Richard Gollner

Research Scientist, Hector Research Institute of Education Sciences and Psychology, University of Tübingen

Biography
Richard is a post-doctoral researcher at the Hector Research Institute of Education Sciences and Psychology in Tübingen. His main research interests concern the mental well-being of children and adolescents, personality development, and academic success within the educational context. He is mainly interested in understanding the individual and contextual determinants of personality development. Additionally, he is involved in one project to investigate the validity of student ratings of classroom environments as a unique developmental context. During his time as a PATHWAYS fellow different research projects was initiated including the role of personality in the transition to vocational training (granted by the Netzwerk Bildungsforschung der Baden-Württemberg Stiftung) and the impact of linguistic survey features for the assessment of teachers instructional quality (granted by the Federal Ministry of Education and Research in Germany). In his future research as a PATHWAYS fellow, Richard will continue his work in cooperation with other PATHWAYS members from the US and Finland.

Publications


Rieger, S., Göllner, R., Trautwein, U., & Roberts, B. (in press). Low Self-Esteem Prospectively Predicts Depression in the Transition to Young Adulthood: A Replication of Orth, Robins, and Roberts (2008). Journal of Personality and Social Psychology

 

Probst, T., Lambert, M. J., Loew, T. H., Dahlbender, R. W., Göllner, R., & Tritt, K. (2013). Feedback on patient progress and clinical support tools for therapists: Improved outcome for patients at risk of treatment failure in psychosomatic in-patient therapy under the conditions of routine practice. Journal of Psychosomatic Research, 75, 255-261.

 

Schröder, A., Heider, J., Zaby, A. & Göllner, R. (2013). Cognitive Behavioral Therapy vs. Progressive Muscle Relaxation Training for Multiple Somatoform Symptoms: Results of a Randomized Controlled Trial. Cognitive Therapy and Research, 37, 296- 306

.

Kohler, B. & Göllner, R. (2013). Differences in time-on-task: A Within and Between Classroom Perspective. Unterrichtswissenschaft, 41, 363-380.

 

Wagner, W., Göllner, R., Helmke, A., Trautwein, U., & Lüdtke, O. (2013). Construct validity of student perceptions of instructional quality is high, but not perfect: Dimensionality and domain-generalizability of domain-independent assessments. Learning and Instruction, 104, 148-163.


Grants


Ministry of Science, Research and the Arts in Baden-Württemberg „Teacher‘s Feedback and its impact on vocational skills students“ (2014-2015), together with Ulrich Trautwein, Benjamin Nagengast and Katharina Lambert

 

Federal Ministry of Education and Research “Linguistic Complexity of Survey Items: When Questions Shape the Answers” (2015-2017) together with Detmar Meurers, Wolfgang Wagner, Karin Berendes, Benjamin Nagengast and Ulrich Trautwein