Oliver Dickhäuser
Biographic Data
| ID | 2560337 |
|---|---|
| NAME | Oliver Dickhäuser |
| GIVEN NAMES | Oliver |
| FAMILY NAME | Dickhäuser |
| SIGNATURE | DICKHÄUSER O |
| AFFILIATIONS | University of Mannheim |
| ORCID | 0000-0002-3126-8398 |
| VERIFIED | Yes |
| TOTAL WORKS | 41 |
| TOTAL CITATIONS | 89 |
| AUTHOR COUNT | 40 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Perceived academic freedom of researchers and relationships with motivation and well-being
Academic freedom is experienced variably despite similar structural protections. • Lack of funding and bureaucracy most often limit perceived freedom. • Perceived freedom positively links to autonomy, mastery, and job satisfaction. • Work strain increases when academic freedom is perceived as restricted. • Perceived academic freedom matters beyond formal structural guarantees. Academic freedom is widely recognized as a cornerstone of higher educa…
A dual-process model of early career researchers’ well-being
Early-career researchers are simultaneously subject to a work environment that offers academic freedom but also requires juggling teaching, research, and administration, which can be particularly challenging for this population. As such, higher education systems provide both resources that could foster well-being and demands that could enhance feelings of strain. To further understand these factors, we synthesize central tenets of job-demands-res…
Will I be successful in my PhD? The role of person-environment fit for doctoral success
Undertaking a PhD is a personal commitment that involves considerable uncertainty, and many doctoral candidates face significant challenges along the way. However, few studies have examined pre-PhD predictors of later success. We propose that both the extent to which PhD candidates perceive their needs to be met by the supplies of a PhD (needs–supplies fit) and the extent to which their abilities match the demands of a PhD (demands–abilities fit)…
Learning from errors in mathematics classrooms
BackgroundErrors 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' error reactions. A theoretically plausible facilitator to this end is the perceived error climate in t…
Bridging teacher motivation and instruction
BackgroundAchievement 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 behaviours remain unclear. This study focuses on student-oriented goals as a potential process element and construct in its own right.AimsWe aim to uncover the associations of teachers' personal goals and self-efficacy beliefs with specific tea…
On the influence of social norms on individual achievement goals
BackgroundIndividual achievement goals are influenced by the learning context, such as the classroom. In this social space, social norms emerge and shape motivation and behaviour. Classroom goal structures reflect injunctive norms (what is considered acceptable) and influence individual achievement goals. The role that descriptive norms (what others typically do or think) play in individual achievement goals is unclear. We propose that peer achie…
Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching
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 education teaching. To address these research gaps, analyses on both the within and between teacher …
Berufsfelder der Pädagogischen Psychologie
Dieses Buch informiert lebhaft über die vielfältigen Berufsfelder der Pädagogischen Psychologie sowohl für Studierende und Lehrende.
Will I be happy in this major? Predicting intrinsic motivation and subjective well-being with prospective students’ well-being forecast and interest-major fit forecast
Choosing a field of study (study major) is challenging for prospective students. However, little research has examined factors measured prior to enrollment to predict motivation and well-being in a specific study major. Based on literature on affective forecasting and person-environment fit, prospective students’ well-being forecast could be such a factor. However, affective forecasts are often biased by individuals’ inaccurate theories about wha…
Teachers’ achievement goals and teaching practices
Need satisfaction and achievement goals of university faculty
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 faculty from specific educational contexts being studied—neglecting those from other higher educati…
Everything right or nothing wrong? Regulatory fit effects in an e-learning context
Feedback is a key factor in helping individuals to self-regulate their learning behavior. Informative feedback, as a very basic form of feedback informing learners about the correctness of their answers, can be framed in different ways emphasizing either what was correct or what must be improved. The regulatory focus theory describes different strategic orientations of individuals towards goals, which may be associated with different effects of d…
From teachers' personal achievement goals to students’ perceptions of classroom goal structures
Schüler*innen und Studierende motivieren
The Effect of a Computerized Growth-Mindset Intervention on Teaching Students’ Mindset and Cognitive Stress Appraisal
The present study assessed the impact of a one-time computerized mindset intervention on teaching students’ cognitive stress appraisal before an upcoming exam. Previous research highlights the long-term effectiveness of growth-mindset interventions. Based on theoretical assumptions derived from the transactional stress theory as well as recent empirical evidence on intelligence mindset and stress, we proposed that changing students’ mindset would…
Shifting from face-to-face to online teaching during Covid-19
Motivational school climate and teachers' achievement goal orientations
BackgroundTeachers' 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 few studies that exist on the issue are limited as analyses were only conducted at the individual lev…
Humor in university teaching
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. In Study 1, 229 teachers (79 female; 159 PhDs; 33 full professors) participated with 387 courses wh…
Do preservice teachers’ judgments and judgment accuracy depend on students’ characteristics? The effect of gender and immigration background
Implicit and explicit attitudes toward Turkish students in Germany as a function of teachers’ ethnicity
Effects of a brief psychological intervention on students' sense of belonging and educational outcomes
(Biased) Grading of Students’ Performance
Biases in pre-service teachers’ evaluations of students’ performance may arise due to stereotypes (e.g., the assumption concerning a lower potential of students with a migrant background). This study examines the effects of migrant background, performance level, and implicit attitudes toward individuals with a migrant background on performance assessment (assigned grades and number of counted errors in dictation). Pre-service teachers (N=203) gra…
Comparing global judgments and specific judgments of teachers about students' knowledge
Longitudinal relations between teaching-related motivations and student-reported teaching quality
Assessing task difficulty for other people
Longitudinal relations between teaching-related motivations and student-reported teaching quality
Factors underlying expectancies of success and achievement
It has been assumed that task-specific self-concepts are more important than general self-concepts in determining expectancies of success and subsequent achievement. The authors argue here that the influence varies depending on need for cognition (NFC). Findings from Study 1 (N=104) showed that expectancies of success in an academic task could be predicted from specific self-concept for individuals with a high NFC and from general self-concept fo…
From teachers' personal achievement goals to students’ perceptions of classroom goal structures
Effects of a brief psychological intervention on students' sense of belonging and educational outcomes
The role of perceived need satisfaction at work for teachers' work-related learning goal orientation
Implicit and explicit attitudes toward Turkish students in Germany as a function of teachers’ ethnicity
Teachers’ achievement goals and teaching practices
Do preservice teachers’ judgments and judgment accuracy depend on students’ characteristics? The effect of gender and immigration background
The case of Pinocchio
Learning from errors in mathematics classrooms
BackgroundErrors 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' error reactions. A theoretically plausible facilitator to this end is the perceived error climate in t…
Comparing global judgments and specific judgments of teachers about students' knowledge
On the influence of social norms on individual achievement goals
BackgroundIndividual achievement goals are influenced by the learning context, such as the classroom. In this social space, social norms emerge and shape motivation and behaviour. Classroom goal structures reflect injunctive norms (what is considered acceptable) and influence individual achievement goals. The role that descriptive norms (what others typically do or think) play in individual achievement goals is unclear. We propose that peer achie…
Everything right or nothing wrong? Regulatory fit effects in an e-learning context
Feedback is a key factor in helping individuals to self-regulate their learning behavior. Informative feedback, as a very basic form of feedback informing learners about the correctness of their answers, can be framed in different ways emphasizing either what was correct or what must be improved. The regulatory focus theory describes different strategic orientations of individuals towards goals, which may be associated with different effects of d…
Motivational school climate and teachers' achievement goal orientations
BackgroundTeachers' 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 few studies that exist on the issue are limited as analyses were only conducted at the individual lev…
Need for cognition, task difficulty, and the formation of performance expectancies
In the present article, the authors analyze how performance expectancies are generated and how they affect actual performance. The authors predicted that task difficulty would affect performance expectancies only when cognitive motivation (i.e., need for cognition [NFC]) and cognitive capacity are high. This should be the case because analyzing task difficulty is a process requiring cognitive capacity as well as cognitive motivation. The findings…
Gender Differences in the Choice of Computer Courses
Bridging teacher motivation and instruction
BackgroundAchievement 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 behaviours remain unclear. This study focuses on student-oriented goals as a potential process element and construct in its own right.AimsWe aim to uncover the associations of teachers' personal goals and self-efficacy beliefs with specific tea…
Self-control strength in the relation between trait test anxiety and state anxiety
How need for cognition affects the formation of performance expectancies at school
Coursework selection
Background. Choice behaviour has far-reaching consequences on students' educational careers. Previous models on course selection for example, the model of achievement-related choices (Wigfield & Eccles, 2000) and of self-efficacy theory (Bandura, 1997), stress the importance of ability perceptions (self-concept of ability) as major determinants of choice.Aim. This article suggests a model of course selection, which assumes that comparisons within…
Gender Differences in the Choice of Computer Courses
Coursework selection
Background. Choice behaviour has far-reaching consequences on students' educational careers. Previous models on course selection for example, the model of achievement-related choices (Wigfield & Eccles, 2000) and of self-efficacy theory (Bandura, 1997), stress the importance of ability perceptions (self-concept of ability) as major determinants of choice.Aim. This article suggests a model of course selection, which assumes that comparisons within…
Factors underlying expectancies of success and achievement
It has been assumed that task-specific self-concepts are more important than general self-concepts in determining expectancies of success and subsequent achievement. The authors argue here that the influence varies depending on need for cognition (NFC). Findings from Study 1 (N=104) showed that expectancies of success in an academic task could be predicted from specific self-concept for individuals with a high NFC and from general self-concept fo…
Messung dispositioneller Selbstkontroll-Kapazität
Selbstkontrolle ist definiert als die Überwindung oder Modifikation von Reaktionstendenzen. Die dispositionelle Selbstkontroll-Kapazität hängt positiv gerichtet mit einer Vielzahl von Maßen adaptiven Verhaltens zusammen. Zur ökonomischen Messung dispositioneller Selbstkontroll-Kapazität wurde in der vorliegenden Arbeit die vornehmlich eingesetzte Kurzform der Self-Control Scale von Tangney, Baumeister und Boone (2004) ins Deutsche adaptiert. Dazu…
Die Rolle von Eltern, Peers und intrinsischem Wert für die rezeptive hochkulturelle Praxis von Gymnasiasten der Sekundarstufe II
Warum verbringen Schüler Freizeit mit der Teilhabe an (hoch-)kulturellen Aktivitäten und Ereignissen? Frühere Studien zeigten Effekte von sozialem Hintergrund und Persönlichkeitsvariablen, die aufgeklärte Varianz war jedoch gering. Wir haben daher zusätzlich zur Offenheit für Ästhetik und zur wahrgenommenen kulturellen Affinität von Eltern und von Peers die Rolle des intrinsischen Wertes der Aktivität als Prädiktor bei N = 235 Gymnasiasten der Se…
How need for cognition affects the formation of performance expectancies at school
Need for cognition, task difficulty, and the formation of performance expectancies
In the present article, the authors analyze how performance expectancies are generated and how they affect actual performance. The authors predicted that task difficulty would affect performance expectancies only when cognitive motivation (i.e., need for cognition [NFC]) and cognitive capacity are high. This should be the case because analyzing task difficulty is a process requiring cognitive capacity as well as cognitive motivation. The findings…
The case of Pinocchio
Self-control strength in the relation between trait test anxiety and state anxiety
“Of course I will …”
How Task Experience Influences Students' Performance Expectancies
The importance of performance expectancies for predicting behavior has long been highlighted in research on expectancy-value models. These models do not take into account that expectancies may vary in terms of their certainty. The study tested the following predictions: task experience leads to a higher certainty of expectancies; certainty and mean expectancies are empirically distinguishable; and expectancies held with high certainty are more ac…
Role of self-control strength in the relation between anxiety and cognitive performance
In the present work, we examine the role of self-control resources within the relationship between anxiety and cognitive test performance. We argue that self-control is required for keeping attention away from anxiety-related worries, which would otherwise distract a person from performing on the test. In Study 1 (N = 67) and Study 2 (N = 96), we found that state anxiety was negatively related to performance of verbal learning and mental arithmet…
Detecting Lies and Truths in Social Work
The ability to distinguish between truthful and deceptive statements has been argued to be essential for social workers. The present study investigated the relationship between occupational experience, suspicion level, situational familiarity, judgemental truth or lie bias, and social workers' accuracy in detecting lie and truth. Each of the 125 social workers, whose role is to counsel the unemployed, rated fourteen video fragments of stimulus pe…
The Relationship Between Self‐Compassion and Well‐Being
BACKGROUND: Self-compassion describes a positive and caring attitude of a person toward her- or himself in the face of failures and individual shortcomings. As a result of this caring attitude, individuals high in self-compassion are assumed to experience higher individual well-being. The present meta-analysis examines the relationship between self-compassion and different forms of well-being. METHOD: The authors combined k = 79 samples, with an …
Saving cognitive resources when possible
The role of perceived need satisfaction at work for teachers' work-related learning goal orientation
Assessing task difficulty for other people
Longitudinal relations between teaching-related motivations and student-reported teaching quality
(Biased) Grading of Students’ Performance
Biases in pre-service teachers’ evaluations of students’ performance may arise due to stereotypes (e.g., the assumption concerning a lower potential of students with a migrant background). This study examines the effects of migrant background, performance level, and implicit attitudes toward individuals with a migrant background on performance assessment (assigned grades and number of counted errors in dictation). Pre-service teachers (N=203) gra…
Comparing global judgments and specific judgments of teachers about students' knowledge
Do preservice teachers’ judgments and judgment accuracy depend on students’ characteristics? The effect of gender and immigration background
Implicit and explicit attitudes toward Turkish students in Germany as a function of teachers’ ethnicity
Effects of a brief psychological intervention on students' sense of belonging and educational outcomes
Humor in university teaching
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. In Study 1, 229 teachers (79 female; 159 PhDs; 33 full professors) participated with 387 courses wh…
Schüler*innen und Studierende motivieren
Psychology (34 works) · Social Psychology (25 works) · Education, Achievement, and Giftedness (18 works) · Motivation and Self-Concept in Sports (17 works) · Mathematics education (16 works) · Social Psychology (16 works) · Developmental psychology (12 works) · Pedagogy (11 works) · Cognition (8 works) · Cognitive psychology (8 works)