• Experience of autonomy during classes
• Attention during classes
• Implicit theories about willpower
• The fit between implicit motives and environmental factors

• 2017: Conferment of the Doctor of Philosophy (PhD) by the Faculty of Human Sciences at the University of Bern
• 2014: Master of Science in Psychology, University of Zurich
• 2011: Bachelor of Science in Psychology, University of Zurich

Peer-reviewed journal articles

• Alp Christ, A., Capon-Sieber, V., Grob, U. & Praetorius, A.-K. (2022).Learning processes and their mediating role between teaching quality and student achievement: A systematic review. Studies in Educational Evaluation, 75 (101209). https://doi.org/10.1016/j.stueduc.2022.101209
• Capon-Sieber, V., Köhler, C., Christ, A. A., Helbling, J., & Praetorius, A. K. (2022). The role of relatedness in the motivation and vitality of university students in online classes during social distancing. Learning in times of COVID-19: Students’, Families’, and Educators’ Perspectives. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.702323
• Thommen, D., Sieber, V., Grob, U. & Praetorius, A.-K. (2021). Teachers’ motivational profiles and their longitudinal associations with teaching quality. Learning and Instruction, 101514. https://doi.org/10.1016/j.learninstruc.2021.101514
• Compagnoni, M., Sieber, V., & Job, V. (2020). My Brain Needs a Break: Kindergarteners’ Willpower Theories Are Related to Behavioral Self-Regulation. Frontiers in Psychology, 11, 3567.
• Francis, Z., Sieber, V. & Job, V. (2019). You seem tired, but so am I: Willpower theories and intention to provide support in romantic relationships. Journal of Social and Personal Relationships, 1–20. doi:10.1177/0265407519877238
• Wolff, W., Sieber, V., Bieleke, M. & Englert, C. (2019). Task Duration and Task Order do not Matter: No Effect on Self-Control Performance. Psychological Research. doi:10.1007/s00426-019-01230-1
• Sieber, V., Flückiger, L., Mata, J., Bernecker, K. & Job, V. (2019). Autonomous Goal Striving Promotes a Nonlimited Theory About Willpower. Personality and Social Psychology Bulletin, 1–13. doi:10.1177/0146167218820921
• Job, V., Sieber, V., Rothermund, K. & Nikitin, J. (2018). Age differences in implicit theories about willpower: Why older people endorse a nonlimited theory. Psychology and aging33(6), 940. doi:10.1037/pag0000285
• Schüler, J., Guidon, L., Hofstetter, D., Sieber, V. & Wegner, M. (2017). Affilation-related goal instructions – The secret of sporting success for affiliation motivated individuals. International Journal of Sport Psychology.
• Sieber, V., Wegner, M. & Schüler, J. (2016). Autonomie als Prädiktor intrinsischer Motivation im Schulsport: Eine Person × Situation-Perspektive. Zeitschrift für Gesundheitspsychologie, 24(4), 162–168. doi:10.1026/0943-8149/a000166
• Sieber, V., Schüler, J. & Wegner, M. (2016). The effects of autonomy support on salivary alpha-amylase: The role of individual differences. Psychoneuroendocrinology, 74, 173–178. doi:10.1016/j.psyneuen.2016.09.003
• Sieber, V. & Mempel, G. (2015). Der prognostische Wert von impliziten Motiven für die Talentdiagnostik im Schwimmsport: Die moderierende Rolle unbewusster Impulskontrolle. Zeitschrift für Sportpsychologie, 22(1), 46–56. doi:10.1026/1612-5010/a000136

Monographs and publisher’s editions

There are no further details to date.

Book chapters and other publications (* peer-reviewed)

• Sieber, V., Hüppi, R., & Praetorius A.-K. (2020). Motivation and well-being of university students and teachers during social isolation due to COVID-19: Interim Report. doi: 10.5281/zenodo.3975695

• Elbe, A.-M. & Sieber, V. (2020). Motivation und Volition. In J. Munzert, M. Raab, & B. Strauß (Hrsg.), Standards Psychologie. Sportpsychologie: Ein Lehrbuch (1. Aufl., S. 222–245). Stuttgart: W. Kohlhammer Verlag.
• Wegner, M., Sieber, V. & Schüler, J. (2014). Implicit Motives of Elite Athletes, Sport Students, and Non-Sport Students: Power, Affiliation, and Achievement. In R. Morrisson (Ed.), Motivation: Psychology, Strategies and Impact on Performance (pp. 109–124). New York: Nova Publishers.
• Süss, D., Waller, G., Häberli, R., Luchsinger, S., Sieber, V., Suppiger, I. & Willemse, I. (2008). Der Zugang Jugendlicher zur Filmkultur. Schweizer Jugendliche im Umgang mit Medien, mit einem besonderen Fokus auf Film und Kino. Zürich: ZHAW – Departement Angewandte Psychologie und ARF/ FDS.

Posters

There are no further details to date.

Invited Lectures

• Sieber, V.,  Motivation und Wohlbefinden im Online-Unterricht. Brainfair Zurich, 18 March 2021 (online).

Conference contributions

• Alp Christ, A., Capon-Sieber, V., Köhler, C., & Praetorius, A.-K. (2023, März). Der Zusammenhang zwischen Unterrichtsqualität und Schüleroutcomes: Die vermittelnde Rolle der Nutzung von Lerngelegenheiten. Vortrag am Kongress der Gesellschaft für empirische Bildungsforschung (GEBF), Essen (D). (Geteilte Erstautorenschaft, Beitrag Vorgestellt durch V. Capon-Sieber)
• Thommen, D., Hüppi, R. Capon-Sieber, V. & Praetorius, A.K. (2022, März). Effekte von Breakout-Räumen auf die Motivation von Studierenden im Onlineunterricht. Vortrag am Kongress der Gesellschaft für empirische Bildungsforschung (GEBF), Bamberg (D)
• Compagnoni, M., Capon-Sieber, V. & Job, V. (2022). Is it okay to be a couch potato? The transmission of willpower theories from parents to children. 17th International Conference on Motivation (ICM), Dresden. (Geteilte Erstautorenschaft, Beitrag Vorgestellt durch M. Compagnoni)
• Capon-Sieber, V., Köhler, C., Alp Christ, A., Helbling, J., & Praetorius, A.-K. (2021, September). The role of relatedness in online courses during social distancing. Vortrag auf der European Association for Research on Learning and Instruction, EARLI, (online)
• Compagnoni, M., Sieber, V. & Job, V. (2021, September). My brain needs a break: Children’s willpower theories are related to behavioral self-regulation, Vortrag auf der European Association for Research on Learning and Instruction, EARLI, (online)
• Thommen, D., Sieber, V., Grob, U. & Praetorius, A.-K. (2021, August). Teachers' motivational profiles and their longitudinal associations with teaching quality? Vortrag auf der European Association for Research on Learning and Instruction, EARLI, (online)
• Thommen, D., Sieber, V., Grob, U. & Praetorius, A.-K. (2020, September). Does high quality teaching require motivated teachers? Vortrag auf der European Association for Research on Learning and Instruction (EARLI), SIG 18, Freiburg, Deutschland (Conference cancelled due to COVID-19)
• Alp Christ, A., Sieber, V., & Praetorius, A.-K. (2020, September). Measurement and Operationalizations of Students Learning Activities: A Systematic Review. Poster presentation accepted at European Association for Research on Learning and Instruction (EARLI) SIG 18, Freiburg, Deutschland (Conference cancelled due to COVID-19)
• Alp Christ, A., Sieber, V., & Praetorius, A.-K. (2020, July). Learning activities as mediators: Systematic review of how teaching quality affects student outcomes. Poster presentation accepted at European Association for Research on Learning and Instruction (JURE), Porto, Portugal (Conference cancelled due to COVID-19)
• Alp Christ, A., Sieber, V., & Praetorius, A.-K. (2020, September). Measurement and Operationalizations of Students Learning Activities: A Systematic Review. Poster presentation accepted at European Association for Research on Learning and Instruction (EARLI) SIG 18, Freiburg, Deutschland (Conference cancelled due to COVID-19)
• Compagnoni, M., Sieber, V., & Job, V. (2020). My brain needs a break: Children’s willpower theories are related to behavioral self-regulation. Talk accepted at SIG 8 Meets SIG 16, Dresden, Deutschland (Conference cancelled due to COVID-19).
• Sieber, V., Grob, U., & Praetorius, A.-K. (2020, September). Attention trajectories during a lesson. Talk accepted at European Association for Research on Learning and Instruction (EARLI) SIG 18, Freiburg, Deutschland (Conference cancelled due to COVID-19)
• Thommen, D., Sieber, V., Grob, U. & Praetorius, A.-K. (2020, September). Does high quality teaching require motivated teachers? Talk at the European Association for Research on Learning and Instruction (EARLI), SIG 18, Freiburg, Deutschland (Conference cancelled due to COVID-19)
• Sieber, V., Grob, U. & Praetorius, A.-K. (2019, Februar). Eine Untersuchung zum Verlauf von Aufmerksamkeit im Unterricht. Talk at the 7. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF), Köln, Deutschland.
• Sieber, V., Schüler, J. & Wegner, M. (2018, August). Differential effects of autonomy support on salivary alpha-amylase. Talk at the EARLI SIG 18 & 23 conference, the Netherlands.
• Sieber, V., Flückiger, L., Mata, J., Bernecker, K. & Job, V. (2017). Autonomous goal striving promotes a nonlimited belief about willpower. Talk at the 15^th Congress of the Swiss Psychological Society, 4^th-5^th September, University of Lausanne, Switzerland.
• Sieber, V., Flückiger, L., Mata, J., Bernecker, K. & Job, V. (2017). Autonomous goal striving promotes a nonlimited belief about willpower. Talk at the 50^th EASP general meeting, Granada, Spain.
• Sieber, V. & Englert, C. (2017). Are autonomous self-control affordances less depleting? Investigating the moderating role of the autonomy motive. Talk at the 49^th ASP convention, Bern, Switzerland.
• Schüler, J.*, Sieber, V. & Wegner, M. (2016, Mai). Autonomieunterstützende Sportumwelten sind gut – aber nicht für Alle: Die moderierende Rolle des Autonomiemotivs. Talk at the 48^th ASP convention, Münster, Germany.
• Sieber, V., Schüler, J. & Wegner, M. (2016, February). Individual differences in the need for autonomy moderate effects of autonomy support on salivary alpha amylase. Talk at the 8th SGS Conference, Bern, Switzerland.
• Schüler, J., Sieber, V. & Wegner, M. (2015, September). Achievement, affiliation, and autonomy motives as moderators of basic need satisfaction effects on motivation and well-being in various sport contexts. Talk at the 14^th Congress of the Swiss Psychological Society, 8^th-9^th September, University of Geneva, Switzerland.
• Schüler, J.*, Sieber, V. & Wegner, M. (2015, July). Implicit motives and basic needs as predictors of motivation and well-being in various sport contexts. Talk at the 14^th European Congress of Sport Psychology, Bern, Switzerland.
• Sieber, V. & Schüler, J. (2015, May). Autonomy Support in Sport – A Differential Perspective. Talk at the 8^th Annual Meeting of the Society for the Study on Motivation, New York, USA.
• Sieber, V. & Schüler, J. (2015, May). Autonomy Support in Sport – A Differential Perspective. Talk at the 27^th American Psychological Society (APS) convention, New York, USA.
• Schüler, J., Sieber, V. & Wegner, M. (2015, May). The success of coaching instructions that fit: Motive-goal congruence as a predictor of well-being, motivation, and performance in sports. Talk at the 47^th ASP convention, Freiburg (Breisgau), Germany.
• Sieber, V. & Schüler, J. (2015, February). Beneficial effects of autonomy support and autonomy need satisfaction in military sports. Talk at the 7^th SGS Conference, Lausanne, Switzerland.
• Sieber, V., Job, V., Bernecker, K., Rasch, B., Friese, M. & Keil, A. (2014, September). Anstrengung bei wiederholter Selbstkontrolle: Effekte impliziter Theorien der Willenskraft auf Herzratenvariabilität. Talk at the 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPS), Bochum, Deutschland.

ResearchGate