PD Dr. Stefan Engeser

 

Worked for many years as a research assistant in the Department of Differential Psychology, Personality Psychology and Diagnostics and graduated from the University of Trier in 2012 with Prof. Dr. Nicola Baumann completed his habilitation. As a private lecturer, he regularly offers courses at the University of Trier. He is currently working as a clinical psychologist and from 2021 in his own practice as a psychological psychotherapist.

 

e-Mail:      engeser@uni-trier.de
Telefon:   +49176 2341 8545
 

Publications

Engeser S., Hagemeyer, B. & Neyer, F. J. (submitted). Tracing Behavioral Achievement Priming Effects: The Case of Priming in Schoolbooks.

Engeser S., Hagemeyer, B., Neyer, F. J., & Runge, M. (submitted). Transgenerational transmission: An investigation of parents’ achievement motives, achievement imagery in children’s books and children’s academic performance.

Peifer, C. & Engeser, S. (in press, Ed.). Advances in flow research (second Edition; revised and extended). New York: Springer.

Engeser, S., Schiepe-Tiska, A. & Peifer, C. (in press). Historical lines and overview of current research. In C. Peifer & S. Engeser (Ed.), Advances in flow research. New York: Springer.

Schiepe-Tiska, A. & Engeser, S. (in press). Flow in non-achievement situations. In C,. Peifer, & S. Engeser (Ed.), Advances in flow research. New York: Springer.

Peifer, C. & Engeser, S. (in press). Theoretical integration and future lines of flow research. In S. Engeser (Ed.), Advances in flow research. New York: Springer.

Rheinberg, F. & Engeser, S. (2018). Intrinsic Motivation and Flow. In J. Heckhausen & H. Heckhausen (Eds.), Motivation and Action (3. Ed., pp 579-622). New York: Springer.

Rheinberg, F. & Engeser, S. (2018). Intrinsische Motivation und Flow Erleben [Intrinsic Motivation and Flow]. In J. Heckhausen & H. Heckhausen (Eds.), Motivation und Handeln [Motivation and Action] (5. Ed., S. 365-388). Berlin: Springer.

Engeser, S., Hagemeyer, B., & Aarts, H. (2018) The nonconscious cessation of affiliative motivation: A replication and extension study. PLoS ONE 13(6): e0198899. doi.org 10.1371/journal.pone.0198899

Schiepe-Tiska, A. & Engeser, S. (2017). Measuring flow at work. In C. Fullagar & A. Delle Fave (Eds.), Flow at work: Measurement and implications (). London: Routledge.

 Runge, J. M., Lang, J. W. B., Engeser, S., Schüler, J., den Hartog, S.C., & Zettler, I. (2016). Modeling Motive Activation in the Operant Motives Test: A Psychometric Analysis Using Dynamic Thurstonian Item Response Theory. Motivation Science, 2, 268-286.

Engeser, S. Baumann, N., & Baum, I. (2016). Schoolbook Texts: Semantic Achievement Priming in Math and Language. PLoS ONE 11(3): e0150497. Doi:10.1371/journal.pone.0150497

Baumann, N., Lürig, C., & Engeser. S (2016). Flow and Enjoyment beyond Skill-Demand Balance: The Role of Game Pacing Curves and Personality. Motivation and Emotion, 40, 507-519. Doi:10.1007/s11031-016-9549-7

Engeser, S. & Baumann, N. (2016). Fluctuation of flow and affect in everyday life: A second look at the paradox of work. Journal of Happiness Studies, 17, 105-124. Doi: 10.1007/s10902-014-9586-4

Engeser, S., Euen, W., & Bos, B. (2015). Leistungsthematischer Gehalt von Schulbüchern und Bildungsleistung in der Grundschule [Achievement imagery of schoolbooks and academic performance in elementary school]. Zeitschrift für Pädagogische Psychologie, 29, 65-75. Doi: 10.1024/1010-0652/a000150

Peifer, C. Schächinger, H., Engeser, S., & Antoni, C. H. (2015). Cortisol effects on flow-experience. Psychopharmacology, 232, 1165-1173. Doi: 10.1007/s00213-014-3753-5

Wojdylo, K., Baumann, N., Fischbach, L., & Engeser, S. (2014). Live to work or love to work: Work craving and work engagement. PLoS ONE 9: e106379. doi:10.1371/journal.pone.0106379

Engeser, S. & Baumann, N. (2014). Does achievement motivation mediate the semantic achievement priming effect? Journal of Experimental Psychology: General, 143, 1861-1874. Doi: 10.1037/a0036864

Engeser, S., Hollricher, I., & Baumann, N. (2013). The stories children's books tell us: Motive-Related imageries in children's books and their relation to academic performance and crime rates. Journal of Research in Personality, 47, 421-426.

Franke, A., Bonertz C., Christmann, M., Engeser, S. & Lieb, K. (2012). Attitudes towards cognitive enhancement in users and non-users of stimulants for cognitive enhancement: A pilot study. AJOB Primary Research, 3, 48-57.

Engeser, S. (2012, Ed.). Advances in flow research. New York: Springer.

Engeser, S. & Schiepe-Tiska, A. (2012). Historical lines and overview of current research. In S. Engeser (Ed.), Advances in flow research (pp. 1-22). New York: Springer.

Schiepe-Tiska, A. & Engeser, S. (2012). Flow in non-achievement situations. In S. Engeser (Ed.), Advances in flow research (pp. 87-108). New York: Springer.

Engeser, S. (2012). Theoretical integration and future lines of flow research. In S. Engeser (Ed.), Advances in flow research (pp. 187-200). New York: Springer.

Rheinberg, F. & Engeser, S. (2012). Motivational competence: The joint effect of implicit and explicit motives on self-regulation and flow experience. In D. Leontiev (Ed.). Motivation, consciousness and self-regulation (79-89). NY : Nova Science Publishers.

Engeser, S. (2012). Comments on Schiefele und Raabe (2011): Flow is a multifaceted experience defined by several components. Psychological Reports, 111, 24-26.

Steiner, S., Diehl, B., Engeser, S., & Kehr, H. M. (2011). Nachhaltigkeits-Innovationen durch Nutzerintegration: Implikationen für eine optimierte NutzerInnenansprache und Gestaltung von Innovationsworkshops [Sustainable innovations through user integration: implications for optimization of addressing users and designing innovation workshops]. Zeitschrift für Umweltpsychologie, 15, 52–70.

Engeser, S. & Langens, T. (2010). Mapping explicit social motives of achievement, power, and affiliation onto the five-factor model of personality. Scandinavian Journal of Psychology, 51, 309-318.

Rheinberg, F. & Engeser, S. (2010). Motive training and motivational competence. In O. C. Schultheiss & J. C. Brunstein (Eds.), Implicit Motives (510-548).Oxford: University Press.

Engeser, S. (2009). Nonconscious activation of achievement goals: moderated by word class and the explicit achievement motive? Swiss Journal of Psychology, 68, 193-200.

Engeser, S., Rheinberg, F. & Möller, M. (2009). Achievement motive imagery in German schoolbooks: A pilot study testing McClelland’s hypothesis. Journal of Research in Personality, 43, 110-113.

Engeser, S. (2009). Lernmotivation und volitionale Handlungssteuerung: eine Längsschnittstudie zur Motivation und Volition und dem Lernverhalten beim Statistik Lernen [Learning motivation and volitional action regulation: a longitudinal study on motivaton and volition in learning elementary statistics]. Saarbrücken: Südwestdeuter Verlag für Hochschulschriften.

Schüler, J. & Engeser, S. (2009). Incentives and flow-experience in learning settings and the moderating role of individual differences. In M. Wosnitza, S. A. Karabenick, A. Efklides & P. Nenninger (Eds.), Contemporary Motivation Research: From Global to Local Perspectives (339-358).Göttingen: Hogrefe.

Broy, M., Denert, E. & Engeser, S. (2008). Informatik studieren! – Warum nicht? [Study computer science – Why not?]. Spektrum Informatik, 31, 619-628.

Engeser, S., Rheinberg, F. (2008). Flow, performance and moderators of challenge-skill-balance. Motivation and Emotion, 32, 158 - 172.

Vollmeyer, R. & Engeser, S. (2008). Leistungsmotiv und Motivationsprobleme im Studium [Achievement motive and motivation problems in higher education]. In J. Zumbach & H. Mandl (Hrsg.), Pädagogische Psychologie in Theorie und Praxis (pp. 213-219). Göttingen: Hogrefe.

Rheinberg, F., Manig, Y., Kliegl, R., Engeser, S. & Vollmeyer, R. (2007). Flow bei der Arbeit, doch Glück in der Freizeit. Zielausrichtung, Flow und Glücksgefühle [Flow during work but happiness during leisure time: Goals, flow experience, and happiness]. Zeitschrift für Arbeits- und Organisationspsychologie, 51, 105-115.

Engeser, S., Wendland, M., Rheinberg, F. (2006). Nonconscious activation of behavioral goals: a methodologically refined replication. Psychological Report, 99, 963-970.

Engeser, S., Rheinberg, F., Vollmeyer, R. & Bischoff, J. (2005). Motivation, Flow-Erleben und Lernleistung in universitären Lernsettings [Motivation, flow-experience, and performance in learning settings at universities]. Zeitschrift für Pädagogische Psychologie, 19, 159-172.

Engeser, S. (2005). Lernmotivation und volitionale Handlungssteuerung: eine Längsschnitt-untersuchung beim Statistik Lernen im Psychologiestudium [Learning motivation and volitional action regulation: a longitudinal study on learning elementary statistics]. Verfügbar unter: opus.kobv.de/ubp/volltexte/2005/240/pdf/ENGESER.PDF

Engeser, S. & Vollmeyer, R. (2005). Tätigkeitsanreize und Flow-Erleben [Action incentives and flow experience]. In R. Vollmeyer & J. C. Brunstein (Hg.), Motivationspsychologie und ihre Anwendungen (S. 59-71).Stuttgart: Kohlhammer.

Rheinberg, F., Vollmeyer, R. & Engeser, S. (2003). Die Erfassung des Flow-Erlebens [The assessment of flow experience]. In J. Stiensmeier-Pelster & F. Rheinberg (Hrsg.). Diagnostik von Motivation und Selbstkonzept (S. 261-279). Göttingen: Hogrefe.

Schweer, M. & Engeser, S.H. (2001). Die Popularität von Mystery-Serien: Empirische Befunde zur Bedeutung des Kontrollbedürfnisses für das Rezipientenverhalten. In M. Schweer (Hrsg.), Aktuelle Aspekte medienpädagogischer Forschung (S. 87-101). Wiesbaden: Westdeutscher Verlag.

Schweer, M. & Engeser, S. (2000). Die Popularität von Mysterie-Serien: Macht und Ohnmacht oder das Spiel mit dem Bedürfnis nach Kontrolle. Das Beispiel "Akte X". Medien praktisch, 24, 48-51.