PD Dr. Stefan Engeser

Associated Scientist

Stefan Engeser

Image: Bildrechte privat

Department of Personality Psychology and Psychological Assessment
Humboldtstraße 11
07743 Jena


Consulting hours:
by agreement

E-Mail:   stefan.engeser@uni-jena.de
Telefax: +49 3641 9-45162

Research Interests

  • unconscious activation of achievement goals
  • Motive imagery and society
  • Flow-Experience
  • Learning Motivation and Self-Regulation

Past Projects

  • Achievement Imagery of Children`s Books and School Textbooks and (Academic) Performance (funded by the German Research Foundation DFG)
  • DFG-Project: Motivationale Ausrichtung einer Gesellschaft und das Priming von Leistungszielen: Der leistungsthematische Gehalt von (Schulbuch-) Texten und der Zusammenhang zur Schulleistung (Engeser, 2009)
  • DFG-Project: Motivationale Charakteristika von Schulbüchern in zwei Bundesländern mit unterschiedlichem Abschneiden bei PISA-E (Rheinberg & Engeser, 2004)
  • Ernst Denert-Foundation: Motivationspsychologische Rekonstruktion der Studienwahl Informatik (Engeser, Limbert & Kehr, 2008)
  • Curriculum Vitae
    • 06/2015 - 05/2018
      Research Assistant at the Department of Personality Psychology and Psychological Assessment at the Friedrich Schiller University Jena

    • 2014-2015
      Temporary Professorship for Personality and Psychological Assessment at the Christian-Albrechts-Universität Kiel

    • 2013
      Temporary Professorship for Personality and Psychological Assessment at the Technical University Chemnitz

    • 2012
      Habilitation at the University of Trier

    • 06/2010 - 04/2014
      Research Assistant at the Department of Personality and Psychological Assessment at the University of Trier (Prof. Dr. Nicola Baumann)

    • 10/2007 - 03/2010
      Research Assistant at the Department of Psychology for Teachers at the Technical University Munich (Prof. Dr. Hugo M. Kehr)

    • 2005    
      Dissertation at the University of Potsdam (summa cum laude)

    • 04/2000 - 10/2007
      Research Assistant at the Department of General Psychology at the University of Potsdam (Prof. Dr. Falko Rheinberg)

    • 12/1998 - 04/2000
      Research Assistant at the Department of Educational Psychology at the University of Vechta (Prof. Dr. Martin K. W. Schweer)

    • 1996 - 1998
      Student Assistant at the Department of Social- and Organisational Psychology (Prof. Dr. Wolfgang Scholl)

    • 1994 - 1998
      Student of Psychology at the Eberhard-Karls-University Tübingen, the Humboldt-University of Berlin, and the City College New York
  • Reviewer

    Journals

    • Educational Psychology
    • European Journal of Personality
    • European Journal of Psychology
    • European Journal of Psychology of Education
    • Journal of Happiness Studies
    • Journal of Positive Psychology
    • Learning and Individual Differences
    • Learning and Instruction
    • Motivation and Emotion
    • Psychological Reports
    • Psychology of Sport & Exercise
    • Zeitschrift für Pädagogische Psychologie

    Research Organisations

  • Publications

    in press: 

    Engeser, S., Schiepe-Tiska, A. & Peifer, C. (in press). Historical lines and overview of current research. In C. Peifer & S. Engeser (Ed.), Advances in flow research (2nd edition). New York: Springer.

    Peifer, C. & Engeser, S. (in press, Ed.). Advances in flow research (second Edition; revised and extended). New York: Springer.

    Peifer, C. & Engeser, S. (in press). Theoretical integration and future lines of flow research. In S. Engeser (Ed.), Advances in flow research (2nd edition). New York: Springer.

    Schiepe-Tiska, A. & Engeser, S. (in press). Flow in non-achievement situations. In C,. Peifer, & S. Engeser (Ed.), Advances in flow research (2nd edition). New York: Springer.

    2020

    Engeser S., Hagemeyer, B. & Neyer, F. J. (submitted). Tracing Behavioral Achievement Priming Effects: The Case of Priming in Schoolbooks.

    Engeser S., Hagemeyer, B., Neyer, F. J., & Runge, M. (submitted). Transgenerational transmission: An investigation of parents’ achievement motives, achievement imagery in children’s books and children’s academic performance.

    2018

    Rheinberg, F. & Engeser, S. (2018). Intrinsic Motivation and Flow. In J. Heckhausen & H. Heckhausen (Eds.),
    Motivation and Action (3. Ed., pp 579-622). New York: Springer.

    Rheinberg, F. & Engeser, S. (2018). Intrinsische Motivation und Flow Erleben [Intrinsic Motivation and Flow]. In J. Heckhausen & H. Heckhausen (Eds.), Motivation und Handeln [Motivation and Action] (5. Ed., S. 365-388). Berlin: Springer.

    Czikmantori, T.*, Hagemeyer, B.*, & Engeser, S. (2018). A dyadic typology of social desires in couples. Journal of Personality, 86, 590-603. doi: 10.1111/jopy.12338External link *Both authors made equal contributions to this work.

    Engeser, S., Hagemeyer, B. & Aarts, H. (2018). The nonconscious cessation of affiliative motivation: A replication and extension study. PloS ONE, 13 (6), e0198899. doi: 10.1371/journal.pone.0198899External link

    2016

    Baumann, N., Lürig, C., & Engeser. S (2016). Flow and Enjoyment beyond Skill-Demand Balance: The Role of Game Pacing Curves and Personality. Motivation and Emotion, 40, 507-519. Doi: 10.1007/s11031-016-9549-7External link

    Engeser, S. & Baumann, N. (2016). Fluctuation of flow and affect in everyday life: A second look at the paradox of work. Journal of Happiness Studies, 17, 105-124. doi: 10.1007/s10902-014-9586-4External link

    Engeser, S. Baumann, N., & Baum, I. (2016). Schoolbook Texts: Semantic Achievement Priming in Math and Language. PLoS ONE, 11, e0150497. Doi: 10.1371/journal.pone.0150497External link

    Runge, J. M., Lang, J. W. B., Engeser, S., Schüler, J., den Hartog, S.C., & Zettler, I. (2016). Modeling Motive Activation in the Operant Motives Test: A Psychometric Analysis Using Dynamic Thurstonian Item Response Theory. Motivation Science, 2, 268-286.

    2015

    Engeser, S., Euen, W., & Bos, B. (2015). Leistungsthematischer Gehalt von Schulbüchern und Bildungsleistung in der Grundschule [Achievement imagery of schoolbooks and academic performance in elementary school]. Zeitschrift für Pädagogische Psychologie, 29, 65-75. doi: 10.1024/1010-0652/a000150External link

    Peifer, C., Schächinger, H., Engeser, S., & Antoni, C. H. (2015). Cortisol effects on flow-experience. Psychopharmacology, 232, 1165-1173. doi: 10.1007/s00213-014-3753-5External link

    2014

    Engeser, S. & Baumann, N. (2014). Does achievement motivation mediate the semantic achievement priming effect? Journal of Experimental Psychology: General, 143, 1861-1874. doi: 10.1037/a0036864External link

    Wojdylo, K., Baumann, N., Fischbach, L., & Engeser, S. (2014). Live to work or love to work: Work craving and work engagement. PLoS ONE, 9, e106379. doi: 10.1371/journal.pone.0106379External link

    2013

    Engeser, S., Hollricher, I., & Baumann, N. (2013). The stories children's books tell us: Motive-Related imageries in children's books and their relation to academic performance and crime rates. Journal of Research in Personality, 47, 421-426.

    2012

    Engeser, S. (2012). Comments on Schiefele und Raabe (2011): Flow is a multifaceted experience defined by several components. Psychological Reports, 111, 24-26.

    Engeser, S. (2012). Advances in flow research. New York: Springer.

    Engeser, S. (2012). Theoretical integration and future lines of flow research. In S. Engeser (Ed.), Advances in flow research (pp. 187-200). New York: Springer.

    Engeser, S. & Schiepe-Tiska, A. (2012). Historical lines and overview of current research. In S. Engeser (Ed.), Advances in flow research (pp. 1-22). New York: Springer.

    Franke, A., Bonertz C., Christmann, M., Engeser, S. & Lieb, K. (2012). Attitudes towards cognitive enhancement in users and non-users of stimulants for cognitive enhancement: A pilot study. AJOB Primary Research, 3, 48-57.

    Schiepe-Tiska, A. & Engeser, S. (2012). Flow in non-achievement situations. In S. Engeser (Ed.), Advances in flow research (pp. 87-108). New York: Springer.

    Rheinberg, F. & Engeser, S. (2012). Motivational competence: The joint effect of implicit and explicit motives on self-regulation and flow experience. In D. Leontiev (Ed.). Motivation, consciousness and self-regulation (pp. 79-89). New York : Nova Science Publishers.

    2011

    Steiner, S., Diehl, B., Engeser, S., & Kehr, H. M. (2011). Nachhaltigkeits-Innovationen durch Nutzerintegration: Implikationen für eine optimierte NutzerInnenansprache und Gestaltung von Innovationsworkshops Zeitschrift für Umweltpsychologie, 15, 52-70.

    2010

    Engeser, S. & Langens, T. (2010). Mapping explicit social motives of achievement, power, and affiliation onto the five-factor model of personality. Scandinavian Journal of Psychology, 51, 309-318.

    Rheinberg, F. & Engeser, S. (2010). Motive training and motivational competence. In O. C. Schultheiss & J. C. Brunstein (Eds.), Implicit Motives (pp. 510-548). Oxford: University Press.

    2009

    Engeser, S. (2009). Nonconscious activation of achievement goals: moderated by word class and the explicit achievement motive? Swiss Journal of Psychology, 68, 193-200.

    Engeser, S. (2009). Lernmotivation und volitionale Handlungssteuerung: eine Längsschnittstudie zur Motivation und Volition und dem Lernverhalten beim Statistik Lernen. Saarbrücken: Südwestdeuter Verlag für Hochschulschriften.

    Engeser, S., Rheinberg, F. & Möller, M. (2009). Achievement motive imagery in German schoolbooks: A pilot study testing McClelland's hypothesis. Journal of Research in Personality, 43, 110-113.

    Schüler, J. & Engeser, S. (2009). Incentives and flow-experience in learning settings and the moderating role of individual differences. In M. Wosnitza, S. A. Karabenick, A. Efklides & P. Nenninger (Eds.), Contemporary Motivation Research: From Global to Local Perspectives (pp. 339-358). Göttingen: Hogrefe.

    2008

    Broy, M., Denert, E. & Engeser, S. (2008). Informatik studieren! - Warum nicht? Spektrum Informatik, 31, 619-628.

    Engeser, S., Rheinberg, F. (2008). Flow, performance and moderators of challenge-skill-balance. Motivation and Emotion, 32, 158 - 172.

    Vollmeyer, R. & Engeser, S. (2008). Leistungsmotiv und Motivationsprobleme im Studium. In J. Zumbach & H. Mandl (Hrsg.), Pädagogische Psychologie in Theorie und Praxis (pp. 213-219). Göttingen: Hogrefe.

    2007

    Rheinberg, F., Manig, Y., Kliegl, R., Engeser, S. & Vollmeyer, R. (2007). Flow bei der Arbeit, doch Glück in der Freizeit. Zielausrichtung, Flow und Glücksgefühle. Zeitschrift für Arbeits- und Organisationspsychologie, 51, 105-115.

    2006

    Engeser, S., Wendland, M., Rheinberg, F. (2006). Nonconscious activation of behavioral goals: a methodologically refined replication. Psychological Report, 99, 963-970.

    2005

    Engeser, S. (2005). Lernmotivation und volitionale Handlungssteuerung: eine Längsschnitt-untersuchung beim Statistik Lernen im Psychologiestudium. Verfügbar unter: http://opus.kobv.de/ubp/volltexte/2005/240/pdf/ENGESER.PDFExternal link

    Engeser, S., Rheinberg, F., Vollmeyer, R. & Bischoff, J. (2005). Motivation, Flow-Erleben und Lernleistung in universitären Lernsettings. Zeitschrift für Pädagogische Psychologie, 19, 159-172.

    Engeser, S. & Vollmeyer, R. (2005). Tätigkeitsanreize und Flow-Erleben. In R. Vollmeyer & J. C. Brunstein (Hg.), Motivationspsychologie und ihre Anwendungen (S. 59-71). Stuttgart: Kohlhammer.

    2003

    Rheinberg, F., Vollmeyer, R. & Engeser, S. (2003). Die Erfassung des Flow-Erlebens. In J. Stiensmeier-Pelster & F. Rheinberg (Hrsg.). Diagnostik von Motivation und Selbstkonzept (S. 261-279). Göttingen: Hogrefe.

    2001

    Schweer, M. & Engeser, S.H. (2001). Die Popularität von Mystery-Serien: Empirische Befunde zur Bedeutung des Kontrollbedürfnisses für das Rezipientenverhalten. In M. Schweer (Hrsg.), Aktuelle Aspekte medienpädagogischer Forschung (S. 87-101). Wiesbaden: Westdeutscher Verlag.

    2000

    Schweer, M. & Engeser, S. (2000). Die Popularität von Mysterie-Serien: Macht und Ohnmacht oder das Spiel mit dem Bedürfnis nach Kontrolle. Das Beispiel "Akte X". Medien praktisch, 24, 48-51.