You are here: Home / The IPN / Departments / Educational Research / Staff / Guill, Karin
Guill, Karin

Karin Guill

Dr. phil., Dipl.-Psych.
Department of Ed. Research and Ed. Psychology


phone +49-(0)431-880-4360
address Olshausenstraße 62, D-24118 Kiel
room 106, Neufeldtstraße


2010 Doctorate in Educational Research, TU Dortmund University
2010 Master of Arts in Theology, University of Cologne
2007 Diplom (Ger.) in Psychology, University of Cologne
2002 - 2010 Studies in Psychology, Catholic Theology und Philosophy at Freie Universität Berlin, University of Bonn and University of Cologne

Professional Activity

since 2012 Research scientist, IPN – Leibniz Institute for Science and Mathematics Education
2007 - 2012 Research scientist (and doctoral candidate until 2010), Institute for School Development Research, TU Dortmund University

Research Interests

Predictors and effects of attending private tutoring (shadow education)
Transition points in the educational systems
Effects of tracking and student composition

Current Projects

MILES - Methodological Issues in Longitudinal Educational Studies
GeliNU - Conditions for Succesful Tutoring: A Reanalysis of LAU and KESS Data

Selected Publications

Guill, K., Lüdtke, O. & Köller, O. (2017). Qualität von Nachhilfeunterricht und ihre Korrelate. Zeitschrift für Pädagogische Psychologie, 31 (1), 87–93. doi: 10.1024/1010-0652/a000188
Guill, K., Lüdtke, O. & Köller, O. (2017). Academic tracking is related to gains in students’ intelligence over four years: Evidence from a propensity score matching study. Learning and Instruction, 47. 43-52. Doi: 10.1016/j.learninstruc.2016.10.001
Guill, K. & Bos, W.. (2014). Effectiveness of private tutoring in mathematics with regard to subjective and objective indicators of academic achievement. Evidence from a German secondary school sample. Journal for Educational Research Online, 6 (1), 34-67.
Guill, K. & Spinath, B. (2014). Special Issue Editorial. Effects of private tutoring. Journal for Educational Research Online, 6 (1), 7-11.
Guill, K.& Bonsen, M. (2011).Prädiktoren der Inanspruchnahme von Nachhilfeunterricht am Beginnder Sekundarstufe I. Empirische Pädagogik, 25(3), 307-330.

Publications in the research information system

all publications recorded in PURE

Download list of publications

PDF document icon Guill_publ_Dez2016.pdf — PDF document, 45 KB (46493 bytes)