Interplay of students' achievement and achievement motivation

Intersectionality and gender differences in education

Giftedness and high achievement

Attitudes and stereotypes of (pre-service) teachers

Research syntheses with data from educational large-scale assessments

The Interplay of Achievement and Achievement Motivation: Gender Differences in Math Top-Performers and Functional Relations [Link]

Chesaniuk, M., Haering, S., Roseman, J., Straßburger, V. M., Diversity Assessment Working Group, Stadler, G. (in press). Closing the gender and diversity data gap in the health sciences proposal for a Diversity Minimal Item Set (DiMIS). Sustainable Chemistry and Pharmacy.

Keller, L., Lüdtke, O., Preckel, F., & Brunner, M. (2023). Educational inequalities at the intersection of multiple social categories: An introduction and systematic review of the multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) approach. Educational Psychology Review, 35, 31. https://doi.org/10.1007/s10648-023-09733-5

Brunner, M., Keller, L., Stallasch, S. E., Kretschmann, J., Hasl, A., Preckel, F., Lüdtke, O., & Hedges, L. V. (2023). Meta-analyzing individual participant data from studies with complex survey designs: A tutorial on using the two-stage approach for data from educational large-scale assessments. Research Synthesis Methods, 14(1), 5–35. https://doi.org/10.1002/jrsm.1584

Keller, L., Cortina, K. S., Müller, K., & Miller, K. F. (2022). Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking. Instructional Science, 50, 251–272. https://doi.org/10.1007/s11251-021-09570-5

Keller, L., Preckel, F., Eccles, J. S., & Brunner, M. (2022). Top-performing math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation. Journal of Educational Psychology, 114(5), 966–991. https://doi.org/10.1037/edu0000685. Frei zugängliche Version: 10.31234/osf.io/73wap

Keller, L., Preckel, F., & Brunner, M. (2021). Nonlinear relations between achievement and academic self-concepts in elementary and secondary school: An integrative data analysis across 13 countries. Journal of Educational Psychology, 113(3), 585–604. https://doi.org/10.1037/edu0000533. Free version: 10.31234/osf.io/8z563 

Oppermann, E., Keller, L., & Anders, Y. (2020). Geschlechtsunterschiede in der kindlichen MINT-Lernmotivation: Forschungsbefunde zu bestehenden Unterschieden und Einflussfaktoren [Gender differences in children’s STEM motivation: A review of the research literature]. Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research, 1, 38–52. https://doi.org/10.3224/diskurs.v15i1.04

Matheis, S., Keller, L. K., Kronborg, L., Schmitt, M., & Preckel, F. (2019). Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers' beliefs about students' characteristics in Australia. Asia-Pacific Journal of Teacher Education, 48(2), 213–232. 10.1080/1359866X.2019.1576029

Oppermann, E.* & Keller, L.* (2018). Forschungsüberblick zu Geschlechtsunterschieden in der frühen MINT-Bildung. Expertise für die Stiftung „Haus der kleinen Forscher“. [Link]

Schmidt, I., Brunner, M., Keller, L., Scherrer, V., Wollschläger, R., Baudson, T. G., & Preckel, F. (2017). Profile formation of academic self-concept in elementary school students in grades 1 to 4. PLoS ONE, 12(5): e0177854. doi.org/10.1371/journal.pone.0177854

2020                                         PhD in Psychology, Freie Universität Berlin, Germany

2015                                         MSc in Psychology, University of Trier, Germany

2012                                         BSc in Psychology, Goethe-University Frankfurt a. M., Germany

since 10/2020                      Postdoctoral Researcher, Department of Quantitative Methods in Educational Sciences, University of Potsdam

03/2019–08/2020               Predoctoral Researcher, Department of Quantitative Methods in Educational Sciences, University of Potsdam

2015–2018                            Fellow of the International Max Planck Research School on the Life Course (LIFE), Max Planck Institute for Human                                                                             Development (Berlin) with affiliation to the Freie Universität Berlin

07/2017–08/2017               Research stay, Monash University, Melbourne, Dr. Leonie Kronborg

10/2016–12/2016               Research stay, University of Michigan, Ann Arbor, Prof. Dr. Kai S. Cortina

05/2016                                  Research stay, University of California, Irvine, Prof. Dr. Jacquelynne S. Eccles

2022                                         Publication Award for Young Scientists (Postdocs) by the Society for Empirical Educational Research (GEBF)

2015–2018                             PhD scholarship, International Max Planck Research School on the Life Course (LIFE)

2016                                         Best Presentation Award, 3rd Annual Meeting of the Berlin Interdisciplinary Education Research Network (BIEN), Berlin

2009–2015                             Scholarship by the German National Academic Foundation

Keller, L., Lüdtke, O., Preckel, F., & Brunner, M. (2022). Gender and beyond: Introducing a multilevel approach for modeling educational inequalities on the intersection of multiple social identities. Paper presented at the ninth Meeting of the Society for Empirical Educational Research (GEBF), Bamberg, Germany.

Keller, L., & Brunner, M. (2022). Intersectionality in educational contexts: Quantitative approaches and findings. Symposium chaired at the ninth Meeting of the Society for Empirical Educational Research (GEBF), Bamberg, Germany.

Keller, L., Preckel, F., & Brunner, M. (2021). Everything linear? An investigation of the functional relation between achievement and academic self-concept in an integrative data analysis. Paper presented at the conference “Methodological challenges in empirical educational research” by the Society for Empirical Educational Research (digiGEBF).

Stallasch, S., Keller, L., & Brunner, M. (2021). From tools to theories: How do statistical models influence our knowledge gain? Symposium chaired at the conference “Methodological challenges in empirical educational research” by the Society for Empirical Educational Research (digiGEBF).

Keller, L., Preckel, F., Eccles, J. S., & Brunner, M. (2021). Gender differences in top-performing math students’ achievement and motivation: An IPD meta-analysis. Paper presented at the Research Synthesis & Big Data Conference, ZPID.

Keller, L., Preckel, F., Eccles, J. S., & Brunner, M. (2020). Top-performing math students worldwide: A meta-analysis of gender differences in achievement and motivation. Paper accepted for presentation at the American Educational Research Association (AERA) Annual Meeting, San Francisco, USA. (Canceled due to COVID-19 pandemic)

Keller, L., Preckel, F., & Brunner, M. (2020). Everything linear? An investigation of the functional relation between achievement and academic self-concept in an integrative data analysis. Paper accepted for presentation at the seventh Meeting of the Society for Empirical Educational Research (GEBF), Potsdam, Germany. (Canceled due to COVID-19 pandemic)

Stallasch, S., Keller, L., & Brunner, M. (2020). From tools to theories: How do statistical models influence our knowledge gain? Accepted symposium at the seventh Meeting of the Society for Empirical Educational Research (GEBF), Potsdam, Germany. (Canceled due to COVID-19 pandemic)

Preckel, F. , Keller, L., Eccles, J. S., & Brunner, M. (2019). Top 5% math students worldwide: A meta-analysis of gender differences in achievement and motivation. Paper presented at the eighteenth Meeting of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.

Keller, L., Preckel, F., Eccles, J. S., & Brunner, M. (2018). Who are the top-performers in mathematics? Gender differences in achievement and achievement motivation in top-performing mathematics students worldwide. Paper presented at the sixth Meeting of the Society for Empirical Educational Research (GEBF), Basel, Switzerland.

Keller, L., Preckel, F., Eccles, J. S., & Brunner, M. (2017). Top in math and even better in reading? An international meta-analysis of gender differences in achievement and achievement motivation in top-performing math students. Paper presented at the Meeting of the Specialist Groups Developmental Psychology and Educational Psychology (PAEPSY), Münster, Germany.

Keller, L., Preckel, F., Eccles, J. S., & Brunner, M. (2017). Top-performing math students' achievement and achievement motivation around the world: A meta-analysis. Paper presented at the 22nd Biennial World Conference des World Council for Gifted and Talented Children (WCGTC), Sydney, Australia.

Keller, L., Preckel, F., & Brunner, M. (2017). Everything linear? The functional relation between achievement and academic self-concept in younger and older students from an international perspective. Paper presented at the fifth Meeting of the Society for Empirical Educational Research (GEBF), Heidelberg, Germany.

Keller, L. & Oppermann, E. (2017). Domain-specific motivation in educational pathways. Symposium chaired at the fifth Meeting of the Society for Empirical Educational Research (GEBF), Heidelberg, Germany.

Keller, L., Preckel, F., Eccles, J. S. & Brunner, M. (2016). Characteristics of mathematically top-performing girls and boys around the world: Gender differences in achievement and achievement motivation.Paper presented at the third annual conference of the Berlin Interdisciplinary Education Research Network (BIEN), Berlin, Germany.

Schmidt, I., Scherrer, V., Keller, L., & Preckel, F. (August 2015). Academic self-concept in elementary school: Integrating the nested Marsh/Shavelson and the I/E model to understand its development. Paper presented at the eighth SELF Biennial International Conference, Kiel, Germany.

Schmidt, I., Scherrer, V., Keller, L., & Preckel, F. (März 2015). The formation of academic self-concept profiles in elementary school students: An examination of the nested Marsh/Shavelson model. Paper presented at the third Meeting of the Society for Empirical Educational Research (GEBF), Bochum, Germany.

Zusammenspiel von Leistung und Leistungsmotivation bei Schülerinnen und Schülern

Intersektionalität und Geschlechtsunterschiede im Bildungskontext

Hochbegabung und Spitzenleistung

Einstellungen und Stereotype von (angehenden) Lehrkräften

Forschungssynthesen mit Daten internationaler Large-Scale Assessments