Prof. Dr. Nina Keith

S 1|15 110
+49 6151 16-24 001


Die Sprechstunde von Prof. Keith in der Vorlesungszeit des WinSem 2019/20 findet nach Vereinbarung statt. Anfragen bitte per E-Mail.

Akademische Abschlüsse & Auszeichnungen

  • 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

Akademischer Werdegang

  • 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


  • Lernen und Leistung in Organisationen (selbstreguliertes Lernen, deliberate practice und Leistung, Fehlermanagement-Training)
  • Organisationskultur und –klima (z.B. Fehlermanagement-Kultur)
  • Forschungsmethoden in der Arbeits- und Organisationspsychologie

Ausgewählte Publikationen

  • Wolff, C., & Keith, N. (2019). Motives relate to cooperation in social dilemmas but have an inconsistent association with leadership evaluation. Scientific Reports, 9, 10118.
  • 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.
  • 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, 206-226.
  • 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, 515-540.
  • Frese, M., & Keith, N. (2015). Action errors, error management, and learning in organizations. Annual Review of Psychology, 66, 661-687.
  • 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.
  • 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, 97-123. Externer Verweis/Link
  • 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, 21-44. Preprint
  • Keith, N., & Frese, M. (2008). Effectiveness of error management training: A meta-analysis. Journal of Applied Psychology, 93, 59-69. Preprint
  • Keith, N., & Ericsson, K. A. (2007). A deliberate practice account of typing proficiency in everyday typists. Journal of Experimental Psychology: Applied, 13, 135-145. Preprint
  • 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, 1481-1498. Preprint
  • 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, 677-691. Preprint
  • 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, 198-219.
  • 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, 251-270.
  • 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, 333-361. Preprint