Diana Raufelder
Biographic Data
| ID | 2746121 |
|---|---|
| NAME | Diana Raufelder |
| GIVEN NAMES | Diana |
| FAMILY NAME | Raufelder |
| SIGNATURE | RAUFELDER D |
| AFFILIATIONS | Universität Greifswald |
| ORCID | 0000-0003-2977-4459 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Stress trajectories in first-year teacher education
The transition into teacher education is a critical but understudied phase of psychological adjustment. This study examines the development of study-related stress among first-year student teachers using the Job Demands – Resources (JD-R) model. Based on three measurement waves, growth-curve modelling was applied to 620 student teachers (76% female, 23.2% male, 0.8% diverse; Mage = 20.1). Stress followed a quadratic trajectory – high at entry, de…
Emotional and motivational experiences in teacher–student relationships and psychological need satisfaction during adolescence
BACKGROUND: Emotional and motivational aspects of teacher-student relationships are central to adolescents' psychological need satisfaction and academic development. However, few longitudinal studies examine how these relational experiences evolve during adolescence or co-occur with emotional-motivational functioning. AIMS: Drawing on the Self-Determination Theory and recent models of emotion transmission in classrooms, this study aims to explore…
Introducing the Socio‐Emotional School Experiences Adaptation ( Sesea ) model
BACKGROUND: Social and emotional experiences play a central role in the daily lives of both students and teachers. Although emotions and social relationships are deeply interwoven-each shaping and reinforcing the other-emotional experiences and social dynamics are still considered largely in isolation, with limited attention being given to contextual, interpersonal and individual factors that influence them. AIMS: Accordingly, this paper introduc…
Disentangling the complex interplay in classroom relationships
Positive relationships between teachers and students are one of the most crucial but also most complex determinants of successful teaching and learning processes. In the last few decades, many attempts have been made to conceptualize teacher-student relationships (TSR) in theoretical models. Until now, however, a precise definition of TSR as well as a comprehensive model distinguishing between teacher-student interactions and relationships, inclu…
Sozio-emotionale Schulerfahrungen von Schüler
Need satisfaction and frustration profiles as a lens to understand emotions in student teachers in the school placement
Student teachers experience different emotions during their school placement that are essential for their professional development. Based on self-determination theory, this study investigates how the satisfaction and frustration of basic psychological needs—autonomy, competence, and relatedness—are associated with these emotions. Using a person-centred approach, 203 Austrian secondary student teachers filled in a questionnaire before and after th…
Transitions in motivation across self-directed and teacher-directed learning
This study examined the motivational profiles of 754 students (grades 6–9) under Self-Determination Theory, analyzing transitions across self-directed learning (SDL) and teacher-directed instruction (TDI). Using latent profile and transition analysis, five profiles emerged: high-quality, high-quantity, low-quality, low-quantity, and moderately motivated. Results showed that shifts depended on psychological need fulfillment—autonomy, competence, r…
Mind, brain and education—Neuromechanisms during child development
Neural and behavioural correlates of adolescents changing academic self-concept
BackgroundMid-adolescence is an important phase of self-development in various domains including academics as well as for changes in the neural mechanisms underlying the self-concept. Students' academic self-concept (ASC) is affected by educational achievements and social others (such as teachers and peers). To what extent these external influences relate to neural dynamics during adolescents' self- and other-evaluations (i.e. of friends and teac…
How Do Primary and Early Secondary School Students Report Dealing with Positive and Negative Achievement Emotions in Class? A Mixed-Methods Approach
Students experience both positive and negative emotions during lessons. However, little research has been conducted into students’ perspectives on how they deal with these emotions. For this reason, the current study aimed to investigate how students perceive, deal with, and interact in emotional classroom situations, using a mixed-methods approach. In Study 1, 28 primary school children in the fourth grade drew pictures of achievement-emotion si…
The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum
The emotional well-being of individuals is largely dependent on the quality of their social relationships, as acknowledged by self-determination theory and the belongingness hypothesis. While the significance of high-quality relationships for teachers has received increasing attention in empirical research, little is known about the impact of social relationships on student teachers' emotions in the practicum, especially from a quantitative persp…
Academic self-concept, achievement, and goal orientations in different learning environments
Stage-Environment Fit Theory underlines the role of learning environments and their match with students’ needs as crucial for students’ motivation and learning. This study explores the mediation role of goal orientations in the interplay of academic self-concept and achievement in mathematics and verbal domains in student-directed and teacher-directed learning environments. The sample consists of 1153 adolescent students ( M age t1 = 13.97; SD = …
Examining different motivational patterns in individualized learning
Sozio-emotionale Schulerfahrungen von Schüler
Soziale Interaktionen und Beziehungen im Schulkontext sind nicht nur einer der wichtigsten Bausteine für gelingende Lehr‐/Lernprozesse, sondern auch zentral für eine gesunde Entwicklung von Schüler:innen. Mit diesen Beziehungen verwoben sind Emotionen von Schüler:innen, welche ebenfalls eng mit dem schulischen Erfolg zusammenhängen und die das Erleben der individuellen Schulrealität maßgeblich prägen. Daher gibt der folgende Stichwortbeitrag eine…
Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7)
This paper describes the development and validation of an instrument to assess how students deal with emotionally challenging classroom situations (the DECCS Questionnaire). The questionnaire is based on a vignette with one learning and one performance situation in a classroom, and is intended for students in grades 4 to 7. On a sample of N = 639 students ( M age = 10.6 years; SD = 1.25, 52.4% girls) in northwest Germany, factor analytic procedur…
Biophysiological stress markers relate differently to grit and school engagement among lower- and higher-track secondary school students
BackgroundThis study examines the relationship between adolescents' biophysiological stress (i.e. cortisol, alpha-amylase and oxidative stress) and the development of grit and school engagement over one school year.AimsThe study aims to identify how objective stress affects grit and three dimensions of school engagement. Based on the conservation of resources (COR) theory, the study considers lower- and higher-track school students and their gend…
Adolescents' expectancy–value profiles in school context
INTRODUCTION: Using the situated expectancy-value theory, it becomes possible to explain motivational functioning across alternating learning conditions not only at a particular moment but also over time. The situated expectancy-value theory provides evidence for the critical role of context. The present research examines how adolescents' success expectancies, task values, and effort develop when the conditions of the academic environment change.…
Adolescents' enjoyment and effort in class
The role of social belonging and exclusion at school and the teacher–student relationship for the development of learned helplessness in adolescents
BACKGROUND: Based on learned helplessness theory and conservation of resources theory, the present study explores the role of schools' social environments (i.e., school belonging, school exclusion, and teacher-student relationships) as potential buffers and amplifiers in students' development of learned helplessness during adolescence. AIMS: We examine whether school belonging, school exclusion, and teacher-student relationship moderate the longi…
Needs satisfaction and motivation among adolescent boys and girls during self‐directed learning intervention ☆
INTRODUCTION: Self-directed learning (SDL) fosters adolescents' needs satisfaction. According to self-determination theory, meeting adolescents' needs for autonomy, competence and relatedness is essential for their motivation. However, students' needs satisfaction and motivation tend to decrease during adolescence and the rate of decrease varies by gender. Prior research within the self-determination theory literature has described adolescents in…
School‐related pressure and parental support as predictors of change in student stress levels from early to middle adolescence
Introduction One major stressor of adolescents relates to the pressure students perceive from their parents accompanied by high academic expectations, while in contrast parental support is related to low levels of stress. However, it is not clear whether the perceived parental pressure and support contribute to a change in students’ stress level from early to middle adolescence and if there are differences among students from low vs. high track s…
Interest, flow and learning strategies how the learning context affects the moderating function of flow
Using a sample of 787 German students in 6th/7th grades (Mage = 12.9; SD = .70; 53.6% female) latent means of interest, flow experience, and learning strategies (elaboration, control strategies, and persistence) were compared from two contrasting learning contexts [teacher-directed learning (TDL) and making (self-directed learning)], and based on this, the interplay of the variables was compared, taking into account the moderating role of flow ex…
Do Belonging and Social Exclusion at School Affect Structural Brain Development During Adolescence
Students’ sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students’ well-being and academic performance. Aiming to understand how feelings of school-related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire-based data and MRI data from 71 adolescent students (37 females, Mage at t1 = 15.0; t2 = 16.1…
Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten
Control-value theory in the context of teaching
BackgroundStudents' self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations.AimsReferring to Pekrun's control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the relation between student-level mathematics self-concept at the beginning of the school year and students' ac…
Sozio-emotionale Schulerfahrungen von Schüler
Soziale Interaktionen und Beziehungen im Schulkontext sind nicht nur einer der wichtigsten Bausteine für gelingende Lehr‐/Lernprozesse, sondern auch zentral für eine gesunde Entwicklung von Schüler:innen. Mit diesen Beziehungen verwoben sind Emotionen von Schüler:innen, welche ebenfalls eng mit dem schulischen Erfolg zusammenhängen und die das Erleben der individuellen Schulrealität maßgeblich prägen. Daher gibt der folgende Stichwortbeitrag eine…
Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7)
This paper describes the development and validation of an instrument to assess how students deal with emotionally challenging classroom situations (the DECCS Questionnaire). The questionnaire is based on a vignette with one learning and one performance situation in a classroom, and is intended for students in grades 4 to 7. On a sample of N = 639 students ( M age = 10.6 years; SD = 1.25, 52.4% girls) in northwest Germany, factor analytic procedur…
Biophysiological stress markers relate differently to grit and school engagement among lower- and higher-track secondary school students
BackgroundThis study examines the relationship between adolescents' biophysiological stress (i.e. cortisol, alpha-amylase and oxidative stress) and the development of grit and school engagement over one school year.AimsThe study aims to identify how objective stress affects grit and three dimensions of school engagement. Based on the conservation of resources (COR) theory, the study considers lower- and higher-track school students and their gend…
Neural and behavioural correlates of adolescents changing academic self-concept
BackgroundMid-adolescence is an important phase of self-development in various domains including academics as well as for changes in the neural mechanisms underlying the self-concept. Students' academic self-concept (ASC) is affected by educational achievements and social others (such as teachers and peers). To what extent these external influences relate to neural dynamics during adolescents' self- and other-evaluations (i.e. of friends and teac…
Adolescents’ Socio‐Motivational Relationships With Teachers, Amygdala Response to Teacher's Negative Facial Expressions, and Test Anxiety
The amygdala is essential for processing emotions, including the processing of aversive faces. The aim of this multimethodological study was to relate the amygdala reactivity of students (N = 88) toward teachers' fearful and angry faces, to students' relationship with their teachers. Furthermore, students' neural responses during the perception of teachers' faces were tested as predictors of test anxiety (controlling for neuroticism as a potentia…
Control-value theory in the context of teaching
BackgroundStudents' self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations.AimsReferring to Pekrun's control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the relation between student-level mathematics self-concept at the beginning of the school year and students' ac…
Loneliness and Adolescents’ Neural Processing of Self, Friends, and Teachers
The present interdisciplinary study explored whether perceived loneliness is associated with ventromedial prefrontal cortex (vMPFC) activation during self- and social judgments (friends and teachers) in adolescents. Moreover, we examined how vMPFC activity is related to the academic self-concept (ASC). Results of manifest path analysis indicated that high perceived loneliness was related to lower neural response to self-judgments. In turn, high n…
Beziehungen in Schule und Unterricht. Teil 1
Adolescents’ Socio‐Motivational Relationships With Teachers, Amygdala Response to Teacher's Negative Facial Expressions, and Test Anxiety
The amygdala is essential for processing emotions, including the processing of aversive faces. The aim of this multimethodological study was to relate the amygdala reactivity of students (N = 88) toward teachers' fearful and angry faces, to students' relationship with their teachers. Furthermore, students' neural responses during the perception of teachers' faces were tested as predictors of test anxiety (controlling for neuroticism as a potentia…
The Influence of Social Relationships on Conduct Problems in School Context - Does School Engagement Matter
There has been an increase in the prevalence of problem behavior during adolescence over the last decades. Thereby, studies have found that social bonds and relationships as well as school engagement as a form of connectedness play an important protective role. However, less is know whether school engagement is as a potential mediator in the association of social relationships with peers and teachers and conduct problems. The current study examin…
Loneliness and Adolescents’ Neural Processing of Self, Friends, and Teachers
The present interdisciplinary study explored whether perceived loneliness is associated with ventromedial prefrontal cortex (vMPFC) activation during self- and social judgments (friends and teachers) in adolescents. Moreover, we examined how vMPFC activity is related to the academic self-concept (ASC). Results of manifest path analysis indicated that high perceived loneliness was related to lower neural response to self-judgments. In turn, high n…
The relationship of school self-concept, goal orientations and achievement during adolescence
The reciprocal effects model suggests that school self-concept and achievement are cyclically related and reinforce each other. Moreover, achievement motivation and goal orientation in particular may mediate this association although the empirical findings on this assumption are incongruent. This study aims to bring more clarity to this issue and explores potential longitudinal mediating effects of different goal orientations in extension of the …
Similar but different
Researchers, school personnel and parents are concerned with students’ academic motivation. However, research on the topic yields ambiguous results. While adolescents in Western societies report a decline in achievement drive over the school years, adolescents in some Eastern societies may avoid this negative trend. In addition to personal characteristics, students’ social relations with their teachers and peers may impact their achievement motiv…
Enjoyment benefits adolescents’ self-determined motivation in student-centered learning
Needs satisfaction and motivation among adolescent boys and girls during self‐directed learning intervention ☆
INTRODUCTION: Self-directed learning (SDL) fosters adolescents' needs satisfaction. According to self-determination theory, meeting adolescents' needs for autonomy, competence and relatedness is essential for their motivation. However, students' needs satisfaction and motivation tend to decrease during adolescence and the rate of decrease varies by gender. Prior research within the self-determination theory literature has described adolescents in…
School‐related pressure and parental support as predictors of change in student stress levels from early to middle adolescence
Introduction One major stressor of adolescents relates to the pressure students perceive from their parents accompanied by high academic expectations, while in contrast parental support is related to low levels of stress. However, it is not clear whether the perceived parental pressure and support contribute to a change in students’ stress level from early to middle adolescence and if there are differences among students from low vs. high track s…
Interest, flow and learning strategies how the learning context affects the moderating function of flow
Using a sample of 787 German students in 6th/7th grades (Mage = 12.9; SD = .70; 53.6% female) latent means of interest, flow experience, and learning strategies (elaboration, control strategies, and persistence) were compared from two contrasting learning contexts [teacher-directed learning (TDL) and making (self-directed learning)], and based on this, the interplay of the variables was compared, taking into account the moderating role of flow ex…
Do Belonging and Social Exclusion at School Affect Structural Brain Development During Adolescence
Students’ sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students’ well-being and academic performance. Aiming to understand how feelings of school-related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire-based data and MRI data from 71 adolescent students (37 females, Mage at t1 = 15.0; t2 = 16.1…
Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten
Control-value theory in the context of teaching
BackgroundStudents' self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations.AimsReferring to Pekrun's control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the relation between student-level mathematics self-concept at the beginning of the school year and students' ac…
Adolescents' expectancy–value profiles in school context
INTRODUCTION: Using the situated expectancy-value theory, it becomes possible to explain motivational functioning across alternating learning conditions not only at a particular moment but also over time. The situated expectancy-value theory provides evidence for the critical role of context. The present research examines how adolescents' success expectancies, task values, and effort develop when the conditions of the academic environment change.…
Adolescents' enjoyment and effort in class
The role of social belonging and exclusion at school and the teacher–student relationship for the development of learned helplessness in adolescents
BACKGROUND: Based on learned helplessness theory and conservation of resources theory, the present study explores the role of schools' social environments (i.e., school belonging, school exclusion, and teacher-student relationships) as potential buffers and amplifiers in students' development of learned helplessness during adolescence. AIMS: We examine whether school belonging, school exclusion, and teacher-student relationship moderate the longi…
Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7)
This paper describes the development and validation of an instrument to assess how students deal with emotionally challenging classroom situations (the DECCS Questionnaire). The questionnaire is based on a vignette with one learning and one performance situation in a classroom, and is intended for students in grades 4 to 7. On a sample of N = 639 students ( M age = 10.6 years; SD = 1.25, 52.4% girls) in northwest Germany, factor analytic procedur…
Biophysiological stress markers relate differently to grit and school engagement among lower- and higher-track secondary school students
BackgroundThis study examines the relationship between adolescents' biophysiological stress (i.e. cortisol, alpha-amylase and oxidative stress) and the development of grit and school engagement over one school year.AimsThe study aims to identify how objective stress affects grit and three dimensions of school engagement. Based on the conservation of resources (COR) theory, the study considers lower- and higher-track school students and their gend…
How Do Primary and Early Secondary School Students Report Dealing with Positive and Negative Achievement Emotions in Class? A Mixed-Methods Approach
Students experience both positive and negative emotions during lessons. However, little research has been conducted into students’ perspectives on how they deal with these emotions. For this reason, the current study aimed to investigate how students perceive, deal with, and interact in emotional classroom situations, using a mixed-methods approach. In Study 1, 28 primary school children in the fourth grade drew pictures of achievement-emotion si…
The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum
The emotional well-being of individuals is largely dependent on the quality of their social relationships, as acknowledged by self-determination theory and the belongingness hypothesis. While the significance of high-quality relationships for teachers has received increasing attention in empirical research, little is known about the impact of social relationships on student teachers' emotions in the practicum, especially from a quantitative persp…
Academic self-concept, achievement, and goal orientations in different learning environments
Stage-Environment Fit Theory underlines the role of learning environments and their match with students’ needs as crucial for students’ motivation and learning. This study explores the mediation role of goal orientations in the interplay of academic self-concept and achievement in mathematics and verbal domains in student-directed and teacher-directed learning environments. The sample consists of 1153 adolescent students ( M age t1 = 13.97; SD = …
Examining different motivational patterns in individualized learning
Sozio-emotionale Schulerfahrungen von Schüler
Soziale Interaktionen und Beziehungen im Schulkontext sind nicht nur einer der wichtigsten Bausteine für gelingende Lehr‐/Lernprozesse, sondern auch zentral für eine gesunde Entwicklung von Schüler:innen. Mit diesen Beziehungen verwoben sind Emotionen von Schüler:innen, welche ebenfalls eng mit dem schulischen Erfolg zusammenhängen und die das Erleben der individuellen Schulrealität maßgeblich prägen. Daher gibt der folgende Stichwortbeitrag eine…
Disentangling the complex interplay in classroom relationships
Positive relationships between teachers and students are one of the most crucial but also most complex determinants of successful teaching and learning processes. In the last few decades, many attempts have been made to conceptualize teacher-student relationships (TSR) in theoretical models. Until now, however, a precise definition of TSR as well as a comprehensive model distinguishing between teacher-student interactions and relationships, inclu…
Sozio-emotionale Schulerfahrungen von Schüler
Psychology (26 works) · Social Psychology (18 works) · Developmental psychology (17 works) · Education, Achievement, and Giftedness (15 works) · Early Childhood Education and Development (12 works) · Mathematics education (10 works) · Motivation and Self-Concept in Sports (9 works) · Child and Adolescent Psychosocial and Emotional Development (7 works) · Social Psychology (7 works) · Context (archaeology) (6 works)