拉斯维加斯赌城

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  1. University
  2. Faculties
  3. Faculty of Philosophy and Social Sciences
  4. Disciplines & work groups
  5. Chair for psychology
  6. Team
  7. Melanie Keller

Melanie V. Keller M.A.

Research assistant, PhD student
Psychology
Phone: +49 821 598-5529
Fax: +49 821 598-5289
Email:
Room: 1036 (D)
Open hours: An appointment by e-mail is requested
Address: Universit?tsstra?e 10, 86159 Augsburg

Curriculum vitae

Born in Augsburg, Bayern. Completed teacher education studies?at the University of Augsburg,?academic track ?Gymnasium“;?subjects physics, geography, and philosophy/ethics (2015-2021).?Completed Master of Arts in Interdisciplinary Research on Learning and Teaching (ILLF) (2020-2022). Student assistant at the Department of Psychology, University of Augsburg (2017-2022). Currently research assistant at the Department of Psychology of Prof. Dr. Markus Dresel, University of Augsburg, since May 2022 within the project "Tutor and Peer Based Feedback Systems for Large Lectures" (see below projects), subproject III of the interdisciplinary project?"Facilitating Competence Development through Authentic, Digital and Feedback-Based Teaching-Learning Scenarios"?(KoDiLL).?

Research interests

??? ?Motivational aspects of feedback processes
??? ?Motivation of higher education teachers
??? ?Climate protective behavior under the lens of motivation

Research projects

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Subproject of?

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Publications

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List of publications provided by the University of Augsburg repository ():

2025 | 2024 | 2021

2025
Wagner, Simone, Keller, Melanie V., Schl?gl-Flierl, Kerstin, & Daumiller, Martin (2025). "Was denn noch?": Wie Lehrkr?fte den Auftrag zur Umsetzung von Bildung für nachhaltige Entwicklung wahrnehmen. Gaia, 34(3), 151-160. https://doi.org/10.14512/gaia.34.3.12
PDF | BibTeX | RIS | DOI
Keller, Melanie V., Daumiller, Martin, & Dresel, Markus (in press). Can a minimalistic tip sheet with a motivational focus foster high-quality, motivating peer-feedback? Results of two field experiments. Studies in Higher Education, 1-15. https://doi.org/10.1080/03075079.2025.2555322
BibTeX | RIS | DOI
Hornstein, Julia, Keller, Melanie V., Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2025). Enhancing the peer-feedback process through instructional support: a meta-analysis. Educational Psychology Review, 37(2), 42. https://doi.org/10.1007/s10648-025-10017-3
PDF | BibTeX | RIS | DOI
Daumiller, Martin, Keller, Melanie V., & Dresel, Markus (2025). Exploring the role of teacher self-efficacy and personal environmental practices in integrating sustainability into teaching: a network analysis of German teachers. Sustainability, 17(16), 7533. https://doi.org/10.3390/su17167533
PDF | BibTeX | RIS | DOI
Keller, Melanie V., Daumiller, Martin, & Dresel, Markus (2025). Relevance of student motivation for providing high-quality peer-feedback: results of two field studies. Learning and Instruction, 99, 102152. https://doi.org/10.1016/j.learninstruc.2025.102152
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Oezsoy, Melissa, Keller, Melanie, Dresel, Markus, & Daumiller, Martin (in press). Warum verhalten sich Menschen im Alltag klimaschützend? Klimaschützendes Verhalten aus Sicht der Theorie des geplanten Verhaltens und der Schutzmotivationstheorie. .
BibTeX | RIS
Eingereicht

2024
Keller, Melanie V., Dresel, Markus, & Daumiller, Martin (2024). Do achievement goals and self-efficacy matter for feedback use?. Learning and Instruction, 93, 101948. https://doi.org/10.1016/j.learninstruc.2024.101948
PDF | BibTeX | RIS | DOI
Oezsoy, Melissa, Keller, Melanie V., Dresel, Markus, & Daumiller, Martin (2024). Erkl?rungsans?tze für klimaschützendes Verhalten im Alltag: Ansatzpunkte zur Bildung für nachhaltige Entwicklung. In Helge Kminek, Verena Holz, Mandy Singer-Brodowski, Hubert Ertl, Till-Sebastian Idel, & Christoph Wulf (Eds.), Bildung für nachhaltige Entwicklung: Einblicke in aktuelle Forschungsprojekte (pp. 221-248). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-46596-4_9
BibTeX | RIS | DOI
Keller, Melanie V., Rinas, Raven, Janke, Stefan, Dickh?user, Oliver, Dresel, Markus, & Daumiller, Martin (2024). Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: a micro-longitudinal study. Social Psychology of Education, 27, 3119-3152. https://doi.org/10.1007/s11218-024-09888-1
PDF | BibTeX | RIS | DOI

2021
Daumiller, Martin & Keller, Melanie (2021). Motivation in der Schule: Erkenntnisse aus der Motivationspsychologie. Die Schulleitung: Zeitschrift für p?dagogische Führung und Fortbildung in Bayern, 48(4), 4-8.
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