Martin H. Daumiller

Social Network Centrality and Emotional Dynamics in Classroom Learning: A Multilevel Approach

Alla Hemi, Adar Ben‐Eliyahu, Martin H. Daumiller

Background: Students' emotions are shaped both by the structure of their peer relationships and by the affective context of the classroom. Two features of a student's position in the classroom network may matter: being sought out by peers (in-degree centrality), indexing social …

Social Network Centrality and Emotional Dynamics in Classroom Learning: A Multilevel Approach

Adar Ben‐Eliyahu, Martin H. Daumiller, Alla Hemi

Background: Students' emotions are shaped both by the structure of their peer relationships and by the affective context of the classroom. Two features of a student's position in the classroom network may matter: being sought out by peers (in-degree centrality), indexing social …

Correlates of adolescents' profiles of cognitive emotion regulation strategies in the school context

Giada Vicentini, Carina Roth, Daniela Raccanello, Martin H. Daumiller et autres

Emotion regulation is crucial for managing academic failures. Little research has explored adolescents' emotion regulation strategy profiles and their correlates at school. Through a person-centered approach, we identified profiles based on four emotion regulation strategies (self-blame, catastrophizing, positive reappraisal, and positive refocusing) …

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When Do Learners Prefer AI or Human Feedback? Situation-Specific Psychological Predictors of Feedback Source Preference

Jennifer Meyer, Melanie V. Keller, Martin H. Daumiller

Artificial intelligence (AI)–based feedback systems are increasingly used to support learning at scale, particularly in complex performance domains such as writing. While prior research has demonstrated that AI can generate feedback comparable in quality to human feedback, less is known about in …

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The Road Ahead: How the Future of Learning is Shaped Through Individual Differences

Martin H. Daumiller, Elisabeth Bauer, Samuel Greiff, Michael F. Sailer

The future of learning is often framed through technological change. Here, we show that these developments do not replace, but emphasize, long-standing questions in educational psychology, concerning why learners benefit differently from the same opportunities, how learning en-vironments should respond to heterogeneity, …

Will I be successful in my PhD? The role of person-environment fit for doctoral success

Ronja Steinhauser, Belinda Viola Marijana Merkle, Johanna Ott, Martin H. Daumiller et autres

Abstract Undertaking a PhD is a personal commitment that involves considerable uncertainty, and many doctoral candidates face significant challenges along the way. However, few studies have examined pre-PhD predictors of later success. We propose that both the extent to which PhD candidates …

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Secondary School Students Pursue Differentiated Achievement Goals: The Hexagonal Achievement Goal Scale for Students (HEX-S)

Martin H. Daumiller, Jan Beck

Motivation to Study – Validation and Normative Values of a Questionnaire Based on the Situated Expectancy-Value Theory

Lucas Wloch, Theresa Wenker, Sophie von der Mülbe, Lisa Bäulke et autres

According to situated expectancy-value theory (SEVT; Eccles & Wigfield, 2020), academic success relies on students' expectancy for success and subjective task value. Emphasizing the situational nature of motivation, SEVT necessitates context-sensitive assessments. To close gaps in the assessment of expectancy and value …

Motivation to Study – Validation and Normative Values of a Questionnaire Based on the Situated Expectancy-Value Theory

Carola Grunschel, Markus Dresel, Lucas Wloch, Theresa Wenker et autres

According to situated expectancy-value theory (SEVT; Eccles & Wigfield, 2020), academic success relies on students' expectancy for success and subjective task value. Emphasizing the situational nature of motivation, SEVT necessitates context-sensitive assessments. To close gaps in the assessment of expectancy and value …

Goals, Norms, Attitudes, and Self-Efficacy as Predictors of Academic Dishonesty: Two-Wave Prospective Inquiries into Additive and Multiplicative Effects

Tanja Marie Fritz, Hernán González Cruz, Selma C. Rudert, Stefan Janke et autres

Guided by Expectancy-Value-Cost versus Theory of Planned Behavior predictions, we tested how achievement goals, self-efficacy, norms, and attitudes jointly predict academic dishonesty in a preregistered two-wave study of 856 German university students. Appearance-approach goals, descriptive norms, and justifying attitudes positively related to …

Goals, Norms, Attitudes, and Self-Efficacy as Predictors of Academic Dishonesty: Two-Wave Prospective Inquiries into Additive and Multiplicative Effects

Martin H. Daumiller, Selma C. Rudert, Stefan Janke, Tanja Marie Fritz et autres

Guided by Expectancy-Value-Cost versus Theory of Planned Behavior predictions, we tested how achievement goals, self-efficacy, norms, and attitudes jointly predict academic dishonesty in a preregistered two-wave study of 856 German university students. Appearance-approach goals, descriptive norms, and justifying attitudes positively related to …

Relationships Between Students' Social Positioning in the Classroom and Their Perceptions of Teachers' Academic and Social Goals

Alla Hemi, Adar Ben‐Eliyahu, Martin H. Daumiller