagogik) (pp. 143-167). Weinheim: Beltz.

Brümmer, F., Fischer, N. & Kuhn, H. P. (2009). "Things are happening at all-day schools!". Key findings of the study on the development of all-day schools (StEG). GFPF News, 1/2009, 4-11.

Oswald, H. & Kuhn, H. P. (2009). Political attitudes of Israeli and Palestinian youth after the outbreak of the second intifada. In K. Inhetveen & G. Klute (Eds.), Encounters and confrontations. Festschrift for Trutz von Trotha (pp. 32-48). Cologne: Rüdiger Köppe Publishers.

2008

Kuhn, H. P. & Uhlendorff, H. (2008). "We can still do a lot together". Intergenerational projects: Bringing children and the elderly together. Elementary school religion:, 24(3), 4-7.

Kuhn, H. P. (2008). Gender relations in school: are boys now disadvantaged? A review of empirical studies. In B. Rendtorff & A. Prengel (Eds.), Yearbook of women's and gender studies in education, Vol. 4 (pp. 49-71). Leverkusen: Barbara Budrich Publishers.

2007

Kuhn, H. P. (2007). Education pays - For more equal opportunities in the education system. Continuing Education. Zeitschrift für Grundlagen, Praxis und Trends, Heft 2(Prekariat und Weiterbildung), 6-9.

Oswald, H., Sabella, B., Rebenstorf, H. & Kuhn, H. P. (2007). Gender Differences in the Political Interest of German and Palestinian Adolescents - Results of a Cross-Cultural Longitudinal Study. In S. Hegasy & E. Kaschl (Eds.), Changing Values among Youth. Examples from the Arab World and Germany (pp. 39-48). Berlin: Klaus Schwarz Verlag.

Uhlendorff, H. & Kuhn, H. P. (2007). Children among themselves. In M. Spenn & D. Beneke & F. Harz & F. Schweitzer (Eds.), Handbook of work with children-Evangelical perspectives (pp. 113-120). Gütersloh: Gütersloher Verlagshaus.

2006

Kuhn, H. P. & Buhl, M. (2006). Personality development through social engagement in adolescence. kursiv - Journal für politische Bildung, 1/06(Focus: Social experiences. Social engagement in adolescence), 30-38.

Kuhn, H. P. & Buhl, M. (2006). Youth as time-out? Theoretical approaches, empirical findings, and practical consequences on youth social engagement. In S. Lutz-Simon & R. Häusler (Eds.), Parallel worlds - Youth and environmental education (pp. 57-68). Munich: oekom Verlag.

2005

Kuhn, H. P. (2005). Civil disobedience and politically motivated violence in adolescence: development and socialization. In B. Schuster & H. P. Kuhn & H. Uhlendorff (Eds.), Development in social relations: Adolescents in their engagement with family, friends, and society (pp. 279-304). Stuttgart: Lucius & Lucius/BRO.

Buhl, M. & Kuhn, H. P. (2005). Expanded spaces of action in adolescence: Identity development in the realm of social engagement. In B. Schuster & H. P. Kuhn & H. Uhlendorff (Eds.), Development in social relations: Adolescents in their engagement with family, friends, and society (pp. 217-237). Stuttgart: Lucius & Lucius/BRO.

Schuster, B., Kuhn, H. P. & Uhlendorff, H. (2005). Development in social relationships-a developmental psychology-socialization theory approach by James Youniss. In B. Schuster & H. P. Kuhn & H. Uhlendorff (Eds.), Development in social relationships: Adolescents in their engagement with family, friends, and society (pp. 3-9). Stuttgart: Lucius & Lucius/BRO.

Kuhn, H. P. (2005). Gendered aspects of political identity formation in adolescence: theories, concepts, findings. Journal of the Sociology of Education and Socialization (ZSE), 25, issue 4, 399-415.

Kuhn, H. P. (2005). Explaining gender differences in adolescent civic identity: The impact of the self-concept of political competence and value orientations. In A. Sliwka & M. Diedrich & M. Hofer (Eds.), Perspectives on citizenship education in youth - theory, research and practice (pp. 59-72). Münster, New York: Waxmann.

2004

Kuhn, H. P. (2004). Adolescent voting for right-wing extremist parties and readiness to use violence in political action: parent and peer contexts. Journal of Adolescence, 27(5, Kiesner, J. & Kerr, M. (Eds.): Families, peers and contexts as multiple determinants of adolescent problem behavior), 561-581.

Kuhn, H. P. & Schmid, C. (2004). Political interest, media use, and gender difference. Two theses explaining gender differences in adolescents' political interest. In D. Hoffmann & H. Merkens (Eds.), Youth sociological socialization theory. Impulses for youth research (pp. 71-89). Weinheim, Munich: Juventa.

Kuhn, H. P. (2004). Gender differences in political interest among adolescents from Brandenburg. In H. Rebenstorf (Ed.), Democratic Development? East German, Israeli and Palestinian adolescents (pp. 94-103). Wiesbaden: VS Verlag für Sozialwissenschaften.

Kuhn, H. P. & Uhlendorff, H. (2004). Youth and fan culture - a review. In H. Merkens & J. Zinnecker (Eds.), Yearbook of youth research 4th ed. 2004 (pp. 383-418). Wiesbaden: VS Verlag für Sozialwissenschaften.

2003

Buhl, M. & Kuhn, H. P. (2003). Youth-specific forms of political and social engagement. In H. Reinders & E. Wild (Eds.), Adolescence - Time Out? On the shaping of adolescence as a moratorium (pp. 85-109). Opladen: Leske + Budrich.

Oswald, H. & Kuhn, H. P. (2003). First-time voters in the new federal states. From Politics and Contemporary History, B15, 18-25.

2002

Kuhn, H. P. (2002). Political socialization between information and entertainment in the mass media. forum medienethik, Heft 2/2002(Politainment - Politikvermittlung zwischen Information und Unterhaltung), 23-38.

Kuhn, H. P. & Schmid, C. (2002). Conditions of political and social engagement of high school students in Brandenburg. Journal of political psychology, 10 (Civic engagement and psychology), 53-76.

2001

Kuhn, H. P. (2001). Media use and political identity formation in adolescence. In K. Richter & T. Trautmann (Eds.), Being a child in the media society (pp. 163-183). Weinheim, Basel: Beltz Verlag.

Kuhn, H. P. (2001). Young voters and the 1998 federal election. In H. P. Kuhn & K. Weiss & H. Oswald (Eds.), Young voters in the new federal states. A longitudinal study of the behavior of first-time voters in the 1998 Bundestag election (pp. 75-86). Opladen: Leske + Budrich.

Kuhn, H. P. (2001). First-time voters' willingness to vote and party preferences - Developmental trajectories and determinants of voting behavior. In H. P. Kuhn & K. Weiss & H. Oswald (Eds.), Young voters in the new federal states. A longitudinal study of first-time voters' behavior in the 1998 federal election (pp. 87-126). Opladen: Leske + Budrich.

Kuhn, H. P. & Oswald, H. (2001). On the theory of primary voters. In H. P. Kuhn & K. Weiss & H. Oswald (Eds.), Young voters in the new federal states. A longitudinal study of first-time voter behavior in the 1998 federal election (pp. 17-36). Opladen: Leske + Budrich.

2000

Rebenstorf, H., Schmid, C. & Kuhn, H. P. (2000). Authoritarian response and parenting style. On the development of autonomous personality. In H. P. Kuhn & H. Uhlendorff & L. Krappmann (Eds.), Socialization toward fellow citizenship (pp. 37-57). Opladen: Leske + Budrich.

Oswald, H. & Kuhn, H. P. (1994). Television viewing frequency of adolescents. Analysis of the influence of parents and friends. Media Perspectives, 35-41.

2019

Wolf, A., & Kuhn, H. P. (2019). Organizational and competence development? On the effectiveness of an evidence-based curriculum Poster presentation at the 3rd International Congress Learning in Practice, 25.03.2019, Graz.

Klingebiel, F., Kuhn, H. P., Hänze, M., & Mähler, M. (2019). Prognostic potential of competency self- and peer assessments during the internship semester on study success characteristics Paper presented at10. Conference of the Section for Empirical Educational Research in the DGfE (AEPF/KBBB), September 16-18, WWU Münster.

Kuhn, H. P. (2019). Discussant of the Symposium "Extended Education at School in Sweden, Germany and Switzerland: Perspectives of Primary School Children" (Chairs: Natalie Fischer / Helene Elvstrand). WERA-IRN Extended Education - Practice, Theories and Activities, September 26-28, Stockholm University.

2018

Klingebiel, F., Mähler, M., Böhnert, A., Osterberg, J. & Kuhn, H. P. (2018). Effects of competence self-assessments and their feedback by internship supervisors on student teachers' competence self-assessments during the internship semester. Paper presented at the 6th Conference of the Society for Empirical Educational Research (GEBF), February 15-17, University of Basel.

Fischer, N., Pfaar, J. & Kuhn, H. P. (2018). MuTiG - multiprofessional teams in all-day schools. Presentation at the conference Multiprofessionelle Teamarbeit an Ganztagsschulen, 04.05.2018, Bonn.

Dollichon, N., Fischer, N., & Kuhn, H. P. (2016). Multiprofessional teams in all-day schools. Presentation at the conference Innovate - Network - Research, 08.07.2016, Fuldatal.

2017

Strehblow, A., Daniel, A. & Kuhn, H. P. (2017). Capturing parental behavior in the context of high school graduates' study and career choices. Paper presented at BIEN - Berlin Interdisciplinary Education Research Network: "Educational research - potentials for educational practice", November 27-28, DIW Berlin.

Fischer, N., Kuhn, H. P. & Pfaar, J. (2017). MuTiG: Professionalization for Multiprofessional Cooperation in German All-Day Schools. Paper presented at the WERA-IRN Conference - Extended Education from an International Comparative Point of View, 30.11.-02.12.2017, Bamberg.

Bleck, V., Hänze, M., Kuhn, H. P. & Lipowsky, F. (2017). More practice = theory rejection? Stability and development of students' theory disenchantment in different practice phases. Paper presented at the 2nd International Congress "Learning in Practice", March 6-8, University of Bochum.

Löwenberger, K., Hänze, M., Kuhn, H. P., & Lipowsky, F. (2017). Now more than ever!!! - The development of career choice certainty of Kassel student teachers in extended practice periods. Poster presented at the 2nd International Congress "Learning in Practice", University of Bochum, March 6-8.

Buhl, M., Konowalczyk, S. & Kuhn, H. P. (2017). Time perspectives and school-based support - from critical evaluation of the individual past to a positive view of the future. Paper presented at the 5th Conference of the Society for Empirical Educational Research (GEBF), March 13-15, University of Heidelberg.

Kuhn, H. P. (2017). Accompaniment and linkage matter: University didactic settings for enhancing the competence development of student teachers in the context of practice phases (Forum with 3 presentations, Chair: Hans Peter Kuhn) Presentation and moderation at the 2nd International Congress "Learning in Practice", March 6-8, University of Bochum.

2016

Kuhn, H. P., Fischer, N., Schoreit, E. & Tillack, C. (2016). Developmental conditions of boys' and girls' social learning in all-day school. What role does quality of experience play in all-day programs? Paper presented at the 4th Conference of the Society for Empirical Educational Research (GEBF), March 9-11, Freie Universität Berlin.

Grittner, F., Heinzel, F., Kuhn, H. P., & Sollorz, A. (2016). Transitions in grade mix from the students' perspective. Paper presented at the 25th Annual Conference of the Commission for Elementary School Research and Primary Education, September 26-28, Bielefeld University.

Dollichon, N., Fischer, N. & Kuhn, H. P. (2016). Multiprofessional teams in all-day schools. In Innovating - networking - researching. Fuldatal: University of Kassel.

2015

Buhl, M., Mello, Z. R., Kuhn, H. P. & Worrell, F. C. (2015). Time Perspective and Self-Regulated Learning in German Adolescents. Poster presented at the 2015 SRCD Biennial Meeting held in Philadelphia, March 19th to 21st as part of the Poster Symposia: "International Studies on Time Perspective: How Thoughts about the Past, the Present, and the Future predict Adolescent Outcomes", Philadelphia, PA, USA.

2014

Tillack, C., Kuhn, H. P. & Fischer, N. (2014). Motivational interference in all-day school. Relationship between process quality of homework assistance and learning motivation of secondary students. Poster presented at the 79th Meeting of the Working Group for Empirical Educational Research (AEPF), September 15-17, University of Hamburg (awarded the AEPF poster prize).

Stuckert, M., Lipowsky, F., Kuhn, H. P. & Schoreit, E. (2014). Reading better through phonics reading tandems? - Results of an implementation project in Northern Hesse. Paper presented at the 79th Meeting of the Working Group for Empirical Pedagogical Research (AEPF), September 15-17, University of Hamburg.

Buhl, M., Mello, Z. R., Kuhn, H. P., & Worrell, F. C. (2014). Time Perspective and Political Orientation in Adolescence. Paper presented at the 2nd International Conference on Time Perspective "Diversity of Approaches, Unity of Passion", 29th July - 1st August, Warsaw, Poland.

Kuhn, H. P. (2014). Discussion of the symposium "Past - present - future: time perspective across the lifespan". Paper presented at the 24th Congress of the DGfE "Traditions and Futures" 09-12 March, Humboldt University, Berlin.

Buhl, M. & Kuhn, H. P. (2014). Past - present - future: time perspective across the lifespan. Symposium at the 24th Congress of the DGfE "Traditions and Futures" 09-12 March, Humboldt University of Berlin.

2013

Kuhn, H. P. (2013). The expansion of all-day schools in Germany. Results of the evaluation by the Study on the Development of All-day Schools (StEG). Lecture at the Ruprecht-Karls-University of Heidelberg, Institute for Educational Science, December 05, Heidelberg.

Goldenbaum, A. & Kuhn, H. P. (2013). Designing school transitions in networks: How does the transfer of systematic procedures for monitoring school networks succeed? Poster presented at the 78th meeting of the Working Group for Empirical Pedagogical Research (AEPF), September 25-27, University of Dortmund.

Schoreit, E. & Kuhn, H. P. (2013). Have Another Look at Your Data! Identifying Different Developmental Trajectories of Students' Physical Violence by Using (Growth) Mixture Models. Paper presented at the Conference of the European Educational Research Association (ECER), September 10 - 13, Istanbul, Turkey.

Kuhn, H. P. (2013). Educational potentials of all-day schools. Is the importance of social learning underestimated? Inaugural lecture on February 11, 2013, University of Kassel.

2012

Kuhn, H. P., Sauerwein, M., & Schoreit, E. (2012). Participation and social behavior in all-day schools - Gender effects. Paper presented at the 77th Meeting of the Working Group for Empirical Pedagogical Research (AEPF), September 10-12, University of Bielefeld.

Tillack, C., Kuhn, H. P., & Fischer, N. (2012). Motivational action conflicts in all-day school? Effects of homework supervision on secondary school students' motivation to learn. Poster presented at the 77th Meeting of the Working Group for Empirical Educational Research (AEPF), September 10-12, 2012, Bielefeld University.

Kuhn, H. P. (2012). More equal opportunities through all-day schools? Lecture at the Georg-August-University Göttingen, lecture series "Chancengleichheit - Bildungsgerechtigkeit - Bildungsungleichheit", June 20, Göttingen.

Scheid, N. & Kuhn, H. P. (2012). Investigation on the effectiveness of the subject-specific didactic practical school studies (SPS II) at the University of Kassel. Poster presented at the conference "Didaktik im Fokus - Neue Wege in der Lehrerbildung", September 14, 2012, Kaiserslautern.

2011

Kuhn, H. P. (2011). All-day school: developments and effects. Results of the study on the development of all-day schools (StEG) 2005 - 2010. Presentation at the "Ganztag fördert und fordert" - Schulleitertagung der Grund- und Sonderschulen in Berlin, 16.11.2011.

Kuhn, H. P. (2011). Selected results of the study on the development of all-day schools (StEG): The development of all-day schools from 2005 to 2009. Presentation by invitation of the Georg-August-University Göttingen, lecture series "Den ganzen Tag Schule!? New Perspectives on School Development," April 28, Göttingen.

Kuhn, H. P. (2011). Development of school enjoyment, grades, and social behavior in secondary school - Effects of participation in all-day programs and pedagogical quality in all-day programs. Lecture by invitation of the Institute of Educational Science of the University of Bern, Institutskolloquium "Aktuelle Forschung in der empirischen Erziehungswissenschaft", 03 March, Bern, Switzerland.

Kuhn, H. P. (2011). Discussion of the symposium "Political socialization: trajectories and socialization contexts in adolescence". Paper presented at the 75th meeting of the Working Group for Empirical Pedagogical Research (AEPF), February 28-March 02, Bamberg, Germany.

Fischer, N. & Kuhn, H. P. (2011). Development of school enjoyment and grades in lower secondary school - Influences of the use and quality of all-day programs. Paper presented at the 75th Meeting of the Working Group for Empirical Pedagogical Research (AEPF), February 28 - March 02, Bamberg.

Fischer, N., Brümmer, F., Kuhn, H. P., & Züchner, I. (2011). Quality and dosage of extracurricular activities: Effects on motivational and social development. Paper presented at the 14th Biennial Conference for Research on Learning and Instruction (EARLI), August 29 to September 03, Exeter, UK.

Kuhn, H. P. (2011). School development in the context of the introduction of all-day schools - Results of the study on the development of all-day schools (StEG). Lecture at the invitation of the University of Giessen, lecture "Organisationsentwicklung in Schule", 04 February, Giessen.

2010

Kuhn, H. P., Fischer, N., & Brümmer, F. (2010). All-day school for a more socially just education system? Findings from StEG on compensatory effects for educationally disadvantaged groups. Paper presented at the 74th Meeting of the Working Group for Empirical Educational Research (AEPF), September 13-15 (Symposium: Ganztagsschule, Integration, Sozialisation), University of Jena.

Fischer, N., Brümmer, F., Kuhn, H. P., & Klieme, E. (2010). Individual perception or school process quality: What influences motivational achievement-related development after the transition to secondary school? Paper presented at the 74th meeting of the Working Group for Empirical Pedagogical Research (AEPF), September 13-15, University of Jena.

Kuhn, H. P. (2010). The all-day school - a proper response to PISA? Presentation at the invitation of the Ernst-Moritz-Arndt-University Greifswald, conference "Die Ganztagsschule - eine gelungene Bildungsoffensive in Deutschland?", June 29, Greifswald.

Kuhn, H. P. (2010). More equal opportunities through all-day schools? Results from the StEG project (Study on the development of all-day schools). Lecture at the invitation of the University of Potsdam, lecture series "An Opportunity for the Education System: Shaping All-Day Learning", June 02, Potsdam.

Fischer, N., Kuhn, H. P., & Brümmer, F. (2010). Compensatory effects of full-day schooling with regard to social learning. Paper presented at the 8th conference of the research network Ganztagsschule, April 29-30, Dortmund.

Kuhn, H. P., & Brümmer, F. (2010). Participation and students' assumption of social responsibility in all-day schools. Paper presented at the 22nd Congress of the DGfE "Education in Democracy," March 15-17, Mainz.

Kuhn, H. P., & Buhl, M. (2010). Education in democracy - School as a context of democratic competence development. Symposium organized at the 22nd Congress of the DGfE "Education in Democracy" March 15-17, Mainz.

Buhl, M. & Kuhn, H. P. (2010). The influence of school on political knowledge and democratic attitudes (Symposium: Bildung in der Demokratie - Schule als Kontext demokratischer Kompetenzentwicklung, Chair: Hans Peter Kuhn & Monika Buhl). Paper presented at the 22nd Congress of the DGfE "Education in Democracy" March 15-17, Mainz.

Brümmer, F., Fischer, N. & Kuhn, H. P. (2010). All-day schools - school form for a more socially just education system? Findings on compensatory effects of all-day schools. Paper presented at didacta - the education fair, March 16-20, Cologne.

Kuhn, H. P. (2010). More equal opportunities through all-day schools? Lecture at the invitation of Friedrich Schiller University Jena, lecture series "Ganztagsschule und Demokratiepädagogik", January 12, Jena.

2009

Kuhn, H. P. (2009). Results of the StEG study: indications for the quality development of all-day schools. Presentation at the invitation of the 6th All-Day School Congress, Forum III: Quality of the Concept of an All-Day School, December 11, Berlin.

Kuhn, H. P. (2009). Educational inequality - Are all-day schools an alternative? Lecture at the invitation of the Protestant University of Applied Sciences for Social Work, lecture series "Keine halbe Sache - Ganztägiges Lernen an sächsischen Schulen", November 24, Dresden.

Kuhn, H. P. (2009). Symposium Auswirkungen des Ganztagsschulbesuches auf Freizeitaktivitäten und die Gestaltung von Peerbeziehungen: Discussion of the contributions (Organization: Maria v. Salisch & Natalie Fischer). Paper presented at the 73rd Meeting of the Working Group for Empirical Pedagogical Research (AEPF), September 28-30, 2009, Ruhr University Bochum.

Kuhn, H. P. (2009). Homework assistance in all-day school: differential effects of participation and process quality on the development of academic achievement and academic self-concept among adolescents with and without a migration background. Paper presented at the audit at DIPF, September 21, Frankfurt.

Kuhn, H. P. & Brümmer, F. (2009). Results of the study on the development of all-day schools - StEG. Presentation at the GFPF symposium "Ganztagsschulen - zur besseren Förderung der Kinder und Jugendlichen", September 3, Frankfurt.

Kuhn, H. P. & Fischer, N. (2009). The Impact of Extracurricular School Activities on Adolescent Development: Cognitive and Non-cognitive Outcomes. Paper presented at the 13th Biennial Conference for Research on Learning and Instruction (EARLI), August 25-29, Amsterdam, Netherlands.

Kuhn, H. P. (2009). Homework assistance in all-day school: Differential effects of participation and process quality on the development of academic achievement and academic self-concept among adolescents with and without a migration background. Paper presented at the 7th Netzwerktagung Ganztagsschule, July 2-3, Dortmund.

Kuhn, H. P. & Brümmer, F. (2009). Results of the study on the development of all-day schools - StEG. Presentation at the invitation of the GFPF symposium "Ganztagsschulen - zur besseren Förderung der Kinder und Jugendlichen", September 3, Frankfurt.

Kuhn, H. P., Fischer, N. & Brümmer, F. (2009). Development of motivation and academic performance after the transition to secondary school: all-day school as a protective factor? Paper presented at the 5th meeting of the Empirical Educational Research Section of the DGfE, March 23-25, Landau.

2008

Buhl, M. & Kuhn, H. P. (2008). Transmission Effects and Context Influence on Adolescents' Political and Civic Development. Symposium at the^11th Biennial Meeting of the European Association for Research on Adolescence (EARA), May 7-10, Turin, Italy.

Kuhn, H. P. (2008). The Development of the Self-Concept of Political Competence in Adolescence: A Longitudinal Study on the Role of Parents, Friends and School. Paper presented at the^11th Biennial Meeting of the European Association for Research on Adolescence (EARA), May 7-10, Turin, Italy.

Kuhn, H. P. (2008). Socialization and the development of self-concept of political skills in adolescence. Poster presented at the DGfE Congress "Cultures of Education" March 16-19, Dresden University of Technology.

2006

Kuhn, H. P. (2006). Political identity formation and gender - Results of recent research. Paper presented at the DGfE Congress bildung ● macht ● gesellschaft (Working Group Focus on Teacher Education: Learning and Competence Formation for Democracy and Politics - On the Current Development of Democracy Education, Moderation: Prof. Dr. Peter Fauser), Frankfurt am Main.

2005

Kuhn, H. P., Schmid, C. & Uhlendorff, H. (2005). Civil disobedience and politically motivated violence in adolescence: development and socialization. Poster presented at the 67th meeting of the Working Group for Empirical Educational Research (AEPF), September 19-21, Salzburg.

Oswald, H., Sabella, B., Rebenstorf, H. & Kuhn, H. P. (2005). Gender differences in the political interest of German and Palestinian adolescents - Results of a cross-cultural longitudinal study. Paper presented at the Conference on "Changing values among Youth", June 20-21, Goethe-Institute, Cairo, Egypt.

Kuhn, H. P. (2005). Political interest and self-concept of political competence in adolescence: development and gender differences. Paper presented at the conference of the Empirical Educational Research Section of the DGfE , March 17-19, Freie Universität Berlin.

Kuhn, H. P., Diedrich, M., Schmid, C. & Watermann, R. (2005). Political identity formation in adolescence and adulthood: development and socialization. Symposium at the 66th meeting of the Working Group for Empirical Educational Research (AEPF) and the Commission for Educational Organization Educational Planning Educational Law (KBBB) of the DGfE, March 17-19, Berlin.

Buhl, M. & Kuhn, H. P. (2005). Youth as time-out - How do young people participate in society? Invited lecture at the symposium "ParallelWelten - Jugendliche und Umweltbildung", February 14-16, Jugendbildungsstätte Unterfranken, Würzburg.

2004

Kuhn, H. P. (2004). Socialization and development of the self-concept of political competence in adolescence: Gender differences. Paper presented at the^9th Biennial Meeting of the European Association for Research on Adolescence (EARA), May 4 - 8, Porto, Portugal.

Kuhn, H. P. (2004). Adolescent political development: Explaining gender differences. Paper presented at the Freudenberg Foundation Conference on "Perspectives on Citizenship Education in Youth - Theory, Research and Practice, June 13 - 15, Weinheim.

2003

Kuhn, H. P. (2003). Political interest and gender difference in survey research: girls' different approach to politics in a cross-cultural perspective. Paper presented at the conference of the Section of Sociology of Youth of the DGS (Sozialisationstheorien auf dem Prüfstand), February 20 - 22, 2003, Berlin.

2002

Kuhn, H. P. (2002). Gender differences in political interest: On the importance of the self-concept of political ability. Paper presented at the 62nd meeting of the Working Group on Empirical Educational Research (AEPF), September 18-20, Jena.

Kuhn, H. P. (2002). The role of peers in political socialization. Symposium at the^8th Biennial Meeting of the European Association for Research on Adolescence (EARA), September 3-7, New College Oxford, England.

Kuhn, H. P. (2002). Adolescent first-time voters: Peer context conditions of the voting of right-wing parties (Paper Symposium: The role of peers in political socialization, Convenor: Hans Peter Kuhn, Discussant: Hans Oswald). Paper presented at the^8th Biennial Meeting of the European Association for Research on Adolescence (EARA), September 3 - 7, New College Oxford, England.

Kuhn, H. P. & Oswald, H. (2002). Determinants of political alienation: Adolescent political development in the postcommunist new states of Germany. Paper presented at the^25th International Congress of Applied Psychology (ICAP), July 7 - 12, Singapore.

Oswald, H., Eisikovits, Z., Fishman, G., Kuhn, H. P., Sabella, B. & Weiss, K. (2002). Political socialization of Israeli and Palestinian youth: Consequences of the Intifada. Paper presented at the 25th Annual Scientific Meeting of the International Society of Political Psychology (ISPP), July 16 - 19, Berlin, Germany.

2001

Kuhn, H. P. (2001). Adolescent political development: Explaining gender differences (Paper Symposium: Political identity development: The role of gender, Chairs: Hans Peter Kuhn, Angela Ittel). Paper presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Minneapolis, Wisconsin, USA.

Kuhn, H. P. & Ittel, A. (2001). Political identity development: The role of gender. Symposium at the Biennial Meeting of the Society for Research in Child Development (SRCD), April 20-23, Minneapolis, Wisconsin, USA.

Kuhn, H. P., Schmid, C. & Oswald, H. (2001). Does social participation promote autonomy development in adolescence? (Symposium: Participation and autonomy). Paper presented at the 15th Developmental Psychology Conference, September 2-5, Potsdam.

2000

Kuhn, H. P. (2000). Media use and political identity formation in adolescence. Paper presented at the 4th "Interdisciplinary Childhood Research" conference on "Childhood in the Media Society," June 29-July 1, Erfurt.

Kuhn, H. P., Schmid, C., Weiss, K. & Oswald, H. (2000). The relation between parents' and adolescents' party preferences in the 1998 federal election - voting behavior of first-time voters in East Germany. Paper presented at the^8th Biennial Meeting of the Society for Research on Adolescence (SRA), March 30 - April 2, Chicago, Illinois, USA.

Kuhn, H. P. & Schmid, C. (2000). The relationship between extracurricular school activities and civic involvement among adolescents in East Germany. Paper presented at the^7th Biennial Meeting of the European Association for Research on Adolescence (EARA), May 31-June 4, Jena.

Schmid, C., Kuhn, H. P. & Rebenstorf, H. (2000). Authoritarian response and parenting style. Poster presented at the 42nd Congress of the German Psychological Society (DGfP), September, Jena.

1999 - 1993

Kuhn, H. P., Isermann, K., Weiss, K. & Oswald, H. (1999). The different access of girls to politics: Gender differences in political interest. Poster presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), April 15 - 18, Albuquerque, New Mexico, USA.

Kuhn, H. P., Oswald, H. & Weiss, K. (1999). Determinants of first-time voter behavior in the 1998 federal election in a new state. Paper presented at the 58th meeting of the Working Group on Empirical Educational Research (AEPF), Nuremberg.

Kuhn, H. P. & Schmid, C. (1999). Developmental conditions of the self-concept of own political abilities in adolescence and the significance for everyday political activities. Poster presented at the 14th Developmental Psychology Conference / 7th Educational Psychology Conference, September 13-16, Fribourg, Switzerland.

Schmid, C., Kuhn, H. P. & Oswald, H. (1999). Political participation readiness of Brandenburg adolescents under the influence of parents and peers. Paper presented at the 57th meeting of the Working Group on Empirical Educational Research (AEPF), March 8-10, Erfurt.

Kuhn, H. P., Isermann, K., Weiss, K. & Oswald, H. (1998). Girls' different approach to politics - Gender differences in interest in politics. Paper presented at the 56th meeting of the Working Group on Empirical Educational Research (AEPF), Mannheim.

Oswald, H., Weiss, K., Brauer, J., Isermann, K. & Kuhn, H. P. (1998). Legal and illegal political actions of adolescents in the new states of Germany (Paper Symposium: Political socialization in former communist countries). Paper presented at the 7th Biennial Meeting of the Society for Research on Adolescence (SRA), San Diego, California, USA.

Schmid, C. & Kuhn, H. P. (1998). The turnaround leaves its mark. Adolescents in Brandenburg and their attitudes toward democracy. Poster presented at the 41st Congress of the German Psychological Society (DGfP), September 27-October 1, Dresden.

Weiss, K., Isermann, K., Oswald, H. & Kuhn, H. P. (1998). Parental influences on political attitudes of adolescents in Eastern Germany. Paper presented at the^6th Biennial Meeting of the European Association for Research on Adolescence (EARA), June, Budapest, Hungary.

Oswald, H., Weiss, K., Brauer, J., Isermann, K. & Kuhn, H. P. (1997). Political socialization of adolescents in a new federal state (Brandenburg). Paper presented at the 55th meeting of the Working Group on Empirical Educational Research (AEPF), Berlin.

Kuhn, H. P. (1996). Media use and political alienation. Poster presented at the 40th Congress of the German Psychological Society (DGfP), September 22-26, Munich.

Oswald, H. & Kuhn, H. P. (1994). The influence of parents and friends on the frequency with which young people watch television. Paper presented at the^4th Biennial Meeting of the European Association for Research on Adolescence (EARA), May 28 - June 1, Stockholm, Sweden.

Kuhn, H. P. (1993). Parents' and friends' influences on adolescents' television viewing and reading frequency. Poster presented at the 4th meeting of the Fachgruppe Pädagogische Psychologie, Mannheim, Germany.

Buhl, M. & Kuhn, H. P. (2014). Past - present - future: time perspective across the lifespan. Symposium at the 24th Congress of the DGfE "Traditions and Futures" 09-12 March, Humboldt University Berlin.

Kuhn, H. P. & Buhl, M. (2010). Education in democracy - School as a context of democratic competence development. Symposium at the 22nd Congress of the DGfE "Education in Democracy" March 15-17, Mainz.

Buhl, M. & Kuhn, H. P. (2008). Transmission Effects and Context Influence on Adolescents' Political and Civic Development. Symposium at the^11th Biennial Meeting of the European Association for Research on Adolescence (EARA), May 7-10, Turin, Italy.

Kuhn, H. P., Diedrich, M., Schmid, C. & Watermann, R. (2005). Political identity formation in adolescence and adulthood: development and socialization. Symposium at the 66th meeting of the Working Group for Empirical Educational Research (AEPF) and the Commission for Educational Organization Educational Planning Educational Law (KBBB) of the DGfE, March 17-19, Berlin.

Kuhn, H. P. (2002). The role of peers in political socialization. Symposium at the^8th Biennial Meeting of the European Association for Research on Adolescence (EARA), September 3-7, New College Oxford, England.

Kuhn, H. P. & Ittel, A. (2001). Political identity development: The role of gender. Symposium at the Biennial Meeting of the Society for Research in Child Development (SRCD), April 20-23, Minneapolis, Wisconsin, USA.

Kuhn, H. P., & Spitzner, J. (2019). Free learning. A comparison between grades 8 and 9 in the school years 2012/2013 and 2017/2018. University of Kassel. Kassel.

Fischer, N., Kuhn, H. P., & Tillack, C. (2019). Interim report on the external evaluation "Pakt für den Nachmittag" for the period from 01 August 2018 to 28 February 2019. University of Kassel.

Grittner, F., Heinzel, F., Kuhn, H. P., Sollorz, A. & Groetzner, D. (2019). The step concept of the Reformschule Kassel from the perspective of students* and parents. University of Kassel. Kassel.

Dezhgahi, U., & Kuhn, H. P. (2018). Evaluation of the exercise "Pedagogical assessment of teaching". Evaluation on the suitability of a new exercise in the aptitude assessment procedure for prospective school principals in North Rhine-Westphalia (EFV) based on data from three pretests and three practice tests. University of Kassel.

Dezhgahi, U., & Kuhn, H. P. (2017). Report on the analysis of 42 aptitude testing procedures for prospective school principals in NRW in 2013-2015. University of Kassel. Kassel.

Dezhgahi, U., & Kuhn, H. P. (2017). Evaluation of the aptitude assessment procedure (EFV) for future school principals in NRW. Report on the field test of the revised items of the competence scales "role clarity", "communication" and "management". University of Kassel.

Dezhgahi, U., Goldenbaum, A. & Kuhn, H. P. (2016). Final report of the evaluation of the state pilot project "School Leadership Coaching" in North Rhine-Westphalia. University of Kassel.

Dezhgahi, U., Goldenbaum, A., & Kuhn, H. P. (2014). Final report of the evaluation of the state pilot project "School Leadership Coaching" in North Rhine-Westphalia. University of Kassel. Kassel.

Scheid, N., Goldenbaum, A. & Kuhn, H. P. (2013). Final report on the project "Investigation of the implementation of practical school studies II (subject didactics) at the University of Kassel". University of Kassel.

Goldenbaum, A., Schmittat, M., Stockmann, P. & Kuhn, H. P. (2012). Report on the evaluation of the transfer education project "Schools take responsibility - Educational paths of learners" of the Brandenburg Gate Foundation and the Senate Department for Education, Youth and Science. University of Kassel.

Kuhn, H. P. (2005). Political identity formation in adolescence. Cumulative habilitation thesis. University of Potsdam, Potsdam.

Oswald, H., Kuhn, H. P., Rebenstorf, H. & Schmid, C. (1999). The Brandenburg high school student study. Selected domains of political identity formation - Report on the first three survey waves: Developmental trajectories, scale comparisons, and matches among adolescents, parents, and peer friends (Working Paper B2).Unpublished manuscript, University of Potsdam, Institute of Education.

Oswald, H., Kuhn, H. P., Rebenstorf, H. & Schmid, C. (1997). Brandenburg Youth Longitudinal Survey. Political socialization of high school students in Brandenburg. The Brandenburg high school student study. Instruments and initial results (Working Paper B1).Unpublished manuscript, University of Potsdam, Institute of Education.

Kuhn, H. P. (1992). Television consumption and media diversification in the socialization context of family, peers, and school. An Empirical Study of Media Socialization among Adolescents in the Cable Pilot Project Berlin (West).Unpublished manuscript, M.A. thesis, Free University of Berlin, Department of Educational Sciences.

Kuhn, H. P. & Schmid, C. (1999). Brandenburg's longitudinal youth survey. A study of Brandenburg high school students. Project paper No. 3 for all grade 13 students, parents, and teachers. Potsdam: University of Potsdam, Institute of Education.

Kuhn, H. P. & Schmid, C. (1998). Brandenburg's longitudinal youth survey. A study of Brandenburg high school students. Project paper No. 2 for all grade 12 students, parents, and teachers. Potsdam: University of Potsdam, Institute of Education.

Kuhn, H. P. & Schütte, E. (1997). Brandenburg's longitudinal youth survey. A study of Brandenburg high school students. Project paper No. 1 for all grade 11 students, parents, and teachers. Potsdam: University of Potsdam, Institute of Education.