We are happy


Katharina Maag Merki is honored as one of three awardees with the UZH Mentoring Award 2021 of the Graduate Campus. The UZH Mentoring Award recognizes supervisors of PhD candidates at UZH for outstanding mentoring and promotion of early-career researchers.


On the occasion of the SSRE Congress 2020 which was held online, Miriam Compagnoni was awarded the Nachwuchsförderpreis der Schweizerischen Gesellschaft für Bildungsforschung for her publication which was composed in cooperation with Yves Karlen and Katharina Maag Merki „Play it safe or play to learn: Mindsets and behavioral self-regulation in kindergarten“ Metacognition and Learning, Volume 14, Issue 3, December 2019, pages 291-314


The German Educational Research Association's (GERA) 1st prize for the DfGE Summer School 2019 has been awarded to Chantal Kamm. The methodology of her dissertation titled “Konzeptionen von Förderung, Selektion und Gerechtigkeit. Eine rekonstruktive Studie an Primarschulen in herausfordernden Lagen” has been recognized in particular.

Dissertation (open access):


The SelMa-Team was awarded the poster award at the EARLI SIG 16 Conference 2018 in Zurich.

Suter, F., Hirt, C., Karlen, Y. & Maag Merki, K. (2018, August). Help seeking while writing a school-leaving certificate paper.

We congratulate Miriam Compagnoni to the first poster award at Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Basel, Switzerland, February 2018.

Compagnoni, M. & Karlen, Y. (2018). Man kann immer klüger und klüger werden. Implicite Theorien und Selbstregulation im Kindergarten. 

Poster GEBF (PDF, 545 KB)


We congratulate and are very happy that  Carmen Hirt was nominated for the Best Poster Award at the EARLI Conference for Research on Learning and Instruction 2017 in Tampere, Finland.

Poster: Help-seeking types in different stages of writing a Matura-thesis (PDF, 772 KB)


Katharina Maag Merki's research paper 'Conducting intervention studies on school improvement: An analysis of possibilities and constraints based on an intervention study of teacher cooperation' has been awarded as Highly Commended by the 2015 Emerald Literati Network Paper Awards for Excellence.
Free download of the article from Emerald Insight.