Luise von Keyserlingk is Tenure Track Professor for Learning and Instruction at the Hector Research Institute of Education Sciences and Psychology. Her research interests focus on motivation, self-regulated learning, educational choices and mental health of high school students and university students. She is particularly interested in understanding which individual and contextual factors contribute to a positive academic and socio-emotional development of learners in high school, at college, and during educational transitions.
A central element of her current research is the combination of multiple data sources from realistic educational contexts, such as self-reports from survey data, digital trace data from learning management systems, and administrative data to improve our understanding of motivation, learning, and a positive socio-emotional development in authentic learning environments.
Before starting her position as a Tenure Track Professor at the Hector Research Institute, she was employed as a postdoctoral fellow at the TU Dortmund University (2021 – 2023) and at the University of California, Irvine (USA; 2019 – 2021). Before, she worked as a doctoral student at the DIPF Leibniz Institute for Research and Information in Education and obtained her doctoral degree at the Goethe University Frankfurt in Germany.
von Keyserlingk, L., Lauermann, F., Yu, R., Li, Q., Rubach, C., & Arum, R. (in press). What can Digital Trace Data Tell Us about Postsecondary Students’ Academic Success? An Overview of the Literature and an Illustrative Example. Jahrbuch der Schulentwicklung.
von Keyserlingk, L., Rubach, C., Lee, H. R., Eccles, J. S., & Heckhausen, J. (2022). College Students’ motivational beliefs and use of goal-oriented control strategies: Integrating two theories of motivated behavior. Motivation and Emotion. Advance online publication. https://doi.org/10.1007/s11031-022-09957-y
Rubach, C., von Keyserlingk, L., Simpkings, S.D., & Eccles, J.S. (2022). Motivational beliefs and positive achievemeng emotions during COVID-19: A person-environment fit perspective in higher education. In: H. Burgstein & G. Krammer (Hrsg): Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education – International Perspectives, Leykam.
Rubach, C., von Keyserlingk, L., Simpkins, S., & Eccles, J. S. (2022). Does instructional quality impact male and female university students differently? Focusing on academic stress, academic satisfaction, and mental health impairment. In Front. Educ. 7. DOI: 10.3389/feduc.2022.820321.
Wegemer, C., & von Keyserlingk, L. (2022). Dual pandemics of COVID-19 and systemic racism: The roles of perceptions of inequities, civic values, and conservatism in mask-wearing behavior. Analyses of Social Issues and Public Policy. 22 (1), S. 66–88. DOI: 10.1111/asap.12293
Moeller, J., von Keyserlingk., L., Spengler, M., Gaspard, H., Lee, H. R., Yamaguchi-Pedroza, K., Yu, R., Fischer, C., & Arum, R., (2022). College students’ emotions during the COVID-19 pandemic: The role of neuroticism, mental health, and household resources. AERA open. DOI: 10.1177/23328584211065725.
Arum, R., Eccles, J.S., Heckhausen, J., Orona, G.A., von Keyserlingk, L., Wegemer, C.M., Wright, C.E., Yamaguchi-Pedroza, K. (2021). A framework for measuring undergraduate learning and growth. Change: The Magazine of Higher Learning. 53(6), 51-59, DOI: 10.1080/00091383.2021.1987810
von Keyserlingk, L., Dicke, A.-L., Becker, M., & Eccles, J. (2021). What matters when? Social and dimensional comparisons in the context of university major choice. AERA Open. https://doi.org/10.1177/23328584211020711
Lee, H.R., von Keyserlingk, L., Arum, R., & Eccles, J.S., (2021): Why do they enroll in this course? Undergraduates’ course choice from a motivational perspective. In Front. Educ. 6.
von Keyserlingk, L., Yamaguchi-Pedroza, K., Arum, R.; Eccles, J.S., (2021): Stress of university students before and after campus closure in response to COVID-19. In Journal of community psychology.
von Keyserlingk, L., Becker, M., & Jansen, M. (2020). Do social comparisons matter for university major choices? A longitudinal study from a gender perspective. International Journal of Gender, Science and Technology, 12(1), 46–64.
von Keyserlingk, L., Becker, M., Jansen, M., & Maaz, K. (2020). Leaving the pond – choosing an ocean: Effects of student composition on STEM major choice at university. Journal of Educational Psychology.
von Keyserlingk, L., Becker, M., Jansen, M., & Maaz, K. (2020). Effects of student composition in school on young adults’ educational pathways. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000411
von Keyserlingk, L., Becker, M., & Jansen, M. (2019): Academic self-concept during the transition to upper secondary school. Contemporary Educational Psychology 56, S. 152–160. DOI: 10.1016/j.cedpsych.2019.01.001.
Tenure Track Professor for Learning and Instruction
at the Hector Research Institute of Education Sciences and Psychology at University of Tübingen
09/2021 – 05/2023
at TU Dortmund University
08/2019 – 08/2021
at University of California, Irvine (USA)
Dr. rer. nat. in Psychology
at Goethe-University Frankfurt
01/2019 – 03/2019
Research stay with Prof. Jacquelynne S. Eccles
at University of California, Irvine (USA)
03/2016 – 07/2019
at the DIPF Leibniz-Institute for Research and Information in Education in Berlin
07/2015 – 02/2016
at Free University Berlin
at Technical University Dresden