Hector Research Institute of Education Sciences and Psychology

Dr. Gundula Stoll

Dr. Gundula Stoll

Dr. Gundula Stoll is a postdoctoral researcher in the research focus of personality. She is also director of teaching and study at the Hector Research Institute of Education Sciences and Psychology.

In her research, Gundula Stoll combines fundamental questions from the area of personality psychology with problems/requirements from applied educational psychology.

She studies the impact of personality and vocational interests for individual decisions in education, career and private life. Her research demonstrates that vocational interests are important predictors of life outcomes, major life goals, educational choices and the choice of specific study majors.

Current research projects focus on the impact of specific experiences on the development of vocational interests. The aim of this research is to understand whether influences in and outside school do affect the development of personality and interests.

A practical application of Gundula Stoll’s research lies in the development of online self-assessment tools (OSA). OSA allow prospective students a self-directed assessment of abilities, interests and characteristics in comparison with the requirements in a specific study major. In doing so, OSA reinforce self-reflection and contribute to a successful study major choice.

Gundula Stoll was the head of the project “Self-Assessment”, in which the „Tübinger Studienwahltest“ was developed for the University of Tübingen. This project was funded by the federal ministry of education and research as a part of the initiative „Erfolgreich Studieren in Tübingen“ (ESiT; studying successfully in Tübingen). As a member of the network online self-assessment (Netzwerk Online Self-Assessment, NOSA), Gundula Stoll dedicated herself to the development of scientific standards for OSA.

As the Director of Teaching and Study Gundula Stoll heads the area of teaching at the Hector Research Institute. She is responsible for teaching quality, study guidance, and curriculum development in the two study programs B.Sc. Empirische Bildungsforschung und Pädagogische Psychologie and M.Sc. Empirische Bildungsforschung und Pädagogische Psychologie.

Publications

Journal Articles

  • Stoll, G. & Gfrörer, T. (2022). Anregung zur Selbstselektion und Steigerung der Grundquote – Welchen Beitrag leisten Online Self-Assessments im Kontext der Studierendenauswahl? Eingereicht Zeitschrift für Pädagogische Psychologie (Themenheft).
  • Stoll, G., Rieger, S., Lüdtke, O., Nagengast, B., Trautwein, U. & Rounds J. (2023) A State-Trait Perspective on Vocational Interests: Results from Three Longitudinal Studies. Journal of Research in Personality. (R&R)
  • Roemer, L., Stoll, G., Ziegler, M. & Rounds, J. (2021). Why Does the Trait-State Interplay in Vocational Interests Differ from the Trait-State Interplay in Personality? Exploring the Interest Variability in Daily Life. Journal of Research in Personality. (R&R)
  • Gfrörer, T., Stoll, G., Rieger, S., Trautwein, U., & Nagengast, B. (2021). The development of vocational interests in early adolescence: Stability, change, and state-trait components. European Journal of Personality, 08902070211035630. https://doi.org/10.1177/08902070211035630
  • Stoll, G.*, Rieger, S.*, Nagengast, B., Trautwein, U., & Rounds, J. (2020). Stability and change in vocational interests after graduation from high school: A six-wave longitudinal study. Journal of Personality and Social Psychology. https://doi.org/10.1037/pspp0000359 
  • Stoll, G., Einarsdóttir, S., Chelsea Song, Q., Ondish, P., Sun, J.-T., & Rounds, J. (2020). The roles of personality traits and vocational interests in explaining what people want out of life. Journal of Research in Personality, 86, 103939. https://doi.org/10.1016/j.jrp.2020.103939
  • Stoll, G.*, Wille, E.*, Gfrörer, T., Cambria, J., Nagengast, B., & Trautwein, U. (2020). It takes two: expectancy-value constructs and vocational interests jointly predict STEM major choices. Journal of Contemporary Educational Psychology, 61, 101858. https://doi: 10.1016/j.cedpsych.2020.101858 Open Access
  • Usslepp, N., Hübner, N., Stoll, G., Spengler, M., Trautwein, U. & Nagengast, B. (2020). RIASEC interests and the Big Five personality traits matter for life success—But do they already matter for educational track choices? Journal of Personality. https://doi.org/10.1111/jopy.12547
  • Golle, J., Rose, N., Göllner, R., Spengler, M., Stoll, G., Hübner, N., … Nagengast, B. (2019). School or work? The choice may change your personality. Psychological Science, 30, 32–42. https://doi.org/10.1177/0956797618806298
  • Stoll, G., Rieger, S., Lüdtke, O., Nagengast, B., Trautwein, U., & Roberts, B. W. (2017). Vocational interests assessed at the end of high school predict life outcomes assessed 10 years later over and above IQ and Big Five personality traits. Journal of Personality and Social Psychology, 113(1), 167-184. https://doi.org/10.1037/pspp0000117
  • Gottschling, J., Segal, D. J., Häusele, C., Spinath, F. M. & Stoll, G. (2016). Assessment of anxiety in older adults: Translation and psychometric evaluation of the German version of the Geriatric Anxiety Scale (GAS). Journal of Psychopathology and Behavioral Assessment, 38, 136–148. https://doi:10.1007/s10862-015-9504-z
  • Hasenberg, S. & Stoll, G. (2015). Erwartungschecks in Self-Assessments: Zur Erfassung und Korrektur von Studienerwartungen. Das Hochschulwesen, 63 (3+4), 104-108.
  • Kaub, K., Stoll, G., Biermann, A., Spinath, F. M. & Brünken, R. (2014). Interessenkongruenz, Belastungserleben und motivationale Orientierung bei Einsteigern im Lehramtsstudium. Zeitschrift für Arbeits- und Organisationspsychologie, 58 (3), 125–139.
  • Brehmer, Y., Li, S. C., Straube, B., Stoll, G., von Oertzen, T., Müller, V. & Lindenberger, U. (2008). Comparing memory skill maintenance across the life span: Preservation in adults, increase in children. Psychology and Aging, 23 (2), 227-238. https://doi:10.1037/0882-7974.23.2.227
  • Stoll, G. & Spinath, F.M. (2008). Ein Studienberatungstest für die Universität des Saarlandes. Magazin Forschung. Saarland University, 2, 36-41.

    * geteilte Erstautorenschaft
  •  

Book Chapters

  • Weis, S., Stoll, G., Dietrich, S. & Wachtel, T. (2022). Evaluation von Online Self-Assessments. In: G. Stoll & S. Weis (Hrsg.), Online-Self-Assessments zur Studienfachwahl: Entwicklung - Konzepte - Qualitätsstandards. Springer-Verlag.
    doi.org/10.1007/978-3-662-63827-9 
  • Petri, P. S., Marquardt, C., Weis, S., Stoll, G. (2022). Qualitätsstandards. In: G. Stoll & S. Weis (Hrsg.), Online-Self-Assessments zur Studienfachwahl: Entwicklung - Konzepte - Qualitätsstandards. Springer-Verlag. doi.org/10.1007/978-3-662-63827-9
  • Stoll, G., Weis, S., Beauducel, A., Becker, A., Brazel, C., Delzepich, R., Dietrich, S., Ewert, M., Gniewosz, G., Kersting, M., Lange, M., Leiner, J., Marquardt, C., Ortner, T., Pachtchenko, S., Persike, M., Petri, P. S., Pfeiffer, A., Schütte, N., Schmitt, M., Schütz, M., Spinath, F.M., Teige-Mocigemba, S., Wachtel, T., Weingardt, V. & Zay K. (2022). Ein Rahmenmodell zu Entwicklung, Wirkmechanismen und Bewertung von Online Self-Assessments. In: G. Stoll & S. Weis (Hrsg.), Online-Self-Assessments zur Studienfachwahl. Entwicklung - Konzepte - Qualitätsstandards (S. 1-23). Berlin, Heidelberg: Springer
  • Stoll, G., Weis, S., Beauducel, A., Becker, A., Brazel, C., Delzepich, R., Dietrich, S., Ewert, M., Gniewosz, G., Kersting, M., Lange, M., Leiner, J., E. M., Marquardt, C., Ortner, T. M., Pachtchenko, S., Persike, M., Petri, P. S., Pfeiffer, A., Schütte, N., … Zay, K. (2022). Ein Rahmenmodell zu Entwicklung, Wirkmechanismen und Bewertung von Online Self-Assessments. In G. Stoll & S. Weis (Hrsg.), Online-Self-Assessments zur Studienfachwahl: Entwicklung—Konzepte—Qualitätsstandards (S.1-23). Springer-Verlag. https://doi.org/10.1007/978-3-662-63827-9
  • Petri, P. S., Marquardt, C., Weis, S., & Stoll, G. (2022). Qualitätsstandards. In G. Stoll & S. Weis (Hrsg.), Online-Self-Assessments zur Studienfachwahl: Entwicklung—Konzepte—Qualitätsstandards (S.231-237). Springer-Verlag. https://doi.org/10.1007/978-3-662-63827-9
  • Weis, S., Stoll, G., Dietrich, S., & Wachtel, T. (2022). Evaluation von Online Self-Assessments. In G. Stoll & S. Weis (Hrsg.), Online-Self-Assessments zur Studienfachwahl: Entwicklung—Konzepte—Qualitätsstandards (S. 203-230). Springer-Verlag. https://doi.org/10.1007/978-3-662-63827-9
  • Su, R., Stoll, G., & Rounds, J. (2019). The nature of interests: Toward a unifying theory of trait-state interest dynamics. In C. D. Nye & J. Rounds (Eds.), Vocational Interests in the Workplace: Rethinking Behavior at Work (pp. 11–38). New York: Routledge.
  • Stoll, G. (2019). Online-Self-Assessments zur Studienfachwahl – wie Hochschulen die Potentiale dieses Instruments effektiv nutzen können. In: Driesen, C. & Ittel, A. (Hg.): Erfolgreich ankommen – Strategien, Strukturen und Best Practice deutscher Hochschulen für den Übergang Schule- Hochschule (S. 65–76). Münster: Waxmann.
  • Stoll, G. & Trautwein, U. (2017). Vocational Interests as Personality Traits: Characteristics, Development, and Significance in Educational and Organizational Environments. In: Specht, J. (Ed.): Personality Development Across the Lifespan (pp. 401–417). Elsevier.
  • Stoll, G. & Spinath, F. M. (2015). Unterstützen Self-Assessments die Studienfachwahl? Erfahrungen und Befunde aus dem Projekt Study-Finder. In: Hanft, A. & Zawacki-Richter, O. (Hg.): Herausforderung Heterogenität beim Übergang in die Hochschule. Münster: Waxmann.

Edited Books

  • Stoll, G.* & Weis, S.* (Hrsg.) Handbuch Online Self-Assessments zur Studienfachwahl: Entwicklung, Konzepte, und Qualitätsstandards. Springer Verlag. (2022)
  • Stoll, G., & Weis, S. (Hrsg.). (2022). Online-Self-Assessments zur Studienfachwahl: Entwicklung - Konzepte - Qualitätsstandards. Springer-Verlag. https://doi.org/10.1007/978-3-662-63827-9

Developed Tests

  • Stoll, G. (2013). Entwicklung und Validierung eines Interessentests zur Berufs- und Studienfachwahl (Dissertation). Universität des Saarlandes, Saarländische Universitäts- und Landesbibliothek, Saarbrücken.
  • Stoll, G. & Spinath, F.M. (2013). Interessentest zur Berufs- und Studienfachwahl. Ein Instrument zur Erfassung beruflicher Interessen, basierend auf dem RIASEC-Modell, als Papier- und Bleistift- oder Online-Fragebogen. Unveröffentlichtes Testmaterial, Universität des Saarlandes.

Curriculum Vitae

Since 2018
Director of Teaching and Learning

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

Since 2016
Senior Researcher with the research focus on personality

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

Since April 2014
Research fellow

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

09/2013
Award of „Hogrefe-Poster-Preis für Psychologische Diagnostik“ by section of differential psychology, psychology of personality and psychological diagnostics
02/2013
Doctorate in Psychology (magna cum laude)

Saarland University

05/2012 - 03/2014
Research fellow

“Psychological Assessments” (Prof. Dr. Christoph Igel), Centre for E-Learning Technology, German Research Center for Artificial Intelligence, Saarland University

03/2007 - 03/2014
Research fellow

Chair of differential psychology and psychological diagnostics (Prof. Dr. Frank M. Spinath), Saarland University

10/2001 - 02/2007
Studies of Psychology (Diploma)

Saarland University

03/2003 - 03/2005
Research assistant

Chair of developmental psychology (Prof. Dr. Ulman Lindenberger), Saarland University