Sarah Grünthal, M.A. | Wissenschaftliche Mitarbeiterin, Doktorandin
- 0331-977 2618
- Campus Golm
Haus 24, Raum 1.73
Karl-Liebknecht-Str. 24-25
14476 Potsdam - nach Vereinbarung
career
Research Interests
Educational Inequalities and Effects of Socioeconomic Background on Micro, Meso, and Macro Levels
School Types and School Structures as '(In)Equality Makers'
Multilevel Analyses and Individual Participant Data Meta-Analysis
Dissertation
Context Matters: How Students' Socioeconomic Background Is Associated With Achievement Motivation (Arbeitstitel)
Publications
Grünthal, S., Kretschmann, J., & Brunner, M. (2024). Wo soll’s hingehen, kleiner Fisch? Eine konzeptuelle Replikation von Dumont et al. (2017) zu Schulformeffekten auf akademisches Selbstkonzept, schulische Motivation und die Einschätzung eigener Ausbildungschancen am Ende der Sekundarstufe I. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-024-01243-6
Kretschmann, J., & Grünthal, S. (2024). Kooperative Lehr-Lern-Prozesse und diagnostische Kompetenz. In D. Niesta Kayser, W.-K. Giera, & C. Schmalenbach (Hrsg.), Gleichberechtigte Teilhabe durch kooperative Lehr-Lern-Prozesse in heterogenen Lerngruppen. Waxmann.
Curriculum Vitae
since 2022 PhD Studies in Educational Science, University of Potsdam, Germany
since 2022 Research Assistant, Chair of Quantitative Methods in Educational Sciences, University of Potsdam, Germany
2022 Master of Arts in Educational Sciences (M. A.), University of Potsdam, Germany
2019 – 2022 Master's Program in Educational Science, University of Potsdam, Germany
2019 Bachelor of Arts in Educational Sciences (B. A.), University of Potsdam, Germany
2018 – 2022 Student Research Assistant, Chair of Quantitative Methods in Educational Sciences, University of Potsdam, Germany
2016 – 2019 Dual Bachelor's Program in Educational Science / Sociology, University of Potsdam, Germany
2013 – 2016 Primary School Educator / Teaching assistant, Potsdam, Germany
2013 Graduation as a state-approved educator (grade 1,0) College of Social Work, Hermannswerder, Potsdam, Germany
2011 International Internship Europass Leonardo-Project, Roselands Primary School, Paignton, United Kingdom
2010 – 2013 Training as a state-approved educator, College of Social Work Hermannswerder, Potsdam, Germany
Scholorships and Awards
06/2026 Congress Travel Grant from the German Academic Exchange Service (DAAD)
since 04/2023 Fellowship International Max Planck Research School on the Life Course (LIFE)
2022 Valedictorian, Master of Educational Science (2021/22), University of Potsdam, Germany
2019 – 2022 Master's scholarship for outstanding academic achievements in the Bachelor‘s Program, Stiftung Begabtenförderung berufliche Bildung (SBB), Germany
2016 – 2019 Scholarship for special professional achievements, Stiftung Begabtenförderung berufliche Bildung (SBB), Germany
Memberships
Society for Empirical Educational Research (GEBF)
Conference Talks
Grünthal, S., Keller, L., Kretschmann, J., Dumont, H. & Brunner, M. (2026). Is Achievement Motivation a Privilege? The Social Gradient in Students’ Achievement Motivation [Paper presentation]. 19th International Conference on Motivation and Emotions (ICM), Lisboa, Portugal.
Grünthal, S., Keller, L., Kretschmann, J., Dumont, H. & Brunner, M. (2024). Wenn sie nur wollen? Eine Individual Participant Data-Meta-Analyse zum Zusammenhang zwischen sozioökonomischem Status und Merkmalen der Leistungsmotivation von Schüler:innen [If only they want to? Individual Participant Data-Meta-Analysis on the Relation between Socioeconomic Status and Students' Achievement Motivation Characteristics] [Paper presentation]. Society for Empirical Educational Research (GEBF) 11th Annual Conference, Potsdam, Germany.
Grünthal, S., Kretschmann, J., & Brunner, M. (2023). Wo soll‘s hingehen, kleiner Fisch? Eine konzeptuelle Replikation von Dumont et al. (2017) zu Schulformeffekten auf akademisches Selbstkonzept, schulische Motivation und die Einschätzung eigener Ausbildungschancen am Ende der Sekundarstufe I [Where to go, little fish? A conceptual replication of Dumont et al. (2017) on school type effects on students’ academic self-concept, motivation to learn and beliefs about ap-prenticeship opportunities at the end of secondary school] [Paper presentation]. Section Conference on Empirical Educational Research of the Working Group for Empirical Educational Research (AEPF), Potsdam, Germany.