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Professor REICHERT, Frank

Professor REICHERT, Frank

Professor REICHERT, Frank

2024 DAAD/AGI Research Fellow (American-German Institute at Johns Hopkins University, Washington, DC, USA)
2023 Institute for Civically Engaged Research Fellow (American Political Science Association & Jonathan M. Tisch College of Civic Life, Washington, DC & Boston, USA)
2021 Leadership Academy Fellow (German Scholars Organization, Berlin, Germany)
2016 NAEd/Spencer Postdoctoral Fellow (National Academy of Education, Washington, DC, USA)

Assistant Professor

Academic Unit of Social Contexts and Policies of Education

Qualification

M.A. (TU Dresden), Dr. phil. (CAU Kiel), CPsychol (BPS)

Email

[javascript protected email address]

Phone

(852) 3917 5571

Location

Room 217, Runme Shaw Building

Areas
  • Civic and Citizenship Education
  • Social and Political Psychology
  • Youth Studies

Research Expertise

  • Civic Education
  • Diversity, Ethnicity and Identity
  • International and Comparative Education
  • Research Methods and Methodologies

Prospective PhD/ EdD/ MPhil Applications

I am available to supervise PhD/MPhil students and would welcome enquiries for supervision.

Links

  • Faculty Outstanding Young Researcher Award 2022
  • AERA Social Studies Research SIG Early Career Award 2021 (URL)
  • Maslovaty Foundation Award 2021 / EARLI SIG13 (Article)
  • Faculty Knowledge Exchange Award 2021 (URL; Details)
  • Faculty Early Career Research Output Award 2019 (Article)
  • IEA Richard M. Wolf Memorial Award 2018 (URL, Article)

Funded research projects

  • 'Changing norms of citizenship? ' Small Grant of the Spencer Foundation, Chicago, Ill., United States: US$ 49,406 (04/2024–03/2027)
  • 'A game-based approach to understanding how students determine credibility in online environments,' Seed Fund for Basic Research – The University of Hong Kong, Hong Kong SAR: HK$ 143,000 (06/2023–06/2025)

  • ‘Students’ assessments of credibility in online environments’ (German collaborator [Co-PI]: Prof. Monika Oberle, University of Göttingen), Germany/Hong Kong Joint Research Scheme, UGC (Hong Kong SAR: HK$ 89,500) & DAAD (Germany: € 8,598) (01/2023–12/2024)

  • ‘Students’ assessments of credibility in online environments: A game-based approach,’ Faculty Research Fund – The University of Hong Kong, Hong Kong SAR:
    Phase I: HK$ 59,776 (12/2022–11/2023) (Faculty Research Fund)
    Phase II: HK$ 59,991 (01/2024–12/2024) (Faculty Research Fund)

  • ‘The role of citizenship norms and institutional trust in (dis)engagement,’ Seed Fund for Basic Research – The University of Hong Kong, Hong Kong SAR: HK$ 143,500 (06/2022–05/2023)

  • ‘Citizenship norms, political discontent, and trust among Hong Kong youth,’ Centennial Center Research Grant of the American Political Science Association, Washington, DC, United States: US$ 2,493 (10/2021–12/2022)

  • ‘Digital citizenship education’ (German collaborator [Co-PI]: Prof. Dirk Lange, University of Hannover), Germany/Hong Kong Joint Research Scheme, UGC (Hong Kong SAR: HK$ 73,500) & DAAD (Germany: € 13,970) (01/2020–12/2021)

  • ‘Understanding teachers' perspectives and practices of digital citizenship education,’ Faculty Research Fund – The University of Hong Kong, Hong Kong SAR:
    Phase I: HK$ 59,532 (12/2019–12/2020) (Faculty Research Fund)
    Phase II: HK$ 59,954 (01/2021–08/2021) (Faculty Research Fund)
    Phase III: HK$ 59,246 (11/2021–08/2022) (project-based research funding)

  • ‘Civic education in times of change,’ Seed Fund for Basic Research – The University of Hong Kong, Hong Kong SAR: HK$ 128,527 (06/2019–11/2020)

  • ‘Collective identification and the protest movement in Hong Kong’ (Co-Investigators: Dr. Wong, Dr. Fu, Prof. Law), Public Policy Research Funding Scheme, Hong Kong SAR: HK$ 466,867(04/2020–11/2020)

  • ‘What teachers believe about the goals of civic education,’ Faculty Research Fund – The University of Hong Kong, Hong Kong SAR: HK$ 57,500 (11/2018–09/2019)

  • ‘Civics teaching in ‘young’ and ‘old’ democracies,’ Spencer Postdoctoral Fellowship – National Academy of Education, Washington, DC, United States: US$ 70,000 (09/2016–12/2018)

  • ‘A cross-national analysis of teacher beliefs about the objectives of civic education,’ Faculty Research Fund – The University of Hong Kong, Hong Kong SAR: HK$ 29,952 (12/2017–09/2018)

  • ‘Drawing inferences about school effectiveness,’ Faculty Research Fund – The University of Hong Kong, Hong Kong SAR: HK$ 30,000 (11/2016–09/2017)

  • ‘The development of political competencies in teenagers and young adults and the impact of curriculum reforms,’ Postdoctoral fellowship – Fritz Thyssen Stiftung, Cologne, Germany: € 38,036 (09/2014–12/2015)

Funded projects (other)

  • ‘Promoting digital competence development and wellbeing in children and youth,’ URC Funding (Impact Case Study Preparation) – The University of Hong Kong, Hong Kong SAR: HK$ 66,660 (04/2022–06/2024)
  • ‘Digital literacy assessment,’ (Co-PI: Dr. Qianqian Pan), UNESCO Global Education Monitory Report, Paris, France: US$ 9,000 (04/2022–11/2022)

Published Books, Chapters, Journal Articles, and Blog Posts (Categorized Thematically)

 

New Publications

    • Reichert, F. (2025 [accepted, forthcoming]). Youth. In Nai, A., Grömping, M., & Wirz, D. (Eds), Elgar Encyclopedia of Political Communication. Edward Elgar Publishing.
    • Jangbarwala, F. Y., & Reichert, F. (online first). The impact of COVID restrictions on children with special educational needs in the early years: Evidence from educators' perspectives in Hong Kong. Journal of Research in Special Educational Needs. DOI: 10.1111/1471-3802.12719. (Open Access)
    • Reichert, F., Au, A. T. N., & Fiedler, A. J. (2024). How collective demands strengthen sympathy for normative and non-normative protest action: The example of Hong Kong's anti-extradition law amendment bill protests. Sociology Compass, 18(1), e13169. DOI: 10.1111/soc4.13169. (Open Access)
    • D’Addio, A. C., Sharma, D., & Reichert, F. (2024, August 2). Measuring beyond numbers: Navigating the complexities of digital skills measures. World Education Blog. https://world-education-blog.org/2024/08/02/measuring-beyond-numbers-navigating-the-complexities-of-digital-skills-measures/
    • Reichert, F., Pan, Q., & Chen, L. L. (2023). Digital literacy assessment. Paper commissioned for the 2023 Global Education Monitoring Report, Technology in education. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386202(Open Access)
    • Tao, S., *Reichert, F., Law, N., & Rao, N. (2023). Digital technology use and adolescent mental health before and during the COVID-19 pandemic: The roles of Internet addiction and digital competence. Cyberpsychology, Behavior, and Social Networking, 16(10), 739–746. DOI: 10.1089/cyber.2023.0048 (*corresponding author)
    • Wong, G., Reichert, F., & Law, N. (2023). Reorienting the assessment of digital literacy in the twenty‑first century: A product‑lifecycle and experience dependence perspective. Educational Technology Research & Development, 71(6), 2389–2412. DOI: 10.1007/s11423-023-10278-1 
    • Reichert, F., Vajen, B., Tsang, A. Y., & Kenner, S. (2023). Citizenship education from a distance: Teachers’ perspectives and experiences with distance learning during the pandemic-induced school closures in Germany and Hong Kong. In L. Girnus, I.-C. Panreck, & M. Partetzke (Eds.), Schnittpunkt Politische Bildung: Innovative Ansätze und fächerübergreifende Perspektiven [Intersection political education: Innovative approaches and interdisciplinary perspectives] (pp. 127–151). Wiesbaden: Springer VS. DOI: 10.1007/978-3-658-40122-1_7
    • Vajen, B., Kenner, S., & *Reichert, F. (2023). Digital citizenship education – Teachers’ perspectives and practices in Germany and Hong Kong. Teaching and Teacher Education, 122, 103972. DOI: 10.1016/j.tate.2022.103972 (*corresponding author)
    • Tsang, A. Y.-L., *Reichert, F. (2023). Distance learning during the school suspension due to the COVID-19 pandemic: Hong Kong civics teachers' perspectives. In I. Heldt, W. Beutel, & D. Lange (Eds.), Demokratie auf Distanz: Digitaler Wandel und Krisenerfahrung als Anlass und Auftrag politischer Bildung [Democracy at a distance: Digital change and crisis experience as an opportunity and mandate for political education] (pp. 225–236). Frankfurt a. M.: Wochenschau Verlag. ISBN: 978-3-7344-1587-6 (*corresponding author)

     

    Key Publications

      • Reichert, F., Pan, Q., & Chen, L. L. (2023). Digital literacy assessment. Paper commissioned for the 2023 Global Education Monitoring Report, Technology in education. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386202(Open Access)
      • Fiedler, A. J., Tsang A. Y-I., & *Reichert, F. (2022). Why not? Explaining sympathizers’ non‐participation: The example of Hong Kong’s 2019 social movement. Sociology Compass, 16(8), e13007. DOI: 10.1111/soc4.13007 (*corresponding author)
      • Reichert, F., Torney-Purta, J., & Liang, W. (2020). Teachers’ organizational participation: Profiles in 12 countries and correlates in teaching-related practices. Theory & Research in Social Education, 48(4), 552–582. DOI: 10.1080/00933104.2020.1795764.
      • Reichert, F., Zhang, J., Law, N., Wong, G., & de la Torre, J. (2020). Exploring the structure of digital literacy competence assessed using authentic software applications. Educational Technology Research & Development, 68(6),2991–3013. DOI: 10.1007/s11423-020-09825-x.
      • Reichert, F., & Torney-Purta, J. (2019). A cross-national comparison of teachers' beliefs about the aims of civic education in 12 countries: A person-centered analysis. Teaching and Teacher Education, 77, 112–125. DOI: 10.1016/j.tate.2018.09.005. (Open Access)
      • Reichert, F., & Print, M. (2018). Civic Participation of High School Students: The Effect of Civic Learning in School. Educational Review 70(3), 318–341. DOI: 10.1080/00131911.2017.1316239.
      • Reichert, F., & Print, M. (2017). Mediated and moderated effects of political communication on civic participation. Information, Communication & Society, 20(8), 1162–1184. DOI: 10.1080/1369118X.2016.1218524.
      • Reichert, F. (2016). Students’ perceptions of good citizenship: A person-centred approach. Social Psychology of Education 19(3), 661–693. DOI: 10.1007/s11218-016-9342-1.
      • Reichert, F. (2016). How internal political efficacy translates political knowledge into political participation. Evidence from Germany. Europe’s Journal of Psychology 12(2), 221–241. DOI: 10.5964/ejop.v12i2.1095. (Open Access)
      • Simon, B., Reichert, F., Grabow, O. (2013). When dual identity becomes a liability: Identity and political radicalism among migrants. Psychological Science 24(3), 251–257. DOI: 10.1177/0956797612450889.

       

      Digital Literacy & Well-Being

        • Jangbarwala, F. Y., & Reichert, F. (online first). The impact of COVID restrictions on children with special educational needs in the early years: Evidence from educators' perspectives in Hong Kong. Journal of Research in Special Educational Needs. DOI: 10.1111/1471-3802.12719. (Open Access)
        • Reichert, F., Pan, Q., & Chen, L. L. (2023). Digital literacy assessment. Paper commissioned for the 2023 Global Education Monitoring Report, Technology in education. Paris: UNESCO.  https://unesdoc.unesco.org/ark:/48223/pf0000386202(Open Access)
        • Tao, S., *Reichert, F., Law, N., & Rao, N. (2023). Digital technology use and adolescent mental health before and during the COVID-19 pandemic: The roles of Internet addiction and digital competence. Cyberpsychology, Behavior, and Social Networking (Online First). DOI: 10.1089/cyber.2023.0048 (*corresponding author)
        • Wong, G., Reichert, F., & Law, N. (2023). Reorienting the assessment of digital literacy in the twenty‑first century: A product‑lifecycle and experience dependence perspective. Educational Technology Research & Development (Online First). DOI: 10.1007/s11423-023-10278-1 
        • Reichert, F., Vajen, B., Tsang, A. Y., & Kenner, S. (2023). Citizenship education from a distance: Teachers’ perspectives and experiences with distance learning during the pandemic-induced school closures in Germany and Hong Kong. In L. Girnus, I.-C. Panreck, & M. Partetzke (Eds.,), Schnittpunkt Politische Bildung: Innovative Ansätze und fächerübergreifende Perspektiven [Intersection political education: Innovative approaches and interdisciplinary perspectives] (pp. 127–151). Wiesbaden: Springer VS. DOI: 10.1007/978-3-658-40122-1_7
        • Vajen, B., Kenner, S., & *Reichert, F. (2023). Digital citizenship education – Teachers’ perspectives and practices in Germany and Hong Kong. Teaching and Teacher Education, 122, 103972. DOI: 10.1016/j.tate.2022.103972 (*corresponding author)
        • Tsang, A. Y.-L., *Reichert, F. (2023). Distance learning during the school suspension due to the COVID-19 pandemic: Hong Kong civics teachers' perspectives. In I. Heldt, W. Beutel, & D. Lange (Eds.), Demokratie auf Distanz: Digitaler Wandel und Krisenerfahrung als Anlass und Auftrag politischer Bildung [Democracy at a distance: Digital change and crisis experience as an opportunity and mandate for political education] (pp. 225–236). Frankfurt a. M.: Wochenschau Verlag. ISBN: 978-3-7344-1587-6 (*corresponding author)
        • Tao, S., *Reichert, F., Rao, N., & Law, N. (2022). Digital usage and cyberbullying among primary school children: Digital literacy and parental mediation as moderators. Cyberpsychology, Behavior, and Social Networking, 25(9), 571–579. DOI: 10.1089/cyber.2022.0012 (*corresponding author)
        • Law, N., Pan Q., Tao, S., Liang, Q., Chen, L. L., Rao, N., Reichert, F., & de la Torre, J. (2022). Hong Kong students' digital citizenship development 2019-2021: Findings from a longitudinal study. Hong Kong: The University of Hong Kong. ISBN: 978-988-18659-9-1 (DOI: 10.25442/hku.22085738.v1)
        • Pan, Q., *Reichert, F., de la Torre, J., & Law, N. (2022). Measuring digital literacy during the Covid-19 pandemic: Experiences with remote assessment in Hong Kong. Educational Measurement: Issues and Practice, 41(1), 46–50. DOI: 10.1111/emip.12498 (Open Access) (*corresponding author)
        • Tso, W. W. Y., ^Reichert, F., Law, N., Fu, K.-W., de la Torre, J., Rao, N., Leung, L. K., Wang, Y., Wong, W. H. S., & Ip, P. (2022). Digital literacy as a protective factor against gaming addiction in children and adolescents: A cross-sectional study. The Lancet Regional Health, 20, 100382. DOI: 10.1016/j.lanwpc.2022.100382 (Open Access)  (^joint first author)
        • Reichert, F., Zhang, J., Law, N., Wong, G., & de la Torre, J. (2020). Exploring the structure of digital literacy competence assessed using authentic software applications. Educational Technology Research & Development, 68(6),2991–3013. DOI: 10.1007/s11423-020-09825-x.
        • Jin, K.-J., *Reichert, F., Cagasan, L. P. [Jr.], de la Torre, J., & Law, N. (2020). Measuring digital literacy across three age cohorts: Exploring the dimensionality and performance differences. Computers & Education, 157, 103968. DOI: 10.1016/j.compedu.2020.103968. (*corresponding author)
        • Reichert, F., Lam, P., Loh, E. K. Y., & Law, N. (2020). Hong Kong students’ digital citizenship development: Initial findings. [Published in English and in Chinese; Chinese title: 香港中小學生數碼公民素養:首階段研究報告.] Hong Kong: The University of Hong Kong. ISBN: 978-988-18659-8-4 (DOI: 10.25442/hku.22085726.v1)

         

        Politicization & Citizenship Education (incl. Behavior, Communication & Identity)

          Citizenship Norms & 'Good' Citizenship
            • Sampermans, D., Reichert, F., & Claes, E. (2021). Teachers’ concepts of good citizenship and associations with their teaching styles. Cambridge Journal of Education, 51(3), 433–450. DOI: 10.1080/0305764X.2020.1861219
            • Reichert, F. (2021). How citizenship norms predict participation in different political activities. Political Science, 72(3), 245–264. DOI: 10.1080/00323187.2021.1923374
            • Reichert, F. (2017). Young adults' conceptions of 'good' citizenship behaviours: A latent class analysis. Journal of Civil Society 13(1), 90–110. DOI: 10.1080/17448689.2016.1270959.
            • Reichert, F. (2016). Who is the engaged citizen? Correlates of secondary school students’ concepts of good citizenship. Educational Research and Evaluation 22(5–6), 305–332. DOI: 10.1080/13803611.2016.1245148.
            • Reichert, F. (2016). Students’ perceptions of good citizenship: A person-centred approach. Social Psychology of Education 19(3), 661–693. DOI: 10.1007/s11218-016-9342-1.

             

            Civic & Political Participation
              • Reichert, F., Au, A. T. N., & Fiedler, A. J. (2023). How collective demands strengthen sympathy for normative and non-normative protest action: The example of Hong Kong's anti-extradition law amendment bill protests. Sociology Compass, e13169. DOI: 10.1111/soc4.13169. (Open Access)
              • Fiedler, A. J., Tsang A. Y-I., & *Reichert, F. (2022). Why not? Explaining sympathizers’ non‐participation: The example of Hong Kong’s 2019 social movement. Sociology Compass, 16(8), e13007. DOI: 10.1111/soc4.13007 (*corresponding author)
              • Reichert, F. (2021). How citizenship norms predict participation in different political activities. Political Science, 72(3), 245–264. DOI: 10.1080/00323187.2021.1923374
              • Reichert, F. (2021). Collective protest and expressive action among young adults in Hong Kong: Forms of political participation and associations between offline and online political behavior. Frontiers in Political Science, 2, 608203. DOI: 10.3389/fpos.2020.608203 (Open Access)
              • Reichert, F., Torney-Purta, J., & Liang, W. (2020). Teachers’ organizational participation: Profiles in 12 countries and correlates in teaching-related practices. Theory & Research in Social Education, 48(4), 552–582. DOI: 10.1080/00933104.2020.1795764.
              • Reichert, F., & Print, M. (2019). Participatory practices and political knowledge: How motivational inequality moderates the effects of formal political knowledge. Social Psychology of Education, 22(5), 1085–1108. DOI: 10.1007/s11218-019-09514-5
              • Reichert, F. (2018). How important are political interest and efficacy in the prediction of political participation? Longitudinal evidence from Germany. International Journal of Social Psychology, 33(3), 459–503. DOI: 10.1080/02134748.2018.1482056
              • Reichert, F. (2017). Conditions and constraints of political participation among Turkish students in Germany. Cogent Psychology, 4(1), 1351675. DOI: 10.1080/23311908.2017.1351675. (Open Access)
              • Reichert, F., & Print, M. (2016). Active citizenship in the political realm: The case of Australian secondary school students. Citizenship Education Research Journal 6(1), 51–67. (Open Access)
              • Reichert, F. (2016). How internal political efficacy translates political knowledge into political participation. Evidence from Germany. Europe’s Journal of Psychology 12(2), 221–241. DOI: 10.5964/ejop.v12i2.1095. (Open Access)
              • Reichert, F. (2014). Kognitive Vorbedingungen politischen Handelns bei Studierenden mit und ohne Migrationsgeschichte. [Cognitive preconditions of political action among university students with and without a migration history.] In K. B. Schnebel (Ed.), Europäische Minderheiten. Im Dilemma zwischen Selbstbestimmung und Integration. Berlin: Springer VS, pp. 201–236. DOI: 10.1007/978-3-658-04714-6_9.
              • Reichert, F. (2013). Kognitive Politisierung bei Studierenden mit türkischer Migrationsgeschichte. Zum Einfluss von politischem Interesse und politischen Kompetenzen auf politisches Handeln sowie zur Rolle kollektiver Identitäten im Prozess kognitiver Politisierung. [Cognitive Politicization among University Students with Turkish Migration History. On the Influence of Political Interest and Political Competences on Political Action, and the Role of Collective Identities in Cognitive Politicization.] München: De Gruyter Oldenbourg. ISBN: 978-3-486-72113-3.
              • Reichert, F. (2010). Political competences and political participation: On the role of ‘objective’ political knowledge, political reasoning, and subjective political competence in early adulthood. Journal of Social Science Education 9(4), 63–81. DOI: 10.4119/jsse-v9-i4-1145. (Open Access)

               

                Political Communication
                • Fiedler, A. J., Tsang A. Y-I., & *Reichert, F. (2022). Why not? Explaining sympathizers’ non‐participation: The example of Hong Kong’s 2019 social movement. Sociology Compass, 16(8), e13007. DOI: 10.1111/soc4.13007 (*corresponding author)
                • Reichert, F. (2021). Collective protest and expressive action among young adults in Hong Kong: Forms of political participation and associations between offline and online political behavior. Frontiers in Political Science, 2, 608203. DOI: 10.3389/fpos.2020.608203 (Open Access)
                • Reichert, F. (2020). Media use and youth civic engagement. In J. van den Bulck, D. Ewoldsen, M.-M. Mares, & E. Scharrer (Eds.), The International Encyclopedia of Media Psychology (pp. 1–8). John Wiley & Sons, Inc. DOI: 10.1002/9781119011071.iemp0115
                • Reichert, F., & Print, M. (2017). Mediated and moderated effects of political communication on civic participation. Information, Communication & Society, 20(8), 1162–1184. DOI: 10.1080/1369118X.2016.1218524.
                • Reichert, F. (2014). The prediction of political competencies by political action and political media consumption. Journal of Social Science Education 13(4), 90–109. DOI: 10.2390/jsse-v13-i4-1340. (Open Access)

                 

                Political Knowledge & Skills
                  • Reichert, F. (2022). How do student and school resources influence civic knowledge? Evidence from three cohorts of Australian tenth graders. Asia Pacific Education Review, 23(1), 1–14. DOI: 10.1007/s12564-021-09698-6
                  • Reichert, F., & Print, M. (2019). Participatory practices and political knowledge: How motivational inequality moderates the effects of formal political knowledge. Social Psychology of Education, 22(5), 1085–1108. DOI: 10.1007/s11218-019-09514-5
                  • Reichert, F., & Print, M. (2016). Active citizenship in the political realm: The case of Australian secondary school students. Citizenship Education Research Journal 6(1), 51–67. (Open Access)
                  • Reichert, F. (2016). How internal political efficacy translates political knowledge into political participation. Evidence from Germany. Europe’s Journal of Psychology 12(2), 221–241. DOI: 10.5964/ejop.v12i2.1095. (Open Access)
                  • Reichert, F. (2014). The prediction of political competencies by political action and political media consumption. Journal of Social Science Education 13(4), 90–109. DOI: 10.2390/jsse-v13-i4-1340. (Open Access)
                  • Reichert, F. (2010). Political competences and political participation: On the role of ‘objective’ political knowledge, political reasoning, and subjective political competence in early adulthood. Journal of Social Science Education 9(4), 63–81. DOI: 10.4119/jsse-v9-i4-1145. (Open Access)

                   

                  Social/Collective Identification & Politicization
                    • Reichert, F., Au, A. T. N., & Fiedler, A. J. (2023). How collective demands strengthen sympathy for normative and non-normative protest action: The example of Hong Kong's anti-extradition law amendment bill protests. Sociology Compass, e13169. DOI: 10.1111/soc4.13169. (Open Access)
                    • Fiedler, A. J., Tsang A. Y-I., & *Reichert, F. (2022). Why not? Explaining sympathizers’ non‐participation: The example of Hong Kong’s 2019 social movement. Sociology Compass, 16(8), e13007. DOI: 10.1111/soc4.13007 (*corresponding author)
                    • Reichert, F., Au, A., Fiedler, A. J., Tsang, A. Y. (2020). Collective identification and the protest movement in Hong Kong: Understanding associations with collective efficacy and protest behavior. Hong Kong: The University of Hong Kong.
                    • Simon, B., Reichert, F., Schäfer, C. D., Bachmann, A., & Renger, D. (2015). Dual identification and the (de‑)politicization of migrants: Longitudinal and comparative evidence. Journal of Community and Applied Social Psychology 25(3), 193–203. DOI: 10.1002/casp.2206.
                    • Reichert, F. (2015). How collective identities affect political interest and political efficacy among migrants. Journal of Identity and Migration Studies 9(1), 2–18. (Open Access)
                    • Simon, B., Reichert, F., Grabow, O. (2013). When dual identity becomes a liability: Identity and political radicalism among migrants. Psychological Science 24(3), 251–257. DOI: 10.1177/0956797612450889.
                    • Reichert, F. (2013). Kognitive Politisierung bei Studierenden mit türkischer Migrationsgeschichte. Zum Einfluss von politischem Interesse und politischen Kompetenzen auf politisches Handeln sowie zur Rolle kollektiver Identitäten im Prozess kognitiver Politisierung. [Cognitive Politicization among University Students with Turkish Migration History. On the Influence of Political Interest and Political Competences on Political Action, and the Role of Collective Identities in Cognitive Politicization.] München: De Gruyter Oldenbourg. ISBN: 978-3-486-72113-3.

                     

                    Teachers' Beliefs & School Contexts for Youth Civic Development & Citizenship Education
                      • Vajen, B., Kenner, S., & *Reichert, F. (2023). Digital citizenship education – Teachers’ perspectives and practices in Germany and Hong Kong. Teaching and Teacher Education, 122, 103972. DOI: 10.1016/j.tate.2022.103972 (*corresponding author)
                      • Reichert, F., Vajen, B., Tsang, A. Y., & Kenner, S. (2023). Citizenship education from a distance: Teachers’ perspectives and experiences with distance learning during the pandemic-induced school closures in Germany and Hong Kong. In L. Girnus, I.-C. Panreck, & M. Partetzke (Eds.,), Schnittpunkt Politische Bildung: Innovative Ansätze und fächerübergreifende Perspektiven [Intersection political education: Innovative approaches and interdisciplinary perspectives] (pp. 127–151). Wiesbaden: Springer VS. DOI: 10.1007/978-3-658-40122-1_7
                      • Vajen, B., Kenner, S., & Reichert, F. (2023). Digitale Bürgerschaft: Perspektiven von Lehrkräften aus Hongkong und Deutschland [Digital citizenship: Perspectives from teachers from Hong Kong and Germany]. In M. Busch & C. Keuler (Eds.), Politische Bildung und Digitalität [Political education and digitality] (pp. 113–121). Frankfurt a. M.: Wochenschau Verlag. ISBN: 978-3-7566-1579-7 (DOI: 10.46499/2164)
                      • Tsang, A. Y.-L., *Reichert, F. (2023). Distance learning during the school suspension due to the COVID-19 pandemic: Hong Kong civics teachers' perspectives. In I. Heldt, W. Beutel, & D. Lange (Eds.), Demokratie auf Distanz: Digitaler Wandel und Krisenerfahrung als Anlass und Auftrag politischer Bildung [Democracy at a distance: Digital change and crisis experience as an opportunity and mandate for political education] (pp. 225–236). Frankfurt a. M.: Wochenschau Verlag. ISBN: 978-3-7344-1587-6 (*corresponding author)
                      • Reichert, F. (2022). How do student and school resources influence civic knowledge? Evidence from three cohorts of Australian tenth graders. Asia Pacific Education Review, 23(1), 1–14. DOI: 10.1007/s12564-021-09698-6
                      • Reichert, F. (2022). Participation as a goal of civic education: A view from Hong Kong teachers. In M. Oberle & M.-M. Stamer (Eds.), Politische Bildung in internationaler Perspektive [International perspectives on political education] (pp. 13–22). Frankfurt a. M.: Wochenschau Verlag. ISBN: 978-3-7344-1529-6
                      • Sampermans, D., Reichert, F., & Claes, E. (2021). Teachers’ concepts of good citizenship and associations with their teaching styles. Cambridge Journal of Education, 51(3), 433–450. DOI: 10.1080/0305764X.2020.1861219
                      • Reichert, F., Lange, D. & Chow, L. (2021). Educational beliefs matter for classroom instruction: A comparative analysis of teachers’ beliefs about the aims of civic education. Teaching and Teacher Education, 98, 103248. DOI: 10.1016/j.tate.2020.103248
                      • Reichert, F., Torney-Purta, J., & Liang, W. (2020). Teachers’ organizational participation: Profiles in 12 countries and correlates in teaching-related practices. Theory & Research in Social Education, 48(4), 552–582. DOI: 10.1080/00933104.2020.1795764.
                      • Reichert, F., & Torney-Purta, J. (2019). A cross-national comparison of teachers' beliefs about the aims of civic education in 12 countries: A person-centered analysis. Teaching and Teacher Education, 77, 112–125. DOI: 10.1016/j.tate.2018.09.005. (Open Access)
                      • Reichert, F., Chen, J., & Torney-Purta, J. (2018). Profiles of adolescents’ perceptions of democratic classroom climate and students’ influence: The effect of school and community contexts. Journal of Youth and Adolescence, 47(6), 1279–1298. DOI: 10.1007/s10964-018-0831-8
                      • Reichert, F., & Print, M. (2018). Civic Participation of High School Students: The Effect of Civic Learning in School. Educational Review 70(3), 318–341. DOI: 10.1080/00131911.2017.1316239.
                      • Reichert, F. (2016). Learning for active citizenship: Are Australian youths discovering democracy at school? Education, Citizenship and Social Justice 11(2), 130–144. DOI: 10.1177/1746197915626090.
                      • Reichert, F., & Print, M. (2016). Active citizenship in the political realm: The case of Australian secondary school students. Citizenship Education Research Journal 6(1), 51–67. (Open Access)
                      • Dümmler, K., & Reichert, F. (2008). Politische Bildung ohne demokratische Beteiligung? Eine empirische Untersuchung an sächsischen Schulen. [Political education without democratic participation? An empirical study at Saxon schools.] kursiv – Journal für politische Bildung 12(2), 54–62.
                      • Melzer, W., & Dümmler, K. (2007). Politische Bildungsarbeit an sächsischen Schulen. Eine Bestandsaufnahme. [Political education at Saxon schools.] With assistance of A. Kruse & F. Reichert. Dresden: Friedrich-Ebert-Stiftung. ISBN: 978-3-89892-743-7

                       

                      Youth Delinquency (incl. Media Reporting)

                        • Tao, S., *Reichert, F., Rao, N., & Law, N. (2022). Digital usage and cyberbullying among primary school children: Digital literacy and parental mediation as moderators. Cyberpsychology, Behavior, and Social Networking, 25(9), 571–579. DOI: 10.1089/cyber.2022.0012 (*corresponding author)
                        • Reichert, F. (2017). Content analysis: Juvenile delinquency in the press. SAGE Research Methods Cases. London: Sage. DOI: 10.4135/9781473994850.
                        • Reichert, F. (2013). Press reports about causes of juvenile crime and associated claims in the German press. International Journal of Criminology and Sociology 2, 328–347. (Open Access)
                        • Reichert, F. (2010). Jugendkriminalität: ‚Media-Hype‘ und unterbelichtet im Boulevard? [Juvenile delinquency: Media reporting in daily and popular newspapers.] Monatsschrift für Kriminologie und Strafrechtsreform 93(1), 69–86. DOI: 10.1515/mks-2010-930105.
                        • Reichert, F. (2009). Jugendkriminalität in den Medien – Informationsgrundlagen der Kriminalartikel zweier großer deutscher Tageszeitungen. [Youth crime in the media: Information bases of articles on criminality of two major German daily newspapers.] Kriminalistik 63(6), 339–343. URL: www.kriminalistik.de.
                        • Reichert, F. (2009). Straflust in Zeitungsmedien: Gibt es in der Presse eine ‚Punitivität im weiteren Sinn‘? [Criminal lust in newspaper media: Is there a ‘punitiveness in further sense’ in the press?] Kriminologisches Journal 41(2), 100–114. DOI: 10.3262/KJ0902100.
                        • Reichert, F. (2009). Jugendkriminalität. Deutungsmuster zweier großer deutscher Tageszeitungen. [Juvenile delinquency: Interpretative frames of two major German dailies.] Deutsche Jugend 57(6), 267–274. DOI: 10.3262/DJ0906267.
                        • Reichert, F. (2008). Ist das Gefängnis eine sinnvolle Strafmaßnahme für rechtsextreme jugendliche Gewalttäter? [Is prison a reasonable sanction for right-wing extremist juvenile violent criminals?] Psychosozial 31(3), 119–125. URL: https://www.psychosozial-verlag.de/26123

                         

                          Research Methods & Educational Assessment

                          • Reichert, F., Pan, Q., & Chen, L. L. (2023). Digital literacy assessment. Paper commissioned for the 2023 Global Education Monitoring Report, Technology in education. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386202(Open Access)
                          • Pan, Q., *Reichert, F., de la Torre, J., & Law, N. (2022). Measuring digital literacy during the Covid-19 pandemic: Experiences with remote assessment in Hong Kong. Educational Measurement: Issues and Practice, 41(1), 46–50. DOI: 10.1111/emip.12498 (Open Access) (*corresponding author)
                          • Reichert, F., Zhang, J., Law, N., Wong, G., & de la Torre, J. (2020). Exploring the structure of digital literacy competence assessed using authentic software applications. Educational Technology Research & Development, 68(6),2991–3013. DOI: 10.1007/s11423-020-09825-x.
                          • Jin, K.-J., *Reichert, F., Cagasan, L. P. [Jr.], de la Torre, J., & Law, N. (2020). Measuring digital literacy across three age cohorts: Exploring the dimensionality and performance differences. Computers & Education, 157, 103968. DOI: 10.1016/j.compedu.2020.103968. (*corresponding author)
                          • Reichert, F. (2017). Content analysis: Juvenile delinquency in the press. SAGE Research Methods Cases. London: Sage. DOI: 10.4135/9781473994850.
                          • Reichert, F. (2013). Operationalisierung und Messung von Begriffen, Indexbildung und Skalierungsverfahren. [Operationalisation and measurement of concepts, index construction, and scaling procedures.] In S. Maschke & L. Stecher (Eds.), Enzyklopädie Erziehungswissenschaft Online. Fachgebiet: Methoden der empirischen erziehungswissenschaftlichen Forschung, Quantitative Forschungsmethoden. Weinheim; Basel: Beltz Juventa. DOI: 10.3262/EEO07130309.

                           

                          Blog Posts & Uncategorized Publications

                            • Jangbarwala, F. Y., & Reichert, F. (online first). The impact of COVID restrictions on children with special educational needs in the early years: Evidence from educators' perspectives in Hong Kong. Journal of Research in Special Educational Needs. DOI: 10.1111/1471-3802.12719. (Open Access)
                            • D’Addio, A. C., Sharma, D., & Reichert, F. (2024, August 2). Measuring beyond numbers: Navigating the complexities of digital skills measures. World Education Blog. https://world-education-blog.org/2024/08/02/measuring-beyond-numbers-navigating-the-complexities-of-digital-skills-measures/
                            • Fiedler, A. J., & *Reichert, F. (2022, August 11). Sympathetic but inactive – Youth non-participation in social movements. Social Contexts and Policies of Education Blog. https://scapeblog.edu.hku.hk/archives/5771 (*corresponding author)
                            • Fiedler, A. J., & *Reichert, F. (2022, July 1). Youth on the sidelines – What keeps protest sympathizers from joining social movements? Sociology Lens. https://www.sociologylens.net/topics/collective-behaviour-and-social-movements/youth-on-the-sidelines/41609 (*corresponding author)
                            • Reichert, F. (2007). Wie entsteht 'Geschichte'? [How does 'history' emerge?] Bochumer Arbeitsgruppe für Sozialen Konstruktivismus und Wirklichkeitsprüfung. http://www.boag-online.de/sceptic-26014.html
                            • Reichert, F. (2006). 'Freitod' als legitimer Akt individueller Selbstbestimmung? Oder: Gestattet oder verbietet das Prinzip der Menschenwürde bzw. andere Konzepte (jegliche) Selbsttötung? Für und Wider das Recht, den Zeitpunkt des eigenen Ablebens selbst zu bestimmen. [Suicide as a legitimate act of individual self-determination? Or: Does the principle of human dignity allow or prohibit suicide?] München: Grin. ISBN: 978-3-638-92058-2
                            • Reichert, F. (2006). Welches ist die richtige Lebensweise? Antworten von Philosophen der griechischen Antike. [What is the right way of life? Answers from philosophers of ancient Greece.] München: Grin. ISBN: 978-3-638-94209-6

                             

                            Board Memberships (current)

                            • Editoral Board (member), Journal of Youth and Adolescence (since 2018)
                            • Steering Committee (co-chair), Standing Group 'Citizenship' of the European Consortium for Political Research (since 2022; member since 2020)

                            Seminar Series (current)

                            • Co-convenor (with D. Çakmaklı), public online seminar series of the Standing Group ‘Citizenship’ of the European Consortium of Political Research (from 01/2022)
                            • Co-convener (with X. Hu), public online seminar series ‘Digital Citizenship Plus’ at the University of Hong Kong (since 04/2021)

                            Conferences (selection)

                            • Co-organizer (with N. Siklodi, M. Print), Virtual Workshop "Good citizenship norms: Recurrence of civic duties, expansion of citizen behaviours or backsliding in democratic values?" at the Joint Sessions of Workshops of the European Consortium for Political Research (25 - 28 March 2024)
                            • Co-organizer (with S. Kenner, M. Kleinschmidt, D. Lange & C. Schröder), International Conference "Inclusive Citizenship as Belongings, Practices and Acts" of the Leibniz Research Center for Inclusive Citizenship (CINC) and the ECPR Standing Group Citizenship (29 September 2022 - 1 October 2022)
                            • Section chair (with N. Siklodi & D. Çakmaklı), General Conference of the European Consortium for Political Research (held online; 2021)
                            • Program committee chair, Centre for Information Technology in Education Research Symposium at the University of Hong Kong (2018, 2019)

                            Journal reviewer activities (selection)

                            • Communication Science:
                              Information, Communication & Society
                              International Journal of Communication
                              Journalism & Mass Communication Quarterly
                              Journal of Information Technology and Politics
                              Telematics and Informatics
                            • Education:
                              Asia-Pacific Journal of Education
                              Cambridge Journal of Education
                              Democracy and Education
                              Education, Citizenship and Social Justice
                              Educational Researcher
                              Educational Review
                              Educational Studies
                              Education Sciences
                              Journal of Research in Childhood Education
                              Journal of Social Science Education
                              Large-scale Assessments in Education
                              Teaching and Teacher Education
                              Theory & Research in Social Education
                            • Political Science:
                              Australian Journal of Political Science
                              European Journal of Political Research
                              Journal of Political Science Education
                              Political Behavior
                              Political Research Quarterly
                              Scandinavian Political Studies
                              Turkish Studies
                            • Psychology (incl. Developmental Science):
                              Children and Youth Services Review
                              Cogent Psychology
                              Cyberpsychology
                              Educational Psychology
                              Europe’s Journal of Psychology
                              Journal of Youth and Adolescence
                              Political Psychology
                            • Social Sciences (General, Other):
                              Journal of Civil Society
                              Journal of International Migration and Integration
                              Journal of Multilingual and Multicultural Development
                              Journal of Youth Studies
                              Social Movement Studies
                              Young: Nordic Journal of Youth Research
                              Youth & Society

                            Professional Memberships (current)

                            American Educational Research Association (AERA)

                            American Psychological Association (APA)

                            American Political Science Association (APSA)

                            Asia-Pacific Network of Moral Education (APNME)

                            British Psychological Society (BPS)

                            Deutsche Gesellschaft für Erziehungswissenschaft [German Educational Research Association] (DGfE)

                            Deutsche Vereinigung für Politische Wissenschaft [German Association of Political Science] (DVPW)

                            European Association for Research on Learning and Instruction (EARLI)

                            Standing Groups ‘Citizenship’, 'Participation and Mobilisation' and ‘Political Psychology’ of the European Consortium for Political Research (ECPR)

                            International Political Science Association (IPSA)

                            International Sociological Association (ISA)

                            International Society of Political Psychology (ISPP)

                            Midwestern Political Science Association (MPSA)

                            Society for Hong Kong Studies (SHKS)

                             

                            Other Memberships (current)

                            Associate Member, Leibniz Research Center for Inclusive Citizenship (CINC)

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