1. Universität
  2. Fakultäten
  3. Philosophisch-Sozialwissenschaftliche Fakultät
  4. Fächer & Arbeitsgruppen
  5. Psychologie
  6. Team
  7. PD Dr. habil. Martin Daumiller

PD Dr. habil. Martin Daumiller

Akademischer Oberrat a. Z.
Psychologie
Telefon: +49 821 598 5610
Fax: +49 821 598 5289
E-Mail:
Raum: 2087 (D)
Sprechzeiten: Donnerstag, 14-15 Uhr, nach vorheriger Anmeldung
Adresse: Universitätsstraße 10, 86159 Augsburg

Lebenslauf

Geboren in Immenstadt im Allgäu. Studium des Lehramts an Gymnasien (2009–2014), Master of Education Pädagogisch-Psychologische Forschung (2013-2014) und Bachelor Mathematik (2010–2013) an der Universität Augsburg mit einem Erasmus-Stipendium in Turin, Italien (2011–2012). Studentische Hilfskraft und Tutor (2011–2014) und seit 2014 wissenschaftlicher Mitarbeiter am Lehrstuhl für Psychologie der Universität Augsburg. Promotionsstudium im Rahmen des Programms "Empirische Bildungsforschung" der GGS Augsburg und Promotionsstipendiat der Studienstiftung des deutschen Volkes. 2017 Promotion in Psychologie an der Universität Augsburg mit einer Arbeit zur Motivation von Wissenschaftler*innen, für die er 2018 mit dem Universitätspreis der GdF der Universität Augsburg ausgezeichnet wurde. Mehrere Forschungsaufenthalte, u.a. an der University of Rochester (USA) bei Prof. Andrew Elliot (11–12/2016), McGill University (Kanada) bei Prof. Nathan Hall (03–04/2019), University of Korea (Südkorea) bei Prof. Mimi Bong (02/2020). Koordinator der EARLI Motivation and Emotion SIG (2019-2021 und seit 2023) und ECR Co-Chair der AERA Motivation SIG (2019-2021). Seit Juli 2019 Fellow am College for Interdisciplinary Educational Research (CIDER). 2020 Auszeichnung mit dem Robert J. Menges New Researcher Award 2020 (AERA FTED). Habilitation und Erteilung der Venia Legendi im Fach pädagogische Psychologie und empirische Bildungsforschung (2021). 2023 für seine vielversprechende Forschung im Bereich der Lehr-Lernforschung mit dem Eric de Corte Preis von der EARLI ausgezeichnet. Sommer 2024 Gastprofessor für Lehr-Lernpsychologie in der Schule, Universität Wien. Seit Oktober 2024
, Ludwig-Maximilians-Universität Münch.

 

 

Forschungsinteressen

  • Motivation und Motivationsförderung

  • Selbstreguliertes Lernen

  • Unterrichts- und Hochschulforschung

  • Lernen mit digitalen Medien

  • Professionsforschung in Bildungskontexten

DFG Forschungsprojekte

Publikationen

Publikationsverzeichnisse:

 

 

 

ausgewählte Publikationen:

  • Daumiller, M., & Dresel, M. (2022). Temporal dynamics between faculty goals, burnout/ engagement, and performance in teaching and research: A latent change score approach. Contemporary Educational Psychology. Advanced online publication. https://doi.org/10. 1016/j.cedpsych.2022.102124. PsyArXiv:cd49h.

  • Bardach, L.*, Daumiller, M.*, & Lüftenegger, M. (2022). Multiple social and academic achievement goals: Students' goal profiles and their linkages. The Journal of Experimental Education, 1–21. Advanced online publication.  https://doi.org/10.1080/00220973.2022.2081959.

  • Daumiller, M., Fasching, M., Steuer, G., Dickhäuser, O., & Dresel, M. (2022). From teachers' personal achievement goals to students' perceptions of classroom goal structures: Via student-directed goals and specific instructional practices. Teaching and Teacher Education, 111, 103617. Advanced online publication. https://doi.org/10.1016/j.tate.2021.103617. PsyArXiv:mvfth.

  • Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O., & Dresel, M. (2021). Do teachers’ achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction. Advanced online publication. https://doi.org/10.1016/j.learninstruc.2021.101458. PsyArXiv:5926v.
  • Daumiller, M., Rinas, R., Hein, J., Janke, S., Dickhäuser, O., & Dresel, M. (2021). Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality. Computers in Human Behavior, 118, 106677. Advanced online publication. https://doi.org/10.1016/j.chb.2020.106677.  PsyArXiv:yuwh8.

  • Daumiller, M., Grassinger, R., Engelschalk, T., & Dresel, M. (2021). SEEQ-DE: Konstruktion und

    Überprüfung einer deutschsprachigen Adaption des Instruments "Student Evaluation of Educational Quality" (Marsh). Diagnostica. Advanced online publication. https://doi.org/10.1026/0012-1924/a000274. PsyArXiv:ma3x9.
  • Daumiller, M., Rinas, R., & Jaitner, D. (2021). The relevance of stability and change of achieve- ment goals for self-regulated motor learning processes and outcomes. Sport, Exercise, and Performance Psychology. Advanced online publication. https://doi.org/10.1037/spy0000260. PsyArXiv:3yvna.
  • Daumiller, M., Bieg, S., Dickhäuser, O., & Dresel, M. (2020). Humor in university teaching: Role of teachers’ achievement goals and self-efficacy for their use of content-related humor. Studies in Higher Education, 45(12), 2619–2633. https://doi.org/10.1080/03075079. 2019.1623772. PsyArXiv:hs8gn.
  • Daumiller, M., & Dresel, M. (2020). Researchers’ achievement goals, work stress, and professional development: Results of three studies. Contemporary Educational Psychology, 61, 101843. Advanced online publication. https://doi.org/10.1016/j.cedpsych.2020.101843.  PsyArXiv:3cj5z.
  • Daumiller, M., & Janke, S. (2020). Effects of performance goals and social norms on academic dishonesty in a test. British Journal of Educational Psychology, 90(2), 537–559. https://doi.org/10.1111/bjep.12310. PsyArXiv:c8uzk.
  • Daumiller, M., Stupnisky, S., & Janke, S. (2020). Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions. International Journal of Educational Research, 20. https://doi.org/10.1016/j.ijer.2019.101502.
  • Daumiller, M., Dickhäuser, O., & Dresel, M. (2019). University instructors’ achievement goals for teaching. Journal of Educational Psychology, 111(1), 131–148. https://doi.org/10.1037/ edu0000271. PsyArXiv:pbmxy.
  • Daumiller, M., & Dresel, M. (2019). Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts. Journal of Experimental Education, 87(1), 161–176. https://doi.org/10.1080/00220973.2018.1448744. PsyArXiv:evumb.
  • Daumiller, M.*, & Janke, S.*. (2019). The impact of performance goals on cheating depends on how performance is evaluated. AERA Open, 5(4), 1–10. https://doi.org/10.1177/2332858419894276. PsyArXiv:drf6k.
  • Daumiller, M. (2018). Motivation von Wissenschaftlern in Lehre und Forschung: Struktur, Eigenschaften, Bedingungen und Auswirkungen selbstbezogener Ziele. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-21182-0.

 

 

Weiterführende Informationen:

Google Scholar     |    ORCID     |    Research Gate    |    Twitter    |    Web of Science         

 

Mitgliedschaften

  • American Educational Research Association (AERA)
  • European Association for Research on Learning and Instruction (EARLI)
  • International Society of the Learning Sciences (ISLS)
  • Deutsche Gesellschaft für Psychologie (DGPs)
  • Gesellschaft für Empirische Bildungsforschung (GEBF)
  • American Psychological Association (APA)
  • Society for Personality and Social Psychology (SPSP)
  • Society For The Science Of Motivation (SSM)

Reviewer-Tätigkeit (Auswahl)

AERA Open | Asia Pacific Education Review | Behavioral Sciences | BMC Medical Education | British Journal of Educational Psychology | Clinical Epidemiology | Clinical Neurology and Neurosurgery | Cogent Psychology | Computers & Education | Digital Psychology | Education Sciences | Educational Psychology | Educational Research and Reviews | Educational Research for Policy and Practice | Ethics and Behavior | European Journal of Psychology of Education | European Physical Education Review | F1000Research | Frontiers in Education | Frontiers in Psychology | Frontline Learning Research | Fudan Journal of the Humanities and Social Sciences | Healthcare | Higher Education | Higher Learning Research Communications | Informatics | International Journal of Educational Research | International Journal of Environmental Research and Public Health | International Journal of Psychology | International Social Science Journal | Journal for Educational Research Online | Journal of Computer Assisted Learning | Journal of Educational Psychology | Journal of Experiential Education | Journal of Healthcare Leadership | Journal of Language and Education | Journal of Multidisciplinary Healthcare | Journal of Personnel Psychology | Journal of Psychological Abnormalities | Journal of Workplace Learning | Journal on Efficiency and Responsibility in Education and Science | Journal on Efficiency and Responsibility in Education and Science | Learning and Individual Differences | Learning and Instruction | Learning and Motivation | Life | Mathematics | Nursing Reports | OBM Integrative and Complementary Medicine | Open Access Journal of Clinical Trials | Plos One | Prävention und Gesundheitsförderung | Psych | Psychological Bulletin | Psychology in Russia: State of the Art | Psychology Learning & Teaching | Psychology of Sport and Exercise | Psychology Research and Behavior Management | Qualitative Research in Education | Revista Psicologia CES | SAGE Open | Saudi Journal of Medicine & Medical Sciences | Sensors | Social Influence | Societies | Studies in Educational Evaluation | Studies in Higher Education | Sustainability | Symmetry | Teaching and Teacher Education | Unterrichtswissenschaft | Vocations and Learning | Zeitschrift fur Entwicklungspsychologie und Pädagogische Psychologie | Zeitschrift fur Erziehungswissenschaft | Zeitschrift fur Pädagogische Psychologie | Konferenzgutachten für AERA, DGPs, GEBF, GfHf, EAPRIL, EARLI, ISLS, JURE, PAEPS und SPSP

 

Editorial Board und Guest Editor:

British Journal of Educational Psychology (Associate Editor) | Learning and Instruction (Editorial Board) | The Journal of Experimental Education (Editorial Board) | Journal on Efficiency & Responsibility in Education (Editorial Board) | Learning and Individual Differences (Guest Editor) | Contemporary Educational Psychology (Guest Editor) | International Journal of Educational Research (Guest Editor) | Zeitschrift für Psychologie (Guest Editor, Editorial Board)

Lehrveranstaltungen

Keine Vorlesungen vorhanden.


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