PD Dr. habil. Martin Daumiller

Assistant Professor/Senior Lecturer

Psychology

Phone:	+49 821 598 5610
Fax:	+49 821 598 5289
Email:	martin.daumiller@phil.uni-augsburgphil.uni-augsburg.de ()
Room:	2087 (D)
Open hours:	Thursdays, 2–3 pm
Address:	Universitätsstraße 10, 86159 Augsburg

Contact (.vcf)

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
Professor für Pädagogische Psychologie, Ludwig-Maximilians-Universität Münch.

Curriculum vitae

Dr. Martin Daumiller is an assistant professor at the University of Augsburg, Germany and a fellow at the College for Interdisciplinary Educational Research (CIDER). He completed his teacher training (2009–2014), a Master of Education with a specialization in Educational-Psychological Research (2013–2014), and a Bachelor of Mathematics (2011–2012) at the University of Augsburg, including an Erasmus-scholarship in Turin, Italy (2011–2012). He was a research associate and tutor (2011–2014), and a research fellow in the Department of Psychology at the University of Augsburg (2011–2014). He completed his doctoral studies within the graduate program of “Empirical Educational Research” at the Graduate School of Humanities and Social Sciences (GGS) in Augsburg, with a scholarship from the German National Academic Foundation. He finished his Ph.D. in Psychology at the University of Augsburg in 2017 on the topic of university scholars’ motivations for teaching and research, for which he received the University of Augsburg Award in 2018. He pursued multiple research stays abroad, including the University of Rochester (USA) and the University of Korea (South Korea). He completed his postdoctoral degree (Habilitation) and received the Venia Legendi in the subject pedagogical psychology and empirical educational research (2021). He also serves as coordinator of the EARLI Motivation and Emotion SIG (2019-2021, and since 2023). For his research, Dr. Daumiller received multiple awards, including the Robert J. Menges New Researcher Award 2020 (AERA FTED) as well as the Eric de Corte Award (EARLI). Summer 2024 Guest Professor of Psychology of Learning and Instruction, University of Vienna. Since October 2024, Professor of Educational Psychology at the LMU Munich.

Research interests

Motivation and fostering of motivation
Self-regulated learning
Instructional research
Learning with digital media
Profession research in educational context

DFG Research Projects

Publications

List of publications and talks

Selected publications:

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.

Further information:

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

Affiliations

American Educational Research Association (AERA)
AERA Special Interest Group Motivation in Education
European Association for Research on Learning and Instruction (EARLI)
Junior Researchers of The European Association for Research on Learning and Instruction (JURE)
International Society of the Learning Sciences (ISLS)
Deutsche Gesellschaft für Psychologie (DGPs) [German Psychological Society]
Fachgruppe Pädagogische Psychologie der DGPs [DGPs Division Pedagogical Psychology]
Gesellschaft für empirische Bildungsforschung (GEBF) [Society for Empirical Educational Research]
American Psychological Association (APA)
Society for Personality and Social Psychology (SPSP)
Society For The Science Of Motivation (SSM)

Reviewer activities (selection)

Editorial Board and 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) | International Journal of Educational Research (Guest Editor) | Zeitschrift für Psychologie (Guest Editor, Editorial Board) | Sage Open (Acting Editor)

PD Dr. habil. Martin Daumiller

Lebenslauf

Curriculum vitae

Research interests

DFG Research Projects