Psychological Research Colloquium WT 2024/25
Recent and ongoing research in the fields of Educational Psychology and Empirical Educational Research will be presented and discussed in the research colloquium. In addition to scientists from the University of Augsburg, researchers from other research institutions will also report on their work. All colleagues, doctoral researchers and students are cordially invited.
Sessions are usually held on Thursdays, 11:45 – 13:15, in room 2108/D (unless otherwise indicated).
There is also the possibility to participate by ZOOM—however, we would encourage the auditory to attend the presentations in person in order to allow for a lively discussion.
ZOOM link:
https://uni-augsburg.zoom.us/j/98037502123?pwd=N0NPYmVLNmhKRDlCSXlSbGZiclhaZz09
Abstracts of the individual presentations could be found on the following website:
Psychologisches Forschungskolloquium (uni-augsburg.de)
?Schedule:Research Colloquium 2024 WiSe Schedule.pdf ?
Oct. 24 2024, 17:30 - 19:00, Room 2104 /D
Gender Dynamics in STEM Education: An Eye-Tracking Study
?zün Keskin1, Rebekka Stahnke2, Christian Kosel3, Sylvia Gabel1, Aldin Alijagic1, & Andreas?Gegenfurtner1
1Methods of Learning Research, Universitiy of Augsburg
2Leibnitz Institute for Science and Mathematics Education, Kiel
3Technical University of Munich
Nov. 14 2024
Collaborative diagnostic reasoning from a process perspective
Abstract
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Emotions in medical education: A longitudinal study of the reciprocal relations between emotions, appraisals, and achievement
Laura Brandl
University of Munich
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Nadja Karossa1, Thomas Rotthoff2, Ann-Kathrin Schindler2, Sabine Polujanski2, Markus Dresel3, Ingo Kollar4 & Ulrike Nett1
1Empirical Educational Research, University of Augsburg
2Medical Didactics and Education Research (DEMEDA), University of Augsburg
3Psychology, University of Augsburg
4Educational Psychology, University of Augsburg
Nov. 21 2024
Einstellungen und Stereotype angehender Lehrkr?fte gegenüber Schüler:innen mit arabischem Migrationshintergrund
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Meike Bonefeld1, Christin Laschke2, Justine Stang-Rabrig3 & Anita Tobisch4
1Universit?t Freiburg, 2Leibniz-Institut für die P?dagogik der Naturwissenschaften und Mathematik (IPN), 3Technische Universit?t Dortmund, 4Universit?t Augsburg
Nov. 28 2024
About the malleability and context-specificity of teacher self-efficacy: Insights from meta-analytical and multi-level modeling research
Janina T?schner
Professorship of Psychology of Teaching and Learning, Technical University of Munich
Dec. 5 2024, 17:30-19:00, Room 2103/D
Associations between preservice teachers’ goals and noticing of student interactions: An eye-tracking study
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Martin Daumiller1*, Ricardo B?heim2*, Aldin Alijagic3, Doris Lewalter2, Andreas Gegenfurtner3, Tina Seidel2** & Markus Dresel3**
1University of Munich, 2Technical University of Munich, 3University of Augsburg,
*shared first authorship, **shared senior authorship
Dec. 12 2024
Understanding adaptive reactions to errors in primary school students: A multimodal and experimental approach
Jana Spear, Donna Bryce & Markus Dresel
Psychology, University of Augsburg
Dec. 19 2024
Higher education teachers’ initiation of digital learning activities: A closer look at two teaching contexts
Anne Lohr1 , Amadeus J. Pickal2 & Michael Sailer2
1University of Munich,?2Learning Analytics, University of Augsburg
Jan. 09 2025
Breaking down siloes: Towards integrative perspectives on students’ motivational and emotional self-regulation in academic settings
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Kristina Stockinger1, Ulrike Nett2, & Markus Dresel1
1Psychology, University of Augsburg, 2Empirical Educational Research, University of Augsburg
Jan. 16 2025
Fehlerklima und Geschlecht als Einflussfaktoren für Fehlerreaktionen bei Grundschulkindern
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P?dagogische Hochschule Weingarten