Mai 162019

International Conference on Motivation 2020

The next International Conference on Motivation 2020 will be held at TU Dresden, Germany. The chair will be Susanne Narciss.

This will also be the first joint conference of the EARLI SIGs 8 and 16 in Dresden. The joint conference will be a place to go beyond disciplinary boundaries by sharing and discussing research issues and findings from all fields of Motivation, Emotion, and Metacognition. It will also offer great opportunities for detecting new pathways for collaborations that will contribute to empowering smart learning and instruction in a world of rapid and complex changes.

The ICM 2020 will be held from Thursday 3.9. untill Sunday 6.9.2020, preceded by the Summer School. The conference has one overlapping day with the conference of SIG16 (Metacognition), held from Sunday 6.9. – Tuesday 8.9.2020.

17th International Conference on Motivation (SIG 8): 3. – 6. September 2020
Summer School 2020: 31. August – 2. September 2020
9th International Conference on Metacognition (SIG 16): 6. – 8. September 2020
Location: Dresden – DGUV-Conference Center
Organizers: Faculty of Psychology – TU Dresden, SIG 8 – Motivation and Emotion, SIG 16 – Metacognition
Deadline for proposal submission – EXTENDED: January 6th find the second call here
Deadline for earli bird registration: June 3rd
Programm: to be anounced

Jul 022018
International Conference on Motivation 2018

ICM 2018

The next International Conference on Motivation 2018 will be held at Aarhus University, Danish School of Education, Denmark. The chair will be Niels Bonderup Dohn

Summer school: 12th – 14th August 2018 (Sunday – Tuesday)
ICM: 15th – 17th August 2018 (Wednesday – Friday)
Preliminary Program HTML PDF
Conference Website:
Registration Open:
SIG 8 – Motivation & Emotion:
Submission Instructions can be found here

Nov 082017

PSI Theory

Buildung on the central contributions of Julius Kuhl like the PSI Theory leading researchers including Charles S. Carver and Richard M. Ryan reflect the implications for their own work.

This book is edited by Nicola Baumann, Miguel Kazén, Markus Quirin & Sander L. Koole

The first chapter can be dowloaded here.
The book ISBN: 9780889375406 can be bought here.

Citation: Baumann, N., Kazén, M., Quirin, M., & Koole, S. L. (Eds.). (2018). Why People Do the Things They Do. Göttingen: Hogrefe.

Please find the table of content here.

Aug 032016

MotivationsforschungFinden Sie die RSS-Feeds von einigen wichtigen wissenschaftlichen Journalen in den Feldern Motivationsforschung, Lernforschung, Hochschuldidaktik und Lernen mit Computern hier.

Picture by Nicole Henning CC 2.0

  • Frontline Learning Research (EARLI)
  • Motivation and Emotion (Springer)
  • Learning and Instruction (Elsevier)
  • Educational Research Review (Elsevier)
  • Learning and Motivation (Elsevier)
  • Research in Higher Education (Springer)
  • The Inernet and Higher Education (Elsevier)
  • Higher Education (Springer)
  • Studies in Higher Education (Taylor & Francis Online)
  • Learning and Individual Differences (Elsevier)
  • Computers & Education (Elsevier)
  • Educational Psychologist (Taylor & Francis Online
  • Studies in Educational Evaluation (Elsevier)
  • Journal for Educational Research Online (Waxman)
  • Computers in Human Behavior (Elsevier)
  • Jul 282016

    Workshop LernmotivationWie kann die Lernmotivation im Studium gesteigert werden? Thomas Martens hat am 30. Juni 2016 an der TU Dresden einen Workshop zum Thema “Heterogenität der Lernmotivation im Studium: Lernprozesse fördern und einfordern” durchgeführt. Dieser Workshop hat die unterschiedlichen Wege der Lernmotivation im Studium beleuchtet. Insbesondere wurde vermittelt, wie individuelle Lernprozesse gezielt gefördert werden können. Workshop Lernmotivation

    Die theoretische Grundlage bildete das Integrierte Lern- und Handlungsmodells (Martens, 2012), das die typischen Prozesse des Lernens in drei Hauptphasen einteilt (Motivierungsphase, Intentionsphase und Volitionsphase) und mit den neurowissenschaftlich fundierten Erkenntnissen von Julius Kuhl (2000) ins Verhältnis setzt.


    Jul 272016

    Motivation PotenzialentfaltungAuf der Fachtagung von Bildung & Begabung am 31. Mai 2016 »Perspektive Begabung: Diversität als Chance« hielt Thomas Martens eine Keynote mit dem Titel “Motivation und Potenzialentfaltung”.

    Während das eine Kind ganz in seinen Interessen aufgeht und hierin bemerkenswerte Fähigkeiten entwickelt, scheint das andere eher lustlos und desinteressiert. Die Forschung ist sich längst einig: Motivation ist ein treibender Faktor, wenn sich Potenzial in Leistung umsetzen soll. So verschieden junge Menschen sind, so unterschiedlich sehen auch ihre Motivationsprofile aus. Familie, Freunde, Lehrkräfte – sie alle beeinflussen die Entwicklung von Motivation. Diese kann durch einfühlsame Bezugspersonen gefördert werden oder in schwierigen Lebensphasen gedämpft sein. Wie kann es gelingen, angesichts dieser unterschiedlichen Voraussetzungen, Kinder und Jugendliche zu unterstützen, Motivation zu entwickeln und sie zu regulieren? Wie können Schule oder außerschulische Lernorte mit diesen Motivationsprozessen umgehen? Welche Hilfen können angeboten werden?

    Den Podcast können Sie hier abspielen:

    Jul 262016

    Transitions_smallThis chapter discusses transitions towards learning at university from a perspective of regulation processes. The Integrated Model of Learning and Action is used to identity different patterns of motivational regulation amongst first-year students at university by using mixed distribution models. Five subpopulations of motivational regulation could be identified: students with self-determined, pragmatic, strategic, negative and anxious learning motivation. Findings about these patterns can be used to design didactic measures to support students’ learning processes.

    Please find a preview of this chapter here.

    Please cite this chapter as: Martens, T. & Metzger C. (in press). Different Transitions of Learning at University: Exploring the Heterogeneity of Motivational Processes. Erscheint in E. Kyndt, V. Donche, K. Trigwell & S. Lindblom-Ylänne (Eds.), Higher Education Transitions: Theory and Research. EARLI Book Series “New Perspecitves on Learning and Instruction”. London: Routledge.

    Jul 222016

    Psychologica Belgica is happy to announce the publication of Vol 56(2) alongside a Special Issue paying tribute to Prof. Dr. Willy Lens.  All content is now available to read online.

    56: Issue 3 (special issue):
    Emerging trends and future directions for the field of motivation psychology: A special issue in honor of Prof. Dr. Willy Lens

    Guest edited by Maarten Vansteenkiste & Athanasios Mouratidis

    • Vansteenkiste, M., & Mouratidis, A: Emerging Trends and Future Directions for the Field of Motivation Psychology: A Special Issue in Honor of Prof. Dr. Willy Lens. DOI:
    • van der Kaap-Deeder, J. et al.: The Pursuit of Self-Esteem and Its Motivational Implications. DOI:
    • Chen, B. et al.: Where Do the Cultural Differences in Dynamics of Controlling Parenting Lie? Adolescents as Active Agents in the Perception of and Coping with Parental Behavior. DOI:
    • Cordeiro, P. et al.: The Portuguese Validation of the Basic Psychological Need Satisfaction and Frustration Scale: Concurrent and Longitudinal Relations to Well-being and Ill-being. DOI:
    • Husman, J., Hilpert, J. C., & Brem, S. K: Future Time Perspective Connectedness to a Career: The Contextual Effects of Classroom Knowledge Building. DOI:
    • Fryer, L. K. et al.: Understanding Students’ Instrumental Goals, Motivation Deficits and Achievement: Through the Lens of a Latent Profile Analysis. DOI:
    • Gaudreau, P., & Braaten, A: Achievement Goals and their Underlying Goal Motivation: Does it Matter Why Sport Participants Pursue their Goals?. DOI:
    • Michou, A. et al.: Building on the Enriched Hierarchical Model of Achievement Motivation: Autonomous and Controlling Reasons Underlying Mastery Goals. DOI:
    • Delrue, J. et al.: Intrapersonal Achievement Goals and Underlying Reasons among Long Distance Runners: Their Relation with Race Experience, Self-Talk, and Running Time. DOI:
    • Vansteenkiste, M., Fernandez, L., & Mouratidis, A: A Tribute to Dr. Willy Lens. DOI:

    *Picture of Willy Lens by Anja Van den Broeck