معرفی
Sarah Teresa Steffgen is a Research Associate in Educational Psychology at the Faculty of Psychology, Philipps University of Marburg, Germany. She is a member of the research group led by Prof. Dr. Malte Schwinger (AG Schwinger), focusing on motivation, emotion, and socialization processes in educational contexts. Her work is deeply rooted in developmental and educational psychology, with a strong emphasis on self-determination theory.
Education:
- Bachelor of Science in Psychology, Justus Liebig University Giessen (2011–2015)
- Master of Science in Psychology, Justus Liebig University Giessen (2015–2018)
- Study Abroad, Universidad Complutense, Madrid (2013–2014)
- Research Internship, Ghent University, Department of Developmental Psychology (2018)
- Doctor of Natural Sciences (Dr. rer. nat.), Philipps University of Marburg, awarded May 2023 with distinction (summa cum laude)
Her research centers on parental conditional regard, self-esteem (especially its contingency and stability), self-related emotions such as pride and shame, and emotion regulation. She investigates how parenting practices influence children’s and adolescents’ motivation, emotional development, and psychological well-being. A recurring theme in her work is the intergenerational transmission of psychological traits, particularly contingent self-esteem and depressive symptoms.
The 15 most recent publications reveal a consistent focus on the dynamics of parental regard—both positive and negative—and its effects on child and adolescent development. Her studies employ advanced methodologies including latent profile analysis and longitudinal designs, often grounded in self-determination theory. Topics span from teacher-student interactions to sibling prosocial behavior, with recurring emphasis on emotion regulation, autonomy support, and the psychological consequences of conditional parenting.
Scientific Awards and Recognition:
- Doctoral degree awarded summa cum laude (May 2023)
Peer Review and Service: Dr. Steffgen serves as a reviewer for several high-impact journals, including British Journal of Educational Psychology, BMC Psychology, and Contemporary Educational Psychology. While no formal advising or grant leadership is mentioned in the available text, her extensive publication record and active conference participation indicate a strong trajectory in academic research. She is affiliated with the Educational Psychology research group at Philipps University of Marburg and previously worked at Justus Liebig University Giessen on a DFG-funded project related to academic regard and autonomy support.