Markus Dresel

University of Augsburg | UNA · Psychology

While motivational regulation has been shown to predict study motivation and success, its relations with student well-being have received little attention. The few studies available indicate an interplay between motivational and emotional processes within self-regulated learning and the importance of motivational regulation for outcomes beyond achi...

This study explores the complex dynamics of achievement goal pursuit within the context of teacher professional learning by investigating reasons underlying goals, specifically “wanting to” and “needing to”. Through half-structured interviews, we asked a broad sample of 24 German school teachers about their personal goals for professional learning...

Background: The prevailing interest in peer-feedback practices in higher education is ground-ed in their potential to foster students’ learning, understanding, and performance while reduc-ing instructor workload. This potential depends on students’ motivation to provide high-quality peer-feedback. Within this, students’ expectancies for and the val...

Background: Motivation and emotion form important pillars of students’ educational experiences and, while representing distinguishable constructs, are closely intertwined. Consequently, it can be assumed that their regulation may be governed by similar mechanisms as well. From a theoretical perspective, MR and ER strategy taxonomies do contain over...

Background: Achievement goals and self-efficacy are key components of teacher motivation and crucial for teaching quality and student outcomes, yet the processes explaining why they lead to specific teaching behaviors remain unclear. This study disentangles teacher goals on three levels (personal goals, student-oriented goals, intended classroom go...

Background. Teachers’ goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviors remain unclear.Aims. This study investigates how goals directed at students and the classroom are associated with visual information processin...

Background: Students’ achievement emotions profoundly influence their learning, academic performance, well-being, and educational trajectories. Understanding how students regulate these emotions is crucial for their academic flourishing.Aims: We examined students’ strategies for regulating three common achievement emotions (enjoyment, anxiety, bore...

Digital technology is considered to have great potential to promote learning in higher education. In line with the Interactive, Constructive, Active, Passive (ICAP) framework, this seems to be particularly true when instructors stimulate high-quality learning activities such as constructive and interactive learning activities instead of active and...

The integration of sustainability and environmental conservation into school curricula has be-come increasingly important. Teachers are viewed as key actors in this process, often referred to as “change agents”. Many are not specifically prepared for Education for Sustainable Devel-opment (ESD), and there is considerable variation in how explicitly...

Background Errors can provide informative feedback and exhibit a high potential for learning gains. Affective‐motivational and action‐related reactions to errors are two forms of error adaptivity that have been shown to enhance learning outcomes from errors. However, little is known regarding the development and contextual conditions of students' e...

Background: University teachers’ well-being plays a critical role in their productivity and educational effectiveness. Apart from cross-sectional research on demographic and institutional/contextual correlates, insight into potential causes and consequences of faculty well-being is limited. This includes insight into relations between different cop...

Peer-feedback can be supported by formal or subject-matter-related scaffolds. However, it is unclear whether these scaffolds differ in their effects on process-related and outcome-related variables. In our meta-analysis including N=22 studies with N=2.473 learners, results show a statistically significant effect only for subject-matter-related scaf...

• We investigated higher education tutor feedback processes in a field study. • Results confirm that motivation is intertwined with feedback perception and use. • Self-efficacy mattered for students' emotions and perceived usefulness of feedback. • Learning and work avoidance goals mattered for perceived usefulness of feedback. • Perceived usef...

Prior research has explored various factors to explain differences in teaching experiences and behaviors among school teachers, including self-efficacy, basic psychological need satisfaction, and emotions. However, these factors have predominantly been examined in isolation, and limited research has investigated their role in the context of higher...

Self-regulation of motivation is highly relevant—particularly in higher education. Although there is considerable evidence on the effects of motivational regulation, little is known about its training. In two consecutive studies it was examined whether university students’ motivational regulation is trainable and can be improved by addressing three...

While motivational regulation (MR) has been shown to predict study motivation and success, its relations with student well-being (SWB) have received little attention. The few studies available point to an interplay between motivational and emotional processes within self-regulated learning and the importance of MR for outcomes beyond achievement. P...

Numerous empirical findings have shown biased judgments of (future) teachers depending on students’ ethnic and social background. Furthermore, research has indicated that (future) teachers’ stereotypes and attitudes differ depending on students’ backgrounds and appear to influence (future) teachers’ judgments. Based on theories of stereotype change...

Although cross-sectional studies depict (negative) emotions as both antecedents and consequences of trait procrastination, longitudinal studies examining reciprocal relationships between procrastination and emotions are scant. Yet, investigating reciprocal relationships between procrastination and emotions within long-term frameworks can shed light...

Digital technology is considered to have great potential to promote learning in higher education, especially when instructors stimulate high-quality learning activities such as constructive and in-teractive learning activities instead of active and passive learning activities in line with the Inter-active, Constructive, Active, Passive (ICAP) frame...

In the present study, we tested intra-individual feedback loops between competence beliefs, value beliefs, and goal achievement (virtuous circles), and intra-individual feedback loops between goal failure and procrastination (vicious circle). We analyzed data from five independent intensive longitudinal studies with university students (N = 841, k...

Background: Instructor feedback in higher education is widely acknowledged as being beneficial for learning and achievement. However, the influence of motivational factors on how students perceive feedback and incorporate it into their learning process is still little understood. Achievement goals, serving as representations of what students strive...

Research indicates that university instructors struggle with compromised subjective well-being (SWB) and have faced further challenges due to the COVID-19 pandemic. Although studies have found instructors’ achievement goals to be important motivational factors linked to their well-being, longitudinal research is needed to clarify the directionality...

Teacher motivation and emotion are central prerequisites for the instructional process, as well as for students’ motivational, socio-emotional, and cognitive development. Research findings indicate that teacher motivational and affective characteristics are linked to teaching behaviours, and through these links relate to student educational outcome...

Advancements in artificial intelligence are rapidly increasing. The new‐generation large language models, such as ChatGPT and GPT‐4, bear the potential to transform educational approaches, such as peer‐feedback. To investigate peer‐feedback at the intersection of natural language processing (NLP) and educational research, this paper suggests a cros...

Metacognitive monitoring is conceptualized as a situation-specific and context-dependent process that helps learners to regulate their learning. The current study builds on the idea that metacognitive monitoring can fulfil monitoring functions in different phases (when to monitor: during learning or during testing), and that it refers to several ob...

Research on teacher goals has primarily followed a variable-centered approach, although person-centered approaches have inspired achievement goal research in other domains. The multiple goal perspective posits that individuals pursue different combinations of goals—goal profiles—that might be differentially adaptive or maladaptive. We investigate h...

Promoting students’ motivation to learn and supporting learning-friendly attributions is an important task for teachers. While doing so is possible in the classroom every day, there are also special situations with particular formats, such as student–teacher-conferences, which can be well-suited to supporting students’ motivation to learn. German s...

Considering the demanding higher education context, university students are at risk to experience burnout symptoms such as emotional exhaustion, cynicism, and reduced professional efficacy. Theoretical models (e.g., Job Demands-Resources Model) state that burnout symptoms develop over time, vary between individuals, and bear adverse consequences. T...

Background: Motivation and emotion form important pillars of students’ educational experiences and, while representing distinguishable constructs, are closely intertwined. Consequently, it can be assumed that their regulation may be governed by similar mechanisms as well. From a theoretical perspective, MR and ER strategy taxonomies do contain over...

Dimensional comparisons—i.e., comparisons between achievements in different domains—have to date been examined particularly between students’ achievements in different school subjects. Numerous studies have documented that dimensional comparisons between mathematical and verbal achievements significantly affect students’ mathematical and verbal sel...

Online courses are an important form of educational delivery worldwide, yet students differ in how well they learn from them. Following psychological and educational research, students’ goals can be considered relevant personal predictors of these differences. In the present study, we strive to better understand differences in students’ learning en...

Um klimaschützendes Handeln im Alltag zu verstehen und zu fördern, ist es notwendig, Fakto-ren zu untersuchen, die klimaschützendes Handeln beeinflussen. Im vorliegenden Beitrag er-weitern wir hierzu die Theorie des geplanten Verhaltens (TPB; Ajzen, 1985) um Elemente der Schutzmotivationstheorie (PMT; Rogers, 1975) und untersuchen, ob das integrier...

This article presents two studies that tested the predictive validity of intergroup contact theory and secondary transfer effects related to pre-service teacher attitudes toward sexual minority youth in classrooms. Multiple regression of feeling thermometer scores in Study 1 ( N = 989) suggested that more favorable attitudes are present among young...

Research shows that higher education faculty face due to high job demands diminished subjective well-being (SWB), leading to negative consequences for themselves, students, and higher education institutions. Therefore, their ability to cope well with their responsibilities they face is crucial. Despite the importance of SWB and coping for this popu...

Prior research has demonstrated that achievement goals for teaching matter for student learning and teacher experiences. While previous studies have primarily focused on how goals differ between individuals, educational theorists and practitioners have proposed that investigating variation within individuals may be more suitable for explaining thei...

In unterschiedlichen Studien zeigten sich verzerrte Lehrkrafturteile in Abhängigkeit von der Schüler*innenherkunft. In einigen Studien wurden dabei Einflüsse herkunftsbezogener Einstellungen und Stereotype auf die Urteilsprozesse (zukünftiger) Lehrkräfte belegt. Gleichzeitig gelten herkunftsbezogene Einstellungen und Stereotype als relativ stabil....

As of today, surprisingly little is known about the subjective well-being of faculty in general, but especially when teaching online and during a time of pandemic during lockdowns in particular. To narrow this research gap, the present study systematically compared the subjective well-being of faculty teaching face-to-face before to those teaching...

Metacognitive monitoring plays a central role in models focusing on either monitoring strategies (models of self-regulated learning) or monitoring judgments and their accuracy (models of metacognition). Although monitoring strategies and monitoring judgments are both concerned with monitoring one's learning progress, they have been analyzed indepen...

Burnout symptoms are prevalent among university students. This study examined students’ understudied profiles of burnout symptoms and their relation to procrastination, dropout intentions, and study- and life satisfaction. We used cross-sectional data from two online-studies conducted in Germany in April 2020 amid the COVID-19 pandemic (Nstudy1 = 5...

Motivation plays a central role in faculty members’ professional lives—with achievement goals having been found to have important links with their burnout/engagement and performance. However, the few studies investigating these links were cross-sectional and considered only one of the two equally important work domains of faculty members. In the pr...

Based on the continuum model of impression formation (Fiske & Neuberg, 1990), information processing can be more or less automated or controlled and thus relies more or less on stereotype-based or individual-based characteristics. Also, teachers’ impression formation can be influenced by social categories like students’ ethnic background or social...

Procrastination is the irrational delay of an intended task and is common among students. A delay can only be defined as procrastination when it is voluntary, the action was intended but not implemented, and the delay is accompanied by subjective discomfort. Established scales of procrastination cover mainly behavioral aspects but have neglected th...

As our environment continues to deteriorate, stronger efforts need to be placed on protective measures to combat climate change. It is therefore necessary to elucidate factors that influence individuals’ climate-protective behavior. Previous studies aimed to explain climate-protective behavior have mainly used the theory of planned behavior (TPB; A...

Self-regulated learning refers to consciously controlling one’s own learning process in order to achieve a specific, previously selected goal. Especially the subarea of metacognition is considered an important prerequisite for learning success. The foundations for the development of competencies for self-regulated learning should already be laid in...

The COVID-19 pandemic challenges the well-being and academic success of many students. Yet, little is known about students’ study satisfaction during the COVID-19 pandemic, a multilayered construct which accounts for students’ subjective cognitive well-being and academic success. Besides, previous studies on study satisfaction are mostly cross-sect...

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...

Learners utilize a variety of strategies to regulate their motivation. Theoretical models of motivational regulation imply a connection between the decision for a concrete strategy and the specific situational requirements. Accordingly, one would expect that the suitability of a strategy depends on how well it fits the motivational problem in quest...

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...

Research shows that higher education faculty face due to high job demands diminished sub-jective well-being (SWB), leading to negative consequences for themselves, students, and higher education institutions. Therefore, their ability to cope well with responsibilities they face is crucial. Despite the importance of SWB and coping for this populatio...

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...

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...

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...

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...

Metacognitive monitoring plays a central role in models focusing either on monitoring strategies (models of self-regulated learning) or on monitoring judgments and their accuracy (models of metacognition). Although strategies and judgments are both concerned with monitoring one’s learning progress, they have been analyzed only independently, so far...

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...

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...

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...

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...

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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...

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...

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...

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...

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...

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...