• DFG Priority Program (1974-1980): Teaching-Learning Research
• DFG project: (1974-1980):Multidimensional goal achievement in teaching-learning processes
• SNF-Project (1987):Cognitive and motivational orientations of U. S. and European students
• DFG Priority Program (1994-2000):SPP 191: Teaching-Learning Processes in Initial Business Education
• DFG project: (1994-2000): Development, testing and evaluation of a further training concept for teachers and trainers to promote motivated self-directed learning in schools and companies in initial commercial training
• European Union (1992-1996): Program of the Community in Education and Training of Technologies (COMMETT)Advances in Medical Technology: Training concept in hospital hygiene
• BBT (2000-2007): Reform of basic commercial training
• Asea Brown Boveri - Learning Centers (2002-2005): Development and review of the new training concept
• Federal state of North Rhine-Westphalia (2002-2007): Evaluation of the introduction of practical philosophy as a subject
• Federal state of Rhineland-Palatinate (2001-2004): Evaluation of the introduction of the all-day school

Journal editorship

• 1984-1989: Publisher and editor of BULLETIN of the Swiss Society for Educational Research
• 1987-1993: Editor of the Kieler Berichte: Yellow Series "Empirical Vocational and Business Education"
• since 1992: Co-editor and contributor to the journal "Empirische Pädagogik"

Publications
Monographs and numerous articles, including in national and international anthologies (some with editorship), series, handbooks and journals (including Zeitschrift für Pädagogik, Empirische Pädagogik, Unterrichtswissenschaft, Zeitschrift für Berufs- und Wirtschaftspädagogik, Education et Recherche, European Journal of Psychology of Education, Educational Psychology, etc.) in German, English, French and Spanish (including translation into Chinese).

Selected articles
Nenniger, P. & Mejeh, M. (2015, in press). Special education in the complex institutional environment of healthcare - structural frame and empirical reality. In: Kirkcaldy, B. (ed.) Promoting Children Psychological Health. London.

Nenniger, P. (2014). Learning diagnostics. In: A. Frey, U. Lissmann & B. Schwarz (eds.). Handbook of vocational educational diagnostics (pp. 324-338). Weinheim: Beltz.

Schwarz, B., Nenniger, P. & Jäger, R. S. (Eds.). (2012). Empirical pedagogy 1990 - 2010. A review of research in the Federal Republic of Germany (2 vols.). Landau: VEP.

Nenniger, P. (2012). The school system in Germany and Switzerland: On differences in what appears to be the same. In: A. Hoffmann-Ocon & A. Schmidtke (Eds.). Reform processes in the education system. Between educational policy and educational science (pp. 17-37). Wiesbaden: VS-Verlag.

Mejeh, M. & Nenniger, P. (2011). From children's home to special education center: Conditions, possibilities and problems in the development of an integration concept for children and adolescents with communication, learning and behavioral disorders. In: F. Dietrich, M. Heinrich & N. Thieme (eds.). Control and development in the education system. New control - old inequalities? (S. 125-135). Münster: Waxmann.

Nenniger, P. (2011). Autonomy in Learning and Instruction (Roots, Frames and Concepts of a Basic Issue). In: P. R. Martin, F. M. Cheung, M. C. Kyrios & M. Knowles (Eds). Handbook of Applied Psychology (Blackwell IAAP Handbooks of Applied Psychology) (pp. 162-184). Oxford: Wiley-Blackwell.

Nenniger, P. & Koch, A. (2010). The structure of science systems - typologies, actors, responsibilities, funding. In: Beck, J. (Ed.) Bildung am Oberrhein - Schulsysteme, Wissenschaft, Forschung und Weiterbildung im deutsch-französisch-schweizerischen Vergleich (pp. 62-70). Baden-Baden: Nomos.

Nenniger, P. (2009). The importance of cultural diversity in a European higher education area. In: D. Huelsenberg. Der Bologna-Prozess und Beiträge aus seinem Umfeld (Abhandlungen der Humboldt-Gesellschaft, Vol. 23, pp. 37-54) Mannheim: Humboldt-Gesellschaft.

Nenniger, P., van den Brink, K. & Bissbort, D. (2009). On a differential explanation of self-direction in motivating learning environments. In: M. Wosnitza, S. A. Karabenick, A. Efklides & P. Nenniger. Contemporary Motivation Research: From Global to Local Perspectives (pp. 147-166). New York: Hogrefe.

Wosnitza, M., Karabenick, S., Efklides, A., & Nenniger, P. (2009). (Eds.). Contemporary Motivation Research: From Global to Local Perspectives. Göttingen & New York: Hogrefe & Huber.

Nenniger, P. (2006). Comment on Perry & Winne's "Learning from Learning Kits: gStudy Traces of Students' Self-Regulated Engagements with Computerized Content". Educational Psychology Review, 18(3), 233-237.

Nenniger, P. (2006). Prerequisites for and consequences of self-regulation of learning in the teaching-learning process. In I. Hosenfeld & F. Schrader (Eds.) School performance: Foundations, conditions, perspectives. (S. 169-181). Münster: Waxmann.

Nenniger, P. (2005). Commentary on self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 239-244.

Renold, U., Nenniger, P., Frey, A. & Balzer, L. (2005). La réforme de la formation commerciale de base, Volume 4a: Conséquences et mise en oeuvre de la réforme. Landau: Verlag Empirische Pädagogik.

Nenniger, P. (2004). Possibilities and limits of the use of self-directed teaching-learning arrangements in vocational training - Some experiences from the reform of basic commercial training in Switzerland. In: R. Dubs, D. Euler & H. Seitz (Eds.). Current aspects in school and science education (pp. 75-82). St. Gallen: IWP.

Straka, G. A., Nenniger, P., Plaßmeier, N., Spevacek, G., & Wosnitza, M. (2002). Development, Test and Evaluation of a Further Education Concept for Teachers and Trainers to Promote Motivated Self-Directed Learning in Schools and Companies in Business Education. In: K. Beck (Ed.), Teaching-Learning Processes in Vocational Education. Foundations of Modern Training Programs (pp. 11-25). Frankfurt: Lang.

Wosnitza, M. & Nenniger, P. (2001). Perceived Learning Environments and the Individual Learning Process: The mediating Role of Motivation in Learning. In S. Volet & S. Järvelä (Eds), Motivation in Learning Contexts: Theoretical Advances and Methodological Implication, (pp. 171-187). London: Elsevier.

Nenniger, P. (2003). Évaluation et performance dans l'enseignement et l'apprentissage: Entre innovation et tradition. Proceedings of the ADMEE-Conference 2002 (Lausanne), Neuchâtel: IRDP.

Balzer, L., Frey, A., Nenniger, P. (1999). What is evaluation and how does it work? In: Empirical Pedagogy 13 (4), 393-413.

Nenniger, P. (1999). On the role of motivation in self-directed learning. The "Two Shells-Model of Motivated Self-directed Learning" as a structural explanatory concept. European Journal of Psychology of Education, 14(1), 71-86.

Straka, G. A., Nenniger, P., Spevacek, G., & Wosnitza, M. (1997). Un modelo de aprendizaje motivado y autodirigido. Educación, 55, 43-54.

Nenniger, P., Straka, G. A., Spevacek, G., & Wosnitza, M. (1995). Motivated self-directed learning: Foundations of an interactionist model. In: R. Arbinger & R. S. Jäger (Eds.), Zukunftsperspektiven empirisch-pädagogischer Forschung. Empirical Pedagogy, Supplement 4. Landau: VEP.

Bank, V. & Nenniger, P. (1995). What is continuing education? On the problem of the definitional delimitation of continuing education and its conceptual segmentation. Kölner Zeitschrift für Wirtschaft und Pädagogik, 10(18),81-105.

Nenniger, P. (1995). Basic styles of student learning. In T. Gjesme & R. Nygard (Eds). Advances in Motivation (pp.79-95). Oslo: Scandinavian University Press.

Nenniger, P., Eigler, G. & Macke, G. (1993). Studies on the multidimensionality of teaching-learning processes. Bern: Lang.

Nenniger, P. (1993) Von der summativen zur strukturellen Betrachtung des Unterrichts. On the theoretical consequences of the methodological approach in classroom research. Empirical Pedagogy, 7, 21-35.

Buer, van, J. & Nenniger, P. (1992). Teaching and learning research: Traditional teaching. In: K. Ingenkamp, R. S. Jäger, H. Petillon & B. Wolf (Eds.): Empirische Pädagogik 1970 - 1990 (Vol. 2, pp. 407-470). Weinheim: Deutscher Studien-Verlag.

Nenniger, P. (1988). Cognitive and motivational orientations of U. S. and European students.
Differences and structural correspondences. International journal of educational research, 12(3), 257-266.

Nenniger, P. (1980). Possibilities of applying graph theory in educational science. [Possibilities of applying graph theory in pedagogical science.] Zeitschrift für empirische Pädagogik, 4, 85-106.

Dissertation
Nenniger, P. (1978). Processing patterns of failure. A motivational study on changes in the cognitive structure [Diss. phil.] Berne - Frankfurt: Lang.

Habilitation thesis
Nenniger, P. (1988). The pedagogical relationship as a motivational construct. Weinheim: Deutscher Studien Verlag. [Habilitation thesis]

Lectures and speeches
Numerous lectures and speeches at congresses and conferences at universities and academies, including

• the Swiss Society for Educational Research, the German Society for Educational Science, the German Society for Psychology, the European Association for Research on Learning an Instruction, the International Association for Applied Psycholgy, the American Psychological Association and the American Educational Research Association, Association pour le Développement des Méthodologies d'Evaluation en Education en Europe.

• the Universities of Basel, Fribourg, Berlin (Humboldt), Leipzig, Vienna, Leuven, Paris (Sorbonne), Oxford, Turku, Córdoba, Lisbon, Michigan (Ann Arbor), Buffalo, University of California at Santa Barbara, University of California at Los Angeles, Windsor (Ontario), Cairo, Zagazig and Ismailia

in particular

• Keynote at the Congress of the European Association for Research on Learning and Instruction (Budapest)
• Keynote and State-of-the-Art Lecture at the International Congress of the International Association for Applied Psychology (Melbourne)
• Invited Address at the Finnish Academy of Sciences (Helsinki)
• Relazione at the Academia di Studi Italo-Tedeschi (Merano)
• Lecture at the Academic Council of the Humboldt Society (Bad Nauheim)
• Invited Address at the Bibliotheca Alexandrina (Alexandria, Egypt)
• Memorial address on the passing of John G. Nicholls (Purdue University) at the Convention of the American Psychological Association (Washington)
• Memorial address on the passing of Paul Pintrich (University of Michigan) at the Conference of the European Association for Research on Learning an Instruction (Padova)

• Teaching and learning research
• Vocational and business education
• Motivation and interest theory
• methodology

Prizes and awards