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Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis

Contemporary educational psychology, 2021-07, Vol.66, p.101976, Article 101976

Theobald, Maria

2021

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Dynamic reciprocal relations of achievement goals with daily experiences of academic success and failure: An ambulatory assessment study

Learning and instruction, 2022-10, Vol.81, p.101617, Article 101617

2022

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Motivational Profiles Across Domains and Academic Choices Within Eccles et al.'s Situated Expectancy-Value Theoretical Framework

Developmental psychology, 2021-11, Vol.57 (11), p.1893-1909

2021

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Should I grade or should I comment: Links among feedback, emotions, and performance

Learning and individual differences, 2021-07, Vol.89, p.102020, Article 102020

2021

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Cognitive Appraisals, Achievement Emotions, and Students' Math Achievement: A Longitudinal Analysis

Journal of educational psychology, 2022-02, Vol.114 (2), p.346-367

2022

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Does an individualized learning design improve university student online learning? A randomized field experiment

Computers in human behavior, 2021-09, Vol.122, p.106819, Article 106819

2021

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Disentangling the associations of academic motivation with self-concept and academic achievement using the bifactor exploratory structural equation modeling framework

Contemporary educational psychology, 2022-04, Vol.69, p.102069, Article 102069

2022

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Does Instructional Quality Mediate the Link Between Teachers' Emotional Exhaustion and Student Outcomes? A Large-Scale Study Using Teacher and Student Reports

Journal of educational psychology, 2022-08, Vol.114 (6), p.1442-1460

2022

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Business Models as Models

Long range planning, 2010-04, Vol.43 (2), p.156-171

2010

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Dispositional predictors of perceived academic competitiveness: Evidence from multiple countries

Personality and individual differences, 2022-11, Vol.198, p.111801, Article 111801

2022

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Students' Motivational Trajectories and Academic Success in Math-Intensive Study Programs: Why Short-Term Motivational Assessments Matter

Journal of educational psychology, 2022-07, Vol.114 (5), p.1062-1085

2022

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What successful students do: Evidence-based learning activities matter for students' performance in higher education beyond prior knowledge, motivation, and prior achievement

Learning and individual differences, 2021-10, Vol.91, p.102056, Article 102056

2021

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Individualized Teacher Frame of Reference and Student Self-Concept Within and Between School Subjects

Journal of educational psychology, 2023-02, Vol.115 (2), p.309-329

2023

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The Reciprocal 2I/E Model: An Investigation of Mutual Relations Between Achievement and Self-Concept Levels and Changes in the Math and Verbal Domain Across Three Countries

Journal of educational psychology, 2021-11, Vol.113 (8), p.1529-1549

2021

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What Happens With Comparison Processes When “the Other” is Very Similar? Academic Self-Concept Formation in Twins

Contemporary educational psychology, 2023-01, Vol.72, p.102138, Article 102138

2023

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Teacher Judgments Predict Developments in Adolescents' School Performance, Motivation, and Life Satisfaction

Journal of educational psychology, 2023-05, Vol.115 (4), p.642-664

2023

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Revealing associations between students' school-related well-being, achievement goals, and academic achievement

Learning and individual differences, 2022-04, Vol.95, p.102140, Article 102140

2022

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Social Comparison Effects on Academic Self-Concepts-Which Peers Matter Most?

Developmental psychology, 2022-08, Vol.58 (8), p.1541-1556

2022

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Mutualism in ecosystems of innovation and entrepreneurship: A bidirectional perspective on universities’ linkages

Journal of business research, 2021-09, Vol.134, p.184-197

2021

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Talent development in natural science in elementary school: A juxtaposition of research and practice

Teaching and teacher education, 2021-08, Vol.104, p.103366, Article 103366

2021

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Associations between communication OSCE performance and admission interviews in medical education

Patient education and counseling, 2022-07, Vol.105 (7), p.2270-2275

2022

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How effective is learner-controlled instruction under classroom conditions? A systematic review

Learning and motivation, 2022-11, Vol.80, p.101850, Article 101850

2022

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Student profiles of self-concept and interest in four domains: A latent transition analysis

Learning and individual differences, 2022-04, Vol.95, p.102139, Article 102139

2022

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Integrating the big-fish-little-pond effect, the basking-in-reflected-glory effect, and the internal/external frame of reference model predicting students’ individual and collective academic self-concepts

Contemporary educational psychology, 2021-04, Vol.65, p.101952, Article 101952

2021

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Does it pay to be one of the oldest in class? Relative age effects on academic self-concept, peer relations, and teacher judgments in German primary schools

Learning and instruction, 2021-08, Vol.74, p.101463, Article 101463

2021

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Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis

Dynamic reciprocal relations of achievement goals with daily experiences of academic success and failure: An ambulatory assessment study

Motivational Profiles Across Domains and Academic Choices Within Eccles et al.'s Situated Expectancy-Value Theoretical Framework

Should I grade or should I comment: Links among feedback, emotions, and performance

Cognitive Appraisals, Achievement Emotions, and Students' Math Achievement: A Longitudinal Analysis

Does an individualized learning design improve university student online learning? A randomized field experiment

Disentangling the associations of academic motivation with self-concept and academic achievement using the bifactor exploratory structural equation modeling framework

Does Instructional Quality Mediate the Link Between Teachers' Emotional Exhaustion and Student Outcomes? A Large-Scale Study Using Teacher and Student Reports

Business Models as Models

Dispositional predictors of perceived academic competitiveness: Evidence from multiple countries

Students' Motivational Trajectories and Academic Success in Math-Intensive Study Programs: Why Short-Term Motivational Assessments Matter

What successful students do: Evidence-based learning activities matter for students' performance in higher education beyond prior knowledge, motivation, and prior achievement

Individualized Teacher Frame of Reference and Student Self-Concept Within and Between School Subjects

The Reciprocal 2I/E Model: An Investigation of Mutual Relations Between Achievement and Self-Concept Levels and Changes in the Math and Verbal Domain Across Three Countries

What Happens With Comparison Processes When “the Other” is Very Similar? Academic Self-Concept Formation in Twins

Teacher Judgments Predict Developments in Adolescents' School Performance, Motivation, and Life Satisfaction

Revealing associations between students' school-related well-being, achievement goals, and academic achievement

Social Comparison Effects on Academic Self-Concepts-Which Peers Matter Most?

Mutualism in ecosystems of innovation and entrepreneurship: A bidirectional perspective on universities’ linkages

Talent development in natural science in elementary school: A juxtaposition of research and practice

Associations between communication OSCE performance and admission interviews in medical education

How effective is learner-controlled instruction under classroom conditions? A systematic review

Student profiles of self-concept and interest in four domains: A latent transition analysis

Integrating the big-fish-little-pond effect, the basking-in-reflected-glory effect, and the internal/external frame of reference model predicting students’ individual and collective academic self-concepts

Does it pay to be one of the oldest in class? Relative age effects on academic self-concept, peer relations, and teacher judgments in German primary schools

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