Dr. Michaela Katstaller
Senior Scientist
Paris Lodron University Salzburg | Department of Education
Erzabt-Klotz-Straße 1, 5020 Salzburg
Tel.: +43 (0)662 / 8044 – 7302
Fax.: +43 (0) 662 / 8044 – 141
E-Mail: michaela.katstaller.plus.ac.at
Room: 2.235, Unipark Nonntal, 2nd Floor
Consultation hours: by appointment in advance by email
Short vita:
Dr. Michaela Katstaller is a Senior Scientist at the Department of Educational Science at the Paris Lodron University of Salzburg. Michaela Katstaller studied Educational Science with a focus on evaluation at the Paris Lodron University of Salzburg. In 2001/2002 she spent a year studying at Duke University (North Carolina, USA). She received her doctorate from Paris Lodron University in 2017 and is currently assigned to the Quantitative Research Methods working group.
Main research areas:
- Empirical educational research
- Youth research
- Longitudinal modeling in structural equation models
- Professional competence of (prospective) teachers
- Person-oriented research
Publications (selected):
- Eder, A. M., Katstaller, M., & Gniewosz, B. (2023). A person-centered perspective on the relationship between career choice motivation and goal orientations of student teachers. Journal of Educational Science. 26, 875-889. https://doi.org/10.1007/s11618-023-01165-9
- Gniewosz, G., Katstaller, M., & Gniewosz, B. (2022). Adolescents’ psychological adjustment during challenging times: The role of mothers’, fathers’, and adolescents’ ratings of parental warmth. Developmental Psychology, 112-127. http://dx.doi.org/10.1037/dev0001473
- Eder, A. M., Gniewosz, B., & Katstaller, M. (2021). Why do you want to become a teacher? A person-oriented approach. In M. Carmignola & D. Martinek (Eds.), Personality – Motivation – Development. Festschrift for Franz Hofmann. (pp. 289-308). Dr. Kovač.
- Nagele, F., Katstaller, M., & Greiner, U. (2021). Assessments of text differences by student teachers: A study using the example of texts on dealing with (performance) heterogeneity. Journal of Educational Science. https://doi.org/10.1007/s11618-021-01048-x
