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  1. Universit?t
  2. Fakult?ten
  3. Philosophisch-Sozialwissenschaftliche Fakult?t
  4. F?cher & Arbeitsgruppen
  5. Psychologie
  6. Team
  7. Dr. Kristina Stockinger, geb. Loderer

Dr. Kristina Stockinger, geb. Loderer

Akademische R?tin
Psychologie
Telefon: +49 821 598 5596
E-Mail:
Raum: 2074 (D)
Sprechzeiten: donnerstags, 9 – 10 Uhr (nach Vereinbarung per E-Mail)
Adresse: Universit?tsstra?e 10, 86159 Augsburg

Lebenslauf

Studium des Lehramts an Gymnasien mit den F?chern Englisch und Psychologie mit schulpsychologischem Schwerpunkt an der Ludwig-Maximilians-Universit?t München (2008-2013). Promotion mit Hauptfach Psychologie im Rahmen des Doctoral Training Program an der Ludwig-Maximilians-Universit?t München (2014-2017). Wissenschaftliche Mitarbeiterin am Department Psychologie an der Ludwig-Maximilians-Universit?t München (2014-2019). Forschungsaufenthalt im Advanced Technologies for Learning in Authentic Settings (ATLAS) Lab der McGill 新万博体育下载_万博体育app【投注官网】, Montreal, Kanada (Prof. Susanne Lajoie; Sept.-Okt. 2016). Forschungsaufenthalt am Institute for Positive Psychology in Education der Australian 新万博体育下载_万博体育app【投注官网】 新万博体育下载_万博体育app【投注官网】, Sydney, Australien (Prof. Herbert W. Marsh, Dr. Theresa Dicke; Sept.-Okt. 2019). Junior-Koordinatorin und Vertretung der NachwuchswissenschaftlerInnen in der EARLI Special Interest Group Motivation and Emotion (2017-2019). Auszeichnung mit dem Fakult?tspreis für Gute Lehre der Fakult?t für Psychologie und P?dagogik der Ludwig-Maximilians-Universit?t München (2018).

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Forschungsinteressen

  • Antezedenzien und Effekte von Emotionen, insbesondere in Bildungs-/Leistungskontexten
  • Zusammenspiel von Emotion und Motivation
  • F?rderung subjektiven Wohlbefindens, adaptiver Emotionen und emotionaler Kompetenzen
  • Gestaltung emotions- und motivationsgünstiger Lernumgebungen

Forschungsprojekte

  • ECoWeB: Assessing and Enhancing Emotional Competence for Well-Being in the Young: A principled, evidence-based, mobile-health approach to prevent mental disorders and promote mental well-being (EU-HORIZON 2020) (Link: http://www.ecowebproject.eu/)

  • LEADS: Learning Environments across Disciplines (Canadian Social Sciences and Humanities Research Council, SSHRC) (Link: http://leadspartnership.com/)

Mitgliedschaften

  • American Educational Research Association (AERA)

  • AERA Division C, Learning and Instruction; Special Interest Group Motivation in Education

  • European Association for Research on Learning and Instruction (EARLI)

  • EARLI Special Interest Group Motivation and Emotion

  • Deutsche Gesellschaft für Psychologie (DGPs)

  • DGPs Fachgruppe P?dagogische Psychologie

Reviewer-T?tigkeit (Auswahl)

British Journal of Educational Psychology | Cognition and Emotion | Educational Research Review | Helyion | Journal of Engineering Education | Learning and Individual Differences | Learning and Instruction | Motivation and Emotion | Social Sciences | American Educational Research Association (AERA) - Konferenzgutachten| European Association for Research on Learning and Instruction (EARLI) - Konferenzgutachten

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Publikationen

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Publikationsliste zur Verfügung gestellt durch Repositorium der Universit?t Augsburg ():

2025 | 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018

2025
Stockinger, Kristina, Nett, Ulrike E., & Dresel, Markus (2025). Commonalities and differences in strategies for regulating motivation and emotion in academic settings: a within-person approach. Learning and Instruction, 95, 102009. https://doi.org/10.1016/j.learninstruc.2024.102009
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Stockinger, Kristina, Daumiller, Martin, & Dresel, Markus (in press). Relations between university teachers' teaching‐related coping strategies and well‐being over time: a cross‐lagged panel analysis. British Journal of Educational Psychology, . https://doi.org/10.1111/bjep.12777
BibTeX | RIS | DOI
Stockinger, Kristina, Dresel, Markus, Marsh, Herbert W., & Pekrun, Reinhard (2025). Strategies for regulating achievement emotions: conceptualization and relations with university students' emotions, well-being, and health. Learning and Instruction, 98, 102089. https://doi.org/10.1016/j.learninstruc.2025.102089
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2024
von der Mülbe, Sophie, Rinas, Raven, Dresel, Markus, & Stockinger, Kristina (2024). Applying a three-component approach to motivational regulation: relations of frequency, situation-specific fit and application quality of motivational regulation strategies with students' well-being. Learning and Individual Differences, 116, 102561. https://doi.org/10.1016/j.lindif.2024.102561
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2023
Pekrun, Reinhard, Marsh, Herbert W., Elliot, Andrew J., Stockinger, Kristina, Perry, Raymond P., Vogl, Elisabeth, Goetz, Thomas, van Tilburg, Wijnand A. P., Lüdtke, Oliver, & Vispoel, Walter P. (2023). A three-dimensional taxonomy of achievement emotions. Journal of Personality and Social Psychology, 124(1), 145-178. https://doi.org/10.1037/pspp0000448
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Shao, Kaiqi, Stockinger, Kristina, Marsh, Herbert W., & Pekrun, Reinhard (in press). Applying control-value theory for examining multiple emotions in L2 classrooms: validating the Achievement Emotion Questionnaire – Second Language Learning. Language Teaching Research, . https://doi.org/10.1177/13621688221144497
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Frenzel, Anne C., Goetz, Thomas, & Stockinger, Kristina (2023). Emotion and emotion regulation. In Paul A. Schutz & Krista R. Muis (Eds.), Handbook of educational psychology (pp. 219-244). New York, NY: Routledge. https://doi.org/10.4324/9780429433726-13
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Goetz, Thomas, Frenzel, Anne C., Stockinger, Kristina, Lipnevich, Anastasiya A., Stempfer, Lisa, & Pekrun, Reinhard (2023). Emotions in education. In Robert J. Tierney, Fazal Rizvi, & Kadriye Erkican (Eds.), International encyclopedia of education (pp. 149-161). Amsterdam: Elsevier. https://doi.org/10.1016/b978-0-12-818630-5.14032-1
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Rottweiler, Anna-Lena, Stockinger, Kristina, & Nett, Ulrike E. (2023). Students' regulation of anxiety and hope — a multilevel latent profile analysis. Emotion, 23(7), 1891-1903. https://doi.org/10.1037/emo0001200
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2022
Stockinger, Kristina, Frenzel, Anne C., G?tz, Thomas, & Pekrun, Reinhard (2022). Bildungspsychologie des Sekund?rbereichs. In Christiane Spiel, Thomas G?tz, Petra Wagner, Marko Lüftenegger, & Barbara Schober (Eds.), Bildungspsychologie: ein Lehrbuch (pp. 123-154). G?ttingen: Hogrefe.
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2021
Camacho-Morles, Jesús, Slemp, Gavin R., Pekrun, Reinhard, Loderer, Kristina, Hou, Hanchao, & Oades, Lindsay G. (2021). Activity achievement emotions and academic performance: a meta-analysis. Educational Psychology Review, 33(3), 1051-1095. https://doi.org/10.1007/s10648-020-09585-3
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Forsblom, Lara, Pekrun, Reinhard, Loderer, Kristina, & Peixoto, Francisco (2021). Cognitive appraisals, achievement emotions, and students' math achievement: a longitudinal analysis. Journal of Educational Psychology, 114(2), 346-367. https://doi.org/10.1037/edu0000671
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Putwain, David W., Gallard, Diahann, Beaumont, Joanna, Loderer, Kristina, & von der Embse, Nathaniel P. (2021). Does test anxiety predispose poor school-related wellbeing and enhanced risk of emotional disorders?. Cognitive Therapy and Research, 45, 1150-1162. https://doi.org/10.1007/s10608-021-10211-x
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Correction published at: https://doi.org/10.1007/s10608-021-10220-w
Vogl, Elisabeth, Pekrun, Reinhard, & Loderer, Kristina (2021). Epistemic emotions and metacognitive feelings. In Despina Moraitou & Panayiota 新万博体育下载_万博体育app【投注官网】lidou (Eds.), Trends and prospects in metacognition research across the life span: a tribute to Anastasia Efklides (pp. 41-58). Cham: Springer. https://doi.org/10.1007/978-3-030-51673-4_3
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Stockinger, Kristina & Vogl, Elisabeth (2021). Exploring students' perceived need and preferences for achievement emotion competence training. Zeitschrift für Bildungsforschung, 11(3), 549-566. https://doi.org/10.1007/s35834-021-00326-2
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Loderer, Kristina, Pekrun, Reinhard, Vogl, Elisabeth, & Schubert, Sandra (2021). Leistungsemotionen in der Schule: theoretische Grundlagen und aktuelle Befunde. In Charlott Rubach & Rebecca Lazarides (Eds.), Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr?ften und Lernenden (pp. 18-44). Opladen: Verlag Barbara Budrich. https://doi.org/10.2307/j.ctv1f70kr0.4
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Stockinger, Kristina, Rinas, Raven, & Daumiller, Martin (2021). Student adaptability, emotions, and achievement: navigating new academic terrains in a global crisis. Learning and Individual Differences, 90, 102046. https://doi.org/10.1016/j.lindif.2021.102046
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Putwain, David W., Stockinger, Kristina, von der Embse, Nathaniel P., Suldo, Shannon M., & Daumiller, Martin (2021). Test anxiety, anxiety disorders, and school-related wellbeing: manifestations of the same or different constructs?. Journal of School Psychology, 88, 47-67. https://doi.org/10.1016/j.jsp.2021.08.001
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Stockinger, Kristina, Dresel, Markus, Dickh?user, Oliver, & Daumiller, Martin (2021). 新万博体育下载_万博体育app【投注官网】 instructors' implicit theories of intelligence, achievement goals for teaching, and teaching quality. Educational Psychology, 41(10), 1280-1299. https://doi.org/10.1080/01443410.2021.1937575
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2020
Loderer, Kristina, Gentsch, Kornelia, Duffy, Melissa C., Zhu, Mingjing, Xie, Xiyao, Chavarría, Jason A., Vogl, Elisabeth, Soriano, Cristina, Scherer, Klaus R., & Pekrun, Reinhard (2020). Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach. Cognition and Emotion, 34(7), 1480-1488. https://doi.org/10.1080/02699931.2020.1748577
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Loderer, Kristina, Pekrun, Reinhard, & Lester, James C. (2020). Beyond cold technology: a systematic review and meta-analysis on emotions in technology-based learning environments. Learning and Instruction, 70, 101162. https://doi.org/10.1016/j.learninstruc.2018.08.002
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Shao, Kaiqi, Pekrun, Reinhard, Marsh, Herbert W., & Loderer, Kristina (2020). Control-value appraisals, achievement emotions, and foreign language performance: a latent interaction analysis. Learning and Instruction, 69, 101356. https://doi.org/10.1016/j.learninstruc.2020.101356
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Pekrun, Reinhard & Loderer, Kristina (2020). Control-value theory and students with special needs: achievement emotion disorders and their links to behavioral disorders and academic difficulties. In Andrew J. Martin, Rayne A. Sperling, & Kristie J. Newton (Eds.), Handbook of educational psychology and students with special needs (pp. 426-456). New York, NY: Routledge. https://doi.org/10.4324/9781315100654-20
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Loderer, Kristina, Pekrun, Reinhard, & Plass, Jan L. (2020). Emotional foundations of game-based learning. In Jan L. Plass, Richard E. Mayer, & Bruce D. Homer (Eds.), Handbook of game-based learning (pp. 111-151). Cambridge, MA: MIT Press.
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Pekrun, Reinhard & Loderer, Kristina (2020). Emotions and learning from multiple representations and perspectives. In Peggy Van Meter, Alexandra List, Doug Lombardi, & Panayiota Kendeou (Eds.), Handbook of learning from multiple representations and perspectives (pp. 373-400). New York, NY: Routledge. https://doi.org/10.4324/9780429443961-25
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Loderer, Kristina, Daumiller, Martin, & Dresel, Markus (2020). Motiviertes Lernen zu Hause anleiten: Tipps für Lehrkr?fte aus der P?dagogischen Psychologie. Psychologische Coronahilfe, . https://doi.org/10.13140/RG.2.2.30347.31528
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Putwain, David W., Loderer, Kristina, Gallard, Diahann, & Beaumont, Joanna (2020). School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct. British Journal of Educational Psychology, 90(1), 92-108. https://doi.org/10.1111/bjep.12266
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Vogl, Elisabeth, Pekrun, Reinhard, Murayama, Kou, & Loderer, Kristina (2020). Surprised–curious–confused: epistemic emotions and knowledge exploration. Emotion, 20(4), 625-641. https://doi.org/10.1037/emo0000578
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Loderer, Kristina, Daumiller, Martin, & Dresel, Markus (2020). Wie motiviere ich mich beim Lernen zu Hause? Tipps für Schülerinnen und Schüler. Psychologische Coronahilfe, . https://doi.org/10.13140/RG.2.2.27411.30242
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2019
Vogl, Elisabeth, Pekrun, Reinhard, Murayama, Kou, Loderer, Kristina, & Schubert, Sandra (2019). Surprise, curiosity, and confusion promote knowledge exploration: evidence for robust effects of epistemic emotions. Frontiers in Psychology, 10, 2474. https://doi.org/10.3389/fpsyg.2019.02474
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Schubert, Sandra & Loderer, Kristina (2019). Wie erkennt man Kreativit?t? Subjektive Beobachtung und objektive Messung. In J. S. Haager & T. G. Baudson (Eds.), Kreativit?t in der Schule - finden, f?rdern, leben (pp. 39-74). Wiesbaden: Springer Fachmedien. https://doi.org/10.1007/978-3-658-22970-2_3
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2018
Gentsch, Kornelia, Loderer, Kristina, Soriano, Cristina, Fontaine, Johnny R. J., Eid, Michael, Pekrun, Reinhard, & Scherer, Klaus R. (2018). Effects of achievement contexts on the meaning structure of emotion words. Cognition and Emotion, 32(2), 379-388. https://doi.org/10.1080/02699931.2017.1287668
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Loderer, Kristina, Pekrun, Reinhard, & Frenzel, Anne C. (2018). Emotionen beim technologiebasierten Lernen. In H. Niegemann & A. Weinberger (Eds.), Handbuch Bildungstechnologie: praxisorientiertes Handbuch zum intelligenten Umgang mit digitalen 新万博体育下载_万博体育app【投注官网】ien (pp. 1-21). Berlin: Springer. https://doi.org/10.1007/978-3-662-54373-3_38-2
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Sommerhoff, Daniel, Szameitat, Andrea, Vogel, Freydis, Chernikova, Olga, Loderer, Kristina, & Fischer, Frank (2018). What do we teach when we teach the learning sciences? A document analysis of 75 graduate programs. Journal of the Learning Sciences, 27(2), 319-351. https://doi.org/10.1080/10508406.2018.1440353
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