University of Mannheim Business School: Prof. Dr. Carmela Aprea

Prof. Dr. Carmela Aprea

Chair of Economic and Business Education – Design and Evaluation of Instructional Systems

University of Mannheim
Business School
L 4, 1 – Room 104
68161 Mannheim

Phone: +49 621 181-2197
E-mail: aprea(at)bwl.uni-mannheim.de

Consultation hour(s):
Consultation Hours: Mondays 10:00 a.m. to 11:30 a.m. – appointment in advance via office assistant required

Photo credit: Stefan Leifken

Aprea, C. and Lohner, M. (2019). Belastungen im Lehrberuf: Ein Blick in aktuelle Forschungsbefunde. BLV-Magazin, 2019, 10-13.
Boldrini, E., Sappa, V. and Aprea, C. (2019). Which difficulties and resources do vocational teachers perceive? An exploratory study setting the stage for investigating teachers’ resilience in Switzerland. Teachers and Teaching, 25, 125-141.
Cattaneo, A. A. P., der Meij, H., Aprea, C., Sauli, F. and Zahn, C. (2019). A model for designing hypervideo-based instructional scenarios. Interactive Learning Environments, 27, 508-529.
Sappa, V., Aprea, C. and Barabasch, A. (2018). Widrigkeiten standhalten - eine Schweizer Studie zur Resilienz von Lehrkräften in der beruflichen Bildung. Berufsbildung in Wissenschaft und Praxis : BWP, 47, 43-47.
Wuttke, E. and Aprea, C. (2018). A situational judgement approach for measuring young adults' financial literacy. Empirische Pädagogik : EP, 32, 272-292.
Aprea, C. (2017). Von Prinzen, Schiffsreisen und Abenteuern: Hermann G. Ebner als akademischer Mentor. Berufs- und Wirtschaftspädagogik Online : bwp@, Profil, 1-4.
Berti, A. E., Ajello, A. M., Aprea, C., Castelli, I., Lombardi, E., Marchetti, A., Massaro, D., Sappa, V. and Valle, A. (2017). Adolescents' and young adults' naïve understandings of the economic crisis. Europe's Journal of Psychology : EJOP, 13, 143-161.
Aprea, C. (2016). Zum ganzheitlichen Charakter ökonomischer Lehrgegenstände: Exemplarische fachdidaktische Grundlegungen und Illustrationen. Berufs- und Wirtschaftspädagogik Online : bwp@, Profil, 1-18.
Cattaneo, A. A. P., Nguyen, A. T. and Aprea, C. (2016). Teaching and learning with hypervideo in vocational education and training. Journal of Educational Multimedia and Hypermedia : JEMH, 25, 5-35.
Leumann, S. and Aprea, C. (2016). Financial Literacy aus Sicht von Lehrpersonen an beruflichen Schulen in der Schweiz : eine Mixed-Methods-Studie zu deren domänenspezifischen Vorstellungen. Zeitschrift für ökonomische Bildung : ZföB, 4, 36-64.
Sappa, V., Choy, S. and Aprea, C. (2016). Stakeholders′ conceptions of connecting learning at different sites in two national VET systems. Journal of Vocational Education & Training, 68, 283-301.
Tramm, T., Fischer, M. and Aprea, C. (2016). Editorial zur Ausgabe 28: Berufliche Lehr-Lernforschung. Berufs- und Wirtschaftspädagogik Online : bwp@, 28, 1-4.
Aprea, C. (2015). Secondary school students’ informal conceptions of complex economic phenomena. International Journal of Educational Research : IJER, 69, 12-22.
Aprea, C. and Sappa, V. (2015). School-Workplace Connectivity: Ein Instrument zur Analyse, Evaluation und Gestaltung von Bildungsplänen der Berufsbildung. Berufsbildung in Wissenschaft und Praxis : BWP, 44, 27-31.
Berger, J.-L. and Aprea, C. (2015). Berufswahlmotive von Lehrkräften an beruflichen Schulen in der Schweiz. Berufsbildung in Wissenschaft und Praxis : BWP, 44, 6-9.
Cattaneo, A. A. P., Nguyen, A. T., Sauli, F. and Aprea, C. (2015). Scuolavisione: teaching-and-learning with hypervideos in the Swiss Vocational system. Journal of e-Learning and Knowledge Society : Je-LKS, 11, 27-47.
Leumann, S. and Aprea, C. (2015). Kognitive und emotionale Aspekte finanzieller Handlungsfähigkeit. Suchtmagazin, 41, 39-41.
Sappa, V., Boldrini, E. and Aprea, C. (2015). Combining teaching with another job: a possible resource to face professional challenges. Preliminary findings from a Swiss study in vocational education and training. Empirical Research in Vocational Education and Training, 7, Article 13.

Schultheis, J. and Aprea, C. (2019). Digital games in the context of financial literacy education: An instructional content analysis. In , EARLI 2019 : Book of abstracts : RWTH Aachen University (S. 154). , European Association for Research on Learning and Instruction (EARLI): Leuven.

Aprea, C., Deutscher, V. and Seifried, J. (2019). Qualität kompetenzorientierter Unterrichtsplanung in der beruflichen Bildung: Entwicklung und Validierung eines Beurteilungsinstruments. Jahrestagung der Sektion Berufs- und Wirtschaftspädagogik 2019 der Deutschen Gesellschaft für Erziehungswissenschaft, Graz, Österreich.
Schultheis, J. and Aprea, C. (2019). Serious Games im Kontext von Financial Literacy - Eine fachdidaktische Analyse verfügbarer Spiele. Jahrestagung der Sektion Berufs- und Wirtschaftspädagogik 2019 der Deutschen Gesellschaft für Erziehungswissenschaft, Graz, Österreich.
Schumacher, C., Schultheis, J., Aprea, C. and Ifenthaler, D. (2019). Einsatz von Prompts im Kontext ökonomischer Bildung am Beispiel der Altersvorsorge. Jahrestagung der Sektion Berufs- und Wirtschaftspädagogik 2019 der Deutschen Gesellschaft für Erziehungswissenschaft, Graz, Österreich.
Aprea, C. (2018). Auswirkungen von Armut auf das Denk- und Handlungsvermögen. Fachtag Auswirkungen der Armut auf das Denk- und Handlungsvermögen, Erfurt, Germany.
Aprea, C. (2018). Finanzielle Bildung in der Schule - was funktioniert?FinKom 2018, 7. FinKom-Info-Börse des Präventionsnetzwerks Finanzkompetenz der Deutschen Gesellschaft für Erziehungswissenschaft, Berlin, Germany.
Aprea, C. (2018). How to prepare the young for the financial world?Seminar on Aging, Retirement and Pensions / Bank of Israel, Ashkelon, Israel.
Aprea, C. (2018). Making financial education work in schools. OECD High-level Conference on Financial Education in Schools and for Youth, Yerevan, Armenia.
Aprea, C. (2018). Modelling and measuring teacher resilience as multi-faceted construct. EARLI SIG 11: “Teaching and Teacher Education”, Kristiansand, Norway.
Aprea, C., Cattaneo, A. A. P., Sappa, V. and Choy, S. (2018). Digitalization in connectivity for interaction, learning and professional development. EARLI SIG 14 Learning and Professional Development Conference 2018, Geneva, Switzerland.
Aprea, C., Sappa, V. and Boldrini, E. (2018). Diversity as resource and challenge for resilience of teachers in vocational education and training. ECER 2018: Inclusion and Exclusion, Resources for Educational Research?, Bolzano, Italy.
Aprea, C., Sappa, V. and Boldrini, E. (2018). Identifying resilient teachers in vocational education and training: A mixed-methods approach. EARLI SIG 11: “Teaching and Teacher Education”, Kristiansand, Norway.
Aprea, C. and Schultheis, J. (2018). Game-based learning arrangements in financial literacy education: A design-based research approach. EARLI SIG 6-7 Meeting “Instructional Design and Technology for 21st Century Learning: Challenges, Solutions und Future Directions”, Bonn, Germany.
Sappa, V., Aprea, C. and Boldrini, E. (2018). Relationships at school: supportive and unsupportive factors for vocational school teachers’ resilience. EARLI SIG 14 Learning and Professional Development Conference 2018, Geneva, Switzerland.
Schultheis, J. and Aprea, C. (2018). Development and validation of a scheme for analysing serious games in financial literacy education. JURE 2018, Junior Researchers of EARLI, Antwerp, Belgium.
Schultheis, J. and Aprea, C. (2018). Development of an analysis scheme for financial literacy games. EARLI SIG 6-7 Meeting “Instructional Design and Technology for 21st Century Learning: Challenges, Solutions und Future Directions”, Bonn, Germany.
Schultheis, J. and Aprea, C. (2018). Entwicklung und Validierung eines Analyseschemas für Serious Games im Kontext von Financial Literacy. Jahrestagung der Sektion Berufs- und Wirtschaftspädagogik der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE), Frankfurt, Germany.
Aprea, C. (2017). Designing effective financial literacy education: What is the problem? What do we know? What can we do?The Financial Literacy Conference 2017: Expanding Possibilities, Singapore, Singapore.
Aprea, C. (2017). Educazione finanziaria e lotta contro la povertà - un percorso efficace? = Finanzielle Bildung gegen Armut - ein zielführender Weg?Internationale Tagung Armutsbekämpfung durch Schuldenprävention, 5. Fachtagung zur Schuldenberatung an der FHNW, Olten, Switzerland.
Aprea, C. (2017). Educazione finanziaria: Ramo secco o giardino in fiore?“L’educazione finanziaria in Italia: oggi e domani. Il primo censimento nazionale delle iniziative promosse sul territorio” / Banca d'Italia, Roma, Italy.
Aprea, C. (2017). Financial literacy education of adolescents and young adults: What works?Social Science Doctoral Students Seminar, Stockholm, Sweden.
Aprea, C. (2017). Hypervideos in der Schule. Markt der Möglichkeiten / Studienseminar für das Lehramt an beruflichen Schulen, Erfurt, Germany.
Aprea, C. (2017). The impact of social education initiatives. 1st FLiP Financial Education Summit on the occasion of the 5th International Federation of Finance Museums (IFFM) Annual Meeting, Wien, Austria.
Aprea, C., Sappa, V. and Boldrini, E. (2017). Merkmale von resilienten Lehrpersonen in der beruflichen Bildung. Jahrestagung der Sektion Berufs- und Wirtschaftspädagogik 2017 der Deutschen Gesellschaft für Erziehungswissenschaft, Stuttgart, Germany.
Aprea, C., Sappa, V. and Boldrini, E. (2017). Resilient teachers in VET: a Swiss study. 17th Bienniel EARLI Conference for Research on Learning and Instruction, Tampere, Finland.
Aprea, C. and Schultheis, J. (2017). Game-based learning arrangements in financial education: A design-based research approach. 17th Bienniel EARLI Conference for Research on Learning and Instruction, Tampere, Finland.
Aprea, C., Schultheis, J. and Stolle, K. (2017). Designing game-based learning arrangements in financial literacy education. ECER 2017: Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research, Copenhagen, Denmark.
Aprea, C., Schultheis, J. and Stolle, K. (2017). Instructional integration of digital learning games in financial literacy education. 2017 CUFA Conference, College & University Faculty Assembly, San Francisco, CA.
Aprea, C. and Wuttke, E. (2017). Financial Literacy von jungen Erwachsenen: Entwicklung und Validierung eines unterrichtsrelevanten Testinstruments. Jahrestagung der Sektion Berufs- und Wirtschaftspädagogik 2017 der Deutschen Gesellschaft für Erziehungswissenschaft, Stuttgart, Germany.
Sappa, V. and Aprea, C. (2017). Teachers adaptations to professional challenges and changes in VET. 17th Bienniel EARLI Conference for Research on Learning and Instruction, Tampere, Finland.
Wuttke, E. and Aprea, C. (2017). A situational judgement approach to measure financial literacy. ECER 2017: Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research, Copenhagen, Denmark.
Aprea, C. (2016). Effectiveness of financial literacy education: What do we (not) know?European Money Week 2016 / European Banking Federation, Bruxelles, Belgium.
Aprea, C. (2016). Kulturelle Heterogenität in der beruflichen Bildung. 25. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE), Kassel, Germany.
Aprea, C. (2016). What works? Financial education programs and their effectiveness. Financial Literacy: Research and Practice Conference 2016, Negev, Israel.
Aprea, C., Schultheis, J. and Engel, S. (2016). Der kleine Unterschied: Gendereffekte im Kontext von Financial Literacy. Jahrestagung der Sektion Berufs- und Wirtschaftspädagogik 2016 der Deutschen Gesellschaft für Erziehungswissenschaft, Hamburg, Germany.
Aprea, C., Schönamsgruber, J., Zeugner, M. and Sappa, V. (2016). Konnektivität und integrative Kompetenzentwicklung in der beruflichen Bildung: Individuelle Sichtweisen der Akteure. Jahrestagung der Sektion Berufs- und Wirtschaftspädagogik 2016 der Deutschen Gesellschaft für Erziehungswissenschaft, Hamburg, Germany.
Sappa, V. and Aprea, C. (2016). Boundary crossing and boundary crossing skills: éléments prometteurs de recherche en apprentissage multicontextuel [Communication]. Congrès Annuel de la Société Suisse pour la Recherche en Education (SSRE) 2016, Lausanne, Switzerland.
Aprea, C. (2015). Zugang für alle: Chance oder Falle?Alpbacher Finanzmarktgespräche 2015 / Europäisches Forum Alpbach, Alpbach, Austria.
Aprea, C., Ajello, A. M., Berti, A. E., Marchetti, A., Castelli, I., Lombardi, E., Massaro, D., Sappa, V. and Valle, A. (2015). The financial and economic crisis in Europe: Italian and Swiss adolescents’ informal conceptions. ECER 2015 “Education and Transition. Contributions from Educational Research”, Budapest, Hungary.
Aprea, C., Leumann, S. and Gerber, C. (2015). Promoting linkages between financial, economic and citizenship education: examples from the project “Fit for Finance”. 11th International Conference of the International Association for Citizenship, Social and Economics Education (IACSEE), Göttingen, Germany.
Aprea, C., Leumann, S., Wuttke, E. and Syed, F. (2015). Facets of financial literacy: Perspectives of stakeholders in European VET. 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Aprea, C., Sappa, V., Ajello, A. M., Berti, A. E., Marchetti, A., Lombardi, E., Castelli, I., Massaro, D. and Valle, A. (2015). Italian and Swiss adolescents' and young adults' naive understandings of the economic crisis. 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Aprea, C., Sappa, V. and Boldrini, E. (2015). Exploring risk factors of Swiss VET teachers' professional well-being. Jahrestagung der Sektion Berufs- und Wirtschaftspadagogik der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) 2015, Zürich, Switzerland.
Berger, J.-L., Girardet, C., Vaudroz, C. and Aprea, C. (2015). How motivation shapes teaching style during teacher education. 2015 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
Caruso, V., Cattaneo, A. A. P. and Aprea, C. (2015). Boundary objects and learning documentation: an analysis of current practices across VET contexts. 4th Interdisciplinary Congress on Research in Vocational Education and Training, VET 2015, Zollikofen, Switzerland.
Girardet, C., Berger, J.-L., Vaudroz, C. and Aprea, C. (2015). The impact of the first year of teacher education on vocational teachers' classroom management. 4th Interdisciplinary Congress on Research in Vocational Education and Training, VET 2015, Zollikofen, Switzerland.
Girardet, C., Berger, J.-L., Vaudroz, C. and Aprea, C. (2015). The impact of the first year of teacher education on vocational teachers’ motivating style. 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Leumann, S. and Aprea, C. (2015). Developing a comprehensive financial literacy framework: voices from stakeholders in European vocational education and training. 4th Interdisciplinary Congress on Research in Vocational Education and Training, VET 2015, Zollikofen, Switzerland.
Sappa, V. and Aprea, C. (2015). Boundary crossing skills: a review study. 4th Interdisciplinary Congress on Research in Vocational Education and Training, VET 2015, Zollikofen, Switzerland.
Sappa, V. and Aprea, C. (2015). Conceptions of vocational learning and teaching across school and workplace: an interview study. 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Sappa, V., Boldrini, E. and Aprea, C. (2015). Combining teaching with other jobs: a possible resource to face professional challenges in VET? Preliminary data from a Swiss study. 4th Interdisciplinary Congress on Research in Vocational Education and Training, VET 2015, Zollikofen, Switzerland.
Sappa, V., Boldrini, E. and Aprea, C. (2015). Teachers' professional well-being risk factors: a mixed method study in VET. 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Sauli, F., Cattaneo, A. A. P. and Aprea, C. (2015). Learning and teaching with hypervideos: A literature review. 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Vaudroz, C., Berger, J.-L., Girardet, C. and Aprea, C. (2015). Apprendre à préparer ses cours: comment les croyances, connaissances et styles de préparation de cours des enseignants en école professionnelle changent-ils suite à une formation pédagogique?Colloque Scientifique International Condition(s) enseignante(s), Conditions pour enseigner. Réalités, enjeux, défis, Lyon, France.

Aprea, C., Wuttke, E., Breuer, K., Koh, N. K., Davies, P., Greimel-Fuhrmann, B. and Lopus, J. S. (eds.) (2016). International handbook of financial literacy. Singapore: Springer.
Hillen, S. and Aprea, C. (eds.) (2015). Instrumentalism in Education - Where is Bildung left? Münster [u.a.]: Waxmann.

Aprea, C. (2019). Finanzielle Bildung gegen Armut - ein zielführender Weg? In Mattes, C. Armutsbekämpfung durch Schuldenprävention : empirische Befunde, methodische Zugänge und Perspektiven (S. 39-52). Wiesbaden: Springer VS.
Schultheis, J. and Aprea, C. (2019). Entwicklung und Validierung eines Schemas zur Evaluation von Serious Games im Kontext von Financial Literacy. In Wittmann, E. Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2019 (S. 93-108). Opladen ; Berlin ; Toronto: Verlag Barbara Budrich.
Aprea, C. (2018). Berufliche Lehr-Lern-Forschung. In Rauner, F. Handbuch Berufsbildungsforschung (S. 494-502). Bielefeld: wbv Media.
Aprea, C. (2018). Instruktionsdesign und Unterrichtsplanung. In Niegemann, H. Lernen mit Bildungstechnologien : praxisorientiertes Handbuch zum intelligenten Umgang mit digitalen Medien (S. 1-19). Berlin ; Heidelberg: Springer.
Aprea, C., Schultheis, J. and Stolle, K. (2018). Instructional integration of digital learning games in financial literacy education. In Lucey, T. Financial literacy for children and youth (S. 69-88). New York ; Bern ; Berlin: Lang.
Cattaneo, A. A. P. and Aprea, C. (2018). Visual technologies to bridge the gap between school and workplace in vocational education. In Ifenthaler, D. Digital workplace learning : bridging formal and informal learning with digital technologies (S. 251-270). Cham: Springer.
Sappa, V. and Aprea, C. (2018). L’apprentissage professionnel entre l’école et l’entreprise: défis, modèles et conceptions individuelles. In Bonoli, L. Enjeux de la formation professionnelle en Suisse : Le «modèle» suisse sous la loupe (S. 267-293). Zürich: Seismo Verlag.
Sappa, V., Aprea, C. and Vogt, B. (2018). Success factors for fostering the connection between learning in school and at the work-place: the voice of Swiss VET actors. In Choy, S. Integration of vocational education and training experiences : purposes, practices and principles (S. 303-325). Singapore: Springer.
Berger, J.-L., Girardet, C., Vaudroz, C. and Aprea, C. (2017). The motivational basis of classroom management practices and beliefs of Swiss vocational teachers. In Watt, H. Global perspectives on teacher motivation (S. 95-125). Cambridge: Cambridge University Press.
Aprea, C. (2016). Conceptions of financial literacy. In Aprea, C. International handbook of financial literacy (S. 5-7). Singapore: Springer.
Aprea, C. and Wuttke, E. (2016). Financial literacy of adolescent and young adults: Setting the course for a competence-oriented assessment approach. In Aprea, C. International handbook of financial literacy (S. 397-414). Singapore: Springer.
Aprea, C., Wuttke, E., Breuer, K., Koh, N. K., Davies, P., Greimel-Fuhrmann, B. and Lopus, J. S. (2016). Financial literacy in the twenty-first century: An introduction to the International Handbook of Financial Literacy. In Aprea, C. International handbook of financial literacy (S. 1-4). Singapore: Springer.
Leumann, S., Heumann, M., Syed, F. and Aprea, C. (2016). Towards a comprehensive financial literacy framework: Voices from stakeholders in European vocational education and training. In Wuttke, E. Economic competence and financial literacy of young adults : status and challenges (S. 19-39). Opladen ; Berlin: Verlag Barbara Budrich.
Aprea, C., Cattaneo, A. A. P. and Sappa, V. (2015). Mind the Gap: Boundary-Crossing an den Übergängen von informellem und formalem Lernen in der beruflichen Bildung. In Niedermair, G. Informelles Lernen : Annäherungen, Problemlagen, Forschungsbefunde (S. 265-281). Linz: Trauner-Verl.
Aprea, C., Wuttke, E., Leumann, S. and Heumann, M. (2015). Kompetenzfacetten von Financial Literacy: Sichtweisen verschiedener Akteure. In Seeber, S. Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2015 (S. 11-22). Opladen [u.a.]: Verlag Barbara Budrich.
Aprea, C., Wuttke, E. and Stock, M. (2015). Exploring the possibilities for a bildungs-oriented conceptualisation of financial literacy. In Hillen, S. Instrumentalism in Education - Where is Bildung left? (S. 89-104). Münster ; New York: Waxmann.
Hillen, S. and Aprea, C. (2015). Instrumentalism in Education - Is there Bildung left? What kind of educational spaces can one find in today's institutionalized educational situations? In Hillen, S. Instrumentalism in Education - Where is Bildung left? (S. 9-13). Münster ; New York: Waxmann.