Hector Research Institute of Education Sciences and Psychology

Prof. Dr. Richard Göllner

Prof. Dr. Richard Göllner

Prof. Dr. Richard Göllner was appointed to the W3 professorship for process-related teaching research and moved to the University of Potsdam on November 1 after 15 years at the Hector Research Institute of Education Sciences and Psychology. 

Richard Göllner started as a research assistant at the institute in 2009, obtained his doctorate in 2014 and worked as a junior research group leader. At the end of 2019, he was appointed to the professorship for Educational Effectiveness/Educational Trajectories at the University of Tübingen. In the meantime, he worked at the Institute of Education at the University of Regensburg. We wish him all the best in his new position.

Publications

Journal Articles

  • Fauth, B., Göllner, R., Lenske, G., Praetorius, A.-K. & Wagner, W. (in press). Who sees what? Conceptual considerations on the measurement of teaching quality from different perspectives. Zeitschrift für Pädagogik.
  • Göllner, R., Wagner, W., Lenske, G., Praetorius, A.-K. & Fauth, B. (in press). Do student ratings of classroom management really tell us more about teachers or about classroom composition? Zeitschrift für Pädagogik.
  • Kögler, K. & Göllner, R. (in press). Control-value appraisals predicting students' boredom in accounting classes: A continuous-state-sampling approach. Empirical Research in Vocational Education and Training.
  • Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trauwein, U. (in press) Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction.
  • Rieger, S., Göllner, R., Spengler, M., Trautwein, U., Nagengast, B., & Roberts, B. W. (2022). The persistence of students’ academic effort: The unique and combined effects of conscientiousness and individual interest. Learning and Instruction, 80(4), 101613. https://doi.org/10.1016/j.learninstruc.2022.101613
  • Braun, L., Göllner, R., Rieger, S., Trautwein, U., & Spengler, M. (2021). How state and trait versions of self-esteem and depressive symptoms affect their interplay: A longitudinal experimental investigation. Journal of Personality and Social Psychology, 120(1), 206–225. https://doi.org/10.1037/pspp0000295
  • Fauth, B., Wagner, W., Bertram, C., Göllner, R., Roloff, J., Lüdtke, O., . . . Trautwein, U. (2019). Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000416
  • 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(1), 32–42. https://doi.org/10.1177/0956797618806298
  • Rieger, S., Göllner, R., Spengler, M., Trautwein, U., Nagengast, B., Harring, J.R., & Roberts, B.W. (2018). The effects of getting a new teacher on the consistency of personality. Journal of Personality, 00, 1-16. Advance online publication. https://doi.org/10.1111/jopy.12410
  • Göllner, R., Wagner, W., Eccles, J. S., & Trautwein, U. (2018). Students’ idiosyncratic perceptions of teaching quality in mathematics: A result of rater tendency alone or an expression of dyadic effects between students and teachers? Journal of Educational Psychology, 110(5), 709-725. https://doi.org/10.1037/edu0000236
  • Göllner, R., Damian, R., Nagengast, B., Roberts, B.W., & Trautwein, U. (2018). It’s not only who you are but who you are with: High school composition and individuals’ attainment over the life course. Psychological Science, 29(11), 1785-1796. https://doi.org/10.1177/0956797618794454 
  • Blum, G., Rauthmann, J., Göllner, R., Lischetzke, T., & Schmitt, M. (2018). The nonlinear interaction of person and situation (NIPS) model: Theory and empirical evidence. European Journal of Personality, 32, 286-305.
  • Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trauwein, U. (2017). Social support and classroom management are related to secondary students' general school adjustment: A multilevel structural equation model using student and teacher ratings. Journal of Educational Psychology, online first publication.
  • Wagner, J., Lüdtke, O., Robitzsch, A., Göllner, R., & Trautwein, U. (2017). Self-esteem development in the school context: The roles of intrapersonal and interpersonal social predictors. Journal of Personality.
  • Grosz, M. P., Göllner, R., Rose, N., Spengler, M., Trautwein, U., Rauthmann, J. F., Wetzel, E., & Roberts, B. W. (2017). The development of narcissistic admiration and machiavellianism in early adulthood. Journal of Personality and Social Psychology.
  • Göllner, R., Damian, R.I., Rose, N., Spengler, M., Trautwein, U., Nagengast, B. & Roberts, B.W. (2017). Is doing your homework associated with becoming more conscientious? Journal of Research and Personality, 71, 1-12. https://doi.org/10.1016/j.jrp.2017.08.007
  • Jirschitzka, J., Oeberst, A., Göllner, R., & Cress, U. (2017). Inter-rater reliability and validity of peer reviews in an interdisciplinary field. Scientometrics, 113, 1059-1092.
  • Rieger, S., Göllner, R., Spengler, M., Trautwein, U., Nagengast, B., & Roberts, B. (2017). Social cognitive constructs are just as stable as the Big Five between grades five and eight. AERA Open, 3, 1-9.
  • Lechner, C., Sortheix, F.M., Göllner, R., & Salmela-Aro, K. (2017). The Development of Work Values During the Transition to Adulthood: A Two-Country Longitudinal Study. Journal of Vocational Behavior, 9, 52-65.
  • Göllner, R., Roberts, B.W., Damian, R.I., Lüdtke, O., Jonkmann, K., & Trautwein, U. (2017). Whose storm and stress is it? Parent and child reports of personality development in the transition to early adolescence. Journal of personality, 85, 281-434.
  • Göllner, R., Wagner, W., Klieme, E., Lüdtke, O., Nagengast, B., & Trautwein, U. (2016). Erfassung der Unterrichtsqualität mithilfe von Schülerurteilen: Chancen, Grenzen und Forschungsperspektiven. In Bundesministerium für Bildung und Forschung (Hrsg.), Forschungsvorhaben in Ankopplung an Large-Scale-Assessments (S. 63-82). (Bildungsforschung; Band 44). Bielefeld: W. Bertelsmann Verlag.
  • Wagner, W., Göllner, R.*, Werth, S., Voss, T., Schmitz, B., & Trautwein, U. (2016). Student and Teacher Ratings of Instructional Quality: Consistency of Ratings over Time, Agreement, and Predictive Power. Journal of Educational Psychology, 108, 705-721. (*geteilte Erstautorenschaft)
  • Rieger, S., Göllner, R., Trautwein, U., & Roberts, B. W. (2016). Low self-esteem prospectively predicts depression in the transition to young adulthood: A replication of Orth, Robins, and Roberts (2008). Journal of Personality and Social Psychology, 110, 6-22.
  • Göllner, R. (2014). Psychische Störungen und ihre Bedeutung für die Entstehung sozialer Ungleichheit: Ein Überblick. Zeitschrift für Erziehungswissenschaft, 17, 281-297.
  • Probst, T., Lambert, M.J., Loew, T.H., Dahlbender, R.W., Göllner, R., & Tritt, K. (2013). Feedback on patient progress and clinical support tools for therapists: Improved outcome for patients at risk of treatment failure in psychosomatic in patient therapy under the conditions of routine practice. Journal of Psychosomatic Research, 75, 255-261.
  • Kohler, B. & Göllner, R. (2013). Heterogene Arbeitszeiten von Schülerinnen und Schülern: Unterschiede innerhalb und zwischen Klassen. Unterrichtswissenschaft, 41, 363-380.
  • Wagner, W., Göllner, R., Helmke, A., Trautwein, U., & Lüdtke, O. (2013). Construct validity of student perceptions of instructional quality is high, but not perfect: Dimensionality and domain-generalizability of domainindependent assessments. Learning and Instruction, 104, 148-163.
  • Schröder, A., Heider, J., Zaby, A., & Göllner, R.* (2013). Cognitive behavioral therapy versus progressive muscle relaxation training for multiple somatoform symptoms: Results of a randomized controlled trial. Cognitive Therapy and Research, 37, 296-306. (*alle Autoren haben in gleicher Weise zur Publikation beigetragen)
  • Göllner, R., Gollwitzer, M., Heider, J., Zaby, A., & Schröder, A. (2010). Auswertung von Längsschnittdaten mit hierarchischen linearen Modellen. Zeitschrift für Klinische Psychologie und Psychotherapie, 39, 179-188.
  • Hofer, M., Fries, S., Helmke, A., Kilian, B., Kuhnle, C., Zivkovic, I., Göllner, R., & Helmke, T. (2010). Value orientation and motivational interference in school-leisure conflicts: The case of Vietnam. Learning and Instruction, 20, 239-249.
  • Helmke, A., Göllner, R., Kleinbub, I., Schrader, F.-W., & Wagner, W. (2008). Standards - Motor oder Bremse der Unterrichtsentwicklung? SEMINAR - Lehrerbildung und Schule. Kompetenzerwerb in der Lehrerbildung, 14, 44-61.

Curriculum Vitae

10/2023 - 08/2024
Stand-in Professor

University of Regensburg, Germany 

12/2019 - 11/2024
Professor in Educational Effectiveness/Educational Trajectories

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

2016
Junior research group leader

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

2015
Junior research group leader

LEAD Graduate School & Research Network, University of Tübingen

2014
Doctorate (dr. rer. nat.)

University of Tübingen

2010
Diploma of Psychology

University of Koblenz-Landau

2000 - 2004
Apprenticeship in Youth Education and Education in Boarding Schools