PD Dr. Stefan Janke

2024

• Dresel, M., Daumiller, M., Spear, J., Janke, S., Dickhäuser, O. & 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. https://doi.org/10.1111/bjep.12697
• Janke, S., Messerer, L., Merkle, B. & Rudert, S. C. (2024). Why do minority students feel they don’t fit in? Migration background and parental education differentially predict social ostracism and belongingness. Group Processes & Intergroup Relations : GPIR, 27(2), 278–299. https://doi.org/10.1177/13684302221142781
• Merkle, B., Bürkle, H., Janke, S. & Karst, K. (2024). Change my mind: The impact of feedback in online self-assessments for study orientation on change in motivation of prospective students. Zeitschrift für Pädagogische Psychologie, 1–11. https://doi.org/10.1024/1010-0652/a000379

2023

• Daumiller, M., Janke, S., Butler, R., Dickhäuser, O. & Dresel, M. (2023). Merits and limitations of latent profile approaches to teachers' achievement goals: A multi-study analysis. PLOS ONE, 18(4, article e0284608), 1–24. https://doi.org/10.1371/journal.pone.0284608
• Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O. & Dresel, M. (2023). Teaching quality in higher education : Agreement between teacher self-reports and student evaluations. European Journal of Psychological Assessment : EJPA, 39(3), 176–181. https://doi.org/10.1027/1015-5759/a000700
• Janke, S., Fritz, T. M., González Cruz, H., Rudert, S. C. & Daumiller, M. (2023). Entwicklung und Überprüfung einer Kurzskala zur Messung akademischen Betrugsverhaltens im Selbstbericht. Diagnostica, 69(4), 207–217. https://doi.org/10.1026/0012-1924/a000317
• Janke, S., Messerer, L., Merkle, B. & Krille, C. (2023). STUWA: Ein multifaktorielles Inventar zur Erfassung von Studienwahlmotivation. Zeitschrift für pädagogische Psychologie : ZfPP, 37(3), 215–231. https://doi.org/10.1024/1010-0652/a000298
• Messerer, L. A. S., Karst, K. & Janke, S. (2023). Choose wisely: intrinsic motivation for enrollment is associated with ongoing intrinsic learning motivation, study success and dropout. Studies in Higher Education, 48(1), 137–150. https://doi.org/10.1080/03075079.2022.2121814
• Rudert, S. C. & Janke, S. (2023). Call me maybe: Risk factors of impaired social contact during the COVID-19 pandemic and associations with well‐being. The British Journal of Social Psychology, 62(1), 281–301. https://doi.org/10.1111/bjso.12546

2022

• Daumiller, M., Janke, S., Rinas, R., Dickhäuser, O. & Dresel, M. (2022). Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance. Higher Education, 83(6), 1183–1206. https://doi.org/10.1007/s10734-021-00736-1
• Janke, S. (2022). Give me freedom or see my motivation decline: Basic psychological needs and the development of students’ learning goal orientation. Learning and Individual Differences, 96(Article 102158), 1–12. https://doi.org/10.1016/j.lindif.2022.102158
• Janke, S., Alsmeyer, M., Neißner, M. & Rudert, S. C. (2022). University in the rear-view mirror: psychological needs in pleasant and unpleasant memories of alumni. Studies in Higher Education, 47(7), 1464–1476. https://doi.org/10.1080/03075079.2021.1916905
• Janke, S., Messerer, L. A. S. & Daumiller, M. (2022). Motivational development in times of campus closure: Longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivation. British Journal of Educational Psychology, 92(4), 1582–1596. https://doi.org/10.1111/bjep.12522
• Rudert, S. C. & Janke, S. (2022). Following the crowd in times of crisis: Descriptive norms predict physical distancing, stockpiling, and prosocial behavior during the COVID-19 pandemic. Group Processes & Intergroup Relations : GPIR, 25(7), 1819–1835. https://doi.org/10.1177/13684302211023562
• Schwab, C., Frenzel, A. C., Daumiller, M., Dresel, M., Dickhäuser, O., Janke, S. & 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(10, Article e0272738), 1–19. https://doi.org/10.1371/journal.pone.0272738

2021

• Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O. & 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(76, Article 101458), 1–14. https://doi.org/10.1016/j.learninstruc.2021.101458
• Daumiller, M., Rinas, R., Hein, J., Janke, S., Dickhäuser, O. & 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(Article 106677), 1–15. https://doi.org/10.1016/j.chb.2020.106677
• Dickhäuser, O., Janke, S., Daumiller, M. & Dresel, M. (2021). Motivational school climate and teachers' achievement goal orientations: A hierarchical approach. British Journal of Educational Psychology, 91(1), 391–408. https://doi.org/10.1111/bjep.12370
• Hein, J., Janke, S., Rinas, R., Daumiller, M., Dresel, M. & Dickhäuser, O. (2021). Higher education instructors’ usage of and learning from student evaluations of teaching – do achievement goals matter? Frontiers in Psychology, 12(Article 652093), 1–15. https://doi.org/10.3389/fpsyg.2021.652093
• Janke, S., Rudert, S. C., Petersen, ., Fritz, T. M. & Daumiller, M. (2021). Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity? Computers and Education Open, 2(Article 100055), 1–9. https://doi.org/10.1016/j.caeo.2021.100055
• Rudert, S. C., Janke, S. & Greifeneder, R. (2021). Ostracism breeds depression: Longitudinal associations between ostracism and depression over a three-year-period. Journal of Affective Disorders Reports, 4, Artikel 10018. https://doi.org/10.1016/j.jadr.2021.100118

2020

• Daumiller, M. & Janke, S. (2020). Effects of performance goals and social norms on academic dishonesty in a test. British Journal of Educational Psychology, 90(2), 537–559. https://doi.org/10.1111/bjep.12310
• Daumiller, M., Stupnisky, R. & Janke, S. (2020). Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions. International Journal of Educational Research : IJER, 99, Article 101502. https://doi.org/10.1016/j.ijer.2019.101502
• Hein, J., Janke, S., Daumiller, M., Dresel, M. & 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(Article 101937), 1–31. https://doi.org/10.1016/j.lindif.2020.101937
• Janke, S. (2020). Prospective effects of motivation for enrollment on well-being and motivation at university. Studies in Higher Education, 45(12), 2413–2425. https://doi.org/10.1080/03075079.2019.1612353
• Janke, S., Hein, J., Daumiller, M., Rinas, R., Erdfelder, E., Dresel, M. & Dickhäuser, O. (2020). Open Access Evaluation: Lehr-Evaluation-Online (LEO) als Instrument zur studentischen Lehrveranstaltungsevaluation. Qualität in der Wissenschaft : QiW, 14(4), 120–125.
• Messerer, L., Bürkle, H., Karst, K. & Janke, S. (2020). Nutzung hochschulinterner Expertise zur Entwicklung von Online-Selbstreflexionstests für Studieninteressierte. Das Hochschulwesen : HSW, 68(3), 81–87.
• Rinas, R., Dresel, M., Hein, J., Janke, S., Dickhäuser, O. & Daumiller, M. (2020). Exploring university instructors' achievement goals and discrete emotions. Frontiers in Psychology, 11(Article 1484), 1–15. https://doi.org/10.3389/fpsyg.2020.01484
• Rudert, S. C., Janke, S. & Greifeneder, R. (2020). The experience of ostracism over the adult life span. Developmental Psychology, 56(10), 1999–2012. https://doi.org/10.1037/dev0001096

2019

• Benning, K., Praetorius, A.-K., Janke, S., Dickhäuser, O. & Dresel, M. (2019). Das Lernen als Ziel: Zur unterrichtlichen Umsetzung einer Lernzielstruktur. Unterrichtswissenschaft, 47(4), 523–545. https://doi.org/10.1007/s42010-019-00054-7
• Daumiller, M. & Janke, S. (2019). The impact of performance goals on cheating depends on how performance is evaluated. AERA Open, 5(4), 1–10. https://doi.org/10.1177/2332858419894276
• Hein, J., Daumiller, M., Janke, S., Dresel, M. & 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. https://doi.org/10.1016/j.lindif.2019.04.002
• Janke, S., Bardach, L., Oczlon, S. & Lüftenegger, M. (2019). Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations. Teaching and Teacher Education, 83, 1–11. https://doi.org/10.1016/j.tate.2019.04.003
• Janke, S., Daumiller, M. & Rudert, S. C. (2019). Dark pathways to achievement in science: Researchers’ achievement goals predict engagement in questionable research practices. Social Psychological and Personality Science : SPPS, 10(6), 783–791. https://doi.org/10.1177/1948550618790227
• Janke, S. & 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. https://doi.org/10.1016/j.paid.2019.01.038
• Janke, S. & 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. https://doi.org/10.1016/j.lindif.2019.05.008
• Janke, S. & Mühlbauer, M. (2019). Von Reaktanz zu Akzeptanz: Ein iterativer Ansatz zur Einbindung relevanter Expert*innen- und Interessengruppen bei der Weiterentwicklung studentischer Lehrevaluationen. Qualität in der Wissenschaft, 13(3/4), 116–121.
• Marksteiner, T., Janke, S. & 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. https://doi.org/10.1016/j.jsp.2019.06.002

2018

• Janke, S. & Dickhäuser, O. (2018). A situated process model of vocational achievement goal striving within members of the academic staff at university. Motivation and Emotion, 42(4), 466–481. https://doi.org/10.1007/s11031-017-9657-z
• Janke, S. & Dickhäuser, O. (2018). Zur prognostischen Güte von Zulassungskriterien im Psychologiestudium für Studienerfolgsindikatoren. Psychologische Rundschau, 69(3), 160–168. https://doi.org/10.1026/0033-3042/a000383

2017

• Bonefeld, M., Dickhäuser, O., Janke, S., Praetorius, A.-K. & Dresel, M. (2017). Migrationsbedingte Disparitäten in der Notenvergabe nach dem Übergang auf das Gymnasium. Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 49(1), 11–23. https://doi.org/10.1026/0049-8637/a000163
• Dickhäuser, O., Janke, S., Praetorius, A.-K. & Dresel, M. (2017). The effects of teachers' reference norm orientations on students' implicit theories and academic self-concepts. Zeitschrift für pädagogische Psychologie : ZfPP, 31(3/4), 205–219. https://doi.org/10.1024/1010-0652/a000208
• Janke, S., Rudert, S. C., Marksteiner, T. & Dickhäuser, O. (2017). Knowing one’s place : parental educational background influences social identification with academia, test anxiety, and satisfaction with studying at university. Frontiers in Psychology, 8, Article 1326. https://doi.org/10.3389/fpsyg.2017.01326
• Praetorius, A.-K., Lauermann, F., Klassen, R. M., Dickhäuser, O., Janke, S. & Dresel, M. (2017). Longitudinal relations between teaching-related motivations and student-reported teaching quality. Teaching and Teacher Education, 65, 241–254. https://doi.org/10.1016/j.tate.2017.03.023
• Rudert, S. C., Janke, S. & Greifeneder, R. (2017). Correction: Under threat by popular vote: German-speaking immigrants’ affect and cognitions following the Swiss vote against mass immigration. PLOS ONE, 12(8), e0182703. https://doi.org/10.1371/journal.pone.0182703
• Rudert, S. C., Janke, S. & Greifeneder, R. (2017). Under threat by popular vote: German-speaking immigrants’ affect and cognitions following the Swiss vote against mass immigration. PLOS ONE, 12(4), e0175896. https://doi.org/10.1371/journal.pone.0175896

2016

• Dickhäuser, O., Dinger, F. C., Janke, S., Spinath, B. & Steinmayr, R. (2016). A prospective correlational analysis of achievement goals as mediating constructs linking distal motivational dispositions to intrinsic motivation and academic achievement. Learning and Individual Differences, 50, 30–41. https://doi.org/10.1016/j.lindif.2016.06.020
• Janke, S., Nitsche, S., Praetorius, A.-K., Benning, K., Fasching, M. S., Dresel, M. & Dickhäuser, O. (2016). Deconstructing performance goal orientations : the merit of a dimensional approach. Learning and Individual Differences, 50, 133–146. https://doi.org/10.1016/j.lindif.2016.08.013

2015

• Janke, S., Nitsche, S. & Dickhäuser, O. (2015). The role of perceived need satisfaction at work for teachers' work-related learning goal orientation. Teaching and Teacher Education, 47, 184–194. https://doi.org/10.1016/j.tate.2015.01.009

2014

• Praetorius, A.-K., Nitsche, S., Janke, S., Dickhäuser, O., Drexler, K., Fasching, M. S. & Dresel, M. (2014). Here today, gone tomorrow? Revisiting the stability of teachers' achievement goals. Contemporary Educational Psychology, 39(4), 379–387. https://doi.org/10.1016/j.cedpsych.2014.10.002