Ausgewählte Publikationen
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
