Lars Orbach

Lars Orbach
Federal University of Minas Gerais | UFMG

PhD

About

20
Publications
5,205
Reads
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77
Citations
Citations since 2016
20 Research Items
77 Citations
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Introduction
Lars is licensed psychotherapist for children and adolescents. He currently works as PostDoc at the Department of Psychology (CogCom: Cognition and Behavior), Federal University of Minas Gerais. Lars does research in Clinical and Educational Psychology with the focus on emotional aspects of learning disabilities.
Additional affiliations
February 2021 - present
Federal University of Minas Gerais
Position
  • PostDoc Position
March 2016 - January 2021
University of Duisburg-Essen
Position
  • Research Assistant

Publications

Publications (20)
Preprint
Full-text available
This study investigates math anxiety (MA) by comparing trait-components of MA with real-time assessments of situational anxiety responses (state-components) in children. The research to date on MA in children is somewhat disparate in regard to methodology, and firm conclusions regarding the relation of MA to intelligence, math achievement and learn...
Article
This study examines the interplay of state- and trait-math anxiety (MA) and core executive functions (CEF) on math achievement in children. According to attention control theory, MA affects the CEF by triggering the inhibition function, so that some working memory (WM) is blocked, thus reducing task processing capacity. However, research on the int...
Article
Recent findings on the negative impacts of math anxiety (MA) have raised questions for educational and clinical research regarding effective intervention programs. One basic approach for developing intervention programs in the field of cognitive behavioral therapy is to gain an in-depth understanding of the cognitive beliefs of children with a spec...
Technical Report
Full-text available
Die Aussetzung des Präsenzunterrichts aufgrund der COVID-19-Maßnahmen gab Anlass zur Frage, inwiefern der Distanzunterricht das schulische Lernen beeinflusste. Da die Umsetzung des Distanzunterrichts in den Schulen stark variierte und die Lernumgebungen in den einzelnen Haushalten verschieden waren, hatten Kinder während der COVID-19 Pandemie sehr...
Preprint
Full-text available
The suspension of face-to-face teaching, due to the COVID-19 social distancing regulations, raised serious concerns about the impacts on children's academic learning. Because the implementation of distance education in Germany was entirely the responsibility of individual schools, and because the home learning environments varied across households,...
Presentation
Full-text available
Presentation at MCLS Conference 2022: Although the interaction between anxiety and attention is considered crucial for learning and performance in mathematics, less studies have examined these cognitive and affective predictors in one framework and explored the role of sustained attention in promoting children’s arithmetic performance, using tradit...
Article
Full-text available
Although the interaction between anxiety and attention is considered crucial for learning and performance in mathematics, few studies have examined these cognitive and affective predictors in a single framework or explored the role of sustained attention in promoting children’s arithmetic performance, using traditional linear analyses and latent pr...
Article
Full-text available
Recent studies indicate that math anxiety (MA) can already be found in school-aged children. As early MA depicts a potential risk for developing severe mathematical difficulties and impede the socio-emotional development of children, distinct knowledge about how to reduce MA in school-aged children is of particular importance. Therefore, the goal o...
Preprint
Full-text available
Recent findings on the negative impacts of math anxiety (MA) in children raised outstanding issues for educational and clinical research, regarding effective intervention programs. One basic approach to develop intervention programs in field of cognitive behavioral therapy is to gain an in-depth understanding of the cognitive beliefs (CB) of childr...
Article
Although research has provided evidence for a clear association of core executive function (CEF) to math performance, fewer studies have been carried out on arithmetic fact retrieval in relation to the symptoms of attention deficit hyperactivity disorder (ADHD). The present study assessed mathematical achievement on a basic number skill test and on...
Poster
Full-text available
Paper presented at the Mathematical Cognition and Learning Society Conference 2020, Dublin, Ireland (online). The poster presents findings of our publication: Orbach, L., Herzog, M., & Fritz, A. (2020). Relation of Attention Deficit Hyperactivity Disorder (ADHD) to Basic Number Skills and Arithmetic Fact Retrieval in Children. Research in Develop...
Article
Full-text available
This study investigates math anxiety (MA) by comparing trait-components of MA with real-time assessments of situational anxiety responses (state-components) in children. The research to date on MA in children is somewhat disparate in regard to methodology, and firm conclusions regarding the relation of MA to intelligence, math achievement and learn...
Poster
Full-text available
Performance-inhibiting effects of math anxiety (MA) have been explained by avoidance behaviour and deficits in the attention control system of anxious individuals. According to attentional-control theory (Eysenck et al., 2007), MA affects the working memory (WM) by impairing the inhibition function, so that math anxious individuals are more vulnera...
Poster
Full-text available
Der Stifterverband für die Deutsche Wissenschaft e.V. und das Ministerium für Kultur und Wissenschaft des Landes Nordrhein-Westfalen bewilligte dem Lehrstuhl für Pädagogische Psychologie von Prof. Dr. Fritz-Stratmann zum 1. Februar 2018 ein Fellowship für Innovation in der digitalen Hochschullehre. Durch dieses Fellowship wird die Problembasierte E...
Chapter
This study investigated trait-math anxiety during the transition from primary to secondary school. Currently, very disparate findings exist for primary school and early secondary school students, which can be explained by inconsistent definitions and different operationalizations of math anxiety, amongst other reasons. This study is aimed at contri...
Presentation
Full-text available
Comparison between different MA-types and children without MA (math achievement, attitudes towards mathematics, self-rating of math skills, learning motivation).
Poster
Full-text available
This study investigated math anxiety (MA) during the transition from primary to secondary school. Currently, very disparate findings exist for these school years, which can be explained inter alia by inconsistent definitions and different operationalizations of math anxiety (Ashcraft et al., 2007). For contributing to the definition of terms, quest...

Network

Cited By

Projects

Projects (4)
Project
The MeHeMa project investigates the interaction between mental health, school learning after partial interruption of face-to-face teaching due to the COVID-19 pandemic, and the development of mathematics and reading skills in Finland, Brazil and Germany. The project focuses on the age group of grades 3-6.
Project
We aim to build a comprehensive assessment battery on Functional Numeracy for the age range of 9 to 16. The consists of tasks measuring basic number skills (number sense and arithmetic), mathematical skills, reading and writing, cognitive skills as well as attitudes and emotions towards learning (including learning anxieties). The technical implementation of the FUNA assessment battery is done by the Centre of Learning Analytics at the University of Turku (HTTP://oppimisanalytiikka.fi/en/)
Project
For the great achievements in digitalized teaching, the chair of Educational Psychology, led by Prof. Dr. Annemarie Fritz-Stratmann, recieved the "Fellowships für Innovation in der digitalen Hochschullehre 2018" by Stifterverband für die Deutsche Wissenschaft e.V. and the Northrhine-Westphalian Ministry of Culture and Science. On "Diágo", students acquire skills in process-oriented diagnostic through video simulations of diagnostic test situations, which they will be able to apply in their future professional practice.