Jana Spear

Jana Spear is a postdoctoral researcher at the Hector Research Institute of Education Sciences and Psychology at the University of Tübingen.

Her research interests lie in the area of self-regulated learning. In this context, she focuses on how students can be supported in their self-regulated learning and works with multimodal log and behavioral data from digital learning environments to investigate learning processes. Previously, she completed her PhD at the University of Augsburg on learning from errors in primary school age.

Address

University of Tübingen
Hector Research Institute of Education Sciences and Psychology,
Europastraße 6
72072 Tübingen
Raum 207

Contact

jana.spearspam prevention@uni-tuebingen.de

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Publications

Spear, J., Bryce, D., Enste, C.-S., Martin, A. J., Grassinger, R., & Dresel, M. (in press). Causal effects of beliefs about errors on primary school students’ reactions to errors and knowledge acquisition: Evidence from three experimental field studies. Journal of Educational Psychology.
Enste, C.-S., Spear, J., Burmeister, C., Dresel, M., & Grassinger, R. (in press). Error climate in the classroom as an important aspect of student support: Interactions with student motivation? Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie/German Journal of Developmental and Educational Psychology.
Bryce, D., Spear, J., Enste, C.-S., Grassinger, R., & Dresel, M. (2026). Tracing the learning experience in a digital learning environment: Insights from pen pressure and facial expressions in primary school children. Metacognition and Learning, 21(1), 32. https://doi.org/10.1007/s11409-026-09482-0
Pickal, A. J.*, Spear, J.*, Bryce, D., Enste, C.-S., Grassinger, R., & Dresel, M. (2026). Multimodally assessed adaptive reactions to errors in primary school students and their effects on knowledge acquisition. Learning and Individual Differences, 129, Article 102927. https://doi.org/10.1016/j.lindif.2026.102927 *shared first authorship
Biedermann, V., Spear, J., Hemetsberger, F., & Zentner, M. (2026). The accuracy of temperament ratings in late childhood and early adolescence and their relation to behavior problems: An analysis of parent, child, and teacher agreement. Child Psychiatry & Human Development. https://doi.org/10.1007/s10578-026-01994-9
Spear, J., Burmeister, C., Dresel, M., & Grassinger, R. (2025). Assessing adaptive reactions to errors in primary school children. European Journal of Psychological Assessment, 0(0). https://doi.org/10.1027/1015-5759/a000922
Spear, J., Schulz, T., Steinmayr, R., Uysal, G., & Vogel, S. (2025). Lernen sichtbar machen: Motivierende Leistungsbeurteilung in der Grundschule [Making learning visible: Motivating performance assessment in primary school]. (InfoTEXT from KONTEXT Grundschule, 4). DIPF | Leibniz Institute for Research and Information in Education. https://doi.org/10.25657/02:34227
Dresel, M., Daumiller, M., Spear, J., Janke, S., Dickhäuser, O., & Steuer, G. (2025). Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate. British Journal of Educational Psychology, 95, 180–196. https://doi.org/10.1111/bjep.12697
Spear, J., Tulis, M., & Dresel, M. (2024). Knowledge effects of action-related reactions to errors. Educational Psychology, 44(9–10), 1092–1105. https://doi.org/10.1080/01443410.2024.2426549

Curriculum Vitae

Since 10/2026

Postdoctoral Researcher

Hector Research Institute of Education Sciences and Psychology, University of Tübingen

05/2026 - 09/2026

Doctoral Fellowship Holder

Office for Equal Opportunities, University of Augsburg

01/2026 - 02/2026

Research Stay

Prof. Dr. Andrew Martin, University of New South Wales, Australia

05/2023 - 09/2026

PhD

University of Augsburg

10/2021 - 06/2023

M.Sc. Psychology

University of Innsbruck, Austria

10/2018 - 09/2021

B.Sc., Psychology

University of Ulm