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Jun.-Prof. Dr.

Cora Parrisius-Steinke

Cora Parrisius is a junior professor (with tenure track) of educational research methods at the Karlsruhe University of Education since October 2022 and is a member of the IDepartment of Empirical Educational Research. Her research focuses on empirical educational research, learning motivation, and the digitization of education. She combines psychological, pedagogical, and methodological perspectives to scientifically examine and further develop teaching and learning processes.

A central focus of her research is the development and evaluation of adaptive interventions in K-12 and higher education contexts. She is particularly interested in how digital learning environments and intelligent tutoring systems can influence learners’ motivation, self-regulation, and academic success. To this end, she uses quantitative research methods such as randomized controlled field studies, multilevel modeling, and statistical analyses to investigate complex educational processes.

In her teaching, Cora Parrisius instructs students in the fundamentals of empirical research methods, and supervises bachelor’s and master’s theses.

Department of Empirical Educational Research - Deputy Director of the Department

Assistant Professor

Jun.-Prof. Dr. Cora Parrisius-Steinke

Department of Empirical Educational Research - Deputy Director of the Department | Assistant Professor

Organisation

Karlsruhe University of Education

Building

2

Room

B302

Availability

Please register here:
https://t1p.de/parrisius-sprechstunde

If you have any questions about my courses, please contact:
fome-lehre@ph-karlsruhe.de

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Teaching and Supervision of Theses

¡ If you have any questions about my courses, please contact fome-lehre@ph-karlsruhe.de !

Short CV

  • since 01/2025: Head of Institutional Review Board
  • 11/2022 - 08/2023: Parental leave
  • seit 10/2022: Junior Professor for Educational Research Methods (Tenure Track) at PHKA
  • 10/2020: Ph.D., Education Sciences (Thesis title: "The unfolding of students' motivation in the natural classroom setting: The role of motivational teaching practices"), University of Tübingen, Germany
  • 05/2017 - 09/2022: Research Scientist at the Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany
  • 05/2017: Teaching certificate for German vocational-track secondary schools ("Erste Staatsprüfung für das höhere Lehramt an beruflichen Schulen;" subjects: mathematics, education sciences/pedagogics), University of Tübingen, Germany

Publications

Peer-reviewed Articles

  • Colling, C.*, Deininger, H.*, Parrisius, C., von Keyserlingk, L., Bodnar, S., Holz, H., Kasneci, G., Nagengast, B., Trautwein, U., & Meurers, D. (2025). How do learners practice? - Theory-informed sequence analyses to investigate self-regulated learning processes and their link to achievement. Educational Psychology, 46(3), 372-395. https://doi.org/10.1080/01443410.2025.2599786 (Open Access)

           * equal contribution

  • Asher, M. W., Hecht, C. A., Harackiewicz, J. M., Curtin, J. J., Parrisius, C., & Nagengast, B. (2025). Why elusive expectancy × value interactions may be critical for theory and intervention: A simulated power analysis. Motivation Science, 11(4), 502-510. https://doi.org/10.1037/mot0000394
  • Holz, H., Wendebourg, K., Pieronczyk, I., Bodnar, S., Meurers, D., & Parrisius, C. (accepted). Design and user preferences of pedagogical agents for an intelligent tutoring system for EFL. In B.K. Smith, & M. Borge (Eds.), Learning and Collaboration Technologies. HCII 2025. Lecture Notes in Computer Science, Vol. 15807 (pp. 77- 92). Springer. https://doi.org/10.1007/978-3-031-93567-1_6
  • Gaspard, H., Parrisius, C., von Keyserlingk, L.,Rubach, C., Yamaguchi-Pedroza, K., Lee, H. R., Spengler, M., Fischer, C., Heckhausen, J., & Eccles, J. S. (2025). Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first-generation and transfer students. British Journal of Educational Psychology, 95(4), 1023-1046. https://doi.org/10.1111/bjep.12751 (Open Access)
  • Deininger, H., Parrisius, C., Lavelle-Hill, R., Meurers, D., Trautwein, U., Nagengast, B., & Kasneci, G. (2025). Who did what to succeed? Individual differences in which learning behaviors are linked to achievement. In LAK ‘25: Proceeding of the 15th International Learning Analytics and Knowledge Conference (pp. 771-782). Association for Computing Machinery. https://doi.org/10.1145/3706468.3706571
  • Deininger, H., Pieronczyk, I., Parrisius C., Plumley, R., Colling, L., Meurers, D., Kasneci, G., Trautwein, U., Nagengast, B., Greene, J, & Bernacki, M. (2025). Using theory-informed learning analytics to understand how homework predicts achievement. Journal of Educational Psychology, 117(1), 12-37. https://doi.org/10.1037/edu0000906
  • Colling, L., Pieronczyk, I., Parrisius, C., Holz, H., Bodnar, S., Nuxoll, F., & Meurers, D. (2024). Towards task-oriented ICALL: A criterion-referenced learner dashboard organising digital practice. In Proceedings of the 16th International Conference on Computer Supported Education - Volume 1: EKM (pp. 668-679). https://doi.org/10.5220/0012753000003693
  • Deininger, H., Lavelle-Hill, R., Parrisius, C., Pieronczyk, I., Colling, L., Meurers, D., Trautwein, U., Nagengast, B., & Gjergji, K. (2023). Can you solve this on the first try? - Understanding exercise field performance in an intelligent tutoring system. In N. Wang, G. Rebolledo-Mendez, N., Matsuda, O. C. Santos, & V. Dimitrova (Eds.), Artificial Intelligence in Education. 24th International Conference, AIED 2023. Tokyo, Japan, July 3-7, 2023. Proceedings (pp. 565–576). https://doi.org/10.1007/978-3-031-36272-9_46
  • Holz, H., Ninaus, M., Schwerter, J., Parrisius, C., Beuttler, B., Brandelik, K., & Meurers, D. (2023). A digital game-based training improves spelling in German primary school children - A randomizd controlled field trial. Learning and Instruction, 87, Article 101771. https://doi.org/10.1016/j.learninstruc.2023.101771 (Postprint)
  • Gaspard, H., Parrisius, C., Nagengast, B., & Trautwein, U. (2023). Understanding the interplay between targeted motivation interventions and motivational teaching practices in mathematics classrooms. ZDM Mathematics Education, 55, 345–358. https://doi.org/10.1007/s11858-022-01446-3 (Open Access)
  • Parrisius, C., Gaspard, H., Zitzmann, S., Trautwein, U., & Nagengast, B. (2022). The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A longitudinal investigation of repeated observations. Journal of Educational Psychology, 114(4), 791-814. https://doi.org/10.1037/edu0000680 (Postprint)
  • Parrisius, C., Gaspard, H., Flunger, B., Trautwein, U., & Nagengast, B. (2021). Gleiche Wirkung in jedem Klassenzimmer? Moderationseffekte durch motivationale Unterrichtspraktiken am Beispiel einer Nützlichkeitsintervention im Mathematikunterricht und damit einhergehende Herausforderungen. In R. Lazarides, & D. Raufelder (Hrsg.), Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten. Edition ZfE, Vol. 10 (S. 355-388). Springer VS. https://doi.org/10.1007/978-3-658-31064-6_13 (Postprint)
  • Gaspard, H., Parrisius, C., Piesch, H., Kleinhansl, M., Wille, E., Nagengast, B., Trautwein, U., & Hulleman, C. (2021). The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms. Journal of Educational Psychology, 113(8), 1507-1528. https://doi.org/10.1037/edu0000663 (Postprint)
  • Flunger, B., Gaspard, H., Häfner, I., Brisson, B. M., Dicke, A.-L., Parrisius, C., Nagengast, B., & Trautwein, U. (2021). Relevance interventions in the classroom: A means to promote students’ homework motivation and behavior. AERA Open, 7(1), 1-20. https://doi.org/10.1177/23328584211052049 (Open Access)
  • Parrisius, C., Gaspard, H., Trautwein, U., & Nagengast, B. (2020). The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions? Contemporary Educational Psychology, 62, Article 101891. https://doi.org/10.1016/j.cedpsych.2020.101891 (Postprint)
  • Piesch, H., Gaspard, H., Parrisius, C., Wille, E., & Nagengast, B. (2020). How can a relevance intervention in math support students’ career choices? Journal of Applied Developmental Psychology, 70, Article 101185. https://doi.org/10.1016/j.appdev.2020.101185 (Postprint)
  • Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67–84. https://doi.org/10.1016/j.cedpsych.2016.09.003 (Open Access)

Book Chapters

  • Gaspard, H., Parrisius, C., & Nagengast, B. (2023). Promoting motivation in mathematics: Can a relevance intervention contribute to reducing educational disparities? In N. McEvalny, A. L. 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. 262-290). Beltz Juventa.
  • Trautwein, U., Gaspard, H., Parrisius, C., Bertram, C., Wagner, W., Zachrich, L., Golle, J., Ruth-Herbein, E., Schiefer, J., Jaggy, A.-K., Kleinhansl, M., & Nagengast, B. (2022). Optimierung schulischer Bildungsprozesse: Welchen Beitrag können randomisierte Feldstudien leisten? In N. McElvany, M. Becker, F. Lauermann, H. Gaspard, & A. Ohle-Peters (Hrsg.), Optimierung schulischer Bildungsprozesse – What works? (S. 9-32). Waxmann.
  • Gaspard, H., Parrisius, C., Nagengast, B., & Trautwein, U. (2019). Förderung von Wertüberzeugungen durch Nützlichkeitsinterventionen. In H. Gaspard, U. Trautwein, & M. Hasselhorn (Hrsg.), Diagnostik und Förderung von Motivation und Volition (S. 87-100). Hogrefe.

Datasets

  • Gaspard, H., Brisson, B., Häfner, I., Dicke, A.-L., Flunger, B., Parrisius, C., Nagengast, B. & Trautwein, U. (2021). Motivationsförderung im Mathematikunterricht (MoMa) (Version 1) [Datensatz]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_MoMa_v1

Scholarly Presentations

Invited Talks

  • Parrisius, C. (2021, Mai). Wie können wir Schüler*innenmotivation erfolgreich fördern? Einblicke aus dem Regelunterricht und gezielten Interventionen. Eingeladener Vortrag an der Universität Ulm.
  • Parrisius, C. (2019, December). The unique and joint effects of teacher characteristics and a utility-value intervention on students’ motivation during math class. Invited talk at the Psychology Department, University of Wisconsin-Madison. Madison, WI.

Peer-Reviewed Conference Contributions

  • Parrisius, C., Wendebourg, K., Pieronczyk, I., Holz, H., Deininger, H., Schmidt, T., Meurers, D., Nagengast, B., & Trautwein, U. (2024, August 28-30). Does the gamification of an intelligent tutoring system for 7th graders affect their motivation? [Paper presentation]. Biennial International Conference on Motivation (ICM), Bern, Switzerland.
  • Parrisius, C., Wendebourg, K., Rieger, S., Loll, I.*, Pili-Moss, D., Colling, L., Blume, C., Pieronczyk, I.*, Holz, H., Bodnar, S., Schmidt, T., Trautwein, U., Meurers, D., & Nagengast, B. (2023, August 21-26). Effective features of feedback in an intelligent tutoring system: A randomized controlled trial. In C. Parrisius, & H. Deininger (Chairs), (Intelligent) tutoring systems and their affordances as a research tool from multiple perspectives [Symposium]. Biennial conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.
  • Parrisius, C., Gaspard, H., von Keyserlingk, L., Rubach, C., Yamaguchi-Pedroza, K., Lee, H. R., Spengler, M., Fischer, C., Heckhausen, J., Eccles, J. S. (2022, August 4-7). Linking students’ perceived support by faculty and peers with their expectancies and values [Poster presentation]. 2022 APA Annual Convention, Minneapolis, MN.
  • Pieronczyk, I., Parrisius, C., Bodnar, S., Colling, L., Holz, H., Nuxoll, F., Wendebourg, K., Trautwein, U., Meurers, D., & Nagengast, B. (2022, März 9-11). Verläufe der situativen Motivation von Schüler:innen bei der längerfristigen Verwendung eines intelligenten Tutorsystems im Fremdsprachenunterricht [Poster presentation]. Jahreskonferenz der Gesellschaft für Empirische Bildungsforschung (GEBF), online format.
    • Poster awarded with the Waxmann Poster Award by the German Association for Empirical Educational Research (GEBF)
  • Parrisius, C., Gaspard, H., Zitzmann, S., Trautwein, U., & Nagengast, B. (2021, December 2-3). Wenn Zeitpunkte nicht nur in Personen sondern auch in Gruppen genestet sind: Modellierung von States und Traits auf Individual- und Klassenebene. In: C. S. Zitzmann & C. Parrisius (Chairs),
  • Parrisius, C., Gaspard, H., Zitzmann, S., Trautwein, U., & Nagengast, B. (2021, August 23-27). The “situative nature” of expectancies and values and the predictive power of autonomy support [Paper presentation]. Biennial conference of the European Association for Research on Learning and Instruction (EARLI), online format.
  • Parrisius, C., Gaspard, H., Piesch, H., Wille, E., Trautwein, U., & Nagengast, B. (2019, August 12-16). The transmission of motivation from teachers to students: Different mechanisms for different values? In Oppermann, E., & Dinkelmann, I. (Chairs), Students’ value beliefs in STEM: Evidence from childhood through adolescence [Symposium]. Biennial conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.
    • Paper awarded with the Educational Psychology SIG Young Investigator Award by the German Psychological Society (DGPs)
  • Parrisius, C., Gaspard, H., Piesch, H., Wille, E., Trautwein, U., & Nagengast, B. (2019, April 5-9). Perceived relevance in the classroom: The mediated relation between teachers’ and students’ mathematics utility value [Poster presentation]. AERA annual meeting Toronto, Canada.
    • Poster awarded with the AERA Motivation in Education SIG Paul R. Pintrich Memorial Award
  • Parrisius, C., Gaspard, H., Piesch, H., Wille, E., Trautwein, U., & Nagengast, B. (2019, Februar 25-27). Die Auswirkung der Lehrkraftmotivation auf die Motivation von Schüler*innen in Mathematik: Unterschiedliche Wirkmechanismen für unterschiedliche Motivationskomponenten?  [Paper presentation]. Jahreskonferenz der Gesellschaft für Empirische Bildungsforschung (GEBF), Köln.
  • Parrisius, C., Gaspard, H., Kneißler, H., Wille, E., Nagengast, B., & Trautwein, U. (2018, Februar 15-17). Auf die Motivation der Lehrkraft kommt es an?! Merkmale der Lehrkraft als Moderatoren der Effektivität von Nützlichkeitsinterventionen im Klassenkontext. In Lazarides, R., & Gaspard, H. (Chairs), Lehrkräfte und Unterricht als Wirkfaktoren auf die motivationale Entwicklung [Symposium]. Jahreskonferenz der Gesellschaft für Empirische Bildungsforschung (GEBF), Basel, Schweiz.
  • Parrisius, C., Gaspard, H., Brisson, B., Dicke, A.-L., Flunger, B., Häfner, I., Nagengast, B., & Trautwein, U. (2017, März 12-15). Wie hängen die Effekte einer Nützlichkeitsintervention im Fach Mathematik von den Merkmalen des Mathematikunterrichts ab? [Poster presentation]. Jahreskonferenz der Gesellschaft für Empirische Bildungsforschung (GEBF), Heidelberg.

Updated on 2. Juli 2026 by Cora Parrisius-Steinke