Forschung
Das Team des Lehrstuhls für Pädagogische Psychologie an der Universität Mannheim forscht schwerpunktmäßig zu motivationalen und kognitiven Prozessen beim Lernen und Lehren. Dabei wird auch die Bedeutung von sozialen Kontextfaktoren für motivationale und kognitive Prozesse in Erziehungs- und Bildungssituationen analysiert. Die Seite Forschungsschwerpunkte gibt einen Überblick und die von uns untersuchten Themenbereiche. Unter Forschungsprojekte erfahren Sie genaueres über laufende Drittmittel- und Dissertationsprojekte. Auf der Seite „Aktuelle Forschungsergebnisse“ stellen wir gerade erschienene Forschungsarbeiten kurz vor.
Ausgewählte Publikationen
- Merkle, B., Messerer, L. A. S. und Dickhäuser, O. (2024). Will I be happy in this major? Predicting intrinsic motivation and subjective well-being with prospective students’ well-being forecast and interest-major fit forecast. Social Psychology of Education, 27, 237–259.
- Daumiller, M., Janke, S., Butler, R., Dickhäuser, O. und Dresel, M. (2023). Merits and limitations of latent profile approaches to teachers' achievement goals: A multi-study analysis. PLOS ONE, 18, 1–24.
- Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O. und Dresel, M. (2023). Teaching quality in higher education : Agreement between teacher self-reports and student evaluations. European Journal of Psychological Assessment : EJPA, 39, 176–181.
- Janson, M. P. und Dickhäuser, O. (2023). More fit, less load? Cognitive processes of feedback framed toward own preferences. The Journal of Experimental Education : JXE, 1–21.
- Janson, M. P., Siebert, J. und Dickhäuser, O. (2023). Everything right or nothing wrong? Regulatory fit effects in an e-learning context. Social Psychology of Education, 26, 107–139.
- Daumiller, M., Janke, S., Rinas, R., Dickhäuser, O. und Dresel, M. (2022). Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance. Higher Education, 83, 1183-1206.
- Janson, M. P., Siebert, J. und Dickhäuser, O. (2022). Compared to what? Effects of social and temporal comparison standards of feedback in an e-learning context. International Journal of Educational Technology in Higher Education, 19, 1–26.
- Kilb, M., Dickhäuser, O. und Mata, J. (2022). A theory-based video intervention to enhance communication and engagement in online health communities: Two experiments. Health Psychology and Behavioral Medicine, 10, 199–228.
- Schwab, C., Frenzel, A. C., Daumiller, M., Dresel, M., Dickhäuser, O., Janke, S. und Marx, A. K. G. (2022). “I’m tired of black boxes!”: A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis. PLOS ONE, 17, 1–19.
- Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O. und Dresel, M. (2021). Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction, 2021, 1–14.
- Daumiller, M., Rinas, R., Hein, J., Janke, S., Dickhäuser, O. und Dresel, M. (2021). Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/
engagement and student evaluations of teaching quality. Computers in Human Behavior, 118, 1–15. - Dickhäuser, O., Janke, S., Daumiller, M. und Dresel, M. (2021). Motivational school climate and teachers' achievement goal orientations: A hierarchical approach. British Journal of Educational Psychology, 91, 391–408.
- Dyllick-Brenzinger, T., Dickhäuser, O. und Stahlberg, D. (2021). Personal metaphors as motivational resources: boosting anticipated incentives and feelings of vitality through a personal motto-goal. Frontiers in Psychology, 12, 1–17.
- Hein, J., Janke, S., Rinas, R., Daumiller, M., Dresel, M. und Dickhäuser, O. (2021). Higher education instructors’ usage of and learning from student evaluations of teaching – do achievement goals matter? Frontiers in Psychology, 12, 1–15.
- Marksteiner, T., Nishen, A. K. und Dickhäuser, O. (2021). Students’ perception of teachers’ reference norm orientation and cheating in the classroom. Frontiers in Psychology, 12, 1–10.
- Merkle, B., Schiltenwolf, M., Kiesel, A. und Dickhäuser, O. (2021). Entwicklung und Validierung eines Erwartungs- und Interessenstests (E × I – Test) zur Erkundung studienfachspezifischer Passung in einem Online-Self-Assessment. Zeitschrift für empirische Hochschulforschung : ZeHf, 5, 162–183.
- Montagna, M. J., Marksteiner, T. und Dickhäuser, O. (2021). The effect of a computerized growth-mindset intervention on teaching students’ mindset and cognitive stress appraisal. Frontiers in Education : FEDUC, 6, 1–13.
- Bonefeld, M., Dickhäuser, O. und Karst, K. (2020). Do preservice teachers’ judgments and judgment accuracy depend on students’ characteristics? The effect of gender and immigration background. Social Psychology of Education, 23, 189–216.
- Hein, J., Janke, S., Daumiller, M., Dresel, M. und Dickhäuser, O. (2020). No learning without autonomy? Moderators of the association between university instructors' learning goals and learning time in the teaching-related learning process.
Learning and Individual Differences, 83/
84, 1–31. - Janke, S., Hein, J., Daumiller, M., Rinas, R., Erdfelder, E., Dresel, M. und Dickhäuser, O. (2020). Open Access Evaluation: Lehr-Evaluation-Online (LEO) als Instrument zur studentischen Lehrveranstaltungsevaluation. Qualität in der Wissenschaft : QiW, 14, 120–125.
- Rinas, R., Dresel, M., Hein, J., Janke, S., Dickhäuser, O. und Daumiller, M. (2020). Exploring university instructors' achievement goals and discrete emotions. Frontiers in Psychology, 11, 1–15.
- Benning, K., Praetorius, A.-K., Janke, S., Dickhäuser, O. und Dresel, M. (2019). Das Lernen als Ziel: Zur unterrichtlichen Umsetzung einer Lernzielstruktur. Unterrichtswissenschaft, 47, 523–545.
- Hein, J., Daumiller, M., Janke, S., Dresel, M. und Dickhäuser, O. (2019). How learning time mediates the impact of university scholars' learning goals on professional learning in research and teaching. Learning and Individual Differences, 72, 15–25.
- Janke, S. und Dickhäuser, O. (2019). A neglected tenet of achievement goal theory: Associations between life aspirations and achievement goal orientations. Personality and Individual Differences, 142, 90–99.
- Janke, S. und Dickhäuser, O. (2019). Different major, different goals: University students studying economics differ in life aspirations and achievement goal orientations from social science students. Learning and Individual Differences, 73, 138–146.
- Janson, M. P. und Dickhäuser, O. (2019). Prüfungsvorbereitung an der Hochschule mittels Lernsoftware: Die Effekte von Wenn-Dann-Plänen. Unterrichtswissenschaft, 47, 295–312.
- Kleen, H., Bonefeld, M., Glock, S. und Dickhäuser, O. (2019). Implicit and explicit attitudes toward Turkish students in Germany as a function of teachers’ ethnicity. Social Psychology of Education, 22, 883–899.
- Krispenz, A. und Dickhäuser, O. (2019). Reduction of chronic stress and trait anxiety by inquiry of cognitive appraisals with the Inquiry-Based Stress Reduction (IBSR) method. Open Psychology, 1, 185–199.
- Krispenz, A., Gort, C., Schültke, L. und Dickhäuser, O. (2019). How to reduce test anxiety and academic procrastination through inquiry of cognitive appraisals: A pilot study investigating the role of academic self-efficacy. Frontiers in Psychology, 10, 1–14.
- Marksteiner, T., Janke, S. und Dickhäuser, O. (2019). Effects of a brief psychological intervention on students' sense of belonging and educational outcomes: The role of students' migration and educational background. Journal of School Psychology, 75, 41–57.
- Daumiller, M., Janke, S., Rinas, R., Hein, J., Dickhäuser, O. und Dresel, M. (2019). Temporal variability and domain specificity of university instructors’ achievement goals and associations with affective experiences. Mannheim ; Augsburg.
- Hein, J., Daumiller, M., Rinas, R., Janke, S., Dresel, M. und Dickhäuser, O. (2019). Lecturers’ achievement goals as predictors for the processing and use of student feedback. In , EARLI 2019 : Book of abstracts (S. 152). , RWTH: Aachen.
- Hein, J., Janke, S., Daumiller, M., Dresel, M. und Dickhäuser, O. (2019). Association of self-efficacy and achievement goals in university lecturers teaching. In , EARLI 2019 : Book of abstracts (S. 268). , RWTH: Aachen.