Publikationen

Mayerhofer, M., Eichmair, M., & Lüftenegger, M. (2026). Patterns of learning strategies and their role in motivation and academic success in undergraduate mathematics. in H. Krzywacki, M. Hähkiöniemi, E. Haataja, M. S. Hannula, & P. Hästö (Hrsg.), Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports (S. 1003 - 1010) https://www.helsinki.fi/assets/drupal/2026-07/PME49_July_Research%20Reports%20PME%2049%20L_P.pdf
Mayerhofer, M., Lüftenegger, M., & Eichmair, M. (2025). Impact of a mathematics bridging course on the motivation and learning skills of university students. International Journal of Research in Undergraduate Mathematics Education, 11(1), 55–90. https://doi.org/10.1007/s40753-023-00224-0
Mayerhofer, M., Lüftenegger, M., & Eichmair, M. (2024). The development of mathematics expectancy-value profiles during the secondary-tertiary transition into STEM fields. International Journal of STEM Education, 11(1), Artikel 31. https://doi.org/10.1186/s40594-024-00491-6
Weinhandl, R., Mayerhofer, M., Houghton, T., Lavicza, Z., Kleinferchner, L. M., Andic, B., Eichmair, M., & Hohenwarter, M. (2024). Enhancing user-centred educational design: Developing personas of mathematics school students. Heliyon, 10(2), Artikel e24173. https://doi.org/10.1016/j.heliyon.2024.e24173
Weinhandl, R., Mayerhofer, M., Houghton, T., Lavicza, Z., Eichmair, M., & Hohenwarter, M. (2023). Mathematics student personas for the design of technology-enhanced learning environments. Research and Practice in Technology Enhanced Learning, 18, Artikel 032. https://doi.org/10.58459/rptel.2023.18032
Mayerhofer, M., Eichmair, M., & Lüftenegger, M. (2023). Trends in expectancy for success and value beliefs at the secondary-tertiary transition into STEM fields. in P. Drijvers, C. Csapoldi, H. Palmér, K. Gosztonyi, & E. Kónya (Hrsg.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). https://hal.science/CERME13/hal-04410144v1
Mayerhofer, M., Eichmair, M., Hohenwarter, M., Lavicza, Z., & Weinhandl, R. (2022). Developing personas to support professional practices of mathematics teacher educators. 1-2. Twelveth Congress of the European Society for Research in Mathematics Education. https://hal.archives-ouvertes.fr/hal-03746231/document
Weinhandl, R., Mayerhofer, M., Houghton, T., Lavicza, Z., Eichmair, M., & Hohenwarter, M. (2022). Personas Characterising Secondary School Mathematics Students: Development and Applications to Educational Technology. Education Sciences, 12(7), Artikel 447. https://doi.org/10.3390/educsci12070447

Mayerhofer, M., Eichmair, M., & Lüftenegger, M. (2026). Patterns of learning strategies and their role in motivation and academic success in undergraduate mathematics. in H. Krzywacki, M. Hähkiöniemi, E. Haataja, M. S. Hannula, & P. Hästö (Hrsg.), Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports (S. 1003 - 1010) https://www.helsinki.fi/assets/drupal/2026-07/PME49_July_Research%20Reports%20PME%2049%20L_P.pdf
Weinhandl, R., Mayerhofer, M., Große, C. S., & Helm, C. (2025). Unlocking the secrets of mathematics performance. Research in Mathematics, 12(1), Artikel 2450862. https://doi.org/10.1080/27684830.2025.2450862
Mayerhofer, M., Lüftenegger, M., & Eichmair, M. (2025). Impact of a mathematics bridging course on the motivation and learning skills of university students. International Journal of Research in Undergraduate Mathematics Education, 11(1), 55–90. https://doi.org/10.1007/s40753-023-00224-0
Weinhandl, R., Mayerhofer, M., Große, C. S., & Anđić, B. (2024). Employing a multi-layered approach for validating mathematics student personas in technology-enhanced learning environments. Cogent Education, 11(1), Artikel 2389361. Vorzeitige Online-Publikation. https://doi.org/10.1080/2331186X.2024.2389361
Mayerhofer, M., Lüftenegger, M., & Eichmair, M. (2024). The development of mathematics expectancy-value profiles during the secondary-tertiary transition into STEM fields. International Journal of STEM Education, 11(1), Artikel 31. https://doi.org/10.1186/s40594-024-00491-6
Weinhandl, R., Mayerhofer, M., Houghton, T., Lavicza, Z., Kleinferchner, L. M., Andic, B., Eichmair, M., & Hohenwarter, M. (2024). Enhancing user-centred educational design: Developing personas of mathematics school students. Heliyon, 10(2), Artikel e24173. https://doi.org/10.1016/j.heliyon.2024.e24173
Pelikan, E. R., Grützmacher, L., Hager, K., Holzer, J., Korlat, S., Mayerhofer, M., Schober, B., Spiel, C., & Lüftenegger, M. (2023). The Role of Basic Need Satisfaction for Motivation and Self-Regulated Learning During COVID-19: A Longitudinal Study. Zeitschrift für Psychologie, 231(3), 228-238. https://doi.org/10.1027/2151-2604/a000531
Weinhandl, R., Mayerhofer, M., Houghton, T., Lavicza, Z., Eichmair, M., & Hohenwarter, M. (2023). Mathematics student personas for the design of technology-enhanced learning environments. Research and Practice in Technology Enhanced Learning, 18, Artikel 032. https://doi.org/10.58459/rptel.2023.18032
Weinhandl, R., Mayerhofer, M., Anđić, B., & Große, C. S. (2023). An Interplay of Enjoyment, Engagement, and Anxieties: The Characteristics of Upper Secondary School Mathematics Students. Investigations in Mathematics Learning, 16(1), 36-51. https://doi.org/10.1080/19477503.2023.2267936
Mayerhofer, M., Eichmair, M., & Lüftenegger, M. (2023). Trends in expectancy for success and value beliefs at the secondary-tertiary transition into STEM fields. in P. Drijvers, C. Csapoldi, H. Palmér, K. Gosztonyi, & E. Kónya (Hrsg.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). https://hal.science/CERME13/hal-04410144v1
Pelikan, E., Lüftenegger, M., Fassl, F., Holzer, J., Korlat Ikanovic, S., Mayerhofer, M., Schober, B., & Spiel, C. (2022). Lernen während der Pandemie – Erfahrungen und Implikationen. Psychologie in Österreich, 42(4-5), 373-381.
Mayerhofer, M., Eichmair, M., Hohenwarter, M., Lavicza, Z., & Weinhandl, R. (2022). Developing personas to support professional practices of mathematics teacher educators. 1-2. Twelveth Congress of the European Society for Research in Mathematics Education. https://hal.archives-ouvertes.fr/hal-03746231/document
Weinhandl, R., Mayerhofer, M., Houghton, T., Lavicza, Z., Eichmair, M., & Hohenwarter, M. (2022). Personas Characterising Secondary School Mathematics Students: Development and Applications to Educational Technology. Education Sciences, 12(7), Artikel 447. https://doi.org/10.3390/educsci12070447
Weinhandl, R., Houghton, T., Lindenbauer, E., Mayerhofer, M., Lavicza, Z., & Hohenwarter, M. (2021). Integrating Technologies Into Teaching and Learning Mathematics at the Beginning of Secondary Education in Austria. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), Artikel em2057. https://doi.org/10.29333/EJMSTE/11428
Pelikan, E., Korlat Ikanovic, S., Reiter, J., Holzer, J., Mayerhofer, M., Schober, B., Spiel, C., Hamzallari, O., Uka, A., Chen, J., Välimäki, M., Puharić, Z., Anusionwu, K. E., Okocha, A. N., Zabrodskaja, A., Salmela-Aro, K., Käser, U., Schultze-Krumbholz, A., Wachs, S., ... Lüftenegger, M. (2021). Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination-a multi-country study. PLoS ONE, 16(10), Artikel e0257346. https://doi.org/10.1371/journal.pone.0257346
Holzer, J., Korlat Ikanovic, S., Haider, C., Mayerhofer, M., Pelikan, E., Schober, B., Spiel, C., Toumazi, T., Salmela-Aro, K., Käser, U., Schultze-Krumbholz, A., Wachs, S., Dabas, M., Verma, S., Iliev, D., Andonovska-Trajkovska, D., Plichta, P., Pyżalski, J., Walter, N., ... Lüftenegger, M. (2021). Adolescent Well-being and Learning in Times of COVID-19 – A Multi-country Study of Basic Psychological Need Satisfaction, Learning Behavior, and the Mediating Roles of Positive Emotion and Intrinsic Motivation. PLoS ONE, 16(5), Artikel e0251352. https://doi.org/10.1371/journal.pone.0251352
Mag. Mag. Dr. Olivia Vrabl

Diplomarbeiten/Masterarbeiten

Emily Oberhauser, BEd MEd

Oberhauser, E. (2023). Zuversicht im Mathematikunterricht - Confidence-Based Learning und Assessment. Masterarbeit, Universität Wien.

Yvonne Parg, BEd MEd

Riegler, L. (2020). Diskrete Mathematik und Algorithmen im Kontext Schule. Diplomarbeit, Universität Wien.

Mag. Anna Stampfer
Fabian Sucharda, BEd MEd MSc