Prof. Dr. Stefan Stürmer

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Prof. Dr. Stefan Stürmer Photo: Hardy Welsch

Prof. Dr. Stefan Stürmer

Member of the CATALPA Executive Board, head of the projects Diversity in CSCL and E-Assessment

Email: stefan.stuermer

Phone: +49 2331 987 - 2776

Universitätsstraße 33 – Building1, Room D1003
58097 Hagen

What is my role within CATALPA?

As a social psychologist, I am interested in the importance of student diversity in the context of computer-supported learning, teaching, and testing. With my research group, I investigate to what extent differences between students influence learning success and job satisfaction in computer-supported learning groups, and to what extent groups can be supported by learning analytic procedures to use positive effects of diversity and to minimize negative effects. Second, I investigate the role student diversity plays in the acceptance of electronic assessment formats and to what extent the quality and diversity sensitivity of these formats can be optimized in a personalized way through assessment analytic.

Why CATALPA?

My research is located at the intersection of psychology, learning sciences, and computer science. On the one hand, the research center provides an excellent, dynamic and intellectually inspiring environment for exploring interdisciplinary research questions. On the other hand, due to its cooperation with the Center for Learning and Innovation at FernUniversität, it opens unique opportunities for the development, implementation and evaluation of evidence-based applications to support heterogeneous students.

    • Vice-President for Teaching and Studies at the FernUniversität (since March 2022).
    • Member of the CATALPA executive board (since 2020, previously involved in the establishment of the research center)
    • Founding Dean of the Faculty of Psychology (2018-2020, previously institute director)
    • Speaker of the Social Psychology Section of the German Psychological Society (2015-2019)
    • Chair of Social Psychology at the FernUniversität (since 2007).

  • Diversity and education: This connection is scientifically interesting and highly relevant in terms of educational policy.

    • Explaining and Self-Regulating Multi-attributional Diversity in Computer-Supported Collaborative Learning (MULTIDIVERSE-CSCL) (together with PD Dr. Laura Froehlich)
    • Innovation Cluster E-Assessments Nova:ea (together with project partners at RWTH Aachen, DIE Bonn, TH-Köln)

  • 2024

    Journals

    • Bick, N., Froehlich, L., Voltmer, J.‑B., Raimann, J., Reich-Stiebert, N., Seidel, N., Burchart, M., Martiny, S. E., Nikitin, J., Stürmer, S., & Martin, A. (2024). Virtually isolated: social identity threat predicts social approach motivation via sense of belonging in computer-supported collaborative learning. Front. Psychol, 15(1346503). https://doi.org/10.3389/fpsyg.2024.1346503

      Lenski, S., Zinke, N., Merkt, M., Reich-Stiebert, N., Stürmer, S., & Schröter, H. (2024). Early indicators of study delay and dropout: Test anxiety and its link to exam participation and performance // Early Indicators of Study Delay and Dropout: Test Anxiety and its Link to Exam Participation and Performance. Journal of College Student Retention: Research, Theory & Practice, Article 15210251241266547. Advance online publication. https://doi.org/10.1177/15210251241266547

      Raimann, J., Reich-Stiebert, N., Voltmer, J.‑B., & Stürmer, S. (2024). Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning. Psychology Learning & Teaching, Article 14757257241246599. Advance online publication. https://doi.org/10.1177/14757257241246599

    Chapters in Edited Books

    • Voltmer, J.‑B., Froehlich, L., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2024). Group cohesion and performance in Computer-Supported Collaborative Learning (CSCL): Using assessment analytics to understand the effects of multi-attributional diversity. In M. Sahin & D. Ifenthaler (Eds.), Assessment Analytics in Education: Designs, Methods and Solutions. Springer International Publishing.

      Zinke, N., Lenski, S., Brocker, A., Merkt, M., Gropengießer, K., Stürmer, S., & Schröter, H. (2024). Towards Fair and Diversity-Appropriate E-assessments. In M. Sahin & D. Ifenthaler (Eds.), Assessment Analytics in Education: Designs, Methods and Solutions (pp. 373–394). Springer International Publishing. https://doi.org/10.1007/978-3-031-56365-2_19

    • Talks and Poster Presentation

    • Schulze, M., Voltmer, J.‑B., Froehlich, L., & Stürmer, S. (2024). Group cohesion and performance in computer supported collaborative learning (CSCL). Talk at the 53rd Congress of the German Psychological Association (DGPs).

    2023

    Journals

    • Froehlich, L., Sassenberg, K., Jonkmann, K., Scheiter, K., & Stürmer, S. (2023). Student diversity and e-exam acceptance in higher education. Journal of Computer Assisted Learning, 1–15. https://doi.org/10.1111/jcal.12794
    • Reich-Stiebert, N., Voltmer, J.-B., Raimann, J., & Stürmer, S. (2023). The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL. International Journal of Computer-Supported Collaborative Learning, 18(4), 513–530. https://doi.org/10.1007/s11412-023-09411-2

    Talks and Poster Presentations

    • Zinke, N., Lenski, S., Merkt, M., Reich-Stiebert, N., Stürmer, S., & Schröter, H. (2023, August 26). The influence of test anxiety on indicators of dropout and study delay [Presentation]. EARLI 2023, 20th EARLI CONFERENCE, Thessaloniki, Greece. https://www.earli.org/events/earli2023#section-programme

    2022

    Journals

    • Froehlich, L., Tsukamoto, S., Morinaga, Y., Sakata, K., Uchida, Y., Keller, M. M., Stürmer, S., Martiny, S. E., & Trommsdorff, G. (2022). Gender stereotypes and expected backlash for female STEM students in germany and japan. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.793486
    • Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). The role of multi-attributional student diversity in computer-supported collaborative learning. The Internet and Higher Education, 55, 100868. https://doi.org/10.1016/j.iheduc.2022.100868

    Conferences

    • Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). Effects of multi-attributional student diversity in CSCL. Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL, 555–556.

    2021

    Journals

    • Froehlich, L., Dorrough, A. R., Glöckner, A., & Stürmer, S. (2021). Similarity predicts cross-national social preferences. Social Psychological and Personality Science, 12(8), 1486–1498. https://doi.org/10.1177/1948550620982704
    • Granderath, J. S., Martin, A., Froehlich, L., & Stürmer, S. (2021). Identification through education: Exploring the effects of adult education on national and ethnic identification of people with migration background in germany. Journal of Community & Applied Social Psychology, 31(2), 198–212. https://doi.org/10.1002/casp.2482

    Conferences

    • Schumacher, C., Reich-Stiebert, N., Kuzilek, J., Burchart, M., Raimann, J., Voltmer, J.-B., & Stürmer, S. (2021, April). Group perceptions vs. Group reality: Exploring the fit of self-report and log file data in the process of collaboration. Companion Proceedings of Conference on Learning Analytics and Knowledge 2021, Virtual Conference, 15-04-2021.

    2019

    Journals

    • Stürmer, S., Rohmann, A., Froehlich, L., & van der Noll, J. (2019). Muslim immigration, critical events, and the seeds of majority members’ support for radical responses: An interactionist perspective. Personality and Social Psychology Bulletin, 45(1), 133–145. https://doi.org/10.1177/0146167218780989

    2018

    Journals

    • Slavchova, V., Froehlich, L., & Stürmer, S. (2018). Die Liebe zu anderen Kulturen. Eine deutschsprachige Skala zur Erfassung von Allophilie (ALLO-15). Zusammenstellung sozialwissenschaftlicher Items und Skalen (ZIS). https://doi.org/10.6102/zis254

    • Stürmer, S., Ihme, T. A., Fisseler, B., Sonnenberg, K., & Barbarino, M.-L. (2018). Promises of structured relationship building for higher distance education: Evaluating the effects of a virtual fast-friendship procedure. Computers & Education, 124, 51-64. https://doi.org/10.1016/j.compedu.2018.05.015
    • Ihme, A. & Stürmer, S. (2018). Emphasizing excellence and diversity cues on university websites. Additive or interactive effects on prospective students’ psychological reactions? Journal of Applied Social Psychology, 48, 59-70. https://doi.org/10.1111/jasp.12490
    • Ihme, T. A., Sonnenberg, K., Barbarino, M.-L., Fisseler, B., & Stürmer, S. (2016). How university websites’ emphasis on age diversity influences prospective students’ perception of person-organization fit and students recruitment. Research in Higher Education, 57, 1010-1030. https://doi.org/10.1007/s11162-016-9415-1
    • Stoessel, K., Ihme, T. A., Barbarino, M.-L., Fisseler, B., & Stürmer, S. (2015). Sociodemographic diversity and distance education: Who drops out from academic programs and why? Research in Higher Education, 56, 228-246. https://doi.org/10.1007/s11162-014-9343-x
    • Stürmer, S., & Siem, B. (2017). A group-level theory of helping and altruism within and across group-boundaries. In E. Van Leeuwen, & H. Zagefka (Eds.), The social psychology of intergroup helping (pp. 103-127). Cham: Springer.
    • Stürmer, S., Benbow, A. E. F., Siem, B., Barth, M., Bodansky, A. N., & Lotz-Schmitt, K. (2013). Psychological foundations of xenophilia: The role of major personality traits in predicting favorable attitudes towards cross-cultural contact and exploration. Journal of Personality and Social Psychology, 105, 832-851. https://doi.org/10.1177%2F0146167217722555
    • Stürmer, S., Snyder, M., & Omoto, A. M. (2005). Prosocial emotions: The moderating role of group membership. Journal of Personality and Social Psychology, 88, 532-546. https://doi.org/10.1037/0022-3514.88.3.532
    • Stürmer, S., & Simon, B. (2004). Collective action: Towards a dual-pathway model. In W. Stroebe & M. Hewstone (Eds.), European Review of Social Psychology (Vol. 15, pp. 59-99). Hove, UK: Psychology Press. https://doi.org/10.1080/10463280340000117

  • Stiftung Innovation in der Hochschullehre: Innovation Cluster E-Assessments

  • Google Scholar

    ResearchGate

Research Center CATALPA | 19.12.2024