since Nov. 2013

2013-2014

01-02/2013

10/2012

Visiting Scientist at the Concordia University Montréal, Centre for Research in Human Development, Prof. Dr. William Bukowski (Chair), Interpersonal Relationships and Development Laboratory, http://crdh.concordia.ca/Dialogue/index.html

since 2012

PhD Scholarship of Konrad-Adenauer-Foundation

since 01/2012

PhD Candidate at Freie Universität Berlin

11/2011

Master of Education, Master Thesis: „Test anxiety in school:  Considering personality traits, social relations and gender – An empirical study in secondary schools“

07 - 12/2011

04 - 07/2011

05/2010 - 03/2011

Research Assistant, International Relations Office, University of Potsdam

2009

Studies abroad at Universidad de Costa Rica (Costa Rica), Scholarship from DAAD (German Academic Exchange Service)

2008 - 2011

Studies (M. Ed.) of Educational Science, Spanish Philology and Anglo-American Studies  at University of Potsdam

09/2008

Bachelor of Arts at University of Potsdam: Field research about: "Crossing the line - turning the American Dream into the Sueño Mexicano" (Ebook: Crossing the Line)

2006 – 2007

Studies abroad at Universidad Castilla La Mancha (Spain)

2004 - 2008

Studies (B.A.) of Educational Sciences, Anglo/ American Studies, Spanish Philology (B.A.) at the University of Potsdam

Journal articles

• Raufelder*, D., Hoferichter*, F., Romund, L., Golde, S., Lorenz, R., & Beck, A. (2015). Adolescents’ socio-motivational relationships with teachers, amygdala response to teacher’s negative facial expressions and test anxiety. Journal of Research on Adolescence (accepted for publication) *shared first authorship 

• Hoferichter, F., Raufelder, D., & Eid, M. (2015). Socio-motivational moderators – Two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students. Frontiers in Psychology. 6:1675. doi: 10.3389/fpsyg.2015.01675

• Hoferichter, F., Raufelder, D., Ringeisen, T., Rohrmann, S. & Bukowski, W. M. (2015). Assessing the multi-faceted nature of test anxiety among secondary students: An English version of the German Test Anxiety Questionnaire: PAF-E. Journal of Psychology: Interdisciplinary and Applied (accepted for publication).

• Raufelder, D., Hoferichter, F., Ringeisen, T., Regner, N., & Jacke, C. (2015). The perceived role of parental support and pressure in the interplay of test anxiety and school engagement among adolescents: Evidence for gender-specific relations. Journal of Child and Family Studies. Advance online publication. doi: 10.1007/s10826-015-0182-y

• Hoferichter, F., & Raufelder, D. (2015). Examining the role of social relationships in the association between neuroticism and test anxiety – results from a study with German secondary school students. Educational Psychology, 35(7), 851-868. doi: 10.1080/01443410.2013.849326

• Juang, L., Ittel, A., Hoferichter, F., & Gallarin, M. (2015). Perceived Racial/Ethnic Discrimination and Adjustment among Ethnically Diverse College Students: Family and Peer Support as Protective Factors. Journal of College Student Development (accepted for publication)

• Raufelder, D., Hoferichter, F., Schneeweiß, D., & Wood, M. A. (2015). The power of social and motivational relationships for test anxious adolescents’ academic self-regulation. Psychology in the Schools, 52(5), 447-462. doi: 10.1002/pits.21836

• Raufelder, D., & Hoferichter, F. (2015). Development and validation of the TEMO Scale: A self-report measure assessing students’ perceptions of liked and disliked teachers as motivators. International Journal of School & Educational Psychology, 3(2), 97-106. doi: 10.1080/21683603.2014.966228

• Hoferichter, F., Raufelder, D., Eid, M., & Bukowski, W. M. (2014). Knowledge transfer or social competence? – A comparison of German and Canadian adolescent students on their socio-motivational relationships in school. School Psychology International, 35(6), 627-648. doi: 10.1177/0143034314552345 

• Hoferichter, F., Raufelder, D., & Eid, M. (2014). The mediating role of socio-motivational relationships in the interplay of perceived stress, neuroticism, and test anxiety among adolescent students. Psychology in the Schools. Advance online publication. doi: 10.1002/pits.21778 

• Raufelder, D., Kittler, F., Braun, S., Lätsch, A., Wilkinson, R. P., & Hoferichter, F. (2014). The interplay of perceived stress, self-determination and school engagement in adolescence. School Psychology International, 35, 405-420. doi: 10.1177/0143034313498953

• Raufelder, D., & Hoferichter, F. (2014). Die vier Motivationstypen. Die Grundschule, 4, 12-13.

• Hoferichter, F., & Raufelder, D. (2014). Ein Modell inter-individueller Unterschiede sozio-motivationaler Beziehungen von Sekundarschülern mit ihren Peers und Lehrern. Schulpädagogik heute. Sh09/2014 Beziehungen in Schule und Unterricht.

• Raufelder, D., Jagenow, D., Hoferichter, F., & Drury, K. (2013). The person-oriented approach in the field of educational psychology. Problems of Psychology in the 21st Century, 5, 79-88.

• Raufelder, D., Drury, K., Jagenow, D., Hoferichter, F., & Bukowski, W. (2013). Development and validation of the Relationship and Motivation (REMO) scales to assess students' perceptions of peers and teachers as motivators in adolescence. Learning and Individual Differences, 24, 182-189. doi: 10.1016/j.lindif.2013.01.001

• Raufelder, D., Jagenow, D., Drury, K., & Hoferichter, F. (2013). Social Relationships and Motivation in Secondary School: 4 different motivation types. Learning and Individual Differences, 24, 89-95. doi: 10.1016/j.lindif.2012.12.002

• Raufelder, D., Jagenow, D., Hoferichter, F., & Wilkinson, R. P. (2012). An interdisciplinary challenge: method triangulation in the field of brain development and motivation. Psychology Research, 2, 627-636.

• Hoferichter, F., & Raufelder, D. (2012). Soziale Beziehungen in der Schule fördern , um Prüfungsängste abzubauen - eine geschlechtsspezifische empirische Untersuchung an Gymnasien. Schulpädagogik heute, 6. www.schulpaedagogik-heute.de

• Gottwald, F. (2012). Digitale Medien für Mediation nutzen. Authentische Sprachsituationen als Impulse für Mediation. Lernchancen 15 (86), 10-15.

Book Chapters

• Raufelder, D., Hoferichter, F., & Schulze, A-K. (2015). Liking a teacher and what it means for adolescent girls’ and boys’ perception of stress and test anxiety. In K. A. Moore, S. Howard, & P. Buchwald (Eds.)., Stress and anxiety. Applications to school, well-being, coping and intrnet use (pp. 17-26). Berlin, Germany: Logos. 

• Hoferichter, F., & Raufelder, D. Ein Modell inter-individueller Unterschiede sozio-motivationaler Beziehungen von Sekundarschülern mit ihren Peers und Lehrern. In  In C. Tillack, J. Fetzer, & D. Raufelder (Hrsg.), Beziehungen in Schule und Unterricht - Teil 3 Soziale Beziehungen im Kontext von Motivation und Leistung (pp. 170-200). Reihe Theorie und Praxis der Schulpädagogik Band 25. Immenhausen: Prolog. 

• Hoferichter, F., & Raufelder, D. (2013). The effect of peer an teacher support on the association between neuroticism and test anxiety in early adolescence. In K. A. Moore, K. Kaniasty, P. Buchwald, & A. Sesé (Eds.), Stress and Anxiety (pp. 161-169). Berlin, Germany: Logos.

Presentations

• Hoferichter, F., & Raufelder, D. (2015). The impact of peer and teacher relationships on motivation of Canadian and German secondary school students. In the context of the symposium „Heterogenität im Kontext von sozialen Beziehungen und Lernmotivation“. 3. GEBF Tagung, Bochum (Germany).

• Hoferichter, F., & Raufelder, D. (2014). Moderieren Lehrer- und Peer-Beziehungen in der Schule den Zusammenhang von Prüfungsangst und Leistungsstreben bei kanadischen und deutschen Jugendlichen? In the context of the symposium "Prüfungsangst, sozio-emotionale Korrelate und Handlungsregulation bei jugendlichen Schülern". 49. DGPs Kongress, Bochum (Germany).

• Golde, S., Pöhland, L, Hoferichter, F., & Raufelder, D. (2014). Die Rolle des Lehrers für Emotionsverarbeitung und Prüfungsangst unter Jugendlichen – eine neurowissenschaftliche Perspektive. In the context of the symposium "Prüfungsangst, sozio-emotionale Korrelate und Handlungsregulation bei jugendlichen Schülern". 49. DGPs Kongress, Bochum (Germany).

• Rohrmann, S., Schnell, K., Ringeisen, T., Raufelder, D., & Hoferichter, F. (2014). Wirkmechanismen von Selbstwirksamkeit auf selbstregulatorische Zielerreichungsprozesse und Schulleistung bei prüfungsängstlichen Schülern. In the context of the symposium "Prüfungsangst, sozio-emotionale Korrelate und Handlungsregulation bei jugendlichen Schülern". 49. DGPs Kongress, Bochum (Germany).

• Ringeisen, T., Rohrmann, S., Schnell, K., Raufelder, D., & Hoferichter, F. (2014). Wird Prüfungsangst bei Mädchen und Jungen unterschiedlich vorhergesagt? Eine Analyse handlungsregulativer und kognitiver Prädiktoren auf Basis der Kontroll-Wert-Theorie. In the context of the symposium "Prüfungsangst, sozio-emotionale Korrelate und Handlungsregulation bei jugendlichen Schülern". 49. DGPs Kongress, Bochum (Germany).

• Raufelder, D., & Hoferichter, F. (2014). Wie adoleszente Schüler/-innen „gute“ und „schlechte“ Lehrer/-innen wahrnehmen – Ergebnisse einer qualitativen thematischen Analyse. 79. AEPF Tagung, Hamburg (Germany).

• Hoferichter, F., & Raufelder, D. (2014). Ein Modell inter-individueller Unterschiede sozio-motivationaler Beziehungen von Sekundarschülern mit ihren Peers und Lehrern. 79. AEPF Tagung, Hamburg (Germany).

• Hoferichter, F., & Raufelder, D. (2014). Knowledge Transfer or Social Competence? A comparision of German an Canadian Adolescent Students on their Socio-Motivational Relationships in School. 1. BIEN Jahrestagung für Bildungsforschung, Berlin (Germany).

• Hoferichter, F. (2014). Social Relationships do matter – Peer and Teacher Relationships among Secondary School Students. Summer School on empirical research on education for sustainable development - issues, methods and trends, Vechta (Germany).

• Raufelder, D., Hoferichter, F., & Schneeweiß, D. (2014). The Power of Social Relationships Within the School Setting on the Association Between Test Anxiety and Academic Self-Regulation Among secondary school students. In the context of the symposium "Test anxiety and social anxiety in children, adolescent and university students in specific evaluation contexts". 35. STAR conference, Cluj (Romania).

• Hoferichter, F., & Raufelder, D. (2014). The buffering effect of socio-motivational teacher and peer relationships on test anxiety and achievement motivation among Canadian and German secondary school students. In the context of the symposium "Test anxiety and social anxiety in children, adolescent and university students in specific evaluation contexts". 35. STAR conference, Cluj (Romania).

• Raufelder, D., Hoferichter, F., Schulz, A.-K., & Aguín, L. (2014). The gender-specific interplay of perceived stress, test anxiety and liking a teacher in adolescent students. 35. STAR conference, Cluj (Romania).

• Hoferichter, F., Raufelder, D., & Eid, M. (2014). Support or Dependence? - The ambivalence of socio-motivational relationships in school for the association of stress and neuroticism on test anxiety. 35. STAR conference, Cluj (Romania).

• Ringeisen, T., Rohrmann, S., Raufelder, D., & Hoferichter, F. (2014). Assessing the multi-faceted nature of test anxiety in one minute: An English adaptation of the brief German Test Anxiety Inventory (PAF-E). In the context of the symposium "Coping with stress in educational settings". 35. STAR conference, Cluj (Romania).

• Golde, S., Raufelder, D., Hoferichter, F, & Pöhland, L. (2014). How negative emotions in teacher-student relationships predict adolescents' test anxiety - results of an interdisciplinary neuroimaging study. 3. Meeting of the EARLI SIG 22 Neuroscience and Education, Göttingen (Germany). *Certificated with a price and selected for oral presentation due to the high scientific quality.* 

• Hoferichter, F. (2013). Social relationships and motivation in German and Canadian secondary schools: four different motivation types? Im Rahmen der Arbeitsgruppe "Sozio-motivationale Beziehungen im Kontext Schule in der Adoleszenz", 14. Fachgruppentagung der PAEPS der DGPs, Hildesheim.

• Hoferichter, F. (2013). The interplay of neuroticism, test anxiety and perceived stress and the mediating role of social relationships in school for adolescence . In the context of the symposium "The interplay of test anxiety, constituent variables of the self and socio-emotional factors of adolescents' school context". 34. STAR conference, Faro (Portugal).

• Raufelder, D., & Hoferichter, F. (2012). Persönlichkeit und Lernmotivation in der Adoleszenz. Im Rahmen des Symposiums "Erfolgreich Lernen - eine Frage der Beziehung?" 48. Kongress der DGfE, Bielefeld.

• Hoferichter, F., & Raufelder, D. (2012). The buffering role of peer and teacher relationships on the association between emotional instability and perceived stress in early adolescence. 16th European Conference on Personality, Triest (Italy).

• Jagenow, D., Raufelder, D., & Gottwald, F. (2012). Social Relationships and its role in Achievement Motivation in Secondary School - 4 different type of learners. Neuroscience and Education, London (Great Britain).

• Gottwald, F., & Raufelder, D. (2012). Peer and teacher support and their effect on the association between neuroticism and test anxiety in early adolescence. 33. STAR conference, Palma (Mallorca, Spain).

• Gottwald, F., Jagenow, D., & Raufelder, D. (2012). The impact of indivdiual and external factors on academic achievement in early adolescence. ICP, Capetown (South-Africa).

• Jagenow, D., Raufelder, D., & Gottwald, F. (2012). Motivation and Social Relationships in Secondary School - four different types of learners. ICP, Capetown (South-Africa)

• Raufelder, D., Jagenow, D., & Gottwald, F. (2012). An interdisciplinary challenge: method triangulation in the field of educational neuroscience. ICP, Capetown (South-Africa).

• Gottwald, F., Raufelder, D., & Jagenow, D. (2012). Gender specific test anxiety in the context of neuroticism and social relations in a German secondary school setting. SRA Biennial Meeting, Vancouver (British Columbia, Canada).

• Gallarin, M., Ittel, A., Gottwald, F., & Juang, L. (2012). Family Relationships and Emotional Development in Adolescence. SRA Biennial Meeting, Vancouver (British Columbia, Canada).

• Juang, L., Ittel, A., Gottwald, F., & Gallarin, M. (2012). Peer Discrimination and Negative Adjustment among ethincally diverse college students: do friends and family relations help? SRA Biennial Meeting, Vancouver (British Columbia, Canada).

• Gottwald, F., & Raufelder, D. (2011). Neue Erkenntnisse zur Prüfungsangst unter Berücksichtigung des Geschlechts, der Persönlichkeit und sozialer Einflussfaktoren im schulischen Kontext. AEPF, Klagenfurt.

• Gottwald, F., & Raufelder, D. (2011). Die Bedeutung von sozialen Einflussfaktoren in Bezug auf Prüfungsangst und Neurotizismus im schulischen Kontext – ein geschlechtsspezifischer Vergleich. DGPs Pädagogische Psychologie, Erfurt.

• Gottwald, F., & Raufelder, D. (2011). Die stabilisierende Funktion der Peergroup auf Neurotizismus im Zusammenhang mit Worry und Emotionality in der mittleren Adoleszenz - ein geschlechterspezifischer Vergleich. DGPs Entwicklungspschologie, Erfurt.

• Gottwald, F., & Raufelder, D. (2011). Was begünstigt den Lernerfolg und stabilisiert gleichermaßen die psychosomatische Gesundheit? Erkenntnisse über die geschlechtsspezifische Wirkung sozialer Einflussfaktoren in der Schule: Ein Impuls für die Lehrerbildung. AEPF, Klagenfurt.

• Raufelder, D., Jagenow, D., & Gottwald, F. (2011). Sozio-emotionale Faktoren im schulischen Lernprozess – eine Herausforderung für die Lehrerbildung? AEPF, Klagenfurt.

Workshop Participation

• 2014: Summer School: Empirical research on education for sustainable development - issues, methods and trends, Vechta University (Germany).

• 2013: Measuring Change with Structural Equation Models in Mplus. Institute for Quality Management in Education (IQB), Humboldt University, Berlin (Germany).

• 2012: Workshop: Structural Equation Modeling Approach to Mediation using mplus.16th European Conference on Personality, Triest (Italy).

• 2012: Presentation about: Personality induced learning and the role of socio-emotional factors - a cross-cultural study among adolescents. Doktorandenworkshop der DPPD, Universität Koblenz-Landau (Germany).

• 2012: Workshop: Why culture is critical to the social, cognitive and affective neuroscience of adolescence. SRA Biennial Meeting, Vancouver (British Columbia, Canada)