Forschungsinteressen

• Entwicklung von Lern- und Leistungsemotionen
• Emotionsregulation
• Selbstkonzept
• Lern- und Leistungsziele
• Verzeihen
• Toleranz gegenüber Unsicherheiten

Lebenslauf

Ausbildung

Gutachtertätigkeiten

• American Journal of Orthopsychiatry
• American Journal of Psychology
• Annual Meeting of the Society for Personality and Social Psychology (SPSP)
• British Journal of Educational Psychology
• Child Development
• Child Development Research
• Contemporary Educational Psychology
• Developmental Psychology Educational Psychology
• Educational Research and Reviews
• European Journal of Psychological Assessment
• European Journal of Psychology of Education
• Frontiers in Psychology
• Ghent University Research Council
• International Journal of Psychology
• Israel Science Foundation
• Journal of Educational Psychology
• Journal of Personality
• Journal of Personality and Social Psychology
• Learning and Individual Differences
• Learning and Instruction
• Motivation and Emotion
• Personality and Social Psychology Bulletin
• Personality and Social Psychology Review
• Scandinavian Journal of Psychology
• Social and Personality Psychology Compass
• Swiss National Science Foundation (Schweizerischer Nationalfonds zur Förderung der wissenschaftlichen Forschung)
• Tagung der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie
• The Spanish Journal of Psychology
• Zeitschrift für Bildungsforschung
• Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
• Zeitschrift für Erziehungswissenschaft
• Zeitschrift für Pädagogische Psychologie 

Mitgliedschaften

American Educational Research Association (AERA)

Deutsche Gesellschaft für Psychologie (DGPs)

European Association for Research on Learning and Instruction (EARLI)

Publikationen

Zeitschriftenartikel (peer reviewed)

Lavelle-Hill, R. E., Frenzel, A. C., Goetz, T., Lichtenfeld, S., Marsh, H., Pekrun, R., … Murayama, K. (in press). How the predictors of math achievement change over time: A longitudinal machine learning approach. Journal of Educational Psychology.

Sakaki, M., Murayama, K., Frenzel, A. C., Goetz, T., Marsh, H. W., Lichtenfeld, S., & Pekrun, R. (2024). Developmental trajectories of achievement emotions in mathematics during adolescence. Child Development, 95, 276–295. https://doi.org/10.1111/cdev.13996

Lichtenfeld, S., Pekrun, R., Marsh, H. W., Nett, U. E., & Reiss, K. (2023). Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering. Journal of Educational Psychology, 115(4), 552–570. https://doi.org/10.1037/edu0000748

Thorstenson, C. A., Pazda, A. D., & Lichtenfeld, S. (2020). Facial blushing influences perceived embarrassment and related social functional evaluations. Cognition and Emotion, 34, 413-426. https://doi.org/10.1080/02699931.2019.1634004

Tracey, D., Morin, A. J. S., Pekrun, R., Arens, A. K., Murayama, K., Lichtenfeld, S., Frenzel, A. C., Goetz, T., & Maïano, C. (2020). Mathematics motivation in students with low cognitive ability: A longitudinal study of motivation and relations with effort, self-regulation, and grades. American Journal on Intellectual and Developmental Disabilities, 125, 125-147. https://doi.org/10.1352/1944-7558-125.2.125

Lichtenfeld, S., Maier, M., Buechner, V. & Fernández Capo, M. (2019). The influence of decisional and emotional forgiveness on attributions. Frontiers in Psychology, 10. https://doi:10.3389/fpsyg.2019.01425

Raccanello, D., Brondino, M., Moè, M., Stupnisky, R.H. & Lichtenfeld, S. (2019). Enjoyment, boredom, anxiety in elementary schools in two domains: Relations with achievement. The Journal of Experimental Education, 87, 449-469. https://doi:10.1080/00220973.2018.1448747

Ringeisen, T., Lichtenfeld, S., Becker, S., & Minkley, N. (2019). Stress experience and performance during an oral exam: The role of self-efficacy, threat appraisals, anxiety, and cortisol. Anxiety, Stress, & Coping, 32, 50-66. https://doi:10.1080/10615806.2018.1528528

Lichtenfeld, S., Maier, M. A., Buechner, V. L., & Elliot, A. J. (2018). Ambient green and creativity. Creativity Research Journal, 30, 305-309. https://doi.org/10.1080/10400419.2018.1488197

Buechner, V. L., Pekrun, R., & Lichtenfeld, S. (2018). The Achievement Pride Scales. European Journal of Psychological Assessment, 34, 181-192. https://doi.org/10.1027/1015-5759/a000325

Arens, A. K., Marsh, H. W., Pekrun, R., Lichtenfeld, S., Murayama, K., & vom Hofe, R. (2017). Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks. Journal of Educational Psychology, 109, 621-634. https://doi.org/10.1037/edu0000163

Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Lichtenfeld, S. (2017). Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores. Journal of Educational Psychology, 109, 425-438. https://doi.org/10.1037/edu0000144

Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and adolescents’ academic performance: Longitudinal models of developmental ordering. Child Development, 88, 1653-1670. https://doi.org/10.1111/cdev.12704

Balaguer, A., Monforte-Royo, C., Porta-Sales, J., Alonso-Babarro, A., Altisent, R., …, Lichtenfeld,S., …, Voltz, R. (2016). An international consensus definition of the wish to hasten death and its related factors. PLoS ONE, 11, e0146184. https://doi.org/10.1371/journal.pone.0146184

Elliot, A. J., Aldhobaiban, N., Kobeisy, A., Murayama, K., Gocłowska, M. A., Lichtenfeld, S., & Khayat, A. (2016). Linking social interdependence preferences to achievement goal adoption. Learning and Individual Differences, 50, 291-295. https://doi.org/10.1016/j.lindif.2016.08.020

Marsh, H. W., Pekrun, R., Lichtenfeld, S., Guo, J., Arens, A. K., & Murayama, K. (2016). Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept. Developmental Psychology, 52, 1273-1290. https://doi.org/10.1037/dev0000146

Murayama, K., Pekrun, R., Suzuki, M., Marsh, H. W., & Lichtenfeld, S. (2016). Don't aim too high for your kids: Parental overaspiration undermines students' learning in mathematics. Journal of Personality and Social Psychology, 111, 766-779. https://doi.org/10.1037/pspp0000079

Stupnisky, R. H., Pekrun, R., & Lichtenfeld, S. (2016). New faculty members' emotions: A mixed-method study. Studies in Higher Education, 41, 1167-1188. https://doi.org/10.1080/03075079.2014.968546

Buechner, V. L., Maier, M. A., Lichtenfeld, S., & Elliot, A. J. (2015). Emotion expression and color: Their joint influence on perceived attractiveness and social position. Current Psychology, 34, 422-433. https://doi.org/10.1007/s12144-014-9266-x

Elliot, A., Murayama, K., Kobeisy, A., & Lichtenfeld, S. (2015). Potential-based achievement goals. British Journal of Educational Psychology, 85, 192-206. https://doi.org/10.1111/bjep.12051

Kuhbandner, C., Spitzer, B., Lichtenfeld, S., & Pekrun, R. (2015). Differential binding of colors to objects in memory: Red and yellow stick better than blue and green. Frontiers in Psychology, 6, 231. https://doi.org/10.3389/fpsyg.2015.00231

Kuhbandner, C., Vogel, C. M., & Lichtenfeld, S. (2015). Switching from approach to withdrawal is easier than vice versa. Cognition and Emotion, 29, 1168-1184. https://doi.org/10.1080/02699931.2014.969197

Lichtenfeld, S., Buechner, V. L., Maier, M. A., & Fernández-Capo, M. (2015). Forgive and forget: Differences between decisional and emotional forgiveness. PLoS ONE, 10, e0125561. https://doi.org/10.1371/journal.pone.0125561

Buechner, V. L., Maier, M. A., Lichtenfeld, S., & Schwarz, S. (2014). Red - Take a closer look. PLoS ONE, 9, e108111. https://doi.org/10.1371/journal.pone.0108111

Maier, M. A., Elliot, A. J., Lee, B., Lichtenfeld, S., Barchfeld, P., & Pekrun, R. (2013). The influence of red on impression formation in a job application context. Motivation and Emotion, 37, 389-401. https://doi.org/10.1007/s11031-012-9326-1

Murayama, K., Pekrun, R., Lichtenfeld, S., & vom Hofe, R. (2013). Predicting long-term growth in students’ mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, 84, 1475-1490. https://doi.org/10.1111/cdev.12036

Lichtenfeld, S., Elliot, A. J., Maier, M. A., & Pekrun, R. (2012). Fertile green: Green facilitates creative performance. Personality and Social Psychology Bulletin, 38, 784-797. https://doi.org/10.1177/0146167212436611

Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2012). Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES). Learning and Individual Differences, 22, 190-201. https://doi.org/10.1016/j.lindif.2011.04.009

Kuhbandner, C., Lichtenfeld, S., & Pekrun, R. (2011). Always look on the broad side of life: Happiness increases the breadth of sensory memory. Emotion, 11, 958-964. https://doi.org/10.1037/a0024075

Elliot, A. J., Niesta Kayser, D., Greitemeyer, T., Lichtenfeld, S., Gramzow, R. H., Maier, M. A. (2010). Red, rank, and romance in women viewing men. Journal of Experimental Psychology: General, 139, 399-417. https://doi.org/10.1037/a0019689

Lichtenfeld, S., Maier, M. A., Elliot, A. J., & Pekrun, R. (2009). The semantic red effect: Processing the word red undermines intellectual performance. Journal of Experimental Social Psychology, 45, 1273–1276. https://doi.org/10.1016/j.jesp.2009.06.003

Maier, M. A., Elliot, A. J., & Lichtenfeld, S. (2008). Mediation of the negative effect of red on intellectual performance. Personality and Social Psychology Bulletin, 34, 1530-1540. https://doi.org/10.1177/0146167208323104

Buch- und Zeitschriftenbeiträge

Lichtenfeld, S., & Gniewosz, B. (2018). Lern- und Leistungsmotivation im Jugendalter. In B. Gniewosz & P. F. Titzmann (Eds.), Handbuch Jugend. Stuttgart, Germany: Kohlhammer.

Lichtenfeld, S., & Stupniski, R. H. (2013). Elementary school students’ achievement emotions: Influences of gender and relations to motivation and achievement. In L. Zhang and J. Chen (Eds.), Academic achievement: Predictors, learning strategies and influences of gender. (pp. 33-62). Hauppauge, NY: Nova Science Publishers.

Lichtenfeld, S., & Stupniski, R. H. (2012). Emotions in achievement: A closer look at elementary school students. In A. M. Columbus (Ed.), Advances in Psychology Research (Vol. 94, pp. 101-124). Hauppauge, NY: Nova Science Publishers.

Lichtenfeld, S., & Pekrun, R. (2010). Angst bei Grundschulkindern – Eine Einführung. Sache, Wort, Zahl, 112, 4-8.

Lichtenfeld, S. (2006). Herzrasen und feuchte Hände - Praktische Tipps für den Umgang mit Prüfungsangst. Mathematik lehren, 135, 54-56.

Pekrun, R., Frenzel, A. C., Zimmer, K., & Lichtenfeld, S. (2005). Schülermerkmale im Ländervergleich. In M. Prenzel, J. Baumert, W. Blum, R. Lehmann, D. Leutner, N. Neubrand, R. Pekrun, J. Rost & U. Schiefele (Eds.), PISA 2003. Der zweite Vergleich der Länder in Deutschland - Was wissen und können Jugendliche? (pp. 147-157). Münster: Waxmann.