Markus Dresel
Dados Biográficos
| ID | 2016088 |
|---|---|
| NOME | Markus Dresel |
| PRENOMES | Markus |
| SOBRENOME | Dresel |
| ASSINATURA | DRESEL M |
| AFILIAÇÕES | University of Augsburg |
| ORCID | 0000-0002-2131-3749 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 39 |
| TOTAL DE CITAÇÕES | 72 |
| TOTAL COMO AUTOR | 39 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
Exploring cognitive processes of professional vision
The impact of teacher humour on teaching quality and student learning
Structured Abstract Background It is assumed that teacher humour promotes social relationships and enhances learning processes among students. Nonetheless, there has been no systematic investigation beyond correlational studies into how different types of humour influence distinct dimensions of teaching quality and students’ learning processes. Aims We used an experimental approach in two studies to examine the impact of various types of teacher …
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…
Disentangling teacher and lesson variance and their relations to supportive learning environments
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)…
On the development of motivational regulation strategy knowledge and its longitudinal relationship with academic procrastination over the course of study
Can a minimalistic tip sheet with a motivational focus foster high-quality, motivating peer-feedback? Results of two field experiments
Peer-feedback has high potential to be an effective strategy in higher education, supporting students in developing their knowledge and skills by providing and receiving feedback. Therein, high-quality, motivating peer-feedback – capable of encouraging recipients to revise their work – is essential. Ideally, peer-feedback should elicit high expectancies for success and high utility value for the receivers, subsequently leading to revising their w…
Relations between university teachers' teaching‐related coping strategies and well‐being over time
BACKGROUND: University teachers' well-being plays a critical role in their productivity and educational effectiveness. Apart from cross-sectional research on demographic and institutional/contextual correlates, insight into potential causes and consequences of faculty well-being is limited. This includes insight into relations between different coping strategies and well-being. AIMS: We studied the interplay of different strategies for coping wit…
Teacher motivation and teaching quality
Effects on and consequences of responses to errors
BACKGROUND: Interest in the potential of learning from errors to benefit innovation and organizational and personal growth is currently increasing. In practice, individuals frequently do not appear to learn spontaneously from errors and setbacks without support. Based on prior work, this paper considers antecedents and consequences of adaptive responses to errors. AIMS: Two experiments with undergraduate students aimed to identify the causal link…
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…
Guiding attention in the classroom
BackgroundTeachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear.AimsThis study investigates how goals directed at students and the classroom are associated with visual information processing of classroom events, aiming to link teacher motivation with professional vision.SampleThe study invol…
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…
Vicious and virtuous relationships between procrastination and emotions
Although cross-sectional studies depict (negative) emotions as both antecedents and consequences of trait procrastination, longitudinal studies examining reciprocal relationships between procrastination and emotions are scant. Yet, investigating reciprocal relationships between procrastination and emotions within long-term frameworks can shed light on the mechanisms underlying these relationships. Additionally, the role of positive emotions conce…
Dimensional comparisons in the formation of faculty members’ research and teaching self-concepts
Dimensional comparisons—i.e., comparisons between achievements in different domains—have to date been examined particularly between students’ achievements in different school subjects. Numerous studies have documented that dimensional comparisons between mathematical and verbal achievements significantly affect students’ mathematical and verbal self-concepts. However, dimensional comparisons also take place and affect self-evaluations in other co…
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 …
How university instructors’ achievement goals are related to subjective well-being
Research indicates that university instructors struggle with compromised subjectivewell-being (SWB) and have faced further challenges due to the COVID-19 pandemic. Although studies have found instructors’ achievement goals to be important motivational factors linked to their well-being, longitudinal research is needed to clarify the directionality of these relations over time to advance theory, research, and practice. In the present study, we aim…
Using natural language processing to support peer‐feedback in the age of artificial intelligence
Advancements in artificial intelligence are rapidly increasing. The new‐generation large language models, such as ChatGPT and GPT‐4, bear the potential to transform educational approaches, such as peer‐feedback. To investigate peer‐feedback at the intersection of natural language processing (NLP) and educational research, this paper suggests a cross‐disciplinary framework that aims to facilitate the development of NLP‐based adaptive measures for …
Teacher attitudes toward lesbian, gay, and bisexual students
This article presents two studies that tested the predictive validity of intergroup contact theory and secondary transfer effects related to pre-service teacher attitudes toward sexual minority youth in classrooms. Multiple regression of feeling thermometer scores in Study 1 ( N = 989) suggested that more favorable attitudes are present among younger, female, bisexual or homosexual, less religious, politically left-wing pre-service teachers with …
Changing preservice teacher students’ stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds
Numerous empirical findings have shown biased judgments of (future) teachers depending on students’ ethnic and social background. Furthermore, research has indicated that (future) teachers’ stereotypes and attitudes differ depending on students’ backgrounds and appear to influence (future) teachers’ judgments. Based on theories of stereotype change, attitude change, and judgment formation, a short intervention was developed to change stereotypes …
Teachers’ achievement goals and teaching practices
University students’ profiles of burnout symptoms amid the Covid-19 pandemic in Germany and their relation to concurrent study behavior and experiences
Faculty subjective well-being
Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English
A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in …
Longitudinal relations between teaching-related motivations and student-reported teaching quality
Negatively or positively biased? Dependencies of teachers’ judgments and expectations based on students’ ethnic and social backgrounds
From teachers' personal achievement goals to students’ perceptions of classroom goal structures
Teacher attitudes toward lesbian, gay, and bisexual students
This article presents two studies that tested the predictive validity of intergroup contact theory and secondary transfer effects related to pre-service teacher attitudes toward sexual minority youth in classrooms. Multiple regression of feeling thermometer scores in Study 1 ( N = 989) suggested that more favorable attitudes are present among younger, female, bisexual or homosexual, less religious, politically left-wing pre-service teachers with …
Teachers’ achievement goals and teaching practices
Competencies for successful self-regulated learning in higher education
A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model is proposed that differentiates SRL competencies in terms of descriptive, procedural, and conditional…
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…
Relevance of perceived teacher humor types for instruction and student learning
Effects on and consequences of responses to errors
BACKGROUND: Interest in the potential of learning from errors to benefit innovation and organizational and personal growth is currently increasing. In practice, individuals frequently do not appear to learn spontaneously from errors and setbacks without support. Based on prior work, this paper considers antecedents and consequences of adaptive responses to errors. AIMS: Two experiments with undergraduate students aimed to identify the causal link…
Guiding attention in the classroom
BackgroundTeachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear.AimsThis study investigates how goals directed at students and the classroom are associated with visual information processing of classroom events, aiming to link teacher motivation with professional vision.SampleThe study invol…
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…
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…
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…
Changing preservice teacher students’ stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds
Numerous empirical findings have shown biased judgments of (future) teachers depending on students’ ethnic and social background. Furthermore, research has indicated that (future) teachers’ stereotypes and attitudes differ depending on students’ backgrounds and appear to influence (future) teachers’ judgments. Based on theories of stereotype change, attitude change, and judgment formation, a short intervention was developed to change stereotypes …
Automatic and controlled information processing in the context of students’ ethnic background and social status
Based on the continuum model of impression formation (Fiske & Neuberg, 1990), information processing can be more or less automated or controlled and thus relies more or less on stereotype-based or individual-based characteristics. Also, teachers’ impression formation can be influenced by social categories like students’ ethnic background or social status. However, when teachers form an impression of students’ abilities or performance social categ…
Zum Zusammenhang von Geschlecht, kultureller Herkunft und sozialer Herkunft mit Lernen und Leistung im Kontext von Schule und Unterricht
Ungleich verteilte Chancen auf Bildungserfolg und Beteiligung an Bildungsangeboten sind in unserem Bildungssystem weit verbreitet und existieren – in unterschiedlichen Konstellationen – seit jeher (vgl. die anderen Beiträge im vorliegenden Band). Prominente, d.h. im öffentlichen Diskurs präsente Disparitäten betreffen u.a. (1) die gegenüber Jungen bzw. Männern durchschnittlich schlechteren Schulleistungen und geringeren Beteiligungen an Bildungsa…
Competencies for successful self-regulated learning in higher education
A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model is proposed that differentiates SRL competencies in terms of descriptive, procedural, and conditional…
Negatively or positively biased? Dependencies of teachers’ judgments and expectations based on students’ ethnic and social backgrounds
Longitudinal relations between teaching-related motivations and student-reported teaching quality
Relevance of perceived teacher humor types for instruction and student learning
Teaching and research
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…
Shifting from face-to-face to online teaching during Covid-19
Friends’ influence on the development of academic values in mathematics
Based on the social cognitive theory and the emotional contagion theory, this study investigated if friends influence (reinforce or change) the development of academic values (intrinsic value, emotional cost) and if this process differs across same-sex friendship dyads. We drew on data collected in a two-wave longitudinal study in Germany. The final sample was based on 264 stable reciprocated friendship dyads of grades 5 and 7 (148 female dyads a…
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…
University students’ profiles of burnout symptoms amid the Covid-19 pandemic in Germany and their relation to concurrent study behavior and experiences
Faculty subjective well-being
Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English
A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in …
Student dropout at university
Student dropout can be conceptualized as a decision-making process, consisting of different phases. Based on previous literature on student dropout, decision-making, and action-phases, we proposed that the process of developing dropout intentions includes the following phases: non-fit perception , thoughts of quitting/changing, deliberation , information search , and a final decision . In the present cross-sectional study, we empirically investig…
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…
Automatic and controlled information processing in the context of students’ ethnic background and social status
Based on the continuum model of impression formation (Fiske & Neuberg, 1990), information processing can be more or less automated or controlled and thus relies more or less on stereotype-based or individual-based characteristics. Also, teachers’ impression formation can be influenced by social categories like students’ ethnic background or social status. However, when teachers form an impression of students’ abilities or performance social categ…
From teachers' personal achievement goals to students’ perceptions of classroom goal structures
How university instructors’ achievement goals are related to subjective well-being
Research indicates that university instructors struggle with compromised subjectivewell-being (SWB) and have faced further challenges due to the COVID-19 pandemic. Although studies have found instructors’ achievement goals to be important motivational factors linked to their well-being, longitudinal research is needed to clarify the directionality of these relations over time to advance theory, research, and practice. In the present study, we aim…
Using natural language processing to support peer‐feedback in the age of artificial intelligence
Advancements in artificial intelligence are rapidly increasing. The new‐generation large language models, such as ChatGPT and GPT‐4, bear the potential to transform educational approaches, such as peer‐feedback. To investigate peer‐feedback at the intersection of natural language processing (NLP) and educational research, this paper suggests a cross‐disciplinary framework that aims to facilitate the development of NLP‐based adaptive measures for …
Teacher attitudes toward lesbian, gay, and bisexual students
This article presents two studies that tested the predictive validity of intergroup contact theory and secondary transfer effects related to pre-service teacher attitudes toward sexual minority youth in classrooms. Multiple regression of feeling thermometer scores in Study 1 ( N = 989) suggested that more favorable attitudes are present among younger, female, bisexual or homosexual, less religious, politically left-wing pre-service teachers with …
Changing preservice teacher students’ stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds
Numerous empirical findings have shown biased judgments of (future) teachers depending on students’ ethnic and social background. Furthermore, research has indicated that (future) teachers’ stereotypes and attitudes differ depending on students’ backgrounds and appear to influence (future) teachers’ judgments. Based on theories of stereotype change, attitude change, and judgment formation, a short intervention was developed to change stereotypes …
Teachers’ achievement goals and teaching practices
Vicious and virtuous relationships between procrastination and emotions
Although cross-sectional studies depict (negative) emotions as both antecedents and consequences of trait procrastination, longitudinal studies examining reciprocal relationships between procrastination and emotions are scant. Yet, investigating reciprocal relationships between procrastination and emotions within long-term frameworks can shed light on the mechanisms underlying these relationships. Additionally, the role of positive emotions conce…
Dimensional comparisons in the formation of faculty members’ research and teaching self-concepts
Dimensional comparisons—i.e., comparisons between achievements in different domains—have to date been examined particularly between students’ achievements in different school subjects. Numerous studies have documented that dimensional comparisons between mathematical and verbal achievements significantly affect students’ mathematical and verbal self-concepts. However, dimensional comparisons also take place and affect self-evaluations in other co…
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 …
Psychology (30 obras) · Social Psychology (22 obras) · Mathematics education (19 obras) · Education, Achievement, and Giftedness (14 obras) · Pedagogy (14 obras) · Motivation and Self-Concept in Sports (13 obras) · Developmental psychology (12 obras) · Academic achievement (8 obras) · Social Psychology (8 obras) · Higher education (7 obras)