Julia Dietrich
Biographic Data
| ID | 3656409 |
|---|---|
| NAME | Julia Dietrich |
| GIVEN NAMES | Julia |
| FAMILY NAME | Dietrich |
| SIGNATURE | DIETRICH J |
| AFFILIATIONS | Friedrich Schiller University Jena |
| ORCID | 0000-0002-3923-7780 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 3 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Processes and Contents: An Intensive Longitudinal Mixed-Methods Approach for Capturing Everyday Identity Formation
Understanding identity requires capturing not only how strongly individuals endorse aspects of their identity but also what those mean and how they are expressed in everyday contexts. To address this methodological challenge, we introduce an intensive longitudinal mixed-methods design integrating daily quantitative with qualitative identity elements. We illustrate the design within research on civic identity. German adolescents and young adults (…
Student-perceived program coherence in seven disciplines: Associations with student motivation and identification
Introduction Program coherence is considered a critical factor for student learning and professional development in higher education. In teacher education, the subjective perception of coherence—defined as the degree to which learning opportunities and contents are coordinated and aligned—has been linked to professional development and well-being. Yet, little is known about how students in other programs perceive coherence, and empirical evidence…
Daily affective-motivational experiences during exam preparation: Feedback loops, stability, and change over time
Drawing on Zimmerman’s process model of self-regulated learning and Pekrun’s control-value theory of achievement emotions, this study examined the dynamic interplay between motivational and emotional states during a 40-day exam preparation period among 322 university medical students. Before each learning session, participants reported their daily learning goals and corresponding cognitive appraisals (i.e., perceived importance, attainability, an…
Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observations
Theoretical BackgroundPrevious studies indicate that students' learning motivation varies across learning situations and is influenced by situational characteristics such as teaching behaviour. We focus on instructional clarity as one factor that may influence expectancies and task values.Aims and Research QuestionsThis study combines a previously published dataset of university students' experience sampling method (ESM) self-reports about their …
Preservice teachers’ epistemic and achievement emotions when confronted with common misconceptions about education
Learning processes that involve cognitive incongruity are closely tied to emotional experiences such as curiosity or confusion. The present study examined how discovering that a confidently held misconception is incorrect influences emotions and in turn the motivation to seek additional information. We asked 275 preservice teachers to judge if common statements about education were true or false and provided feedback about whether these statement…
Does an individualized learning design improve university student online learning? A randomized field experiment
Stability and change in students' motivational profiles in mathematics classrooms: The role of perceived teaching
Diskurs Biogerontologie
Diskurs Biogerontologie: Fachwissenschaftliche Einführung und Leitfaden für Lehrende
Diskurs Biogerontologie: Fachwissenschaftliche Einführung und Leitfaden Für Lehrende
Passionate Experiences in Adolescence: Situational Variability and Long‐Term Stability
This study investigates adolescents' situational passionate experiences, defined as states of strong commitment and intense affect. We examine the extent to which experiencing passion was specific to situations versus individual differences, and explore which activities are likely to elicit adolescents' passion. Using longitudinal experience sampling method (ESM) data from a representative sample of 996 adolescents (54.6% females) in three cohort…
Mental health improves after transition from comprehensive school to vocational education or employment in England: A national cohort study
Underpinned by stage-environment fit and job demands-resources theories, this study examined how adolescents' anxiety, depressive symptoms, and positive functioning developed as they transferred from comprehensive school to further education, employment or training, or became NEET (not in education, employment, or training), at age 16 years, in the longitudinal English national cohort study Next Steps (N = 13,342). Controlling for childhood achie…
Passion and Motivation
I Am Therefore I Do: Group Identification and Effort for the Achievement Goals
Relevant others (e.g., fellow group members) influence how goals and goal-directed behaviors are construed and valued. In turn, according to the “expectancy × value” model of motivated behavioral choice, people engage in goal-directed behaviors when they expect success and ascribe high values to a certain task. In this pilot study, we combine predictions from a social psychological goal perspective with recent theoretical developments from educat…
Career and Romantic Relationship Goals and Concerns During Emerging Adulthood
This study examined emerging adults’ personal goals and concerns in the domains of career (including education, work, and financial issues) and romantic relationship. A particular focus was on goal and concern hierarchies, that is, individuals’ profiles of goals and concerns. A total of 1,052 Finnish emerging adults (63% female) were followed at ages 20 and 23. Latent class analyses yielded goal and concern profiles that were primarily related to…
Goal pursuit in young adulthood: The role of personality and motivation in goal appraisal trajectories across 6years
Phase-adequate engagement at the post-school transition
The transition from general education (e.g., high school) to vocational and tertiary education (e.g., college, vocational school) or to the labor market presents a number of developmental challenges. These challenges include making career choices and, more broadly, managing the transition. Coping with these challenges depends on the individual, their social network, and wider societal, cultural, and institutional conditions. This article discusse…
Career-specific parental behaviors in adolescents’ development
Ethik und Ästhetik der Gewalt
Der Band geht aus einer interdisziplinären ethischen Perspektive der Frage nach, welchen kulturellen Ausdruck Gewalt erfährt und wie sie in den verschiedenen Wissenschaften bearbeitet, verarbeitet, bewältigt wird. Ein Schwerpunkt liegt auf den Literaturwissenschaften: Welche Rolle spielt Gewalt in Literatur und Film? Können Literatur und Film selbst Gewalt ausüben? Kommen Sprache und Kunst ohne Gewalt aus? In weiteren Beiträgen wird das Fragespek…
The Old Left in History and Literature
Journal Article The Old Left in History and Literature. By Julia Dietrich. (New York: Twayne, 1996. xiv, 217 pp. Cloth, $26:95, ISBN 0-8057-886M. Paper, $16.95, ISBN 0-8057-7819-5.) Get access Edward Abrahams Edward Abrahams Brown University, Providence, Rhode Island Search for other works by this author on: Oxford Academic Google Scholar Journal of American History, Volume 83, Issue 3, December 1996, Pages 1049–1050, https://doi.org/10.2307/2945…
The Old Left in History and Literature
"Response to Margarete Sandelowski's "Fault Lines: Infertility and Imperiled Sisterhood
Ann T. Allen, Julia Dietrich, M. Nawal Lutfiyya, Nancy M. Theriot, Response to Margarete Sandelowski's "Fault Lines: Infertility and Imperiled Sisterhood", Feminist Studies, Vol. 17, No. 1 (Spring, 1991), pp. 149-150
The Gaelic Roots of A-Prefixing in Appalachian English
Stability and change in students' motivational profiles in mathematics classrooms: The role of perceived teaching
Mental health improves after transition from comprehensive school to vocational education or employment in England: A national cohort study
Underpinned by stage-environment fit and job demands-resources theories, this study examined how adolescents' anxiety, depressive symptoms, and positive functioning developed as they transferred from comprehensive school to further education, employment or training, or became NEET (not in education, employment, or training), at age 16 years, in the longitudinal English national cohort study Next Steps (N = 13,342). Controlling for childhood achie…
Phase-adequate engagement at the post-school transition
The transition from general education (e.g., high school) to vocational and tertiary education (e.g., college, vocational school) or to the labor market presents a number of developmental challenges. These challenges include making career choices and, more broadly, managing the transition. Coping with these challenges depends on the individual, their social network, and wider societal, cultural, and institutional conditions. This article discusse…
The Gaelic Roots of A-Prefixing in Appalachian English
Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observations
Theoretical BackgroundPrevious studies indicate that students' learning motivation varies across learning situations and is influenced by situational characteristics such as teaching behaviour. We focus on instructional clarity as one factor that may influence expectancies and task values.Aims and Research QuestionsThis study combines a previously published dataset of university students' experience sampling method (ESM) self-reports about their …
Passionate Experiences in Adolescence: Situational Variability and Long‐Term Stability
This study investigates adolescents' situational passionate experiences, defined as states of strong commitment and intense affect. We examine the extent to which experiencing passion was specific to situations versus individual differences, and explore which activities are likely to elicit adolescents' passion. Using longitudinal experience sampling method (ESM) data from a representative sample of 996 adolescents (54.6% females) in three cohort…
Goal pursuit in young adulthood: The role of personality and motivation in goal appraisal trajectories across 6years
The Gaelic Roots of A-Prefixing in Appalachian English
"Response to Margarete Sandelowski's "Fault Lines: Infertility and Imperiled Sisterhood
Ann T. Allen, Julia Dietrich, M. Nawal Lutfiyya, Nancy M. Theriot, Response to Margarete Sandelowski's "Fault Lines: Infertility and Imperiled Sisterhood", Feminist Studies, Vol. 17, No. 1 (Spring, 1991), pp. 149-150
The Old Left in History and Literature
Journal Article The Old Left in History and Literature. By Julia Dietrich. (New York: Twayne, 1996. xiv, 217 pp. Cloth, $26:95, ISBN 0-8057-886M. Paper, $16.95, ISBN 0-8057-7819-5.) Get access Edward Abrahams Edward Abrahams Brown University, Providence, Rhode Island Search for other works by this author on: Oxford Academic Google Scholar Journal of American History, Volume 83, Issue 3, December 1996, Pages 1049–1050, https://doi.org/10.2307/2945…
The Old Left in History and Literature
Ethik und Ästhetik der Gewalt
Der Band geht aus einer interdisziplinären ethischen Perspektive der Frage nach, welchen kulturellen Ausdruck Gewalt erfährt und wie sie in den verschiedenen Wissenschaften bearbeitet, verarbeitet, bewältigt wird. Ein Schwerpunkt liegt auf den Literaturwissenschaften: Welche Rolle spielt Gewalt in Literatur und Film? Können Literatur und Film selbst Gewalt ausüben? Kommen Sprache und Kunst ohne Gewalt aus? In weiteren Beiträgen wird das Fragespek…
Career-specific parental behaviors in adolescents’ development
Phase-adequate engagement at the post-school transition
The transition from general education (e.g., high school) to vocational and tertiary education (e.g., college, vocational school) or to the labor market presents a number of developmental challenges. These challenges include making career choices and, more broadly, managing the transition. Coping with these challenges depends on the individual, their social network, and wider societal, cultural, and institutional conditions. This article discusse…
Career and Romantic Relationship Goals and Concerns During Emerging Adulthood
This study examined emerging adults’ personal goals and concerns in the domains of career (including education, work, and financial issues) and romantic relationship. A particular focus was on goal and concern hierarchies, that is, individuals’ profiles of goals and concerns. A total of 1,052 Finnish emerging adults (63% female) were followed at ages 20 and 23. Latent class analyses yielded goal and concern profiles that were primarily related to…
Goal pursuit in young adulthood: The role of personality and motivation in goal appraisal trajectories across 6years
I Am Therefore I Do: Group Identification and Effort for the Achievement Goals
Relevant others (e.g., fellow group members) influence how goals and goal-directed behaviors are construed and valued. In turn, according to the “expectancy × value” model of motivated behavioral choice, people engage in goal-directed behaviors when they expect success and ascribe high values to a certain task. In this pilot study, we combine predictions from a social psychological goal perspective with recent theoretical developments from educat…
Passion and Motivation
Diskurs Biogerontologie
Diskurs Biogerontologie: Fachwissenschaftliche Einführung und Leitfaden für Lehrende
Diskurs Biogerontologie: Fachwissenschaftliche Einführung und Leitfaden Für Lehrende
Passionate Experiences in Adolescence: Situational Variability and Long‐Term Stability
This study investigates adolescents' situational passionate experiences, defined as states of strong commitment and intense affect. We examine the extent to which experiencing passion was specific to situations versus individual differences, and explore which activities are likely to elicit adolescents' passion. Using longitudinal experience sampling method (ESM) data from a representative sample of 996 adolescents (54.6% females) in three cohort…
Mental health improves after transition from comprehensive school to vocational education or employment in England: A national cohort study
Underpinned by stage-environment fit and job demands-resources theories, this study examined how adolescents' anxiety, depressive symptoms, and positive functioning developed as they transferred from comprehensive school to further education, employment or training, or became NEET (not in education, employment, or training), at age 16 years, in the longitudinal English national cohort study Next Steps (N = 13,342). Controlling for childhood achie…
Stability and change in students' motivational profiles in mathematics classrooms: The role of perceived teaching
Does an individualized learning design improve university student online learning? A randomized field experiment
Preservice teachers’ epistemic and achievement emotions when confronted with common misconceptions about education
Learning processes that involve cognitive incongruity are closely tied to emotional experiences such as curiosity or confusion. The present study examined how discovering that a confidently held misconception is incorrect influences emotions and in turn the motivation to seek additional information. We asked 275 preservice teachers to judge if common statements about education were true or false and provided feedback about whether these statement…
Daily affective-motivational experiences during exam preparation: Feedback loops, stability, and change over time
Drawing on Zimmerman’s process model of self-regulated learning and Pekrun’s control-value theory of achievement emotions, this study examined the dynamic interplay between motivational and emotional states during a 40-day exam preparation period among 322 university medical students. Before each learning session, participants reported their daily learning goals and corresponding cognitive appraisals (i.e., perceived importance, attainability, an…
Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observations
Theoretical BackgroundPrevious studies indicate that students' learning motivation varies across learning situations and is influenced by situational characteristics such as teaching behaviour. We focus on instructional clarity as one factor that may influence expectancies and task values.Aims and Research QuestionsThis study combines a previously published dataset of university students' experience sampling method (ESM) self-reports about their …
Processes and Contents: An Intensive Longitudinal Mixed-Methods Approach for Capturing Everyday Identity Formation
Understanding identity requires capturing not only how strongly individuals endorse aspects of their identity but also what those mean and how they are expressed in everyday contexts. To address this methodological challenge, we introduce an intensive longitudinal mixed-methods design integrating daily quantitative with qualitative identity elements. We illustrate the design within research on civic identity. German adolescents and young adults (…
Student-perceived program coherence in seven disciplines: Associations with student motivation and identification
Introduction Program coherence is considered a critical factor for student learning and professional development in higher education. In teacher education, the subjective perception of coherence—defined as the degree to which learning opportunities and contents are coordinated and aligned—has been linked to professional development and well-being. Yet, little is known about how students in other programs perceive coherence, and empirical evidence…
Psychology (12 works) · Social Psychology (8 works) · Developmental psychology (7 works) · Mathematics education (4 works) · Motivation and Self-Concept in Sports (4 works) · Philosophy (4 works) · Education, Achievement, and Giftedness (3 works) · History (3 works) · Identity, Memory, and Therapy (3 works) · Innovative Teaching and Learning Methods (3 works)