Universität Bielefeld

© Universität Bielefeld

Prof. Dr. Elke Wild

Postal address Bielefeld University
Faculty of Psychology and Sport Science Universitätsstraße 25
33615 Bielefeld
Room T5-25
Phone +49 (0)521 106-4524
+49 (0)521 106-154524
Email elke.wild@uni-bielefeld.de
Consultation by arrangement


Elke Wild received her diploma degree in Psychology (1987) and in Education (1989) respectively from the University of Marburg, Germany. In 1993 she received the Ph.D. (Dr. phil.) and six years later the venia legendi (Habilitation) in Psychology from the Faculty of Psychology in Mannheim, Germany. Since 2000 she is professor of Educational Psychology at Bielefeld University, Germany. During 2004-2008 she was member of the executive committee of the German Psychological Society (DGPs), during 2003-2005 head of the DGPs-Section Educational Psychology, during 2003-2006 vice-chancellor for organizational development at Bielefeld University. As a member of the committee of valuation experts she took part in selections processes of the first (2010) and second (2015) phase of the Bund-Länder-Programm for better study conditions and more quality in teaching (Qualitätspakt Lehre) and since 2016 she is member of the university council of the Goethe University, Frankfurt. Sine 2017 she is the head publisher of the new interdisciplinary specialist journal "ZeHf - Zeitschrift für empirische Hochschulforschung". Elke Wild is member of the American Educational Research Association (AERA), the European Association of Research on Learning und Instruction (EARLI) and the German Psychological Society (DGPs).
Elke Wild research interests focus on the explanation and overcoming of inequalities in educational trajectories and outcomes of students across primary, secondary and tertiary education and hereby in particular on the role of parenting, parental school involvement and teacher-parents-collaborations. Therefore, her mostly collaboration with researchers from other disciplines (e.g., sociology, education, linguistics) acquired third-party funds aim in essence (a) at the identification of principally manipulable risk factors and resources that mediate or buffer potentionally harmful effects of personal and/or contextual preconditions an (b) at the development / evaluation of interventions designed to reduce inequalities by enhancing family literacy enviroments and effective family-school-partnerships as well as inclusive processes in schools and higher education.



  • Motivation in Education
  • Parenting, Parental Involvement in Schooling, Adolescence
  • inclusion research
  • Educational psychology / Higher Education
  • Evaluation of educational trainings
  • Publications
  • PUB - Publicationen at Bielefeld University

  • full list of publications

  • key publications

    • Wild, E., Quasthoff, U., Heinrich, M., Lütje-Klose, B. & Prediger, S. (2016). Diversität und Chancengerechtigkeit im Bildungssystem - Darstellung von Erkenntnissen der Bildungsforschung in teilfiktiven Fallbeispielen. In Bundesministerium für Bildung und Forschung (Hrsg.), Bildungsforschung 2020. Zwischen wissenschaftlicher Exzellenz und gesellschaftlicher Verantwortung (S. 25-58). Belm: M&E Druckhaus.
    • Wild, E. & Esdar, W. (2016). Beiträge der Pädagogischen Psychologie zur Wissenschaftspolitik. In D. Simon, A. Knie, S. Hornbostel & K. Zimmermann (Hrsg.), Handbuch Wissenschaftspolitik (S.191-205). Wiesbaden: Springer VS.
    • Wild, E., Schwinger, M., Lütje-Klose, B., Yotyodying, S., Gorges, J., Stranghöner, D., Neumann, P., Serke, B. & Kurnitzki, S. (2015). Schülerinnen und Schüler mit dem Förderschwerpunkt Lernen in inklusiven und exklusiven Förderarrangements: Erste Befunde des BiLieF-Projektes zu Leistung, sozialer Integration, Motivation und Wohlbefinden. Unterrichtswissenschaft, 43(1), 7-21.
    • Wild, E. & Esdar, W. (2014). Eine heterogenitätorientierte Lehr-Lernkultur für eine Hochschule der Zukunft. Fachgutachten im Auftrag des Projektes nexus der Hochschulrektorenkonferenz. online verfügbar
    • Wild, E. (2014). Steuerung der Lehre? Was Hochschulleitungen (nicht) beitragen können. In: Bundesministerium für Bildung und Forschung (BMBF) Referat Bildungsforschung (Hrsg.), Bildungsforschung 2020 - Herausforderungen und Perspektiven (S.188-211). Bonn: Bildung.