• Zugehörigkeitserleben im Onlineunterricht
• Passung zwischen impliziten Motiven und Umgebungsfaktoren
• Interaktion von Oberflächen- und Tiefenmerkmalen des Unterrichts
• Implizite Theorien über Willenskraft

• 2017: Verleihung des Doktorgrades der Philosophie durch die Philosophisch-humanwissenschaftliche Fakultät der Universität Bern
• 2014: Master of Science in Psychologie, Universität Zürich
• 2011: Bachelor of Science in Psychologie, Universität Zürich

Zeitschriftenbeiträge mit Peer-Review-Verfahren

• Andreotti, C., Kolbe, M., Capon-Sieber, V., Spahn, D. R., & Breckwoldt, J. (2024). Kids Save Lives–The kids’ and teachers’ view: How school children and schoolteachers would alter a BLS course designed by specialists. Resuscitation Plus, 19, 100731.

• Alp Christ, A*., Capon-Sieber, V.*, Köhler, C., Klieme, E., & Praetorius, A.-K. (2024). Revisiting the Three Basic Dimensions model: A critical empirical investigation of the indirect effects of student-perceived teaching quality on student outcomes. Frontline Learning Research, 12(1), 66–123. https://doi.org/10.14786/flr.v12i1.1349  *shared first authorship

• Thommen, D., Hüppi, R., Lauermann, F., & Capon-Sieber, V. (2023). Der Einfluss des Einsatzes von Breakout-Räumen auf das Erleben von sozialer Eingebundenheit und intrinsischer Motivation von Studierenden im Onlineunterricht. Psychologie in Erziehung und Unterricht, 70(4), 228–241. doi:http://dx.doi.org/10.2378/peu2023.art13d

• Alp Christ, A., Capon-Sieber, V., Grob, U. & Praetorius, A.-K. (2022).Learning processes and their mediating role between teaching quality and student achievement: A systematic review. Studies in Educational Evaluation, 75 (101209). https://doi.org/10.1016/j.stueduc.2022.101209
• Capon-Sieber, V., Köhler, C., Christ, A. A., Helbling, J., & Praetorius, A. K. (2022). The role of relatedness in the motivation and vitality of university students in online classes during social distancing. Learning in times of COVID-19: Students’, Families’, and Educators’ Perspectives. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.702323
• Thommen, D., Sieber, V., Grob, U. & Praetorius, A.-K. (2021). Teachers’ motivational profiles and their longitudinal associations with teaching quality. Learning and Instruction, 101514. https://doi.org/10.1016/j.learninstruc.2021.101514
• Compagnoni, M., Sieber, V., & Job, V. (2020). My Brain Needs a Break: Kindergarteners’ Willpower Theories Are Related to Behavioral Self-Regulation. Frontiers in Psychology, 11, 3567.
• Francis, Z., Sieber, V. & Job, V. (2019). You seem tired, but so am I: Willpower theories and intention to provide support in romantic relationships. Journal of Social and Personal Relationships, 1–20. doi:10.1177/0265407519877238
• Wolff, W., Sieber, V., Bieleke, M. & Englert, C. (2019). Task Duration and Task Order do not Matter: No Effect on Self-Control Performance. Psychological Research. doi:10.1007/s00426-019-01230-1
• Sieber, V., Flückiger, L., Mata, J., Bernecker, K. & Job, V. (2019). Autonomous Goal Striving Promotes a Nonlimited Theory About Willpower. Personality and Social Psychology Bulletin, 1–13. doi:10.1177/0146167218820921
• Job, V., Sieber, V., Rothermund, K. & Nikitin, J. (2018). Age differences in implicit theories about willpower: Why older people endorse a nonlimited theory. Psychology and aging33(6), 940. doi:10.1037/pag0000285
• Schüler, J., Guidon, L., Hofstetter, D., Sieber, V. & Wegner, M. (2017). Affilation-related goal instructions – The secret of sporting success for affiliation motivated individuals. International Journal of Sport Psychology.
• Sieber, V., Wegner, M. & Schüler, J. (2016). Autonomie als Prädiktor intrinsischer Motivation im Schulsport: Eine Person × Situation-Perspektive. Zeitschrift für Gesundheitspsychologie, 24(4), 162–168. doi:10.1026/0943-8149/a000166
• Sieber, V., Schüler, J. & Wegner, M. (2016). The effects of autonomy support on salivary alpha-amylase: The role of individual differences. Psychoneuroendocrinology, 74, 173–178. doi:10.1016/j.psyneuen.2016.09.003
• Sieber, V. & Mempel, G. (2015). Der prognostische Wert von impliziten Motiven für die Talentdiagnostik im Schwimmsport: Die moderierende Rolle unbewusster Impulskontrolle. Zeitschrift für Sportpsychologie, 22(1), 46–56. doi:10.1026/1612-5010/a000136

Monographien und Herausgeberschaften

Keine Angaben.

Buchbeiträge und sonstige Veröffentlichungen (* mit peer review)

• Sieber, V., Hüppi, R., & Praetorius A.-K. (2020). Motivation and well-being of university students and teachers during social isolation due to COVID-19: Interim Report. doi: 10.5281/zenodo.3975695

• Elbe, A.-M. & Sieber, V. (2020). Motivation und Volition. In J. Munzert, M. Raab, & B. Strauß (Hrsg.), Standards Psychologie. Sportpsychologie: Ein Lehrbuch (1. Aufl., S. 222–245). Stuttgart: W. Kohlhammer Verlag.
• Wegner, M., Sieber, V. & Schüler, J. (2014). Implicit Motives of Elite Athletes, Sport Students, and Non-Sport Students: Power, Affiliation, and Achievement. In R. Morrisson (Ed.), Motivation: Psychology, Strategies and Impact on Performance (pp. 109–124). New York: Nova Publishers.
• Süss, D., Waller, G., Häberli, R., Luchsinger, S., Sieber, V., Suppiger, I. & Willemse, I. (2008). Der Zugang Jugendlicher zur Filmkultur. Schweizer Jugendliche im Umgang mit Medien, mit einem besonderen Fokus auf Film und Kino. Zürich: ZHAW – Departement Angewandte Psychologie und ARF/ FDS.

Poster (* mit peer review)

Keine Angaben.

Eingeladene Vorträge

• Sieber, V.,  Motivation und Wohlbefinden im Online-Unterricht. Brainfair Zürich, 18. März 2021 (online).

Kongressbeiträge

• Gitzi, V.*, Capon-Sieber, V., Kleickmann, T., Lichtner, O., Steffensky, M., Heinze, A. & Praetorius, A.-K. (2024). Influence of rater personality traits on the validity of observational assessments of teaching quality and learning gains of rater training. Vortrag auf der Konferenz der European Association for Research on Learning and Instruction (EARLI), Special Interest Group 18, 24. August 2024, Nikosia, Zypern.
• Gitzi, V., Capon-Sieber, V., Kleickmann, T. Lichtner, O., Steffensky, M., Heinze, A. & Praetorius A.-K. (2024). Welche Rolle spielt die Dauer von Trainings für Beobachter:innen zur Einschätzung von Unterrichtsqualität für die Qualität der Ratings? Vortrag auf der Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 20. März 2024, Potsdam, Deutschland.
• Alp Christ, A., Capon-Sieber, V., Köhler, C., & Praetorius, A.-K. (2023, März). Der Zusammenhang zwischen Unterrichtsqualität und Schüleroutcomes: Die vermittelnde Rolle der Nutzung von Lerngelegenheiten. Vortrag am Kongress der Gesellschaft für empirische Bildungsforschung (GEBF), Essen (D). (Geteilte Erstautorenschaft, Beitrag Vorgestellt durch V. Capon-Sieber)
• Thommen, D., Hüppi, R. Capon-Sieber, V. & Praetorius, A.K. (2022, März). Effekte von Breakout-Räumen auf die Motivation von Studierenden im Onlineunterricht. Vortrag am Kongress der Gesellschaft für empirische Bildungsforschung (GEBF), Bamberg (D)
• Compagnoni, M., Capon-Sieber, V. & Job, V. (2022). Is it okay to be a couch potato? The transmission of willpower theories from parents to children. 17th International Conference on Motivation (ICM), Dresden. (Geteilte Erstautorenschaft, Beitrag Vorgestellt durch M. Compagnoni)
• Capon-Sieber, V., Köhler, C., Alp Christ, A., Helbling, J., & Praetorius, A.-K. (2021, September). The role of relatedness in online courses during social distancing. Vortrag auf der European Association for Research on Learning and Instruction, EARLI, (online)
• Compagnoni, M., Sieber, V. & Job, V. (2021, September). My brain needs a break: Children’s willpower theories are related to behavioral self-regulation, Vortrag auf der European Association for Research on Learning and Instruction, EARLI, (online)
• Thommen, D., Sieber, V., Grob, U. & Praetorius, A.-K. (2021, August). Teachers' motivational profiles and their longitudinal associations with teaching quality? Vortrag auf der European Association for Research on Learning and Instruction, EARLI, (online)
• Thommen, D., Sieber, V., Grob, U. & Praetorius, A.-K. (2020, September). Does high quality teaching require motivated teachers? Vortrag auf der European Association for Research on Learning and Instruction (EARLI), SIG 18, Freiburg, Deutschland (Conference cancelled due to COVID-19)
• Alp Christ, A., Sieber, V., & Praetorius, A.-K. (2020, September). Measurement and Operationalizations of Students Learning Activities: A Systematic Review. Poster presentation accepted at European Association for Research on Learning and Instruction (EARLI) SIG 18, Freiburg, Deutschland (Conference cancelled due to COVID-19)
• Alp Christ, A., Sieber, V., & Praetorius, A.-K. (2020, July). Learning activities as mediators: Systematic review of how teaching quality affects student outcomes. Poster presentation accepted at European Association for Research on Learning and Instruction (JURE), Porto, Portugal (Conference cancelled due to COVID-19)
• Alp Christ, A., Sieber, V., & Praetorius, A.-K. (2020, September). Measurement and Operationalizations of Students Learning Activities: A Systematic Review. Poster presentation accepted at European Association for Research on Learning and Instruction (EARLI) SIG 18, Freiburg, Deutschland (Conference cancelled due to COVID-19)
• Compagnoni, M., Sieber, V., & Job, V. (2020). My brain needs a break: Children’s willpower theories are related to behavioral self-regulation. Talk accepted at SIG 8 Meets SIG 16, Dresden, Deutschland (Conference cancelled due to COVID-19).
• Sieber, V., Grob, U., & Praetorius, A.-K. (2020, September). Attention trajectories during a lesson. Talk accepted at European Association for Research on Learning and Instruction (EARLI) SIG 18, Freiburg, Deutschland (Conference cancelled due to COVID-19)
• Thommen, D., Sieber, V., Grob, U. & Praetorius, A.-K. (2020, September). Does high quality teaching require motivated teachers? Talk at the European Association for Research on Learning and Instruction (EARLI), SIG 18, Freiburg, Deutschland (Conference cancelled due to COVID-19)
• Sieber, V., Grob, U. & Praetorius, A.-K. (2019, Februar). Eine Untersuchung zum Verlauf von Aufmerksamkeit im Unterricht. Talk at the 7. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF), Köln, Deutschland.
• Sieber, V., Schüler, J. & Wegner, M. (2018, August). Differential effects of autonomy support on salivary alpha-amylase. Talk at the EARLI SIG 18 & 23 conference, the Netherlands.
• Sieber, V., Flückiger, L., Mata, J., Bernecker, K. & Job, V. (2017). Autonomous goal striving promotes a nonlimited belief about willpower. Talk at the 15^th Congress of the Swiss Psychological Society, 4^th-5^th September, University of Lausanne, Switzerland.
• Sieber, V., Flückiger, L., Mata, J., Bernecker, K. & Job, V. (2017). Autonomous goal striving promotes a nonlimited belief about willpower. Talk at the 50^th EASP general meeting, Granada, Spain.
• Sieber, V. & Englert, C. (2017). Are autonomous self-control affordances less depleting? Investigating the moderating role of the autonomy motive. Talk at the 49^th ASP convention, Bern, Switzerland.
• Schüler, J.*, Sieber, V. & Wegner, M. (2016, Mai). Autonomieunterstützende Sportumwelten sind gut – aber nicht für Alle: Die moderierende Rolle des Autonomiemotivs. Talk at the 48^th ASP convention, Münster, Germany.
• Sieber, V., Schüler, J. & Wegner, M. (2016, February). Individual differences in the need for autonomy moderate effects of autonomy support on salivary alpha amylase. Talk at the 8th SGS Conference, Bern, Switzerland.
• Schüler, J., Sieber, V. & Wegner, M. (2015, September). Achievement, affiliation, and autonomy motives as moderators of basic need satisfaction effects on motivation and well-being in various sport contexts. Talk at the 14^th Congress of the Swiss Psychological Society, 8^th-9^th September, University of Geneva, Switzerland.
• Schüler, J.*, Sieber, V. & Wegner, M. (2015, July). Implicit motives and basic needs as predictors of motivation and well-being in various sport contexts. Talk at the 14^th European Congress of Sport Psychology, Bern, Switzerland.
• Sieber, V. & Schüler, J. (2015, May). Autonomy Support in Sport – A Differential Perspective. Talk at the 8^th Annual Meeting of the Society for the Study on Motivation, New York, USA.
• Sieber, V. & Schüler, J. (2015, May). Autonomy Support in Sport – A Differential Perspective. Talk at the 27^th American Psychological Society (APS) convention, New York, USA.
• Schüler, J., Sieber, V. & Wegner, M. (2015, May). The success of coaching instructions that fit: Motive-goal congruence as a predictor of well-being, motivation, and performance in sports. Talk at the 47^th ASP convention, Freiburg (Breisgau), Germany.
• Sieber, V. & Schüler, J. (2015, February). Beneficial effects of autonomy support and autonomy need satisfaction in military sports. Talk at the 7^th SGS Conference, Lausanne, Switzerland.
• Sieber, V., Job, V., Bernecker, K., Rasch, B., Friese, M. & Keil, A. (2014, September). Anstrengung bei wiederholter Selbstkontrolle: Effekte impliziter Theorien der Willenskraft auf Herzratenvariabilität. Talk at the 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPS), Bochum, Deutschland.

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