Juliane Schlesier
Juliane Schlesier
Research fellow
Research interests:
- Learning and performance emotions (achievement emotions)
- Emotion regulation
- Teacher student interaction
- Teacher eduction
- Research Methods (empirical research on learning and instruction)
Lectures
Lectures
Summer term 2021
Winter term 2020 / 2021
Summer term 2020
Winter term 2019 / 2020
Summer term 2019
Winter term 2018 / 2019
Summer term 2018
Winter term 2017 / 2018
Winter term 2016 / 2017
Summer term 2016
Winter term 2015 / 2016
Conference contributions
Stand: 04.2020
Conference contributions, peer-reviewed (double-blind)
Upcoming contributions
Schlesier, J. (2021). Integration von Lern- und Leistungsemotionen, Emotionsregulation und der Lehrkraft-Schulkind-Interaktion: Entwicklung des LEmoR-TSI-Modells. Jahrestagung der DGfE-Sektion Schulpädagogik (Reflexion & Reflexivität in Unterricht, Schule & Lehrer*innenbildung), 22.09.-24.09.2021, Universität Osnabrück (Vortrag, angenommen).
Previous contributions
Schlesier, J., Moschner, B., & Grube, D. (2021). Lehrkraft-Schulkind-Interaktion während der Präsenzphase zwischen zwei Lockdowns: Eine Mehrebenenanalyse. digiGEBF, Corona und Bildung, 22.-23.04.2021, online.
Meyer, S., & Schlesier, J. (voraussichtlich 2020). Students‘ pride, hopelessness and anger after school transition: A growth curve modeling approach. Earli Sig 8 Conference (Motivation and Emotion, 2020), 03.09.-08.09.2020 (postponed), Universität Dresden, Germany (Single paper, accepted).
Schlesier, J. (2019). Teacher-Student-Interactions in Situations with Primary School Childrens Anxiety. European Association for Research on Learning and Instruction (EARLI Conference), 12.08.-16.08.2019, RWTH Aachen (Single Paper, accepted).
Wagener, U., Schlesier, J., & Moschner, B. (2019). Coherence in teacher education – A conceptual analysis and clarification of a comprehensive term. European Association for Research on Learning and Instruction (EARLI Conference), 12.08.-16.08.2019, RWTH Aachen (Poster, accepted).
Olthoff, S., & Schlesier, J. (2019). Primary School Teachers’ Beliefs about Language Barriers in Classroom Contexts. European Association for Research on Learning and Instruction (Jure EARLI Conference), 10.08.-11.08.2019, RWTH Aachen (Single Paper, accepted).
Schlesier, J. (2018). Konzepte der Lehrer-Schüler-Interaktion: Eine qualitative Interviewstudie mit Grundschullehrkräften. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF, Thema: Lehrer. Bildung. Gestalten), 24.09.-26.09.2018, Leuphana Universität Lüneburg (Poster).
Moschner, B., Lohbeck, A., Schlesier, J., & Wagener, U. (2018). Emotionsregulationsstrategien, Emotionen und kognitive Lernstrategien von Studierenden. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs-Kongress), 15.09.2018-20.09.2018, Goethe-Universität Frankfurt, Frankfurt am Main (Vortrag).
Reimer, M., Wagener, U., Lüschen, I., Schlesier, J., & Moschner, B. (2018). Kohärenz als Kriterium für ein gutes Lehramtsstudium: Implikationen für Forschung und Lehre. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF, Thema: Lehrer. Bildung. Gestalten), 24.09.-26.09.2018, Leuphana Universität Lüneburg (Vortrag).
Schlesier, J., Roden, I., & Moschner, B. (2018). Teachers’ beliefs about the Emotion Regulation of Boredom and Anger in Primary School Children. Earli Sig 5 Conference (Learning and Development in Early Childhood 2018), 29.08.2018-31.08.2018, Free University Berlin, Germany (Poster). [Nominated for Poster Award]
Roden, I., Mansholt, S., Schlesier, J., & Kreutz, G. (2018). Effects of Music and Math Training on Mathematical and Working Memory Performances. Earli Sig 5 Conference (Learning and Development in Early Childhood 2018), 29.08.2018-31.08.2018, Free University Berlin, Germany (Poster). [Nominated for Poster Award]
Wagener, U., Reimer, M., Lueschen, I., Schlesier, J., & Moschner, B. (2018). Coherence in Teacher Education - Students‘ Beliefs of an Ideal Teacher Training at the University. EARLI SIG 11 Conference (Teaching and Teacher Education 2018), 13.06.2018-15.06.2018, Kristiansand, Norway (Paper).
Schlesier, J., Roden, I., & Moschner, B. (2017). Emotion Regulation in Primary School Children: A Systematic Review. Konferenz der European Association for Research on Learning and Instruction (EARLI Conference), 29.08.-02.09.2017, Tampere, Finland, Vortrag (Single Paper).
Moschner, B., Schlesier, J., Wagener, U., & Reimer, M. (2017). Student Teachers' Beliefs of an Ideal Teacher Training at the University. European Association for Research on Learning and Instruction (EARLI Conference), 29.08.-02.09.2017, Tampere, Finland, Vortrag (Single Paper).
Schlesier, J. (2017). Teachers' Beliefs about Children's Emotion Regulation in the Context of Elementary Schools. European Association for Research on Learning and Instruction (EARLI Conference), 27.08.-28.08.2017, Tampere Finland (Poster).
Conference contributions (blind)
Previous contributions
Schlesier, J. (2017). Lehrervorstellungen zur Entwicklung der Emotionsregulation im schulischen Kontext der Primarstufe [Teachers' beliefs about the development of children's Emotion Regulation in the Context of Primary School.] Fachtagung Empirisches Arbeiten in der Frühpädagogik im Kontext eines evidenzbasierten Ansatzes, 12.01.-13.01.2017, Hochschule Magdeburg-Stendal, (Vortrag).
Publications
04.2021
Preprint/current publication projects
Schlesier, J., Moschner, B., & Grube, D. (in prep.). Grade level differences in the teacher-student interaction: A multilevel analysis approach.
Schlesier, J., Moschner, B., & Ohmes, L. (in prep.). Teacher-student interaction in achievement-emotions situations: Exploring children's drawings and interviews.
Obermeier, R., Schlesier, J., & Gläser-Zikuda, M. (in revision). Development types of student’s well-being: An analysis of variance and discriminant analyses approach.
Schlesier, J., Vierbuchen, M.-C., & Matzner, M. (under review). Bullying, school anxiety and school absenteeism in secondary school children: A structural equation modelling approach.
Peer-reviewed monographs
Schlesier, J. (2020). Lern- und Leistungsemotionen, Emotionsregulation und Lehrkraft-Schulkind-Interaktion: Ein integratives Modell. Bad Heilbronn: Klinkhardt.
Peer-reviewed journals
Meyer, S., & Schlesier, J. (2021). The development of achievement emotions after transition to secondary school: A multilevel growth curve modelling approach. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-021-00533-5
Wagener, U., Reimer, M., Lüschen, I., Schlesier, J., & Moschner, B. (2019). "Krass auf das Lehramt bezogen" - Lehramtsstudierende wünschen sich mehr Kohärenz in ihrem Lehramtsstudium. Herausforderung Lehrer_innenbildung, 2(1), 216-226, doi: https://doi.org/10.4119/hlz-2488. (Open access unter Link: https://www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/2488/3252)
Schlesier, J., Roden, I., & Moschner, B. (2019). Emotion Regulation in Primary School Children: A Systematic Review. Children and Youth Services Review, 100, 239-257, doi: https://doi.org/10.1016/j.childyouth.2019.02.044
Book contributions
Schlesier, J., Wagener, U., & Moschner, B. (2019). Beobachtung als Methode zur Erforschung des selbstregulierten Lernens bei Grundschulkindern. In Hartnack, F. (Hrsg.), Qualitative Forschung mit Kindern (279-310). Wiesbaden: Springer VS. doi: https://doi.org/10.1007/978-3-658-24564-1_9
Lohbeck, A., Schlesier, J., Wagener, U., & Moschner, B. (2018). Emotionsregulationsstrategien, Emotionen und kognitive Lernstrategien von Studierenden. In Hagenauer, G., & Hascher, T. (Hrsg.), Emotionen und Emotionsregulation in Schule und Hochschule (52-72). Münster, New York: Waxmann.
Schlesier, J. (2017). Lehrervorstellungen zur Entwicklung der Emotionsregulation im schulischen Kontext der Primarstufe. In Schmitt, A., Sterdt, E. & Fischer, L. (Hrsg.), Empirisches Arbeiten in der Frühpädagogik im Kontext eines evidenzbasierten Ansatzes - ein Tagungsbericht (47-58). Köln, Kronach: Carl Link.
Special qualifications
Special qualifications
Qualitative research methods
Quantitative research methods (R)
Certificates
Multilevelanalysis for long-term data (R)
Self-initiated workshops
Schlesier, J. (2020). Introduction into statistical data analysis with R (workshop for PhD-students), 21.02.2020, Winter School des Zentralinstituts für Lehr-Lern-Forschung (ZiLL) und des Lehrstuhl für Pädagogik mit dem Schwerpunkt Medienpädagogik der Friedrich-Alexander-Universität Erlangen-Nürnberg zum Thema „Methodologische Komplexität in der empirischen Forschung“. Link: https://www.medpaed.phil.fau.de/2020/01/16/winter-school-methodologische-komplexitaet-in-der-empirischen-forschung-20-21-februar-2020/
Schlesier, J. & Reimer, M. (2016). Learning and Instruction, 13.02.2016, Standort Oldenburg.
Memberships and committees
Memberships
Deutsche Gesellschaft für Erziehungswissenschaft (DGfE)
Deutsche Gesellschaft für Psychologie (DGPs)
European Association for Research on Learning and Instruction (EARLI)
Committees
Commission of teacher training (CvO Universität Oldenburg)
Commission of instruction in teacher education (CvO Universität Oldenburg, Stellvertreterin Fakultät 1)
Curriculum vitae
After the state examination and the admission to the practical year in human medicine at the medical center of the Georg-August-University Göttingen (UMG), I studied German philology and biology in higher secondary education at the Free University Berlin (FU), the University of Bremen and the Carl von Ossietzky University Oldenburg (CvO).
In 2015, I started working as a research fellow in the Department of Empirical Research on Learning and Instruction at the Institute of Education of the CvO. I then worked from 2016-2017 in the BMBF-funded project OLE+ (biography-oriented and cross-phase teacher training in Oldenburg; Quality-Offensive Teacher Training/Qualitätsoffensive Lehrerbildung). In the following two years, I worked as a lecturer for empirical research on learning and instruction. Since 2019, I am – as part of the promotion of junior researchers – research fellow in both departments, Educational Psychology and Empirical Research on Learning and Instruction at the CvO. In March 2020, I successfully defended my dissertation on the development of an integrating model of learning and performance emotions, emotion regulation and teacher-student interaction (LEmoR-TSI model). Currently, I am doing research within the scope of my habilitation on diagnostics and interventions according to the LEmoR-TSI model at the CvO.