PD Dr. Christoph Lindner

Privatdozent

Educational Psychology

Address

University of Hamburg

Faculty of Education

Department of General, Intercultural and International Comparative Education as well as Educational Psychology (EW1)

Von-Melle-Park 8

20146 Hamburg

Office hours

By appointment, usually online

Contact

Email: christoph.lindner"AT"uni-hamburg.de

ORCID: 0000-0001-5688-3146

Google Scholar: https://scholar.google.com/citations?user=s5beJWUAAAAJ&hl=de

Key aspects of activity

Self-control, motivation, and mental fatigue in learning and performance contexts
Self-regulation competencies: mindfulness, emotion regulation, and social competence
Psychological assessment and psychometrics for measuring and evaluating individual change over time
Treatment response and clinically meaningful changes in psychopathological symptoms
Clinical trajectory and biomarker research in mental disorders

Curriculum vitae

Professional activities

Education

Selected publications

Lindner, C., Retelsdorf, J., Nagy, G., & Zitzmann, S. (2025). The waning willpower: A highly powered longitudinal study investigating fatigue vulnerability and its relation to personality, intelligence, and cognitive performance. Journal of Personality and Social Psychology, 129, 714–735.

Lindner, C., Nagy, G., Roell, L., & Zitzmann, S. (2025). Investigating the impact of perceived mental fatigue on sustained attention performance: A latent growth curve analysis taking social desirability into account. Cognition and Emotion, 39(8), 1976–1987.

Roell, L., Lindner, C., Maurus, I., Keeser, D., Malchow, B., Schmitt, A., & Falkai, P. (2025). Neural and somatic mechanisms driving clinical improvements in post-acute schizophrenia spectrum disorders. European Psychiatry, 68, e162.

Zitzmann, S., Lindner, C., & Hecht, M. (2024). A straightforward and valid correction to Nathoo et al.’s Bayesian within-subject credible interval. Journal of Mathematical Psychology, 122, 102873.

Lindner, C., Zitzmann, S., Klusmann, U., & Zimmermann, F. (2023). From procrastination to frustration—How delaying tasks can affect study satisfaction and dropout intentions over the course of university studies. Learning and Individual Differences, 108, 102373.