25.07.2024

Review of the TEMMPS Conference 2024

The TEMMPS conference with renowned experts took place in Tübingen in July.

From July 15 to 17, 2024, the TEMMPS conference took place at the Westspitze Innovation Center in Tübingen. TEMMPS stands for Tübingen Week on Education, Motivation, Meta-Cognition, Personality and Self-Regulation.

Around 80 participants, including 20 international guests, took part in the conference, which was funded by the German Research Foundation (DFG) and the Hector Foundation II.

The conference brought together leading experts from various fields to discuss key conceptual, theoretical and empirical questions on the intersection of self-regulation with motivation, metacognition and personality in learning processes in educational contexts - including renowned experts such as Anastasia Efklides, Jeffrey A. Greene, Brent Roberts, Allan Wigfield, Han van der Maas, Charlotte Dignath, Fani Lauermann and Adar Ben-Eliyahu. 

The conference was organized by Prof. Dr. Luise von Keyserlingk, Prof. Dr. Kou Murayama, Prof. Dr. Ulrich Trautwein, Dr. Yannan Gao, Dr. Florian Berens and Fanyi Zeng from the Hector Institute for Empirical Educational Research and the LEAD Graduate School & Research Network.

Focus of the conference

The starting point of the TEMMPS conference was the question of how pupils can develop into successful learners and what support and encouragement is necessary to enable them to acquire knowledge competently. Various psychological constructs such as motivation, metacognition, personality and self-regulation play a central role in research on learning success in children and young people.

The conference addressed the increasing need to integrate theoretical approaches to describe human behavior in learning contexts. Despite calls for greater integration, many theories continue to exist in isolation from each other. Consequently, many phenomena relevant to different theoretical approaches are studied in isolation. The TEMMPS conference focused on the four research traditions of motivation, metacognition, personality and self-regulation. All four approaches offer significant explanatory models for learning behavior, learning outcomes and educational trajectories across the lifespan and represent a central area of Tübingen research.