Prof. Dr. Martin Daumiller

Short Description

Dr. Martin Daumiller is an assistant professor at the University of Augsburg, Germany and a fellow at the College for Interdisciplinary Educational Research (CIDER). He completed his teacher training (2009–2014), a Master of Education with a specialization in Educational-Psychological Research (2013–2014), and a Bachelor of Mathematics (2011–2012) at the University of Augsburg, including an Erasmus-scholarship in Turin, Italy (2011–2012). He was a research associate and tutor (2011–2014), and a research fellow in the Department of Psychology at the University of Augsburg (2011–2014). He completed his doctoral studies within the graduate program of “Empirical Educational Research” at the Graduate School of Humanities and Social Sciences (GGS) in Augsburg, with a scholarship from the German National Academic Foundation. He finished his Ph.D. in Psychology at the University of Augsburg in 2017 on the topic of university scholars’ motivations for teaching and research, for which he received the University of Augsburg Award in 2018. He pursued multiple research stays abroad, including the University of Rochester (USA) and the University of Korea (South Korea). He completed his postdoctoral degree (Habilitation) and received the Venia Legendi in the subject pedagogical psychology and empirical educational research (2021). He also serves as coordinator of the EARLI Motivation and Emotion SIG (2019-2021, and since 2023). For his research, Dr. Daumiller received multiple awards, including the Robert J. Menges New Researcher Award 2020 (AERA FTED) as well as the Eric de Corte Award (EARLI). Summer 2024 Guest Professor of Psychology of Learning and Instruction, University of Vienna. Since October 2024, Professor of Educational Psychology at the LMU Munich.

Research Interests

• Motivation and fostering of motivation
• Self-regulated learning
• Instructional research
• Learning with digital media
• Profession research in educational context

Education

Academic Positions

Research Stays (selection)

Selected Publications

Vollständiges Schriften- und Vortragsverzeichnis (Deutsch)

Complete List of Publications and Talks (Englisch)

Google Scholar

Web of Science

• Daumiller, M., & Dresel, M. (2022). Temporal dynamics between faculty goals, burnout/ engagement, and performance in teaching and research: A latent change score approach. Contemporary Educational Psychology. Advanced online publication. https://doi.org/10.1016/j.cedpsych.2022.102124. PsyArXiv:cd49h.
• Bardach, L.*, Daumiller, M.*, & Lüftenegger, M. (2022). Multiple social and academic achievement goals: Students' goal profiles and their linkages. The Journal of Experimental Education, 1–21. Advanced online publication. https://doi.org/10.1080/00220973.2022.2081959.
• Daumiller, M., Fasching, M., Steuer, G., Dickhäuser, O., & Dresel, M. (2022). From teachers' personal achievement goals to students' perceptions of classroom goal structures: Via student-directed goals and specific instructional practices. Teaching and Teacher Education, 111, 103617. Advanced online publication. https://doi.org/10.1016/j.tate.2021.103617. PsyArXiv:mvfth.
• Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O., & Dresel, M. (2021). Do teachers’ achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction. Advanced online publication. https://doi.org/10.1016/j.learninstruc.2021.101458. PsyArXiv:5926v.
• Daumiller, M., Rinas, R., Hein, J., Janke, S., Dickhäuser, O., & Dresel, M. (2021). Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality. Computers in Human Behavior, 118, 106677. Advanced online publication. https://doi.org/10.1016/j.chb.2020.106677. PsyArXiv:yuwh8.
• Daumiller, M., Grassinger, R., Engelschalk, T., & Dresel, M. (2021). SEEQ-DE: Konstruktion und Überprüfung einer deutschsprachigen Adaption des Instruments "Student Evaluation of Educational Quality" (Marsh). Diagnostica. Advanced online publication. https://doi.org/10.1026/0012-1924/a000274. PsyArXiv:ma3x9.
• Daumiller, M., Rinas, R., & Jaitner, D. (2021). The relevance of stability and change of achieve- ment goals for self-regulated motor learning processes and outcomes. Sport, Exercise, and Performance Psychology. Advanced online publication. https://doi.org/10.1037/spy0000260. PsyArXiv:3yvna.
• Daumiller, M., Bieg, S., Dickhäuser, O., & Dresel, M. (2020). Humor in university teaching: Role of teachers’ achievement goals and self-efficacy for their use of content-related humor. Studies in Higher Education, 45(12), 2619–2633. https://doi.org/10.1080/03075079.2019.1623772. PsyArXiv:hs8gn.
• Daumiller, M., & Dresel, M. (2020). Researchers’ achievement goals, work stress, and professional development: Results of three studies. Contemporary Educational Psychology, 61, 101843. Advanced online publication. https://doi.org/10.1016/j.cedpsych.2020.101843. PsyArXiv:3cj5z.
• Daumiller, M., & Janke, S. (2020). Effects of performance goals and social norms on academic dishonesty in a test. British Journal of Educational Psychology, 90(2), 537–559. https://doi.org/10.1111/bjep.12310. PsyArXiv:c8uzk.
• Daumiller, M., Stupnisky, S., & Janke, S. (2020). Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions. International Journal of Educational Research, 20. https://doi.org/10.1016/j.ijer.2019.101502.
• Daumiller, M., Dickhäuser, O., & Dresel, M. (2019). University instructors’ achievement goals for teaching. Journal of Educational Psychology, 111(1), 131–148. https://doi.org/10.1037/edu0000271. PsyArXiv:pbmxy.
• Daumiller, M., & Dresel, M. (2019). Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts. Journal of Experimental Education, 87(1), 161–176. https://doi.org/10.1080/00220973.2018.1448744. PsyArXiv:evumb.
• Daumiller, M.*, & Janke, S.*. (2019). The impact of performance goals on cheating depends on how performance is evaluated. AERA Open, 5(4), 1–10. https://doi.org/10.1177/2332858419894276. PsyArXiv:drf6k.
• Daumiller, M. (2018). Motivation von Wissenschaftlern in Lehre und Forschung: Struktur, Eigenschaften, Bedingungen und Auswirkungen selbstbezogener Ziele. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-21182-0.