Hannah Gaspard

Hanna is a postdoctoral researcher at the Hector Research Institute of Education Sciences and Psychology at the University of Tübingen. She joined the Pathways programme in June 2015.
Her research focuses on the development of motivation in regular classrooms and targeted interventions to foster motivation. In her PhD entitled “Promoting Value Beliefs in Mathematics: A Multidimensional Perspective and the Role of Gender”, she applied expectancy-value theory to investigate gender differences in value beliefs for mathematics and ways to promote these beliefs for both boys and girls. She also examined side effects of such interventions on motivation in non-targeted domains.

Research Plan
During her Pathways Fellowship, Hanna plans to further investigate how student motivation develops. In order to achieve a better understanding of the processes at play, she will apply multiple methods, including long-term longitudinal studies, experience sampling methods as well as intervention studies.

Gaspard, H., Dicke, A.-L., Flunger, B., Brisson, B. M., Häfner, I., Nagengast, B., & Trautwein, U. (2015). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51, 1226-1240.

Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2014). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107, 663-677.

Schreier, B., Dicke, A.-L., Gaspard, H., Häfner, I., Flunger, B., Lüdtke, O., 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 learning environment for students’ value beliefs]. Zeitschrift für Erziehungswissenschaft, 17(2), 225-255.

Kray, J., Gaspard, H., Karbach, J., & Blaye, A. (2013). Developmental changes in using verbal self-cueing in task-switching situations: The impact of task practice and task-sequencing demands. Frontiers in Psychology, 4:940.

Trautwein, U., Nagengast, B., Marsh, H. W., Gaspard, H., Dicke, A.-L., Lüdtke, O., & Jonkmann, K. (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).

Hanna recently received a prize for her PhD dissertation from the SELF conference, in Kiel, Germany.