Dr. Anna K. Nishen

Since 09/2022 Research Assistant Department of Child and Adolescent Psychology in the Context of Education (Jun.-Prof. Dr. Sebastian Bergold) and Department of Educational and Differential Psychology (Prof. Dr. Ricarda Steinmayr) Technische Universität Dortmund

2019-2022 Research Assistant (PhD student) Department of Educational Research/Heterogeneity and Education (Prof. Fr. Ursula Kessels) Freie Universität Berlin

2017 -2019 M.Sc. Behavioral Sciences Radboud University Nijmegen, NL

2013 - 2017 B.Sc. Psychology University of Mannheim, Germany

Journal articles (peer-reviewed)

Nishen, A. K., Corcoran, K., Holder, K., & Kessels, U. (2022). When ethnic minority students are judged more suitable for the highest school track: A shifting standards experiment. European Journal of Psychology of Education. Advance Online Publication. doi.org/10.1007/s10212-021-00595-5

Nishen, A. K. & Kessels, U. (2022). Evaluating vs. giving feedback on students' essays: Is feedback inflation greater for students with a migration background? Social Psychology of Education, 25, 1-31. doi.org/10.1007/s11218-021-09674-3

Streck, H., Nishen, A. K., & Kessels, U. (2022). Instrumentality gives girls the edge: Gender-differential relationships between instrumentality, achievement motivation, and self-esteem. Sex Roles, 86, 379-394. doi.org/10.1007/s11199-021-01270-1

Marksteiner, T., Nishen, A. K.. , & Dickhäuser, O. (2021). Students' perceptions of teachers' reference norm orientation and cheating in the classroom. Frontiers in Psychology, 12, Articles 614199. doi: 10.3389/fpsyg.2021.614199

Book chapter

Kessels, U. & Nishen, A. K. (in press). Shifting standards and positive feedback bias: When negative stereotypes lead to more positive judgments [Shifting standards and the positive feedback bias: When negative stereotypes lead to more positive judgments]. In S. Glock, Stereotypes in schools. Springer.

Kessels, U., Nishen, A. K.. , & Schieck, D. (2021). Segregation and sense of belonging in heterogeneous classrooms [Segregation and sense of belonging in heterogeneous classrooms]. In D. Raufelder & G. Hagenauer (Eds.) Social inclusion (pp. 99-112). Waxmann.

Nishen, A. K. & Kessels, U. (2022, September). What is the basis of the positive feedback bias toward Turkish-German students: Shifting standards or the motivation to not be prejudiced? [What is the basis of the positive feedback bias toward Turkish-German students: Shifting standards or the motivation to not be prejudiced?] [Paper presentation]. 52nd Congress of the German Psychological Society, Hildesheim, Germany.

Kessels, U., Holder K., Nishen, A. K.. , & Corcoran, K. (2022, March). Shifting standards in the evaluation of negatively stereotyped groups [Shifting standards in the evaluation of negatively stereotyped groups]. In L. Keller & M- Brunner (Chairs), Intersectionality in educational contexts: quantitative approaches and findings. Symposium conducted at the 9th Conference of the Society for Empirical Educational Research, Bamberg, Germany.

Nishen, A. K. & Kessels, U. (2022, March). Experimental evidence for feedback inflation and the Positive Feedback Bias: Judgments of vs. feedback to students with German and Turkish names [Paper presentation]. Conference of Experimental Psychologists, Cologne, Germany.

Nishen, A. K., Schieck, D., & Kessels, U. (2022, March). Concerns of teacher students regarding the handling of ethnic-cultural heter ogeneity. [Paper presentation]. 9th Conference of the Society for Empirical Educational Research, Bamberg, Germany. gebf2022.de/GEBF2022_Tagungsband_01-03-22.pdf

Nishen, A. K., Corcoran, K., Holder, K., & Kessels, U. (2021, August). Surprisingly good? The role of shifting standards in school tracking recommendations for boys and girls with and without a migration background [Paper presentation]. 3rd Cultural Diversity, Migration, and Education Conference, Potsdam, Germany.

Nishen, A. K. & Kessels, U. (2021, March). Feedback vs. assessments: Are student teachers more likely to give overly positive feedback to students with Turkish immigrant backgrounds? [Feedback vs. evaluations: Do teacher students give overly positive feedback more readily to students with a Turkish migration background?] [Paper presentation]. Conference of the Berlin Interdisciplinary Education Research Network, Berlin, Germany.

Nishen, A. K. & Kessels, U. (2021, May). Thinking too much? Pre-service teachers give overly positive feedback to ethnic minority students [Paper presentation]. EARLI SIG-16 Metacognition online conference.

Nishen, A. K. & Kessels, U. (2021, August). Evaluating vs. giving feedback: Is feedback inflation greater for ethnic minority students? [Paper presentation]. EARLI 2021 online conference, Gothenburg, Sweden.

Nishen, A. K. & Kessels, U. (2021, September). Fear to criticize? Positive bias in feedback to immigrant and nonimmigrant students [Afraid to criticize? The Positive Feedback Bias in feedback to students with and without a migration background] [Paper presentation]. 18th Conference of the Fachgruppe Pädagogische Psychologie of the German Psychological Society, Heidelberg, Germany.

Nishen, A. K., Schieck, D., & Kessels, U. (2021, August). Would that be racist? Constructing a scale on teacher students' concerns about cross-ethnic teaching [Roundtable presentation]. JURE 2021 online conference, Gothenburg, Sweden.

Streck, H., Nishen, A. K. , & Kessels, U. (2021, September). Masculinity and achievement motivation: Direct and indirect paths [Paper presentation]. 18th Conference of the Fachgruppe Pädagogische Psychologie of the German Psychological Society, Heidelberg, Germany.

Nishen, A. K., Burk, W., & Cillessen, A. T. H. (2019, March). Friendship influence across transitions: predicting early adult mental health from friends' mental health in adolescence. In B. Laursen (Chair), Peer influence: new methods for unpacking longitudinal effects. Symposium conducted at the biennial meeting of the Society for Research on Child Development, Baltimore, MD.

Nishen, A. K., Marksteiner, T., & Dickhäuser, O. (2017, March). Why do students cheat? Effects of teachers' reference norm orientation on cheating behavior [Why do students cheat? Effects of teachers' reference norm orientations on cheating] [Poster presentation].5th conference of the Society for Empirical Educational Research 2017, Heidelberg, Germany.

Nishen, A. K., Preston, O., Brule, H., & the Learning. Garden Assessment Group (2016, May). Predicting academic motivation: Contextual supports for diverse students' engagement and everyday resilience [Poster presentation]. Annual Conference of the Oregon Psychological Association, Portland, OR.