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Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und LehrerInnenbildung

1, 2021

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"It's where learning and teaching begins - is this relationship" : insights on the teacher-student relationship at university from the teachers' perspective

Higher education, 2023-04, Vol.85 (4), p.819-835

2023

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Motivation and Emotion in Learning and Teaching Across Educational Contexts: Theoretical and Methodological Perspectives and Empirical Insights

1, 2024

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Die Governance der Lehrplaneinführung - Prädiktoren der Innovationsakzeptanz von Schulleiterinnen und Schulleitern

Schweizerische Zeitschrift für Bildungswissenschaften, 2019-04, Vol.41 (1), p.136-159

2019

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Der Zusammenhang von Schülermotivation und Mathematikleistung in der Überprüfung des Erreichens der Grundkompetenzen (ÜGK) 2016

Schweizerischen Zeitschrift für Bildungswissenschaften, 2020-10, Vol.42 (2), p.414-438

2020

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Emotionen und Emotionsregulation in Schule und Hochschule

1, 2018

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On the Impact of Learning Cycle Teaching on Austrian High School Students’ Emotions, Academic Self-Concept, Engagement, and Achievement

Research in science education (Australasian Science Education Research Association), 2021-12, Vol.51 (6), p.1481-1499

2021

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‘At first I was overwhelmed, but then—I have to say—I did almost enjoy it’. Psychological needs satisfaction and vitality of student teachers during the first Covid-19 lockdown

Social psychology of education, 2021-12, Vol.24 (6), p.1607-1641

2021

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Mixed Methods Research on Learning and Instruction—Meeting the Challenges of Multiple Perspectives and Levels Within a Complex Field

Forum, qualitative social research, 2023-01, Vol.24 (1)

2023

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Grundlagen und Anwendung von Mixed Methods in der empirischen Bildungsforschung

2024

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Fostering Students’ Situational Interest in Physics: Results from a Classroom-Based Intervention Study

Research in science education (Australasian Science Education Research Association), 2023-10, Vol.53 (5), p.993-1008

2023

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“I feel enthusiastic, when the homework is done well”: teachers’ emotions related to homework and their antecedents

Frontiers in education (Lausanne), 2023-08, Vol.8

2023

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Developing a CVTAE-based conceptual framework for examining emotions in higher education teaching: a systematic literature review

Frontiers in psychology, 2023-05, Vol.14, p.1142506-1142506

2023

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Zum Zusammenspiel von Mathematikleistung, Schüler/innen-motivation und Lernemotionen auf der Sekundarstufe 1 – ein Vergleich zwischen Schüler/innen mit und ohne Migrationshintergrund in der Schweiz

Schweizerischen Zeitschrift für Bildungswissenschaften, 2017-07, Vol.39 (2), p.375-394

2017

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'I don't hide my feelings, even though I try to' : insight into teacher educator emotion display

Australian educational researcher, 2014-07, Vol.41 (3), p.261-281

2014

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Swiss adolescents’ well-being in school

Schweizerischen Zeitschrift für Bildungswissenschaften, 2020-10, Vol.42 (2), p.367-390

2020

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The Potential of Qualitative Content Analysis for Empirical Educational Research

Forum, qualitative social research, 2020-01, Vol.21 (1)

2020

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Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner

Frontiers in education (Lausanne), 2022-02, Vol.7

2022

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Joy, anger, and anxiety during the teaching practicum: how are these emotions related to dimensions of pre-service teachers’ self-efficacy?

Zeitschrift für Bildungsforschung (Internet), 2022, Vol.12 (2), p.295-311

2022

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Lehrerinnenemotionen und deren Regulation in der Elternberatung

Journal für LehrerInnenbildung, 2022, Vol.22 (2), p.16-25

2022

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Who feels good in school? Exploring profiles of scholastic well-being in secondary-school students and the effect on achievement

International journal of educational research open, 2021, Vol.2, p.100061, Article 100061

2021

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Austrian students’ experiences of supportive relationships with teachers, peers, and parents and the mediating effect of school belonging in the context of their academic and non-academic outcomes

Zeitschrift für Bildungsforschung (Internet), 2021, Vol.11 (1), p.93-116

2021

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University teachers’ perceptions of appropriate emotion display and high-quality teacher-student relationship: Similarities and differences across cultural-educational contexts

Frontline learning research, 2016-05, Vol.4 (3), p.44-74

2016

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Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behaviour in the teaching practicum

International journal of educational research, 2016, Vol.77, p.15-25

2016

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Teacher emotions in the classroom: associations with students' engagement, classroom discipline and the interpersonal teacher-student relationship

European journal of psychology of education, 2015-12, Vol.30 (4), p.385-403

2015

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Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und LehrerInnenbildung

"It's where learning and teaching begins - is this relationship" : insights on the teacher-student relationship at university from the teachers' perspective

Motivation and Emotion in Learning and Teaching Across Educational Contexts: Theoretical and Methodological Perspectives and Empirical Insights

Die Governance der Lehrplaneinführung - Prädiktoren der Innovationsakzeptanz von Schulleiterinnen und Schulleitern

Der Zusammenhang von Schülermotivation und Mathematikleistung in der Überprüfung des Erreichens der Grundkompetenzen (ÜGK) 2016

Emotionen und Emotionsregulation in Schule und Hochschule

On the Impact of Learning Cycle Teaching on Austrian High School Students’ Emotions, Academic Self-Concept, Engagement, and Achievement

‘At first I was overwhelmed, but then—I have to say—I did almost enjoy it’. Psychological needs satisfaction and vitality of student teachers during the first Covid-19 lockdown

Mixed Methods Research on Learning and Instruction—Meeting the Challenges of Multiple Perspectives and Levels Within a Complex Field

Grundlagen und Anwendung von Mixed Methods in der empirischen Bildungsforschung

Fostering Students’ Situational Interest in Physics: Results from a Classroom-Based Intervention Study

“I feel enthusiastic, when the homework is done well”: teachers’ emotions related to homework and their antecedents

Developing a CVTAE-based conceptual framework for examining emotions in higher education teaching: a systematic literature review

Zum Zusammenspiel von Mathematikleistung, Schüler/innen-motivation und Lernemotionen auf der Sekundarstufe 1 – ein Vergleich zwischen Schüler/innen mit und ohne Migrationshintergrund in der Schweiz

'I don't hide my feelings, even though I try to' : insight into teacher educator emotion display

Swiss adolescents’ well-being in school

The Potential of Qualitative Content Analysis for Empirical Educational Research

Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner

Joy, anger, and anxiety during the teaching practicum: how are these emotions related to dimensions of pre-service teachers’ self-efficacy?

Lehrerinnenemotionen und deren Regulation in der Elternberatung

Who feels good in school? Exploring profiles of scholastic well-being in secondary-school students and the effect on achievement

Austrian students’ experiences of supportive relationships with teachers, peers, and parents and the mediating effect of school belonging in the context of their academic and non-academic outcomes

University teachers’ perceptions of appropriate emotion display and high-quality teacher-student relationship: Similarities and differences across cultural-educational contexts

Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behaviour in the teaching practicum

Teacher emotions in the classroom: associations with students' engagement, classroom discipline and the interpersonal teacher-student relationship

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