Course Schedule

Veranstaltungen von Dr. Hong Zhang


Lehrveranstaltungen

Advanced empirical research group A (Seminar)

Dozent/in: Hong Zhang

Termin:
 14-täglich | Dienstag | 09:00 - 12:00 | 07.04.2026 - 21.04.2026 | C 7.019 Seminarraum
14-täglich | Dienstag | 09:00 - 12:00 | 02.06.2026 - 16.06.2026 | C 11.319 Seminarraum

Inhalt: This course is a preparation to conduct empirical research for the Bachelor’s thesis. Students will learn about all stages of conducting work (e.g., planning, collecting data, writing up the results). In so doing, we will put an emphasis on conducting research according to open science principles (e.g., preregistration, open materials, open data). Students will learn how to apply such principles to their own research. During the course, students will develop and present ideas for their bachelor thesis and practice planning and pre-registering empirical studies. Students will also practice peer-reviewing each other's work and providing constructive comments.

Advanced empirical research group B (Seminar)

Dozent/in: Hong Zhang

Termin:
 14-täglich | Dienstag | 09:00 - 12:00 | 14.04.2026 - 28.04.2026 | C 7.019 Seminarraum
14-täglich | Dienstag | 09:00 - 12:00 | 23.06.2026 - 07.07.2026 | C 6.026 Seminarraum

Inhalt: This course is a preparation to conduct empirical research for the Bachelor’s thesis. Students will learn about all stages of conducting work (e.g., planning, collecting data, writing up the results). In so doing, we will put an emphasis on conducting research according to open science principles (e.g., preregistration, open materials, open data). Students will learn how to apply such principles to their own research. During the course, students will develop and present ideas for their bachelor thesis and practice planning and pre-registering empirical studies. Students will also practice peer-reviewing each other's work and providing constructive comments.

Psychology of Motivation, Emotion, Communication and Self-Regulation - Sem 1 for Major Psych. (Seminar)

Dozent/in: Hong Zhang

Termin:
 wöchentlich | Donnerstag | 10:15 - 11:45 | 06.04.2026 - 10.07.2026 | C 12.015 Seminarraum

Inhalt: Why is it sometimes so hard to act in the way we would like to act? To eat less meat or sugar, quit smoking, go jogging, or take the bike rather than the car? Why do some people give up their goals easily? Can we downregulate our impulses? It is well established that a lot of people struggle with more sustainable behavior, reasonable diet, healthy routine, emotions, cigarettes, and alcohol every day, and that people can differ enormously in their ability to succeed in self-regulation. Self-regulation refers to people’s capacity to alter their thoughts, emotions, impulses, and behavior in the service of their goals. No matter what the goal is, effective self-regulation is necessary: people have to continuously regulate their thoughts, emotions, and behavior in order to maintain their goals and stay on the right track. Therefore, an understanding of the process of self-regulation is key to this course. In this seminar, we will discuss cutting-edge research on how people can use self-regulatory skills to bolster their self-control enabling them to successfully pursue goals in various domains, such as sustainability, health, academic, and professional goals. Topics covered in this seminar include basic regulatory processes, the cognitive dimension of self-regulation, nonconscious and conscious self-regulation, interventions and applications of self-regulation, and the role of personality in self-regulation. This course will help students to understand how to best regulate motivation and emotion from both intrapersonal and interpersonal perspectives. The primary teaching format used in this seminar includes a mixture of student presentations and discussions. In each session, scientific articles on a specific topic relevant to self-regulation will be assigned for reading and discussion. Each student will present at least one article during the seminar. The student presentations have been included to benefit both the collective and the individual. From a collective perspective, student presentations expose all students to more articles, enriching their knowledge while reducing the burden of having to read too many papers. From an individual perspective, student presentations help them hone their presentation and communication skills. As such, the students should prepare their presentations as if they were giving the talk at an academic conference. Thus, they will need to first set up the theoretical context and then select the most important studies to present. After each presentation, the discussion of the presentation, the respective article, and related research will be held between students and the instructor.