• Student motivation and motivational development (e.g., at educational transitions) 
• Educational and career decisions (with a focus on STEM and gender differences) 
• Digital competencies and online self-assessments in higher education contexts 
• Teachers’ professional competencies (e.g., teacher motivation, responsibility) 

Education 

• 2022: Ph.D. in Psychology (Dr. phil.), TU Dortmund University
• 2017: M.Ed. Mathematics and Physics Teacher Education, University of Bonn
• 2014: B.Sc. Mathematics and Physics Teacher Education, University of Bonn 

Professional Positions and Affiliations 

• since 04/2024: Postdoctoral Fellow at the College for Interdisciplinary Educational Research (CIDER)
• since 04/2023: Postdoctoral researcher at the Bonn Center for Teacher Education (BZL), University of Bonn
• 04/2019 – 03/2023: (Post)Doctoral researcher at the Center for Research on Education and School Development (IFS), TU Dortmund University
• 05/2017 – 03/2019: Doctoral researcher at the Bonn Center for Teacher Education (BZL), University of Bonn 

Projects

• #Digitalkompetenz.nrw
• BONNS 
• Test-M-I 

Key Areas of Teaching  

• Student motivation and learning learning 
• Research methods in empirical educational research
• Practical phases in teacher training
• Pedagogical and psychological foundations of teaching and  

Selected Publications 

• Benden, D. K., & Lauermann, F. (in press). The interplay of personal and situational          factors in situated expectancy-value theory: Cross-classified analyses of students’ situation-specific motivations in the math domain. Journal of Educational Psychology. Preprint: https://doi.org/10.31234/osf.io/47ysz_v1
• Lauermann, F., & Benden, D. K. (in press). Teachers’ self-directed attributions, professional responsibility, and classroom interventions: Connecting inter- and intrapersonal perspectives in attribution theory. Learning and Instruction.
• Klein, R., Benden, D. K., Schlier, A., Stotko, D., & Lauermann, F. (in press). From answer engines to learning partners: A dual-ZPD design framework for AI-supported learning. Proceedings of the ACM Conference on Human Factors in Computing Systems. Preprint: https://cg.cs.uni-bonn.de/backend/v1/files/publications/klein_2026f.pdf
• Benden, D. K., & Lauermann, F. (2025). Lehrkräftemotivation aus Sicht der Erwartungs-Wert-Theorie: Zusammenhänge der motivationalen Überzeugungen mit der Berufswahl, Unterrichtsgestaltung und beruflichem Engagement. In A. Bach & G. Hagenauer (Hrsg.), Motivation und Emotion von Lehrpersonen (S. 19–34). Waxmann. 
• Lauermann, F., & Benden, D. K. (2025). Motive und Interessen. In C. Cramer, J. König, & M. Rothland (Hrsg.), Handbuch Lehrerinnen- und Lehrerbildung (2., überarbeitete und erweiterte Auflage; S. 964–970). Klinkhardt utb. https://doi.org/10.35468/hblb2025-129 
• Benden, D. K., & Lauermann, F. (2023). Relative importance of students’ expectancy-value beliefs as predictors of academic success in gateway math courses. Annals of the New York Academy of Sciences, 1521(1), 132–139. https://doi.org/10.1111/nyas.14961  
• Benden, D. K., & Lauermann, F. (2023). Searching for motivational alignment and spillover effects: A random-intercept cross-lagged analysis of students’ expectancies and task values in math-intensive study programs. Contemporary Educational Psychology, 73, Article 102166. https://doi.org/10.1016/j.cedpsych.2023.102166   
• Lauermann, F., Benden, D. K., DeVries, J. M., & Heitzer, J. (2023). Students’ use of (online) self-assessments in math: Interindividual differences in students’ test engagement and test performance in math-intensive study programs. In N. McElvany, A. Grecu, R. Lorenz, M. Becker, C. Dignath, H. Gaspard, F. Lauermann (Hrsg.), Jahrbuch der Schulentwicklung – Band 23: 50 Jahre Schulentwicklung – Leitthemen der empirischen Bildungsforschung (S. 97–127). Beltz Juventa. 
• Benden, D. K., & Lauermann, F. (2022). Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter. Journal of Educational Psychology, 114(5), 1062–1085. https://doi.org/10.1037/edu0000708   
• Benden, D. K., & Lauermann, F. (2022). Geschlechtsunterschiede in der Variabilität situationsspezifischer Erwartungs- und Wertüberzeugungen und selbsteingeschätzter Leistung in mathematikintensiven Studienfächern. In F. Lauermann, C. Jöhren, N. McElvany, M. Becker & H. Gaspard (Hrsg.), Jahrbuch der Schulentwicklung Band 22: Multiperspektivität von Unterrichtsprozessen (S. 184–213). Beltz Juventa. 
• Beymer, P. N., Benden, D. K., & Sachisthal, M. S. M. (2022). Exploring the dynamics of situated expectancy-value theory: A repeated measures network analysis. Learning and Individual Differences, 100. Article 102233. https://doi.org/10.1016/j.lindif.2022.102233  
• ten Hagen, I., Benden, D. K., Lauermann, F., & Eccles, J. S. (2022). Teachers’ and students’ perceptions of students’ ability and importance value in math and reading: A latent difference score analysis of intra-individual cross-domain differences. Zeitschrift für Erziehungswissenschaft, 25, 329–351. https://doi.org/10.1007/s11618-022-01083-2  
• Lauermann, F., Benden, D. K., & Evers, M. (2020). Motive und Interessen. In C. Cramer, J. König, M. Rothland & S. Blömeke (Hrsg.), Handbuch Lehrerinnen- und Lehrerbildung (S. 791–797). Klinkhardt utb. https://doi.org/10.35468/hblb2020-097