Dr Diana Vogel-Blaschka

Academic Profile

Diana Vogel-Blaschka conducts research and teaches at the intersection of psychology, psychotherapy and quantitative research methods. She works as a freelance psychological and methodological-statistical consultant in research and the healthcare sector and, as a trainee psychological psychotherapist, brings in-depth insights into clinical practice.

Academic and Professional Background

Diana Vogel-Blaschka studied psychology at TU Dresden and obtained her PhD in research methods and statistics. She has gained extensive research experience in various fields, including medicine, educational sciences, psychology and computational modelling. Since 2015, she has been training as a psychological psychotherapist specialising in behavioural therapy, a programme she is expected to complete in 2026. As part of this training, she has gained extensive practical experience in psychosocial settings such as the acute psychiatry unit at the Elblandklinikum Radebeul.

Since 2019, she has been working as a freelance consultant, supporting health insurance providers, institutions and organisations in the healthcare sector with psychological, research methodology and statistical issues. She regularly conducts training courses and workshops on mental disorders, counselling techniques and dealing with crises and suicidal behaviour.

Research Focus and Interests

In her research, Diana Vogel-Blaschka focuses on the application of (complex) multivariate methods to practical questions in psychology, learning and educational research, and medicine. A particular focus is on the investigation of clinical or educational interventions, as well as computer-assisted learning and decision-making research.

Her research covers, amongst other things, the following topics:

• Quantitative methods and statistical modelling in psychology, education and medicine
• Evaluation and optimisation of therapeutic interventions in healthcare
• Dynamic computational modelling of learning and decision-making processes
• Interest, motivation, stereotypes and knowledge in vocational and teacher training

Teaching

In her teaching, Diana Vogel-Blaschka emphasises methodological knowledge and scientific thinking as the cornerstones of academically oriented practical work. She provides students with targeted training in critically reflecting on information and systematically addressing research questions. In doing so, she places great emphasis on practical examples and on ensuring that students arrive at well-founded conclusions independently and through reflection.

To strengthen her teaching skills, she has obtained the Saxon University Teaching Certificate and the Diversity Certificate from TU Dresden. She teaches on both Bachelor’s and Master’s degree programmes as well as on postgraduate courses, and also draws on her experience from numerous training programmes for health insurance providers and healthcare organisations.

Publications (selection)

Books:

Rudolf, M., & Vogel-Blaschka, D. (2023). Complex Regression Analysis Methods. Göttingen: Hogrefe.

Hoyer, J., & Vogel, D. (2018). Behavioural Activation. Techniques of Behavioural Therapy. Weinheim: Beltz.

Research articles:

Beck, M., Abele, S., Fürstenau, B., Vogel-Blaschka, D., & Leon, A. (in preparation). Educational competence of students of vocational and business education at the start of their studies. bwp@ Vocational and Business Education – online, Profile 13: Digital commemorative volume for Jürgen Seifried.

Rexhäuser, D., Radkowitsch, A., Richters, C., Glogger-Frey, I., Vogel-Blaschka, D., Meier, J., & Abele, S. (2026). Effects of specificity of self-explanation prompts for worked examples on computer-supported learning of collaborative diagnostic reasoning. International Journal of Computer-Supported Collaborative Learning, 1–47. https://doi.org/10.1007/s11412-026-09468-9

Abele, S., Vogel-Blaschka, D., Leon, A., Beck, M., & Fürstenau, B. (2025). General pedagogical knowledge among pre-service vocational teachers: Measurement and development during teacher education. Teaching and Teacher Education, 165, 105155. https://doi.org/10.1016/j.tate.2025.105155

Pilhatsch, M., Schallenberg, M., Vogel-Blaschka, D., Treu, A.-B., Petzold, J., Zander, L., & Spreer, M. (2025). Impact of the Covid-19 pandemic on the trajectories of patients with severe alcohol use disorder treated with disulfiram. Scientific Reports, 15, 5713. https://doi.org/10.1038/s41598-025-90081-5

Schallenberg, M., Vogel-Blaschka, D., Spreer, M., Göstl, J., Petzold, J., & Pilhatsch, M. (2025). Effectiveness of disulfiram as an adjunct to addiction-focused treatment for people with severe alcohol use disorder. Addiction Biology, 30, e70035. https://doi.org/10.1111/adb.70035

Vogel-Blaschka, D., Kunde, W., Herbort, O., & Scherbaum, S. (2024). IDEONAMIC – An integrative computational dynamic model of ideomotor learning and effect-based action control. Psychological Review, 131(1), 79–103. https://doi.org/10.1037/rev0000460

Schallenberg, M., Pilhatsch, M., Petzold, J., Vogel-Blaschka, D., Zimmermann, U. S., & Spreer, M. (2024). Regaining control over alcohol intake but not abstinence whilst on disulfiram, as a harm reduction approach: 2 case reports. Addiction Science & Clinical Practice, 19, 90. https://doi.org/10.1186/s13722-024-00522-1

Leising, D., Vogel, D., Waller, V., & Zimmermann, J. (2020). Correlations between person-descriptive items can be predicted from the product of their midpoint-centred social desirability values. European Journal of Personality, 35(5), 667–689. https://doi.org/10.1177/0890207020962331

Scherbaum, S., Dshemuchadse, M., Esmeyer, M., Herbers, J., Maurer, P., Reichert, M., Rolf, D., Wehner, P., Vogel, D., & Rudolf, M. (2020). Let’s play with statistics! HDS.Journal, 2, 41–43.

Vogel, D., Rudolf, M., & Scherbaum, S. (2020). The impact of verbal instruction and task characteristics on effect-based action control. Cognitive Processing, 21, 271–285. https://doi.org/10.1007/s10339-020-00960-0

Vogel, D., Scherbaum, S., & Janczyk, M. (2018). Dissociating decision strategies in free-choice tasks – A mouse-tracking analysis. Acta Psychologica, 190, 65–71. https://doi.org/10.1016/j.actpsy.2018.06.012