Prof. Dr. Ricarda Steinmayr

since 2012 Professor for Educational and Differential Psychology TU Dortmund University

02/2019 - 06/2019 Visiting Professorship NUI Galway Ireland

2012 Parental leave

2010 - 2012 Professor for Educational Psychology University of Marburg

2009 - 2010 Parental leave

2002 - 2009 Research Assistant at the Psychology Institute University of Heidelberg

2010 Habilitation University of Heidelberg

2002 - 2005 Doctorate University of Heidelberg

1999 - 2002 Graduate Studies in Psychology RWTH Aachen University

1998 - 1999 Graduate Studies University of Oklahoma, USA

1996 - 1998 Undergraduate Studies in Psychology University of Düsseldorf

1995 - 1996 "European Business Studies" University of Applied Sciences Bochum

Publications

Complete list of publications including conference papers as PDF

Accepted/in press

• Bergold, S. & Steinmayr, R. (accepted). Teacher Judgments Predict Adolescents' Development in School Performance, Motivation, and Life Satisfaction. Journal of Educational Psychology.
• Mächel, L., Steinmayr, R., Christiansen, H. & Wirthwein, L. (accepted). On the Association between Students' (Domain-Specific) Subjective Well-being and Academic Achievement - Disentangling Mixed Findings. Current Psychology.
• Steinmayr, R., Paschke, P., & Wirthwein, L. (2022). Elementary School Students' Subjective Well-Being Before and During the COVID-19 Pandemic: A Longitudinal Study. Journal of Happiness Studies. Advance online publication doi: 10.1007/s10902-022-00537-y
• Tometten, L., Heyder, A. & Steinmayr, R. (2021). Links between teachers' knowledge about special educational needs and students' social participation and academic achievement in mainstream classes. Contemporary Educational Psychology, 67, 102022. Advance online publication https://doi.org/10.1016/j.cedpsych.2021.102022
• Blötner, C., Steinmayr, R., & Bergold, S. (2021). Malicious mind readers? A meta-analysis on Machiavellianism and cognitive and affective empathy. Personality and Individual Differences, 181, 111023. Advance online publication https://doi.org/10.1016/j.paid.2021.111023
• Paschke, P., Weidinger, A. & Steinmayr, R. (2020). Separating the Effects of Self-Evaluation Bias and Self-View on Grades. learning & Individual Differences. advance online publication doi: 10.1016/j.lindif.2020.101940
• Heyder, A., Weidinger, A.F., Cimpian, A., & Steinmayr, R. (2020). Teachers' belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Instruction, 65, 101220. Advance online publication https://doi.org/10.1016/j.learninstruc.2019.101220
• Tometten, L., Heyder, A. & Steinmayr, R. (accepted). Capturing diversity knowledge in the context of inclusive psychological teacher education. Education and Instruction.

2022

• Frank, B. P., Theil, C. M., Brill, N., Christiansen, H., Schwenck, C., Kieser, M., Reck, C., Steinmayr, R. , Wirthwein, L., Otto, K., & COMPARE-family Research Group (2022). Leave Me Alone With Your Symptoms! Social Exclusion at the Workplace Mediates the Relationship of Employee's Mental Illness and Sick Leave. Frontiers in public health, 10, 892174. doi.org/10.3389/fpubh.2022.892174
• Michel, Y. A., Steinmayr, R. , Frenzel, A.C., & Ziegler, M. (2022). Unpacking domain-specific achievement motivation: the role of contextualising items for test-criterion correlations. Educational Psychology, 42, 501-525. doi: 10.1080/01443410.2020.1713303

2021

• Steinmayr, R., Lazarides, R., Weidinger, A. & Christiansen, H. (2021). Teaching and Learning During the first COVID-19 School Lockdown: Realization and Associations with Parent-Perceived Students' Academic Outcomes-A study and preliminary overview. Journal of Educational Psychology, 35, 85-106. https://doi.org/10.1024/1010-0652/a000306
• Wirthwein, L., & Steinmayr, R. (2021). Performance-approach goals: the operationalization makes the difference. European Journal of Psychology of Education, 36, 1199-1220. doi: 10.1007/s10212-020-00520-2
• Heyder, A., Weidinger, A. F., & Steinmayr, R. (2021). only a burden for females in math? Gender and domain differences in the relation between adolescents' fixed mindsets and motivation. Journal of Youth and Adolescence, 50, 177-188. doi: 10.1007/s10964-020-01345-4
• Bergold, S., Weidinger, A. F., & Steinmayr, R. (2021). The "Big Fish" From the Teacher's Perspective: A Closer Look at Reference Group Effects on Teacher Judgments. Journal of Educational Psychology, 114, 656-680 . http://dx.doi.org/10.1037/edu0000559
• Bergold, S., Hastall, M. & Steinmayr, R. (2021). 'Alternative Facts' about the Intellectually Gifted: Two Experiments on Stigmatization Effects from Biased Newspaper Reports. Gifted Child Quaterly, 65, 75-94.
• Thorell, L.B., Skoglund, C., de la Peña, A.G., Baeyens, D., Fuermaier, A.B.M., Groom, M.J., ... Steinmayr, R. , ... Christiansen, H. (2021). Parental experiences of homeschooling during the COVID-19 pandemic: differences between seven European countries and between children with and without mental health conditions. European Child & Adolescent Psychiatry. doi: 10.1007/s00787-020-01706-1
• Wirthwein, L., Bergold, S., Steinmayr, R. (2021). On the relevance of reference norm orientations and goal orientations for subjective well-being in mathematics education. In Lazarides, R., Raufelder, D. (eds) Motivation in instructional subject-based teaching-learning contexts (pp. 211-236). Edition ZfE, vol 10. Springer VS, Wiesbaden. doi.org/10.1007/978-3-658-31064-6_8

2020

• Bergold. S., Wirthwein, L. & Steinmayr, R. (2020). Similarities and Differences between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being. Gifted Child Quaterly, 64, 285 - 303.

• Lauermann, F., Meißner, A, & Steinmayr, R. (2020). Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains. Journal of Educational Psychology, 112, 364-383. doi: 10.1037/edu0000377

• Heyder, A., Südkamp, A., & Steinmayr, R. (2020). How are teachers' attitudes toward inclusion related to the social-emotional school experiences of students with and without special educational needs?Learning and Individual Differences, 77, 101776. doi:10.1016/j.lindif.2019.101776.

• Weidinger, A.F., Spinath, B., & Steinmayr, R. (2020). The value of valuing math: Longitudinal links between students' intrinsic, attainment, and utility values and grades in math. Motivation Science, 6, 413-422. doi: 10.1037/mot0000179

• Bergold, S., Kasper, D., Wendt, H. & Steinmayr, R. (2020). being bullied at school: the case of high-achieving boys. social psychology of education, 23, 315-338.

• Türk, S., Harbarth, S., Bergold, S., Steinmayr, R. , Neidhardt, E., Kamp-Becker, I., . . . Christiansen, H. (2020). Do German Children Differ? A Validation of Conners Early Childhood™ Journal of Attention Disorders, 25, 1441-1454. doi: 10.1177/1087054720907955

2019

• Steinmayr, R. & Spinath, B. (2019). Why time constraints increase the gender gap in measured numerical intelligence in academically high achieving samples. European Journal of Psychological Assessment, 35, 392-402.doi: 10.1027/1015-5759/a000400
• Steinmayr, R., Wirthwein, L., Modler, L., & Barry, M.M. (2019). Development of Subjective Well-Being in Adolescence. International Journal of Environmental Research and Public Health, 16, 3690. doi.org/10.3390/ijerph16193690.
• Steinmayr, R. , Weidinger, A. F., Schwinger, M. & Spinath, B. (2019). The importance of students' motivation for their academic achievement-Replicating and extending previous findings. Frontiers in Psychology, 10, 1730. doi: 10.3389/fpsyg.2019.01730

• Wirthwein, L., Bergold, S., Preckel, F., & Steinmayr, R. (2019). Personality and school functioning of intellectually gifted and nongifted adolescents: Self-perceptions and parents' assessments. Learning and Individual Differences, 73, 16-29. doi: https://doi.org/10.1016/j.lindif.2019.04.003

• Wirthwein, L., Sparfeldt, J.R., Heyder, A., Buch, S.R., Rost, D.H., & Steinmayr, R. (2019). Sex differences in achievement goals: do school subjects matter? European Journal of Psychology of Education. doi: 10.1007/s10212-019-00427-7

• Christiansen, H., Reck, C., Zietlow, A. -L., Otto, K., Steinmayr, R. , Wirthwein, L., . . . Schwenck, C. (2019). Children of Mentally III Parents at Risk Evaluation (COMPARE): Design and Methods of a Randomized Controlled Multicenter Study-Part I. Frontiers in Psychiatry, 10. doi: 10.3389/fpsyt.2019.00128

• Heyder, A., Steinmayr, R., & Kessels, U. (2019). Do Teachers' Beliefs About Math Aptitude and Brilliance Explain Gender Differences in Children's Math Ability Self-Concept? Frontiers in Education, 4. doi: 10.3389/feduc.2019.00034

• Weidinger, A.F., Steinmayr, R., & Spinath, B. (2019). Ability self-concept formation in elementary school: No dimensional comparison effects across time. Developmental Psychology, 55, 1005-1018. doi: 10.1037/dev0000695 and 10.1037/dev0000695.supp (Supplemental).

• Bergold, S., & Steinmayr, R. (2019). Non Vitae Sed Scholae Discimus? Schooling Fosters Intelligence Neuroforum. doi: 10.1515/nf-2018-0027

• Steinmayr, R. , Weidinger, A. F., Heyder, A. & Bergold, S. (2019). Why do girls estimate their mathematical competencies lower than boys? - An explanatory attempt considering grades, achievement tests, teacher and parent assessments. Journal of Developmental and Educational Psychology, 51, 71-83. doi: 10.1026/0049-8637/a000213

• Crede, J., Wirthwein, L., Steinmayr, R. & Bergold, S. (2019). Students with special educational needs in emotional and social development and their peers in inclusive classrooms: differences in social participation, school attitudes, and school self-concept. Journal of Educational Psychology, 33, 207-221.

• Bergold, S. & Steinmayr, R. (2019). Intelligence diagnostics in giftedness and special educational needs in learning. In F. Zimmermann, J. Möller & T. Riecke-Baulecke (Eds.), Basiswissen Lehrerbildung: School-based diagnostics and performance assessment (pp. 178-192). Seelze: Klett-Kallmeyer.

2018

• Bergold, S. & Steinmayr, R. (2018). Personality and Intelligence Interact in the Prediction of Academic Achievement. Journal of Intelligence, 6, 27. doi: 10.3390/jintelligence6020027
• Heyder, Anke, Bergold, Sebastian, & Steinmayr, Ricarda. (2018). Teachers' knowledge about intellectual giftedness: A first look at level and correlates. Psychology Learning and Teaching, 17, 27-44. doi:10.1177/1475725717725493 .
• Kretzschmar, A., Spengler, M., Schubert, A.-L., Steinmayr, R., Ziegler, M. (2018). The Relation of Personality and Intelligence - What can the Brunswik Symmetry Principle tell us? Journal of Intelligence, 6, 30; doi:10.3390/jintelligence6030030
• Steinmayr, R., Heyder, A., Naumburg, C., Michels, J., & Wirthwein, L. (2018). School-Related and Individual Predictors of Subjective Well-Being and Academic Achievement. Frontiers in Psychology, 9(2631). doi: 10.3389/fpsyg.2018.02631
• Steinmayr, R., Weidinger, A.F. & Wigfield, A. (2018). Does Students' Grit Predict Their School Achievement Above and Beyond Their Personality, Motivation, and Engagement? Contemporary Educational Psychology, 53, 106-122. doi: 10.1016/j.cedpsych.2018.02.004
• Bergold, S., Wirthwein, L. & Steinmayr, R. (2018). Subjective well-being of intellectually gifted children and adolescents. In I. Gonzáles-Burgos (Ed.), Psychobiological, clinical, and educational aspects of giftedness (pp. 143-165). Hauppauge, NY: Nova.
• Heyder, A., Vaskova, A., Hußmann, A. & Steinmayr, R. (2018). Prospective teachers' knowledge of diversity in the context of school-based inclusion: The development of a knowledge test and initial results. In Hußmann, S. & Welzel, B. (Eds.). Dortmund profile for inclusion-oriented teacher education. (pp. 267-277). Münster: Waxmann.
• Steinmayr, R., Sauer, J. & Gamsjäger, E. (2018). Forecasting. In D.H. Rost, S. Buch & J. Sparfeldt (Eds.), Handwörterbuch der Pädagogischen Psychologie (pp. 653 - 665). Weinheim: Beltz.
• Wirthwein, L., Steinmayr, R. & Bergold, S. (2018). Well-being and school performance. In K. Rathmann & K. Hurrelmann (Eds.), Performance and well-being in school: The challenge of inclusion (pp. 105-120). Weinheim: Beltz.

2017

• Steinmayr, R., & Kessels, U. (2017). Good at school = successful on the job? Explaining gender differences in scholastic and vocational success. Personality and Individual Differences, 105, 107-115. http://dx.doi.org/10.1016/j.paid.2016.09.032
• Bergold, S., Wendt, H., Caspar, D., & Steinmayr, R. (2017). Scholastic Competencies: Their Interrelatedness and Gender Differences at Their High End. Journal of Educational Psychology, 109, 439 - 449. doi:10.1037/edu0000140.
• Weidinger, A., Steinmayr, R., & Spinath, B. (2017). Changes in the Relation between Competence Beliefs and Achievement in Math across Elementary School Years. Child Development. doi:10.1111/cdev.12806 .
• Weidinger*, A., Steinmayr*, R., & Spinath, B. (2017). Math Grades and Intrinsic Motivation in Elementary School: A Longitudinal Investigation of Their Association. British Journal of Educational Psychology. (*contributed equally). doi:10.1111/bjep.12143 .
• Heyder, A., Kessels, U., & Steinmayr, R. (2017). Explaining academic-track boys' underachievement in language grades: Not a lack of aptitude but students' motivational beliefs and parents' perceptions? British Journal of Educational Psychology. doi:10.1111/bjep.12145 .
• Bergold, S., Wirthwein, L., Rost, D. H., & Steinmayr, R. (2017). What happens if the same curriculum is taught in five instead of six years? A quasi-experimental investigation of the effect of schooling on intelligence. Cognitive Development, 44, 98-109. doi:10.1016/j.cogdev.2017.08.012

2016

• Bergold, S., & Steinmayr, R. (2016). The relation over time between achievement motivation and intelligence in young elementary school children: A latent cross-lagged analysis. Contemporary Educational Psychology, 46, 228-240. doi:10.1016/j.cedpsych.2016.06.005 .
• Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170. doi:10.1016/j.lindif.2016.06.008 .
• Meißner, A., Greiff, S., Frischkorn, G.T., & Steinmayr, R. (2016). Predicting Complex Problem Solving and school grades with working memory and ability self-concept. Learning and Individual Differences, 49, 323-331. doi:10.1016/j.lindif.2016.04.006 .
• Schwinger, M., Steinmayr, R., & Spinath, B. (2016). Achievement goal profiles in elementary school: Antecedents, consequences, and longitudinal trajectories. Contemporary Educational Psychology, 46, 164-179. doi:10.1016/j.cedpsych.2016.05.006 .
• Weidinger, A., Spinath, B. & Steinmayr, R. (2016). Why Does Intrinsic Motivation Decline Following Negative Feedback? The Mediating Role of Competence Beliefs and its Moderation by Goal Orientations. Learning & Individual Differences, 47, 117-128. doi:10.1016/j.lindif.2016.01.003 .
• Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects. frontiers in psychology, 6. doi:10.3389/fpsyg.2015.01994 .
• El-Khechen, W., Ferdinand, H.D., Steinmayr, R., & McElvany, N. (2016). language-related values, reading amount, and reading comprehension in students with migration backgrounds. British Journal of Educational Psychology, 86, 256-277. doi:10.1111/bjep.12102 .
• Wendt, H., Steinmayr, R. & Kasper, D. (2016). Gender differences in mathematics and science competencies. In H. Wendt, W. Bos, C.Selter, O. Köller, K. Schwippert & D. Kasper (Eds.). TIMSS 2015. mathematical and scientific competencies of primary school children in Germany(pp.257-298). Münster: Waxmann.
• Weidinger, A. F., & Steinmayr, R. (2016). On the development of motivation in elementary school - What makes the difference? In H. Griest, T. Goll & A. Hartinger (Eds.), The connectivity of subject matter teaching - between competence orientation and personality development, lifeworld and subject reference (pp. 35 - 48). Bad Heilbrunn: Klinkhardt.

2015

• Steinmayr, R., Bergold, S., Margraf-Stiksrud, J., & Freund, P. A. (2015). Gender differences on general knowledge tests: Are they due to Differential Item Functioning? Intelligence, 50, 164-174.
• Steinmayr, R. & Spinath, B. (2015). Intelligence as a potential moderator in the Internal/External Frame of Reference Model. Journal of Educational Research Online, 7, 198-218.
• Bergold, Sebastian, Wirthwein, Linda, Rost, Detlef H., & Steinmayr, Ricarda. (2015). Are gifted adolescents more satisfied with their lives than their nongifted peers? Frontiers in Psychology, 6. doi:10.3389/fpsyg.2015.01623 .
• Crede J., Wirthwein L., McElvany, N. & Steinmayr, R. (2015). Adolescents' academic achievement and life satisfaction: the role of parents' education. Frontiers in Psychology. 6:52.
• Dinger, F.C., Dickhäuser, O., Hilbig, B.E., Müller, E., Steinmayr, R., & Wirthwein, L. (2015). From basic personality to motivation: Relating the HEXACO factors to achievement goals. Learning and Individual Differences, 40, 1-8. doi:10.1016/j.lindif.2015.03.023 .
• Christiansen, H., Hirsch, O., König, A., Steinmayr, R., & Röhrle, B. (2015). prevention of ADHD related problems: a universal preschool program. health Education, 115, null. doi:10.1108/HE-03-2014-0040 .
• Weidinger, A., Spinath, B. & Steinmayr, R. (2015). On the importance of elementary school grades for changes in intrinsic motivation and ability self-concept in German. Journal of Educational Psychology, 29, 193-204.

2014

• Steinmayr, R., Meißner, A., Weidinger, A. F.. & Wirthwein, L. (2014). Academic Achievement. In L. H. Meyer (Ed.) Oxford Bibliographies Online: Education. New York: Oxford University Press.
• Steinmayr, R., Schöne, C. & Wirthwein, L. (2014). Gender and numerical intelligence: Does motivation matter? Learning & Individual Differences, 32, 140-147.
• Schwinger, M., Wirthwein, L., Lemmer, G., & Steinmayr, R. (2014). Academic self-handicapping and achievement: A meta-analysis. Journal of Educational Psychology, 106, 744-761.
• Blümke, M., Bipp, T., Heene, M. & Steinmayr, R. (2014). The leadership competency model of the 'Adaptive Leadership Competency Profile (ALCP)': A validity test using probabilistic test theory. Business Psychology, 16, 81-94.
• Spinath, B., Eckert, C. & Steinmayr, R. (2014). Gender differences in school success: What are the roles of students' intelligence, personality and motivation? Educational Research, 56, 230-243.
• Rost, D.H., Wirthwein, L. & Steinmayr, R. (2014). How usable is the "Overexitability Questionnaire-Two (OEQII)"-Development and psychometric analysis of a reduced German-language version (oversensitivity questionnaire OEQ-D) and first validity indications. Diagnostica, 60, 211-228.

2013

• Steinmayr, R. & Meißner, A. (2013). On the importance of ability self-concept and intelligence in predicting grades and standardized achievement tests. Journal of Educational Psychology, 27, 273-282.
• Wirthwein, L., Sparfeldt, J.R., Pinquart, M., Wegerer, J. & Steinmayr, R. (2013). Achievement Goals and academic achievement: A closer look at moderating factors. Educational Research Review, 10, 66-89.
• Dinger, F. C., Dickhäuser, O., Spinath, B., & Steinmayr, R. (2013). Antecedents and consequences of students' achievement goals: A mediation analysis. Learning and Individual Differences, 28, 90-101.
• Kessels, U. & Steinmayr, R. (2013). Macho man in school: Toward the Role of Gender Role Self-Concepts and Help-Seeking in School Performance. Learning and Individual Differences, 23, 234-240.
• Kessels, U. & Steinmayr, R. (2013). The subjective value of school as a function of verbal and mathematical self-concept. Journal of Educational Psychology, 27, 105-113.

2012

• Spinath, B. & Steinmayr, R. (2012). The Roles of Competence Beliefs and Goal Orientations for the Change in Intrinsic Motivation. Journal of Educational Psychology, 104, 1135-1148.
• Freiberger, V., Steinmayr, R., & Spinath, B. (2012). Students' Competence Beliefs and Their Perceived Teachers' Ability Evaluations- How do both Contribute to Students' Intrinsic Motivation and Achievement in Math? Learning and Individual Differences, 22, 518-522.
• Bipp, T., Steinmayr, R., & Spinath, B. (2012). A functional look at goal orientations: Their role for self-estimates of intelligence and performance. Learning and Individual Differences, 22, 280-289.
• Schwinger, M., Steinmayr, R., & Spinath, B. (2012). Not all roads lead to Rome-Comparing different types of motivational regulation profiles. Learning and Individual Differences, 22, 269-279.
• Steinmayr, R., Dinger, F. C., & Spinath, B. (2012). Motivation as a mediator of social disparities in academic achievement. European Journal of Personality, 26, 335-349.

2011

• Blickle, G., Momm, T., Liu, Y., Witzki, A., & Steinmayr, R. (2011). Construct validation of the Test of Emotional Intelligence (TEMINT): A two-study investigation. European Journal of Psychological Assessment, 27, 282-289.
• Steinmayr, R., Bipp, T., & Spinath, B. (2011). Goal orientations predict academic performance beyond intelligence and personality. Learning and Individual Differences, 21, 196-200.
• Steinmayr, R., & Amelang, M. (2011). On the diagnostics of connotatively negative constructs using the example of narcissism, Machiavellianism, and psychopathy. In L. Hornke, M. Kersting & M. Amelang (Eds.), Encyclopedia of psychology, Vol. IV - Personality diagnostics (pp. 639-688). Göttingen: Hogrefe.
• Steinmayr, R., & Reuschenbach, B. (2011). Capturing anxiety in the hospital. In B. Reuschenbach & C. Mahler (Eds.), Handbook of nursing-related assessment procedures. (S. 441-458). Bern: Huber Publishers.
• Steinmayr, R., Schütz, A., Hertel, J., & Schröder Abé, M. (2011). mayer-salovey-caruso emotional intelligence test (MSCEITTM). German language adaptation of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEITTM) by John D. Mayer, Peter Salovey, and David R. Caruso. Bern: Verlag Hans Huber.

2010

• Steinmayr, R. & Spinath, B. (2010). Construction and initial validation of a scale to assess subjective school values (SESSW). Diagnostica, 56, 195-211.
• Steinmayr, R., Beauducel, A. & Spinath, B. (2010). Do sex differences in a faceted model of fluid and crystallized intelligence depend on the method applied? Intelligence, 38, 101-110.
• Steinmayr, R., Dinger, F. C., & Spinath, B. (2010). Parents? education and children?s achievement: the role of personality. European Journal of Personality, 24, 535-550.
• Steinmayr, R., Ziegler, M & Träuble, B. (2010). Do intelligence and sustained attention interact in predicting academic achievement? Learning and Individual Differences, 20, 14-18.

2009

• Steinmayr, R. & Spinath, B. (2009). What explains boys' stronger confidence in their intelligence? Sex Roles, 61, 736-749.
• Steinmayr, R. & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19, 80-90.
• Schwinger, M., Steinmayr, R. & Spinath, B. (2009). How do motivational regulation strategies affect achievement: mediated by effort management and moderated by intelligence. Learning and Individual Differences, 19, 621-627.

2008

• Spinath, B. & Steinmayr, R. (2008). Longitudinal analysis of intrinsic motivation and competence beliefs: Is there a relation over time? Child Development, 79, 1555-1569.
• Steinmayr, R. & Spinath, B. (2008). Sex differences in school achievement: What are the roles of personality and achievement motivation. European Journal of Personality, 22, 185-209.
• Amelang, M. & Steinmayr, R. (2008). Nürburgring 1980: The duel between Jon Ekerold and Toni Mang. VFV-Info, 40, 16-18.
• Steinmayr, R. (2008). Test review - DISK-GITTER with SKSLF-8 - Differential School Self-Concept Grid with Scale for the Assessment of Self-Concept of School Achievement and Abilities. Journal of Educational Psychology, 22, 165-169.
• Steinmayr, R., Stürmer, T. & Amelang, M. (2008). Cognitions on the development of cancer and cardiovascular disease. Journal of Health Psychology, 16, 73-82.
• Steinmayr, R. & Kersting, M. (2008). Falsifiability of personality tests-A problem for social acceptance. In W. Sarges & Scheffer, D. (Eds.), Innovations in aptitude diagnostics (pp. 31-40). Göttingen: Hogrefe.
• Knapp-Rudolph, M., Steinmayr, R. & Amelang, M. (2008). Construction and testing of the Adaptive Test for Emotion Regulation (ATEM) as a facet of Emotional Intelligence. In W. Sarges & Scheffer, D. (Eds.), Innovations in aptitude assessment (pp.145-154). Göttingen: Hogrefe.
• Bipp, T., Steinmayr, R. & Spinath, B. (2008). Personality and achievement motivation: Relationship among Big Five domain and facet scales, achievement goals, and intelligence. Personality and Individual Differences, 44, 1454-1464.

2007

• Steinmayr, R. & Spinath, B. (2007). Predicting school achievement from motivation and personality. Zeitschrift für Pädagogische Psychologie [German Journal of Educational Psychology], 21, 207-216.
• Steinmayr, R. & Schmidt, S. (2007). Metacognitions. In J. Zumbach & H. Mandl (Eds.), Educational psychology in theory and practice (pp. 105-112). Göttingen: Hogrefe.
• Steinmayr, R. (2007). Requirements analysis in managers. Hamburg: Dr. Kovač Publishing.
• Steinmayr, R. & Amelang, M. (2007). Intelligence and intelligence testing. In K. Landau (Ed.), Lexikon Arbeitsgestaltung - Best practice in the work process (pp. 693-695). Stuttgart: Gentner Verlag.

2006

• Steinmayr, R. & Amelang, M. (2006). Investigations on the criterion validity of the I-S-T 2000 R on adults of both sexes. Diagnostica, 52, 181-188.
• Amelang, M. & Steinmayr, R. (2006). Is there a validity increment for tests of Emotional Intelligence in explaining the variance of performance criteria? Intelligence, 34, 459-468.
• Harris, J.A., Steinmayr, R. & Amelang, M. (2006). Inter- and Intraindividual Differences in Personality in Two German Samples of High and Low Intelligence. Personality and Individual Differences, 40, 433-440.
• Steinmayr, R. (2006). personnel selection procedures - process and social acceptance from the applicants' perspective. Saarbrücken: VDM Verlag Dr. Müller.

Unpublished works

• Steinmayr, R. (2005). Competence- and trait-based requirement analyses on samples of managers and employees. www.ub.uni-heidelberg.de/archiv/5974
• Sonntag, Kh., Schmidt-Rathjens, C. & Steinmayr, R. (2003). Adaptation of an analysis procedure for the redefinition of task and requirement profiles for function holders in the post office and sales (PV) area of Swiss Post. Final report and data volume. Heidelberg: ABO Institute.
• Steinmayr, R. (2002). The social acceptance of personnel selection procedures - Investigation of the Berlin Intelligence Structure Test of the German Society for Human Resources (BIS-r-DGP) and the Scales for Service and Customer Orientation (SKASUK). RWTH Aachen: Unpublished diploma thesis.
• Vink, P., Steinmayr, R. & Noro, K. (2001). Essential roles in a participatory improvement process. Participative Simulation for Integral Manufacturing enterprise renewal, Periodic Progress Report No: 2, pp. 50-56.

National Conferences

• Tometten, L., Heyder, A. & Steinmayr, R. (2020). What do teachers know about special educational needs? Correlations with social participation and student achievement in inclusive classes. 52nd Congress of the German Psychological Society (DGPs), Vienna, Austria, September, 2020 (conference cancelled).
• Bergold, S., Wirthwein, L. & Steinmayr, R. (2020). School performance, motivation, and subjective well-being of intellectually gifted adolescents: A propensity score matching study. 52nd Congress of the German Psychological Society (DGPs), Vienna, Austria, September, 2020 (conference cancelled).
• Heyder, A., Steinmayr, R. & Cimpain, A. (2020). How a short reflection task promotes skill-related growth mindsets in future teachers. 52nd Congress of the German Psychological Society (DGPs), Vienna, Austria, September, 2020 (conference cancelled).
• Steinmayr, R. (2020). On the reduction of social inequality in school transitions through the use of cognitive achievement and competence tests. 8th Meeting of the Society for Empirical Educational Research (GEBF), Potsdam, March, 2020 (conference cancelled).
• Kessels, U. & Steinmayr, R. (2020). Does the relationship between socio-economic status and grades depend on students' intelligence? 8th Meeting of the Society for Empirical Educational Research (GEBF), Potsdam, March, 2020 (conference cancelled).
• Wirthwein, L., Bergold, S. & Steinmayr, R. (2020). Happy in mathematics education? On the relevance of reference norm orientations and class-related goal orientations. 8th Conference of the Society for Empirical Educational Research (GEBF), Potsdam, March, 2020 (conference cancelled).
• Paschke, P., Weidinger, A. & Steinmayr, R. (2020). The influence of self-assessments and self-assessment bias on school grades in self-overestimators and self-underestimators. 8th Conference of the Society for Empirical Educational Research (GEBF), Potsdam, March, 2020 (Conference cancelled).
• Bergold, S., Wendt, H., Kasper, D. & Steinmayr, R. (2020). Bullying victimization in school: are high-achieving boys particularly at risk? 8th Conference of the Society for Empirical Educational Research (GEBF), Potsdam, March, 2020 (conference cancelled).
• Modler, L., Wirthwein, L. & Steinmayr, R. (2020). Explaining stress and school anxiety at the end of elementary school. 8th Conference of the Society for Empirical Educational Research (GEBF), Potsdam, March, 2020 (Conference cancelled).
• Weidinger, A. F., Gaspard, H., Harackiewicz, J. & Steinmayr, R. (2019). Who particularly benefits from a utility intervention in math? On the role of students' migration and educational background. Poster presented at the joint meeting of the DGPs' Educational Psychology and Developmental Psychology Divisions (PaEpsy 2019), Leipzig, Germany, September, 2019.
• Paschke, P., Weidinger, A. F.. & Steinmayr, R. (2019). The relationship between ability self-concepts and grade change in self-overestimators and underestimators. Paper presented at the joint meeting of the DGPs' Educational Psychology and Developmental Psychology Divisions (PaEpsy 2019), Leipzig, September, 2019.
• Bergold, S., Wirthwein, L., Crede, J. & Steinmayr, R. (2019). Social participation, school attitudes, and school self-concept of elementary school children with special educational needs in the area of emotional and social development in inclusive classrooms. Paper presented at the 54th Annual Meeting of the Special Education Section of the German Society for Educational Science (DGfE), Wuppertal, September, 2019.
• Bergold, S., Hastall, M. R. & Steinmayr, R. (2019). Does media portrayal of intellectually gifted students contribute to their stigmatization? Findings from two experiments. Paper presented at the joint meeting of the DGPs' Educational Psychology and Developmental Psychology Divisions (PaEpsy 2019), Leipzig, September, 2019.
• Wirthwein, L., Bergold, S., Crede, J. & Steinmayr, R. (2019). Excluded and demotivated? Self-assessments of inclusive primary school children with special educational needs in the area of emotional and social development. Paper presented at the joint meeting of the DGPs specialist groups Educational Psychology and Developmental Psychology (PaEpsy 2019), Leipzig, September, 2019.
• Heyder, A. & Steinmayr, R. (2019). Implicit subject-specific aptitude theories as moderators of gender differences in motivation in mathematics and German. Paper presented at the joint meeting of the DGPs' Educational Psychology and Developmental Psychology Divisions (PaEpsy 2019), Leipzig, September, 2019.
• Tometten, L., Heyder, A. & Steinmayr, R. (2019). Social-emotional school experiences and performance in inclusive classes: Differences between specializations and correlations with teacher diversity knowledge. Paper presented at the joint meeting of the DGPs Specialist Groups Educational Psychology and Developmental Psychology (PaEpsy 2019), Leipzig, September, 2019.
• Weidinger, A. F., Spinath, B. & Steinmayr, R. (2019). A longitudinal analysis of the differential importance of subjective values in mathematics for mathematics grades in high school. Paper presented at the 7th meeting of the Society for Empirical Educational Research (GEBF), Cologne, February, 2019.
• Heyder, A., Weidinger, A.F., Cimpian, A. & Steinmayr, R. (2019). Do you have to be gifted for math? Teachers' beliefs and their connections with students' intrinsic motivation. Paper presented at the 7th Conference of the Society for Empirical Educational Research (GEBF), Cologne, February, 2019.
• Tometten, L., Heyder, A. & Steinmayr, R. (2019). Validation of the short version of a questionnaire to assess diversity knowledge in the context of school inclusion (DiWi-K). Poster presented at the 7th meeting of the Society for Empirical Educational Research (GEBF), Cologne, February, 2019.
• Wirthwein, L., Sparfeldt, J.R., Heyder, A., Buch, S.R., Rost, D.H., & Steinmayr, R. (2019). Goal orientations and gender differences: On the relevance of school subjects. Paper presented at the 7th meeting of the Society for Empirical Educational Research (GEBF), Cologne, February, 2019.
• Südkamp, A., Heyder, A. & Steinmayr, R. (2018). On the relationship between teachers' self-efficacy expectations and their students' mathematical achievement in inclusive classes. Paper presented at the Fall Meeting of the Empirical Special Education Research (AESF) Working Group, Wuppertal, November, 2018.
• Steinmayr, R., McElvany, N. & Kessels, U. (2018). Socioeconomic status and the post-secondary transition - Is the relationship moderated by intelligence level? Paper presented at the 51st Congress of the German Psychological Society (DGPs), Frankfurt am Main, September, 2018.
• Weidinger, A. F., Steinmayr, R. & Spinath, B. (2018). Achievement comparisons and ability self-concepts in elementary school: No evidence for dimensional comparisons. Research paper presented at the 51st Congress of the German Psychological Society (DGPs), Frankfurt am Main, September, 2018.
• Paschke, P., Weidinger, A. F.. & Steinmayr, R. (2018). Relationships between overestimation and underestimation of own mathematical competence and the development of mathematics grades. Research paper presented at the 51st Congress of the German Psychological Society (DGPs), Frankfurt am Main, September, 2018.
• Michels, J., Weidinger, A. F.. & Steinmayr, R. (2018). Parental educational aspirations as a determinant of school motivation and academic success in the context of migration. Research paper presented at the 51st Congress of the German Psychological Society (DGPs), Frankfurt am Main, September, 2018.
• Berner, V.-D., Benbow, A. E. F., Weidinger, A. F., Seitz-Stein, K. & Steinmayr, R. (2018). Parental competence beliefs and the interplay between self-concept, performance anxiety, effort, and school performance in students prior to school transfer. Research paper presented at the 51st Congress of the German Psychological Society (DGPs), Frankfurt am Main, September, 2018.
• Heyder, A., Südkamp, A. & Steinmayr, R. (2018). Teachers' attitudes towards inclusion and the social-emotional school experiences of children in inclusive classes. Paper presented at the 51st Congress of the German Psychological Society (DGPs), Frankfurt am Main, September, 2018.
• Bergold, S., Christiansen, H. & Steinmayr, R. (2018). "The Damon is an angel!"? Interrater reliability of parent and educator assessments of behavioral problems in kindergarten children. Paper presented at the 51st Congress of the German Psychological Society (DGPs), Frankfurt am Main, September, 2018.
• Heyder, A. & Steinmayr, R. (2018). Student teachers' knowledge of selected diversity characteristics in the context of school-based inclusion. Poster presented at the program workshop CHANcen GEstalten - Inclusion Orientation in Teacher Education as an Impulse for Development Processes in Universities, Dortmund, February, 2018.
• Steinmayr, R. & Bergold, S. (2017). Ability assessments of teachers at the end of secondary level 1 - Is there a connection with students' social background variables beyond actual abilities? Paper accepted for the 16th Fachgruppentagung Pädagogische Psychologie, Münster, September, 2017.
• Heyder, A. & Steinmayr, R. (2017). Subject-specific aptitude beliefs of elementary school teachers-no explanation for gender differences in motivation in mathematics? Paper accepted for the 16th Fachgruppentagung Pädagogische Psychologie, Münster, September, 2017.
• Weidinger, A., Steinmayr, R., & Wigfield, A. (2017). Does grit make you successful in school? On the relative importance of grit for school performance. Paper accepted for the 16th Symposium on Educational Psychology, Münster, September, 2017.
• Heyder, A. & Steinmayr, R. (2017). Knowledge about diversity in the context of school inclusion: The more I know, the more positive my attitude? Paper accepted for the 16th Fachgruppentagung Pädagogische Psychologie, Münster, September, 2017.
• Dünnebacke, J. & Steinmayr, R. (2017). On the influence of parental educational expectations on their adolescent children's mathematics motivation and achievement as a function of migration. Paper accepted for the 16th Fachgruppentagung Pädagogische Psychologie, Münster, September, 2017.
• Kriegbaum, K., Steinmayr, R. & Spinath, B. (2017). On the influence of students' ability self-concept and intrinsic motivation on teachers' assessment of giftedness. Paper accepted for the 16th Fachgruppentagung Pädagogische Psychologie, Münster, September, 2017.
• Bergold, S. & Steinmayr, R. (2017). The 'Big Fish' in the classroom aquarium: Reference group effects in teacher assessment of student ability and work behavior. Paper presented at the Joint Meeting of the Professional Groups of Developmental Psychology and Educational Psychology (PAEPSY), Münster, Germany, September, 2017.
• Steinmayr, R., Wendt, H. & Kasper, D. (2017). Gender differences in mathematics and science competencies in TIMSS 2015. 5th Conference of the Society for Empirical Educational Research (GEBF), Heidelberg, March, 2017.
• Siepmann, C., Heyder, A., Bergold, S. & Steinmayr, R. (2017). Teachers' knowledge and non-knowledge about giftedness - Results of a pilot study. 5th Conference of the Society for Empirical Educational Research (GEBF), Heidelberg, March, 2017.
• Bergold, S., Wirthwein, L., Rost, D.H. & Steinmayr, R. (2017). Life satisfaction in adolescent girls and boys: Is giftedness a risk factor? 5th Conference of the Society for Empirical Educational Research (GEBF), Heidelberg, March, 2017.
• Weidinger, A. & Steinmayr, R. (2017). Parental expectations as a mediator of the relationship between parents' educational background and transition decisions at the end of secondary level 1. 5th Conference of the Society for Empirical Educational Research (GEBF), Heidelberg, March, 2017.
• Kriegbaum, K., Steinmayr, R. & Spinath, B. (2016). Can gender differences in ability self-concept be explained by differences in teachers' assessments of giftedness? . 50th Congress of the German Psychological Society, Leipzig, September, 2016.
• Bergold, S., Wirthwein, L., Rost, D.H. & Steinmayr, R. (2016). Life satisfaction of highly gifted adolescents. 50th Congress of the German Psychological Society, Leipzig, September, 2016.
• Wirthwein, L., Steinmayr, R. & Rost, D.H. (2016). Life goals of gifted and high achievers. 50th Congress of the German Psychological Society, Leipzig, September, 2016.
• Weidinger, A., Spinath, B., & Steinmayr, R. (2016). Goal orientations, intrinsic motivation, and school grades - An integrative longitudinal analysis. 50th Congress of the German Psychological Society, Leipzig, September, 2016.
• Steinmayr, R. & Spinath, B. (2016). Time constraints magnify sex differences in numerical intelligence tests. 4th Conference of the Society for Empirical Educational Research (GEBF), Berlin, March, 2016.
• Weidinger, A., Steinmayr, R. & Spinath, B. (2016). Skill-development, self-enhancement or reciprocal effects? On the relationship between ability self-concept and achievement in elementary school. 4th Conference of the Society for Empirical Educational Research (GEBF), Berlin, March, 2016.
• Bergold, S., Wendt, H., Kasper, D. & Steinmayr, R. (2016). Gender differences in the upper range of academic performance: A person-centered analysis. 4th Conference of the Society for Empirical Educational Research (GEBF), Berlin, March, 2016.
• Meißner, A. & Steinmayr, R. (2016). On the relative importance of ability self-concept and intelligence in predicting test performance and school grades: Does domain matter? 4th Conference of the Society for Empirical Educational Research (GEBF), Berlin, March, 2016.
• Grunschel, C., Schwinger, M., Klingsieck, K., Steinmayr, R. & Fries, S. (2015). Effects of motivational regulation strategies on student performance and well-being: Procrastination as a mediator. 15th Symposium on Educational Psychology, Kassel, Germany, September, 2015.
• Bergold, S. & Steinmayr, R. (2015). The importance of hope for success and fear of failure for intelligence development. 15th Meeting of the Professional Association of Educational Psychology (PAEPS), Kassel, September, 2015.
• Meißner, A. & Steinmayr, R. (2015). The role of intelligence and interest in predicting school performance in children with and without migration background. 15th Meeting of the Professional Association of Educational Psychology (PAEPS), Kassel, Germany, September, 2015.
• Weidinger, A. F., McElvany, N., Schwabe, F. & Steinmayr, R. (2015). Feedback in the context of reading in elementary school children - Results from the FeeL study. 15th Symposium on Educational Psychology, Kassel, Germany, September, 2015.
• Steinmayr, R. (2015). On the role of Need for Cognition for goal orientations in school. 3rd Conference of the Society for Empirical Educational Research (GEBF), Bochum, March, 2015.
• Meissner, A., McElvany, N. & Steinmayr, R. (2015). Does the performance indicator matter? On the relative importance of intelligence and ability self-concept in predicting reading literacy. 3rd Conference of the Society for Empirical Educational Research (GEBF), Bochum, March, 2015.
• Weidinger, A. F., Spinath, B. & Steinmayr, R. (2015). On the importance of mathematics grades for changes in domain-specific ability self-concept and intrinsic motivation in elementary school. 3rd Conference of the Society for Empirical Educational Research (GEBF), Bochum, March, 2015.
• Bergold, S., Wirthwein, L., Rost, D. H. & Steinmayr, R. (2015). School attendance and intelligence: a comparison between G8 and G9 students. Paper presented at the 3rd meeting of the Society for Empirical Educational Research (GEBF), Bochum, March, 2015.
• Crede, J., Wirthwein, L. & Steinmayr, R. (2014). On the reciprocal relationship between school performance, performance anxiety, and subjective well-being in adolescents. . 3rd Conference of the Society for Empirical Educational Research, GEBF, Bochum, March, 2015.
• Wirthwein, L., & Steinmayr. R. (2015). On the relevance of differential achievement goals. 3rd Conference of the Society for Empirical Educational Research, GEBF, Bochum, March, 2015.
• Heyder, A., Steinmayr, R. & Kessels, U. (2014). Can the Eccles et al. model only explain gender differences to the detriment of girls? An application of the model to the subjects mathematics and German. 49th Congress of the German Psychological Society, Bochum, September, 2014.
• Crede, J., Wirthwein, L. & Steinmayr, R. (2014). Life satisfaction and academic achievement: On the role of parental education. 49th Congress of the German Psychological Society, Bochum, September, 2014.
• Bergold, S., Freund, P. A., Margraf-Stiksrud, J. & Steinmayr, R. (2014). On the consideration of test fairness in the study of gender differences in knowledge tests. 49th Congress of the German Psychological Society, Bochum, September, 2014.
• Wirthwein, L., Steinmayr, R. & Rost, D.H. (2014). Highly gifted and professionally successful? Current results from the Marburg gifted project. Paper presented at the 49th Congress of the German Psychological Society (DGPs), Bochum, September, 2014.
• Weidinger, A. F., Spinath, B. & Steinmayr, R. (2014). The role of elementary school grades in changing ability self-concept and intrinsic motivation in German. 49th Congress of the German Psychological Society (DGPs), Bochum, September, 2014.
• Crede, J. Wirthwein, L., & Steinmayr, R. (2014). Life satisfaction and academic achievement: On the role of parental education. 49th Congress of the German Psychological Society, Bochum. September, 2014.
• Meißner, A., Greiff, S., Frischkorn, G. & Steinmayr, R. (2014). On the prediction of complex problem solving and school grades by working memory and ability self-concept. 49th Congress of the German Psychological Society (DGPs), Bochum, September, 2014.
• Weidinger, A. F., Spinath, B. & Steinmayr, R. (2014). Moderators of the link between ability self-concept and intrinsic motivation: What role do goal orientations play? 2nd Conference of the Society for Empirical Educational Research (GEBF), Frankfurt a. Main, March, 2014.
• Meißner, A. & Steinmayr, R. (2014). Cognitive and motivational determinants of school achievement: A person-centered approach. 2nd Conference of the Society for Empirical Educational Research (GEBF), Frankfurt a. Main, March, 2014.
• Wirthwein, L. & Steinmayr, R. (2014). Hen or egg? - On the reciprocal relationship between goal orientations and school grades. 2nd Conference of the Society for Empirical Educational Research (GEBF), Frankfurt a. Main, March, 2014.
• Meißner, A., Greiff, S., Frischkorn, G. & Steinmayr, R. (2013). Does problem solving predict school performance via working memory and motivation? 14th Expert Group Conference on Educational Psychology, Hildesheim, September, 2013.
• Wirthwein, L. & Steinmayr, R. (2013). Approach performance goals and achievement: normative- and/or competence-oriented?. 14th Expert Group Conference on Educational Psychology, Hildesheim, September, 2013.
• Weidinger, A. F., Spinath, B. & Steinmayr, R. (2013). Does ability self-concept affect intrinsic motivation? 14th Expert Group Conference on Educational Psychology, Hildesheim, September, 2013.
• Meißner, A., Greiff, S., Frischkorn, G. & Steinmayr, R. (2013). Does problem solving predict school performance via working memory and motivation? 14th Symposium of the Division of Educational Psychology, Hildesheim, September, 2013.
• Steinmayr, R. (2013). On the role of Need for Cognition for goal orientations in school. 12th Workshop of the Division of Differential Psychology, Personality Psychology and Psychological Diagnostics (DPPD), Greifswald, September, 2013.
• Steinmayr, R., Meißner, A. & Löchner, J. (2013). On the relative importance of ability self-concept and intelligence in predicting grades and standardized achievement tests. 1st Conference of the Society for Empirical Educational Research (GEBF), Kiel, March, 2013.
• Steinmayr, R, Heene, M. & Spinath, B. (2012). Invariance of measurement in intelligence tests and its relevance for explaining sex differences in numerical intelligence tests. 48th Congress of the German Psychological Society, Bielefeld, September, 2012.
• Schwinger, M., Steinmayr, R. & Spinath, B. (2012). Determinants of motivational regulation profiles. 48th Congress of the German Psychological Society, Bielefeld, September, 2012.
• Spinath, B. & Steinmayr, R. (2012). What roles do intelligence, personality, and motivation play in explaining gender differences in school performance? 48th Congress of the German Psychological Society, Bielefeld, September, 2012.
• Strobel, A., Strobel, A., & Steinmayr, R. (2012). The importance of performance-related personality traits in the prediction of academic achievement. 48th Congress of the German Psychological Society, Bielefeld, September, 2012.
• Wirthwein, L., Sparfeldt, J., Pinquart, M. & Steinmayr, R. (2012). Goal orientations and academic achievement: A meta-analysis. 48th Congress of the German Psychological Society, Bielefeld, September, 2012.
• Berth, H. Steinmayr, R. & Dinkel, A. (2012). Mental complaints in united Germany - Replication of two studies 20 years after. 48th Congress of the German Psychological Society, Bielefeld, September, 2012.
• Bipp. T., Steinmayr, R. & Spinath, B. (2012). The role of goal orientations in self-evaluations of intelligence and performance. 48th Congress of the German Psychological Society, Bielefeld, September, 2012.
• Steinmayr, R. & Spinath, B. (2011). Why do girls choose mathematics achievement courses less often than boys? 13th Symposium of the Division of Educational Psychology, Erlangen, September, 2011.
• Freiberger, V., Steinmayr, R. & Spinath, B. (2011). Mathematical ability self-concept in elementary school age: math achievement as cause, outcome, or both? Symposium of the Educational Psychology Group, Erlangen, Germany, September, 2011.
• May, K. & Steinmayr, R. (2011). Gender differences in numerical intelligence: can motivational variables make an explanatory contribution? Symposium of the Educational Psychology Group, Erlangen, Germany, September, 2011.
• Steinmayr, R. & Spinath, B. (2010). On the role of learning goals and school grades in the development of intrinsic motivation in high school students. 47th Congress of the German Psychological Society, Bremen, September, 2010.
• Dinger, F., Steinmayr, R., & Spinath, B. (2010). Motivational constructs as mediators of social disparities in adolescents' school success. 47th Congress of the German Psychological Society, Bremen, September, 2010.
• Freiberger, V., Steinmayr, R. & Spinath, B. (2010). On the joint influence of perceived teacher evaluation and ability self-concept on intrinsic motivation in elementary school. 47th Congress of the German Psychological Society, Bremen, September, 2010.
• Kessels, U. & Steinmayr, R. (2010). Who does not ask remains stupid: On the relationship between masculinity and help seeking. 47th Congress of the German Psychological Association, Bremen, September, 2010.
• Steinmayr, R. & Ziegler, M. (2009). On the interaction of intelligence and concentration in predicting school success. 10th Workshop of the Division of Differential Psychology, Personality Psychology, and Psychological Diagnostics (DPPD), University of Koblenz-Landau, September, 2009.
• Freudenthaler, H.H., Papousek, I., Rumpf, M., Steinmayr, R. & Neubauer, A.C. (2009). Comparison of different measurement approaches to assess Emotional Intelligence and their relevance for predicting depressiveness. 10th Workshop of the Division of Differential Psychology, Personality Psychology and Psychological Diagnostics (DPPD), University of Koblenz-Landau, September, 2009.
• Steinmayr, R. & Spinath, B. (2009). Comparing the predictive validity of global and domain-specific motivational constructs in predicting school grades. 12th Symposium of the Division of Educational Psychology, Saarland University, September, 2009.
• Kessels, U. & Steinmayr, R. (2009). The Marlboro man goes to school: Is a masculine self-concept a hindrance when needing help at school? 12th Symposium of the Division of Educational Psychology, Saarland University, September, 2009.
• Steinmayr, R. & Spinath, B. (2008). Personality and motivation as mediators of the relationship between gender and school performance. 71st Meeting of the "Working Group for Empirical Educational Research", August, 2008.
• Steinmayr, R. & Spinath, B. (2007). Person characteristics as moderator variables in the Internal/External Frame of Reference Model. 11th Symposium of the Division of Educational Psychology, Humboldt University Berlin, September, 2007.
• Steinmayr, R. & Amelang, M. (2007). On the construct validation of emotional intelligence using multi-trait multi-method analyses. 9th Workshop of the Division of Differential Psychology, Personality Psychology and Psychological Diagnostics, University of Vienna, September, 2007.
• Steinmayr, R. & Spinath, B. (2007). Gender differences in parental assessment of their children's cognitive performance. 4th Meeting of the Section "Empirical Educational Research" of the German Society for Educational Science, March, 2007.
• Spinath, B. & Steinmayr, R. (2007). The salience and accuracy of parental assessments of giftedness for students' ability self-concepts. 4th Conference of the Section "Empirical Educational Research" of the German Society for Educational Science, March, 2007.
• Steinmayr, R. & Spinath, B. (2006). On the incremental validity of different motivational concepts in predicting school success. 45th Congress of the German Psychological Society, University of Erlangen-Nuremberg, September, 2006.
• Heene, M., Steinmayr, R., Beauducel, A. & Amelang, M. (2006). Investigating gender differences in knowledge. 45th Congress of the German Psychological Society, University of Erlangen-Nuremberg, September, 2006.
• Basten, U., Steinmayr, R. & Amelang, M. (2006). Comprehensibility of nonverbal items in the NPQ. 45th Congress of the German Psychological Society, University of Erlangen-Nuremberg, September, 2006.
• Asseburg, R. Steinmayr, R. & Amelang, M. (2006). On the fairness of IST 2000 R and CFT 3 to gender, education, and social status. 45th Congress of the German Psychological Society, University of Erlangen-Nuremberg, September, 2006.
• Steinmayr, R. & Kersting, M. (2006). Falsifiability of personality tests - A problem for social acceptance? Innovative approaches for aptitude testing, Helmut Schmidt University Hamburg, September, 2006.
• Steinmayr, R. (2006). On the comparison of emotional and social intelligence - construct validation and criterion validity. Research colloquium of the Psychological Institute of the University of Magdeburg, June, 2006.
• Amelang, M. & Steinmayr, R. (2005). On the incremental validity of emotional intelligence. 8th Workshop of the Division of Differential Psychology, Personality Psychology, and Psychological Diagnostics, Marburg, September, 2005.
• Steinmayr, R., Amelang, M. & Harris, J.A. (2005). Inter- and intraindividual variance of personality in samples of different intelligence. 8th Workshop of the Division of Differential Psychology, Personality Psychology and Psychological Diagnostics, Marburg, September, 2005.
• Seidel, K. & Steinmayr, R. (2005). Developing office routine - simulation through efficiency selective synthesis (ESS) tasks. 4th Conference of the Division of Industrial and Organizational Psychology of the German Psychological Society, Bonn, September 2005.
• Steinmayr, R. (2004). Emotional intelligence - On the convergent validity of self- and other-assessments of EI. Research colloquium of the Department of Differential Psychology and Psychological Diagnostics. University of Frankfurt.
• Steinmayr, R., Schmidt-Rathjens, C. & Amelang, M. (2004). On the validity of the I-S-T 2000 R against "hard" and "soft" external criteria. 44th Congress of the German Psychological Society, University of Göttingen, September 2004.

International Conferences

• Weidinger, A., Spinath, B. & Steinmayr, R. (2020). The Value of Valuing Math: Longitudinal Links Between Students' Intrinsic, Attainment and Utility Values and Grades in Math. Paper to be presented at the International Conference on Motivation (ICM), Dresden, Germany, September 2020 (Conference Canceled).
• Steinmayr, R., Weidinger, A. F.. & Spinath, B. (2020, Apr 17 - 21) Longitudinal Links Between Task Values and Math Grades: Considering Different Time Lags Between Measurement Occasions [Symposium]. AERA Annual Meeting San Francisco, CA, USA, April 2020 (Conference Canceled).
• Steinmayr, R., Wirthwein, L. & Barry, M.M. (2019). What factors influence the development of subjective well-being in adolescence - gender, socio-economic status, intelligence, personality or grades? Paper presentation at the Annual Meeting Health Promotion Research (HPR), Galway, Ireland, June 2019.
• Bergold, S., Hastall, M. & Steinmayr, R. (2019). 'Alternative Facts' about the Intellectually Gifted: Two Experiments on Stigmatization Effects from Biased Newspaper Reports. Paper presentation at the 2019 Annual Meeting of the American Educational Research Association (AERA), Toronto, Canada, April 2019.
• Kriegbaum, K., Steinmayr, R., & Spinath, B. (2019). Longitudinal Reciprocal Effects between Teachers'™ Judgments of Students' Aptitude, Students' Motivation, and Grades in Math. Poster at the 31st Annual Convention of the Association for Psychological Science (APS), Washington D.C., USA, May 2019.
• Steinmayr, R., Weidinger, A. & Wigfield, A. (2018). Are "Gritty" Students More Successful in School? On the Relative Importance of Grit for School Achievement. Paper presented at the International Conference on Motivation (ICM), Aarhus, Denmark, August 2018.
• Weidinger, A. F., Steinmayr, R. & Spinath, B. (2018). Ability Self-Concept Formation in Mathematics and Language Arts in the Early School Years. Paper presented at the International Conference on Motivation (ICM), Aarhus, Denmark, August 2018.
• Heyder, A., Südkamp, A., & Steinmayr, R. (2018). Teachers' attitudes toward inclusion and students' socioemotional school experiences in inclusive education. Paper presentation at the 2018 Annual Meeting of the American Educational Research Association (AERA), New York City, USA, April 2018.
• Weidinger, A. F., Steinmayr, R. & Spinath, B. (2018). Social and Dimensional Comparison Processes in the Formation of Ability Self-Concepts in Elementary School. Paper presentation at the 2018 Annual Meeting of the American Educational Research Association (AERA), New York City, USA, April 2018.
• Crede, J., Wirthwein, L. & Steinmayr, R. (2015). Subjective Well-Being, Test Anxiety, and Academic Achievement: Reciprocal Effects. Paper presented at the eighth SELF Biennial International Conference, Kiel, Germany, August 2015.
• Weidinger, A. F., Spinath, B. & Steinmayr, R. (2015). Elementary Students' Trajectories of Ability Self-Concept and Intrinsic Motivation in Math: What is the Role of Grades? Paper presented at the eighth SELF Biennial International Conference, Kiel, Germany, August 2015.
• Meißner, A., McElvany, N. & Steinmayr, R. (2015). The Interplay of Ability Self-Concept and Intelligence in Predicting Test Performance and School Grades in Reading. Eighth SELF Biennial International Conference, Kiel, August, 2015.
• El-Khechen, W., Steinmayr, R. & McElvany, N. (2015). Role of Perceived Parental Values, Students' Values and Students' Reading Amount for Bilinguals' Reading Comprehension. AERA Annual Meeting, Chicago, April, 2015.
• Schwinger, M., Steinmayr, R. & Spinath, B. (2014). Antecedents and Consequences of Achievement Goal Profiles in Elementary School: A Seven-Wave Longitudinal Study. International Conference on Motivation, Helsinki, August, 2014.
• Steinmayr, R. (2013). Applying the Eccles expectancy-value model of achievement to the underachievement of boys. 15th Biennial Meeting of the European Association for Research in Learning and Instruction (EARLI), Munich, August 2013.
• Dinger, F., Dickhäuser, O., Spinath, B. & Steinmayr, R. (2013). Antecedents and Consequences of Achievement Goals: A Prospective Correlational Study. 15th Biennial Meeting of the European Association for Research in Learning and Instruction (EARLI), Munich, August 2013.
• Wirthwein, L., Sparfeldt, J., Pinquart, M. & Steinmayr, R. (2012). Achievement Goals and Academic Achievement: A Meta-Analysis. International Conference on Motivation, Frankfurt, August, 2012.
• Spinath, B. Freiberger, V. & Steinmayr, R. (2012). Early Causal Ordering Among Competence Beliefs and Achievement: An Investigation of Potential Changes in Direction and Gender Differences. International Conference on Motivation, Frankfurt, August, 2012.
• Freiberger, V., Steinmayr, R., & Spinath, B. (2012). Development of intrinsic motivation and ability self-concepts in elementary school: The role of grades. International Conference on Motivation, Frankfurt, August, 2012.
• Strobel, A., Strobel, A., & Steinmayr, R. (accepted). The importance of cognitive motivation in the prediction of school performance. 16th European Conference on Personality, Trieste, July 2012.
• Steinmayr, R. & Bipp, T. (2011). Personality and intelligence interact in the prediction of school performance. 15th Biennial Meeting of the International Society for the Study of Individual Differences, London, July 2011.
• Spinath, B., Dinger, F., & Steinmayr, R. (2011). Intelligence, personality and motivation as mediators between families' socio-economic background and children's school achievement. 15th Biennial Meeting of the International Society for the Study of Individual Differences, London, July 2011.
• Spinath, B. & Steinmayr, R. (2011). The Roles of Competence Beliefs and Goal Orientations for the Change in Intrinsic Motivation. 14th Biennial Meeting of the European Association for Research in Learning and Instruction (EARLI), Exeter, August 2011.
• Blickle, G., Momm, T., Liu, Y., Haag, R., Meyer, G., Weber, K. & Steinmayr, R. (2011).Political Skill, Emotion Regulation Ability, and Performance in Enterprising Activities. 26th Annual Conference of SIOP at Chicago, April 14th-16th, 2011.
• Freiberger, V., Steinmayr, R. & Spinath, B. (2010). The joint influence of perceived teachers' ability evaluations and children's competence beliefs on intrinsic motivation in elementary school age. Junior researchers of the European Association for Research in Learning and Instruction (JURE), July 2010.
• Fiebach, C., Stelzel, C., Basten, U., Steinmayr, R., Spinath, B. & Reuter, M. (2010). DRD2 Genotype Modulates the Effect of Motivation on Prefrontal Cognitive Processing. CNS 2010 Meeting, Montreal, Canada, April 2010.
• Steinmayr, R. & Spinath, B. (2009). Sex differences in school achievement - What are the roles of motivation and personality? 13th Biennial Meeting of the European Association for Research in Learning and Instruction (EARLI), Amsterdam, August 2009.
• Kessels, U. & Steinmayr, R. (2009). How a masculine self-concept is linked to boys' reluctance to seek help at school. 13th Biennial Meeting of the European Association for Research in Learning and Instruction (EARLI), Amsterdam, August 2009.
• Spinath, B. & Steinmayr, R. (2009). Is the Loss of School-Related Intrinsic Motivation a Consequence of Declining Competence Beliefs? 13th Biennial Meeting of the European Association for Research in Learning and Instruction (EARLI), Amsterdam, August 2009.
• Bipp, T. & Steinmayr, R. (2009). Leadership competencies: Development and validation of a German translation of the Adaptive Leadership Competency Profile (ALCP). 14th European Congress of Work and Organizational Psychology, Santiago de Compostela, Spain, May 2009.
• Steinmayr, R., Heene, M. & Spinath, B. (2008). Gender-fairness of a knowledge test - Testing for differential item functioning and criterion validity. XXIX International Congress of Psychology, Berlin, July, 2008.
• Steinmayr, R. & Spinath, B. (2007). Poor boys or poor girls? Sex differences in parent's intelligence estimation. 13th Biennial Meeting of the International Society for the Study of Individual Differences (ISSID). Giessen, Germany, July 2007.
• Spinath, B., Steinmayr, R., Spinath, F. M. & Plomin, R. (2007). Why research on individual differences should pay more attention to motivation. 13th Biennial Meeting of the International Society for the Study of Individual Differences, Giessen, July 2007.
• Steinmayr, R. & Spinath, B. (2006). Predicting school performance: Incremental validity of different motivational constructs. 10th International Conference on Motivation, University of Koblenz/Landau, September 2006.
• Steinmayr, R., Schmidt-Rathjens, C. & Amelang, M. (2004). Peer-ratings on emotional intelligence - pier glasses to reflect construct validity? 12th European Conference on Personality, Universitat Groningen, July 2004.

July 2020 - June 2022 "Motivational and personality-related determinants of intellectual development in primary school age" .

DFG: BE 6825/3-1; Applicant and PIs: Prof. Dr. Sebastian Bergold, Prof. Dr. Ricarda Steinmayr.

January 2018 - September 2021 "Children Of Mentally Ill Parents At Risk Evaluation (COMPARE)-Consortium."

BMBF: GILKUJ-65; research consortium, coordinator: Prof. Dr. Hanna Christiansen. Subproject "Psychosocial adjustment, school performance, and subjective well-being in children of mentally ill parents" (FKZ: 01GL1748E). Applicant and PI Prof. Dr. Ricarda Steinmay, Dr. Linda Wirthwein.

April 2016 - August 2019 "DoProfiL - The Dortmund Profile for Inclusion-Oriented Teacher Education, Subproject: Capturing Knowledge on Inclusion".

BMBF 01JA1630; Applicant: TU Dortmund; PI Subproject: Prof. Dr. Ricarda Steinmayr.

January 2016 - December 2017 "FA(IR)BULOUS - FAIRe BeUrteilung des LeistungspOtentials Unterprivilegierter Schülerinnen und Schüler".

Stiftung Mercator: PN1505103 Applicant and PI: Prof. Dr. Ricarda Steinmayr

October 2015 - September 2017 Scientific monitoring of the project "[Förderuniversum]"

Client: City of Hamm Applicant and PI: Prof. Dr. Ricarda Steinmayr

August 2009 - July 2010 Schlieben-Lange-Funding of the European Social Fund and the Government of Baden-Württemberg

August 2007 - July 2009 Olympia-Morata-Program for the promotion of highly qualified young female scientists at the University of Heidelberg

Publication of a German language version of the Mayer-Salovey-Caruso Emotional Intelligence Test 2.0 (MSCEIT 2.0)