Keynotes

We are very happy to welcome Markus Dresel, Claire Hughes and Nancy Perry as keynote speachers.

Markus Dresel, Augsburg, GER

Dresel

 

Abstract

Markus Dresel is full professor at the Department of Psychology at the University of Augsburg in Germany. He received his doctoral degree in psychology from University of Munich in 2001. His main research interests include learning motivation of students and teachers, self-regulated learning in various educational contexts, instructional research as well as diversity issues in primary and secondary education. Within the field of self-regulated learning his primary research focus is on the self-regulation of achievement motivation as an important type of resource management. This research uses various perspectives on underlying competences, situational specificity, proximal and distal consequences, as well as training of motivational regulation. Markus Dresel authored more than 100 journal papers and book chapters, including numerous publications in top journals such as Contemporary Educational Psychology, Journal of Educational Psychology, and Learning and Instruction. His research is supported by a series of large research grants.

Claire Hughes, Cambridge, UK

Claire Hughes

 

Abstract

Claire Hughes is Deputy Director of the University of Cambridge Centre for Family Research and a Fellow of Newnham College. Claire’s PhD and early post-doctoral research examined executive functions in autism. Her current work investigates cultural, cognitive and family influences on childhood behavioural problems and deficits in theory of mind and executive function.  In 2011 Claire received one of 400 ‘Women of the Year’ awards. Claire’s first book, ‘Social Understanding, Social Lives: From Toddlerhood to the Transition to School’ won the BPS book of the year for 2013; a second book, about sibling relationships, will be published in 2017.

 

Nancy Perry, Vancouver, CAN

Nancy Perry

 

Abstract

Nancy Perry is the Dorothy Lam Chair in Special Education and Professor of Educational and Counselling Psychology and Special Education at the University of British Columbia (UBC), Canada. Her research has two main goals: (a) understanding how classroom processes are implicated in children’s development of self-regulated learning (SRL); and (b) working with teachers to design activities and structure interactions with students that support SRL. Nancy Perry is a main contributor to our understanding that young children can and do regulate for learning and how classroom tasks, instructional practices, and interpersonal relationships influence their SRL. She is also a leader in the development and use of measures, beyond self-report tools, that reveal children’s self-regulation in situ. Finally, Nancy Perry has served as President of Division 15, Educational Psychology, of the American Psychological Association, and the Canadian Association of Educational Psychologists, and on editorial boards of the top journals in Educational Psychology, including the Journal of Educational Psychology, Educational Psychologist, Journal of Learning and Instruction, and Metacognition and Learning.