Main Content
Current Disserations
Promoting Resilience with the Digital Gateway (M.Sc. Dora E. Burbank)
As part of this dissertation, two digital learning programs aimed at fostering resilience - Implicit Theories and Mindset as well as Attribution - My Thoughts - will be implemented and evaluated in grades 5 to 9 at schools in Hessen. The goal is to contribute to strengthening students’ mental health.
One part of the project focuses on identifying the conditions necessary for the successful integration of resilience training into regular classroom teaching. To this end, focus groups and interviews with teachers will be conducted, and classroom observations will be carried out.
The other part of the project will evaluate the effectiveness of the intervention in promoting resilience among students. The study will focus on constructs such as implicit theories, goal orientation, self-efficacy, self-esteem, attributional style, and overall well-being. Data will be collected both before and after the intervention in an experimental and a control group.
Starting Early? Motivation Regulation in Primary School Children (M.Sc. Maren Gehle)
This dissertation project focuses specifically on the in-depth investigation of individual constructs within the context of self-regulated learning, as well as on the question of how to support positive (academic) development in children of primary school age. Since many children experience a decline in school-related motivation over the course of their educational trajectory, it is important to foster effective self-regulated learning already during the early years of schooling in order to counteract the development of negative academic patterns and beliefs. Effective support in this area requires a thorough understanding of the relevant processes in primary school students and the interrelations of key variables in the domain. The dissertation aims to contribute to this by complementing the current body of research and deepening our understanding of motivational processes in young learners. The project focuses on the development of specific strategies for motivation regulation in primary school age, a longitudinal examination of the predictive relationship between emotion regulation and motivation regulation, and the targeted investigation of factors that influence motivational regulatory behavior in children during their early school years.
Completed Dissertations
Assessment and Promotion of Self-Regulatory Competencies in the Teaching Profession (M.Sc. Psych. Kira Li Sanchez)
The dissertation project focuses on the development and potential application of a new instrument designed to assess job-related self-regulation among teachers. Self-regulation is a cords-cutting competency that is associated with professional effectiveness, (dis)satisfaction at work, overall quality of life, and mental health. The newly developed questionnaire is intended to be used with both pre-service and in-service teachers to generate individualized strength-weakness profiles. Based on these profiles, targeted training modules will be developed. The foundation for the questionnaire is a conceptual framework that incorporated established constructs from current self-regulation research and applies them to key domains on the teaching profession.
Effects and Determinants of Digital Media Use in the Context of Self-Regulated Learning (M.Sc. Psych. Henrike Kärchner)
This dissertation project focuses on the integration of digital media in educational settings and its effects on learning, as well as the determining factors influencing the use of media for learning purposes. The project aims to provide a meta-analytic overview of the effectiveness of different types of approaches to integrating digital media in educational institutions. Furthermore, it will examine the specific effects and influencing factors of digital media use on various learning and performance-related variables. In addition, the project seeks to develop measurement tools to assess the implementation success of various media types, digital tools, elements, and instructional concepts in digital teaching and learning scenarios; systematically evaluate specific application contexts of digital media use; and identify key conditions for the successful integration of digital media into educational environments.
The Influence of Individual Dispositions on Motivation Regulation (M.Sc. Psych. Maike Trautner)
The dissertation project explores which individuals dispositions influence the process of self-regulating one's learning and achievement motivation. It focuses on both modifiable dispositions, such as self-efficacy beliefs regarding motivation regulation and implicit theories about motivation, as well as more stable and less malleable traits, such as personality characteristics. Additionally, the project investigates the specific ways in which these dispositions exert their influence - for example, by affecting the frequency or effectiveness of self-regulation. These effects and mechanisms will be examined through cross-sectional and longitudinal surveys as well as experimental studies.
Development, Implementation, and Evaluation of a Student-Led Spelling Training Program and Its Effects on Performance and Motivational Outcome Variables (M.Sc. Psych. Samira Bruch)
This dissertation project focuses on the development and feasibility testing of a spelling training program for elementary school children, conducted by university students. The program is evaluated in terms of its impact on spelling performance and motivational outcome variables. Specifically, the study examines domain-specific interest, self-concept of ability, and domain-specific self-efficacy beliefs in children.
Teachers' Attitudes, Expectations, and Behavior in the Context of Inclusive Education (Dr. Laura Lübke)
The implementation of inclusion for students with special educational needs is a challenge faced by educational systems worldwide. However, the factors that contribute to successful inclusion are still not fully understood. Teachers' attitudes are frequently discussed as a decisive factor in this process. This dissertation therefore examined the role of teachers' attitudes in inclusive education. Three studies were conducted focusing on (a) the valid measurement of attitudes toward inclusion, (b) the effects of these attitudes, and (c) potential determinants of such attitudes.
In the first study, the Differentiated Attitudes Towards Inclusion Scale (DATIS) was developed and validated. DATIS allows for the assessment of attitudes that are specific to different types of special education needs and considers both social and academic consequences for standers with and without such needs. Results indicated that DATIS provides a reliable and valid measurement of attitudes tower inclusion with regard to the special educational needs of learning and emotional/social development, both among pre-service teachers and in-service teachers across various school types.
The second and third studies were based on the Theory of Planned Behavior (Ajzen, 1991, 2005) and explored the effects of attitudes (Study 2) and the role of flexibility as a potential determinant of attitudes (Study 3). Study 2 revealed significant statistical effects of specific attitude components on teachers' willingness to implement differentiated instructional practices. Study 3 provided evidence that flexibility is an important characteristic in the context of inclusive education, showing both direct statistical effects on certain components of attitudes and indirect effects on teachers' willingness to apply social support measures. Both studies highlighted the importance of differentiating between types of special education needs, underlying the necessity of need-specific assessment of attitudes.
Related Publications:
- Lübke, L., Meyer, J. & Christiansen, H. (2016). Teachers' attitudes and expectations: The theory of planned behavior in the context of inclusive education. Empirische Sonderpädagogik, (3), 225-238.
- Lübke, L., Pinquart, M. & Schwinger, M. (2019). How to measure teachers' attitudes towards inclusion: Evaluation and validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS). European Journal of Special Needs Education, 34(3), 297-311. https://doi.org/10.1080/08856257-2018.1479953