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Anna K. Nishen

Anna

Division of Educational Research, with Particular Consideration of Heterogeneity and Education

Researcher

Address
Habelschwerdter Alle 45
Room KL23 / 228
14195 Berlin
Office
Henriette Swiatek
Henriette Swiatek

Personal Information

  • Since 09/2019: Research associate at Freie Universität Berlin, Department of Education and Psychology, Division of Education Research/Heterogeneity and Education
  • 2017–2019: Master’s degree program in Behavioural Science, Radboud University Nijmegen (Netherlands)
  • 2013–2017: Bachelor’s degree program in psychology, Universität Mannheim

Articles in Journals and Book chapters

Papers and Congressional articles

Articles in Journals and Book chapters

2022 / In press / Accepted

  • Kessels, U. & Nishen, A.K. (in press). Shifting Standards und positiver Feedback-Bias: Wenn negative Stereotype zu positiveren Urteilen führen.[Shifting standards and The Positive Feedback Bias: When negative stereotypes lead to more positive judgments]. In S. Glock (Ed.): Stereotype in der Schule II: Ursachen und Interventionen. Springer.

  • Nishen, A.K., Corcoran, K., Holder, K. & Kessels, U. (2022). When ethnic minority students are judged as more suitable for the highest school track: A shifting standards experiment. European Journal of Psychology of Education. http://doi.org/10.1007/s10212-021-00595-5

  • Nishen, A.K. & Kessels, U. (2022). Non-communicated judgments of, vs. feedback on, students’ essays: Is feedback inflation larger for students with a migration background? Social Psychology of Education, 25, 1-31. https://doi.org/10.1007/s11218-021-09674-3
  • Streck, H., Nishen, A.K. & Kessels, U. (2022). Instrumentality gives girls the edge: Gender-differential relationships between instrumentality, achievement motivation, and self-esteem. Sex Roles, 86, 379-394. https://doi.org/10.1007/s11199-021-01270-1

2021

  • Kessels. U. & Nishen, A.K. (2021). Positiver Feedback-Bias gegenüber Schülern und Schülerinnen mit Migrationshintergrund. Können negative Stereotype zu positiverem Feedback führen? [Positive Feedback Bias toward immigrant students. Can negative stereotypes lead to more positive feedback?]. Praxis Schulpsychologie, Issue 29.

  • Marksteiner, T., Nishen, A. K., & Dickhäuser, O. (2021). Students’ Perception of Teachers’ Reference Norm Orientation and Cheating in the Classroom. Frontiers in Psychology, 12, Article 614199. https://doi.org/10.3389/fpsyg.2021.614199

2020

  • Kessels, U., Nishen, A.K. & Schieck, D. (2020). Segregation und Zugehörigkeitsgefühl in heterogenen Klassen. [Segregation and sense of belonging in heterogeneous classes]. In D. Raufelder und G. Hagenauer (Eds.) Soziale Eingebundenheit (pp. 99-112). Waxmann.

Papers and Congressional articles

2022

  • Kessels, U., Holder K., Nishen, A.K., & Corcoran, K. (2022, March). Shifting Standards bei der Bewertung negativ stereotypisierter Gruppen [Shifting standards in the evaluation of negatively stereotyped groups]. [Paper presentation]. 9th Conference of the Society for Empirical Educational Research, Bamberg, Germany.
  • Nishen, A. K., & Kessels, U. (2022, March). Experimental evidence for feedback inflation and the Positive Feedback Bias: Judgments of vs. feedback to students with German and Turkish names. [Paper presentation]. Conference of Experimental Psychologists, Cologne, Germany.

  • Nishen, A. K., Schieck, D., & Kessels, U. (2022, March). Sorgen von Lehramtsstudierenden zum Umgang mit ethnisch-kultureller Heterogenität [Concerns of teacher students regarding the handling of ethnic-cultural heterogeneity]. [Paper prasentation] 9th Conference of the Society for Empirical Educational Research, Bamberg, Deutschland. https://gebf2022.de/GEBF2022_Tagungsband_01-03-22.pdf

2021

  • Nishen, A.K., Corcoran, K., Holder, K., & Kessels, U. (2021, August). Surprisingly good? The role of shifting standards in school tracking recommendations for boys and girls with and without a migration background [Paper presentation]. 3rd Cultural Diversity, Migration, and Education Conference, Potsdam, Germany.

  • Nishen, A. K., & Kessels, U. (2021, March). Feedback vs. Beurteilungen: Geben Lehramtsstudierende übermäßig positives Feedback eher an Schüler mit türkischem Migrationshintergrund? [Feedback vs. evaluations: Do teacher students give overly positive feedback more readily to students with a Turkish migration background?]. [Paper presentation]. Conference of the Berlin Interdisciplinary Education Research Network, Berlin, Germany.
  • Nishen, A. K., & Kessels, U. (2021, May). Thinking too much? Pre-service teachers give overly positive feedback to ethnic minority students [Paper presentation]. EARLI SIG-16 Metacognition online conference.

  • Nishen, A. K., & Kessels, U. (2021, August). Evaluating vs. Giving Feedback: Is Feedback Inflation Larger for Ethnic Minority Students? [Paper presentation]. EARLI 2021 online conference, Gothenburg, Sweden.

  • Nishen, A. K., & Kessels, U. (2021, September). Angst zu kritisieren? Positiver Bias beim Feedback an Schüler mit und ohne Migrationshintergrund [Paper presentation; Afraid to criticize? The Positive Feedback Bias in feedback to students with and without a migration background]. [Paper presentation] 18th Conference of the Fachgruppe Pädagogische Psychologie of the German Psychological Society, Heidelberg, Germany.

  • Nishen, A. K., Schieck, D., & Kessels, U. (2021, August). Would that be racist? Constructing a scale on teacher students’ concerns about cross-ethnic teaching [Roundtable presentation]. JURE 2021 online conference, Gothenburg, Sweden.

  • Streck, H., Nishen, A. K., & Kessels, U. (2021, September). Maskulinität und Leistungsmotivation: Direkte und Indirekte Wege [Masculinity and achievement motivation: Direct and indirect paths] [Paper presentation]. 18th Conference of the Fachgruppe Pädagogische Psychologie of the German Psychological Society, Heidelberg, Germany.

2019

  • Nishen, A. K., Burk, W., & Cillessen, A. T. H. (2019, March). Friendship influence across transitions: Predicting early adult mental health from friends’ mental health in adolescence. In B. Laursen (Chair), Peer influence: New methods for unpacking longitudinal effects. [Symposium] Biennial meeting of the Society for Research on Child Development, Baltimore, MD.

2017

  • Nishen, A. K., Marksteiner, T., & Dickhäuser, O. (2017, March). Warum mogeln Schüler? Effekte der Bezugsnormorientierung von Lehrkräften auf Mogelverhalten [Why do students cheat? Effects of teachers‘ reference norm orientations on cheating]. [Poster presentation] 5th conference of the Society for Empirical Educational Research 2017, Heidelberg, Germany.

2016

  • Brady, G., Hammer, L., Preston, O., & Nishen, A. K. (2016, May). Combat experiences, personality, Iso-strain and sleep quality affect posttraumatic stress among working post-9/11 veterans. [Poster presentation] 4th Annual Student Research Symposium, Portland State University, Portland, OR..
  • Nishen, A. K., Preston, O., Brule, H., & the Learning. Garden Assessment Group (2016, May). Predicting Academic Motivation: Contextual Supports for Diverse Students’ Engagement and Everyday Resilience . [Poster presentation] Annual Conference of the Oregon Psychological Association 2016, Portland, OR.