Markus Dresel

Markus Dresel
Universität Augsburg | UNA · Psychology

Prof. Dr.

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263
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Publications

Publications (263)
Article
Full-text available
To be able to collaborate effectively and efficiently has been described as a complex and crucial twenty-first century skill. During collaboration, however, a variety of problems may emerge that require groups to engage in effective regulation processes, which is a complex task in itself. Up to now, little is known about (a) what types of strategie...
Preprint
Research indicates that university faculty struggle with compromised subjective well-being tied to the challenging nature of their work. From a motivational perspective, several cross-sectional studies have found faculty achievement goals to be differentially associated with aspects of their subjective well-being. However, more research is needed t...
Article
Full-text available
Previous research has successfully used basic psychological need satisfaction and achievement goal approaches for describing the motivations of university faculty for teaching and for explaining differences in faculty experiences, success, and learning. However, the interplay between these motivational constructs has been largely ignored, with only...
Preprint
Full-text available
Research shows that higher education faculty face diminished subjective well-being (SWB), leading to negative consequences—not only for themselves, but also for students and institu-tions. Therefore, their ability to cope well with the work demands and responsibilities they face is crucial. Despite the importance of SWB and coping for this populati...
Book
Full-text available
Self-regulated learning means directing one's own learning toward a self-determined learning goal, selecting appropriate learning strategies, monitoring one's own learning progress during learning, and adjusting strategies as necessary. It also involves mustering and maintaining motivation in the face of adversity and reflecting at the end of the l...
Preprint
Previous research on school teachers has successfully explained individual differences by use of motivational constructs established in other populations, particularly self-efficacy, basic psychological needs (BPNS), and emotions. However, these constructs have primarily been examined independently without considering their interplay, and few studi...
Preprint
Online courses are an important form of educational delivery worldwide, yet there are large differences in how well different participants learn from them. With the present research, we strive to better understand these differences and investigate how they are related to participants’ motivations and learning gains. Following an achievement goal ap...
Article
Teaching quality is a crucial factor within higher education. Research on this topic often requires assessing teaching quality as a global construct through self-reports. However, such instruments are criticized due to the lack of alignment between teacher and student reports of instructional practices. We argue that while teachers might over- or u...
Preprint
Teachers’ achievement goals are important motivational factors underlying differences in their work-related behaviors and cognitions. Within this, it is posited that teachers’ achievement goals also matter for their teaching practices. This important premise for the relevance of teacher goals is still little understood, particularly as most studies...
Article
To elucidate how teachers' goals matter for instructional practices and classroom goal structures, we conducted a study with 84 secondary school teachers and their 1447 students. Students reported classroom goal structures and specific mastery- and performance-oriented instructional practices. Teachers reported personal achievement goals and studen...
Article
The authors regret that the supplementary materials they provided and referred to within the manuscript were not linked to by the journal. The authors would like to apologize for any inconvenience caused.
Chapter
Students’ achievement goals exhibit maladaptive trends throughout their school careers (particularly a decline in learning goals). We examined how changes in student-perceived teaching practices are associated with this development using longitudinal data from 1847 students in 69 classes (4 measurement points over 2 school years). Latent difference...
Article
Following Pekrun’s (2006) control-value theory of achievement emotions, we investigated carry-over effects and cross-lagged relationships between student-perceived teacher enthusiasm and humor and students’ enjoyment and boredom both within and between university lectures. We used a latent state-trait approach to acknowledge the role of situational...
Article
Research indicates that faculty members struggle with compromised subjective well-being (SWB). Although motivation is considered central to SWB, little research has investigated this connection in faculty using comprehensive, multifaceted frameworks. To address this, the present study took an achievement goal approach to examining multifaceted SWB...
Chapter
Im Rahmen des BMBF-Verbundprojektes „Prokrastination als Risikofaktor für den Abbruch des Studiums“ (ProkRASt) wurden potentielle Ursachen von Studienabbruchintentionen, die im individuellen Studienprozess zu verorten sind, sowie Wechselwirkungen zwischen ihnen umfassend untersucht. Konkret analysierten die Projektpartner*innen, inwiefern personale...
Preprint
Motivation is posited to be central for faculty members’ professional experiences and performance. To this end, achievement goals have been associated with burnout/engagement and performance at work. However, the few studies that have examined this topic were cross-sectional and only considered one of the two equally important work domains of facul...
Preprint
Teaching quality is a crucial factor within higher education. Research on this topic often requires assessing teaching quality as a global construct through self-reports. However, such instruments are criticized due to the lack of alignment between teacher and student reports of instructional practices. We argue that while teachers might over- or u...
Preprint
Procrastination is a widespread phenomenon in higher education. Recently, aspects of the higher education context targeting self-regulation, social characteristics and task characteristics have been theoretically linked to procrastination. However, only a few and mostly univariate studies on university course characteristics and their relations to...
Article
University instructors’ goals for teaching are important for teach- ing quality. However, studies examining factors that shape instructors’ goal adoption are lacking. Using data from 785 instructors, we investigated whether implicit theories (ITs) about the malleability of intelligence constitute one such factor. Following achievement goal theory (...
Article
Although teacher motivation is posited to matter for students' learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers' achievement goals and self-efficacy for students' learning experiences. In Study 1 (k = 166 teachers, n = 2,106 students), we a...
Article
Full-text available
Identifying what motivates and hinders higher education instructors in their self-regulated learning from student evaluations of teaching (SETs) is important for improving future teaching and facilitating student learning. According to models of self-regulated learning, we propose a model for the usage of SETs as a learning situation. In a longitud...
Article
Zusammenfassung. Berichtet wird die Konstruktion und Überprüfung einer deutschsprachigen Adaption des Fragebogens „Student Evaluation of Educational Quality“ (SEEQ) von Marsh (1982 , 2007 ), ein umfassend überprüftes und international etabliertes Instrument zur Erfassung von Studierendenurteilen der Lehrqualität. Es wurde übersetzt, geringfügig erw...
Article
Full-text available
Student dropout can be conceptualized as a decision-making process, consisting of different phases. Based on previous literature on student dropout, decision-making, and action-phases, we proposed that the process of developing dropout intentions includes the following phases: non-fit perception , thoughts of quitting/changing, deliberation , infor...
Article
Full-text available
A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school s...
Article
Background: Higher education is a challenging context in which students – particularly those endowed with a small array of resources – are susceptible to suffer from burnout. To screen, identify, and support students that are at risk of burnout, psychometrically robust instruments are essential. To this end, we extended the validation of the German...
Preprint
Researchers’ motivations are important for high-quality research and the productivity of the scientific system, but remain largely uninvestigated. Using three studies, we tested the usefulness of Achievement Goal Theory (AGT) for describing research motivations, investigated which goals researchers pursue, and examined their associations with job b...
Preprint
Teaching and research are core tasks of university faculty. Previous research has documented the power of achievement goal theory for describing university scholars’ motivations. For theory, research, and practical implications it is crucial to have knowledge about the separability, as- sociations, differences, and interplay of scholars’ goals for...
Preprint
While research has documented associations between teachers’ achievement goals and students’ perceptions of classroom goals, little is known about the mechanisms behind these effects. To enlighten the mode of operation of teacher goals on students’ perceptions of instructional practices and classroom goal structures, a study with 84 secondary schoo...
Article
Full-text available
Der Aufsatz gibt eine Einführung in das Themenheft zu Studienerfolg und Studienabbruch in der Zeitschrift für empirische Hochschulforschung (ZeHf). Darin sind vier Beiträge enthalten, die im Rahmen von Forschungsprojekten der BMBF-Förderlinie „Studienerfolg und Studienabbruch“ aus psychologischer, soziologischer, erziehungswissenschaftlicher und fa...
Article
Auf der Basis eines multidimensionalen Verständnisses von Studienmotivation wird ein Zusammenspiel motivationaler Variablen verschiedener Phasen des Studiums im Hinblick auf akademische Erfolgskriterien angenommen. Jedoch gibt es hierzu bislang keine empirische Evidenz. In der vorliegenden Studie wurde das Ziel verfolgt, das intraindividuelle Zusam...
Preprint
Studying with digital media, learners often struggle because of inadequate self-regulation. Previous research presented clear evidence of metacognitive prompts being effective in supporting learning with digital media. This study examines the potential of motivational regulation prompts, which are assumed to additionally support self-regulated lear...
Preprint
Research is often specialised and varies in its nature between disciplines, making it difficult to assess and compare the performance of individual researchers. Specific qualitative and quantitative indicators are usually complex and do not work equally well for different research fields. Therefore, the aim of the present study was to develop an ec...
Article
Academic procrastination can theoretically be conceptualized as a failure in motivational self-regulation. It can be assumed that besides the mere use of motivational regulation strategies, fitting motivational regulation strategies with the current motivational problem can also have beneficial effects on academic procrastination. As both academic...
Preprint
Full-text available
The present study examines the achievement goals of university instructors, particularly the structure of such goals, and their relationship to biographic characteristics, other aspects of instructors’ motivation, and teaching quality. Two hundred and fifty-one university instructors (184 without Ph.D., 97 with Ph.D., thereof 51 full professors; 14...
Preprint
Although teacher motivation is posited to matter for students’ learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers’ achievement goals and self-efficacy for students’ learning experi-ences. In Study 1 (k = 166 teachers, n = 2,106 students), we...
Preprint
The questionnaire “Student Evaluation of Educational Quality” (SEEQ) from Marsh (1982, 2007) was adapted to German language and tested using assessments from 76,687 students in 3,660 university courses. Internal consistencies and intra-class correlations indicted a high reliability. Two-level CFAs and ESEM analyses confirmed the separability of all...
Preprint
Identifying what motivates higher education instructors in their self-regulated learning from stu-dent evaluations of teaching (SET) is important for improving future teaching. In a longitudinal online field study, we investigated how higher education instructors’ achievement goals predict the use of SET(s), processing its results and learning from...
Article
As a result of the COVID-19 pandemic, many faculty members were required to abruptly shift from face-to-face to online teaching. Within this, some instructors managed well, while others struggled. To elucidate interindividual differences in online teaching and learning during this unexpected circumstance, we focus on faculty members’ attitudes towa...
Preprint
Research suggests that higher education teachers worldwide experience high levels of stress, burnout, and other adverse experiences due to the challenging nature of their work. To better understand why, under similar conditions, some teachers struggle while others flourish, studies are needed which recognize multiple facets of their subjective well...
Preprint
University instructors' goals for teaching are important for teaching quality. However, studies examining factors that shape instructors' goal adoption are lacking. Using data from 785 instructors, we investigated whether implicit theories (ITs) about the malleability of intelligence constitute one such factor. Following achievement goal theory and...
Preprint
Full-text available
Previous research has successfully used basic psychological need and achievement goal ap-proaches for describing the motivations of university faculty for teaching and for explaining differences in faculty experiences, success, and learning. However, the interplay between these motivational constructs has been largely ignored, with only faculty fro...
Article
Full-text available
We present an open-access platform, Lehr-Evaluation-Online (LEO; Teaching Evaluation Online), which provides higher education faculty with an option to conduct student teaching evaluations free of charge. LEO is based on a German adaption of the “Student Evaluation of Educational Quality” (Marsh, 1982; 2007). First data collected with LEO during a...
Preprint
Full-text available
PurposeProfessional training courses play an important role for higher education instructors and their teaching quality. However, participants strongly differ in how much they learn in these courses. The present study seeks to explain these differences by focusing on attention as a central aspect of their behavioral engagement that can stem from pa...
Preprint
Full-text available
As a result of the COVID-19 pandemic, many higher education faculty members were required to abruptly shift from face-to-face to online teaching. Within this, some instructors managed well, while others struggled. To elucidate interindividual differences in online teaching and learn-ing during this unexpected circumstance, we focus on faculty membe...
Article
Full-text available
Purpose Professional training courses play an important role for higher education instructors and their teaching quality. However, participants strongly differ in how much they learn in these courses. The present study seeks to explain these differences by focusing on attention as a central aspect of their behavioral engagement that can stem from p...
Article
In this study, we investigate general workload and teaching-related autonomy as moderators in the relationship between learning (approach/avoidance) goals and learning time in university instructors. Specifically, we expected stronger associations as a function of lower workload and higher autonomy. Additionally, we assumed that learning time media...
Article
Full-text available
Based on the social cognitive theory and the emotional contagion theory, this study investigated if friends influence (reinforce or change) the development of academic values (intrinsic value, emotional cost) and if this process differs across same-sex friendship dyads. We drew on data collected in a two-wave longitudinal study in Germany. The fina...
Article
Full-text available
Emerging empirical evidence indicates that discrete emotions are associated with teaching practices and professional experiences of university instructors. However, further investigations are necessary given that university instructors often face high job demands and compromised well-being. Achievement goals, which frame achievement-related thought...
Article
Full-text available
Very often, university students deliberately form self-organized study groups, e.g. to study collaboratively for an upcoming exam. Yet, very little is known about what regulation problems such self-organized study groups encounter during their learning process and how they try to cope with these problems. Therefore, this study investigates how comp...
Article
Background Teachers' achievement goal orientations are known to affect teachers' beliefs and behaviour. In contrast, we know relatively little on how school climate is associated with teachers' achievement goals, even though theoretical ideas can be derived from self‐determination theory and empirical research on the impact of goal structures. The...
Preprint
Academic procrastination can theoretically be conceptualized as a failure in motivational self-regulation. It can be assumed that besides the mere use of motivational regulation strategies, the fit of motivational regulation strategies in a context-specific way can also have beneficial effects on academic procrastination. Overcoming this dysfunctio...
Article
Although professional training or development opportunities can help university academics to expand their competences and implement high quality educational practices, academics differ in the extent to which they engage in such learning opportunities and their resulting learning gains. A theoretical explanation for these differences involves their...
Research
Full-text available
Innerhalb weniger Tage mussten Schulen wegen der Covid-19-Pandemie von Präsenz- auf digitalen Unterricht umstellen – mit großen praktischen Herausforderungen und oftmals auch Belastungen für die Lehrkräfte, die Schülerinnen und Schüler sowie die Eltern. Nach wie vor findet für die meisten Schülerinnen und Schüler die Schule zu größeren Teilen zu Ha...
Research
Full-text available
Durch die Corona-Pandemie heißt es „Schule zu Hause“ für Schülerinnen und Schüler. Je nach Bundesland und Jahrgangsstufe findet Schule derzeit komplett oder zumindest zu einem großen Teil zu Hause statt. Diese neue Situation ist für Schülerinnen und Schüler sicherlich aufregend und bringt viele Freiheiten mit sich, die viel Spaß bereiten können. Fü...
Article
Researchers’ motivations are important for high-quality research and the productivity of the scientific system, but remain largely uninvestigated. Using three studies, we tested the usefulness of Achievement Goal Theory (AGT) for describing research motivations, investigated which goals researchers pursue, and examined their associations with job b...
Article
Full-text available
Extensive research has been conducted to understand how accurately students monitor their studying and performance via metacognitive judgments. Moreover, the bases of students’ metacognitive judgments are of interest. While previous results are quite consistent regarding the importance of performance for the accuracy of metacognitive judgments, res...
Article
Full-text available
After publication of our article (Tobisch and Dresel 2017) it came to our attention that in the section “2.2 The case of Germany”.
Chapter
Summarized are the results of a research project that focused on assessing and fostering competences for self-regulated learning in higher education. Innovative instruments (situational judgement test, competence-performance-assessment, learning journal) to assess different aspects of self-regulated learning (e.g., use of cognitive and metacognitiv...
Preprint
Research into teacher motivation has shown that teachers’ achievement goal pursuit matters, for teachers themselves (e.g., their well-being) and teaching outcomes. While most research has followed a variable-centered approach, a multiple goal perspective has also emerged within, postulating that individuals pursue different combinations of achievem...
Preprint
Study dropout can be conceptualized as a decision-making process, consisting of different phases, leading to quitting studies completely or to changing a major. Based on the previous literature on study dropout, decision-making, and action-phases, we proposed that the process of developing dropout intentions—regardless of quitting studies or changi...
Article
From a self-regulated learning perspective, adequate monitoring of own learning processes and outcomes is crucial to regulate one's own learning effectively. Research on metacognitive judgments, however, clearly indicates that students frequently overestimate their actual performance. Therefore, the present study with N = 209 undergraduate students...
Article
Students' perceptions of instructional quality have become an important information source for teachers' professional development. This requires knowledge of the structure of these perceptions, their validity, and gen-eralizability. To this end, we conducted a study with 15,005 German 512 grade students from 690 classrooms in three different school...
Chapter
Schüler*innen aus Familien mit niedrigem sozialen Status erreichen im Vergleich zu Schüler*innen aus Familien mit hohem sozialen Status schlechtere Leistungen und erhalten zum Teil auch trotz gleicher Fähigkeiten und Leistungen seltener eine Empfehlung für das Gymnasium. Anzunehmen ist, dass Lehrkräfte eine zentrale Rolle im Kontext der sozialen Un...
Article
Teaching and research are core tasks of university faculty. Previous research has documented the power of achievement goal theory for describing university scholars’ motivations. For theory, research, and practical implications it is crucial to have knowledge about the separability, associations, differences, and interplay of scholars’ goals for te...
Article
University students may combine regulation strategies differently in response to a specific learning situation, namely after making errors. Strategy combinations may differ in how they support students' learning. These assumptions were investigated based on a sample of 469 German university students (undergraduate teacher trainees). Using latent pr...
Chapter
Full-text available
Learning Sciences research often concerns the analysis of data from individual or collaborative learning processes. For the analysis of such data, various methods have been proposed, including Process Mining (PM) and Epistemic Network Analysis (ENA). Both methods have advantages and disadvantages when analyzing learning processes. We argue that a c...
Article
We examined students’ procrastinatory behavior in a specific higher-education learning situation in relation to conscientiousness and neuroticism as well as motivational regulation. We hypothesized that conscientiousness would be associated with low levels and favorable trajectories of academic procrastinatory behavior, and neuroticism would be ass...
Presentation
Full-text available
Are instructional characteristics antecedents for experienced students' emotions during a lecture? Results of an experience sampling study at three universities in Germany.
Preprint
Researchers’ motivations are important for high-quality research and the productivity of the scientific system, but have been little investigated. Using three studies, we tested the usefulness of Achievement Goal Theory for describing research motivations, investigated which goals researchers pursue, and examined their associations with job burnout...
Article
For learners, motivational regulation represents a daily challenge in terms of initiating, increasing and maintaining motivation. Crucial here is conditional knowledge about which motivational regulation strategies are appropriate for which specific motivational problems. This paper addresses the relationships between this type of strategy knowledg...
Preprint
Teachers’ content-related humor matters for the quality of higher education, however, little is known about the circumstances under which teachers use it. From a socio-cognitive perspective, teachers’ achievement goals and self-efficacy appear to be relevant personal precursors. We investigated their effects on content-related humor in two studies....
Article
Full-text available
Teachers’ content-related humor matters for the quality of higher education. However, little is known about the circumstances under which teachers use it. From a socio-cognitive perspective, teachers’ achievement goals and self-efficacy appear to be relevant personal precursors. We investigated their effects on content-related humor in two studies....
Article
Eine starke Lernzielstruktur in der Klasse (das Ausmaß, in dem der Unterricht das Ziel dazuzulernen und Kompetenzen zu erweitern, vorgibt oder ermöglicht) gilt als besonders motivations- und lernförderlich. Forschungslücken existieren jedoch zur Frage, welche konkreten unterrichtlichen Praktiken eine wahrgenommene Lernzielstruktur begünstigen. Zu i...
Article
Research is often specialized and varies in its nature between disciplines, making it difficult to assess and compare the performance of individual researchers. Specific qualitative and quantitative indicators are usually complex and do not work equally well for different research fields. Therefore, the aim of the present study was to develop an ec...
Article
Empirical investigations of university scholars' learning goals are important to foster high-quality teaching and research. A well-established tenet in achievement goal research is that learning goals elicit actual learning. However, few studies have investigated the mechanisms behind this association. In this study, we propose that learning time l...
Article
Reformschulen verfolgen von ihrem Selbstverständnis her einen Ansatz, der u. a. durch eine starke Betonung von Individualisierung und der Selbstregulation des Lernens gekennzeichnet ist. Bezüglich der motivationalen Bedingungen im Unterricht kann entsprechend erwartet werden, dass sich Reformschulen gegenüber Regelschulen durch ein günstigeres moti...
Preprint
Professional training opportunities are crucial for university academics to expand their competencies and implement high quality educational practices. Within these opportunities, academics differ in the extent to which they engage in learning and their resulting learning gains. A theoretical explanation for these differences involves their motivat...