To path indicator Subpages of “Center“ To navigation To quick access To footer with other services
To content
IFS-Logo and black lettering of the Center for Research on Education and School Development
Department of Educational Sciences and Psychology
[Translate to English:] © Orbon_Alija​/​istock.com

Prof. Dr. Hanna Gaspard

Main research topics

  • Heterogeneity in the development of learning attitudes and its impact on educational and career trajectories.
  • Educational-psychological interventions to promote learning attitudes and educational achievement
  • Evaluation of interventions in the educational context
  • Quality teaching and its correlations with characteristics of teachers and learners

Office hours

By appointment via E-Mail to Hanna Gaspard

Academic background

  • 2020: Habilitation (Empirical Educational Research and Educational Psychology), University of Tübingen
    2015: Dr. rer. nat. (Psychology), University of Tübingen
    2012: Dipl.-Psych., Saarland University

Professional background

  • Since 03/2023: Professorship for Educational Data Science, TU Dortmund University
  • 11/2020 – 02/2023: Deputy Professorship for Empirical Educational Research in the Context of Societal Heterogeneity, TU Dortmund University
  • 07/2016 – 10/2020: Junior research group leader, Hector Institute for Empirical Educational Research, University of Tübingen
  • 04/2015 – 10/2020: Research Associate (Postdoc), Hector Institute for Empirical Educational Research, University of Tübingen
  • 01/2016 – 12/2018: elite program for postdocs of the Baden-Württemberg Foundation
  • 06/2015 – 05/2017: Postdoctoral Fellow in the International Postdoctoral Program Pathways to Adulthood
  • 04/2012 – 03/2015: PhD student at the Hector Institute for Empirical Educational Research, University of Tübingen & PhD scholarship holder of the Cooperative Doctoral Program of the University of Tübingen and the Ludwigsburg University of Education

VITA

Download CV Hanna Gaspard

Further Information

Current Projects:

  • Parallel Virtual Semester Zero at Universities in NRW – Learning-Theoretical Evaluation“ (beVinus.NRW), project duration: 01.10.2022 – 30.09.2025
  • Promoting motivation in mathematics through personalized relevance interventions“ (MoMa-PR), project duration: 01.03.2023 – 28.02.2026

Past projects:

  • Förderung von Wertüberzeugungen im Mathematikunterricht (2016-2018, Universität Tübingen, Förderung durch das Eliteprogramm für Postdoktorandinnen und Postdoktoranden der Baden-Württemberg Stiftung)
  • Förderung der Motivation im Mathematikunterricht durch Nützlichkeitsinterventionen: Die Rolle von Implementations- und Unterrichtsqualität bei der Umsetzung durch Lehrkräfte in der Praxis (2017-2018, Universität Tübingen, Förderung durch das Nachwuchsförderprogramm der Universität Tübingen)
  • Parrisius, C., Gaspard, H., Zitzmann, S., Trautwein, U., & Nagengast, B. (2022). The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations. Journal of Educational Psychology, 114(4), 791–814. https://doi.org/10.1037/edu0000680. https://doi.org/10.1037/edu0000680
  • Gaspard, H., Parrisius, C., Piesch, H., Kleinhansl, M., Wille, E., Nagengast, B., Trautwein, U., & Hulleman, C. S. (2021). The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms. Journal of Educational Psychology, 113(8), 1507–1528. https://doi.org/10.1037/edu0000663
  • Gaspard, H., & Lauermann, F. (2021). Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement. Learning and Instruction, 75, Article 101494. https://doi.org/10.1016/j.learninstruc.2021.101494
  • Gaspard, H., Lauermann, F., Rose, N., Wigfield, A., & Eccles, J. S. (2020). Cross-domain trajectories of students' ability self-concepts and intrinsic values in math and language arts. Child Development, 91(5), 1800-1818. doi.org/1111/cdev.13343
  • Parrisius, C., Gaspard, H., Trautwein, U., & Nagengast, B. (2020). The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions? Contemporary Educational Psychology, 62, Article 101891. https://doi.org/10.1016/j.cedpsych.2020.101891
  • Gaspard, H., Wille, E., Wormington, S. V., & Hulleman, C. S. (2019). How are upper secondary school students’ expectancy-value profiles associated with achievement and university STEM major? A cross-domain comparison. Contemporary Educational Psychology, 58, 149-162. https://doi.org/10.1016/j.cedpsych.2019.02.005
  • Gaspard, H., Wigfield, A., Jiang, Y., Nagengast, B., Trautwein, U., & Marsh, H. W. (2018). Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains. Contemporary Educational Psychology, 52, 1-14. https://doi.org/10.1016/j.cedpsych.2017.10.003
  • Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U, & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. https://doi.org/10.1016/j.cedpsych.2016.09.003
  • Gaspard, H., Dicke, A.-L., Flunger, B., Brisson, B. M., Häfner, I., Nagengast, B., & Trautwein, U. (2015). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51(9), 1226-1240. https://doi.org/10.1037/dev000002
  • Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663-677. https://doi.org/10.1037/edu0000003
  • Gaspard, H. (2022, October). Motivationale Interventionen zur Förderung von Wertüberzeugungen im Unterricht [Eingeladener Vortrag]. Forschungskolloquium der Abteilung Schul- und Unterrichtsforschung, Universität Bern, Bern, Switzerland.
  • Gaspard, H. (2022, July). Promoting motivation in mathematics: Effectiveness and student responsiveness in a cluster-randomized trial [Distinguished Talk]. Gender & STEM Conference, Munich, Germany.
  • Gaspard, H. (2022, March). Warum sollte ich das lernen? Förderung von Wertüberzeugungen in der Schule [Eingeladener Vortrag]. Kolloquium Lehrer*innenbildung der Universität Wien, Wien, Austria.
  • Gaspard, H. (2021, March). Motivation von Schüler*innen im Unterricht fördern [Eingeladener Vortrag]. Vortrag im Rahmen der Reihe „Lernforschung Auf Distanz“ des Forschungsnetzwerks LEAD der Universität Tübingen, Virtuelle Veranstaltung.
  • Gaspard, H. (2021, January). Warum sollte ich das lernen? Förderung von Wertüberzeugungen im Mathematikunterricht [Eingeladener Vortrag]. Kolloquium der Abteilung Erziehungswissenschaft und Pädagogische Psychologie des IPN, Virtuelle Veranstaltung.
  • Gaspard, H. (2019, June). Motivation in Mathematics (MoMa): The effectiveness of a utility-value intervention in math classrooms [Eingeladener Vortrag]. Motivate Lab, University of Virginia, Charlottesville, VA.
  • Gaspard, H. (2019, March). Entwicklung von Erwartungen und Wertüberzeugungen in verschiedenen Schulfächern: Einflussfaktoren und Auswirkungen [Eingeladener Vortrag]. Kolloquium Lehr-Lern-Forschung und Fachdidaktik der Universität Zürich und der Eidgenössischen Technischen Hochschule Zürich, Zürich, Switzerland.
  • Gaspard, H. (2017, July). Warum sollte ich das lernen? Erfassung, Entwicklung und Förderung von Wertüberzeugungen im Schulkontext [Eingeladener Vortrag]. Interdisziplinäres Bildungskolloquium, Heidelberg, Germany.
  • Gaspard, H. (2017, June). Why should I do this? Students’ value beliefs and targeted interventions to foster these beliefs in the school context [Eingeladener Vortrag]. Curry School of Education, University of Virginia, Charlottesville, VA.
  • Gaspard, H. (2017, January). Warum sollte ich das lernen? Erfassung, Entwicklung und Förderung von Wertüberzeugungen im Schulkontext [Eingeladener Vortrag]. Forschungskolloqium der Arbeitsgruppe Empirische Bildungsforschung, Konstanz, Germany.

American Educational Research Association (AERA), Deutsche Gesellschaft für Psychologie (DGPs), European Association for Research on Learning and Instruction (EARLI), Gesellschaft für Empirische Bildungsforschung (GEBF)

Since 2023

  • Editorial Board Contemporary Educational Psychology

Since 2022

  • Editorial Board Learning and Instruction

Since 2021

  • Head of the Ethics Committee, TU Dortmund University
  • Coordinator EARLI SIG-08 „Motivation and Emotion” 2021-2024

Since 2020

  • Editorial Board Journal of Educational Psychology
  • Member of the Ethics Committee, TU Dortmund University

2019-2020

  • Member of the Ethics Committee of the Faculty of Economics and Social Sciences, University of Tübingen

2015-2020

  • Member of the Selection Committee for the M.Sc. Program Education Sciences and Psychology, University of Tübingen

2017-2019

  • Member of the Ethics Committee for Psychological Research, University of Tübingen

2016

  • Member of the Search Committee for the Full Professorship “Effektive Lehr-Lernarrangements in den Fachdidaktiken” [Effective teaching and learning arrangements in the subject didactics], University of Tübingen

2012-2014

Student Representative, LEAD Graduate School, University of Tübingen

To top of page