Diana Raufelder

• Prof. Dr. Dr.
• Professor (Full) at Universität Greifswald

This study examined gender-specific relationships between adolescents' perceptions of school-related support/pressure from their parents and test anxiety. A sample of German students (N = 845; Mage = 15.32; SD = 0.49) completed questionnaires that measured their perceived parental support/pressure (for mother and father separately) as well as the f...

This study examined the motivational profiles of 754 students (grades 6-9) under Self-Determination Theory, analyzing transitions across self-directed learning (SDL) and teacher-directed instruction (TDI). Using latent profile and transition analysis, five profiles emerged: high-quality, high-quantity, low-quality, low-quantity, and moderately moti...

This study investigates the development of achievement goals and learning strategies by analyzing their relationships with achievement, age, gender, and the interplay between deep- and surface-learning strategies across instructional environments. Conducted in schools integrating self-directed learning (SDL) intervals, it explores how these changes...

This study analyzed the motivational profiles of 754 students in grades 6 to 9, exploring shifts under the Self-Determination Theory across self-directed learning (SDL) and teacher-directed instruction (TDI). Utilizing latent profile and transition analysis, five profiles were identified: high-quality, high-quantity, low-quality, low-quantity, and...

This study examines the influence of instructional environments on students' academic enjoyment , motivational support, and learning strategies within the framework of control-value theory. Addressing a gap in empirical research on rubric-guided self-learning (SL), the study explores how peer and teacher motivation interact with achievement emotion...

The aim of this study is to examine both within-person and between-person associations of academic self-concept and task values in literacy and mathematics to identify the most promising motivational construct to prevent motivational decline during school transitions. The sample included 3636 students (average age at the start: 15.73 years, SD: 0.3...

Grounded in Self-Determination Theory, this longitudinal four-wave study explored how self-directed learning (SDL) influences motivational profiles among secondary school students. The research focused on the dynamic relationship between SDL intervals and traditional teacher-directed instruction (TDI) across one academic year. A sample of 754 stude...

This study examines the impact of Self-Directed Learning (SDL) within democratic education, focusing on its effects on student self-efficacy and interest. It posits that active student participation in their educational journey, a fundamental component of democratic education, markedly enhances self-efficacy and interest. SDL, characterized by stud...

Background and Aims Educational neuroscience has emerged as an interdisciplinary field aimed at elucidating the neurobiological underpinnings of learning and educational outcomes. By synthesizing findings from diverse research endeavours, this Editorial aims to delineate the intricate interplay between neural processes and educational experiences,...

Students experience both positive and negative emotions during lessons. However, little research has been conducted into students’ perspectives on how they deal with these emotions. For this reason, the current study aimed to investigate how students perceive, deal with, and interact in emotional classroom situations, using a mixed-methods approach...

The emotional well-being of individuals is largely dependent on the quality of their social relationships, as acknowledged by self-determination theory and the belongingness hypothesis. While the significance of high-quality relationships for teachers has received increasing attention in empirical research, little is known about the impact of socia...

Social interactions and relationships in the school context are important building blocks, not only for successful teaching and learning processes, but also for the healthy development of students. Interwoven with these relationships are emotions, which are closely linked to success at school and significantly shape students’ individual experiences...

Stage-Environment Fit Theory underlines the role of learning environments and their match with students’ needs as crucial for students’ motivation and learning. This study explores the mediation role of goal orientations in the interplay of academic self-concept and achievement in mathematics and verbal domains in student-directed and teacher-direc...

Background Mid‐adolescence is an important phase of self‐development in various domains including academics as well as for changes in the neural mechanisms underlying the self‐concept. Students' academic self‐concept (ASC) is affected by educational achievements and social others (such as teachers and peers). To what extent these external influence...

Background: Mid-adolescence is an important phase of self-development in various domains including academics as well as for changes in the neural mechanisms underlying the self-concept. Students' academic self-concept (ASC) is af- fected by educational achievements and social others (such as teachers and peers). To what extent these external influ-...

During adolescence, students increasingly report suffering from stress and school burnout, which poses a risk to students’ healthy development. However, social support may counteract perceived stress according to the Buffering Hypothesis and the Conservation of Resources Theory. In search of factors that would support healthy student development, s...

Past research on situated expectancy-value theory has regularly provided evidence of different motivational patterns indicating that not only can students be characterized by different levels of motivation (e.g., low vs. high), but also by divergent profiles (e.g., high success expectancies, low task values). This person-oriented two-wave study (a)...

During adolescence, students increasingly report suffering from stress and school burnout, which poses a risk to students’ healthy development. However, social support may counteract perceived stress according to the Buffering Hypothesis and the Conservation of Resources Theory. In search of factors that would support healthy student development, s...

Background: Self-directed learning (SDL) has evolved as an adaptable educational environment, providing flexibility and individualization that meet students' psychological needs and enhance their educational experiences. In turn, these experiences significantly affect student motivation, reinforcing the crucial role of the learning environment in i...

Background: The progressive development of Self-Directed Learning (SDL) has restructured educational scenarios, making them more adaptable and fostering a culture of individualization and flexibility. SDL phases, interwoven into the standard curriculum, cater to the psychological needs of students, amplifying their engagement in learning substantia...

Schulpädagogische Seminare im Rahmen der Lehramtsausbildung an der Universität Greifswald organisieren das Verhältnis zwischen Studierenden und Schüler:innen innerhalb heterogenitätsförderlicher Lernkonzepte (Forschendes Lernen, Lernen im Lernbüro), wobei Peer-Mentor:innen in diesem Verhältnis eine Schlüsselrolle spielen. Ein strukturiertes Verhält...

This paper describes the development and validation of an instrument to assess how students deal with emotionally challenging classroom situations (the DECCS Questionnaire). The questionnaire is based on a vignette with one learning and one performance situation in a classroom, and is intended for students in grades 4 to 7. On a sample of N = 639 s...

Welche Faktoren begünstigen eine gelingende Lehrer:innenbildung? Der Band präsentiert interdisziplinäre Projekte zur Weiterentwicklung der Qualität der Lehrer:innenbildung in den Bereichen Qualitätsverbesserung des Praxisbezugs sowie im Hinblick auf Anforderungen, Heterogenität und Inklusion. Aus empirischen Projektergebnissen werden Gelingensbedi...

Based on the control-value theory, the present study examined the development and change of enjoyment and effort among adolescents during a school year. The study analyzed 754 adolescent students (M Age = 13.56; SD = 1.2; 49.7% female) who twice participated in a 1-week intervention of self-directed learning (SDL). The results of the bivariate late...

Die Lehrer-Schüler-Beziehung ist eine der entscheidensten aber auch komplexesten Determinanten erfolgreicher Bildungsprozesse – von der Grundschule bis zum Schulabschluss. Sie kann von verschiedenen theoretischen Ansätzen aus beleuchtet werden. Im vorliegenden Beitrag werden zunächst die historischen Entwicklungslinien skizziert, um dann auf die Er...

According to the conservation of resources theory, social support provides resources to help overcome challenges. Although some empirical findings have emphasized the pivotal role of teacher support and/or peer support for students’ stress and academic achievement, multilevel analyses that consider contextual class and individual student effects ar...

Following the situated expectancy-value model of achievement motivation, this 3-wave study examines the stability and change of motivational patterns of students (Mage at the outset = 12.33 years; SD = 0.37 years; 54.5% female) transferring from primary to lower secondary school. Four task values (attainment, cost, intrinsic, utility value) and suc...

Background In the present study, we investigated the association between sensory processing sensitivity (SPS) and telomere length (TL), which is considered a biomarker of cellular aging. SPS is an individual characteristic describing increased perception and procession of inner or outer stimuli, and is positively related to self‐perceived stress....

An increasing number of German schools have suspended teacher-directed learning (TL) in favor of self-directed learning (SL) modules. We used the broaden-and-build theory and self-determination theory as a theoretical framework to determine whether students in self-directed and teacher-directed learning environments differ in the interplay of posit...

Interest and self-efficacy are two key components of motivation and learning, both of which decrease during adolescence. The situated expectancy-value theory (SEVT), recently formulated by Eccles and Wigfield (2020), provides a detailed perspective on critical components of learning situations and the ways in which competence beliefs (e.g., self-ef...

Interest and self-efficacy are two key components of motivation and learning, both of which decrease during adolescence. The situated expectancy-value theory (SEVT), recently formulated by Eccles and Wigfield (2020), provides a detailed perspective on critical components of learning situations and the ways in which competence beliefs (e.g., self-ef...

Background: This study examines the relationship between adolescents' biophysiological stress (i.e. cortisol, alpha-amylase and oxidative stress) and the development of grit and school engagement over one school year. Aims: The study aims to identify how objective stress affects grit and three dimensions of school engagement. Based on the conser...

Introduction Using the situated expectancy–value theory, it becomes possible to explain motivational functioning across alternating learning conditions not only at a particular moment but also over time. The situated expectancy–value theory provides evidence for the critical role of context. The present research examines how adolescents' success ex...

Der Band führt empirische Forschung aus Erziehungswissenschaft, Pädagogischer Psychologie und Fachdidaktiken systematisch zusammen, die sich mit schulischen und unterrichtlichen Bedingungen der Motivation Lernender befasst.

This study investigates the validity and reliability of the School Burnout Inventory in the German language (SBI-G) with 1,570 secondary school students (Mage = 14.11, SD = 0.78; 51.7% girls). Results indicate that school burnout is comprised of two correlated but separate dimensions including (1) exhaustion at school, (2) cynicism toward the meani...

Background: Students' self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations. Aims: Referring to Pekrun's control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the rel...

Following the relational-developmental systems approach, this three-wave study examines whether acute stress (T2) mediates the relationship between the development of personality traits from the beginning of 8th grade (T1, Mage = 15.63, SD = 0.59; 22 girls) to the end of 9th grade (T3). Using the Montréal Imaging Stress Task, which is a task that p...

Mid-adolescence is a critical time for the development of stress-related disorders and it is associated with significant social vulnerability. However, little is known about normative neural processes accompanying psychosocial stress at this time. Previous research found that emotion regulation strategies critically influence the relationship betwe...

Background. Based on learned helplessness theory and conservation of resources theory, the present study explores the role of schools’ social environments (i.e., school belonging, school exclusion, and teacher–student relationships) as potential buffers and amplifiers in students’ development of learned helplessness during adolescence. Aims. We exa...

Im Laufe der Schuljahre berichten Sekundarschülerinnen und -schüler zunehmend hohe Stress- und Erschöpfungswerte, die den Bildungserfolg und die Gesundheit gefährden. Die Puffer-Hypothese hat gezeigt, dass soziale Unterstützung die Wahrnehmung von Stress abfedern kann. Allerdings wurde das Unterstützungsverhalten der Lehrkräfte unter Berücksichtigu...

Mentoring in der Lehramtsausbildung ist mittlerweile ein Qualitätsmerkmal für eine umfassende und nachhaltige Praxisbegleitung, da Mentoring die Entwicklung des Professionswissens und des professionellen Selbst fördert. Mentor-Mentee Beziehungen können somit den Professionalisierungsprozess von angehenden Lehrkräften unterstützen und während Praxis...

Students’ sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students’ well-being and academic performance. Aiming to understand how feelings of school-related belonging and exclusion shape the structural brain development, the present study applied longitudinal...

Peers und Lehrkräfte sind entscheidende Einflussgrößen für schulische Motivationsprozesse. Dabei zeigen Studien, die einem personen-zentrierten Ansatz folgen, dass Peers und Lehrkräfte in ihrer Rolle für die schulische Motivation einzelner Schüler/-innen unterschiedlich relevant sind. Es fehlt allerdings an theoretischen Überlegungen und empirische...

Past research has continuously shown that motivation in school declines across adolescence. To counteract potential declines in educational practice, the present study examines the motivational development of early and middle adolescent students within one school year and across two distinctive learning environments: a conventional teacher-directed...

Die Lehrer-Schüler-Beziehung ist eine der entscheidensten aber auch komplexesten Determinanten erfolgreicher Bildungsprozesse – von der Grundschule bis zum Schulabschluss. Sie kann von verschiedenen theoretischen Ansätzen aus beleuchtet werden. Im vorliegenden Beitrag werden zunächst die historischen Entwicklungslinien skizziert, um dann auf die Er...

Using a sample of 787 German students in 6th/7th grades (Mage = 12.9; SD = .70; 53.6% female) latent means of interest, flow experience, and learning strategies (elaboration, control strategies, and persistence) were compared from two contrasting learning contexts [teacher-directed learning (TDL) and making (self-directed learning)], and based on t...

Bisherige Untersuchungen zu Geschlechterunterschieden im Deutschunterricht haben primär Unterschiede in der Lesekompetenz von Mädchen und Jungen fokussiert. Dabei weiß man, dass Lehrkräfte und Peers unterschiedliche Bedeutung für die Motivation von Mädchen und Jungen haben und diese sich auch in ihren Lernstrategien, ihrer Anstrengungsbereitschaft...

Introduction Self‐directed learning (SDL) fosters adolescents' needs satisfaction. According to self‐determination theory, meeting adolescents' needs for autonomy, competence and relatedness is essential for their motivation. However, students' needs satisfaction and motivation tend to decrease during adolescence and the rate of decrease varies by...

Introduction One major stressor of adolescents relates to the pressure students perceive from their parents accompanied by high academic expectations, while in contrast parental support is related to low levels of stress. However, it is not clear whether the perceived parental pressure and support contribute to a change in students’ stress level fr...

Der Schul- und Unterrichtsalltag wird maßgeblich durch soziale Interaktionen geprägt. Sowohl Beziehungen mit Lehrer*innen als auch mit Schülern und Schülerinnen (Peers) tragen zentral zu Lehr-/Lernprozessen und persönlicher Entwicklung der Heranwachsenden bei. Bei Lehrkräften entscheiden sie über Erfolg und Misserfolg beruflichen Handelns und finde...

Forschungsbefunde im Rahmen der Selbstbestimmungstheorie (SDT) zeigen, dass das Gefühl sozialer Eingebundenheit sowohl das Selbstkonzept als auch die schulische Leistung begünstigen. Allerdings gibt es bislang keine Studien, die verschiedene Facetten sozialer Eingebundenheit differenziert und dabei auch mögliche geschlechtsspezifische Unterschiede...

Fostering adolescents’ self-efficacy and positive emotions through learning contexts which induce beneficial achievement goals can prevent motivational decline in adolescents. Achievement goal theory states that the learning context and gender moderate the interplay of self-efficacy, emotions, and achievement goals. This study compared female and m...

This study examines the interplay of enjoyment and self-determined motivation by contrasting students from a traditional teacher-directed learning and a student-centered learning environment based on competency matrices. Using two-wave questionnaire data from 1,153 (Mage = 13.97, SD = 1.37, 49% girls) 7th-10th grade German students, this study cond...

Background Students’ self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations. Aims Referring to Pekrun’s control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the relat...

Ein zentrales Ziel der Qualitätsoffensive Lehrerbildung in Mecklenburg-Vorpommern ist die Stärkung des berufsbezogenen Selbstkonzepts und der Lehrerselbstwirksamkeitserwartung in der universitären Ausbildung angehender Lehrkräfte, da beide Konzepte maßgeblich zur professionellen Kompetenz beitragen. Um dieses Ziel zu erreichen, wurden an allen lehr...

Research has shown that there are positive associations between students’ goals and learning behavior. However, less is known about these associations for adolescent students in competency-based learning compared to adolescent students in teacher-directed learning. The current study was conceptualized with the aim of getting more in-depth informati...

While school self-concept is an important facilitator of a student’s school engagement, previous studies rarely investigated whether it may also explain the change in students’ school engagement during secondary school. Moreover, as social relations play an increasingly important role in adolescence, the current research distinguishes between the s...

Introduction It has already been shown that positive emotions can positively influence learning behavior. However, what is less known is whether teacher support mediates this relationship in adolescents of varying ages and genders in self‐directed learning (SDL) at school. Methods Data gathered with questionnaires given to 754 German students (Mag...

BACKGROUND Based on Mayer and Salovey's model of emotional intelligence, this study examined whether perceived stress mediates the interplay of emotional intelligence and life satisfaction for girls and boys during early and middle adolescence. METHODS Using multigroup structural equation modeling with questionnaire data from a sample of Spanish a...

Research has shown that parental pressure is negatively whereas parental support is positively associated with various scholastic outcomes, such as school engagement, motivation, and achievement. However, only few studies investigate boys' and girls' perception of mother and father pressure/support in detail. This might be particularly essential wh...

Researchers, school personnel, and parents are concerned with students’ academic motivation, predicting school performance and well-being. However, research on the topic yields ambiguous results: While, in Western societies, adolescents report a decline in achievement drive over the school years, some Eastern societies seem to be able to avoid this...

The reciprocal effects model (Marsh, 1990) suggests that school self-concept and achievement are cyclically related and reinforce each other. Moreover, achievement motivation and goal orientation in particular may mediate this association although the empirical findings on this assumption are incongruent. This study aims to bring more clarity to th...

Motiviert besser lernen Die Autorin untersucht schulische Motivationsprozesse, deren theoretische Begründung und neueste Erkenntnisse der Neurowissenschaften zum Thema. Ein besonderer Fokus liegt auf Einflussfaktoren für schulische Motivation: Was kann man selbst für die eigene Motivation tun, wie wichtig sind das soziale Umfeld und die Gegebenheit...

Over the last decades, more and more adolescents and children feel chronically stressed, which negatively affects their school performance. However, less is known whether classmates' general stress affects an individual student's quality of motiva- tion. Therefore, based on conservation of resources theory, this study examined the precise interplay...

Previous cross-national studies on social motivation among secondary students from individualistic societies such as Germany and Canada found four different motivation types (MT) varying in class size: (1) teacher-dependent MT, (2) peer-dependent MT, (3) teacher-and-peer-dependent MT, and (4) teacher-and-peer-independent MT. The current cross-natio...

The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past r...

The present interdisciplinary study explored whether perceived loneliness is associated with ventromedial prefrontal cortex (vMPFC) activation during self- and social judgments (friends and teachers) in adolescents. Moreover, we exam- ined how vMPFC activity is related to the academic self-concept (ASC). Results of manifest path analysis indicated...

Based on Self-Determination Theory, specifically the mini-theory of Relationships Motivation Theory, the current paper aimed to examine the within and over-time associations between students' perceived need satisfaction and their social relationships with peers and teachers during adolescence. The data stemmed from a large sample (N = 1088; T1 Mage...

Da bisherige Forschungsbefunde nahelegten, dass sich die sozialen und motivationalen Beziehungen mit Lehrkräften und Peers, die schulische Leistung und das Stresserleben gegenseitig bedingten, zielte diese Untersuchung darauf ab, ein detailliertes Verständnis über dieses reziproke Zusammenspiel im Verlauf von früher zur mittleren Adoleszenz zu gewi...

In der vorliegenden Studie galt es in Anlehnung an die Buffering Hypothesis (Cohen und Wills 1985) sozio-motivationale Peer-Beziehungen im Schulkontext als Moderatoren in der Beziehung von Prüfungsangst und schulischer Hilflosigkeit in einer großen Stichprobe von adoleszenten Schülern und Schülerinnen der 9. Klasse (N = 845; Mage = 15,32) an Brande...

Existing literature evidences the association between adolescents’ school self-concept and engagement, both concepts being related to students’ perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design...

This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that su...

Universally, both peers and teachers play an important role in fostering students' well-being, school engagement and their academic motivation, thereby contributing to students' academic success. Simultaneously interpersonal relations (Chiu & Chow, 2010; Yildirim, 2012) as well as possible achievement motives (Maehr, 1974), marked by collectivism o...

The aim of the present study was to examine the interplay between test anxiety (i.e., worry and emotionality) and learned helplessness in a sample of adolescents (N = 845, aged 13-17 years) in secondary schools in Germany. In accordance with the buffering hypothesis (Cohen & Wills, 1985), it was hypothesized that the detrimental association between...

Untersuchungen zur Lehrer-Schüler-Beziehung haben eine lange Tradition in der psychologischen Forschung. Dabei haben bisherige Ansätze gezeigt, dass es sich bei der Lehrer-Schüler-Beziehung um ein multidimensionales und dynamisches Konstrukt handelt, das -- je nach theoretischer Ausrichtung -- sehr unterschiedlich konzeptualisiert wird. Im vorliege...

Studies on the teacher-student relationship have a long tradition within psychological research. Previous approaches have shown that the teacher-student relationship is a multidimensional and dynamic concept that depending on the theoretical orientation is differently conceptualized. The current review article introduces and critically discusses th...

Adolescence is a critical maturation period for human cognitive control and executive function. In this study, a large sample of adolescents (n=85) performed a reversal-learning task during functional magnetic resonance imaging. We analyzed behavioral data using a reinforcement learning model to provide individually fitted parameters and imaging da...

The formation of a coherent and unified self-concept represents a key developmental stage during adolescence. Imaging studies on self-referential processing in adolescents are rare, and it is not clear whether neural structures involved in self-reflection are also involved in reflections of familiar others. In the current study, 41 adolescents were...

Parenting is an essential factor within a child's development, yet the impact of normative variations of parenting on neural emotion processing has not been studied to date. The present study investigated 83 healthy adolescents using functional magnetic resonance imaging and an emotional face-matching paradigm. The faces paradigm elicited an increa...

Using a longitudinal design, the present study examined whether two teaching concepts that varied in their capacity to foster students’ self-determination affected students’ sense of social relatedness and their perceived moderation competence, as well as the interplay between these two elements and the students’ performance during a moderation exa...

Although positive teacher-student relationships are known to aid students' academic self-regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh- and eighth-grade students (N = 1,088; MAge = 13.7) in secondary schools in Germany to investigate whether the motivation s...

There has been an increase in the prevalence of problem behavior during adolescence over the last decades. Thereby, studies have found that social bonds and relationships as well as school engagement as a form of connectedness play an important protective role. However, less is know whether school engagement is as a potential mediator in the associ...

This multi-methodological study applied functional magnetic resonance imaging to investigate neural activation in a group of adolescent students (N = 88) during a probabilistic reinforcement learning task. We related patterns of emerging brain activity and individual learning rates to socio-motivational (in-)dependence manifested in four different...

Considering the essential role that socio-motivational relationships at school play with respect to achievement motivation, this study examined the differences between students with a low school self-concept and students with a high school self-concept in a large sample of 7th and 8th grade students (N= 1088; MAge= 13.7) in secondary schools in Bra...

The current study concerns the validation of a Philippine version of the Relationships and Motivation Scales (REMO) (Raufelder, Drury, Jagenow, Hoferichter, & Bukowski, 2013) – the REMO-P. The REMO scales measure perceptions of peers (P-REMO) and teachers (T-REMO) as source of scholastic motivation. A total of 1014 students aged 13-16 years (Mage=1...