PD Dr. habil. Anja Schiepe-Tiska
Research associate

Phone: +
Room: 220
Hours: on appointment
Mail: Anja Schiepe Tiska


Academic career

  • Associate researcher Centre for International Student Assessment (ZIB) TUM School of Education, Technical University of Munich, Germany (since 01/2011)
  • Visiting research scholar National Taiwan Normal University, Department of Mathematics, Taipeh, Taiwan (04/2016 – 05/2016)
  • Visiting research scholar Educational Testing Service (ETS), Center for Academic and Workforce Readiness and Success, Princeton, USA (05/2015 – 07/2015)
  • Visiting research scholar Erasmus Universität Rotterdam, Department of Organisation and Personnel Management, Rotterdam School of Management, Netherlands (03/2010 – 04/2010)
  • Associate researcher Chair of Psychology (Motivational Psychology) TUM School of Management, Technical University of Munich, Germany (04/2008 – 12/2010)


  • Habilitation at the TUM School of Education, Technical University of Munich, Teaching qualification for education/educational psychology, Topic: "Multidimensional educational goals in international Large-Scale Assessments: Conceptualization, development and determining conditions in the context of STEM subjects" (2019)
  • PhD at the Chair of Psychology, TUM School of Management, Technical University of Munich, Germany Topic: "In the power of flow: The impact of implicit and explicit motives on flow experience with a special focus on the power domain" (2013)
  • Trainer qualification (DVWO certified Arbeitsgesellschaft Bildung Beruf e.V., Pößneck (2008)
  • Study of Psychology (Dipl.-Psych. equivalent to M.Sc.) at the University of Potsdam, Germany (2004 – 2008)

Research Interests

  • Interplay and development of multidimensional educational goals (cognitive, motivational-affective, socio-emotional)
  • Educational processes in schools and teaching quality
  • Assessing competencies and competence development of students
  • Educational monitoring and transfer
  • Motives and flow-experience
  • Methods of culturally comparable assessments, testmotivation, and innovative assessments (e.g. Experience Sampling-Method, Eye-Tracking, Physiology)

Current Projects

Selected Publications

  • Forbes, C. T., Neumann, K. & Schiepe-Tiska, A. (2020). Patterns of inquiry-based science instruction and student science achievement in PISA 2015. International Journal of Science Education, 42, 783–806. https://doi.org/10.1080/09500693.2020.1730017➚ (shared first author ship)
  • Strohmaier, A. R., Schiepe-Tiska, A. & Reis, K. M. (2020). A comparison of self-reports and electrodermal activity as indicators of mathematics state anxiety. Frontline Learning Research, 8, 16–32. https://doi.org/10.14786/flr.v8i1.427➚
  • Strohmaier, A. R., Schiepe-Tiska, A., Chang, Y.-P., Müller, F., Lin, F.-L., & Reiss, K. M. (2019). Comparing eye movements during mathematical word problem solving in Chinese and German. ZDM, 42, 45-58. doi.org/10.1007/s11858-019-01080-6
  • Schiepe-Tiska, A. (2019). School tracks as differential learning environments moderate the relationship between teaching quality and multidimensional learning goals in mathematics. Frontiers in Education, 4(4). https://doi.org/10.3389/feduc.2019.00004➚
  • Schiepe-Tiska, A., Rönnebeck, S., Heitmann, P., Schöps, K., Prenzel, M. & Nagy, G. (2017). Die Veränderung der naturwissenschaftlichen Kompetenz von der 9. zur 10. Klasse bei PISA und den Bildungsstandards unter Berücksichtigung geschlechts- und schulartspezifischer Unterschiede sowie der Zusammensetzung der Schülerschaft [Changes in science competencies from 9th to 10th grade in PISA and the German Educational Standards taking into account gender and schooltrack specific differences as well as students‘ composition]. Zeitschrift für Erziehungswissenschaft, 20(S2), 151–176. https://doi.org/10.1007/s11618-017-0754-2➚
  • Kuger, S., Klieme, E., Lüdtke, O., Schiepe-Tiska, A. & Reiss, K. (2017). Mathematikunterricht und Schülerleistung in der Sekundarstufe: Zur Validität von Schülerbefragungen in Schulleistungsstudien [Student learning in secondary school mathematics classrooms: On the validity of student reports in international large-scale studies]. Zeitschrift für Erziehungswissenschaft, 20(S2), 61–98. https://doi.org/10.1007/s11618-017-0750-6➚


Complete Publication Record as pdf-file

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