The chair of Educational Psychology at the University of Mannheim focuses its research work on motivational and cognitive processes in learning and teaching. In particular, we are interested in the meaning of social context factors in motivational and cognitive processes in educational situations.
Selected Publications
- Dresel, M., Daumiller, M., Spear, J., Janke, S., Dickhäuser, O. and Steuer, G. (2024). Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate. British Journal of Educational Psychology, 1–17.
- Merkle, B., Messerer, L. A. S. and 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.
- Montagna, M. J., Wenker, T. and Dickhäuser, O. (2024). Validierung des Dispositionalen Selbstaffirmationsmaßes (DSAM). Diagnostica, 70, 174–186.
- Daumiller, M., Janke, S., Butler, R., Dickhäuser, O. and 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. and 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. and 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. and 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. and Dresel, M. (2022). Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance. Higher Education, 83, 1183-1206.
- Dickhäuser, O., Merkle, B., Becker, N. and Spinath, B. (2022). Studierendenauswahlverfahren Psychologie: Konzeption, Implementation und Implikationen für die Beratung von Studieninteressierten. Zeitschrift für Beratung und Studium : ZBS, 17, 71–76.
- Janson, M. P., Siebert, J. and 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. and 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. and 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. and 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. and 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. and 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. and 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. and 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. and 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. and 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. and 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. and 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. and 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. and 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. and Daumiller, M. (2020). Exploring university instructors' achievement goals and discrete emotions. Frontiers in Psychology, 11, 1–15.