Professor of Empirical Educational Research & Educational Psychology
Bonn Center for Teacher Education | Bonner Zentrum für Lehrerbildung (BZL), University of Bonn
Co-opted Member: Department of Psychology, University of Bonn
University of Bonn ● BZL ● Poppelsdorfer Allee 15 ● 53115 Bonn, Germany
Email: fani.lauermann@uni-bonn.de
Phone: +49 (228) 73 - 4573
Office hours during the semester: Please register in advance via email
Full Professor of Empirical Educational Research & Educational Psychology, BZL, University of Bonn, Germany
Research Affiliate: Center for Research on Education and School Development | Institut für Schulentwicklungsforschung (IFS), TU Dortmund
Elected Coordinator for EARLI SIG-08 "Motivation and Emotion," 2017-2021, European Association for Research on Learning and Instruction (EARLI)
Associate Editor, Learning and Instruction, 2018-2021
Editorial Board: Journal of Educational Psychology, Journal of Learning and Instruction, Contemporary Educational Psychology, Educational Psychologist
APA Div 15 Podcast, Educational Psychologist Special issue, Lauermann & Butler (2021):
https://soundcloud.com/user-883650452/fani-lauermann-ruth-butler
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
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 or postdoc at time of publication (see BZL homepage for an overview of our ongoing research projects and collaborations)
DeVries, J. M., & Lauermann, F. (2025). Exploring the links between gender-(a)typical career aspirations and educational choices: Heterogeneous developmental pathways. Developmental Psychology. Advance online publication. https://doi.org/10.1037/dev0002015
Schwerter, J., Lauermann, F., Doebler, P., & Fokkema, M. (2025). Putting the pieces of the puzzle together in modeling gendered educational choices. International Journal of STEM Education, 12(1), 38. https://doi.org/10.1186/s40594-025-00558-y
Schwerter, J., Lauermann, F., Brahm, T., & Murayama, K. (2025). Differential use and effectiveness of practice testing: Who benefits and who engages? Learning and Individual Differences, 123, 102761. https://doi.org/10.1016/j.lindif.2025.102761
von Keyserlingk, L., Lauermann, F., Li, Q., Yu, R., Rubach, C., Arum, R., & Heckhausen, J. (2025). Students’ study activities before and after exam deadlines as predictors of performance in STEM courses: A multi-source data analysis. Learning and Individual Differences, 117, 102598. https://doi.org/10.1016/j.lindif.2024.102598
Wan, S., Lauermann, F., Greifer, N., Jiang, S., Bailey, D. H., & Eccles, J. S. (2024). The role of comparative processes in shaping the effects of between-class ability grouping on students’ math ability self-concept. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000888
Wan, S., Lauermann, F., Bailey, D. H., & Eccles, J. S. (2023). Girls’ Comparative Advantage in Language Arts Explains Little of the Gender Gap in Math-Related Fields: A Replication and Extension. Proceedings of the National Academy of Sciences (PNAS), 120 (40) e2305629120. https://doi.org/10.1073/pnas.230562912
Lauermann, F. (2023). On the context- and situation-specificity of motivation and emotion: Which contexts and situations matter? In G. Hagenauer, R. Lazarides, & H. Järvenoja (Eds.), Motivation and Emotion in Learning and Teaching across Educational Contexts: Theoretical and Methodological Perspectives and Empirical Insights. Routledge.
Lauermann, F., Benden, D. K., DeVries, J. M., & Heitzer, J. (2023). Students’ Use of (Online) Self-Assessments in Math: Interindividual Differences in Students’ Test Engagement and Test Performance in Math-Intensive Study Programs. In: N. McElvany, A. Grecu, R. Lorenz, M. Becker, C. Dignath, H. Gaspard, F. Lauermann (Hrsg.), Jahrbuch der Schulentwicklung – Band 23: 50 Jahre Schulentwicklung – Leitthemen der empirischen Bildungsforschung (S. 97–127). Beltz Juventa.
Thommen, D., Hüppi, R., Lauermann, F., & Capon-Sieber, V. (2023). The implications of using breakout rooms for students' experience of social belongingness and intrinsic motivation in online classes. [Der Einfluss des Einsatzes von Breakout-Räumen auf das Erleben von sozialer Eingebundenheit und intrinsischer Motivation von Studierenden im Onlineunterricht.] Psychologie in Erziehung und Unterricht, 70(4), 228–241. http://dx.doi.org/10.2378/peu2023.art13d
Lauermann, F. (2023). Who is responsible for student learning? Teachers' beliefs about professional responsibility, teacher attributions, and their implications for classroom processes and outcomes. In T. Urdan & E. N. Gonida (Eds.), Remembering the Life, Work, and Influence of Stuart A. Karabenick (Vol. 22, pp. 93-114). Emerald Publishing Limited. https://doi.org/10.1108/S0749-742320230000022008
Benden, D. K., & Lauermann, F. (2023). Searching for short-term motivational alignment and spillover effects: A random intercept cross-lagged analysis of students’ expectancies and task values in math-intensive study programs. Contemporary Educational Psychology, 102166. https://doi.org/10.1016/j.cedpsych.2023.102166 [In Press, Pre-proof]
Benden, D. K., & Lauermann, F. (2023). The relative importance of students’ expectancy-value beliefs as predictors of academic success in gateway math courses. Annals of the New York Academy of Sciences, 1-8. https://doi.org/10.1111/nyas.14961
Wan, S., Lauermann, F., Bailey, D. H., & Eccles, J. S. (2023). Developmental changes in students' use of dimensional comparisons to form ability self-concepts in math and verbal domains. Child Development, 94(1), 272-287. https://doi.org/https://doi.org/10.1111/cdev.13856
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 United States: 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.), Global Perspectives on Teacher Motivation (pp. 297–321). Cambridge University Press; Cambridge Core. https://doi.org/10.1017/9781316225202.011
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/
