Prof. Dr. Richard Göllner
Richard Göllner ist Professor für Educational Effectiveness/Educational Trajectories am Hector-Institut für Empirische Bildungsforschung. Seit Oktober hat Göllner eine Lehrstuhlvertretung an der Universität Regensburg übernommen und wird überwiegend dort tätig sein.
Forschungsschwerpunkte und Interessen
- Nutzung von Schülerbeurteilungen des Unterrichts zum Verständnis individueller Lehr-Lernprozesse
- Erfassung und Entwicklung dispositionaler Persönlichkeitseigenschaften in der Schul- und Ausbildungszeit
- Person-Situation-Interaktionen im Unterricht
- Modellierung von Kompositions- und Kontexteffekte im schulischen Umfeld
- Einsatz virtueller Realitäten in der experimentellen Unterrichtsqualitätsforschung
Publikationen
Zeitschriftenartikel
- 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. doi: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
Lehrstuhlvertretung
Universität Regensburg
Seit 12/2019
Professur für Educational Effectiveness/Educational Trajectories
Hector-Institut für Empirische Bildungsforschung, Universität Tübingen
2016
Nachwuchsgruppenleiter
Hector-Institut für Empirische Bildungsforschung, Universität Tübingen
2015
Nachwuchsgruppenleiter
LEAD Graduate School & Research Network, Universität Tübingen
2014
Promotion (Dr. rer. nat.)
Universität Tübingen
2010
Diplom Psychologie
Universität Koblenz-Landau