Head of Research Group

Charlotte Dignath is a professor of educational psychology at Goethe University Frankfurt and heads the SeLFI Lab. She is a psychologist and has also passed the Second State Examination as a teacher at vocational schools. Her research focuses on how learners can regulate and manage their own learning and what helps them succeed even under challenging conditions. She is particularly interested in students with learning and attention difficulties, as well as in how schools can be places that promote mental health rather than causing stress. In addition, she researches how teachers can be trained to deal with these challenges professionally and how they can be supported in their professional development. Methodologically, she primarily works with interventions and training studies, conducts meta-analyses and systematic reviews, and develops computer-based methods to accurately measure cognitive and motivational-affective learning processes. Her objective is to use empirically grounded research as a basis for identifying ways to make learning more effective and healthier for all students.

Scientific Lab Director

Sabine Fabriz is a psychologist with a focus on educational psychology. Her research explores requirements for successful teaching and learning, including in digital learning environments. She has a particular interest in the interdisciplinary topic of AI in Education, particularly as it relates to self-regulated learning environments. In addition, she focuses on designing and evaluating innovative teaching and learning formats, as well as on the professional development of educators in schools and higher education institutions.

Is currently on parental leave

Charlotte Sophie Schell studied psychology in Mainz. While pursuing her doctorate at the DIPF | Leibniz Institute for Research and Information in Education, she mainly focused on the stereotypes among teacher candidates regarding children with autism, Down syndrome, and dyslexia. Her focus has since broadened to include the professional development of teachers. In particular, she examines stereotypes and their effects at school and how these can be addressed in teacher education.

Elena-Christin Haas studied education at Johannes Gutenberg University Mainz (B.A. with a focus on sociopedagogy) and at Humboldt University of Berlin (M.A.). From 2018 to 2025, she was a research assistant at the DIPF | Leibniz Institute for Research and Information in Education in Berlin and Frankfurt, where she worked on various evaluative studies regarding the Berlin school system (BERLIN Study, WiKo Study). During her doctoral studies at the DIPF, she focused on (reducing) educational inequalities and conducted longitudinal research on multiply disadvantaged students with different social background-related risks and individual risks, as well as on promotive and protective resources for successful educational trajectories. Since 2025, she is a researcher at the SeLFI-Lab in the Department of Educational Psychology at Goethe University Frankfurt and is currently focusing on promoting self-regulated learning in schools and how teachers can support schoolchildren from different backgrounds in this process.

Lea Nobbe graduated in psychology from the University of Frankfurt, specializing in educational psychology. During her doctoral studies at the DIPF | Leibniz Institute for Research and Information in Education, she primarily focused on the cognitive learning strategy of Distributed Learning. Her broader focus now lies on promoting self-regulated learning in schools. In the process, the primary focus is on how children can be supported in their learning in a digital environment.

Nathalie John studied psychology in Frankfurt. During her doctoral studies at the DIPF | Leibniz Institute for Research and Information in Education,she explored attentional processes in learning. Furthermore, she is now researching stereotypes as barriers to professional assessment as well as the topic of self-regulation and resilience among teachers.

Nick Gerrit Hasche studied sociology and educational science at Bielefeld University and at Goethe University Frankfurt. As of 2022, he has been pursuing his doctoral studies at the DIPF | Leibniz Institute for Research and Information in Education within the INCLASS project. His work primarily focuses on teachers’ professional competence and the inclusion of children on the autism spectrum.

Claudia Walker is studying psychology in Frankfurt, majoring in educational psychology. She completed a training course to become a trainer at Goethe University and has been working as an administrative assistant in the Department of Educational Psychology since 2022.