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Prof. Dr. Friederike Blume

Professor for Educational Psychology with a Focus on Special Educational Psychology

Address

Justus-Liebig-University Giessen
Faculty 06 Psychology and Sports Science
Educational Psychology
Otto-Behaghel-Strasse 10F 
D-35394 Giessen 

E-Mail: friederike.blume
Phone: +49 (0)641/ 99-26264
Office: F 239
Office hours: by appointment

Web

LinkedIn
ResearchGate

Current Research Focus Areas

  • Development, Stability, and Variability of Self-Regulation and Executive Functions

  • Teacher-Student Interactions & Relationships in the Classroom

  • School-Based Support for Self-Regulation Difficulties and ADHD

  • Instructional Quality

  • Experience Sampling Methods in Educational and Special Educational Psychology

  • Virtual Reality & Eye Tracking

Projects

 

Publications

Journal Articles with Peer Review

Theobald, M.*, Kerner auch Koerner, J.*, Breitwieser, J., Buhr, L., Karbach, J., Könen, T., Nobbe, L., Reinelt, T., Schaaf, M., Schmiedek, F., Wieland, L. M. & Blume, F. (2026). Executive Functions, Metacognition, Self-Regulation, and Self-Regulated Learning - What are We Talking About? A Review and Introduction of the EMERGE Model. Educational Psychology Review 38, 62 (2026). https://doi.org/10.1007/s10648-026-10157-0

Blume, F.,* Buhr, L.*, Kühnhausen, J., Köpke, R., Weber, L. A., Fallgatter, A. J., Ethofer, T. & Gawrilow, C. (2024). Validation of the Self-Report Version of the German Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Scale (SWAN-DE-SB). Assessment, 32(1), 130-146. https://doi.org/10.1177/107319112412366 

Blume, F., Pawar, S., Ninaus, M. & Plass, J. L. (2024). Individualisation in cognitive skills training: Essential or superfluous? Examining the effectiveness of an adaptive game for training executive functions in young adults. Learning and Individual Differences, 114, 102517. https://doi.org/10.1016/j.lindif.2024.102517 

Blume, F. & Schmiedek, F. (2024). It counts in every single lesson: Between- and within-person associations of teaching quality and student self-regulation. Learning and Instruction, 91, 101908. https://doi.org/10.1016/j.learninstruc.2024.101908 

De Luca, G., Blume, F., Baeyens, D., Mazzoni, E. & Benvenuti, M. (2023). Can virtual reality best assess peer exclusion affecting mood and emotions within an experimental design? Annual Review of Cybertherapy and Telemedicine, 21, 212-217. 

Blume, F., Irmer, A., Dirk, J. & Schmiedek, F. (2022). Day‐to‐day variation in students' academic Success: The role of self‐regulation, working memory, and achievement goals. Developmental Science, 25(6), e13301. https://doi.org/10.1111/desc.13301

Blume, F., Dresler, T., Gawrilow, C., Ehlis, A.‑C., Goellner, R. & Moeller, K. (2021). Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach. Acta Psychologica, 215, 103289. https://doi.org/10.1016/j.actpsy.2021.103289 

Blume, F., Schmidt, A., Kramer, A. C., Schmiedek, F. & Neubauer, A. B. (2021). Homeschooling during the SARS-CoV-2 pandemic: The role of students' trait self-regulation and task attributes of daily learning tasks for students' daily self-regulation. Zeitschrift für Erziehungswissenschaft, 24(2), 367-391. https://doi.org/10.1007/s11618-021-01011-w 

Blume, F., Quixal, M., Hudak, J., Dresler, T., Gawrilow, C. & Ehlis, A.‑C. (2020). Development of reading abilities in children with ADHD following fNIRS-neurofeedback or EMG-biofeedback. Lernen und Lernstörungen, 9(3), 163-174. https://doi.org/10.1024/2235-0977/a00030240440 

Blume, F., Göllner, R., Moeller, K., Dresler, T., Ehlis, A.‑C. & Gawrilow, C. (2019). Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity. Learning and Instruction, 61, 138-147. https://doi.org/10.1016/j.learninstruc.2018.10.00440441 

Blume, F., Kuehnhausen, J., Reinelt, T., Wirth, A., Rauch, W. A., Schwenck, C. & Gawrilow, C. (2019). The interplay of delay aversion, timing skills, and impulsivity in children experiencing individual levels of attention-deficit/hyperactivity disorder (ADHD) symptoms. ADHD Attention Deficit and Hyperactivity Disorders, 11(4), 383-393. https://doi.org/10.1007/s12402-019-00298-440443 

Kutscheidt, K., Dresler, T., Hudak, J., Barth, B., Blume, F., Ethofer, T., Fallgatter, A. J. & Ehlis, A.‑C. (2019). Interoceptive awareness in patients with attention-deficit/hyperactivity disorder (ADHD). ADHD Attention Deficit and Hyperactivity Disorders, 11(4), 395-401. https://doi.org/10.1007/s12402-019-00299-340442 

Blume, F., Hudak, J., Dresler, T., Ehlis, A.‑C., Kühnhausen, J., Renner, T. J. & Gawrilow, C. (2017). NIRS-based neurofeedback training in a virtual reality classroom for children with attention-deficit/hyperactivity disorder: study protocol for a randomized controlled trial. Trials, 18(41). https://doi.org/0.1186/s13063-016-1769-3 

Hudak, J., Blume, F., Dresler, T., Haeussinger, F. B., Renner, T. J., Fallgatter, A. J. & Ehlis, A.‑C. (2017). Near-infrared spectroscopy-based frontal lobe neurofeedback integrated in virtual reality modulates brain and behavior in highly impulsive adults. Frontiers in Human Neuroscience, 11:425. https://doi.org/10.3389/fnhum.2017.00425 

Mayer, K., Blume, F., Wyckoff, S. N., Brokmeier, L. L. & Strehl, U. (2016). Neurofeedback of slow cortical potentials as a treatment for adults with Attention Deficit-/Hyperactivity Disorder. Clinical Neurophysiology, 127(2), 1374-1386. https://doi.org/10.1016/j.clinph.2015.11.01340446
* geteilte Autor:innenschaft

Edited Volume and Proceedings Contributions with Peer Review

Blume, F., Kaiser, A., Gormley, M. (im Druck). Cognition, Behavior, and Learning in ADHD: Navigating Academic and Social Success. In Banaschewski, T., Coghill, D., Newcorn, J., Rohde, L.A., Tripp, G., Simonoff, E. (Hrsg.), Oxford Handbook of Attention-Deficit/Hyperactivity Disorder. Oxford University Press.

Blume, F., Baeyens, D. (im Druck). Challenges in Education for People with ADHD. In Banaschewski, T., Coghill, D., Newcorn, J., Rohde, L.A., Tripp, G., Simonoff, E. (Hrsg.), Oxford Handbook of Attention-Deficit/Hyperactivity Disorder. Oxford University Press.

Schmiedek, F., Serratore, T., Wieland, L. M., Blume, F. (im Druck). Ambulatory Assessment. In Hasselhorn, M., Trautwein, U., Mähler, C., Richter, T. (Hrsg.), Trends und Innovationen pädagogisch-psychologischer Diagnostik. Hogrefe Verlag.

De Luca, G., Benvenuti, M., Blume, F., Baeyens, D., Meixner, G., Khau, T. & Mazzoni, E. (2025). Immersive virtual reality as educational resource. In M. F. Wright (Hrsg.), Research Handbook on Cyberpsychology (S. 221-251). Cheltenham: Edward Elgar Publishing.


Preprints

De Luca, G., Benvenuti, M., Baeyens, D., Meixner, G., Khau, T., Mazzoni, E., Blume, F. (2025). Experiencing Peer Exclusion in 3D: An Immersive Virtual Environment Study. Open Science Framework. https://doi.org/10.31234/osf.io/6rh4k_v2.

 

Academic Training & Professional Career

Since 05/2026              Professor, Educational Psychology with a Focus on Special Educational Psychology,
                                      Justus-Liebig-University Giessen (JLU)

05/2022 – 07/2022      Research Stay, KU Leuven, Belgium (Prof. Dr. Dieter Baeyens)
 
04/2020 – 04/2026      Postdoctoral Researcher, DIPF, Leibniz Institute for Research and Information in Education, 
                                      Frankfurt am Main (Prof. Dr. Florian Schmiedek)

01/2020 – 03/2020      Postdoctoral Researcher, Hector Research Institute for Education Sciences and Psychology,
                                      University of Tübingen (Prof. Dr. Ulrich Trautwein)


09/2019 – 10/2019      Research Stay, CREATE Lab (Consortium for Research and Evaluation of Advanced Technology in Education),
                                      NYU New York City, USA (Prof. Dr. Jan Plass)

01/2018 – 03/2020      Postdoctoral Researcher, Department of School Psychology, University of Tübingen
                                      (Prof. Dr. Caterina Gawrilow)

05/2016                        Research Stay, Neuroscience and Education Lab, NYU, New York City, USA (Prof. Dr. Clancy Blair)

10/2014 – 12/2017      Doctoral Studies, Dr. rer. nat. in Psychology, University of Tübingen

10/2007 – 04/2014      Studies, Teaching Degree for Secondary Schools (Gymnasium), Biology, English,
                                      Psychology, University of Tübingen

Networks & Memberships

German Psychological Society (DGPs)
Society for Empirical Educational Research
European Association for Learning and Instruction (EARLI) (SIGs 15, 16)
The European Network for ADHD (EUNETHYDIS)
IDeA: Individual Development and Adaptive Education of Children at Risk
LEAD Graduate School & Research Network