Jetzt als Doctoral Research Position (m/f/x) bei Universität des Saarlandes in Saarbrücken durchstarten – Bewirb dich jetzt!

Saarland University is a campus university that is internationally recognized for its strong research programmes.

Fostering young academic talent and creating ideal conditions for teaching and research are a core part of the

university’s mission. As part of the University of the Greater Region, Saarland University enables students and staff to

share and exchange knowledge and ideas between disciplines, between universities and across borders. With over

17,000 national and international students, studying more than a hundred different academic disciplines, Saarland

University is a diverse and dynamic learning environment. [Saarland University is officially recognized as one of

Germany’s family-friendly higher-education institutions and with a combined workforce of more than 4,000 it is one

of the largest employers in the region.]

The Research Training Group (RTG) 2988 “Flexibility and Balance as Characteristics of Adaptive Self-Regulation”,

funded by the DFG (German Research Foundation), will be located in the Departments of Psychology and Educational

Sciences in the Faculty of the Empirical Humanities and Economics. Both departments offer high quality study

programs and the RTG will provide a nice complement to other graduate training programs in the (digital) humanities

at Saarland University. The Research Training Group 2988 is inviting applications for the following position

commencing 01 October 2024

Doctoral Research Position (m/f/x)
Reference number W2472, salary in accordance with the German TV-L salary scale1, pay grade: E13 TV- L, duration

of employment: 4 years, volume of employment: 75 % of standard working time.

Workplace/Department:

The Research Training Group 2988 “Flexibility and Balance as Characteristics of Adaptive Self-Regulation” will

investigate the roles that (a) flexibility (in the context-dependent application of self-regulatory competencies) and (b)

balance (vs. imbalance in different considerations relevant to self-regulatory behavior) play in self-regulatory

performance and well-being. In its first phase, the RTG will feature 11 distinct, but related research projects from a

broad spectrum of subdisciplines in psychology and the educational sciences.

The doctoral positions offer the unique opportunity of participating in a stimulating scientific context. We offer a

comprehensive, high-quality qualification and supervision program for the PhD students in the RTG including

scientific and methodological training conducive to academic but also nonacademic careers and possibilities for

international research stays. There will be joint activities for the PhD students and events for all RTG members to

foster collaboration and communication. In addition to the RTG environment, each PhD student will be integrated

into the group of their primary supervisor.

1 TV-L = collective agreement on remuneration of public sector employees in the German Länder

The RTG will fund up to 22 PhD students at a time, 11 positions will start in October 2024. These 11 PhD students will

conduct their research in 11 research projects that are embedded in the broader context of the RTG. You can

simultaneously apply for up to three RTG PhD positions with one application.

Research Projects and participating researchers:

F1. Flexibility in resolving self-control conflicts in everyday life (Malte Friese)

F2. Flexibility of self-regulated learning in secondary schools (Laura Dörrenbächer-Ulrich & Franziska Perels)

F3. Flexibility of motivational self-regulated learning in children and adolescents regarding academic

transitions(Gisa Aschersleben, Laura Dörrenbächer-Ulrich & Franziska Perels)

F4. Flexible self-regulation in the context of repeated occupational trauma exposure (Roxanne Sopp & Tanja

Michael)

F5. The role of childhood maltreatment and neglect of infants in the development of regulatory flexibility(Anselm

Crombach)

F6. Flexibility in the context of goal management and achievement strategies in relation to well-being – A behavior

genetic perspective (Elisabeth Hahn & Frank Spinath)

B1. Latent profiles of strategy use in balancing work and nonwork demands (Dorota Reis)

B2. Achieving balance in pursuing multiple goals at work by self-licensing (Cornelius König)

B3. The im(balance) between reward- and control-related brain activity: An ERP-as-predictor approach (Axel

Mecklinger)

B4. Imbalances between the reward- and cognitive control system as a source of self-control failures in

adolescence (Jutta Kray)

B5. Balance in attention