Hector-Institut für Empirische Bildungsforschung

Prof. Dr. Luise von Keyserlingk

Luise von Keyserlingk ist Tenure-Track-Professorin für Learning and Instruction am Hector-Institut für Empirische Bildungsforschung. Ihre Forschungsschwerpunkte sind Motivation, selbstreguliertes Lernen, Bildungsentscheidungen und mentale Gesundheit. Dabei betrachtet sie vor allem bei Studierenden und Schüler*innen der Sekundarstufe, welche individuellen und kontextuellen Faktoren förderlich oder hinderlich sein können für eine positive akademische und psychosoziale Entwicklung in Schule, Studium und während Bildungsübergängen.

Ein zentrales Anliegen ihrer Forschung ist die Kombination multipler Datenquellen aus realen Bildungskontexten, wie z.B. Selbstberichte aus Survey Daten, digitale Verhaltensspurdaten aus Lernmanagementsystemen und administrative Daten, um Motivation, Lernerfolg, und die psychosoziale Entwicklung von Lernenden in authentischen Lernumgebungen zu erforschen. 

Vor ihrer Tätigkeit am Hector-Institut arbeitete Luise von Keyserlingk als Postdoktorandin an der Technischen Universität Dortmund (2021-2023) und an der University of California, Irvine (USA; 2019-2021). Zuvor war sie Doktorandin am DIPF - Leibniz Institut für Bildungsforschung und Bildungsinformation in Berlin und promovierte im Fach Psychologie an der Goethe-Universität Frankfurt.  

Adresse

Universität Tübingen
Hector-Institut für Empirische Bildungsforschung, 
Europastraße 6
72072 Tübingen
Raum 405

Kontakt

07071/29-76560

Luise.von-keyserlingkspam prevention@uni-tuebingen.de
 

 

Publikationen

Publikationen

  • von Keyserlingk, L., Schwerter, J., Kunina-Habenicht, O., & Lauermann, F. (2025). Motivation and self-regulated learning as predictors of learning resource use in learning management systems in higher education. Educational Psychology, 1–21. https://doi.org/10.1080/01443410.2025.2564891
  • Bühler, B., Fütterer, T., von Keyserlingk, L., Bozkir, E., Kasneci, E., Gerjets, P., & Trautwein, U. (2025). Mapping Mind Wandering to the “Self-Regulated Learning Process, Multimodal Data, and Analysis Grid”: A Systematic Review. Educational Psychology Review, 37(3), 76. https://doi.org/10.1007/s10648-025-10041-3
  • Murayama, K., & von Keyserlingk, L. (2025). A critical analysis of the current motivation theories in educational psychology: Why the same theories continue to dominate. Educational Psychologist, 1–16. https://doi.org/10.1080/00461520.2025.2473894
  • Rubach, C., von Keyserlingk, L., & Eccles, J. S. (2025). How situation-specific versus person-specific are college students' ratings of instructional quality? British Journal of Educational Psychology. https://doi.org/10.1111/bjep.70003
  • Gaspard, H., Parrisius, C., von Keyserlingk, L., Rubach, C., Yamaguchi-Pedroza, K., Lee, H. R., Spengler, M., Fischer, C., Heckhausen, J., & Eccles, J. S. (2025). Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first-generation and transfer students. British Journal of Educational Psychology. Advance online publication. https://doi.org/10.1111/bjep.12751
  • von Keyserlingk, L., Lauermann, F., Yu, R., Li, Q., Rubach, C., Arum, R., & Heckhausen, J. (2025). Students’ study activities before and after exam deadlines as predictors of performance in STEM courses: A multi-source data analysis. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2024.102598
  • von Keyserlingk, L., Moeller, J., Heckhausen, J., Eccles, J.S., & Arum, R. (2024). Adjusting to College – Do Ability Beliefs and Confidence in Getting Support Matter for Performance and Mental Health? Zeitschrift für Erziehungswissenschaften, 27 (1), 123-146.
  • Höhne, E., von Keyserlingk, L., Haase, J., Arum, R., & Zander, L. (2024). Levels and facets of university students’ stress during the COVID‐19 pandemic: Longitudinal evidence from the first two academic years in Germany and the U.S. Social and Personality Psychology Compass, 18(3), e12935. https://doi.org/10.1111/spc3.12935
  • Rogers, J., Shane, J., von Keyserlingk, L., Heckhausen, J. (2023). Changes in college students' socioeconomic status aspirations during the COVID‐19 pandemic. Social and Personality Psychology Compass, 17(11),  e12859. https://doi.org/10.1111/spc3.12859.
  • von Keyserlingk, L., Lauermann, F., Yu, R., Li, Q., Rubach, C., & Arum, R. (2023). What can digital trace data tell us about postsecondary students’ academic success? An overview of the literature and an illustrative example. In McElvany, N., Grecu, A., Lorenz, R., Becker, M., Dignath, C., Gaspard, H., & Lauermann, F. (Eds.), Jahrbuch der Schulentwicklung. (Band 23., pp. 131-152). Beltz Juventa.
  • von Keyserlingk, L., Rubach, C., Lee, H. R., Eccles, J. S., & Heckhausen, J. (2022). College Students’ motivational beliefs and use of goal-oriented control strategies: Integrating two theories of motivated behavior. Motivation and Emotion. Advance online publication. https://doi.org/10.1007/s11031-022-09957-y
  • Rubach, C., von Keyserlingk, L., Simpkings, S.D., & Eccles, J.S. (2022). Motivational beliefs and positive achievemeng emotions during COVID-19: A person-environment fit perspective in higher education. In: H. Burgstein & G. Krammer (Hrsg): Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education – International Perspectives, Leykam.
  • Rubach, C., von Keyserlingk, L., Simpkins, S., & Eccles, J. S. (2022). Does instructional quality impact male and female university students differently? Focusing on academic stress, academic satisfaction, and mental health impairment. In Front. Educ. 7. DOI: 10.3389/feduc.2022.820321.
  • Wegemer, C., & von Keyserlingk, L. (2022). Dual pandemics of COVID-19 and systemic racism: The roles of perceptions of inequities, civic values, and conservatism in mask-wearing behavior. Analyses of Social Issues and Public Policy. 22 (1), S. 66–88. DOI: 10.1111/asap.12293
  • Moeller, J., von Keyserlingk., L., Spengler, M., Gaspard, H., Lee, H. R., Yamaguchi-Pedroza, K., Yu, R., Fischer, C., & Arum, R., (2022). College students’ emotions during the COVID-19 pandemic: The role of neuroticism, mental health, and household resources. AERA open. DOI: 10.1177/23328584211065725.
  • Arum, R., Eccles, J.S., Heckhausen, J., Orona, G.A., von Keyserlingk, L., Wegemer, C.M., Wright, C.E., Yamaguchi-Pedroza, K. (2021). A framework for measuring undergraduate learning and growth. Change: The Magazine of Higher Learning. 53(6), 51-59, DOI: 10.1080/00091383.2021.1987810
  • von Keyserlingk, L., Dicke, A.-L., Becker, M., & Eccles, J. (2021). What matters when? Social and dimensional comparisons in the context of university major choice. AERA Open. https://doi.org/10.1177/23328584211020711
  • Lee, H.R., von Keyserlingk, L., Arum, R., & Eccles, J.S., (2021): Why do they enroll in this course? Undergraduates’ course choice from a motivational perspective. In Front. Educ. 6.
    DOI: 10.3389/feduc.2021.641254.
  • von Keyserlingk, L., Yamaguchi-Pedroza, K., Arum, R.; Eccles, J.S., (2021): Stress of university students before and after campus closure in response to COVID-19. In Journal of community psychology.
    DOI: 10.1002/jcop.22561.
  • von Keyserlingk, L., Becker, M., & Jansen, M. (2020). Do social comparisons matter for university major choices? A longitudinal study from a gender perspective. International Journal of Gender, Science and Technology, 12(1), 46–64.
  • von Keyserlingk, L., Becker, M., Jansen, M., & Maaz, K. (2020). Leaving the pond – choosing an ocean: Effects of student composition on STEM major choice at university. Journal of Educational Psychology.
  • von Keyserlingk, L., Becker, M., Jansen, M., & Maaz, K. (2020). Effects of student composition in school on young adults’ educational pathways. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000411
  • von Keyserlingk, L., Becker, M., & Jansen, M. (2019): Academic self-concept during the transition to upper secondary school. Contemporary Educational Psychology 56, S. 152–160. DOI: 10.1016/j.cedpsych.2019.01.001.

Curriculum Vitae

Seit 05/2023
Tenure-Track-Professorin für Learning and Instruction

Hector-Institut für Empirische Bildungsforschung, Universität Tübingen

03/2025 - 10/2025
Elternzeit
09/2021 - 05/2023
Akademische Rätin a.Z

Technischen Universität Dortmund

08/2019 - 08/2021
Postdoktorandin

University of California, Irvine (USA)

11/2019
Dr. rer. nat. im Fach Psychologie

Goethe-Universität Frankfurt

01/2019 - 03/2019
Forschungsaufenthalt bei Prof. Jacquelynne S. Eccles

University of California, Irvine (USA)

03/2016 - 07/2019
Wissenschaftliche Mitarbeiterin

DIPF Leibniz-Institut für Bildungsforschung und Bildungsinformation, Berlin

07/2015 - 02/2016
Wissenschaftliche Mitarbeiterin

Freie Universität Berlin

2015
Diplom Psychologie

Technischen Universität Dresden