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Hanna Gaspard

Technische Universität Dortmund

Germany

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Research Interests

Educational Psychology

70%

Educational Technology

30%

Motivation Psychology

40%

Teaching And Learning

30%

Teacher Perception

30%

Student Achievement

20%

Mathematical Cognition

20%

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Articles12

Bridging teacher motivation and instruction: Relevance of student-oriented goals for teaching alongside personal achievement goals and self-efficacy

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Year:

2025

Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first‐generation and transfer students

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Year:

2025

Networks and directed acyclic graphs: Initial steps to efficiently examine causal relations between expectancies, values, and prior achievement

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Year:

2023

Understanding the interplay between targeted motivation interventions and motivational teaching practices in mathematics classrooms

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Year:

2023

The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.

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Year:

2022

Heterogenität in motivationalen Entwicklungsverläufen in Mathematik und Deutsch in Abhängigkeit von Schulform und Geschlecht

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Year:

2022

Does Taekwondo improve children’s self-regulation? If so, how? A randomized field experiment.

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Year:

2022

Risk and Protective Factors of College Students’ Psychological Well-Being During the COVID-19 Pandemic: Emotional Stability, Mental Health, and Household Resources

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Year:

2022

Situating Expectancies and Subjective Task Values Across Grade Levels, Domains, and Countries: A Network Approach

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Year:

2022

The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms.

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Year:

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

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Year:

2021

Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education

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Year:

2021

Collaborators11

Katie A. Gilligan-Lee

University of Surrey

IRELAND

Terry Ng-Knight

University of Surrey

UNITED KINGDOM

Ulrich Trautwein

Professor at University of Tübingen

University of Tübingen

GERMANY

Xin Tang

University of Helsinki

FINLAND

Nicola Johnstone

University of Surrey

UNITED KINGDOM

Cora Parrisius

Junior Professor

Karlsruhe University of Education

GERMANY

Renzhe Yu

UNITED STATES

Oliver Dickhäuser

University of Mannheim

GERMANY

Luise von Keyserlingk

Assistant Professor

University of Tübingen

GERMANY

Sirui Wan

University of Wisconsin-Madison

UNITED STATES

Benjamin Nagengast

GERMANY

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