Team

Alexander Jonas Jung is a PhD student in the Hector Research Institute of Education Sciences and Psychology at the University of Tübingen. His research focuses on reciprocal effects between teachers and students in terms of class-room-related behaviors, emotions, cognitions, and motivation. He also uses simulation-based approaches to analyze side-effects occuring when interindividual differences are ignored in structural equation modelling with longitudinal data.

Cora Parrisius is a Postdoctoral Researcher at the Hector Research Institute of Education Sciences and Psychology, focusing on motivation and instructional quality, randomized controlled field trials, and quantitative research methods. During her doctorate in Empirical Education Sciences she has been awarded the Educational Psychology SIG Young Investigator Award by the German Psychological Society (DGPs) (2019) as well as the Motivation in Education SIG Paul R. Pintrich Memorial Award by the American Educational Research Association (AERA) (2019).

In her research, she pursues the goal of identifying conditions of successful teaching, promoting them in an evidence-based manner, and incorporating them into teacher education in the long term. In the area of research methods, she addresses aspects within the framework of (a) design issues (e.g., statistical power, randomized controlled field trials), (b) statistical modeling (especially complex longitudinal associations), and (c) data collection methods (e.g., the development and use of situational measurements)

Benjamin Nagengast is a Full Professor of Educational Psychology at the Hector Research Institute of Education Sciences and Psychology. He is also Co-Director of the LEAD Graduate School & Research Network and Director of the LEADing Research Center. Recently he has led the foundation of Tübingen’s new Center for Randomized Controlled Field Trials.

His research interests include:

• Quantitative methods (randomized controlled field trials, causality, latent variable models, multi-level modeling)

• Educational Effectiveness

• Evaluation of interventions and educational situations

• Motivation und academic self-concept

Kou Murayama is a full professor in the Hector Research Institute of Education Sciences and Psychology at the University of Tübingen. He is also a professor at the University of Reading and an honorary professor at the Kochi Institute of Technology. In 2020, he has been awarded with the prestigious Alexander von Humboldt Professorship and he is an Advanced Research Fellow of the Jacobs Foundation. His work generally aims to understand human motivation using a multimethod approach, combining a number of different perspectives, and methodologies such as longitudinal modeling, behavioral experiments, neuroimaging, ecological momentary assessments, meta-analysis, educational interventions, and computational/statistical simulation. One of the central themes of his recent work is to understand how humans are autonomously motivated to seek and gain knowledge (motivational state often called “interest” or “intrinsic motivation”) and how we can apply this idea to educational settings.