Prof. Dr. phil. habil. Maximilian Pfost
Associate Professor
University of Bamberg
Department of Educational Research
96045 Bamberg, Germany
Street Address: Markusstraße 8a, Room MG1/03.23
Tel.: +49 951/863-1990
Education
04/2016: Habilitation (Dr. habil., University of Bamberg)
10/2011: PhD in psychology (Dr. phil., University of Bamberg)
04/2008: Diploma in psychology (Dipl.-Psych., University of Jena)
09/2004 – 04/2005: Study and research visit, Université Catholique de Louvain (Belgium)
10/2001 – 03/2008: Academic studies of psychology, University of Jena
07/2000: General qualification for university entrance, Max-Planck-Gymnasium München
Professional Positions
Since 10/2017: Associate Professor at the Department of Educational Research, University of Bamberg.
07/2011 - 09/2017: Assistant Professor at the Department of Educational Research, University of Bamberg.
04/2008 - 06/2011: Research scientist at the Department of Educational Research, University of Bamberg (Prof. Dr. Cordula Artelt)
06/2003 – 05/2004: Research assistant at the Department of Developmental Psychology, University of Jena (Prof. Dr. Rainer K. Silbereisen)
Visits
03/2014 & 07/2016: Visiting lecturer at the Protestant Institute of Arts and Social Sciences (PIASS) at Butare/Rwanda within the Master programme "Educational Quality in Developing Countries" of the University of Bamberg.
02/2012 - 04/2012: Research visit at the Melbourne Graduate School of Education, The University of Melbourne, Australia (Prof. Dr. John Hattie)
Scholarships and Awards
11/2016: Habilitation Award of the University of Bamberg
09/2003 – 12/2007: Scholarship holder of the Friedrich-Ebert-Foundation, Bonn
Research Interests
Self-regulated learning in higher education settings
Reading comprehension and reading behavior
Emergent literacy skills and electronic storybooks
Academic self-concept and motivation
Publications
(Please note: Most publications are available on the publication server of the University of Bamberg https://opus4.kobv.de/opus4-bamberg/home)
Hübner, V. & Pfost, M. (2024). Academic risk taking and teaching quality in higher education. Learning and Instruction, 90, 101877. doi: 10.1016/j.learninstruc.2024.101877 (Free access before March 10, 2024 via https://authors.elsevier.com/c/1iSeG3QACxvROj)
Pfost, M. & Heyne, N. (2023). Joint book reading, library visits and letter teaching in families: relations to parent education and children’s reading behavior. Reading and Writing, 36, 2627-2647. doi: 10.1007/s11145-022-10389-w
Pfost, M. & Heyne, N. (2023). Fostering children’s reading comprehension: the importance of fiction reading. Zeitschrift für Bildungsforschung, 13, 127-137. doi: 10.1007/s35834-022-00376-0
Pfost, M., Kuntner, P., Goppert, S. A. & Hübner, V. (2023). Self-regulated learning, learner characteristics and relations to webtool usage in higher education. Psychology Learning & Teaching, 22, 94-106. doi: 10.1177/14757257221122267
Locher, F. M., Schnabel, V. A., Unger, V. & Pfost, M. (2023). Measuring students‘ reading behavior with an ambulatory assessment – A field report on a smartphone-based reading diary study. methods, data, analyses, 17:30. doi: 10.12758/mda.2022.10
Hübner, V. & Pfost, M. (2022). University students’ beliefs about errors predict their willingness to take academic risks. Frontiers in Education, 7:992067. doi: 10.3389/feduc.2022.992067
Heyne, N., Pfost, M. & Heiler, H. M. (2021). Affektive Perspektivenübernahme beim Verstehen literarischer Texte im Grundschulalter und ihre Bedeutung für Leseeinstellungen und Textverstehen [Affective Perspective-taking in Literary Text Comprehension at Primary-school Age and its Importance for Reading Attitudes and Text Comprehension]. Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research, 16, S. 496-509. doi: 10.3224/diskurs.v16i4.08
Goppert, S. A., Neuenhaus, N., & Pfost, M. (2021). Ein Werkstattbericht & erste deskriptive Befunde: Das Forschungsprojekt SeLF. [An introduction into the research project SeLF and first findings]. die hochschullehre, 7-2021, 221-236. doi: 10.3278/HSL2122W
Fuchs, M., Becker, S., Muff, A. & Pfost, M. (2021). Empirische Befunde zur Akzeptanz von Multiple-Choice-Prüfungsformaten in der Ausbildung der Bayerischen Polizei [Empirical findings on the acceptance of multiple-choice exam formats in training of the Bavarian Police – An evaluation study]. Polizei & Wissenschaft, 2-2021, 44-69.
Goppert, S.A. & Pfost, M. (2021). Undergraduate students’ perceived stress levels in summer term 2020 – A comparison to preceding academic terms. Frontiers in Psychology, 12:672783. doi: 10.3389/fpsyg.2021.672783
Locher, F., Becker, S., Schiefer, I. M. & Pfost, M. (2021). Mechanisms mediating the relation between reading self-concept and reading comprehension. European Journal of Psychology of Education, 36, 1-20. doi: 10.1007/s10212-020-00463-8
Zander, L., Harms, S., Höhne, E., Pfost, M. & Hornsey, M. J. (2020). When grades are high but self-efficacy is low: Unpacking the confidence gap between girls and boys in mathematics. Frontiers in Psychology, 11:552355. doi: 10.3389/fpsyg.2020.552355
Locher, F. & Pfost, M. (2020). The Relation between time spent reading and reading comprehension throughout the life course. Journal of Research in Reading, 43, 57-77. doi: 10.1111/1467-9817.12289.
Pfost, M., Neuenhaus, N., Kuntner, P., Becker, S., Goppert, S. & Werner, A. (2020). Selbstständiges Lernen an der Hochschule: Diskussion eines niedrigschwelligen Förderansatzes [Fostering self-regulated learning in higher education settings: Discussion of a computer-supported low-threshold approach]. die hochschullehre, 6, 83-101. Full-text online
Pfost, M. & Borgstede, M. (2020). Zum Nutzen der Meta-Analyse in der Evaluation von Sprachförderkonzepten am Beispiel der phonologischen Bewusstheit [What can we learn from meta-analyses in the evaluation of intervention concepts in language development? The example of teaching phonological awareness skills]. In K. Blatter, K. Groth & M. Hasselhorn (Eds.), Evidenzbasierte Überprüfung von Sprachförderkonzepten im Elementarbereich, Edition ZfE (pp. 31-49). Wiesbaden: Springer VS. doi: 10.1007/978-3-658-26438-3_2
Pfost, M. & Becker, S. (2020). Die Nutzung digitaler Lesemedien bei Kindern im Vorschulalter und deren Einflüsse auf sprachliche und schriftsprachliche Fähigkeiten [Preschooler's use of electronic storybooks and how this relates to oral language and reading skills]. Leseforum.ch, 2020-1, 1-13.
Pfost, M, Goppert, S., Kuntner, P., Neuenhaus, N, Werner, A. & Becker, S. (2020). PsyCoach fördert selbstreguliertes Lernen. Bildungsforscher entwickeln Webanwendung [PsyCoach promotes self-regulated learning. Educational researchers develop a web application]. uni.vers Forschung, Mai 2020, 36-39. Full-text online
Becker-Mrotzek, M., Lindauer, T., Pfost, M., Weis, M., Strohmaier, A. & Reiss, K. (2019). Lesekompetenz heute - eine Schlüsselqualifikation im Wandel. In: K. Reiss, M. Weis, E. Klieme & O. Köller (Eds.), PISA 2018. Grundbildung im internationalen Vergleich (pp. 21-46). Münster: Waxmann. https://doi.org/10.31244/9783830991007
Locher, F. M., Pfost, M., Weiss, Z. & Meurers, D. (2019). Herausforderungen und Probleme bei der Analyse von Zusammenhängen zwischen Textkomplexität und lesebezogenen Kompetenzen [Challenges and difficulties in the analysis of relations between text complexity and reading competences]. Otto-Friedrich-Universität Bamberg. https://doi.org/10.20378/irb-46461 (Volltext online)
Becker, S., Pfost, M., Schiefer, I. M. & Artelt, C. (2019). Relations between life goal regulation, goal orientation and education-related parenting - A person-centered perspective. Learning and Individual Differences, 76: 101786. doi: 10.1016/j.lindif.2019.101786
Pfost, M., Blatter, K., Artelt, C., Stanat, P. & Schneider, W. (2019). Effects of training phonological awareness on children's reading skills. Journal of Applied Developmental Psychology, 65: 101067. doi: 10.1016/j.appdev.2019.101067
Locher, F., Becker, S. & Pfost, M. (2019). The relation between students’ intrinsic reading motivation and book reading in recreational and school contexts. AERA Open, 5 (2), 1-14. doi: 10.1177/2332858419852041
Miyamoto, A., Pfost, M. & Artelt, C. (2019).The relationship between intrinsic motivation and reading comprehension: Mediating effects of reading amount and metacognitive knowledge of strategy use. Scientific Studies in Reading, 23, 445-460. doi: 10.1080/10888438.2019.1602836
Locher, F. & Pfost, M. (2019). Erfassung des Leseverhaltens: Globalurteil oder differenziertes textsorten-spezifisches Urteil [Measuring Reading Volume in Large-Scale Assessments: A Comparison of an Overall Evaluation and a Differentiated Evaluation Relating Different Text Types]. Diagnostica, 65, 26-36. doi: 10.1026/0012-1924/a000203
Pfost, M. & Freund, J. G. (2018). Interactive audio pens, home literacy activities and emergent literacy skills. Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research, 13, 337-349. doi: 10.3224/diskurs.v13i3.06
Pfost, M., Freund, J. G. & Becker, S. (2018). Aspekte der Nutzung digitaler Lesemedien im Vorschulalter. [Electronic storybooks and interactive audio pens – Facets of use]. Frühe Bildung. 7, 40-47. doi: 10.1026/2191-9186/a000358
Becker, S., Pfost, M. & Artelt, C. (2018). New Challenge, New Motivation? Goal Orientation Development in Graduates of Higher Track Schools and Their Peers in Vocational Training. Frontiers in Psychology, 9: 1371. doi: 10.3389/fpsyg.2018.01371
Miyamoto, A., Pfost, M. & Artelt, C. (2018). Reciprocal Relations between Intrinsic Reading Motivation and Reading Competence: A Comparison between Native and Immigrant Students in Germany. Journal of Research in Reading, 41, 176-196. doi: 10.1111/1467-9817.12113
Pfost, M., Rausch, T., Schiefer, I. M. & Artelt, C. (2018). Zur Entwicklung von Gymnasiastinnen und Gymnasiasten ohne Gymnasialempfehlung [The development of upper-track students with and without an upper-track school recommendation]. Zeitschrift für Erziehungswissenschaft,21, 511-534. doi: 10.1007/s11618-017-0787-6
Becker, S., Pfost, M., Schiefer, I. M. & Artelt, C. (2017). Ein Motivationsschub durch die Ausbildung? Entwicklung von Zielorientierungen von Beginn der Sekundarstufe I bis nach dem Übergang in die Sekundarstufe II oder in das duale Ausbildungssystem [Does vocational training boost motivation? A comparison of the development of goal orientation from secondary to upper secondary schools or vocational training]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 49, 210-223. doi: 10.1026/0049-8637/a000182
Pfost, M. (2017). Förderung der Vorläuferfähigkeiten des Lesens und Rechtschreibens [Fostering emergent literacy skills]. In M. Philipp (Ed.), Handbuch Schriftspracherwerb und weiterführendes Lesen und Schreiben (pp. 199-215). Weinheim: Beltz Juventa.
Weis, M., Zehner, F., Sälzer, C., Strohmeier, A., Artelt, C. & Pfost, M. (2016). Lesekompetenz in PISA 2015: Ergebnisse, Veränderungen und Perspektiven [Reading competence in PISA 2015: Results, change and perspectives]. In K. Reiss, C. Sälzer, A. Schiepe-Tiska, E. Klieme & O. Köller (Eds.), PISA 2015. Eine Studie zwischen Kontinuität und Innovation (pp. 249-283). Münster: Waxmann.
Pfost, M. (2016). Stabilität, Kontinuität und interindividuelle Unterschiede in der Entwicklung schriftsprachlicher Kompetenzen [Stability, continuity and interindividual differences in reading competence development]. Bamberg: University of Bamberg Press. Full text online
Pfost, M., Schiefer, I. M. & Artelt, C. (2016). Intergenerational continuity in attitudes toward reading and reading behavior. Learning and Individual Differences, 51, 179-188. doi: 10.1016/j.lindif.2016.09.002
Pfost, M. (2015). Children’s Phonological Awareness as a Predictor of Reading and Spelling: A Systematic Review of Longitudinal Research in German-Speaking Countries. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 47, 123-138. doi:10.1026/0049-8637/a000141
Fischer, M. Y. & Pfost, M. (2015). Wie effektiv sind Maßnahmen zur Förderung der phonologischen Bewusstheit? Eine meta-analytische Untersuchung der Auswirkungen deutschsprachiger Trainingsprogramme auf den Schriftspracherwerb. [How Effective Are Trainings of PhonologicalAwareness? A Meta-Analysis of German Language Training Programs and Their Effects on the Acquisition of Reading and Spelling Skills.] Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 47, 35-51. doi:10.1026/0049-8637/a000121
Schurtz, I. M, Pfost, M., Nagengast, B. & Artelt, C. (2014). Impact of social and dimensional comparisons on student's mathematical and English subject-interest at the beginning of secondary school. Learning and Instruction, 34, 32-41. doi:10.1016/j.learninstruc.2014.08.001
Pfost, M., Schurtz, I. M. & Artelt, C. (2014). Die Rolle außerschulischen Lesens für die Entwicklung der Lesekompetenz [The role of extracurricular reading activites in student's reading competence development]. In M. Mudiappa & C. Artelt (Eds.), BiKS - Ergebnisse aus den Längsschnittstudien. Praxisrelevante Befunde aus dem Primar- und Sekundarschulbereich (pp. 103-110). Bamberg: University of Bamberg Press. Full text online
Schurtz, I. M., Pfost, M. & Artelt, C. (2014). Hohe Leistung gleich positive Selbstkonzeptentwicklung? Zum Einfluss der Schulform auf die Entwicklung des Selbstkonzeptes [Is good school performance related to positive self concept development? The influence of school track on the development of the self-concept]. In M. Mudiappa & C. Artelt (Eds.), BiKS - Ergebnisse aus den Längsschnittstudien. Praxisrelevante Befunde aus dem Primar- und Sekundarschulbereich (pp. 87-102). Bamberg: University of Bamberg Press.
Schurtz, I. M., Pfost, M. & Artelt, C. (2014). Variieren die Selbstkonzeptdifferenzen in Abhängigkeit vom Leistungsniveau? Differenzielle Zusammenhänge in Deutsch, Englisch und Mathematik. [Do Self-Concept Differences Vary in Dependence of the Achievement Level? Differential Relations in Language Arts, English, and Mathematics.] Zeitschrift für Pädagogische Psychologie, 28, 31-42. doi:10.1024/1010-0652/a000122
Pfost, M., Hattie, J., Dörfler, T. & Artelt, C. (2014). Individual differences in reading development: A review of 25 years of empirical research on Matthew effects in reading. Review of Educational Research, 84, 203-244. doi:10.3102/0034654313509492
Beelmann, A., Pfost, M. & Schmitt, C. (2014). Prävention und Gesundheitsförderung bei Kindern und Jugendlichen. Eine Meta-Analyse der deutschsprachigen Wirksamkeitsforschung. [Prevention and health promotion in children and adolescents: A meta-analysis of German-language effectiveness research.] Zeitschrift für Gesundheitspsychologie, 22, 1-14. doi:10.1026/0943-8149/a000104
Pfost, M., Dörfler, T. & Artelt, C. (2013). Students' extracurricular reading behavior and the development of vocabulary and reading comprehension. Learning and Individual Differences, 26, 89-102. doi: 10.1016/j.lindif.2013.04.008
Karing, C., Pfost, M. & Artelt, C. (2013). Is secondary school teacher judgment accuracy related to the development of students’ reading literacy? In M. Pfost, C. Artelt & S. Weinert (Eds.), The Development of Reading Literacy from Early Childhood to Adolescence. Empirical Findings from the Bamberg BiKS Longitudinal Studies (pp. 279-310). Bamberg: University of Bamberg Press. Full text online
Pfost, M. & Artelt, C. (2013). Reading literacy development in secondary school and the effect of differential institutional learning environments. In M. Pfost, C. Artelt & S. Weinert (Eds.), The Development of Reading Literacy from Early Childhood to Adolescence. Empirical Findings from the Bamberg BiKS Longitudinal Studies (pp. 229-278). Bamberg: University of Bamberg Press. Full text online
Pfost, M., Artelt, C. & Weinert, S. (Eds.). (2013). The Development of Reading Literacy from Early Childhood to Adolescence. Empirical Findings from the Bamberg BiKS Longitudinal Studies. Bamberg: University of Bamberg Press. Full text online
Pfost, M., Artelt, C. & Weinert, S. (2013). Editorial. In M. Pfost, C. Artelt & S. Weinert (Eds.), The Development of Reading Literacy from Early Childhood to Adolescence. Empirical Findings from the Bamberg BiKS Longitudinal Studies (pp. 7-14). Bamberg: University of Bamberg Press. Full text online
Schneider, T. & Pfost, M. (2013). Social and immigration-specific differences in the development of reading comprehension: A longitudinal analysis of primary school students in Germany. In M. Pfost, C. Artelt & S. Weinert (Eds.), The Development of Reading Literacy from Early Childhood to Adolescence. Empirical Findings from the Bamberg BiKS Longitudinal Studies (pp. 151-188). Bamberg: University of Bamberg Press. Full text online
Schurtz, I. M., Dörfler, T., Pfost, M. & Artelt, C. (2013). Interest in language arts and reading competence in secondary school. In M. Pfost, C. Artelt & S. Weinert (Eds.), The Development of Reading Literacy from Early Childhood to Adolescence. Empirical Findings from the Bamberg BiKS Longitudinal Studies (pp. 189-228). Bamberg: University of Bamberg Press. Full text online
Pfost, M., Dörfler ,T. & Artelt, C. (2012). Reading Competence Development of Poor Readers in a German Elementary School Sample. An Empirical Examination of the Matthew-effect Model. Journal of Research in Reading, 35, 411-426. doi: 10.1111/j.1467-9817.2010.01478.x
Karing, C., Pfost, M. & Artelt, C. (2011). Hängt die diagnostische Kompetenz von Sekundarstufenlehrkräften mit der Entwicklung der Lesekompetenz und der mathematischen Kompetenz ihrer Schülerinnen und Schüler zusammen? [Is there a relationship between lower secondary school teacher judgment accuracy and the development of students’ reading and mathematical competence?] Journal for Educational Research Online, 3, 119-147. Full text online
Robitzsch, A., Dörfler, T., Pfost, M. & Artelt, C. (2011). Die Bedeutung der Itemauswahl und der Modellwahl für die längsschnittliche Erfassung von Kompetenzen: Lesekompetenzentwicklung in der Primarstufe. [Relevance of item selection and model selection for assessing the development of competencies: The development in reading competence in primary school students.] Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 43, 213-227. doi: 10.1026/0049-8637/a000052
Pfost, M. (2010, erschienen 2011). Klassenkompositionseffekte in der Sekundarstufe und Prüfung vermittelnder Mechanismen. [Class composition effects in secondary schools and the evaluation of mediating mechanism.] Unveröffentlichte Dissertation, Otto-Friedrich-Universität Bamberg.
Pfost, M., Karing, C., Lorenz, C. & Artelt, C (2010). Schereneffekte im ein- und mehrgliedrigen Schulsystem. Differentielle Entwicklung sprachlicher Kompetenzen am Übergang von der Grund in die weiterführende Schule? [Fan spread effects in a tracked and nontracked school system: Is there evidence for differential linguistic competence development at the transition from primary to secondary school?] Zeitschrift für Pädagogische Psychologie, 24, 259-273. doi: 10.1024/1010-0652/a000025
Pfost, M., Dörfler, T. & Artelt, C. (2010). Der Zusammenhang zwischen außerschulischem Lesen und Lesekompetenz. Ergebnisse einer Längsschnittstudie am Übergang von der Grund- in die weiterführende Schule. [The relation between extra-curricular reading behavior and reading competence. Results from a longitudinal study at the transition from primary to secondary school.] Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 42, 167-176. doi: 10.1026/0049-8637/a000017
Pfost, M. (2008). Wirksamkeit psychologischer Prävention bei Kindern und Jugendlichen. Eine Meta-Analyse von Studien im deutschen Sprachraum. Unveröffentlichte Diplomarbeit, Friedrich-Schiller-Universität Jena.