PD Dr. Hanna Gaspard

Hanna Gaspard is a senior researcher and junior research group leader at the Hector Research Institute of Education Sciences and Psychology. Her research focuses on the development of student motivation and interventions to foster motivation in the classroom.

Currently, Hanna Gaspard is a guest professor of Empirical Educational Research in social heterogeneity at the TU Dortmund.


Journal Articles

  • Piesch, H.*, Gaspard, H.*, Parrisius, C., Wille, E., & Nagengast, B. (in press). How can a relevance intervention in math support students’ career choices? Journal of Applied Developmental Psychology, 70, Article 101185. https://doi.org/10.1016/j.appdev.2020.101185
    *both authors contributed equally to this work
  • Parrisius, C., Gaspard, H., Flunger, B., Trautwein, U., & Nagengast, B. (in Druck). Gleiche Wirkung in jedem Klassenzimmer? Moderationseffekte durch motivationale Unterrichtspraktiken am Beispiel einer Nützlichkeitsintervention im Mathematikunterricht und damit einhergehende Herausforderungen. Zeitschrift für Erziehungswissenschaft Sonder-Edition.
  • Schiefer, J., Stark., L., Gaspard, H., Wille, E., Trautwein, U., & Golle, J. (2020). Scaling up an extracurricular science intervention for elementary school students: It works, and girls benefit more from it than boys. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000630
  • Parrisius, C., Gaspard, H., Trautwein, U., & Nagengast, B. (2020). The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions? Contemporary Educational Psychology, 62, Article 101891. https://doi.org/10.1016/j.cedpsych.2020.101891
  • Brisson, B. M., Hulleman, C. S., Häfner, I., Gaspard, H., Flunger, B., Dicke, A.-L., Trautwein, U., & Nagengast, B. (2020). Who sticks to the instructions—and does it matter? Antecedents and consequences of students’ fidelity to a classroom-based relevance intervention. Zeitschrift für Erziehungswissenschaft, 23, 121-144. https://doi.org/10.1007/s11618-019-00922-z
  • Gaspard, H.*, Jiang, Y.*, Piesch, H., Nagengast, B., Jia, N., Lee, J., & Bong, M. (2020). Assessing students’ values and costs in three countries: Gender and age differences within countries and structural differences across countries. Learning and Individual Differences, 79, Article 101836. https://doi.org/10.1016/j.lindif.2020.101836
    *both authors contributed equally to this work
  • Song, J., Gaspard, H., Nagengast, B., & Trautwein, U. (2020). The Conscientiousness × Interest Compensation (CONIC) model: Generalizability across domains, outcomes, and predictors. Journal of Educational Psychology, 112(2), 271–287. https://doi.org/10.1037/edu0000379
  • Gaspard, H., Lauermann, F., Rose, N., Wigfield, A., & Eccles, J. S. (2019). Cross-domain trajectories of students' ability self-concepts and intrinsic values in math and language arts. Child Development. Online advance publication. https://doi.org/10.1111/cdev.13343
  • Fadda, D., Scalas, L. F., Morin, A. J. S., Marsh, H., & Gaspard, H. (2020). Value beliefs about math: a bifactor-ESEM representation.European Journal of Psychological Assessment, 36(2), 259-268. https://doi.org/10.1027/1015-5759/a000513
  • Gaspard, H., Wille, E., Wormington, S. V., & Hulleman, C. S. (2019). How are upper secondary school students’ expectancy-value profiles associated with achievement and university STEM major? A cross-domain comparison. Contemporary Educational Psychology, 58, 149-162. https://doi.org/10.1016/j.cedpsych.2019.02.005
  • Lazarides, R., Gaspard, H., & Dicke, A.-L. (2019). Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support. Learning and Instruction, 60, 126-137. https://doi.org/10.1016/j.learninstruc.2018.01.012
  • Gaspard, H., Wigfield, A., Jiang, Y., Nagengast, B., Trautwein, U., & Marsh, H. W. (2018). Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains. Contemporary Educational Psychology, 52, 1-14. https://doi.org/10.1016/j.cedpsych.2017.10.003
  • Häfner, I., Flunger, B., Dicke, A.-L., Gaspard, H., Brisson, B. M., Nagengast, B. & Trautwein, U. (2018). The role of family characteristics for students’ academic outcomes: A person-centered approach. Child Development, 89, 1405-1422. https://doi.org/10.1111/cdev.12809
  • Jiang, Y., Rosenzweig, E., & Gaspard, H. (2018). An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement. Contemporary Educational Psychology, 54, 139-152. https://doi.org/10.1016/j.cedpsych.2018.06.005
  • Nagengast, B., Brisson, B. M., Hulleman, C. S., Gaspard, H., Häfner, I., & Trautwein, U. (2018). Learning more from educational interventions studies: Estimating complier average causal effects in a relevance intervention. Journal of Experimental Education, 86(1), 105-123. https://doi.org/10.1080/00220973.2017.1289359
  • Piesch, H., Häfner, I., Gaspard, H., Flunger, B., Nagengast, B., Trautwein, U., & Harackiewicz, J. (2018). Helping parents to support adolescents’ career orientation: Effects of a parent-based utility-value intervention. Unterrichtswissenschaft. Online advance publication. https://doi.org/10.1007/s42010-018-0024-x
  • Rosenzweig, E., Wigfield, A., Gaspard, H., & Guthrie, J. (2018). How do perceptions of importance support from a reading intervention affect students’ motivation, engagement, and comprehension? Journal of Research in Reading, 41(4), 625-641https://doi.org/10.1111/1467-9817.12243
  • Wille, E., Gaspard, H., Trautwein, U., Oschatz, K., Scheiter, K., & Nagengast, B. (2018) Gender stereotypes in a children's television program: Effects on girls’ and boys’ stereotype endorsement, math performance, motivational dispositions, and attitudes. Frontiers in Psychology. 9:2435. https://doi.org/10.3389/fpsyg.2018.02435
  • Brisson, B. M., Dicke, A.-L., Gaspard, H., Häfner, I., Flunger, B., Nagengast, B., & Trautwein, U. (2017). Short intervention, sustained effects: Promoting students’ competence beliefs, effort, and achievement in mathematics. American Educational Research Journal, 54(6), 1048-1078https://doi.org/10.3102/0002831217716084
  • Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U, & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84https://doi.org/10.1016/j.cedpsych.2016.09.003
  • Häfner, I., Flunger, B., Dicke, A.-L., Gaspard, H., Brisson, B. M., Nagengast, B. & Trautwein, U. (2017). Robin Hood effects on motivation in math: Family background moderates the effects of relevance interventions. Developmental Psychology, 53, 1522-1539. https://doi.org/10.1037/dev0000337
  • Gaspard, H., Dicke, A.-L., Flunger, B., Häfner, I., Brisson, B. M., Trautwein, U., & Nagengast, B. (2016). Side effects of motivational interventions? Effects of an intervention in math classrooms on motivation in verbal domains. AERA Open, 2(2), 1–14. https://doi.org/10.1177/2332858416649168
  • Guo, J., Nagengast, B., Marsh, Herbert W., Kelava, A., Gaspard, H., Brandt, H., Cambria, J., Flunger, B., Dicke, A.-L., Häfner, I., Brisson, B. M., & Trautwein, U. (2016). Probing the unique contributions of self-concept, task values and their interactions using multiple value facets and multiple academic outcomes. AERA Open, 2(1), 1-20. https://doi.org/10.1177/2332858415626884
  • Gaspard, H., Dicke, A.-L., Flunger, B., Brisson, B. M., Häfner, I., Nagengast, B., & Trautwein, U. (2015). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51, 1226-1240. https://doi.org/10.1037/dev0000028
  • Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107, 663-677. https://doi.org/10.1037/edu0000003
  • Schreier, B., Dicke, A.-L., Gaspard, H., Häfner, I., Flunger, B., Lüdtke, O., Nagengast, B., & Trautwein, U. (2014). Der Wert von Mathematik im Klassenzimmer: Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler. Zeitschrift für Erziehungswissenschaft, 17(2), 225-255. https://doi.org/10.1007/s11618-014-0537-y
  • Kray, J., Gaspard, H., Karbach, J., & Blaye, A. (2013). Developmental changes in using verbal self-cueing in task-switching situations: The impact of task practice and task-sequencing demands. Frontiers in Psychology, 4:940. https://doi.org/10.3389/fpsyg.2013.00940

Edited volumes

  • Gaspard, H., Trautwein, U. & Hasselhorn, M. (Hrsg.) (2019). Diagnostik und Förderung von Motivation und Volition. Göttingen: Hogrefe.

Book Chapters

  • Gaspard, H., Hasselhorn, M., Nagengast, B. & Trautwein, U. (2019). Motivation und Volition im Schulalter: Einführung und Überblick. In H. Gaspard, U. Trautwein & M. Hasselhorn (Hrsg.). Diagnostik und Förderung von Motivation und Volition (S. 1-18). Göttingen: Hogrefe.
  • Gaspard, H., Nagengast, B. & Trautwein, U. (2019). Erfassung von Wertüberzeugungen. In H. Gaspard, U. Trautwein & M. Hasselhorn (Hrsg.). Diagnostik und Förderung von Motivation und Volition (S. 87-100). Göttingen: Hogrefe.
  • Gaspard, H., Parrisius, C., Nagengast, B. & Trautwein, U. (2019). Förderung von Wertüberzeugungen durch Nützlichkeitsinterventionen. In H. Gaspard, U. Trautwein & M. Hasselhorn (Hrsg.). Diagnostik und Förderung von Motivation und Volition (S. 161-175). Göttingen: Hogrefe.
  • Gaspard, H. (2016). Wie unterscheiden sich Mädchen und Jungen in ihren Wertüberzeugungen für Mathematik und wie können Wertüberzeugungen im Mathematikunterricht gezielt gefördert werden? In A. Blunck, R. Motzer & N. Oswald (Hrsg). Mathematik und Gender (S. 37-41). Hildesheim: Franzbecker Verlag.
  • Nagengast, B., Trautwein, U., Warren, C., Bildstein, I., Gaspard, H. & Häfner, I. (2016). Motivationsförderung im Mathematikunterricht. In D. Smolka (Hrsg.) Schüler motivieren – Konzepte und Methoden für die Schulpraxis (S. 233-239). Köln: Wolters Kluwer.
  • Trautwein, U., Nagengast, B., Marsh, H. W., Gaspard, H., Dicke, A.-L., Lüdtke, O., & Jonkmann, K. (2013). Expectancy-value theory revisited. From expectancy-value theory to expectancy-valueS theory? In D.M. McInerney, H.W. Marsh., R.G. Craven & F. Guay (Eds.), Theory driving research: New wave perspectives on self-processes and human development (pp. 233-249). Charlotte, NC: Information Age Publishing.

Curriculum Vitae

Since 11/2020
Guest Professor of Empirical Educational Research in Social Heterogeneity

TU Dortmund

Habilitation and Venia Legendi for Empirical Educational Sciences and Educational Psychology; Habilitation thesis: Development of Students’ Expectancies and Values Across Domains: Antecedents and Consequences

University of Tübingen

06/2017 & 06/2019
Research stays with Prof. Chris Hulleman

University of Virginia

Since 07/2016
Junior research group leader

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

Since 04/2015
Postdoctoral researcher

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

Ph.D. in Psychology (Dr. rer. nat.), Title: Promoting Value Beliefs in Mathematics: A Multidimensional Perspective and the Role of Gender

University of Tübingen

04/2012 - 03/2015
Doctoral student

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

10/2014 - 12/2014
Research stay with Prof. Jacquelynne Eccles

School of Education, University of California, Irvine

10/2006 - 03/2012
Studies of Psychology

Saarland University, Saarbrücken and University of Padua, Italy

06/2009 - 03/2012
Student research assistant at the unit for Development of Language, Learning, and Action

Saarland University