Staff profile

Stephanie Lichtenfeld is an Honorary Fellow at the School of Education, Durham University. She received her PhD (2008) in Psychology from Ludwig Maximilian University (LMU) Munich, Germany. She held a senior lecturer position at the LMU as well as a postdoctoral position at the University of Rochester, NY before joining Durham University in 2017.

Stephanie’s research focuses primarily on motivation and emotion specifically in the academic domain. She is interested in antecedents and outcomes of emotions, emotion regulation, and the interplay between emotions, motivation, and achievement. In addition, she is interested in the topic of forgiveness.

• Emotion
• Emotion Regulation
• Motivation
• Elementary School Students
• Wellbeing
• Forgiveness

Chapter in book

• Lichtenfeld, S., & Stupnisky, R. H. (2013). Elementary school students' achievement emotions: Influences of gender and relations to motivation and achievement. In L. Zhang, & J. Chen (Eds.), Academic Achievement: Predictors, Learning Strategies and Influences of Gender (33-62). Nova Science Publishers

Journal Article

• Tracey, D., Morin, A. J. S., Pekrun, R., Arens, A. K., Marayama, K., Litchenfeld, S., Frenzel, A. C., Goetz, T., & Maiano, C. (2020). Mathematics Motivation in Students with Low Cognitive Ability: A Longitudinal Study of Motivation and Relations with Effort, Self-Regulation, and Grades. American Journal on Intellectual and Developmental Disabilities, 125(2), 125-147. https://doi.org/10.1352/1944-7558-125.2.125
• Thorstenson, C., Pazda, A., & Lichtenfeld, S. (2020). Facial blushing influences perceived embarrassment and related social functional evaluations. Cognition and Emotion, 34(3), 413-426. https://doi.org/10.1080/02699931.2019.1634004
• Lichtenfeld, S., Maier, M., Buechner, V., & Fernández Capo, M. (2019). The Influence of Decisional and Emotional Forgiveness on Attributions. Frontiers in Psychology, 10, Article 1425. https://doi.org/10.3389/fpsyg.2019.01425
• Raccanello, D., Brondino, M., Moè, M., Stupnisky, R., & Lichtenfeld, S. (2019). Enjoyment, Boredom, Anxiety in Elementary Schools in Two Domains: Relations with Achievement. The Journal of Experimental Education, 87(3), 449-469. https://doi.org/10.1080/00220973.2018.1448747
• Ringeisen, T., Lichtenfeld, S., Becker, S., & Minkley, N. (2019). Stress experience and performance during an oral exam: the role of self-efficacy, threat appraisals, anxiety, and cortisol. Anxiety, Stress & Coping, 32(1), 50-66. https://doi.org/10.1080/10615806.2018.1528528
• Lichtenfeld, S., Maier, M., Buechner, V., & Elliot, A. (2018). Ambient Green and Creativity. Creativity Research Journal, 30(3), 305-309. https://doi.org/10.1080/10400419.2018.1488197
• Buechner, V. L., Pekrun, R., & Lichtenfeld, S. (2018). The Achievement Pride Scales (APS). European Journal of Psychological Assessment, 34(3), 181-192. https://doi.org/10.1027/1015-5759/a000325
• Pekrun, R., Lichtenfeld, S., Marsh, H., Murayama, K., & Goetz, T. (2017). Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. Child Development, 88(5), 1653-1670. https://doi.org/10.1111/cdev.12704
• Katrin, A., Marsh, H., Pekrun, R., Lichtenfeld, S., Murayama, K., & Vom Hofe, R. (2017). Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks. Journal of Educational Psychology, 109(5), 621-634. https://doi.org/10.1037/edu0000163
• Marsh, H., Pekrun, R., Parker, P., Murayama, K., Guo, J., Dicke, T., & Lichtenfeld, S. (2017). Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores. Journal of Educational Psychology, 109(3), 425-438. https://doi.org/10.1037/edu0000144
• Murayama, K., Pekrun, R., Suzuki, M., Marsh, H., & Lichtenfeld, S. (2016). Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics. Journal of Personality and Social Psychology, 111(5), 766-779. https://doi.org/10.1037/pspp0000079
• Marsh, H., Pekrun, R., Lichtenfeld, S., Guo, J., Arens, A., & Murayama, K. (2016). Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept. Developmental Psychology, 52(8), 1273-1290. https://doi.org/10.1037/dev0000146
• Elliot, A., Aldhobaiban, N., Kobeisy, A., Murayama, K., Gocłowska, M., Lichtenfeld, S., & Khayat, A. (2016). Linking social interdependence preferences to achievement goal adoption. Learning and Individual Differences, 50, 291-295. https://doi.org/10.1016/j.lindif.2016.08.020
• Stupnisky, R., Pekrun, R., & Lichtenfeld, S. (2016). New faculty members' emotions: a mixed-method study†. Studies in Higher Education, 41(7), 1167-1188. https://doi.org/10.1080/03075079.2014.968546
• Balaguer, A., Monforte-Royo, C., Porta-Sales, J., Alonso-Babarro, A., Altisent, R., Aradilla-Herrero, A., Bellido-Pérez, M., Breitbart, W., Centeno, C., Cuervo, M., Deliens, L., Frerich, G., Gastmans, C., Lichtenfeld, S., Limonero, J., Maier, M., Materstvedt, L., Nabal, M., Rodin, G., Rosenfeld, B., …Voltz, R. (2016). An international consensus definition of the wish to hasten death and its related factors. PLoS ONE, 11(1), Article e0146184. https://doi.org/10.1371/journal.pone.0146184
• Elliot, A., Murayama, K., Kobeisy, A., & Lichtenfeld, S. (2015). Potential-based achievement goals. British Journal of Educational Psychology, 85(2), 192-206. https://doi.org/10.1111/bjep.12051
• Lichtenfeld, S., Buechner, V., Maier, M., & Fernández-Capo, M. (2015). Forgive and forget: Differences between decisional and emotional forgiveness. PLoS ONE, 10(5), Article e0125561. https://doi.org/10.1371/journal.pone.0125561
• Kuhbandner, C., Spitzer, B., Lichtenfeld, S., & Pekrun, R. (2015). Differential binding of colors to objects in memory: Red and yellow stick better than blue and green. Frontiers in Psychology, 6, Article 231. https://doi.org/10.3389/fpsyg.2015.00231
• Kuhbandner, C., Vogel, C., & Lichtenfeld, S. (2015). Switching from approach to withdrawal is easier than vice versa. Cognition and Emotion, 29(7), 1168-1184. https://doi.org/10.1080/02699931.2014.969197
• Buechner, V., Maier, M., Lichtenfeld, S., & Elliot, A. (2015). Emotion Expression and Color: Their Joint Influence on Perceived Attractiveness and Social Position. Current Psychology, 34(2), 422-433. https://doi.org/10.1007/s12144-014-9266-x
• Buechner, V., Maier, M., Lichtenfeld, S., & Schwarz, S. (2014). Red - Take a closer look. PLoS ONE, 9(9), Article e108111. https://doi.org/10.1371/journal.pone.0108111
• Murayama, K., Pekrun, R., Lichtenfeld, S., & vom Hofe, R. (2013). Predicting long-term growth in students' mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, 84(4), 1475-1490. https://doi.org/10.1111/cdev.12036
• Maier, M., Elliot, A., Lee, B., Lichtenfeld, S., Barchfeld, P., & Pekrun, R. (2013). The influence of red on impression formation in a job application context. Motivation and Emotion, 37(3), 389-401. https://doi.org/10.1007/s11031-012-9326-1
• Lichtenfeld, S., Elliot, A., Maier, M., & Pekrun, R. (2012). Fertile Green: Green Facilitates Creative Performance. Personality and Social Psychology Bulletin, 38(6), 784-797. https://doi.org/10.1177/0146167212436611
• Lichtenfeld, S., Pekrun, R., Stupnisky, R., Reiss, K., & Murayama, K. (2012). Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES). Learning and Individual Differences, 22(2), 190-201. https://doi.org/10.1016/j.lindif.2011.04.009
• Kuhbandner, C., Lichtenfeld, S., & Pekrun, R. (2011). Always Look on the Broad Side of Life: Happiness Increases the Breadth of Sensory Memory. Emotion, 11(4), 958-964. https://doi.org/10.1037/a0024075
• Elliot, A., Niesta Kayser, D., Greitemeyer, T., Lichtenfeld, S., Gramzow, R., Maier, M., & Liu, H. (2010). Red, Rank, and Romance in women viewing men. Journal of Experimental Psychology: General, 139(3), 399-417. https://doi.org/10.1037/a0019689
• Lichtenfeld, S., Maier, M., Elliot, A., & Pekrun, R. (2009). The semantic red effect: Processing the word red undermines intellectual performance. Journal of Experimental Social Psychology, 45(6), 1273-1276. https://doi.org/10.1016/j.jesp.2009.06.003
• Maier, M., Elliot, A., & Lichtenfeld, S. (2008). Mediation of the negative effect of red on intellectual performance. Personality and Social Psychology Bulletin, 34(11), 1530-1540. https://doi.org/10.1177/0146167208323104