Publikationen

2026

Raufelder, D., & Hoferichter, F. (2026). The social brain in the classroom: Insights from the SELF Study on neural correlates of adolescent motivation, belonging, and learning. Frontiers in Human Neuroscience, 20, 1–13. https://doi.org/10.3389/fnhum.2026.1830571

Schimmelpfennig, F. & Raufelder, D. (2026). Emotional and motivational experiences in teacher-student relationships and psychological need satisfaction during adolescence. British Journal of Educational Psychology. http://doi.org/10.1111/bjep.70067

2023

Golde, S., Gleich, T., Romund, L., Stippl, A., Pelz, P., Raufelder, D., Lorenz, R. C., & Beck, A. (2023). Adolescents' neural reactivity to acute psychosocial stress: dysfunctional regulation habits are linked to temporal gyrus response. Development and Psychopathology, 35(1), 332–344. https://doi.org/10.1017/S0954579421000572

2022

Raufelder, D., Hoferichter, F., Hirvonen, R., & Kiuru, N. (2022). How students' motivational profiles change during the transition from primary to lower secondary school. Contemporary Educational Psychology, 71, 102117. https://doi.org/10.1016/j.cedpsych.2022.102117 

Raufelder, D., & Kulakow, S. (2022). The role of social belonging and exclusion at school and the teacher-student relationship for the development of learned helplessness in adolescents. British Journal of Educational Psychology, 92(1), 59–81. https://doi.org/10.1111/bjep.12438 

2021

Raufelder, D., Neumann, N., Domin, M., Romund, L., Golde, S., Lorenz, R., Gleich, T., Beck, A., & Hoferichter, F. (2021). Do belonging and social exclusion at school affect structural brain development during adolescence? Child Development, 92(6), 2213–2223. https://doi.org/10.1111/cdev.13613

Raufelder, D., Hoferichter, D., Kulakow, S., Golde, S., Gleich, T., Romund, L., Lorenz, R., Pelz, P., & Beck, A. (2021). Adolescents' personality development – a question of psychosocial stress. Frontiers in Psychology, 21, 785610. https://doi.org/10.3389/fpsyg.2021.785610

Kulakow, S., Raufelder, D., & Hoferichter, F. (2021). School-related pressure and parental support as predictors of change in student stress levels from early to middle adolescence. Journal of Adolescence, 87, 38–51. https://doi.org/10.1016/j.adolescence.2020.12.008

2020

Bakadorova, O., Lazarides, R., & Raufelder, D. (2020). Effects of social and individual school self-concepts on school engagement during adolescence. European Journal of Psychology of Education, 35, 73–91. https://doi.org/10.1007/s10212-019-00423-x

Bakadorova, O., & Raufelder, D. (2020). The relationship of school self-concept, goal orientations and achievement during adolescence. Self & Identity, 19(2), 235–249. https://doi.org/10.1080/15298868.2019.1581082

2019

Hoferichter, F., & Raufelder, D. (2019). Mothers and fathers – who matters for STEM performance? Frontiers in Education, 4, 14. https://doi.org/10.3389/feduc.2019.00014

Bakadorova, O., Hoferichter, F., & Raufelder, D. (2019). Similar but different—Social relations and achievement motivation in adolescent students from Montréal and Moscow. Compare: A Journal of Comparative and International Education, 50(6), 904–921. https://doi.org/10.1080/03057925.2019.1576122

Hoferichter, F., Bakadorova, O., Raufelder, D., & Francisco, M. (2019). A comparison of Russian and Philippine secondary school students on their socio-motivational relationships in school. International Journal of School & Educational Psychology, 7(1), 89–101. https://doi.org/10.1080/21683603.2018.1446373

Golde, S., Romund, L., Lorenz, R., Pelz, P., Gleich, T., Beck, A., & Raufelder, D. (2019). Loneliness and adolescents' neural processing of self, friend and teacher. Journal of Research on Adolescence, 29(4), 938–952. https://doi.org/10.1111/jora.12433

Grützmacher, L., & Raufelder, D. (2019). Das reziproke Zusammenspiel von Stresserleben, sozialen Beziehungen mit Peers und Lehrkräften und schulischer Leistung. Psychologie in Erziehung und Unterricht, 66(2), 118–130. https://doi.org/10.2378/peu2019.art11d

2018

Bakadorova, O., & Raufelder, D. (2018). The essential role of the teacher-student relationship in students' need satisfaction during adolescence. Journal of Applied Developmental Psychology, 58, 57–65. https://doi.org/10.1016/j.appdev.2018.08.004

Raufelder, D., Lazarides, R., & Lätsch, A. (2018). How classmates' stress affects student's quality of motivation. Stress and Health, 34(5), 649–662. https://doi.org/10.1002/smi.2832

Hoferichter, F., Lätsch, A., Lazarides, R., & Raufelder, D. (2018). The big-fish-little-pond effect on the four facets of academic self-concept. Frontiers in Psychology, 9, 1247. https://doi.org/10.3389/fpsyg.2018.01247

Raufelder, D., Regner, N., & Wood, M. A. (2018). Test anxiety and learned helplessness is moderated by student perceptions of teacher motivational support. Educational Psychology, 38(1), 54–74. https://doi.org/10.1080/01443410.2017.1304532

Schulze, A.-K., & Raufelder, D. (2018). Das Zusammenspiel von Prüfungsangst, schulischer Hilflosigkeit und Peer-Beziehungen in der Adoleszenz. Unterrichtswissenschaft, 46(1), 105–122. https://doi.org/10.1007/s42010-017-0005-5

2017

Bakadorova, O., & Raufelder, D. (2017). The interplay of students' school engagement, school self-concept and motivational relations during adolescence. Frontiers in Psychology, 8, 2171. https://doi.org/10.3389/fpsyg.2017.02171

Lätsch, A. (2017). Do perceived helpfulness and competition in classroom contexts moderate or mediate the association between perceived stress and socio-emotional strengths and difficulties? Learning and Individual Differences, 58, 31–40. https://doi.org/10.1016/j.lindif.2017.07.006

Lätsch, A. (2017). Does perceived stress moderate the association between depressive symptoms and socioemotional and behavioural strengths and difficulties in adolescence? Stress and Health. https://doi.org/10.1002/smi.2774

Lazarides, R., & Raufelder, D. (2017). Longitudinal effects of student-perceived classroom support on motivation. Frontiers in Psychology, 8, 417. https://doi.org/10.3389/fpsyg.2017.00417

Raufelder, D., Bakadorova, O., Yalcin, S., Ilgun Dibek, M., & Yavuz, H. C. (2017). Motivational relations with peers and teachers among German and Turkish adolescents. Learning and Individual Differences, 55, 13–20. https://doi.org/10.1016/j.lindif.2017.02.004

Romund, L., Golde, S., Lorenz, R. C., Raufelder, D., Pelz, P., Gleich, T., Heinz, A., & Beck, A. (2017). Neural correlates of the self-concept in adolescence. Human Brain Mapping, 38(2), 987–996. https://doi.org/10.1002/hbm.23433

Böhme, R., Lorenz, R. C., Gleich, T., Romund, L., Pelz, P., Golde, S., Flemming, E., Wold, A., Deserno, L., Behr, J., Raufelder, D., Heinz, A., & Beck, A. (2017). Reversal learning strategy in adolescence is associated with prefrontal cortex activation. European Journal of Neuroscience, 45(1), 129–137. https://doi.org/10.1111/ejn.13401

2016

Raufelder, D., Hoferichter, F., & Francisco, M. (2016). Assessing adolescents' perceptions of their relationships with peers and teachers: The REMO-P. Philippine Journal of Psychology, 49(1), 43–72.

Romund, L., Raufelder, D., Flemming, E., Lorenz, R. C., Pelz, P., Gleich, T., Heinz, A., & Beck, A. (2016). Maternal parenting behavior and emotion processing in adolescents – an fMRT study. Biological Psychology, 120, 120–125. https://doi.org/10.1016/j.biopsycho.2016.09.003

Raufelder, D., Scherber, S., & Wood, M. A. (2016). The interplay between adolescents' perception of teacher-student relationships and their academic self-regulation. Psychology in the Schools, 53(7), 736–740. https://doi.org/10.1002/pits.21937

Lätsch, A., Raufelder, D., & Wulff, T. (2016). The influence of social relationships on conduct problems in school context. International Journal of Criminology and Sociology, 5, 113–122. https://doi.org/10.6000/1929-4409.2016.05.11

Raufelder, D., Böhme, R., Romund, L., Golde, S., Lorenz, R., Gleich, T., & Beck, A. (2016). Does feedback-related brain response during reinforcement learning predict socio-motivational (in-)dependence in adolescence? Frontiers in Psychology, 7, 655. https://doi.org/10.3389/fpsyg.2016.00655

Bakadorova, O., & Raufelder, D. (2016). Do socio-motivational relationships predict motivation in adolescents with high and low school-self-concept? The Journal of Educational Research, 109(3), 219–231. https://doi.org/10.1080/00220671.2014.942031

Raufelder, D., Nitsche, L., Breitmeyer, S., Keßler, S., Herrmann, E., & Regner, N. (2016). Students' perception of "good" and "bad" teachers. International Journal of Educational Research, 75, 31–44. https://doi.org/10.1016/j.ljer.2015.11004

Raufelder, D., & Ringeisen, T. (2016). Self-perceived competence and test anxiety. Journal of Individual Differences, 37, 159–167. https://doi.org/10.1027/1614-0001/a000202

Raufelder, D., Regner, N., Drury, K., & Eid, M. (2016). Does self-determination predict the school engagement of four different motivation types in adolescence? Educational Psychology, 36(7), 1242–1263. https://doi.org/10.1080/01443410.2015.1008405

Ringeisen, T., Raufelder, D., Schnell, K., & Rohrmann, S. (2016). Validating the proposed structure of the relationships among test anxiety and its predictors based on control-value theory. Educational Psychology, 36(10), 1826–1844. https://doi.org/10.1080/01443410.2015.1072134

2015

Raufelder, D., Hoferichter, F., Pöhland, L., Golde, S., Lorenz, R., & Beck, A. (2015). Adolescents' socio-motivational relationships with teachers, amygdala response to teacher's negative facial expressions and test anxiety. Journal of Research on Adolescence, 26(4), 706–722. https://doi.org/10.1111/jora.12220

Hoferichter, F., Raufelder, D., & Eid, M. (2015). Socio-motivational moderators – Two sides of the same coin? Frontiers in Psychology, 6, 1675. https://doi.org/10.3389/fpsyg.2015.01675

Ringeisen, T., & Raufelder, D. (2015). The interplay of parental support, parental pressure and test anxiety. Journal of Adolescence, 45, 67–79. https://doi.org/10.1016/j.adolescence.2015.08.018

Bakadorova, O., & Raufelder, D. (2015). Perception of teachers and peers during adolescence. Learning and Individual Differences, 43, 218–225. https://doi.org/10.1016/j.lindif.2015.08.035

Hoferichter, F., Raufelder, D., Ringeisen, T., Rohrmann, S., & Bukowski, W. M. (2015). Assessing the multi-faceted nature of test anxiety among secondary school students: PAF-E. The Journal of Psychology, 150, 450–468. https://doi.org/10.1080/00223980.2015.1087374

Grützmacher, L., & Raufelder, D. (2015). Unterschiede im Zusammenspiel von Stresserleben, Schülersozialklima und Schulengagement. Psychologie in Erziehung und Unterricht, 62, 233–252. https://doi.org/10.2378/peu2015.art18d

Lorenz, R., Gleich, T., Kühn, S., Pöhland, L., Pelz, P., Wüstenberg, T., Raufelder, D., Heinz, A., & Beck, A. (2015). Subjective illusion of control modulates striatal reward anticipation in adolescence. NeuroImage, 117, 250–257. https://doi.org/10.1016/j.neuroimage.2015.05.024

Raufelder, D., Hoferichter, F., Ringeisen, T., Regner, N., & Jacke, C. (2015). The perceived role of parental support and pressure in the interplay of test anxiety and school engagement among adolescents. Journal of Child and Family Studies, 24, 3742–3756. https://doi.org/10.1007/s10826-015-0182-y

Bünger, S., & Raufelder, D. (2015). Fungiert soziale Kompetenz als Prädiktor einer Motivationstypologie? Empirische Pädagogik, 29(2), 230–247.

Schnell, K., Ringeisen, T., Raufelder, D., & Rohrmann, S. (2015). The impact of adolescents' self-efficacy and self-regulated goal attainment processes on school performance. Learning and Individual Differences, 38, 90–98. https://doi.org/10.1016/j.lindif.2014.12.008

Jagenow, D., Raufelder, D., & Eid, M. (2015). The development of socio-motivational dependency from early to middle adolescence. Frontiers in Psychology, 6, 194. https://doi.org/10.3389/fpsyg.2015.00194

Raufelder, D., Hoferichter, F., Schneeweiß, D., & Wood, M. A. (2015). The power of social and motivational relationships for test-anxious adolescents' academic self-regulation. Psychology in the Schools, 52(5), 447–462. https://doi.org/10.1002/pits.21836

Raufelder, D., & Hoferichter, F. (2015). Development and validation of the TEMO Scale. International Journal of School & Educational Psychology, 3(2), 97–106. https://doi.org/10.1080/21683603.2014.966228

Raufelder, D., Sahabandu, D., Sánchez Martínez, G., & Escobar, V. (2015). The mediating role of social relationships in the association of adolescents' individual school self-concept and their school engagement. Educational Psychology, 35(2), 137–157. https://doi.org/10.1080/01443410.2013.849327

Gleich, T., Lorenz, R., Pöhland, L., Raufelder, D., Deserno, L., Beck, A., Heinz, A., Kühn, S., & Gallinat, J. (2015). Frontal glutamate and reward processing in adolescence and adulthood. Brain Structure and Function, 220(6), 3087–3099. https://doi.org/10.1007/s00429-014-0844-3

Hoferichter, F., & Raufelder, D. (2015). Examining the role of social relationships in the association between neuroticism and test anxiety. Educational Psychology, 35(7), 851–868. https://doi.org/10.1080/01443410.2013.849326

2014

Raufelder, D., & Bünger, S. (2014). Fungiert soziale Kompetenz als Mediator zwischen einem negativen Schüler-Schüler-Verhältnis und Leistungsmotivation? Psychologie in Erziehung und Unterricht, 61(4), 302–316. https://doi.org/10.2378/peu2014.art24d

Hoferichter, F., Raufelder, D., Eid, M., & Bukowski, W. M. (2014). Knowledge transfer or social competence? School Psychology International, 35(6), 627–648. https://doi.org/10.1177/0143034314552345

Hoferichter, F., Raufelder, D., & Eid, M. (2014). The mediating role of socio-motivational relationships in the interplay of perceived stress, neuroticism, and test anxiety. Psychology in the Schools, 51(7), 736–752. https://doi.org/10.1002/pits.21778

Pöhland, L., & Raufelder, D. (2014). The role of peers and teachers as motivators on adolescents' neural emotional processing. Diskurs Kindheits- und Jugendforschung, 9(4), 449–463. ⭐ Diskurs Early Career Award 2014

Jagenow, D., Raufelder, D., & Eid, M. (2014). A person-oriented approach to predict socio-motivational dependency in early adolescents. Learning and Individual Differences, 36, 173–179. https://doi.org/10.1016/j.lindif.2014.07.017

Krunke, H. M., & Raufelder, D. (2014). What it means to be an adolescent teacher-and-peer-independent motivation type. Journal of Education and Learning, 3, 33–44. https://doi.org/10.5539/jel.v3n3p

Lorenz, R., Gleich, T., Beck, A., Pöhland, L., Raufelder, D., Sommer, W., Rapp, M. A., Kühn, S., & Gallinat, J. (2014). Reward anticipation in the adolescent and aging brain. Human Brain Mapping, 35(10), 5153–5165. https://doi.org/10.1002/hbm.22540

Bakadorova, O., & Raufelder, D. (2014). The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation. European Journal of Psychology of Education, 29, 347–366. https://doi.org/10.1007/s10212-013-0202-5

Raufelder, D., Kittler, F., Braun, S., Lätsch, A., & Wilkinson, R. P. (2014). The interplay of perceived stress, self-determination and school engagement in adolescence. School Psychology International, 35, 405–420. https://doi.org/10.1177/0143034313498953

Bünger, S., & Raufelder, D. (2014). Moderiert die soziale Kompetenz adoleszenter Schüler den Zusammenhang zwischen ihren schulischen Peer-Beziehungen und ihrer Motivation? Diskurs Kindheits- und Jugendforschung, 9(3), 337–351.

Raufelder, D. (2014). Pubertät und Lernmotivation. Lehren und Lernen, 40(8/9), 16–21.

Raufelder, D., & Hoferichter, F. (2014). Die vier Motivationstypen. Grundschule, 4, 12–13.

2013

Raufelder, D., Bukowski, W. M., & Mohr, S. (2013). Thick description of the teacher-student relationship in the educational context of school. Journal of Education and Training Studies, 1, 1–18. https://doi.org/10.11114/jets.vli2.108

Raufelder, D., Drury, K., Jagenow, D., Hoferichter, F., & Bukowski, W. M. (2013). Development and validation of the Relationship and Motivation (REMO) scales. Learning and Individual Differences, 24, 182–189. https://doi.org/10.1016/j.lindif.2013.01.001

Raufelder, D., Jagenow, D., Drury, K., & Hoferichter, F. (2013). Social Relationships and Motivation in Secondary School: Four Different Motivation Types. Learning and Individual Differences, 24, 89–95. https://doi.org/10.1016/j.lindif.2012.12.002

2012

Raufelder, D., Jagenow, D., Hoferichter, F., & Wilkinson, R. P. (2012). An interdisciplinary challenge: method triangulation in the field of brain development and motivation. Psychology Research, 2, 627–636.

Raufelder, D. (2018). Grundlagen schulischer Motivation. Erkenntnisse aus Psychologie, Erziehungswissenschaft und Neurowissenschaften. Stuttgart: UTB.

Raufelder, D., & Hoferichter, F. (2017). Prüfungsangst und Stress. Ursachen, Wirkung und Hilfe. Stuttgart: Kohlhammer.

Tillack, C., Fetzer, J., & Raufelder, D. (Hrsg.) (2014). Beziehungen in Schule und Unterricht – Teil 3 Soziale Beziehungen im Kontext von Motivation und Leistung. Immenhausen: Prolog.

Tillack, C., Fischer, N., Raufelder, D., & Fetzer, J. (Hrsg.) (2014). Beziehungen in Schule und Unterricht – Teil 1 Theoretische Grundlagen und praktische Gestaltungen von pädagogischen Beziehungen. Immenhausen: Prolog.

Raufelder, D. (2021). Peers und Lehrkräfte als Einflussgrößen schulischer Motivation – ein Modell sozio-motivationaler (Un-)Abhängigkeit. In R. Lazarides & D. Raufelder (Hrsg.), Motivation in unterrichtlichen Lehr-Lernkontexten (S. 29–50). Springer. https://doi.org/10.1007/978-3-658-31064-6_9

Bukowski, W. M., & Raufelder, D. (2018). Peers and the Self. In W. M. Bukowski, B. Laursen, & K. H. Rubin (Eds.), Handbook of peer interactions, relationships and groups (pp. 141–158). Guilford.

Hoferichter, F., & Raufelder, D. (2017). Competition in class hinders scholastic well-being effects on test anxiety in secondary school students. In K. A. Moore & P. Buchwald (Eds.), Stress and Anxiety (pp. 105–114). Logos.

Ringeisen, T., & Raufelder, D. (2017). Die Rolle von Neurotizismus im Zusammenspiel von schulbezogenem elterlichem Verhalten und Prüfungsängstlichkeit bei Jugendlichen. In S. Morgenroth (Hrsg.), Social Support in schulischen Kontexten (S. 117–154). Logos.

Raufelder, D., Hoferichter, F., & Schulze, A-K. (2015). Liking a teacher and what it means for adolescent girls' and boys' perception of stress and test anxiety. In K. A. Moore, S. Howard, & P. Buchwald (Eds.), Stress and anxiety (pp. 17–26). Logos.

Raufelder, D. (2014). Sozio-emotionale Aspekte im Schulkontext. In A. Prengel & U. Winklhofer (Hrsg.), Kinderrechte in pädagogischen Beziehungen: Forschungszugänge (S. 211–223). Budrich.

Raufelder, D., Kellig, F., & Schillen, B. (2014). Do socio-motivational relationships mediate the association between adolescent students' school self-concept and engagement. In C. Tillack, J. Fetzer, & D. Raufelder (Hrsg.), Beziehungen in Schule und Unterricht – Teil 3 (S. 201–215). Prolog.

Hoferichter, F., & Raufelder, D. (2014). Ein Modell inter-individueller Unterschiede sozio-motivationaler Beziehungen von Sekundarschülern mit ihren Peers und Lehrern. In C. Tillack, J. Fetzer, & D. Raufelder (Hrsg.), Beziehungen in Schule und Unterricht – Teil 3 (S. 170–200). Prolog.

Hoferichter, F., & Raufelder, D. (2013). The effect of peer and teacher support on the association between neuroticism and test anxiety in early adolescence. In K. A. Moore, K. Kaniasty, P. Buchwald, & A. Sesé (Eds.), Stress and Anxiety (pp. 161–169). Logos.

Jagenow, D., & Raufelder, D. (2011). The impact of socio-emotional factors on learning processes considering neurobiological processes. In J. Özyurt et al. (Eds.), Interdisciplinary Perspectives on Cognition, Education, and the Brain (pp. 187–192). BIS.

Raufelder, D., & Mohr, S. (2011). Zur Bedeutung sozio-emotionaler Faktoren im Kontext Schule unter Berücksichtigung neurowissenschaftlicher Aspekte. In A. Ittel et al. (Hrsg.), Jahrbuch Jugendforschung (S. 74–96). VS.

2026

Raufelder, D., & Hoferichter, F. (2026). The social brain in the classroom: Insights from the SELF Study on neural correlates of adolescent motivation, belonging, and learning. 19th International Conference on Motivation (ICM 2026). Lisbon (Portugal).

Schimmelpfennig, F. & Raufelder, D. (2023). Effekte der Lehrenden-Lernenden-Beziehung auf die Lern- und Leistungsmotivation von Gymnasiast:innen in der Adoleszenz. Jahrestagung der AEPF. Potsdam (Deutschland).

2021

Kulakow, S., Raufelder, D., & Hoferichter, F. (2021). Parental support and pressure in adolescents' development of stress. 19th Biennial EARLI Conference. Gothenburg (Belgien).

2020

Hoferichter, F., Lorenz, C.R., Romund, L., Pelz, P., Golde, S., Gleich, T., Beck, A., & Raufelder, D. (2020). How the social climate at school associates with students' amygdala gray matter volume. XVI Conference with international participation and IX School on Evolutionary Physiology. St. Petersburg (Russland).

2019

Raufelder, D., Lazarides, R., & Lätsch, A. (2019). How classmates' stress affects student's quality of motivation. 40. STAR Conference. Palma (Spanien).

2018

Raufelder, D., & Hoferichter, F. (2018). Emotionen im Lehrer-Schüler-Verhältnis und deren neuronale Verarbeitung. 51. Kongress der DGPs. Frankfurt (Deutschland).

Bakadorova, O., & Raufelder, D. (2018). Teacher and peer relations of German and Turkish adolescents at school. 2nd Cultural Diversity, Migration, and Education (CDME) Conference. Potsdam (Deutschland).

Hoferichter, F., Raufelder, D., Böhme, R., Romund, L., Pelz, P., Golde, S., Lorenz, C.R., Gleich, T., & Beck, A. (2018). Socio-motivational (in-)dependence in adolescence and their feedback-related brain response during reinforcement learning. Psychologie und Gehirn 2018. Gießen (Deutschland).

Hoferichter, F., Lorenz, C.R., Romund, L., Pelz, P., Golde, S., Gleich, T., Beck, A., & Raufelder, D. (2018). How helpfulness, competition in the classroom and school belonging shape students' amygdala volume. Psychologie und Gehirn 2018. Gießen (Deutschland).

Raufelder, D., & Hoferichter, F. (2018). Die Entwicklung der Teacher & Motivation (TEMO) Skala. 26. DGfE-Kongress. Duisburg-Essen (Deutschland).

Hoferichter, F., Lätsch, A., Lazarides, R., & Raufelder, D. (2018). Die Rolle des Big-Fish-Little-Pond-Effect für die vier Selbstkonzept-Facetten. 6. GEBF Tagung. Basel (Schweiz).

Lätsch, A., & Raufelder, D. (2018). Der Einfluss von sozialen Beziehungen auf Verhaltensstörungen bei Jugendlichen. 6. GEBF Tagung. Basel (Schweiz).

2017

Hoferichter, F., Bakadorova, O., & Raufelder, D. (2017). The motivating role of peers and teachers among Russian and Filipino students. 17. Biennial EARLI Conference. Tampere (Finnland).

Lätsch, A., & Raufelder, D. (2017). Inter-individual differences in social motivation related to self-determination & school-engagement. 17. Biennial EARLI Conference. Tampere (Finnland).

Lazarides, R., & Raufelder, D. (2017). Längsschnittliche Effekte wahrgenommener Unterrichtsgestaltungsmerkmale auf motivationale Lernprozesse. 5. GEBF Tagung. Heidelberg (Deutschland).

Bakadorova, O., & Raufelder, D. (2017). Das Zusammenspiel von schulischem Engagement, Selbstkonzept und motivationalen Beziehungen in der Schule. 5. GEBF Tagung. Heidelberg (Deutschland).

Lätsch, A., & Raufelder, D. (2017). Perceived stress in early adolescence as a predictor of socio-emotional and behavioral difficulties. 15. Annual Hawaii International Conference on Education. Honolulu (USA).

Raufelder, D., & Jagenow, D. (2017). The concept of socio-motivational (in-)dependency in adolescence. 15. Annual Hawaii International Conference on Education. Honolulu (USA).

Raufelder, D., Lätsch, A., & Bakadorova, O. (2017). Adolescents' perception of "good" and "bad" teachers. 15. Annual Hawaii International Conference on Education. Honolulu (USA).

2016

Hoferichter, F., & Raufelder, D. (2016). Moderieren Lehrer- und Peer-Beziehungen den Zusammenhang von Leistungsstreben und Prüfungsangst? 50. Kongress der DGPs. Leipzig (Deutschland).

Raufelder, D. (2016). Emotional dimensions in the teacher-student relationships. Keynote. 2. Conference of Emotional Education. Valencia (Spanien).

Raufelder, D., & Bakadorova, O. (2016). Does self-determination predict the school engagement of four different motivation types in adolescence? 6. International Conference on Self-Determination Theory. Victoria (Kanada).

Bakadorova, O., & Raufelder, D. (2016). Development of competence, relatedness and autonomy in adolescence. 6. International Conference on Self-Determination Theory. Victoria (Kanada).

Hoferichter, F., Raufelder, D., Pöhland, L., Golde, S., Lorenz, R., & Beck, A. (2016). Students' socio-emotional relationships with teacher, amygdala response to teacher's negative facial expressions and relation to test anxiety. 37. STAR Conference. Zagreb (Kroatien).

Gleich, T., Romund, L., Golde, S., Lorenz, R.C., Raufelder, D., Pelz, P., Heinz, A., & Beck, A. (2016). Neuronal correlates of the self-concept in adolescence. 4. Meeting of the EARLI SIG 22 Neuroscience and Education. Amsterdam (Niederlande).

Golde, S., Gleich, T., Romund, L., Pelz, P., Raufelder, D., Lorenz, R.C., Heinz, A., & Beck, A. (2016). Stress-associated brain activation and its association to stress coping strategies in adolescents. 4. Meeting of the EARLI SIG 22 Neuroscience and Education. Amsterdam (Niederlande).

Raufelder, D., & Hoferichter, F. (2016). Profitieren neurotizistische Schüler/-innen von sozialer Unterstützung in Hinblick auf ihre Prüfungsängstlichkeit? 4. GEBF Tagung. Berlin (Deutschland).

Hoferichter, F., & Raufelder, D. (2016). Die ambivalente Rolle sozio-motivationaler Beziehungen im Zusammenhang mit Stress, Neurotizismus und Prüfungsangst. 4. GEBF Tagung. Berlin (Deutschland).

Grützmacher, L., & Raufelder, D. (2016). Das reziproke Zusammenspiel von Stresserleben, Lehrer-Schüler-Beziehung und schulischer Leistung. 4. GEBF Tagung. Berlin (Deutschland).

2015

Raufelder, D. (2015). The mediating role of social relationships in the association of adolescents' individual academic self-concept and their school engagement. 8. SELF Biennial International Conference. Kiel (Deutschland).

Ringeisen, T., & Raufelder, D. (2015). Perceived parental behavior and test anxiety in adolescents. 36. STAR Conference. Tel Aviv (Israel).

Raufelder, D., & Jagenow, D. (2015). Die Entwicklung sozio-motivationaler (Un-)Abhängigkeit im Jugendalter. 3. GEBF Tagung. Bochum (Deutschland).

Hoferichter, F., & Raufelder, D. (2015). The impact of peer and teacher relationships on motivation of Canadian and German secondary school students. 3. GEBF Tagung. Bochum (Deutschland).

2014

Hoferichter, F., & Raufelder, D. (2014). Moderieren Lehrer- und Peer-Beziehungen in der Schule den Zusammenhang von Prüfungsangst und Leistungsstreben? 49. DGPs Kongress. Bochum (Deutschland).

Golde, S., Pöhland, L., Hoferichter, F., & Raufelder, D. (2014). Die Rolle des Lehrers für Emotionsverarbeitung und Prüfungsangst unter Jugendlichen. 49. DGPs Kongress. Bochum (Deutschland).

Jagenow, D., & Raufelder, D. (2014). Die Entwicklung der sozio-motivationalen Abhängigkeit von der frühen zur mittleren Adoleszenz. 49. DGPs Kongress. Bochum (Deutschland).

Raufelder, D., & Hoferichter, F. (2014). Wie adoleszente Schüler/-innen "gute" und "schlechte" Lehrer/-innen wahrnehmen. 79. AEPF Tagung. Hamburg (Deutschland).

Raufelder, D., & Pöhland, L. (2014). The role of peers and teachers as motivators on adolescent's neural emotional processing. 1. BIEN Jahrestagung für Bildungsforschung. Berlin (Deutschland).

Golde, S., Raufelder, D., Hoferichter, F., & Pöhland, L. (2014). How negative emotions in teacher-student relationships predict adolescents' test anxiety. 3. Meeting of the EARLI SIG 22 Neuroscience and Education. Göttingen (Deutschland). ⭐ Ausgezeichnet mit einem Preis aufgrund hoher wissenschaftlicher Qualität.

Golde, S., Pöhland, L., Lorenz, R., Pelz, P., Heinz, A., Raufelder, D., & Beck, A. (2014). Neural correlates of self-, friend- and teacher-evaluations in adolescents. 3. Meeting of the EARLI SIG 22 Neuroscience and Education. Göttingen (Deutschland).

Golde, S., Pöhland, L., Lorenz, R., Pelz, P., Heinz, A., Raufelder, D., & Beck, A. (2014). Loneliness predicts neural responses to self and friend judgments in adolescents. 20. Annual Meeting of Organization for Human Brain Mapping (OHBM). Hamburg (Deutschland).

Raufelder, D., Hoferichter, F., & Schneeweiß, D. (2014). The power of social relationships within the school setting on the association between test anxiety and academic self-regulation. 35. STAR Conference. Cluj (Rumänien).

Hoferichter, F., & Raufelder, D. (2014). The buffering effect of socio-motivational teacher and peer relationships on test anxiety and achievement motivation. 35. STAR Conference. Cluj (Rumänien).

Bakadorova, O., & Raufelder, D. (2014). The interplay between individual school self-concept, socio-motivational support and achievement motivation. 2. GEBF Tagung. Frankfurt a.M. (Deutschland).

2013

Raufelder, D. (2013). Vier Motivationstypen: interindividuelle Unterschiede in sozio-motivationalen Beziehungen. 14. Fachgruppentagung der PEAPS der DGPs. Hildesheim (Deutschland).

Raufelder, D., & Pöhland, L. (2013). Peers as positive motivators in early adolescence. 2nd CRDH/ISSBD International Video Conference on Peer Relations. Montréal (Kanada).

Pöhland, L., Flemming, E., Lorenz, R., Gleich, T., Golde, S., Pelz, P., Heinz, A., Beck, A., & Raufelder, D. (2013). Der Einfluss des Erziehungsstils auf die neuronale Emotionsverarbeitung. DGPPN Kongress. Berlin (Deutschland).

Golde, S., Lorenz, R., Pöhland, L., Flemming, E., Pelz, P., Heinz, A., Raufelder, D., & Beck, A. (2013). Neuronale Korrelate der selbstreferentiellen Verarbeitung bei Adoleszenten. DGPPN Kongress. Berlin (Deutschland).

2012

Raufelder, D., & Hoferichter, F. (2012). Persönlichkeit und Lernmotivation in der Adoleszenz. 48. Kongress der DGPs. Bielefeld (Deutschland).

Jagenow, D., & Raufelder, D. (2012). Die Bedeutung sozio-emotionaler Faktoren für die Leistungsmotivation im schulischen Kontext. 48. Kongress der DGPs. Bielefeld (Deutschland).

Hoferichter, F., & Raufelder, D. (2012). The buffering role of peer and teacher relationships on the association between emotional instability and perceived stress. 16th European Conference on Personality. Triest (Italien).

Jagenow, D., Raufelder, D., & Gottwald, F. (2012). Social Relationships and its role in Achievement Motivation in Secondary School. 2. Meeting of the EARLI SIG 22 Neuroscience and Education. London (Großbritannien).

Raufelder, D., Bukowski, W. M., & Jagenow, D. (2012). An interdisciplinary challenge: method triangulation in the field of brain development and motivation. SRCD Themed Meeting. Tampa (USA).

2011

Raufelder, D., Jagenow, D., & Gottwald, F. (2011). Sozio-emotionale Faktoren im schulischen Lernprozess. AEPF. Klagenfurt (Österreich).

Jagenow, D., & Raufelder, D. (2011). The impact of socio-emotional factors on learning processes considering neurobiological processes. Hanse-Wissenschaftskolleg. Delmenhorst (Deutschland).

2010

Mohr, S., & Raufelder, D. (2010). Der Einfluss sozio-emotionaler Faktoren in der Lehrer-Schüler-Interaktion. AEPF. Jena (Deutschland).

Raufelder, D., & Mohr, S. (2010). The impact of socio-emotional factors on learning processes considering neurobiological processes. 1. Meeting of the EARLI SIG 22 Neuroscience and Education. Zürich (Schweiz).

2009

Raufelder, D., & Bünger, S. (2009). Zum Einfluss sozio-emotionaler Faktoren im Kontext Schule. AEPF. Bochum (Deutschland).