Julia Moeller

Julia was a post-doctoral researcher at the University of Helsinki, Finland. As from August 2015 she moved to a post-doctoral position at Yale University, joining the Centre for Emotional Intelligence. During the past two years with Pathways she has been dedicated to the EAGER project (P.I.s: PATHWAYS P.I.s Katariina Salmela-Aro and Barbara Schneider, as well as Jari Lavonen, head of the Department of Teacher Education in Helsinki). In this bi-national project, they mainly studied students’ engagement in STEM subjects in Finland and the U.S with an experience sampling method approach.

Julia studied Psychology at the Free University of Berlin, Germany and completed her Ph.D. in Psychology at the University of Erfurt. During her Ph.D., she investigated developmental, differential, and measurement aspects of passion and commitment for activities, and collaborated in one paper with the Pathways investigators Professor Jacquelynne S. Eccles, Professor Barbara Schneider and Dr. Julia Dietrich, investigating the situational variability and long-term stability of passion in a longitudinal Experience Sampling Study.
Since joining the Pathways programme Julia has contributed to seven journal articles, three book chapters, and held or contributed to seven conference presentations. Further publications are in preparation. In the last nine months, she has written six grant proposals and contributed to three more proposals. Julia visited Pathways P.I. Barbara Schneider at Michigan State University in May 2014, and closely worked with Pathways fellows Justin Bruner and Justina Spicer during the past two years. In February 2015 she was invited to visit Pathways P.I. Jacquelynne Eccles at the University of California, Irvine, together with Katariina Salmela-Aro. They are planning to continue her work on the measurement of situational task values and competence beliefs. Julia also worked together on a pilot experience sampling study on situational task values and competence beliefs, together with the Pathways alumni Julia Dietrich and Jaana Viljaranta. In addition, Julia is working with Pathways fellow Heta Tuominen-Soini on an article about passion, using data from the FinEdu study and Mind the Gap study (P.I.: Katariina Salmela-Aro).

Julia’s research bridges topics of the psychology of motivation, development, and personality. She is interested in trait and state determinants of the motivation to approach, engage and persist in activities, with particular focus on learning and practice activities. Recently, she has examined state and trait aspects of academic emotions. This has led her to study the ‘dark side’ of high motivation (= co-occurring exhaustion, stress, anxiety), and the ‘bright side’ of negative emotions (= co-occurrences between experiences of anxiety, stress, frustration, and positive, beneficial experiences). She is particularly interested in the beneficial and potentially harmful aspects of motivation and specific emotions in learning settings, their situational, personal, and contextual determinants, and the possibilities to identify and support students’ emotional and motivational needs. Julia is particularly interested in the analysis of multilevel intensive longitudinal data (e.g. Experience Sampling Method) in combination with person-oriented approaches.

Moeller, J., Salmela-Aro, K., Lavonen, J., Schneider, B. (in press). Does anxiety in math and science classrooms impair math and science motivation? Gender differences beyond the mean level. International Journal of Gender, Science, and Technology (open access).

Moeller, J., Keiner, M., & Grassinger, R. (accepted with minor revisions). Two sides of the same coin: Are the dual ‘types’ of passion types in the sense of distinct subgroups? Journal for Person-Oriented Research. (open access)

Schneider, B., Krajcik, J., Lavonen, J., Salmela-Aro, J., Broda, M., Spicer, J., Bruner, J., Moeller, J., Linnansaari, J., Juuti, K. & Viljaranta, J. (revise and resubmit). Optimal Learning Moments in Science Classes: An International Study in the U.S. and Finland. Journal for Research in Science Teaching.

Salmela-Aro, K., Moeller, J., Schneider, B.; Spicer, J., & Lavonen, J. (under review). Integrating the light and dark sides of student engagement with person-oriented and situation-specific approaches. Learning and Instruction.

Moeller, J. (under review). A word on standardization in longitudinal studies.

Moeller, J., Dietrich, J., Eccles, J. S.,   Schneider, B. (under review). On the variability and long-term stability of passion: A longitudinal Experience Sampling Approach. Journal of Research on Adolescence.

Book Chapters
Moeller, J., Eccles, J.S., Salmela-Aro, K., Dietrich, J., Schneider, B., Grassinger, R. (2015). Passion and Motivation. In: James D. Wright (editor-in-chief), International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Vol 17. Oxford: Elsevier. pp. 570–576. doi: 10.1016/B978-0-08-097086-8.26101-1

Moeller, J., Spicer, J., Salmela-Aro, K., & Schneider, B. (forthcoming). Advances in the research on situation-specific and contextual aspects of student engagement. In: I. Schoon & R. K. Silbereisen (Eds.).  Pathways to Adulthood: Social inequalities, structure and agency and social change.

Moeller, J., Bruner, J., Schneider, B., Lavonen, J. & Salmela-Aro, K. (under review). Measuring student’s engagement in the moment in which it occurs: How it differs by subgroup and home country. World Educational Research Organization (WERA) yearbook 2014.