Ziwen Teuber, Postdoctoral Researcher and member of the CBA research group.

Professional Summary

Ziwen Teuber is a Postdoctoral Researcher within the Computer-Based Assessment research group at the University of Luxembourg. She joined the research group in 2022, and she holds a PhD in Psychology from Bielefeld University, Germany. Her research focuses on young people’s stress experience and coping in academic contexts, parental role in children’s development, and cultural influences on human behavior and mental processes. 

Personal Statement

“I am among those who think that science has great beauty" — Marie Curie.

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Last updated on: vendredi 07 octobre 2022

Projects

• “GRap”: Risks and resilience of academic and psychological development in the transition from secondary to tertiary education during the corona pandemic.

Last updated on: 07 oct 2022

Teuber, Z., Sielemann, L., & Wild, E. (in press). Facing academic problems: Longitudinal relations between parental involvement and student academic achievement from a self-determination perspective. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12551


Teuber, Z., Schreiber, S., Rueth, J. - E., & Lohaus, A. (in press). Emotion regulation among Chinese and German children and adolescents: A binational comparative study. Current Psychology.https://doi.org/10.1007/s12144-022-03578-x

Teuber, Z., Tang, X., Sielemann, L., Otterpohl, N., & Wild, E. (2022). Autonomy-related Parenting Profiles and their Effects on Adolescents’ Academic and Psychological Development: A Longitudinal Person-oriented Analysis. Journal of Youth and Adolescence, 51, 1333–1353. https://doi.org/10.1007/s10964-021-01538-5

Niewöhner, T., Hoerdler, L., Roxel, A., Meindl, M., & Teuber, Z. (2022). Zielorientierung, Burnout und Engagement im Hochschulkontext: Integration von Zielorientierung in das Study-Demands-Resources Model. Prävention und Gesundheitsförderung, 17(1), 1–6. https://doi.org/10.1007/s11553-021-00840-1


Teuber, Z., Tang, X., Salmela-Aro, K., & Wild, E. (2021). Assessing engagement in Chinese upper secondary school students using the Chinese version of the Schoolwork Engagement Inventory: Energy, Dedication, and Absorption (CEDA). Frontiers in Psychology, 12, 638189. https://doi.org/10.3389/fpsyg.2021.638189

Teuber, Z., Nussbeck, F. W., & Wild, E. (2021). The bright side of grit in burnout-prevention: Exploring grit in the context of demands-resources model among Chinese high school students. Child Psychiatry and Human Development, (52), 464-476. https://doi.org/10.1007/s10578-020-01031-3


Teuber, Z., Nussbeck, F. W., & Wild, E. (2021). School burnout among Chinese high school students: The role of teacher-student relationships and personal resources. Educational Psychology, 41(8), 985–1002. https://doi.org/10.1080/01443410.2021.1917521


Teuber, Z., Jia, H., & Niewöhner, T. (2021). Satisfying students' psychological needs during the COVID-19 outbreak in German higher education institutions. Frontiers in Education, 6, 679695. https://doi.org/10.3389/feduc.2021.679695


Teuber, Z. (2021). Academic and psychological adjustment in Chinese students: The role of student resources. Bielefeld: Universität Bielefeld [cumulative doctoral dissertation]. https://doi.org/10.4119/unibi/2951455


Grüter, S., Teuber, Z., & Wild, E. (2021). Entwicklung eines Elternfragebogens zu Qualitätsmerkmalen der Eltern-Schule-Kooperation an inklusiven Ganztagsschulen (EQESK). In C. Mähler & M. Hasselhorn (Eds.), Inklusion (1st ed., pp. 131-152). Göttingen: Hogrefe Verlag.


Teuber, Z., Wang, Q., Su, Y., Lohaus, A., & Nussbeck, F. W. (2020). Human resources in Chinese youngsters – A Chinese adaptation of the QARCA. Psychological Test Adaptation and Development, 1-8. https://doi.org/10.1027/2698-1866/a000003


Kunina-Habenicht, O., Maurer, C., Wolf, K., Holzberger, D., Schmidt, M., Dicke, T., Teuber, Z., et al. (2020). Der BilWiss-2.0-Test Ein revidierter Test zur Erfassung des bildungswissenschaftlichen Wissens von (angehenden) Lehrkräften. DIAGNOSTICA, 66(2), 80-92. https://doi.org/10.1026/0012-1924/a000238


Teuber, Z., Möer, J., Webel, L., & Seifert, A. (2020). Burnout und Engagement: Eine Pilotstudie zum Transfer des Job Demands-Resources Modells in den deutschen Schulkontext. Prävention und Gesundheitsförderung, 15(3), 269-274. https://doi.org/10.1007/s11553-019-00752-1


CONFERECNE CONTRIBUTIONS

Teuber, Z., Schreiber, S., Rueth, J. - E., & Lohaus, A. (September 2022). Emotionsregulation bei chinesischen und deutschen Kindern und Jugendlichen: Ein binationaler Vergleich. Presented at the 52. Kongress der Deutschen Gesellschaft für Psychologie Kongress, Hildesheim.


Brueckmann, M., Hollmann, J., & Teuber, Z. (September 2022). Untersuchung Jugendlicher Selbstwertprofile, ihrer Stabilität und Zusammenhänge mit Erziehungsverhalten, Selbstmitgefühl und Lebenszufriedenheit. Presented at the 52. Kongress der Deutschen Gesellschaft für Psychologie, Hildesheim, Deutschland.


Brueckmann, M., Hollmann, J., & Teuber, Z. (June 2022). Examining adolescents’ self-esteem profiles, their stabilities, and relationships with parenting, self-compassion, and life satisfaction. Presented at the 10th European Conference of Positive Psychology, Reykjavik, Iceland.


Lan, X., & Teuber, Z. (June 2022). Symposium: Longitudinal stability and changes in human characteristics: A dual-factor approach to wellbeing. Presented at the 10th European Conference on Positive Psychology, Reykjavik, Iceland.

Teuber, Z. (April 2022). Random-intercept cross-lagged relationships between home-based parental involvement and student academic achievement: A self-determination perspective. Proceedings of the 2022 AERA Annual Meeting Washington DC: AERA. https://doi.org/10.3102/1884988

Teuber, Z., & Kryshko, O. (March 2022). Symposium: Gelingensbedingungen des MINT-Studieneinstiegs. Presented at the 9. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Bamberg.


Niewöhner, T., Teuber, Z., & Wild, E. (March 2022). Hat es sich gelohnt? Eine Untersuchung von Vor-und Brückenkursen in MINT- Studiengängen. Presented at the 9. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Bamberg.


Teuber, Z., Wild, E., Entrich, S. R., Lauterbach, W., Hinterschwepfinger, K., Rollof-Bruchmann, J., Peters, K., et al. (March 2021). Symposium: Außerschulische Bildungsangebote – Bedingungen der Inanspruchnahme und Wirkungen. Presented at the PAEPSY - Tagung der Fachgruppe Pädagogischer Psychologie, Heideberg.

Teuber, Z., Nussbeck, F. W., Pankatz, M., & Wild, E. (April 2020). Grit and Burnout Among Chinese High School Students [Paper Session]. AERA Annual Meeting, San Francisco.

Teuber, Z., Nussbeck, F. W., & Wild, E. (April 2019). School Burnout of Chinese High School Students: The Role of Teacher-Student Relations and Personal Resources. Presented at the American Educational Research Association (AERA) Annual Meeting (Paper Session in the SIG: Student Resilience in Response to Stressors), Toronto, Canada.


Teuber, Z., Wang, Q., Su, Y., Lohaus, A., & Nussbeck, F. W. (July 2019). Developmental Resources of Chinese Youths. A Chinese Adaption of the German Questionnaire "FRKJ" (oral presentation). Presented at the 15th European Conference on Psychological Assessment (ECPA), Brussels.


Teuber, Z., Dicke, T., Kunina-Habenicht, O., & Leutner, D. (March 2017). Gerechtigkeit, diagnostische Kompetenz von Lehrkräften und Unterrichtsstörungen. Presented at the Nachwuchstagung der 5. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Heidelberg.

Last updated on: 07 oct 2022