LEAD Graduate School & Research Network

Cora Parrisius

Research Interest

My personal research interest is highly influenced by my background in mathematics and teacher education: I am interested in teachers (especially math teachers), their personal characteristics, and their impact on students’ characteristics. Furthermore I developed a strong interest in motivation research during my work as a student assistant in the motivation research project at the Hector Research Institute of Education Sciences and Psychology. Taking all of this into account, I will focus on students’ and math teachers’ motivation and their association in my dissertation.

My personal research interests already link different fields. LEAD provides an interdisciplinary structure that supplements the expertise I already benefit from at the Hector Institute. Being an associated LEAD member offers me a great chance to develop and to increase the quality of my work by getting to know different approaches.

Curriculum Vitae

10/2019 - 01/2020
Research stay with Prof. Judith M. Harackiewicz

University of Wisconsin-Madison

since 07/2017
Associated Member at the LEAD Graduate School & Research Network

University of Tübingen

since 05/2017
Research scientist & doctoral candidate

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

2012-2017
Student assistant

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

2011-2017
Teaching studies on mathematics and education sciences/pedagogics for vocational-track secondary schools (teaching certificate)

University of Tübingen

Publications

  • Piesch, H.*, Gaspard, H.*, Parrisius, C., Wille, E., Nagengast, B., & Trautwein, U. (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. ZfE Edition.
  • 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
  • Parrisius, C., Gaspard, H., Trautwein, U., & Nagengast, B. (2019, October). The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions? Preprint available: https://doi.org/10.31219/osf.io/c7yrb
  • Gaspard, H., Parrisius, C., Nagengast, B., & Trautwein, U. (2019). Förderung von Wertüberzeugungen durch Nützlichkeitsinterventionen [Fostering value beliefs through relevance interventions]. In H. Gaspard, U. Trautwein, & M. Hasselhorn (Eds.), Diagnostik und Förderung von Motivation und Volition. Göttingen: Hogrefe.
  • 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, 67–84. doi:10.1016/j.cedpsych.2016.09.003

Invited talks

  • Parrisius, C. (2019, December). The unique and joint effects of teacher characteristics and a utility-value intervention on students’ motivation during math class. Invited talk in the Development and Social Psychology Meeting at the University of Wisconsin-Madison. Madison, WI.

Conference presentations

  • Parrisius, C., Gaspard, H., Piesch, H., Wille, E., Trautwein, U., & Nagengast, B. (2019, August). The transmission of motivation from teachers to students: Different mechanisms for different values? Paper presented at the 18th biennial conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany. PAPER AWARDED WITH THE EDUCATIONAL PSYCHOLOGY SIG YOUNG INVESTIGATOR AWARD BY THE GERMAN PSYCHOLOGICAL SOCIETY (DGPs)
  • Parrisius, C., Gaspard, H., Piesch, H., Wille, E., Trautwein, U., & Nagengast, B. (2019, April). Perceived relevance in the classroom: The mediated relation between teachers’ and students’ mathematics utility value. Paper presented at the 2019 annual meeting of the American Educational Research Association (AERA), Toronto, Canada. PAPER AWARDED WITH THE MOTIVATION IN EDUCATION SIG PAUL R. PINTRICH MEMORIAL AWARD
  • Parrisius, C., Gaspard, H., Piesch, H., Wille, E., Trautwein, U., & Nagengast, B. (2019, February). Die Auswirkung der Lehrkraftmotivation auf die Motivation von Schüler*innen in Mathematik: Unterschiedliche Wirkmechanismen für unterschiedliche Motivationskomponenten? [The transmission of motivation from teachers to their students: Different mechanisms for different value beliefs?]. Paper presented at the 7th meeting of the German Society for Empirical Educational Research (GEBF), Cologne, Germany.
  • Parrisius, C., Gaspard, H., Kneißler, H., Wille, E., Nagengast, B., & Trautwein, U. (2018, February). Auf die Motivation der Lehrkraft kommt es an?! Merkmale der Lehrkraft als Moderatoren der Effektivität von Nützlichkeitsinterventionen im Klassenkontext [It all comes down to the teacher?! Teacher characteristics as moderators of a relevance intervention in the classroom]. Paper presented at the 6th meeting of the German Society for Empirical Educational Research (GEBF), Basel, Switzerland.
  • Parrisius, C., Gaspard, H., Brisson, B., Dicke, A.-L., Flunger, B., Häfner, I., Nagengast, B., & Trautwein, U. (2017, March). Wie hängen die Effekte einer Nützlichkeitsintervention im Fach Mathematik von den Merkmalen des Mathematikunterrichts ab? [Does the effectiveness of a relevance intervention in math class depend on teacher and teaching characteristics?]. Poster presented at the 5th meeting of the German Society for Empirical Educational Research (GEBF), Heidelberg, Germany.