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Department of Educational Sciences and Psychology
[Translate to English:] © Orbon_Alija​/​istock.com
Since April 2023 at the Rheinische Friedrich-Wilhelms-Universität Bonn

Prof. Fani Lauermann, PhD

Main research topics

  • Motivational development and school performance
  • Educational trajectories, educational and career decisions
  • Professional competencies in the teaching profession and determinants of teaching quality

Contact

Academic background

  • Ph.D., Combined Program in Education and Psychology, University of Michigan, USA, 2008-2013
  • Diplom-Psychologist, University of Bonn, Germany, 2001-2006

Professional background

  • 04/2019-03/2023: Professorship for Empirical Educational Research with a Focus on Educational Trajectories and Determinants of Teaching and School Quality at IFS
  • XX/2014-03/2019: Junior Professor for Empirical Educational Research and Educational Psychology, Rheinische Friedrich-Wilhelms-University Bonn
  • Research Affiliate, Achievement Research Lab, University of Michigan, USA

VITA

Download CV Fani Lauermann

Further Information

  • Lauermann, F., Benden, D. K. , & Evers, M. (2020). Motive und Interessen. In: C. Cramer, J. König, M. Rothland, S. Blömeke (Hrsg.), Handbuch Lehrerinnen- und Lehrerbildung. utb.
  • Evers, M. & Lauermann, F. (2020). Beratungskonzepte in der Lehrer*innenbildung: Potentiale und Grenzen im Hinblick auf Stress, Ressourcen und Resilienz [Concepts for Counseling in Teacher Education: Potential and Limitations Related to Stress, Ressources, and Resilience]. In H.G. Holtappels, K. Lossen, A. Edele, F. Lauermann, N. McElvany (Eds.). Jahrbuch der Schulentwicklung Band 21. Beltz Juventa.
  • Lauermann, F., Meißner, A. & Steinmayr, R. (2020). Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains. Journal of Educational Psychology, 112(2), 364–383. doi: 10.1037/edu0000377
  • Gaspard, H., Lauermann, F., Rose, N., Eccles, J. & Wigfield, A. (2020). Cross-domain trajectories of students’ ability self-concepts and intrinsic values in math and language arts. Child Development, 91(5), 1800-1818. doi: 10.1111/cdev.13343
  • Lazarides, R., & Lauermann, F. (2019). Gendered paths into STEM-related and language-related careers: Girls’ and boys’ motivational beliefs and career plans in math and language arts. Frontiers in Psychology, 10(1243). doi: 10.3389/fpsyg.2019.01243
  • Evers, M., & Lauermann, F. (2019). Ein Mentoring-Ansatz für empirische Projekte im Lehramtsstudium. Möglichkeiten zur Unterstützung bei der Durchführung von empirischen Studien in Praxisphasen des Studiums. In M. Degeling, N. Franken, S.
  • Freund, S. Greiten, D. Neuhaus & J. Schellenbach-Zell (Eds.), Herausforderung Kohärenz: Praxisphasen in der universitären Lehrerbildung. Bildungswissenschaftliche und fachdidaktische Perspektiven (pp. 366-381). Bad Heilbrunn: Verlag Julius Klinkhardt.
  • Kumar, R., & Lauermann, F. (2018). Cultural Beliefs and Instructional Intentions: Do Experiences in Teacher Education Institutions Matter? American Educational Research Journal, 55(3), 419-452. doi: 10.3102/0002831217738508
  • Lauermann, F., Tsai, Y.-M., & Eccles, J. S. (2017). Math-related career aspirations and choices within Eccles et al. expectancy-value theory of achievement-related behaviors. Developmental Psychology. DOI: 10.1037/dev0000367
  • Praetorius, A.-K., Lauermann, F., Klassen, R.M., Dickhäuser, O., Janke, S., & Dresel, M. (2017). Analyzing the longitudinal relations between aspects of teacher motivation and teaching quality. Teaching and Teacher Education, 65, 241-254. DOI: 10.1016/j.tate.2017.03.023
  • 2018-2021: Associate Editor, Learning and Instruction
  • 2017-2020: Elected Coordinator for EARLI SIG-08 "Motivation and Emotion," European Association for Research on Learning and Instruction (EARLI)
  • 12.-16. August 2019, August: National Scientific Committee Member, EARLI 2019 Conference, Aachen, Germany
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