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Prof. Dr. Charlotte Dignath

Main research topics

  • Learner difference in cognitive, metacognitive, and motivational-affective learning processes
  • Self-regulation support for learners with and without learning difficulties
  • Learning as Hot Conceptual Change
  • Effectiveness of digital media in the classroom
  • Professional competence of teachers in the context of learning and developmental disabilities

Office hours

By appointment

Academic background

  • 2009: Dr. phil. in Psychology, Goethe University Frankfurt
  • 2004: Diplom in Psychology, TU Darmstadt

Professional background

  • since 10/2022 Professor of Empirical Educational Research with a focus on Promoting Cognitive and Motivational-Affective Learning Processes at the TU Dortmund University
  • 2020-2022: Head of the Research Unit Promotion of School Learning Processes and the Emmy Noether Group SeLFI at the DIPF | Leibniz Institute for Research and Information in Education in Frankfurt
  • 2015-2020: Research assistant at the Goethe University Frankfurt
  • 2010-2015: Research assistant at the universities of Mainz and Mannheim
  • 2009-2010: Post-doc at the universities Groningen and Amsterdam
  • 2004-2009: Research assistant at the Goethe University Frankfurt

Further Information

Projects on learning processes of students

  • AMSeL
  • PuS-SeL - Lernprozesse
  • PuS-SeL Spezial

Projects on the effectiveness of instructional formats and teaching methods

  • DiSO
  • DiSO-LD
  • NawiSelf*digital
  • PuS-SeL – Trainingsstudie

Projects on learning processes of teachers

  • ReMento
  • StereoDisk
  • TeachingHowToLearn
  • TeBelIn
  • WieSeL
  • Dignath, C., Rimm-Kaufman, S., Van Ewijk, R. & Kunter, M. (in press; 2022). Teachers’ beliefs about inclusive education and insights on what contributes to those beliefs: A meta-analytical study. Educational Psychology Review.
  • Dignath, C. & Mevarech, Z. (2021). Mind the gap between research and practice in the area of teachers' support of metacognition and SRL. Special Issue guest-edited in Metacognition and Learning.
  • Dignath, C. (2021). For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training. Metacognition and Learning, 16(3), 555-594.
  • Dignath, C., Fink, J. & Kunter, M. (2021). Reading persuasive texts affects preservice teachers’ beliefs about cultural diversity in the classroom. Journal of Teacher Education, 73(2), 188-200.
  • Dignath, C. & Veenman, M.J.V. (2021). The role of direct strategy instruction in promoting self-regulated learning - evidence from classroom observation studies. Educational Psychology Review, 33(2), 489-533.
  • Dignath, C. & Sprenger, L. (2020). Can you only diagnose what you know? The relation between teachers’ self-regulation of learning concepts, and their assessment of students’ self-regulation. Frontiers in Education, 5, 228.
  • Dignath, C. & Büttner, G. (2018). Investigating teachers’ direct and indirect promotion of self-regulated learning in primary and secondary mathematics classrooms – insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13(2), 127-157.
  • Dignath, C. & Van der Werf, G. (2012). What teachers think about self-regulated learning: An investigation of teacher beliefs about enhancing students' self-regulation and how they predict teacher behavior. Education Research International, doi: 10.1155/2012/741713.
  • Dignath, C. & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition & Learning, 3, 231-264.
  • Dignath, C., Büttner, G. & Langfeldt, H.-P. (2008). How can primary school students acquire self-regulated learning most efficiently? A meta-analysis on interventions that aim at fostering self-regulation. Educational Research Review, 3, 101-129.

Memberships in scientific societies:

  • European Association for Research on Learning and Instruction (EARLI)
  • Deutsche Gesellschaft für Psychologie (DGPs)
  • Gesellschaft für Empirische Bildungsforschung (GEBF)

Memberships in scientific networks:

  • Internationales wissenschaftliches DFG-Netzwerk: Self-Regulation Network SeReNe (2021-2023) – Principal Investigator
  • Emerging Field Group (EARLI): Integrated Model of Momentary Learning in Context (IMMoLIC) (PI: Jennifer E. Symonds, University College Dublin) (2020-2023)
  • IDeA-Center Frankfurt (since 2018)

Scientific coordination:

  • Coordinator of the Special Interest Group Metacognition of the EARLI (08/2019-08/2023)
  • Member of the Scientific Committee of the joint conference of EARLI-SIG 8 Motivation and EARLI-SIG 16 Metacognition in Dresden September 2020/2022 (since 05/2019)
  • Coordination of the Teaching and Teacher Learning SIG at the IDeA Center (2017-2019)
  • Coordination of the SIG Self-Regulation at the IDeA-Center (since 2020)

Academic self-governance and teaching:

  • Member of the Project Group Reaccreditation of Bachelor and Master Programs at the Institute of Psychology, Goethe University (01/2019-02/2020)
  • Member of the project group Restructuring of the Educational Psychology Accompanying Studies in Teacher Training, Goethe University (04/2018-02/2020)
  • Module coordination of the bachelor module Educational Psychology (PsyBsc 18/19), Goethe University (05/2017-03/2020)

Organization of scientific conferences:

  • Digital EARLI-SIG 16 Metacognition and Self-Regulated Learning, 06-12/2022
  • Digital GEBF year digiGEBF21 (Society for Empirical Educational Research)
  • IDeA Research Center Digital Covid 19 Meeting, March 2021

Commitment towards Open Science:

  • Frankfurt Open Science Initiative at Goethe University (2019-2020)
  • Open Science AG of the department Teaching and Learning Quality in Educational Institutions (since 2021).
  • Organization of the Open Science Summer of the digiGEBF21 conference, together with Prof. Dr. Johannes Bauer (2020-2021)
  • Pre-registrations of my studies at and

Cafeteria menus

Location & approach

The most convenient highway exits are on the B 1/A 40 (Dortmund-Barop) (closer to the North Campus) and on the A45 (Dortmund-Eichlinghofen). The university is signposted at both exits. In the local road network you will find signs to Campus Nord, where the Campus Treff is also located. From Emil-Figge-Strasse, entrance no. 18 and from Vogelspothsweg entrance no. 23 lead to parking spaces near the venue.

From Dortmund main station, take the S-Bahn "S1" in the direction of Solingen on track 7 to the stop "Dortmund-Universität" (price level A). The S-Bahn runs every 15 minutes during peak hours on weekdays and takes about 6 minutes. From Düsseldorf, the S-Bahn runs every 30 minutes. Directly at the S-Bahn station you will find the CDI building, which houses the Center for Research on Education and School Development.

One of the university's landmarks is the H-Bahn, which has two terminuses on the North Campus. One is located directly above the S-Bahn station and is easily accessible from it by elevators. The other is located in the center of Campus North at the bridge between the University Library and the Mensa, right next to the Audimax. The H-Bahn runs from here to the South Campus and the Eichlinghofen district.

Dortmund has an airport connected with some destinations in Central Europe. There are regular flights, for example, to Amsterdam, Berlin, Dresden, Katowice, Krakow, Leipzig-Halle, London, Munich, Nuremberg, Paris, Poznan, Stuttgart, Vienna and Zurich. For the approximately 20 kilometers from the Dortmund airport to the campus, you can take the bus to the main train station and from there the S-Bahn. Faster is usually the use of a cab. Far more international flight connections are offered by the Rhine-Ruhr Airport in Düsseldorf, about 60 kilometers away, which can be reached directly by S-Bahn from the university station.