Prof. Dr. Christin Siegfried

Professor Dr. Christin Siegfried has been a W3 Professor of Business and Economics Education for Vocational Teacher Education at the Faculty of Economics and Social Sciences at the University of Potsdam since March 1, 2025. Prior to this appointment, she conducted research at Goethe University Frankfurt, completed her habilitation in 2022, and was appointed to a professorship at Weingarten University of Education in 2023.

Her main research areas include professionalization in teacher education, with a particular focus on the development of economic competence models for pre-service and in-service teachers. Another key area of her work is the promotion of economic education, for example through research on instructional concepts and curricular learning opportunities aimed at fostering economic and civic competence. In addition, she conducts research on the use of digitalization to support learning processes, especially the targeted use of digital media in the design of effective learning environments. Furthermore, she is actively engaged in scholarly work on continuing education for educationally disadvantaged target groups, with the aim of developing equitable educational opportunities and strengthening participation in lifelong learning.

+49 - 331977340138
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Marlene-Dietrich-Allee 16
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14482 Potsdam
by arrangement

Weitere Informationen zur Person

Education and Professional Experience

Overview of Selected Literature

Articles of the Publication-Based Doctoral Dissertation

Siegfried, C. (2019). Economics-related learning opportunities as a necessary component of university teacher education for general education teachers in the domain of economics. Zeitschrift für Erziehungswissenschaft, 22, 593–616. [IF = 0.673]

Siegfried, C. (2016). The necessity for extended teacher education in economics and politics – Findings from curriculum analyses. In E. Wuttke, J. Seifried & S. Schuhmann (Eds.), Economic Competence and Financial Literacy of Young Adults: Status and Challenges. Research in Vocational Education, Vol. 3. Opladen: Barbara Budrich, 211–232.

Siegfried, C. & Wuttke, E. (2016). How can prospective teachers improve their economic competence? Zeitschrift für ökonomische Bildung, Issue No. 04/2016. DOI: 10.7808/8087.7

Articles of the Publication-Based Habilitation Thesis

Siegfried, C. & Wuttke, E. (2019). Are multiple-choice items unfair? And if so, for whom? Citizenship, Social and Economics Education, 18(3), 198–217. [IF = 0.41]

Siegfried, C. & Heinrichs, K. (2020). Approaches to problem-based, cooperative learning for fostering economic and moral competences – A pilot study with prospective bank clerks. bwp@ Profil 6: Vocational Teaching and Learning: Foundations, Foci, and Impulses of Business Education Research, 1–26.

Siegfried, C. & Hermkes, R. (2020). The use of tablet PCs in economics – An empirical investigation of motivational experiences and cognitive load. In E. Wuttke & J. Seifried (Eds.), VET and Professional Development in the Age of Digitalization. Barbara Budrich.

Siegfried, C. & Wuttke, E. (2021). Development of economic competence of students at general grammar schools through a non-formal opportunity to learn with experts. Citizenship, Social and Economics Education. https://doi.org/10.1177/20471734211036462 [IF = 0.41]

Siegfried, C. (2021). Subject-related interactions in group work and their influence on learning outcomes – A video study in problem-oriented economics instruction. Münster: LIT Verlag.

Ackermann, N. & Siegfried, C. (2022). Promoting written and oral argumentation in socioeconomic contexts – A research design for a problem-oriented intervention study in German-speaking countries. Research in Comparative and International Education (RCIE). [IF = 0.83]

In Preparation / Submitted

Siegfried, C., Rosemann, T., Wuttke, E. & Seeber, S. (submitted). Decision-relevant factors for participation in continuing vocational education and training – A vignette study. Vocations and Learning. [IF = 1.337]

Siegfried, C., Heinrichs, K. & Weinberger, A. (in preparation). Organization of group discussion – A video study in economics. Vocations and Learning. [IF = 1.337]

Siegfried, C. & Ackermann, N. (in preparation). Quality of written arguments on energy policy in a classroom intervention with upper secondary students: The role of individual learning characteristics and cooperative learning activities.

Siegfried, C. & Gold, V. (in preparation). Let’s talk about economics to learn economics – Potentials of automated and visual linguistic analysis of group discussion.

Published / Accepted

Siegfried, C., Förster, M. & König, C. (accepted). Development and initial validation of items to record financial competence using a decision-making process: The example of mobile phone purchases. In: SpringerBriefs.

Siegfried, C. & Rosemann, T. (accepted). E-learning in continuing vocational education and training – A quasi-longitudinal study. In: bwp@ Profil 10.

Heinrichs, K., Siegfried, C. & Weinberger, A. (2023). Potentials of the instructional concept VaKE (Value and Knowledge Education) in vocational education – Initial findings from an intervention study. In R. Bauer, E. Süss-Stepancik & R. Petz (Eds.), Perspectives on Vocational Education (pp. 85–100). Vienna: LIT.

Hangen, J., Köpfer, P. & Siegfried, C. (2022). Why (not) choose a career in academia? A theoretical review of (gender-related) reasons. bwp@ Profil 7, 1–21.

Siegfried, C. & Wuttke, E. (2021). What influences the financial literacy of young adults? A combined analysis of socio-demographic characteristics and delay of gratification. Frontiers in Psychology. [IF = 2.323]

Wuttke, E., Siegfried, C. & Aprea, C. (2020). Measuring financial literacy with a situational judgement test – Are certain groups really worse or is it the measurement instrument? Empirical Research in Vocational Education and Training, 12(18). [IF = 0.654]

Siegfried, C. & Hangen, J. (2020). Formal learning opportunities for the development of economic content knowledge – A nationwide analysis of curricula and module plans. bwp@ Profil 6, 1–21.

Siegfried, C. & Ackermann, N. (2020). The importance of school-based learning opportunities for economic-civic competence: A comparison of upper secondary students in Switzerland and Germany. Zeitschrift für ökonomische Bildung, Issue No. 09/2020.

Siegfried, C. & Berger, J. (2020). Perspectives on participation in continuing vocational education and training – An interview study. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.01096 [IF = 2.089]

Ackermann, N. & Siegfried, C. (2019). Does a balanced test format regarding selected-response and constructed-response items overcome the gender gap in test scores? Citizenship, Social and Economics Education, 18(3), 158–176. [IF = 0.41]

Siegfried, C., Wuttke, E. & Seeber, S. (2019). Motives and barriers for participation in continuing education among different disadvantaged groups. Zeitschrift für Berufs- und Wirtschaftspädagogik, 115(2), 186–217.

Siegfried, C., Rausch, A., Seifried, J., Wuttke, E., Kögler, K. & Eigenmann, R. (2019). Individual and contextual factors influencing domain-specific problem-solving competence in commercial vocational training. Zeitschrift für Erziehungswissenschaft, 22(4), 989–1017. [IF = 0.673]

Siegfried, C., Rosemann, T., Wuttke, E. & Seeber, S. (2018). Integrative effects of continuing education – A differentiated perspective from the company viewpoint. Berufsbildung, 72(163), 33–36.

Egloffstein, M., Brandt, S., Eigenmann, R., Kögler, K., Küster, J., Martens, T., Rausch, A., Schley, T., Seifried, J., Sembill, D., Siegfried, C., Warwas, J., Wolf, K. D. & Wuttke, E. (2016). Modeling and assessing domain-specific problem-solving competence of industrial clerks. In A. Dietzen et al. (Eds.), Competence Orientation: Developing, Measuring and Recognizing Vocational Competences (pp. 133–148). Bielefeld: Bertelsmann.

Seifried, J., Rausch, A., Kögler, K., Brandt, S., Eigenmann, R., Schley, T., Siegfried, C., Egloffstein, M., Küster, J., Wuttke, E., Sembill, D., Martens, T. & Wolf, K. D. (2016). Problem-solving competence of prospective industrial clerks – Conceptualization of the measurement instrument and selected empirical findings (DomPL-IK). In K. Beck et al. (Eds.), Technology-Based Competence Assessment in Vocational Education (pp. 119–138). Bielefeld: Bertelsmann.

Eigenmann, R., Siegfried, C., Kögler, K. & Egloffstein, M. (2015). Tasks of prospective industrial clerks in controlling: Approaches to modeling the domain. Zeitschrift für Berufs- und Wirtschaftspädagogik, 111(3), 417–436.

Schley, T., Eigenmann, R. & Siegfried, C. (2015). What makes a problem a problem? Modeling the difficulty of problem scenarios in the vocational occupation of industrial clerk. Wirtschaft und Erziehung, 4, 140–146.

Prof. Dr. Christin Siegfried