Prof. Dr. Martin Daumiller

Prof. Dr. habil. Martin H. Daumiller [he/him]

Chair, Full Professor – Educational Psychology

martin.daumiller@psychologie.uni-freiburg.de
+49 (0) 761 203 – 3003
Engelbergerstraße 41
D-79085 Freiburg im Breisgau
consultation hours by appointment via email
OSF

OVERVIEW
CURRICULUM VITAE
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Professor Dr. Martin H. Daumiller heads the Department of Educational Psychology at the University of Freiburg since September 1, 2025; prior to this, he was a professor at Ludwig Maximilian University of Munich. He completed his habilitation in 2021 at the University of Augsburg and has conducted research, among other places, at the University of Rochester (USA), McGill University (Canada), Korea University (South Korea), and the Hebrew University of Jerusalem (Israel). He has received multiple international awards (including the Eric De Corte Award 2023 and the Robert J. Menges Award 2020) and is known for research that systematically translates psychological insights into the design of effective learning, teaching, and work processes.

His research focuses on motivation, self-regulation, feedback, and professional development in education and academia. Methodologically, he combines experimental, longitudinal, and network-analytic approaches and works closely with schools, universities, and continuing education institutions. He is the author of more than 100 international peer-reviewed journal articles and numerous book chapters, and he leads several externally funded research projects (currently, among others, two DFG projects on academic cheating behavior and researchers’ motivation). His work is regularly published in leading international journals such as Journal of Educational Psychology, Learning and Instruction, Contemporary Educational Psychology, and Educational Psychology Review.

Professor Daumiller is the Coordinator of the EARLI SIG “Motivation and Emotion,” an Associate Editor of the British Journal of Educational Psychology, and is active in numerous international research networks. In addition to his university teaching, he regularly leads professional development programs for teachers, university faculty, and educational institutions.

Research Experience

Position	University	Year
Professor of Educational Psychology	Ludwig Maximilian University of Munich	2024
Visiting Professor of Educational Psychology in Schools	University of Vienna	2024
Akad. Oberrat a.Z. / Assistant Professor	University of Augsburg	2022
Akad. Rat a.Z. / Senior Research Associate	University of Augsburg	2017
Research Associate	University of Augsburg	2014
Tutor and Research Assistant	University of Augsburg	2010

Education

Degree	University	Year
Habilitation	University of Augsburg	2021
Ph.D. (Dr. phil.)	University of Augsburg	2017
State Examination	University of Augsburg	2014
Master of Education (M.Ed.)	University of Augsburg	2014
Bachelor of Education (B.Ed.)	University of Augsburg	2013
Bachelor of Science (B.Sc.)	University of Augsburg	2013

Research Stays

Institution	Country	Year
University of Korea	South Korea	2022
Hebrew University of Jerusalem	Israel	2020
McGill University	Canada	2019
University of Rochester	USA	2016

Awards

Award	Institution	Year
Eric de Corte Award	EARLI	2023
Award for Digital Teaching	University of Augsburg	2022
Robert J. Menges New Researcher Award	AERA FTED	2020
CIDER Fellowship	College for Interdisciplinary Educational Research (CIDER)	2019–2023
University Prize	University of Augsburg (GdF)	2018
Ph.D. Scholarship	German National Academic Foundation	2015–2017

Major Third-Party Funded Research Projects

Project	Funding Body	Involved Researchers / PIs	Period
Implementation of the New Teacher Education Program in Austria	Austrian Federal Ministry of Education (BMB)	M. Lüftenegger, M. Daumiller	04/2026–09/2027
Achievement Goals for Research: In-depth Studies (DA 2392/2-3)	German Research Foundation (DFG)	M. Daumiller, O. Dickhäuser, M. Dresel, S. Janke	09/2022–08/2025
Moderators of the Effect of Performance Goals on Academic Dishonesty (DA 2392/1-1)	German Research Foundation (DFG)	M. Daumiller, S. Janke	10/2020–09/2023

Publications

Vollständiges Schriften- und Vortragsverzeichnis (Deutsch)

Complete List of Publications and Talks (Englisch)

Publications @UFR

View profile on FreiDok plus

The 100 most recent publication(s) are displayed

Daumiller, M., Ott, J., Ramasubramanian, M., Frein, A., Steinhauser, R., Janke, S., Dickhäuser, O., & Dresel, M. (2026). Perceived academic freedom of researchers and relationships with motivation and well-being: A mixed-methods study. International Journal of Educational Research, 138, 102990. https://doi.org/10.1016/j.ijer.2026.102990
Stockinger, K., Daumiller, M., & Dresel, M. (2026). Relations between university teachers’ teaching-related coping strategies and well-being over time : a cross-lagged panel analysis. British Journal of Educational Psychology, 96(1), 54–72. https://doi.org/10.1111/bjep.12777
Siegel, S. T., Troxler, E., & Daumiller, M. (2026). “We don’t need no thought control”: dealing with faculty members spreading conspiracy theories. Higher Education, 91(5), 1865–1882. https://doi.org/10.1007/s10734-025-01500-5
Janke, S., Steinhauser, R., Helmer, H., Daumiller, M., & Dickhäuser, O. (2025). A dual-process model of early career researchers’ well-being: satisfaction and frustration of basic psychological needs as central mechanism. Higher Education. https://doi.org/10.1007/s10734-025-01520-1
Daumiller, M., Butler, R., & Dresel, M. (2025). Delineating mastery goal complexes in teacher professional learning: a qualitative exploration of “Needing to” versus “wanting to” reasons. Center for Open Science. https://doi.org/10.31234/osf.io/knyzb_v1
Ertl, S., Daumiller, M., Kücherer, B., Furtak, E. M., Dresel, M., & Hartinger, A. (2025). Supporting intrinsic motivation and learning-friendly attributions in German student-teacher-conferences. Education 3-13, 53(3), 429–441. https://doi.org/10.1080/03004279.2023.2199775
Dresel, M., Daumiller, M., Spear, J., Janke, S., Dickhäuser, O., & Steuer, G. (2025). Learning from errors in mathematics classrooms: development over 2 years in dependence of perceived error climate. British Journal of Educational Psychology, 95(1), 180–196. https://doi.org/10.1111/bjep.12697
Schelp, L., Bipp, T., Gado, S., & Daumiller, M. (2025). Fostering learning goals at work: the interplay of dispositional and workplace learning goal orientation and supervisor appraisal behavior. Psychological Reports, 128(5), 3599–3619. https://doi.org/10.1177/00332941231198057
González Cruz, H., Fritz, T., Rudert, S. C., Daumiller, M., & Janke, S. (2025). Differential effects of honesty-humility and descriptive social norms across the seriousness dimension of academic dishonesty. Studies in Higher Education, 50(12), 2928–2941. https://doi.org/10.1080/03075079.2024.2446654
Böttger, T., Keller, M. V., & Daumiller, M. (2025). Grid-based and text-based feedback effects in digital essay writing. https://doi.org/10.31219/osf.io/68djm_v1
Daumiller, M., & Hemi, A. (2025b). Peer relationships and student motivation: theoretical and methodological approaches, empirical evidence, and future directions. https://doi.org/10.31234/osf.io/42qs9_v1
Bossert, S., Daumiller, M., Janke, S., Dresel, M., & Dickhäuser, O. (2025). On the influence of social norms on individual achievement goals. British Journal of Educational Psychology, 95(4), 924–940. https://doi.org/10.1111/bjep.12756
Daumiller, M., Stockinger, K., & Dresel, M. (2025). Relations between university teachers’ teaching-related coping strategies and well-being over time: a cross-lagged panel analysis. https://doi.org/10.31234/osf.io/htqdj_v2
Hemi, A., Madjar, N., Rich, Y., & Daumiller, M. (2025). Relationships between students’ achievement goals and social positioning in the classroom. British Journal of Educational Psychology, 95(4), 1047–1062. https://doi.org/10.1111/bjep.12762
Meyer, J., Jansen, T., Daumiller, M., & Fleckenstein, J. (2025). Understanding individual differences in students’ responses to technology-based feedback on a writing task: the role of achievement motives and initial task performance. Journal of Research on Technology in Education, 1–31. https://doi.org/10.1080/15391523.2025.2471765
Cilalı, B., Michou, A., & Daumiller, M. (2025). Pathways to need-supportive teaching: teaching mindsets and motivation to teach. The Asia-Pacific Education Researcher, 34(2), 649–659. https://doi.org/10.1007/s40299-024-00885-8
Keller, M. V., Daumiller, M., & Dresel, M. (2025b). Can a minimalistic tip sheet with a motivational focus foster high-quality, motivating peer-feedback? Results of two field experiments. https://doi.org/10.31234/osf.io/jkh7x_v1
Daumiller, M., & Meyer, J. (2025). Advancing feedback research in educational psychology: insights into feedback processes and determinants of effectiveness. https://doi.org/10.31234/osf.io/zfxe6_v3
Beck, J., & Daumiller, M. (2025c). Secondary school students pursue differentiated achievement goals: the hexagonal achievement goal scale for students (HEX-S). https://doi.org/10.31234/osf.io/ec86u_v2
Holzer, A., & Daumiller, M. (2025). Building trust in the classroom: perspectives from students and teachers. European Journal of Psychology of Education, 40(2), 62. https://doi.org/10.1007/s10212-025-00961-7
Daumiller, M. (2025). Perceived academic freedom of researchers and linkages with motivation and well-being – a mixed-method study. https://doi.org/10.31234/osf.io/xdrf6_v1
Beck, J., & Daumiller, M. (2025b). Secondary school students pursue differentiated achievement goals: the hexagonal achievement goal scale for students (HEX-S). https://doi.org/10.31234/osf.io/ec86u_v3
Lazarides, R., Schiefele, U., Daumiller, M., & Dresel, M. (2025). From teacher motivation to teaching behaviour: a systematic review and theoretical framework of the mediating processes. Educational Research Review, 48, 100703. https://doi.org/10.1016/j.edurev.2025.100703
Daumiller, M., Keller, M. V., & Dresel, M. (2025). Exploring the role of teacher self-efficacy and personal environmental practices in integrating sustainability into teaching: a network analysis of German teachers. Sustainability, 17(16), 7533. https://doi.org/10.3390/su17167533
Beck, J., & Daumiller, M. (2025a). Secondary school students pursue differentiated achievement goals. European Journal of Psychological Assessment, a000920. https://doi.org/10.1027/1015-5759/a000920
Daumiller, M., Böheim, R., Alijagic, A., Lewalter, D., Gegenfurtner, A., Seidel, T., & Dresel, M. (2025). Guiding attention in the classroom: an eye-tracking study on the associations between preservice teachers’ goals and noticing of student interactions. British Journal of Educational Psychology, 95(S1), S115–S132. https://doi.org/10.1111/bjep.12748
Daumiller, M., Gaspard, H., Dickhäuser, O., & Dresel, M. (2025). Bridging teacher motivation and instruction: relevance of student‐oriented goals for teaching alongside personal achievement goals and self-efficacy. British Journal of Educational Psychology, 95(S1), S98–S114. https://doi.org/10.1111/bjep.12776
Baars, J., Daumiller, M., Dietrich, J., Eccles, J., Grimmer, M., Jähne, M. F., Kreiß, A., Malmberg, L.-E., Mayer, A.-M., Nguyen, T. T., Pekrun, R., Schmiedek, F., & Möller, J. A. (2025). The limits of one-size-fits-all patterns: a 5-step approach to testing homogeneity of within-person correlations. https://doi.org/10.31234/osf.io/xdb3w_v1
Daumiller, M., & Hemi, A. (2025a). Peer relationships and student motivation: theoretical and methodological approaches, empirical evidence, and future directions. British Journal of Educational Psychology, 95(4), 905–923. https://doi.org/10.1111/bjep.70030
Keller, M. V., Daumiller, M., & Dresel, M. (2025a). Can a minimalistic tip sheet with a motivational focus foster high-quality, motivating peer-feedback? Results of two field experiments. Studies in Higher Education, 2555322. https://doi.org/10.1080/03075079.2025.2555322
Keller, M. V., Daumiller, M., & Dresel, M. (2025c). Relevance of student motivation for providing high-quality peer-feedback: Results of two field studies. Learning and Instruction, 99, 102152. https://doi.org/10.1016/j.learninstruc.2025.102152
Wagner, S., Keller, M. V., Schlögl-Flierl, K., & Daumiller, M. (2025),,Was denn noch?“ Wie Lehrkräfte den Auftrag zur Umsetzung von Bildung für nachhaltige Entwicklung wahrnehmen. GAIA – Ecological Perspectives for Science and Society, 34(3), 151–160. https://doi.org/10.14512/gaia.34.3.12
Daumiller, M., Fritz, T., González Cruz, H., C. Rudert, S., & Janke, S. (2024). Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms. Assessment & Evaluation in Higher Education, 49(7), 948–961. https://doi.org/10.1080/02602938.2023.2290979
Böheim, R., Daumiller, M., & Seidel, T. (2024). A longitudinal study of student hand raising: Stability and reciprocal dynamics with cognitive elaboration and academic self-concept. Journal of Educational Psychology, 116(2), 297–315. https://doi.org/10.1037/edu0000838
Putwain, D. W., Daumiller, M., Hussain, T., & Pekrun, R. (2024). Revisiting the relation between academic buoyancy and coping: A network analysis. Contemporary Educational Psychology, 78, 102283. https://doi.org/10.1016/j.cedpsych.2024.102283
Keller, M. V., Rinas, R., Janke, S., Dickhäuser, O., Dresel, M., & Daumiller, M. (2024). Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study. Social Psychology of Education, 27(6), 3119–3152. https://doi.org/10.1007/s11218-024-09888-1
Meyer, J., Scharf, J., Daumiller, M., & Hübner, N. (2024). How values relate to student achievement in upper secondary education: Integrating interdisciplinary perspectives on value beliefs in the school context. Social Psychology of Education, 27(5), 2559–2588. https://doi.org/10.1007/s11218-024-09906-2
Oezsoy, M., Keller, M. V., Dresel, M., & Daumiller, M. (2024). Erklärungsansätze für klimaschützendes Verhalten im Alltag: Ansatzpunkte zur Bildung für nachhaltige Entwicklung. In Bildung für nachhaltige Entwicklung : Einblicke in aktuelle Forschungsprojekte (pp. 221–248). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-46596-4_9
Keller, M. V., Dresel, M., & Daumiller, M. (2024). Do achievement goals and self-efficacy matter for feedback use? Learning and Instruction, 93, 101948. https://doi.org/10.1016/j.learninstruc.2024.101948
Wolff, F., Dresel, M., & Daumiller, M. (2024). Dimensional comparisons in the formation of faculty members’ research and teaching self-concepts? Higher Education, 87(2), 345–364. https://doi.org/10.1007/s10734-023-01010-2
Baars, J., Daumiller, M., Dietrich, J., Holtmann, J., Jähne, M. F., Kühnel, J., Latzko, B., Möller, A. M., Nguyen, T. T., Rausch, A., Seifried, J., Schmitt, A., Stockinger, K., Wenker, T., & Möller, J. A. (2024). No German Angst in German students? We tried studying anxiety in German university and high school students, but found very little. PsyArXiv. https://doi.org/10.31234/osf.io/yx2tm
Hemi, A., Madjar, N., Daumiller, M., & Rich, Y. (2024). Achievement goals of the social peer- group and the entire class: relationships with students’ individual achievement goals. PsyArXiv. https://doi.org/10.31234/osf.io/rgjmz
Stockinger, K., Daumiller, M., & Dresel, M. (2024). Relations between university teachers’ teaching-related coping strategies and well-being over time: a cross-lagged panel analysis. PsyArXiv. https://doi.org/10.31234/osf.io/htqdj_v1
Daumiller, M., Keller, M. V., & Dresel, M. (2024). Exploring the role of teacher self-efficacy and personal environmental practices in integrating sustainability into their teaching: a network analysis of german teachers. PsyArXiv. https://doi.org/10.31234/osf.io/apmys
Wekerle, C., Daumiller, M., Janke, S., Dickhäuser, O., Dresel, M., & Kollar, I. (2024). Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education. Scientific Reports, 14(1), 16295. https://doi.org/10.1038/s41598-024-66069-y
Lazarides, R., Schiefele, U., Daumiller, M., & Dresel, M. (2024). From teacher motivation to instructional behaviour: a systematic review of the mediating processes. Open science framework. https://doi.org/10.31219/osf.io/u2rxp
Beck, J., & Daumiller, M. (2024). Secondary school students pursue differentiated achievement goals: the hexagonal achievement goal scale for students (HEX-S). PsyArXiv. https://doi.org/10.31234/osf.io/ec86u
Daumiller, M., Gaspard, H., Dickhäuser, O., & Dresel, M. (2024). “Goals, goals, goals”: analyzing teacher goals on three conceptual levels to explain motivational effects on instructional practice. PsyArXiv. https://doi.org/10.31234/osf.io/xakz4
Daumiller, M., Böheim, R., Alijagic, A., Lewalter, D., Gegenfurtner, A., Seidel, T., & Dresel, M. (2024). Guiding attention in the classroom: an eye-tracking study on the associations between preservice teachers’ goals and noticing of student interactions. PsyArXiv. https://doi.org/10.31234/osf.io/kyr5b
Bross, T., Nett, U. E., & Daumiller, M. (2024). Interrelations among achievement goals and achievement emotions: A meta-analytic examination. Educational Psychology Review, 36(3), 98. https://doi.org/10.1007/s10648-024-09931-9
Keller, M. V., Daumiller, M., & Dresel, M. (2024). Student motivation to peer-feedback quality: two field studies. PsyArXiv. https://doi.org/10.31234/osf.io/4vyf9
Daumiller, M., Butler, R., & Dresel, M. (2024). Delineating mastery goal complexes in teacher professional learning: a qualitative exploration of “needing to” versus “wanting to”. Center for Open Science. https://doi.org/10.31234/osf.io/a9npv
Daumiller, M., Putwain, D. W., & Nett, U. (2024). Complex dynamics: Investigation of within- and between-person relationships between achievement emotions and emotion regulation during exam preparation through dynamic network modeling. Journal of Educational Psychology, 116(7), 1267–1282. https://doi.org/10.1037/edu0000883
Grunschel, C., Wloch, L., Gadosey, C. K., Mülbe, S. von der, Bäulke, L., Daumiller, M., & Dresel, M. (2024). Behavioral and emotional academic procrastination scale. Zeitschrift Für Entwicklungspsychologie Und Pädagogische Psychologie, 56(4), 175–185. https://doi.org/10.1026/0049-8637/a000298
Fritz, T., González Cruz, H., Janke, S., & Daumiller, M. (2024). How to best measure academic dishonesty in students. European Journal of Psychological Assessment, 40(6), 498–514. https://doi.org/10.1027/1015-5759/a000861
Özbek, T., Daumiller, M., Roshany-Tabrizi, A., Mömke, T., & Kollar, I. (2024). Friendship or feedback? – Relations between computer science students’ goals, technology acceptance, use of an online peer feedback tool, and learning. Computers in Human Behavior Reports, 16, 100540. https://doi.org/10.1016/j.chbr.2024.100540
Daumiller, M., & Dresel, M. (2023). Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach. Contemporary Educational Psychology, 72, 102124. https://doi.org/10.1016/j.cedpsych.2022.102124
Daumiller, M., Fasching, M. S., Dickhäuser, O., & Dresel, M. (2023). Teachers’ achievement goals and teaching practices: A standardized lesson diary approach. Teaching and Teacher Education, 127, 104079. https://doi.org/10.1016/j.tate.2023.104079
Daumiller, M., Rinas, R., & Dresel, M. (2023). Relevance of students’ goals for learning engagement and knowledge gains in an online learning course. Behavioral Sciences, 13(2), 161. https://doi.org/10.3390/bs13020161
Lüftenegger, M., Daumiller, M., & Schoon, I. (2023). Navigating the pandemic and future crises. Zeitschrift Für Psychologie, 231(3), 175–176. https://doi.org/10.1027/2151-2604/a000526
Grassinger, R., Weiß, K., & Daumiller, M. (2023). Motivationale Handlungskonflikte zwischen Sport, Schule und Freizeit. Zeitschrift Für Sportpsychologie, 30(1), 14–22. https://doi.org/10.1026/1612-5010/a000373
Daumiller, M., Janke, S., Butler, R., Dickhäuser, O., & Dresel, M. (2023). Merits and limitations of latent profile approaches to teachers’ achievement goals: A multi-study analysis. PLOS ONE, 18(4), e0284608. https://doi.org/10.1371/journal.pone.0284608
Rinas, R., Kiltz, L., Dresel, M., & Daumiller, M. (2023). How university instructors’ achievement goals are related to subjective well-being: A cross-lagged panel analysis. Journal of Educational Psychology, 115(8), 1141–1157. https://doi.org/10.1037/edu0000809
Daumiller, M., Rinas, R., Schoon, I., & Lüftenegger, M. (2023a). How did COVID-19 affect education and what can be learned moving forward? Zeitschrift Für Psychologie, 231(3), 177–191. https://doi.org/10.1027/2151-2604/a000527
Fritz, T., González Cruz, H., Janke, S., & Daumiller, M. (2023). Elucidating the associations between achievement goals and academic dishonesty: A meta-analysis. Educational Psychology Review, 35(1). https://doi.org/10.1007/s10648-023-09753-1
Daumiller, M., Janke, S., Rinas, R., Hein, J., Dickhäuser, O., & Dresel, M. (2023). Different time and context = Different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions. Contemporary Educational Psychology, 72, 102139. https://doi.org/10.1016/j.cedpsych.2022.102139
Janke, S., Fritz, T., Cruz, H. G., Rudert, S. C., & Daumiller, M. (2023). Entwicklung und Überprüfung einer Kurzskala zur Messung akademischen Betrugsverhaltens im Selbstbericht. Diagnostica, 69(4), 207–217. https://doi.org/10.1026/0012-1924/a000317
Putwain, D. W., & Daumiller, M. (2023). A Network Analysis of Control–Value Appraisals and Classroom-Related Enjoyment, Boredom, and Pride. Education Sciences, 13(3), 239. https://doi.org/10.3390/educsci13030239
Keller, M. V., Oezsoy, M., Dresel, M., & Daumiller, M. (2023). Warum verhalten sich Menschen im Alltag klimaschützend. PsyArXiv. https://doi.org/10.31219/osf.io/qszkx
Daumiller, M., Rinas, R., Schoon, I., & Lüftenegger, M. (2023b). How did covid-19 affect education and what can be learned moving forward? A systematic meta-review of systematic reviews and meta-analyses. PsyArXiv. https://doi.org/10.31234/osf.io/g4smq
Fritz, T. M., González Cruz, H., Rudert, S. C., Janke, S., & Daumiller, M. (2023). Relations between achievement goals and academic dishonesty in undergraduate students: a two-wave prospective survey study and moderator analyses. PsyArXiv. https://doi.org/10.31234/osf.io/8jg6x
Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O., & Dresel, M. (2023). Teaching quality in higher education. European Journal of Psychological Assessment, 39(3), 176–181. https://doi.org/10.1027/1015-5759/a000700
Lazarides, R., Schiefele, U., Daumiller, M., & Dresel, M. (2023). How do teachers’ motivation and emotion influence their instructional behaviour? A synthesis of theoretical approaches and empirical findings. Open science framework. https://doi.org/10.31219/osf.io/rgyat
Daumiller, M., & Wisniewksi, B. (2023). Das 4K-Rätsel – Wie Schule Kompetenzen fördern soll, die keine sind. PsyArXiv. https://doi.org/10.31234/osf.io/f2jm3
Daumiller, M., Fritz, T. M., González Cruz, H., Rudert, S. C., & Janke, S. (2023). Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms. PsyArXiv. https://doi.org/10.31234/osf.io/n2jhu
Daumiller, M. (2023). Achievement goals: the past present, and possible future of achievement goal research in the context of learning and teaching. PsyArXiv. https://doi.org/10.31234/osf.io/xn2v5
Fritz, T. M., González Cruz, H., Janke, S., & Daumiller, M. (2023). How to best measure academic dishonesty in students: a systematic review of self-report assessment methods and psychometric quality. PsyArXiv. https://doi.org/10.31234/osf.io/ag5jp
Holzer, A., & Daumiller, M. (2023). Building trust in the classroom: perspectives from students and teachers. PsyArXiv. https://doi.org/10.31234/osf.io/uy75g
Keller, M. V., Dresel, M., & Daumiller, M. (2023). Do achievement goals and self-efficacy matter for feedback use? PsyArXiv. https://doi.org/10.31234/osf.io/6pzbq
Daumiller, M., Nett, U., & Putwain, D. W. (2023). Complex dynamics: investigation of within and between person relationships between achievement emotions and emotion regulation during exam preparation through dynamic network modelling. PsyArXiv. https://doi.org/10.31234/osf.io/qwgaf
Wekerle, C., Daumiller, M., Janke, S., Dickhäuser, O., Dresel, M., & Kollar, I. (2023). Putting ICAP to the test: how are technology-enhanced learning ac-tivities related to cognitive and affective-motivational learning out-comes in higher education? PsyArXiv. https://doi.org/10.31234/osf.io/gh29v
Bardach, L., Daumiller, M., & Lüftenegger, M. (2023). Multiple social and academic achievement goals: Students’ goal profiles and their linkages. The Journal of Experimental Education, 91(4), 655–675. https://doi.org/10.1080/00220973.2022.2081959
González Cruz, H., Fritz, T. M., Rudert, S. C., Daumiller, M., & Janke, S. (2023). Differential effects of honesty-humility and descriptive norms across the seriousness dimension of academic dishonesty. PsyArXiv. https://doi.org/10.31234/osf.io/z73mh
Theobald, M., Bäulke, L., Bellhäuser, H., Breitwieser, J., Mattes, B., Brod, G., Daumiller, M., Dresel, M., Liborius, P., & Nückles, M. (2023). A multi-study examination of intra-individual feedback loops between competence and value beliefs, procrastination, and goal achievement. Contemporary Educational Psychology, 74, 102208. https://doi.org/10.1016/j.cedpsych.2023.102208
Daumiller, M., Fasching, M. S., Steuer, G., Dickhäuser, O., & Dresel, M. (2022). Corrigendum to “From teachers’ personal achievement goals to students’ perceptions of classroom goal structures: via student-oriented goals and specific instructional practices” [Teaching and teacher education 111 (2022) 103617]. Teaching and Teacher Education, 116, 103693. https://doi.org/10.1016/j.tate.2022.103693
Rinas, R., Dresel, M., & Daumiller, M. (2022). Faculty subjective well-being: An achievement goal approach. International Journal of Educational Research, 115, 101942. https://doi.org/10.1016/j.ijer.2022.101942
Schwab, C., Frenzel, A. C., Daumiller, M., Dresel, M., Dickhäuser, O., Janke, S., & Marx, A. K. G. (2022). “I’m tired of black boxes!”: A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis. PLOS ONE, 17(10), e0272738. https://doi.org/10.1371/journal.pone.0272738
Wekerle, C., Daumiller, M., & Kollar, I. (2022). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1–17. https://doi.org/10.1080/15391523.2020.1799455
Schwarzenthal, M., Daumiller, M., & Civitillo, S. (2022). Investigating the sources of teacher intercultural self-efficacy: a three-level study using TALIS 2018. PsyArXiv. https://doi.org/10.31234/osf.io/un5zv
Daumiller, M., Fasching, M. S., Steuer, G., Dresel, M., & Dickhäuser, O. (2022). From teachers’ personal achievement goals to students’ perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices. Teaching and Teacher Education, 111, 103617. https://doi.org/10.1016/j.tate.2021.103617
Daumiller, M., Rinas, R., & Breithecker, J. (2022). Elite athletes’ achievement goals, burnout levels, psychosomatic stress symptoms, and coping strategies. International Journal of Sport and Exercise Psychology, 20(2), 416–435. https://doi.org/10.1080/1612197x.2021.1877326
Daumiller, M., Fasching, M., Dickhäuser, O., & Dresel, M. (2022). Teachers’ achievement goals and teaching practices: a lesson diary approach. PsyArXiv. https://doi.org/10.31234/osf.io/ks2n8
Daumiller, M., Rinas, R., & Dresel, M. (2022). Relevance of students’ goals for learning engagement and knowledge gains in an online learning course. PsyArXiv. https://doi.org/10.31234/osf.io/k2z7y
Keller, M. V., Rinas, R., Janke, S., Dickhäuser, O., Dresel, M., & Daumiller, M. (2022). Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching. PsyArXiv. https://doi.org/10.31234/osf.io/smkw8
Özsoy, M. D., Rinas, R., Kiltz, L., Dresel, M., & Daumiller, M. (2022). Wer fühlt sich gut und wer nicht? Subjektives Wohlbefinden und Coping von Hochschuldozierenden. PsyArXiv. https://doi.org/10.31234/osf.io/phvxy
Daumiller, M., & Wisniewksi, B. (2022). Lerntypen – Warum es sie nicht gibt und sie sich trotzdem halten. PsyArXiv. https://doi.org/10.31234/osf.io/uzyae
Daumiller, M., Janke, S., Rinas, R., Dickhäuser, O., & Dresel, M. (2022). Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance. Higher Education, 83(6), 1183–1206. https://doi.org/10.1007/s10734-021-00736-1
Rinas, R., Kiltz, L., Dresel, M., & Daumiller, M. (2022). Temporal ordering of achievement goals and subjective well-being in faculty. Open Science Framework. https://doi.org/10.31219/osf.io/4dyu9
Janke, S., Messerer, L. A. S., & Daumiller, M. (2022). Motivational development in times of campus closure: Longitudinal trends in undergraduate students’ need satisfaction and intrinsic learning motivation. British Journal of Educational Psychology, 92(4), 1582–1596. https://doi.org/10.1111/bjep.12522
Putwain, D. W., Stockinger, K., Embse, N. P. von der, Suldo, S. M., & Daumiller, M. (2021). Test anxiety, anxiety disorders, and school-related wellbeing: Manifestations of the same or different constructs? Journal of School Psychology, 88, 47–67. https://doi.org/10.1016/j.jsp.2021.08.001

Professional Associations

Journals

Organized Meetings

Event / Meeting	Role / Responsibility	Period
International Conference on Motivation	Organizer	08/2026
International Conference on Motivation	Organizer	08/2024
EARLI Meeting	Safe Conference Care Committee	08/2023
International College of Interdisciplinary Educational Research Conference	Organizer	11/2023
Lecture Series “Ways into and out of Science”	Organizer	04/2023–11/2023
Workshop Series “Writing in Educational Research”	Organizer	02/2021–10/2021
EARLI SIG8 Junior and Early Career Researchers Virtual Conference	Organizer	05/2020–09/2020
EARLI SIG8+16 Meeting	International Organizing Committee	08/2020–09/2020
Interdisciplinary Writing Camp in Empirical Educational Research	Organizer	07/2020–08/2020
Fall School “Ways out of the Science Crisis”	Organizer	10/2019
JURE 2019	International Organizing Committee	08/2019
Research Symposium on Educational Research	Organizer	05/2019
Research Symposium on Educational Research	Organizer	03/2018
Research Symposium on Educational Research	Organizer	11/2017
Research Symposium on Educational Research	Organizer	10/2016

Summer Semester 2026

Seminars Essential Pedagogy for Psychotherapy

Skill – Project Oriented Learning II

Colloquium II – Learning and Instruction Summer

Winter Semester 2025/26

Lecture Educational Psychology

Seminars Educational Psychology

Empirical Project Supervision

Skill Projected Oriented Learning I

Colloquium I – Learning and Instruction Winter