• Subjective well-being in adolescence
• Dynamics in subjective well-being
• Lifespan development of subjective well-being
• Decision-making

Publikationen

Brickau, D., Schaefer, B., & Luhmann, M. (2026). Who stays lonely and who does not? Identifying distinct loneliness trajectories after social loss events. Journal of Social and Personal Relationships, 02654075261431896. https://doi.org/10.1177/02654075261431896

Schaefer, B., Steinmayr, R., Schmitz, M., Roth, M., Neumann, A., & Luhmann, M. (2026). Network Dynamics of Life Satisfaction, Domain Satisfaction and Affective Well-Being in Adolescence. Personality Science, 7, 27000710261418545. https://doi.org/10.1177/27000710261418545

Krämer, M. D., Schaefer, B., Roos, Y., Richter, D., & Wrzus, C. (2026). Dynamic networks of social contact, social desire, and affect across time scales. Journal of Personality and Social Psychology. https://doi.org/10.1037/pspp0000592

Haehner, P., Krämer, M. D., Schaefer, B., Hopwood, C. J., & Bleidorn, W. (2025). Stability and change in lower-order personality traits in a representative Swiss sample. European Journal of Personality, 08902070251405544. https://doi.org/10.1177/08902070251405544

Haehner, P., Schaefer, B., Brickau, D., Kaiser, T., & Luhmann, M. (2024). The perception of major life events across the life course. PLOS ONE, 19(12), e0314011. https://doi.org/10.1371/journal.pone.0314011

Schaefer, B., Haehner, P., & Luhmann, M. (2025). Network dynamics in subjective well-being and their differences across age groups. Journal of Personality and Social Psychology, 128(3), 700–721. https://doi.org/10.1037/pspp0000533

Rahn, S., Schäfer, B., & Fuhrmann, C. (2023). Berufsoption „Lehrer*in an einer beruflichen Schule“? Warum sich Schüler*innen (nicht) für das Lehramt an beruflichen Schulen interessieren. Bildung und Erziehung, 76(1), 81–95. https://doi.org/10.13109/buer.2023.76.1.81

Domeier, M., Sachse, P., & Schäfer, B. (2018). Motivational Reasons for Biased Decisions: The Sunk-Cost Effect’s Instrumental Rationality. Frontiers in Psychology, 9, 815. https://doi.org/10.3389/fpsyg.2018.00815