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Has Achievement Goal Theory Been Right? A Meta-Analysis of the Relation Between Goal Structures and Personal Achievement Goals

Journal of educational psychology, 2020-08, Vol.112 (6), p.1197-1220

2020

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Teacher motivation and student outcomes: Searching for the signal

Educational psychologist, 2021-10, Vol.56 (4), p.283-297

2021

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Revisiting effects of teacher characteristics on physiological and psychological stress: a virtual reality study

Scientific reports, 2023-12, Vol.13 (1), p.22224-22224, Article 22224

2023

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Evaluating the content structure of intelligent tutor systems—A psychological network analysis

Computers and education open, 2024-12, Vol.7, p.100198, Article 100198

2024

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Does students' awareness of school-track-related stereotypes exacerbate inequalities in education?

NPJ science of learning, 2023-12, Vol.8 (1), p.59-59, Article 59

2023

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Taking another look at intelligence and personality using an eye-tracking approach

NPJ science of learning, 2024-07, Vol.9 (1), p.41-16, Article 41

2024

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Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness

Educational research review, 2020-06, Vol.30, p.100312, Article 100312

2020

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Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator

Empirical research in vocational education and training, 2019-06, Vol.11 (1), p.1-18, Article 9

2019

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Revisiting the Intricate Interplay Between Aggression and Preadolescents' School Functioning: Longitudinal Predictions and Multilevel Latent Profiles

Developmental psychology, 2022-04, Vol.58 (4), p.714-729

2022

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Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review

Educational psychology review, 2022-03, Vol.34 (1), p.259-300

2022

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Self-Regulated and Externally Regulated Learning in Adolescence: Developmental Trajectories and Relations With Teacher Behavior, Parent Behavior, and Academic Achievement

Developmental psychology, 2023-07, Vol.59 (7), p.1327-1345

2023

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How Personality Matters for Education Research

Educational psychology review, 2023-09, Vol.35 (3), p.94, Article 94

2023

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Multiple Social and Academic Achievement Goals: Students' Goal Profiles and Their Linkages

The Journal of experimental education, 2023-10, Vol.91 (4), p.655-675

2023

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Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations

Teaching and teacher education, 2019-07, Vol.83, p.1-11

2019

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The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

Computers and education, 2021-08, Vol.169, p.104194, Article 104194

2021

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Can we improve how we screen applicants for initial teacher education?

Teaching and teacher education, 2020-01, Vol.87, p.102949, Article 102949

2020

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Personality, intelligence, and academic achievement: Charting their developmental interplay

Journal of personality, 2023-12, Vol.91 (6), p.1326-1343

2023

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Quantifying Individual Personality Change More Accurately by Regression-Based Change Scores

Structural equation modeling, 2024-09, Vol.31 (5), p.909-922

2024

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The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements

Teaching and teacher education, 2021-08, Vol.104, p.103385, Article 103385

2021

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Attracting prospective STEM teachers using realistic job previews: a mixed methods study

European journal of teacher education, 2023-05, Vol.46 (3), p.533-555

2023

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From Intellectual Investment Trait Theory to Dynamic Intellectual Investment Trait and State Theory: Theory extension, methodological advancement, and empirical illustration

Journal of research in personality, 2024-02, Vol.108, p.104445, Article 104445

2024

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Students’ and teachers’ perceptions of goal structures – Will they ever converge? Exploring changes in student-teacher agreement and reciprocal relations to self-concept and achievement

Contemporary educational psychology, 2019-10, Vol.59, p.101799, Article 101799

2019

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Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures

Learning and instruction, 2021-02, Vol.71, p.101400, Article 101400

2021

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Immigrant adolescents’ perceptions of cultural pluralism climate: Relations to self‐esteem, academic self‐concept, achievement, and discrimination

New directions for child and adolescent development, 2021-05, Vol.2021 (177), p.51-75

2021

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The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio‐economic status on situational judgement test performance

British journal of educational psychology, 2021-09, Vol.91 (3), p.1015-1034

2021

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Has Achievement Goal Theory Been Right? A Meta-Analysis of the Relation Between Goal Structures and Personal Achievement Goals

Teacher motivation and student outcomes: Searching for the signal

Revisiting effects of teacher characteristics on physiological and psychological stress: a virtual reality study

Evaluating the content structure of intelligent tutor systems—A psychological network analysis

Does students' awareness of school-track-related stereotypes exacerbate inequalities in education?

Taking another look at intelligence and personality using an eye-tracking approach

Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness

Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator

Revisiting the Intricate Interplay Between Aggression and Preadolescents' School Functioning: Longitudinal Predictions and Multilevel Latent Profiles

Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review

Self-Regulated and Externally Regulated Learning in Adolescence: Developmental Trajectories and Relations With Teacher Behavior, Parent Behavior, and Academic Achievement

How Personality Matters for Education Research

Multiple Social and Academic Achievement Goals: Students' Goal Profiles and Their Linkages

Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations

The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

Can we improve how we screen applicants for initial teacher education?

Personality, intelligence, and academic achievement: Charting their developmental interplay

Quantifying Individual Personality Change More Accurately by Regression-Based Change Scores

The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements

Attracting prospective STEM teachers using realistic job previews: a mixed methods study

From Intellectual Investment Trait Theory to Dynamic Intellectual Investment Trait and State Theory: Theory extension, methodological advancement, and empirical illustration

Students’ and teachers’ perceptions of goal structures – Will they ever converge? Exploring changes in student-teacher agreement and reciprocal relations to self-concept and achievement

Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures

Immigrant adolescents’ perceptions of cultural pluralism climate: Relations to self‐esteem, academic self‐concept, achievement, and discrimination

The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio‐economic status on situational judgement test performance

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