Anna-Lena Dicke

Postdoctoral Research Scientist, School of Education, University of California-Irvine.

Anna-Lena’s research interest lies in understanding the driving factors and benefits of students’ interest, motivation, and engagement. Her work examines how structural features of the school environment (e.g. tracking) and instructional features of the school environment (e.g. teacher support) influence students’ motivational well-being. Trying to bridge the gap between theory and practice, Anna-Lena has also been involved with the MoMa study during her time as a Pathways fellow at the University of Tübingen. The MoMa study is an intervention study aiming to foster secondary school students’ motivation and achievement in mathematics by demonstrating the utility of mathematics for students’ future lives. During her time as a Pathways fellow, Anna-Lena was able to secure a position as a postdoctoral research scientist at the University of California with Dr Jacquelynne Eccles, the founder of the expectancy-value theory of achievement motivation, one of the most influential motivation theories in educational psychology. During her time at the University of California at Irvine, she has continued her work investigating the underlying motivational mechanisms determining students’ educational pathways. She will continue to examine how features of the school environment that students experience on an everyday basis influence not only their academic success but also their educational, career, and life choices in the short- and long-term. In addition, Anne-Lena continues her intervention work by starting a collaboration with Dr. Chris Hulleman from the University of Virginia, one of the original architects of the utility value intervention. They are currently developing a utility value intervention aimed at fostering students’ motivation and achievement in an ethnically diverse school district in the Western US.

Anna-Lena sees her participation in the Pathways programme as offering manifold opportunities for her. Apart from meaningful feedback from researchers from different disciplines, she was able to form connections with fellow Pathways members that resulted in various types of collaborations. She continues to collaborate with Pathways alumnus Dr. Julia Dietrich, in work on the role of teacher support for the development of motivation, which has already resulted in a shared publication. Anna-Lena is also starting a collaboration with current Pathways Fellow, Dr. Mark Lyons-Amos, investigating the role of early dating and sexual behavior on career and life choices. Anna-Lena was able to share utility value measures developed as part of my work at the University of Tubingen with other Pathways members focusing on student motivation: Dr. Heta Tuominen-Soini and Dr. Julia Dietrich. Their inclusion of the utility value measure in their respective data collection will result in collaborations and, ultimately, shared publications in the future. Anna-Lena believes that the collaborations built throughout her period as a Pathways fellow will continue to inform and enrich her work.

Dietrich, J., Dicke, A.-L., Kracke, B., & Noack, P. (2015). Teacher support and its influence on students' intrinsic value and effort: Dimensional comparison effects across subjects. Learning and Instruction, 39 (0), 45-54.

Schreier, B., Dicke, A.-L., Gaspard, H., Häfner, I., Flunger, B., Nagengast, B., & Trautwein, U. (2014). Der Wert von Mathematik im Klassenzimmer: Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler. [The value of mathematics in the classroom: The importance of a relevance-oriented teaching environment for students' value beliefs]. Zeitschrift für Erziehungswissenschaft, 17, 225-255

Wagner, W., Rose, N., Dicke, A.-L., Rosenberg, F., Neumann, M. & Trautwein, U. (2014). Alle alles lehren: Schulleistungen in Physik, Mathematik und Englisch vor und nach der Neuordnung der gymnasialen Oberstufe in Sachsen [Teaching everything to everyone: Achievement in physics, mathematics and Englisch before and after the reform of upper secondary schools in the German state of Saxony]. Zeitschrift für Erziehungswissenschaft, 17 (2), 225-255

Dicke, A.-L., Lüdtke, O., Trautwein, U., Nagy, G., & Nagy, N. (2012). Judging students' achievement goal orientations: Are teacher ratings accurate? Learning and Individual Differences, 22 (6), 844-849

Frenzel, A. C., Pekrun, R., Dicke, A.-L., & Götz, T. (2012). Beyond quantitative decline: Conceptual shifts in adolescents' development of interest in mathematics. Developmental Psychology, 48 (4), 1069-1082

Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (in press). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology.

Gaspard, H., Dicke, A.-L., Flunger, B., Brisson, B. M., Häfner, I., Trautwein, U., & Nagengast, B. (in press). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology.

Dicke, A.-L., Trautwein, U. & Nagengast, B. (revise and resubmit). Hauptschüler = desinteressiert und faul? Schulformunterschiede in der Entwicklung von Interesse und Anstrengungsbereitschaft [School type differences in the development of interest and effort]. Zeitschrift für Erziehungswissenschaft.

Gaspard, H., Dicke, A.-L., Flunger, B., Brisson, B. M., Häfner, I., Trautwein, U., & Nagengast, B. (submitted). Adverse or Desired Side Effects of STEM Interventions? Effects of a Motivational Math Intervention on Motivation in Verbal Domains.

Brisson, B. M., Dicke, A.-L., Flunger, B., Gaspard, H., Häfner, I., Trautwein, U., & Nagengast, B. (submitted). Short intervention, lasting effects: Promoting students’ math competence beliefs, effort, and achievement.

Häfner, I., Flunger, B., Dicke, A.-L., Gaspard, H., Brisson, B. M., Nagengast, B., & Trautwein, U. (submitted). A Robin Hood Effect on Motivation in Math: Benefits of a Relevance Intervention for Students with Distinct Family Backgrounds

Book Chapters
Trautwein, U., Dumont, H., & Dicke, A. L. (2015). Schooling: Impact on Cognitive and Motivational Development. In J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (Second Edition) (pp. 119-124). Oxford: Elsevier.

Trautwein, U., Nagengast, B., Marsh, H. W., Gaspard, H., Dicke, A.-L., Lüdtke, O., et al. (2013). Expectancy-value theory revisited: From expectancy-value theory to expectancy-values theory? In D. M. McInerney, H. W. Marsh, R. G. Craven & F. Guay (Eds.), Theory Driving Research: New wave perspectives on self-processes and human development (pp. 233-249). Charlotte, NC: Information Age Publishing

Dicke, A. (forthcoming) Educational Interventions based on Motivational Theories: The Case of Relevance Interventions. In: I. Schoon & R. K. Silbereisen (Eds.).  Pathways to Adulthood: Social inequalities, structure and agency and social change.

Cambria, J. & Dicke, A. (forthcoming) Rethinking Behavioral Engagement: Behavioural Manifestations in Context.  In: I. Schoon & R. K. Silbereisen (Eds.).  Pathways to Adulthood: Social inequalities, structure and agency and social change.