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Psychology

D-Index
42
Citations
4823
World Ranking
7677
National Ranking
368

Overview

Markus Dresel is affiliated with the University of Augsburg in Germany. Their research primarily spans the fields of psychology and social sciences, with a strong focus on social psychology, education, and experimental and cognitive psychology.

Their scholarly work covers various topics, including:

  • Motivation and Self-Concept in Sports
  • Education, Achievement, and Giftedness
  • Perfectionism, Procrastination, Anxiety Studies
  • Innovative Teaching and Learning Methods
  • Student Assessment and Feedback
  • Evaluation of Teaching Practices
  • Teacher Professional Development and Motivation

Dresel has contributed to multiple articles published in prominent academic venues, such as:

  • British Journal of Educational Psychology
  • Learning and Instruction
  • Contemporary Educational Psychology
  • Social Psychology of Education
  • European Journal of Psychology of Education

Recent research papers include:

  • "Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality" (2021) in Computers in Human Behavior
  • "Using natural language processing to support peer-feedback in the age of artificial intelligence: A cross-disciplinary framework and a research agenda" (2023) in British Journal of Educational Technology
  • "Student dropout at university: a phase-orientated view on quitting studies and changing majors" (2021) in European Journal of Psychology of Education
  • "Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences" (2021) in Learning and Instruction
  • "Academics' motivations in professional training courses: effects on learning engagement and learning gains" (2020) in The International Journal for Academic Development

Frequent coauthors of Markus Dresel include:

  • Martin Daumiller
  • Oliver Dickhäuser
  • Stefan Janke
  • Raven Rinas
  • Lisa Bäulke

Best Publications

  • Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality

    Martin Daumiller;Raven Rinas;Julia Hein;Stefan Janke

  • Rethinking Teachers' Goal Orientations: Conceptual and Methodological Enhancements.

    Sebastian Nitsche;Oliver Dickhäuser;Michaela S. Fasching;Markus Dresel

  • Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate☆

    Gabriele Steuer;Gisela Rosentritt-Brunn;Markus Dresel

  • Negatively or positively biased? Dependencies of teachers’ judgments and expectations based on students’ ethnic and social backgrounds

    Anita Tobisch;Markus Dresel

  • A Computer-Based Approach to Fostering Motivation and Self-Regulated Learning

    Markus Dresel;Marion Haugwitz

  • Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews

    Markus Dresel;Bernhard Schmitz;Barbara Schober;Christine Spiel

  • University Instructors' Achievement Goals for Teaching.

    Martin Daumiller;Oliver Dickhäuser;Markus Dresel

  • Learning from errors: A model of individual processes

    Maria Tulis;Gabriele Steuer;Markus Dresel

  • The relationship between cognitive abilities and self‐regulated learning: evidence for interactions with academic self‐concept and gender

    Markus Dresel;Marion Haugwitz

  • Longitudinal relations between teaching-related motivations and student-reported teaching quality

    Anna-Katharina Praetorius;Fani Lauermann;Robert M. Klassen;Oliver Dickhäuser

  • Langfristige Förderung von Fähigkeitsselbstkonzept und impliziter Fähigkeitstheorie durch computerbasiertes attributionales Feedback

    Markus Dresel;Albert Ziegler

  • Teachers' professional goal orientations: Importance for further training and sick leave

    Sebastian Nitsche;Oliver Dickhäuser;Michaela S. Fasching;Markus Dresel

  • Motivationsförderung im schulischen Kontext

    Markus Dresel

  • Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation

    Markus Dresel;Michaela S. Fasching;Gabriele Steuer;Sebastian Nitsche

  • Student dropout at university: a phase-orientated view on quitting studies and changing majors

    Lisa Bäulke;Carola Grunschel;Markus Dresel

  • Supporting Self-Regulated Learning With Digital Media Using Motivational Regulation and Metacognitive Prompts

    Martin Daumiller;Markus Dresel

  • Judgment Confidence and Judgment Accuracy of Teachers in Judging Self-Concepts of Students

    Anna-Katharina Praetorius;Valérie-Danielle Berner;Horst Zeinz;Annette Scheunpflug

  • Addressees of Performance Goals.

    Albert Ziegler;Markus Dresel;Heidrun Stoeger

  • Interrelations between motivational regulation, procrastination and college dropout intentions

    Lisa Bäulke;Nicole Eckerlein;Markus Dresel

  • Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences

    Martin Daumiller;Stefan Janke;Julia Hein;Raven Rinas

  • Goal orientations of teacher trainees: Longitudinal analysis of magnitude, change and relevance

    Michaela S. Fasching;Markus Dresel;Oliver Dickhäuser;Sebastian Nitsche

  • Changes in Achievement Motivation among University Freshmen.

    Markus Dresel;Robert Grassinger

  • Positive Beliefs about Errors as an Important Element of Adaptive Individual Dealing with Errors during Academic Learning.

    Maria Tulis;Gabriele Steuer;Markus Dresel

Frequent Co-Authors

Christiane Spiel
Christiane Spiel University of Vienna
Heidrun Stoeger
Heidrun Stoeger University of Regensburg
Robert M. Klassen
Robert M. Klassen University of York
Edgar Erdfelder
Edgar Erdfelder University of Mannheim
Anique B. H. de Bruin
Anique B. H. de Bruin Maastricht University

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