Jun.-Prof. Dr. Luise von Keyserlingk
Mail: luise.von-keyserlingkuni-tuebingende
University of Tübingen, Hector Research Institute of Education Sciences and Psychology
Phone: 07071 / 29 - 76560
Europastraße 6, 72072 Tübingen | Room 405
The campus of the TU Dortmund University is located near the freeway junction Dortmund West, where the Sauerland line A45 crosses the Ruhr expressway B1/A40. The Dortmund-Eichlinghofen exit on the A45 leads to the South Campus, the Dortmund-Dorstfeld exit on the A40 leads to the North Campus. The university is signposted at both exits. All FAIR PIs have offices on the North Campus. FAIR's main offices will be located a bit off the North Campus on Martin-Schmeisser-Weg 17 (parking behind the building).
The "Dortmund Universität" S-Bahn station is located directly on the North Campus. From there, the S-Bahn line S1 runs every 15 or 30 minutes to Dortmund main station and in the opposite direction to Düsseldorf main station via Bochum, Essen and Duisburg. In addition, the university can be reached by bus lines 445, 447 and 462. Timetable information can be found on the homepage of the Verkehrsverbundes Rhein-Ruhr, and DSW21 also offer an interactive route network map.
From Dortmund Airport, the AirportExpress takes just over 20 minutes to Dortmund main station and from there to the university by S-Bahn. A wider range of international flight connections is offered by Düsseldorf Airport, about 60 kilometers away, which can be reached directly by S-Bahn from the university's train station.
One of the landmarks of the TU Dortmund is the H-Bahn. Line 1 runs every 10 minutes between Dortmund Eichlinghofen and the Technology Center via Campus South and Dortmund University S, while Line 2 commutes every 5 minutes between Campus North and Campus South. It covers this distance in two minutes.
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Mail: luise.von-keyserlingkuni-tuebingende
University of Tübingen, Hector Research Institute of Education Sciences and Psychology
Phone: 07071 / 29 - 76560
Europastraße 6, 72072 Tübingen | Room 405
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. (2023). 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., 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. Front. Educ. 7. https://doi.org/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, https://doi.org/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., (in press). College students’ emotions during the COVID-19 pandemic: The role of neuroticism, mental health, and household resources. AERA open.
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, https://doi.org/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, https://doi.org/10.3389/feduc.2021.641254
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, https://doi.org/10.1002/jcop.22561
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, https://doi.org/10.1016/j.cedpsych.2019.01.001