• Teaching/learning research in the school context
• Teacher competencies and teaching quality
• Assessment, development and promotion of written language competencies
• Education and migration
• Educational-psychological asessment

Selected publications

Becker, M. & McElvany, N. (2018). The interplay of gender and social background: a longitudinal study of interaction ef­fects in reading attitudes and behaviour. British Journal of Education Psychology, 88(4), 529–549.

Diedrich, J., Schiepe-Tiska, A., Ziernwald, L., Tupac-Yupanqui, A., Weis, M., McElvany, N. & Reiss, K. (2019). Lesebezogene Schülermerkmale in PISA 2018: Motivation, Leseverhalten, Selbstkonzept und Lesestrategiewissen.  In K. Reiss, M. Weis, E. Klieme & O. Köller (Hrsg.), PISA 2018 – Grundbildung im inter­natio­nalen Vergleich (S. 81-109). Münster: Waxmann.

Harju-Luukkainen, H. K., McElvany, N. & Stang, J. (Hrsg.) (2020). Monitoring of student achievement in the 21st century - European policy perspectives and assessment strategies. Cham: Springer International Publishing.

McElvany, N., Ferdinand, H. D., Gebauer, M. M., Bos, W., Huelmann, T., Köller, O. & Schöber, C. (2018). Attainment-aspiration gap in students with a migration background: The role of self-efficacy. Learn­ing and Individual Differences, 65, 159–166.

McElvany, N. & Schwabe, F. (2019). Gender gap in reading digitally? Examining the role of motivation and self-concept. Journal for Educational Research Online, 11(1), 145–165.