Vivien Rieder

Vivien ­ Rieder [✓]

Research Fellow -  Educational Psychology

Contact

Address

Room: F226a
Hauptstraße 47
69117 Heidelberg

ENR!CHMENT

The aim of this project is to investigate (a) which conditional factors influence whether gifted secondary school students participate in enrichment programs, (b) what role the attitudes of parents, teachers and classmates play and (c) whether an intervention can increase the motivation of students to participate in enrichment programs.

The project is funded by the Karg Foundation. Detailed information on the content and structure of the project can be found here (in German only).

 

Curriculum Vitae

2017-2021     Bachelor of Science Psychology, Heidelberg University

2018-2023     Student Research Assistant, Educational Psychology, Heidelberg University

2019               Research Internship, Brain & Music Group, University of Bergen (Norway)

2020-2024     Bachelor of Music, Mannheim University of Performing Arts

2021-2023     Master of Science Psychology, Heidelberg University

Seit 10/2023 Research Assistant, Institute of Education Science, Heidelberg University

Seit 12/2024 Research Assistant and PhD Student, Educational Psychology, Heidelberg University

Peer-Reviewed Journal Articles

Sander, Z.M., Rieder, V., & Spinath, B. (2025). Expectations versus reality: motivational outcomes of unmet course-specific expectations in higher education. International Journal of Educational Research, 134, 102843. https://doi.org/10.1016/j.ijer.2025.102843


Conference Contributions

Sander, Z. M., Rieder, V., & Spinath, B. (2025, October). Signals of Struggle: Using Digital Self-Assessments to Detect At-Risk Students. Poster presented at the AQUA-d Conference, Karlsruhe, Germany.

Rieder, V., Fleischmann, L., & Spinath, B. (2025, September). Enrich-was? Informiertheit und Einstellungen zu Enrichmentangeboten bei Jugendlichen der Klassen 7 und 8. In Ö. Camligüney (Chair), Aktuelle Themen der Begabungsforschung: Familiäre, schulische und außerschulische Lernumwelten. Symposium at the 20th Tagung der Fachgruppe Pädagogische Psychologie (PAEPS), Jena, Germany.

Rieder, V., Bosch, E., & Spinath, B. (2025, September). Closing the Gap? Examining the Longitudinal Development of Intentions, the Intention-Behavior Gap, and Their Predictors in an Educational Psychology Lecture Course. Presentation at the Biennial Conference of the European Society for Psychology Learning and Teaching (ESPLAT), Münster, Germany.

Sander, Z. M., Rieder, V., & Spinath, B. (2025, September). Great Expectations? How are Unmet Course-specific Expectations Related to Learning-related Outcomes in Educational Psychology Classes?. Presentation at the Biennial Conference of the European Society for Psychology Learning and Teaching (ESPLAT), Münster, Germany.

Sander, Z. M., Rieder, V., & Spinath, B. (2025, August). Expectations vs. Reality: Motivational Outcomes of Unmet Course-specific Expectations. Presentation at the 21st EARLI Biennial Conference (EARLI 2025), Graz, Austria.

Rieder, V., Weißmann, M., Stern, M., Köllbichler, L., Adam, M., Wüstenberg, T., Karlen, Y., & Hertel, S. (2025, August). Neurocognitive Correlates of Mindsets in Children: An EEG-Study. In S. Hertel & Y. Karlen (Chairs), Growth Mindsets in Action: From Neural Processes to Educational Interventions. Symposium at the 21st EARLI Biennial Conference (EARLI 2025), Graz, Austria.

Rieder, V., Bosch, E., & Spinath, B. (2025, Januar). Dieses Semester wird alles besser! Erklärung interindividueller Unterschiede in der Nutzung von Lernaktivitäten und der Intentions-Verhaltenslücke von Lehramtsstudierenden. Presentation at the 12th Conference of the Gesellschaft für empirische Bildungsforschung (GEBF), Mannheim, Germany.

Rieder, V., Weißmann, M., Ader, E., Glogger-Frey, I., Karlen, Y., Tannert, S., & Hertel, S. (2024, September). Lehrkräfte vs. ChatGPT: Wer diagnostiziert Kompetenzen selbstregulierten Lernens genauer? Presentation at the 53th Conference of the German Psychological Society (DGPs), Vienna, Austria.

Rieder, V., Weißmann, M., Stern, M., Köllbichler, L., Adam, M., Wüstenberg, T., Karlen, Y., & Hertel, S. (2024, September). The impact of mindset interventions on self-regulation and hope in first graders: An EEG Study. Presentation at the 11th International Biennial Conference of EARLI SIG 16 Metacognition and Self-Regulated Learning, Heidelberg, Germany.

Rieder, V., Weißmann, M., Ader, E., Glogger-Frey, I., Karlen, Y., Tannert, S., & Hertel, S. (2024, September). Teachers vs. ChatGPT: Who assesses competences of self-regulated learning more accurately? Presentation at the 11th International Biennial Conference of EARLI SIG 16 Metacognition and Self-Regulated Learning, Heidelberg, Germany.