Short CV

2022/04 – today               Research Assistant (PostDoc), Department of Educational Psychology, Westfälische Wilhelms-University Münster

2018/10 – 2022/03         Research Assistant (PhD Student), Department of Educational Psychology, Philipps-University Marburg, Prof. Dr. Malte Schwinger

2016/09 –2017/11          Referee for Councelling, Center for Teacher Education, Philipps-University Marburg, BMBF-Project „ProPraxis“

2016/10 –2017/02          Referee for Evaluation, Center for Teacher Education, Philipps-University Marburg, BMBF-Project „ProPraxis“

2015/04 – 2015/07         Research internship, Department of Educational Psychology, TU Berlin (Prof. Dr. Lazarides)

2016/10 –2018/09          Philipps-University Marburg: Psychology M.Sc.

2012/10 –2016/08          Philipps-University Marburg: Psychology B.Sc.

Publications

Gehle, M., Trautner, M., & Schwinger, M. (2023). Motivational Self-Regulation in Children with Mild Learning Difficulties during Middle Childhood: Do They use Motivational Regulation Strategies Effectively? Journal of Applied Developmental Psychology, 84, Article 101487. https://doi.org/10.1016/j.appdev.2022.101487

Kärchner, H., Trautner, M., Willeke, S., & Schwinger, M. (2022). How Handheld Use is Connected to Learning-related Factors and Academic Achievement: Meta-analysis and Research Synthesis. Computers and Education Open, Article 100116. https://doi.org/10.1016/j.caeo.2022.100116

Trautner, M. & Schwinger, M. (2022). How are incremental theories about studying motivation related to effective motivation regulation? Learning and Individual Differences, Article 102232. https://doi.org/10.1016/j.lindif.2022.102232

Friehs, M.T., Masselmann, J., Trautner, M., Kotzur, P., & Schmidt, P. (in press). Unobserved Heterogeneity Between Individuals in Group-Focused Enmity. Special Issue Group-Focused Enmity – Conceptual, Longitudinal and Cross-National Perspectives Based on Pre-Registered Studies. International Journal of Conflict and Violence.

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., Wirthwein, L. (2021). Why Do Students Use Strategies that Hurt their Chances of Academic Success? A Meta-Analysis of Antecedents of Academic Self-Handicapping. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000706

Schwinger, M., Trautner, M., Otterpohl, N., Lütje-Klose, B., & Wild, E. (2020). Dabei sein ist alles? Psychosoziale Entwicklung von Kindern mit Förderschwerpunkt Lernen in inklusiven vs. exklusiven Fördersettings. Empirische Sonderpädagogik, 12(1), 64-78. https://doi.org/10.25656/01:20170

Schwinger, M., Trautner, M., Kärchner, H., & Otterpohl, N. (2020). Psychological Impact of Corona Lockdown in Germany: Changes in Need Satisfaction, Well-Being, Anxiety, and Depression. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph17239083

Stellmacher, J., Lübke, L., Roitzsch-Pröhl, D., Trautner, M., & Schwinger, M. (2020). Das Marburger Modell der professionsbezogenen Beratung–eine evaluationsgestützte Reflexion bisheriger Erfahrungen. Profilbildung im Lehramtsstudium, 32-44. https://www.qualitaetsoffensive-lehrerbildung.de/lehrerbildung/shareddocs/downloads/files/bmbf-profilbildung_im_lehramtsstudium_barrierefrei.pdf?__blob=publicationFile&v=1

Trautner, M. & Schwinger, M. (2020). Integrating the concepts self-efficacy and motivation regulation: How do self-efficacy beliefs for motivation regulation influence self-regulatory success?. Learning and Individual Differences, 80, 101890. https://doi.org/10.1016/j.lindif.2020.101890

Trautner, M. & Schwinger, M. (2018). Differentiation of academic self-concept in primary school students with mild learning difficulties: A factor mixture analysis approach. Learning and Individual Differences, 65, 20-29. https://doi.org/10.1016/j.lindif.2018.05.004

Conferences

Trautner, M. & Schwinger, M. (2022). How are implicit theories about the malleability of motivation related to motivation regulation? Symposiumsbeitrag bei der EARLI SIG8-16 Konferenz, Dresden.

Trautner, M. & Schwinger, M. (2022). How are executive functions related to motivational self-regulation? Posterbeitrag auf der EARLI SIG6-16 Konferenz, Dresden.

Trautner, M. & Schwinger, M. (2022). Motivating motivation regulation research – where are we now? An evidence and gap map approach. Vortrag auf dem DGPs-Kongress, Hildesheim.

Trautner, M. & Schwinger, M. (2021). Do motivation regulation strategies differentially affect task value and expectancies of success? An expectancy-value-perspective on the effectiveness of motivation regulation. Presentation at the EARLI SIG 16 (Metacognition) conference 2021 (online).

Trautner, M. (2021).  Regulieren oder nicht regulieren: Wie beeinflussen individuelle motivationsbezogene Dispositionen Motivationsregulation? [To regulate or not to regulate: How do individual motivational dispositions impact motivational regulation?] Invited talk at the psychological research colloquium (winter semester 2020/21) at Augsburg University.

Teaching

Winter term 2022/23

Lecture „Foundations of educational psychology I: Learning and Teaching“

Lecture „Foundations of educational psychology II: diagnostics and interventions in educational psychology“

Seminar „Design and evaluation of teaching and learning scenarios: Successful self-regulated learning“ (master)

Seminar „Practical Implementation: successful self-regulated learning“ (master)

Research colloquium educational psychology (bachelor and master)

SoSe 2022

Seminar „Learning and Communication“ B (Master)

Review activities

Ad-hoc-referee for the following journals:

Scientific Reports