Courses at the UZH


Current courses






Pedagogical diagnostic and productive communication on students’ special learning processes


from 20.09.2022

to 20.12.2022

(hybrid: online with on-site sequences)

Tue 12:15-13:45


Teacher Collaboration and Digital Competencies

from 20.09.2022

to 20.12.2022

(hybrid: online with on-site sequences)

Tue 14:00-15:45


Past courses

  • Overcoming challenges as a teacher - dealing with stress, emotions and conflicts in everyday school life (seminar, since Fall 2017)
  • „Is my child gifted?“ - Productive communication on students’ special learning processes in parent-teacher conferences (seminar, Fall 2016 to Fall 2019)
  • Experience-Sampling Studies – background, application areas and evaluation methods (PhD module, Fall 2016)
  • Designing classroom discourse conducive to learning (seminar, co-teaching – led by Prof. Dr. Fritz Staub, Spring 2016)

Research Areas

  • Motivational and affective aspects of teachers' professional competencies (e.g., teacher emotions, emotion regulation, enthusiasm, self-efficacy)
  • Emotional exhaustion among teachers
  • Mentoring & Coaching during the teaching practicum
  • Design and evaluation of teacher professional development programs
  • Motivation and motivational development in students
  • Dealing with heterogeneity in the classroom

Research projects

ZudiKo - Zusammenarbeit und digitale Kompetenzen in (Hoch-)Schule und Unterricht

Development of a virtual learning environment to promote digital competencies among prospective teachers in the context of collaboration in lesson planning, delivery and reflection.

Project funded within the framework of the Lehrkredit of the University of Zurich

Duration: 2021-2022

Project management

EMMA - Entwicklung der Motivation an Maturitätsschulen

Longitudinal analysis of the development of Swiss-German students' motivation in upper-secondary schools in the subjects German, English, French, and mathematics.

Project funded by the Association of Swiss Gymnasium Teachers

Duration: January 2019 to May 2020

Project management

„COPRA – Coaching im Praktikum“

Investigation of the implementation and effectiveness of different support elements in the teaching practicum.

Lead Agency Project funded by SNF and DFG (Project No. 159505).

Duration: April 2016 until August 2020

Project coordinator 

„Structure and Antecedents of Academic Emotions”

Longitudinal study of emotions (trait and state) and their antecedents (e.g., teaching quality) in learning and performance contexts in four different subjects

Project funded by the SNF (project no. 131713)

Duration: October 2011 until August 2015

Project leader 

„Power of Difference“

Promotion of individualized teaching at Matura schools through the use of teaching assistants and coaches

Evaluation project/model project supported by the municipality of Wilhelmsdorf and the companies VETTER and VAUDE/EDELRID

Duration: February 2012 until February 2015

Project manager (2014-2015) 

„ELSE1 - Emotionen bei Schüler/innen und Lehrer/innen: Eine Experience-Sampling Studie“

Investigation of transfer processes of emotions in teachers and students and their connection with instructional design

Project funded by the AFF (Committee for Research Questions) of the University of Konstanz

Duration: March 2012 until March 2015

Project member



University of Zurich, Certificate of Advanced Studies (CAS), Mentoring and Coaching Practices for Teachers


University of Konstanz, Doctorate in Psychology (Dr.rer.nat); Title of dissertation „Antecedents and Effects of Teachers‘ Emotions in the Classroom“


University of Konstanz, Master of Science in Psychology; specialization: occupational and organizational psychology, administrative sciences, clinical psychology


Ruhr University Bochum, Bachelor of Science in Business Psychology; specialization: personnel psychology, health psychology, aptitude diagnostics, employment law



Senior Teaching and Research Assistant at the Chair for Upper-Secondary Education Studies and Research on Learning and Teaching (University of Zurich, Institute of Education)


Academic Associate and lecturer at the Empirical Educational Research Group (University of Konstanz /)


Teaching and Research Assistant at the Chair for Upper-Secondary Education Studies and Research on Learning and Teaching (University of Zurich, Institute of Education)


Scientific employee/ doctoral student in the research department of the University of Teacher Education Thurgau


Research Assistant in the working group Empirical Educational Research (University of Konstanz / University of Teacher Education Thurgau)


Project team member at Penning Consulting GmbH, Consulting for Human Resource Management & Executive Search, Düsseldorf


Intern in the project team test development (Ruhr-University-Bochum)


Working student in the Service Center (Human Resources) at escrypt GmbH - Embedded Security, Bochum

Publications (selection)

Becker, E. S., & Keller, M. (2022). „Ich fand die Unterrichtsstunde interessant - du etwa nicht?“ Heterogenität im situationalen Interesse und Zusammenhänge mit Klassen- und Unterrichtsmerkmale. Zeitschrift für Erziehungswissenschaft.

Rupp, D., & Becker, E. S. (2021). Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum. Teaching and Teacher Education.

Keller, M. M. & Becker, E. S. (2020). Teachers’ emotions and emotional authenticity: Do they matter to students’ emotional responses in the classroom?. Teachers and Teaching: Theory and Practice.

Becker, E. S., Waldis, M., & Staub, F. C. (2019). Advancing student teachers’ learning in the teaching practicum through Content-Focused Coaching: A field experiment. Teaching and Teacher Education, 83, 12-26.

Krannich, M., Goetz, T., Lipnevich, A. A., Bieg, M., Roos, A.-L., Becker, E. S., & Morger, V. (2019). Being over- or underchallenged in class: Effects on students' career aspirations via academic self-concept and boredom. Learning and Individual Differences, 69, 206-218. doi: 10.1016/j.lindif.2018.10.004

Keller, M. M., Becker, E. S., Frenzel, A. C., & Taxer, J. L. (2018). When teacher enthusiasm is authentic or inauthentic: Lesson profiles of teacher enthusiasm and relations to students’ emotions. AERA Open, 4(2), 1-16. doi: 10.1177/2332858418782967

Becker, E. S., & Staub, F. C. (2018). Fortbildung im Fachspezifischen Unterrichtscoaching: Ein Werkstattbericht zur Gestaltung einer Blended-Learning-Lernumgebung. In C. Reintjes, G. Bellenberg, & G. im Brahm (Eds.), Mentoring und Coaching als Beitrag zur Professionalisierung angehender Lehrpersonen (pp. 85-102). Münster: Waxmann.

Keller, M. M. & Becker, E. S. (2018). Erleben und Regulation positiver Emotionen bei Lehrpersonen. In G. Hagenauer & T. Hascher (Hrsg.). Emotionen und Emotionsregulation in Schule und Hochschule. Münster: Waxmann.

Becker, E. S., Keller, M. M., Goetz, T., Frenzel, A. C., & Taxer, J. L. (2015). Antecedents of Teachers’ Emotions in the Classroom: An Intraindividual Approach. Frontiers in Psychology, 6. doi: 10.3389/fpsyg.2015.00635

Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis. Teaching and Teacher Education, 43, 15-26. doi: 10.1016/j.tate.2014.05.002


To see the complete list of publications, read publication list of Eva S. Becker. (PDF, 134 KB)

Reviewer activities (selection)

  • British Journal of Educational Psychology, Wiley
  • Educational Psychology, Taylor & Francis
  • Educational Research Review, Elsevier
  • Empirical Research in Vocational Education and Training, Springer Open
  • European Journal of Psychological Assessment, Hogrefe
  • Journal of Educational Psychology, APA
  • Learning and Instruction, Elsevier
  • Learning and Individual Differences, Elsevier
  • Lehrerbildung auf dem Prüfstand, Verlag Empirische Pädagogik
  • Social Psychology of Education, Springer
  • Teaching and Teacher Education, Elsevier
  • Zeitschrift für Pädagogische Psychologie