Brief Academic CV Joachim Clemens Brunstein, Dr. phil., Dr. phil. habil. Professor of Educational Psychology Faculty of Psychology and Sports Science Justus-Liebig-University Giessen, Germany College Education, Academic Degrees 1976 1983 Student of Psychology Justus-Liebig-University (Giessen, Germany) 1980 Guest student, University of Pennsylvania (Mentor: M. E. P. Seligman) University of California SC (Mentor: M. B. Smith) 1983 Diploma in Psychology 1984 1986 Doctoral Student, Justus-Liebig-University 1986 Dr. phil. (Ph.D.), Justus-Liebig-University Thesis: Personal helplessness and action control Supervisors: Heinz Heckhausen, Erhard Olbrich, Petra Netter 1993 Dr. phil. habil. (Habilitation degree) Friedrich-Alexander-University (Erlangen, Germany) Thesis: Motivation following failure Habilitation Committee: Erhard Olbrich, Robert Wicklund, Friedrich Lösel
Brief Academic Vita: Joachim C. Brunstein 2 Employment History, Administrative Positions 1983 1984 Civilian Service, Center for Psychosomatic Medicine, University Hospital, Giessen 1984 1986 Graduate Scholar, German National Academic Foundation (Studienstiftung des Deutschen Volkes) 1986 1989 Postdoctoral Research Scientist, Section for Research on Human Motivation and Development (Director: Heinz Heckhausen), Max-Planck-Institute for Psychological Research, Munich 1989 1996 Assistant Professor (Oberassistent) Department of Psychology, Friedrich-Alexander-University, Erlangen, Germany 1996 1998 Visiting Professor, Goethe-University, Frankfurt, Germany 1998 2004 Professor of Psychology (Chair) University of Potsdam, Germany 2001 Nomination as Possible Fellow, Center for Advanced Study in the Behavioral Sciences 2000 2003 Chairperson of Faculty Council of the Faculty of Human Sciences, Potsdam University (Potsdam, Germany) 2002 2005 Editor in chief: German Journal of Educational Psychology 2003 2004 Head of Department, Department of Psychology, Potsdam University 2003 Appointment offer: Chair of Instructional and Experimental Psychology, University of Erfurt (declined) 2004 present Professor of Educational Psychology (Chair) Justus-Liebig-University, Giessen, Germany 2007 Appointment offer: Chair of Educational Psychology, University of Mannheim (declined) 2006 2009 Dean, Faculty of Psychology and Sport Sciences, Justus-Liebig-University 2007 2011 Elected member of Grant Council Psychology of the German Research Foundation (DFG)
Brief Academic Vita: Joachim C. Brunstein 3 German Science Foundation (DFG) Research Grants Spörer & Brunstein, SP 1269/1-1, 2009-2012 Reciprocal teaching: Testing the efficaciousness of a school-based intervention for the promotion of secondary students reading comprehension Brunstein & Glaser, BR 1056/10-1, 2007-2010 The importance of cognitive and self-regulation strategies for the improvement of elementary students story writing skills Brunstein, BR 1056/9-1 Goal regulation and college adaptation (2005-2007) Brunstein, BR 1056/8-2, 2003-2004 Measuring the need to achieve with the IAT: Effects of experimentally aroused motivation states Brunstein, BR 1056/8-1, 2001-2003 Measuring implicit motives with the IAT: Convergent, divergent, and predictive validity of direct (IAT, TAT) and indirect (questionnaire) measures for the assessment of motives Brunstein, BR-1056/5-1, 1999-2001 Implicit versus self-attributed needs for achievement Brunstein, BR-1056/2-1, 1995-1996 Personal goals, social motives, and emotional well-being, 1995-1996 Brunstein, BR-1056/1-1, 1990-1991 Learned helplessness and symbolic self-completion Teaching Grants 2001-2002 (in cooperation with Gisela Schubarth) COPE Training of communication and stress regulation skills for teacher education students. University of Potsdam. The Brandenburg State Ministry for Science, Research, and Culture. 2007-2009 (in cooperation with Nadine Spörer) SKOLA Self-regulated and coopative learning and working at schools. Justus- Liebig-University Giessen. The Hessen State Ministry of Higher Education, Research and the Arts. 2014-2015 (in cooperation with Marina Supanc) Cooperative learning in introductory psychology classes for teacher education students. Teaching Innovation Fund, JLU. Supported by the Federal Ministry of Education and Research [Successful Entry into College Education Program].
Brief Academic Vita: Joachim C. Brunstein 4 Research Interests Educational Psychology Psychological educational intervention research Promotion of reading and writing competence in primary and secondary students Self-regulated and cooperative learning Psychology of Motivation Achievement motivation Implicit personality motives Goal striving and emotional well-being Selected Publications Educational Psychology Schünemann, N., Spörer, N., Völlinger, V. A., & Brunstein, J. C. (2017). Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups. Instructional Science, 45, 395-415. Supanc, M., Völlinger, V. A., & Brunstein, J. C. (2017). High-structure versus low-structure cooperative learning in introductory psychology classes for student teachers: Effects on conceptual knowledge, self-perceived competence, and subjective task values. Learning and Instruction, 50, 75-84. Lauth, G. W., Grünke, M., & Brunstein, J. C. (Eds.). (2014). Interventionen bei Lernstörungen [Interventions for learning disorders]. Göttingen, Germany: Hogrefe. Schünemann, N., Spörer, N., & Brunstein, J. C. (2013). Integrating self-regulation in wholeclass reciprocal teaching: A moderator-mediator analysis of incremental effects on fifth graders reading comprehension. Contemporary Educational Psychology, 38, 289-305. Brunstein, J. C., & Glaser, C. (2011). Testing a path-analytic mediation model of how selfregulated writing strategies improve fourth graders composition skills: A randomized controlled trial. Journal of Educational Psychology, 103, 922-938. Spörer, N., & Brunstein, J. C. (2009). Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance. Contemporary Educational Psychology, 34, 289-297. Spörer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students reading skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19, 272-286. Glaser, C., & Brunstein, J. C. (2007). Improving fourth-grade students composition skills: Effects of strategy instruction and self-regulation procedures. Journal of Educational Psychology, 99, 297-310.
Brief Academic Vita: Joachim C. Brunstein 5 Psychology of Motivation Schultheiss, O. C., & Brunstein, J. C. (Eds.). (2010). Implicit motives. New York: Oxford University Press. Brunstein, J. C., & Maier, G. W. (2005). Implicit and self-attributed motives to achieve: Two separate but interacting needs. Journal of Personality and Social Psychology, 89, 205-222. Brunstein, J. C., & Schmitt, C. H. (2004). Assessing individual differences in achievement motivation with the Implicit Association Test. Journal of Research in Personality, 38, 536-555. Maier, G. W. & Brunstein, J. C. (2001). The role of personal work goals in newcomers job satisfaction and organizational commitment: A longitudinal analysis. Journal of Applied Psychology, 86, 1034-1042. Brunstein, J. C., Schultheiss, O. C., & Grässmann, R. (1998). Personal goals and emotional well-being: The moderating role of motive dispositions. Journal of Personality and Social Psychology, 75, 494-508. Brunstein, J. C., & Gollwitzer, P. M. (1996). Effects of failure on subsequent performance: The importance of self-defining goals. Journal of Personality and Social Psychology, 70, 395-407. Brunstein, J. C. (1993). Personal goals and subjective well-being: A longitudinal study. Journal of Personality and Social Psychology, 65, 1061-1070. 10/2017