Prof. Dr. Nina Keith

Organisations- und Wirtschaftspsychologie

Kontakt

work +49 6151 16-24001
fax +49 6151 16-24001

Work S1|15 110
Alexanderstr. 10
64283 Darmstadt

Nina Keith received her doctoral degree in 2005 from Justus-Liebig-University of Giessen, Germany, and worked as Post-Doctoral Fellow at Florida State University in Tallahassee, Florida. For her dissertation, she was awarded the George E. Briggs Dissertation Award of Division 21 (Applied Experimental and Engineering Psychology) of the American Psychological Association. Since 2009, she is Professor of Organizational and Business Psychology at the Technical University of Darmstadt.

Her research broadly deals with issues of learning, motivation, and self-regulation at work (e.g., learning from errors, error management in organizations, training and informal learning, deliberate practice and expertise, goal-striving and self-regulation). Her work has been published in various journals, including the Annual Review of Psychology, Journal of Applied Psychology, and Journal of Experimental Psychology: Applied. For a list of selected publications, please see below.

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  • Lernen, Motivation und Selbstregulation bei der Arbeit
  • Fehler und Fehlermanagement in Organisationen
  • Deliberate Practice und Expertise bei der Arbeit
  • Organisationsklima und -kultur
  • Forschungsmethoden in der Arbeits- und Organisationspsychologie
  • 2005 Promotion in Psychologie (Dr. phil.), Justus-Liebig-Universität Gießen
  • George E. Briggs Dissertation Award 2005 der APA Division 21, Applied Experimental and Engineering Psychology
  • Platz 2 des Promotionspreises 2005/2006 der Fachgruppe Arbeits-und Organisationspsychologie in der Deutschen Gesellschaft für Psychologie (DGPs)
  • 2000 Diplom in Psychologie, Johann Wolfgang Goethe-Universität Frankfurt am Main
seit 2009 Professorin für Organisations- und Wirtschaftspsychologie an der Technischen Universität Darmstadt
2005 – 2009 Akademische Rätin, Arbeits- und Organisationspsychologie, Justus-Liebig-Universität Gießen
2005 – 2007 Postdoctoral research fellow, Florida State Cognitive and Expertise Labs, Department of Psychology, Florida State University, Tallahassee, USA
2000 – 2005 Wissenschaftliche Mitarbeiterin, Arbeits- und Organisationspsychologie, Justus-Liebig-Universität Gießen

Keith, N., Horvath, D., Klamar, A., & Frese, M. (in press). Failure to learn from failure is mitigated by loss-framing and by corrective feedback: A replication and test of boundary conditions of the tune-out effect. Journal of Experimental Psychology: General Zum Manuskript

Keith, N., Hartwig, K., & Richter, T. (2022). Ladies first or ladies last: Do masculine generics evoke a reduced and later retrieval of female exemplars? Collabra: Psychology, 8(1). https://doi.org/10.1525/collabra.32964

Klamar, A., Horvath, D., Keith, N., & Frese, M. (2022). Inducing error management culture – Evidence from experimental team studies. Frontiers in Psychology, 12, 716915.https://doi.org/10.3389/fpsyg.2021.716915

Höpfner, J., & Keith, N. (2021). Goal missed, self hit: Goal-setting, goal-failure, and their affective, motivational, and behavioral consequences. Frontiers in Psychology, 12, 704790. https://doi.org/10.3389/fpsyg.2021.704790

Horvath, D., Klamar, A., Keith, N., & Frese, M. (2021). Are all errors created equal? Testing the effect of error characteristics on learning from errors in three countries. European Journal of Work and Organizational Psychology, 30(1), 110-124. https://doi.org/10.1080/1359432X.2020.1839420

Keith, N., Horvath, D., & Klamar, A. (2020). The more severe the merrier: Severity of error consequences stimulates learning from error. Journal of Occupational and Organizational Psychology,93(3), 712-737. https://doi/10.1111/joop.12312

Wolff, C., & Keith, N. (2019). Motives relate to cooperation in social dilemmas but have an inconsistent association with leadership evaluation. Scientific Reports, 9, 10118. https://www.nature.com/articles/s41598-019-45931-4

Keith, N. (2018). Undesirable effects of goal setting on perceived fairness, commitment, and unethical behavior: A replication and extension of a study by Welsh and Ordóñez (2014) in a German sample. Zeitschrift für Arbeits- und Organisationspsychologie, 62(2), 97-107. https://doi.org/10.1026/0932-4089/a000267

Keith, N. (2017). Error management training. In S. G. Rogelberg (Ed.), The SAGE Encyclopedia of Industrial and Organizational Psychology (2nd ed., pp. 422-424). Thousand Oaks, CA: Sage.

Wening, S., Keith, N., & Abele, A. E. (2016). High construal level can help negotiators to reach integrative agreements: The role of information exchange and judgment accuracy. British Journal of Social Psychology, 55(2), 206-226.https://doi.org/ 10.1111/bjso.12130

Keith, N., Unger, J., Rauch, A., & Frese, M. (2016). Informal learning and entrepreneurial success: A longitudinal study of deliberate practice among small business owners. Applied Psychology: An International Review, 65(3), 515-540.https://doi.org/ 10.1111/apps.12054

Frese, M., & Keith, N. (2015). Action errors, error management, and learning in organizations. Annual Review of Psychology, 66, 661-687. https://doi.org/10.1146/annurev-psych-010814-015205

Keith, N., & Wolff, C. (2015). Encouraging active learning. In K. Kraiger, J. Passmore, N. R. Santos, & S. Malvezzi (Eds.), The Wiley-Blackwell handbook of the psychology of training, development, and performance improvement (pp. 92–116). Chichester: Wiley-Blackwell.

Fruhen, L. S., & Keith, N. (2014). Team cohesion and error culture in risky work environments. Safety Science, 65, 20-27.https://doi.org/10.1016/j.ssci.2013.12.011

Keith, N. (2012). Managing errors during training. In J. Bauer & C. Harteis (Eds.), Human fallibility: The ambiguity of errors for work and learning (pp. 173-196). New York: Springer.

Keith, N. (2011). Learning through errors in training. In D. Hofmann & M. Frese (Eds.), Errors in organizations (pp. 45-65). New York: Taylor & Francis.

Keith, N., & Frese, M. (2011). Enhancing firm performance and innovativeness through error management culture. In N. M. Ashkanasy, C. P. M. Wilderom, & M. F. Peterson (Eds.), Handbook of organizational culture and climate (2nd ed., pp. 137-157). Thousand Oaks, CA: Sage.

Keith, N., Richter, T., & Naumann, J. (2010). Active/exploratory training promotes transfer even in learners with low motivation and cognitive ability. Applied Psychology: An International Review, 59(1), 97-123. https://doi.org/10.1111/j.1464-0597.2009.00417.x

Unger, J. M., Keith, N., Hilling, C., Gielnik, M. M., & Frese, M. (2009). Deliberate practice among South African small business owners: Relationships with education, cognitive ability, knowledge, and success. Journal of Occupational and Organizational Psychology, 82(1), 21-44. https://doi.org/10.1348/096317908X304361

Keith, N., & Frese, M. (2008). Effectiveness of error management training: A meta-analysis. Journal of Applied Psychology, 93(1), 59-69. https://doi.org/10.1037/0021-9010.93.1.59

Keith, N., & Ericsson, K. A. (2007). A deliberate practice account of typing proficiency in everyday typists. Journal of Experimental Psychology: Applied, 13(3), 135-145. https://doi.org/10.1037/1076-898X.13.3.135

Frese, M., Krauss, S. I., Keith, N., Escher, S., Grabarkiewicz, R., Luneng, S. T., Heers, C., Unger, J. M., & Friedrich, C. (2007). Business owners’ action planning and its relationship to business success in three African countries. Journal of Applied Psychology, 92(6), 1481-1498. https://doi.org/10.1037/0021-9010.92.6.1481

Keith, N., & Frese, M. (2005). Self-regulation in error management training: Emotion control and metacognitive activity as mediators of performance effects. Journal of Applied Psychology, 90(4), 677-691. https://doi.org 10.1037/0021-9010.90.4.677

Schermelleh-Engel, K., Keith, N., Moosbrugger, H., & Hodapp, V. (2004). Decomposing person and occasion-specific effects: An extension of latent state-trait theory to hierarchical LST models. Psychological Methods, 9(2), 198-219. https://doi.org/10.1037/1082-989X.9.2.198

Keith, N., Hodapp, V., Schermelleh-Engel, K., & Moosbrugger, H. (2003). Cross-sectional and longitudinal confirmatory factor models for the German Test Anxiety Inventory: A construct validation. Anxiety, Stress, and Coping, 16(3), 251-270. https:// doi.org/10.1080/1061580031000095416

Heimbeck, D., Frese, M., Sonnentag, S., & Keith, N. (2003). Integrating errors into the training process: The function of error management instructions and the role of goal orientation. Personnel Psychology, 56(2), 333-361. https://doi.org/ 10.1111/j.1744-6570.2003.tb00153.x