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PD Dr. Hanna Gaspard

Main research topics

  • Heterogeneity in the development of learning and achievement motivation in the school context and factors influencing this development.
  • Effects of heterogeneity in learning and achievement motivation on learning behavior and career choices
  • Educational-psychological interventions to promote motivation
  • Randomized controlled intervention studies in the school context


 

Office hours

By appointment via E-Mail to Hanna Gaspard

Academic background

  • 2020: Habilitation (Empirische Bildungsforschung und Pädagogische Psychologie), Universität Tübingen
  • 2015: Dr. rer. nat. (Psychologie), Universität Tübingen
  • 2012: Dipl.-Psych., Universität des Saarlandes

Professional background

  • Seit 11/2020: Vertretung der Professur „Empirische Bildungsforschung im Kontext gesellschaftlicher Heterogenität, Institut für Schulentwicklungsforschung, TU Dortmund
  • 07/2016 - 10/2020: Nachwuchsgruppenleiterin, Hector-Institut für Empirische Bildungsforschung, Universität Tübingen
  • 04/2015 – 10/2020: Wissenschaftliche Mitarbeiterin (Postdoc), Hector-Institut für Empirische Bildungsforschung, Universität Tübingen
  • 01/2016 – 12/2018: Eliteprogramm für Postdoktorandinnen und Postdoktoranden der Baden-Württemberg Stiftung
  • 06/2015 - 05/2017: Postdoctoral Fellow im Internationalen Postdoktorandenprogramm Pathways to Adulthood
  • 04/2012 - 03/2015: Doktorandin am Hector-Institut für Empirische Bildungsforschung, Universität Tübingen & Promotionsstipendiatin des Kooperativen Promotionskolleg der Universität Tübingen und der Pädagogischen Hochschule Ludwigsburg

VITA

Further Information

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)
  • 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
  • Parrisius, C., Gaspard, H., Zitzmann, S., Trautwein, U., & Nagengast, B. (2021). 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. Advance online publication. https://doi.org/10.1037/edu0000680
  • 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. (2021, 27. April). Motivation und Selbstregulation von Schüler*innen im Distanzunterricht fördern [Eingeladener Vortrag]. Beitrag im Workshop „Selbstreguliertes Lernen, Motivation und Materialien für den Hybridunterricht“ im Rahmen des Verbundprojekts Innovative Hochschule Jade-Oldenburg! Virtuelle Veranstaltung.
  • Gaspard, H. (2021, 8. März). 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, 28. Januar). 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, 17. Juni). 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, 11. März). 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, Schweiz.
  • Gaspard, H. (2017, 12. Juli). Warum sollte ich das lernen? Erfassung, Entwicklung und Förderung von Wertüberzeugungen im Schulkontext [Eingeladener Vortrag]. Interdisziplinäres Bildungskolloquium. Heidelberg.
  • Gaspard, H. (2017, 7. Juni). 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, 10. Januar). Warum sollte ich das lernen? Erfassung, Entwicklung und Förderung von Wertüberzeugungen im Schulkontext [Eingeladener Vortrag]. Forschungskolloqium der Arbeitsgruppe Empirische Bildungsforschung. Konstanz.
  • Gaspard, H. (2015, 16. Oktober). Geschlechtsunterschiede in den Wertüberzeugungen für Mathematik und Interventionsansätze zur gezielten Förderung [Eingeladener Vortrag]. 26. Herbsttagung des Arbeitskreises „Frauen und Mathematik“ der Gesellschaft für die Didaktik der Mathematik, Würzburg.
  • Gaspard, H. (2015, 22. August). Promoting value beliefs in mathematics: A multidimensional perspective and the role of gender. [Eingeladener Vortrag]. PhD Award Session at the SELF Conference. Kiel.

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 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

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.