Fani Lauermann, Ph.D.
Professor of Empirical Educational Research
Center for Research on Education and School Development | Institut für Schulentwicklungsforschung (IFS)
TU Dortmund ● IFS, CDI Campus North ● Vogelpothsweg 78 ● 44227 Dortmund, Germany
Phone: +49 (231) 755-5501
Office hours during the semester: Please register in advance via email
Professional Affiliations & Functions
Full Professor of Empirical Educational Research, IFS, TU Dortmund University, Germany ( Link )
Associate Editor, Learning and Instruction, 2018-2021 ( Link )
Elected Coordinator for EARLI SIG-08 "Motivation and Emotion," 2017-2021, European Association for Research on Learning and Instruction (EARLI) ( Link )
Recent & Upcoming Events
APA Div 15 Podcast, Educational Psychologist Special issue, Lauermann & Butler (2021):
Daria Benden wins the Paul R. Pintrich Award from MotSIG at #AERA2022 in San Diego!
Sirui Wan wins the Graduate Student Research Excellence Award from Div C at #AERA2022 in San Diego!
NEW RESEARCH PROFILE AREA FAIR: https://fair.tu-dortmund.de/en
IFS Virtual Keynotes: http://www.ifs.tu-dortmund.de/cms/de/Events/IFS-Virtual-Keynote-Series/index.html (May 6th, June 10th, July 8th, 2021; Jan 24, Jan 30, 2022)
AERA 2022, San Diego: Symposium "Students' Expectancies and Values After the Transition to Higher Education: A Situated Perspective" (April 21, 2022)
AERA 2022, San Diego: Paper "Teacher Motivation and Teaching Quality: Differential Associations for Perspective-Specific Versus Common Teacher-Student Ratings of Quality" (April 21, 2022)
AERA 2022, San Diego: Poster "A Growth-Mixture Analysis of Gendered Career Trajectories: Associations With Math and Reading Motivation and Achievement" in AERA Poster Session 3, "Examining Motivation and Cognition in Context" (April 22, 2022)
Ph.D., Combined Program in Education and Psychology, University of Michigan, USA, 2008-2013
Diplom-Psychologist, University of Bonn, Germany, 2001-2006
Academic motivation and achievement
Educational trajectories, educational and occupational choices
Teacher motivation and teaching quality
*Graduate student (see IFS homepage for an overview of our ongoing research projects and collaborations)
Wan, S., Lauermann, F., Bailey, D.H., & Eccles, J.S. (in press). Developmental changes in students’ use of dimensional comparisons to form ability self-concepts in math and verbal domains. Child Development. https://doi.org/10.1111/cdev.13856 [Article: 17509570]
ten Hagen, I., Lauermann, F., Wigfield, A., & Eccles, J. S. (2022). Can I teach this student?: A multilevel analysis of the links between teachers’ perceived effectiveness, interest-supportive teaching, and student interest in math and reading. Contemporary Educational Psychology, 69, 102059. https://doi.org/10.1016/j.cedpsych.2022.102059
Thommen, D., Grob, U., Lauermann, F., Klassen, R.M., & Praetorius, A.-K. (2022). Different levels of context-specificity of teacher self-efficacy and their relations with teaching quality. Frontiers in Psychology. [Article: 857526]
ten Hagen, I., Benden, D., Lauermann, F. & Eccles, J.S. (2022). Teachers’ and students’ perceptions of students’ ability and importance value in math and reading: A latent difference score analysis of intraindividual cross‐domain differences. Zeitschrift für Erziehungswissenschaft, 25, 329–351 (2022). https://doi.org/10.1007/s11618-022-01083-2
Benden, D. & Lauermann, F. (2022). Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter. Journal of Educational Psychology, 114(5), 1062–1085. https://doi.org/10.1037/edu0000708
For a preprint, see https://psyarxiv.com/cg46w
Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F. & Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of the antecedents of academic self-handicapping. Journal of Educational Psychology, 114(3), 576–596. https://doi.org/10.1037/edu0000706
Wan, S., Lauermann, F., Bailey, D.H., & Eccles, J.S. (2021). When do students begin to think that one has to be either a “math person” or a “language person”? A meta-analytic review. Psychological Bulletin, 147(9), 867-889. https://doi.org/10.1037/bul0000340
For a preprint, see: https://psyarxiv.com/uwtkg
Lauermann, F., & Butler, R. (2021). The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes. Educational Psychologist, 56(4), 243-249. https://doi.org/10.1080/00461520.2021.1991800
APA Div 15 Podcast: https://soundcloud.com/user-883650452/fani-lauermann-ruth-butler
Lauermann, F., & ten Hagen, I. (2021). Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes. Educational Psychologist, 56(4), 265-282. https://doi.org/10.1080/00461520.2021.1991355
Gaspard, H., & Lauermann, F. (2021). Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement. Learning and Instruction, 75, 101494. https://doi.org/10.1016/j.learninstruc.2021.101494
Lauermann, F., & Berger, J.-L. (2021). Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement. Learning and Instruction, 76, 101441. https://doi.org/10.1016/j.learninstruc.2020.101441
Lauermann, F., Meißner, A. & Steinmayr, R. (2020). Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains. Journal of Educational Psychology, 112(2), 364–383. https://doi.org/10.1037/edu0000377
Gaspard, H., Lauermann, F., Rose, N., Eccles, J. & Wigfield, A. (2020). Cross-domain trajectories of students’ ability self-concepts and intrinsic values in math and language arts. Child Development, 91(5), 1800-1818. https://doi.org/10.1111/cdev.13343
Lauermann, F., Benden, D. K. , & Evers, M. (2020). Motive und Interessen. In: C. Cramer, J. König, M. Rothland, S. Blömeke (Hrsg.), Handbuch Lehrerinnen- und Lehrerbildung (pp. 791-797). utb.
Evers, M. & Lauermann, F. (2020). Beratungskonzepte in der Lehrer*innenbildung: Potentiale und Grenzen im Hinblick auf Stress, Ressourcen und Resilienz [Concepts for Counseling in Teacher Education: Potential and Limitations Related to Stress, Ressources, and Resilience]. In H.G. Holtappels, K. Lossen, A. Edele, F. Lauermann, N. McElvany (Eds.). Jahrbuch der Schulentwicklung Band 21. Beltz Juventa.
Lazarides, R., & Lauermann, F. (2019). Gendered paths into STEM-related and language-related careers: Girls’ and boys’ motivational beliefs and career plans in math and language arts. Frontiers in Psychology, 10(1243), 1-17. https://doi.org/10.3389/fpsyg.2019.01243
Evers, M., & Lauermann, F. (2019). Ein Mentoring-Ansatz für empirische Projekte im Lehramtsstudium. Möglichkeiten zur Unterstützung bei der Durchführung von empirischen Studien in Praxisphasen des Studiums. In M. Degeling, N. Franken, S. Freund, S. Greiten, D. Neuhaus & J. Schellenbach-Zell (Eds.), Herausforderung Kohärenz: Praxisphasen in der universitären Lehrerbildung. Bildungswissenschaftliche und fachdidaktische Perspektiven (pp. 366-381). Bad Heilbrunn: Verlag Julius Klinkhardt.
Kumar, R., & Lauermann, F. (2018). Cultural beliefs and instructional intentions: Do experiences in teacher education institutions matter? American Educational Research Journal, 55(3), 419-452. https://doi.org/10.3102/0002831217738508
Lauermann, F., Tsai, Y.-M., & Eccles, J. S. (2017). Math-related career aspirations and choices within Eccles et al. expectancy-value theory of achievement-related behaviors. Developmental Psychology, 53(8), 1540-1559. https://doi.org/10.1037/dev0000367
Praetorius, A.-K., Lauermann, F., Klassen, R.M., Dickhäuser, O., Janke, S., & Dresel, M. (2017). Analyzing the longitudinal relations between aspects of teacher motivation and teaching quality. Teaching and Teacher Education, 65, 241-254. https://doi.org/10.1016/j.tate.2017.03.023
Lauermann, F. (2017). Teacher motivation, responsibility, pedagogical knowledge and professionalism: A new era for research. In Organisation for Economic Co-Operation and Development [OECD] (Eds.) Teachers’ pedagogical knowledge and the teaching profession. OECD: Paris.
Lauermann, F., Eccles, J.S., & Pekrun, R. (2017). Why do children worry about their academic achievement? An expectancy-value perspective on elementary students’ worries about their mathematics and reading performance. ZDM Mathematics Education, 1-16. https://doi.org/10.1007/s11858-017-0832-1 ZDMI-D-16-00029.3
Matteucci, C.M., Guglielmi, D., Lauermann, F. (2017). Teachers’ sense of responsibility for educational outcomes and its associations with teachers’ instructional approaches and professional wellbeing. Social Psychology of Education, 20, 275–298. https://doi.org/10.1007/s11218-017-9369-y
Lauermann, F., Karabenick, S.A., Carpenter R., & Kuusinen, C. (2017). Teacher motivation and professional commitment in the U.S.: The role of motivations for teaching, teacher self-efficacy and sense of professional responsibility. In H.M.G. Watt, P.W. Richardson, & K. Smith (Eds.), Why Teach? Antecedents and Consequences across Cultural Settings. Cambridge University Press.
Lauermann, F. & König, J. (2016). Teachers’ professional competencies and wellbeing: Understanding the links between general pedagogical knowledge, self‐efficacy and burnout. Learning and Instruction, 45, 9‐19. https://doi.org/10.1016/j.learninstruc.2016.06.006
Lauermann, F., Chow, A., & Eccles, J.S. (2015). Differential effects of adolescents’ expectancy and value beliefs about math and English on math/science-related and human services-related career plans. International Journal of Gender, Science and Technology, 7(2), 205-228. URL: http://genderandset.open.ac.uk/index.php/genderandset/article/view/393/674 (invited paper for a special issue)
Lauermann, F. (2015). Teacher motivation and its implications for the instructional process: Technical report and recommendations for an international large-scale assessment of teachers’ knowledge and professional competencies. Technical paper prepared for the OECD Innovative Teaching for Effective Learning (ITEL) – Phase II Project: A Survey to Profile the Pedagogical Knowledge in the Teaching Profession (ITEL Teacher Knowledge Survey). OECD: Paris.
Matthews, J. S., Banerjee, M. & Lauermann, F. (2014). Academic identity formation and motivation among ethnic minority youth: The role of the “self” between internal and external perceptions of identity. Child Development, 85(6), 2355–2373. https://doi.org/10.1111/cdev.12318
Lauermann, F. & Karabenick, S.A. (2014). Teacher responsibility: What does it mean for teachers’ motivation and emotions? In P.W. Richardson, S.A. Karabenick, & H.M.G. Watt (Eds.), Teacher Motivation: Theory and Practice. NY: Routledge.
Lauermann, F. (2014). Teacher responsibility from the teacher’s perspective. International Journal of Educational Research, 65, 75–89. https://doi.org/10.1016/j.ijer.2013.09.005
Lauermann, F., & Karabenick, S. A. (2013). The meaning and measure of teachers’ sense of responsibility for educational outcomes. Teaching and Teacher Education, 30(1), 13-26. https://doi.org/10.1016/j.tate.2012.10.001
Lauermann, F. (2012). To go or not to go: The decision to pursue post-secondary education abroad. In S. A. Karabenick & T. Urdan (Eds.), Transitions Across Schools and Cultures. Advances in Motivation and Achievement (Vol. 17, pp. 177-204). U.S.: Emerald Group Publishing. https://doi.org/10.1108/S0749-7423(2012)0000017010
Lauermann, F. & Karabenick, S.A. (2011). Taking responsibility into account(ability): Explicating its multiple components and theoretical status. Educational Psychologist, 46(2), 122-140. https://doi.org/
Zhang, L., Karabenick, S.A., Maruno, S. & Lauermann, F. (2011). Academic delay of gratification and children’s study time allocation as a function of proximity to consequential academic goals. Learning and Instruction, 21(1), 77-94. https://doi.org/