• Teacher-student relationships
• Teacher motivation, emotions, and demands
• Family and school as contexts of learning and development
• Burnout of preschool teachers

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Trauernicht, M., Lazarides, R., Steinberg, O., & Raufelder, D. (2025). Disentangling the complex interplay in classroom relationships: A model of reciprocal situated teacher-student relationships. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-025-01303-5

Trauernicht, M., Oppermann, E., Rubach, C., Simpkins, S., & Lazarides, R. (2024). The role of social categories and the social climate for the development of well-being in elementary school students. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 56(1-2), 7–19. https://doi.org/10.1026/0049-8637/a000288

Trauernicht, M. & Lazarides, R. (2024). The flip side of teacher enthusiasm? Relations between teaching enthusiasm and socio-emotional support under consideration of different perceptions of teachers and students. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-024-01259-y

Trauernicht, M., Anders, Y., Oppermann, E., & Klusmann, U. (2024). Emotional exhaustion in German preschool teachers: The role of personal, structural, and social conditions at the workplace. Journal of Research in Childhood Education, 1–20. https://doi.org/10.1080/02568543.2024.2325466

Trauernicht, M., Anders, Y., Oppermann, E., & Klusmann, U. (2023). Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool. European Early Childhood Education Research Journal. https://doi.org/10.1080/1350293X.2023.2217485

Ereky-Stevens, K., Pastori, G., Sidiropulu-Janků, K., Sarcinelli, A. S., Schünke, J., Trauernicht, M., Pagani, V., & Mangiatordi, A. (2022). Implementation of ICT-facilitated parent-and family-focused interventions in culturally and linguistically diverse contexts. Frühe Bildung, 11(1), 29-36. https://doi.org/10.1026/2191-9186/a000551

Trauernicht, M., Besser, N., & Anders, Y. (2022). Burnout in der Kita und der Zusammenhang zu Aspekten der Arbeitszufriedenheit. Frühe Bildung, 11(2), 85-93. https://doi.org/10.1026/2191-9186/a000566

Trauernicht, M., Oppermann, E., Klusmann, U., & Anders, Y. (2020). Burnout undermines empathising: do induced burnout symptoms impair cognitive and affective empathy? Cognition and Emotion.https://doi.org/10.1080/02699931.2020.1806041

Cohen, F., Trauernicht, M., Francot, R., Broekhuizen, M., & Anders, Y. (2020). Professional competencies of practitioners in family and parenting support programmes. A German and Dutch case study. Children and Youth Services Review, 116.https://doi.org/10.1016/j.childyouth.2020.105202

Anders, Y., Cadima, J., Ereky-Stevens, K., Cohen, F., Trauernicht, M., & Schünke, J. (2019). Integrative Report on parent and family focused support to increase educational equality. Retrieved from https://staging-isotis-pw.framework.pt/site/assets/files/1605/d3_5_integrative_report.pdf

Cohen, F., Trauernicht, M., Cadima, J., Nata, G., Ereky-Stevens, K., Broekhuizen, M., Francot, R., Anders, Y. (2018). Case studies of promising parent- and family-focused support programmes: ISOTIS Final Report WP3.3.

Moussaïd, M., & Trauernicht, M. (2016). Patterns of cooperation during collective emergencies in the help-or-escape social dilemma. Scientific Reports, 6, 33417. https://doi.org/10.1038/srep33417

Townley, G., Pearson, L., Lehrwyn, J. M., Prophet, N. T., & Trauernicht, M. (2016). Utilizing participatory mapping and GIS to examine the activity spaces of homeless youth. American Journal of Community Psychology, 57, 404-414. https://doi.org/10.1002/ajcp.12060