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


  • Ph.D., Combined Program in Education and Psychology, University of Michigan, USA, 2008-2013

  • Diplom-Psychologist, University of Bonn, Germany, 2001-2006

Research Interests

  • Academic motivation and achievement

  • Educational trajectories, educational and occupational choices

  • Teacher motivation and teaching quality

Selected Publications

*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. [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.

  • 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).

  • 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.
    For a preprint, see

  • 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.

  • 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.
    For a preprint, see:

  • 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.
    APA Div 15 Podcast:

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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. 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.

  • 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.

  • 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: (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.

  • 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.

  • 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.

  • 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.

  • Lauermann, F. & Karabenick, S.A. (2011). Taking responsibility into account(ability): Explicating its multiple components and theoretical status. Educational Psychologist, 46(2), 122-140.

  • 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.