Julia Dietrich

• Professor
• Catholic University of Eichstätt-Ingolstadt

Parents are major partners in helping adolescents prepare for a career choice. Although several studies have examined links between general aspects of the parent–adolescent relationship and adolescents’ career development, little research has addressed the mechanisms involved. This study aimed to validate a three-dimensional instrument for the asse...

The transition from general education (e.g., high school) to vocational and tertiary education (e.g., college, vocational school) or to the labor market presents a number of developmental challenges. These challenges include making career choices and, more broadly, managing the transition. Coping with these challenges depends on the individual, the...

While positive influences of teacher support on students' motivational development have been widely shown, existing research has not yet considered that students' school experiences are interrelated across classrooms and subjects. The aims of this study were, thus, twofold: (a) To investigate the effects of teacher support on the development of stu...

According to expectancy-value theory, expectancies and task values are precursors for investing effort into learning. To date, it remains largely unknown (1) to what extent expectancies and values change from one learning situation to another and (2) to what extent inter-individual findings reflect intra-individual motivational processes. We applie...

University courses often employ “one-size-fits-all” approaches, disregarding the heterogeneity in students’ cognitive and motivational characteristics. This intervention study reports on an individualized learning design for online teaching in higher education. In a randomized field experiment with N = 438 university students (57% female, mean age...

An der Friedrich-Schiller-Universität Jena wurde ein neues Konzept für den integrativen Einsatz digitaler Medien im Schülerlabor entwickelt [1]. Dafür werden Schülerlaborkurse in Form von digital-differenzierten Lernmodulen angeboten. Digital-differenzierten Lernmodulen liegt eine Differenzierungsmatrix zu Grunde. Durch diese werden Aufgaben vertik...

Schülerlabore versuchen oftmals durch ein attraktives Angebot die Teilnehmenden für die zuge-hörigen Fachwissenschaften zu begeistern. Nach Haupt et al. (2013) können dabei verschiedene Kategorien unterschieden werden, von denen das klassische Schülerlabor am weitesten verbrei-tet ist. Dabei sind sie in der Regel auch erfolgreich, zumindest was die...

With growing diversity in the population, the need for more personalized learning in education arises. Digital media offers great potential to support students and individualize their learning experience (Holmes et.al., 2018). With this in mind, we developed an easy to create and adaptable learning method for digital and complexity-differentiated l...

Digitalen Medien wird das Potential zugeschrieben, Schüler*innen zu Sachkundigen des eigenen Lernens zu machen. Darunter wird z.B. verstanden, dass sie Reihenfolge und Schwierigkeitsgrad der Aufgaben selbst wählen können und dabei von digitalen Lernumgebungen unterstützt werden. Am Schülerlabor Chemie der Friedrich-Schiller-Universität Jena wurde d...

Anxiety levels are said to be at all-time highs among students in high schools and universities. Because of such previous findings, we set out to study anxiety in learning situations in eight German university lectures and one German high school. Unexpectedly, we barely found any anxiety-provoking learning situations, and even fewer students endors...

Research on learning and achievement motivation in educational settings often relies on the analysis of multivariate covariance with structural equation models. Recently, network analyses have been proposed as alternative or additional analytical methods with the potential to provide novel insights to motivation research. However, there are many di...

At the Friedrich Schiller University Jena, a platform called digitalchemlab is being established, dedicated to the use of and research into digital media in chemistry teaching. The platform and its aims and goals will be presented in this paper. A first research project investigates the integration of digital media in an out of school student labor...

Digital-differenzierte Lernmodule haben sich in ihrem ersten Einsatz im Schülerlaborkontext als vielversprechende Methode für die Vermittlung chemischer Inhalte erwiesen. Während ihr Einsatz als Alternative zum Stationenlernen im klassischen Schülerlabor weiter erforscht werden soll, stellt sich die Frage, inwiefern diese auch in der Schule eingese...

Motivation and emotions fluctuate across learning situations and contexts. That makes it necessary to assess and analyze their processes of change, along with its situated and context-specific sources of variation. A method to assess the situation- and context-specificity and fluctuation of emotions and motivation is the experience sampling method...

Learning processes that involve cognitive incongruity are closely tied to emotional experiences such as curiosity or confusion. The present study examined how discovering that a confidently held misconception is incorrect influences emotions and in turn the motivation to seek additional information. We asked 275 preservice teachers to judge if comm...

Learning processes that involve cognitive incongruity are closely tied to emotional experiences such as curiosity or confusion. The present study examined how discovering that a confidently held misconception is incorrect influences emotions and in turn the motivation to seek additional information. We asked 275 preservice teachers to judge if comm...

The increasing individualization of personal lifestyles, the inclusion of persons with disabilities in the regular classroom, and evidence from the field of learning and instruction are pressing the need for personalized education in school. Personalizing instruction at a large scale has become affordable and easier than ever due to advancements in...

Motivation and emotions often change during learning processes and show much Motivation and emotions often change during learning processes and show much fluctuation across learning situations and contexts. That makes it necessary to assess and analyze their processes of change and the situation-specific, context-specific, and other sources of vari...

This article introduces a new theoretical and psychometric framework describing moment-to-moment development and inter-dependencies of achievement motivation in terms of the situated expectancy-value theory, by introducing dynamical systems concepts into this line of research. As a first empirical example of a study using this framework, we examine...

Intensive longitudinal studies typically examine phenomena that vary across time, individuals, contexts, and other boundary conditions. This poses challenges to the conceptualization and identification of replicability and generalizability, which refer to the invariance of research findings across samples and contexts as crucial criteria for trustw...

The learning process is affected by manifold individual and contextual influences, among them motivation and emotion. Rather than being stable over time and the same under all circumstances, academic motivation and emotions vary and change in complex and dynamic ways. Understanding such processes requires research approaches that capture students'...

The aim of the present study was to examine whether mindfulness and academic emotions are beneficially related in specific learning situations. For that purpose, we conducted a field study during two lecture sessions in which we measured momentary mindfulness and academic emotions of N = 105 university students repeatedly, resulting in N = 551 meas...

We wanted to address two critical limitations of research on mindfulness and motivational conflict, by (a) distinguishing between conflict experiences and conflict reactivity and (b) by applying a typological approach, exploring natural combinations of two core qualities of (state) mindfulness: present moment awareness and a nonjudgmental stance. U...

Motivation and emotion are of critical importance for students' academic learning and achievement. Drawing on Eccles and Wigfield's situated expectancy-value theory and Pekrun's control-value theory, we examined to what extent specific expectancy-value appraisals related to studentsʼ achievement emotions. We collected intensive state data of N = 95...

Motivation and emotion are of critical importance for students’ academic learning and achievement. Drawing on Eccles and Wigfield’s situated expectancy-value theory and Pekrun’s control-value theory, we examined to what extent specific expectancy-value appraisals related to studentsʼ achievement emotions. We collected intensive state data of N =95...

University courses often employ “one-size-fits-all” approaches, disregarding the heterogeneity in students’ cognitive and motivational characteristics. This intervention study reports on an individualized learning design for online teaching in higher education. In a randomized field experiment with N = 438 university students (57% female, mean age...

This study introduces a new theoretical model describing the moment-to-moment development of expectancy-value experiences, based on dynamic systems concepts. As a first step to testing this model, we examined whether task values and success expectancies measured in a learning situation (time point t) predicted themselves and each other at the next...

Bisherige Forschung erachtet den Naturwissenschaftsunterricht als zentral für das fachbezogene Interesse und Fähigkeitsselbstkonzept. In dem Beitrag wird das Lernangebot in Naturwissenschaften aus der Schulperspektive betrachtet und der Frage nachgegangen, ob verschiedene Typen von Gymnasien anhand des naturwissenschaftlichen Lernangebots identifiz...

This article proposes a study design developed to disentangle the objective characteristics of a learning situation from individuals’ subjective perceptions of that situation. The term ‘objective characteristics’ refers to the agreement across students, whereas ‘subjective perceptions’ refers to inter-individual heterogeneity. We describe a novel s...

The idea of one-size-fits-all, still predominant in higher education, can not address the heterogeneity of students sufficiently. The present paper reveals insight into a didactic concept providing a digital learning envorinment, which allows for individual aquisition of competency in the university context: The digital differentiation grid. Theore...

Change is the most prominent aspect of research endeavors in developmental and educational psychology. To date, preferred methods for studying change, especially those that rely on quantitative methodologies, are based on sample-based correlational analyses conducted with longitudinal panel studies. In this article we argue that research designs ne...

This study focuses on the situational heterogeneity of motivation by investigating in-the-moment profiles of expectancies, task values, and costs within learning situations during a university lecture. In a sample of 155 undergraduate students followed across one semester we examined the occurrence of six hypothesized profiles, situational profile...

Rooted in Eccles and colleagues’ expectancy-value theory, this study aimed to examine how expectancies and different facets of task value combine to diverse profiles of motivational beliefs, how such complex profiles develop across a school year, and how they relate to gender and career plans. Despite abundant research on the association between ge...

This article proposes a study design developed to disentangle the objective characteristics of a learning situation from individuals’ subjective perceptions of that situation. The term ‘objective characteristics’ refers to the agreements across students, like when students agree that the lecture of Educational Psychology by teacher Cook this mornin...

Person-centered research has shown that individuals can be assigned to different motivational profiles, but only scattered studies have addressed motivational profiles in specific domains. We investigated the stability and change in motivational profiles in mathematics classrooms and examined how perceived teaching predicted changes in profile memb...

Der Vielfalt entwicklungspsychologischer Theorien und Annahmen steht eine Vielfalt der Möglichkeiten zur Datenanalyse gegenüber. Dieses Kapitel hat drei Ziele: (1) Forschenden in der Entwicklungs- und Erziehungspsychologie Konzepte und statistische Methoden der Veränderungsmessung näherzubringen. (2) Die Möglichkeiten und Grenzen jener Methoden auf...

During the transition to adulthood, young people need to choose their career and overall life pathway and cope successfully with the transitions they face. The theories of personal identity development (Luyckx, Goossens, Soenens, & Beyers, 2006; Luyckx et al., 2008), career development (Savickas, 2005), and goal developmental regulation (Nurmi, 200...

The present study examines antecedents of university students' academic emotions (Pekrun, Goetz, Titz, & Perry, 2002) in the context of self-determination theory (SDT; Deci & Ryan, 1985; 2000), using real-time assessment and intra-individual analyses. We investigated whether daily autonomous and controlled-motivated educational goals predicted stud...

This study investigates adolescents’ situational passionate experiences, defined as states of strong commitment and intense affect. We examine the extent to which experiencing passion was specific to situations versus individual differences, and explore which activities are likely to elicit adolescents’ passion. Using longitudinal experience sampli...

LINK: http://www.tandfonline.com/eprint/9bMjZU8Pr84hP7vC86aK/full In-service teacher development programs are perceived as a common way to foster school improvement. Nevertheless, program evaluation to date ends with the assessment of acquired knowledge, skills and motivation, frequently disregarding the actual learning transfer and its conditions...

Expectancy-value models attach great importance to the role of parents in an adolescent’s motivational development and achievement-related choices. The present study examined the relationship between the science-related values and child-specific expectations of parents, and the learning- and future-oriented motivation and the science achievement of...

Underpinned by stage-environment fit and job demands-resources theories, this study examined how adolescents’ anxiety, depressive symptoms, and positive functioning developed as they transferred from comprehensive school to further education, employment or training, or became NEET (not in education, employment or training), at age 16 years, in the...

This article gives an overview about a decade of passion research (2003–2013). First, definitions and measurements of passion are introduced, differentiating between general models on the one hand and domain-specific definitions on the other hand. Second, the relations of passion to other constructs are addressed and the research findings concernin...

Young adults actively construct their identity by exploring and committing to opportunities through the setting of personal goals. Typically personal goal contents are related to young adults' developmental tasks but sometimes goals are self-focused. This longitudinal study explored personal goal and concern contents in relation to identity profile...

The transition from education to work is a key developmental task of emerging adulthood. In this chapter, the authors approach this transition from an engagement perspective, presenting a model of phase-adequate engagement that links career development, developmental regulation, and identity development theories in the context of the education-to-w...

In the present study, we examined the extent to which the responses of teachers and mothers toward a particular child are similar in respect to their instructional support and affect, and whether child characteristics predict these responses. The data of 373 Finnish child–teacher–mother triads (178 girls, 195 boys) were analysed. Teachers and mothe...

Relevant others (e.g., fellow group members) influence how goals and goal-directed behaviors are construed and valued. In turn, according to the " expectancy × value " model of motivated behavioral choice, people engage in goal-directed behaviors when they expect success and ascribe high values to a certain task. In this pilot study, we combine pre...

This chapter applies sequence analysis—a method rarely applied by psychologists—to examine the transitional pathways of young people through the Finnish education system from a developmental psychologists’ perspective. Our aims were threefold: First, to identify typical pathways; second, to investigate whether psychological resources, operationaliz...

In spite of increasing research interest in relational aspects of making important life decisions, our knowledge on why, how, and to what effect close others are involved in decision making still is limited. We determined whom our 65 participants (students between 18 and 27 years; 54% women), in general, would like to collaborate with when making l...

This study examined emerging adults’ personal goals and concerns in the domains of career (including education, work, and financial issues) and romantic relationship. A particular focus was on goal and concern hierarchies, that is, individuals’ profiles of goals and concerns. A total of 1,052 Finnish emerging adults (63% female) were followed at ag...

The aim of this longitudinal study was to examine changes in the appraisals of personal goals during young adulthood, and to investigate personality and motivation as predictors of goal appraisals. Israeli young adults (N = 284, 46% female) were assessed four times during ages 23–29 and reported on their goal appraisals (goal investment, goal momen...

The purpose of this seven-year longitudinal study was to examine the trajectories of adolescents' career goal-related success expectations during two educational transitions. Altogether 850 (48% female, M Age=16) participants reported their success expectations for their career-related goals, first in the last year of comprehensive school and four...

In this weekly diary study we followed thirty-three adolescents through the transition from school to college and focused on the micro-level processes of commitment and exploration while adolescents decided on their college major. Between their final exams at school and their enrolment in college they completed standardized diaries once a week. Nin...

In the following we aim to approach the question of why, in most domains of professional and economic life, women are more vulnerable than men to becoming targets of prejudice and discrimination by proposing that one important cause of this inequality is the presence of gender stereotypes in many domains of society. We describe two approaches emplo...

This study investigated adolescents' and parents' co-regulation of career-related goals during the post-school transition. Finnish adolescents (N = 807, 49% female) were assessed twice in high school and once after graduation. It was examined how their career goal motivation (autonomous vs. controlled) and appraisals (goal attainability, effort, pr...

Using data on adolescents’ developmental regulation in the domain of career choice, this talk will demonstrate an application of the new 3-step approach to growth mixture modeling in Mplus 7. The aim of the study is to identify typical trajectories of career goal engagement. To identiy trajectory classes, we compare the (traditional) Pseudo class 3...

People's personal goals interact with their life situations in many ways. This study examined the appraisals of personal goals during a transition from education to work and their interplay with stress in different domains of life. Finnish young adults (N=265, 60% female) reported on their goals in the work domain, and related appraisals of importa...

Individual initiative is required to successfully master career transitions in adolescence, and also parents play an important role in this process. Past research largely omitted co-agency in transition-related activities between adolescents and their parents, which could be described in terms of self- and other-regulation. The present pilot study...

This study examined 39 adolescents during their transition to university. In standardized weekly diaries over several weeks (M = 8.13) adolescents reported on engagement in career exploration (in-breadth and in-depth self and environmental exploration), their parents' transition-related involvement (frequency of conversations, support, and interfer...

The study examines school and parental influences on adolescents' occupational exploration. Analyses of data from 859 6th, 8th, and 10th graders attending high- and lower-track high schools in the German federal state of Thuringia suggested more extensive exploration among students closer to the school-to-work transition. Besides cross-sectional ef...