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Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence

Zeitschrift für Erziehungswissenschaft, 2021, Vol.24 (2), p.393–418-24:2<393–418

2021

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Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support

Frontiers in psychology, 2021-03, Vol.12, p.637776-637776

2021

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Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

AERA open, 2021-03, Vol.7 (1), p.233285842110031-23328584211003164

2021

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Buffering Impostor Feelings with Kindness: The Mediating Role of Self-compassion between Gender-Role Orientation and the Impostor Phenomenon

Frontiers in psychology, 2017-07, Vol.8, p.1289-1289

2017

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A Missing Data Approach to Correct for Direct and Indirect Range Restrictions with a Dichotomous Criterion: A Simulation Study

PloS one, 2016-03, Vol.11 (3), p.e0152330-e0152330

2016

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The role of the Big Two in socially responsible behavior during the COVID-19 pandemic: Agency and communion in adolescents' personal norm and behavioral adherence to instituted measures

PloS one, 2022-06, Vol.17 (6), p.e0269018

2022

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Breaking Away From the Male Stereotype of a Specialist: Gendered Language Affects Performance in a Thinking Task

Frontiers in psychology, 2018-06, Vol.9, p.985-985

2018

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Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

Frontiers in psychology, 2017-07, Vol.8, p.1288-1288

2017

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Benefits of Psychological Androgyny in Adolescence: The Role of Gender Role Self-Concept in School-Related Well-Being

Frontiers in psychology, 2022-05, Vol.13, p.856758-856758

2022

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REFLECT – A Teacher Training Program to Promote Gender Equality in Schools

Frontiers in education (Lausanne), 2020-07, Vol.5

2020

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Age and the effect of exercise, nutrition and cognitive training on oxidative stress – The Vienna Active Aging Study (VAAS), a randomized controlled trial

Free radical biology & medicine, 2018-06, Vol.121, p.69-77

2018

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Gender stereotypes in education: Development, consequences, and interventions

European journal of developmental psychology, 2018-07, Vol.15 (4), p.361-377

2018

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Implizite Fähigkeitstheorien, akademisches Selbstkonzept und schulisches Wohlbefinden

Unterrichtswissenschaft, 2021, Vol.49 (4), p.567-584

2021

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Implementing Intervention Research into Public Policy-the "I 3 -Approach"

Prevention science, 2018-04, Vol.19 (3), p.337

2018

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Parents’ Judgments about the Desirability of Toys for Their Children: Associations with Gender Role Attitudes, Gender-typing of Toys, and Demographics

Sex roles, 2018-09, Vol.79 (5-6), p.329-341

2018

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Bildung gemeinsam gestalten: Empfehlungen für Projekte in Kooperation zwischen Wissenschaft, Politik und Praxis

Zeitschrift für Erziehungswissenschaft, 2024-08

2024

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Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools

Learning and instruction, 2024-08, Vol.92, p.101926, Article 101926

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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Measuring Adolescents’ Well-Being in Schools: The Adaptation and Translation of the EPOCH Measure of Adolescent Well-Being—A Validation Study

School mental health, 2023-06, Vol.15 (2), p.611-626

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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Covid-19 und Bildung: Studien und Perspektiven

2023

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Re-Conceptualizing "Sex" and "Gender" in the Human Brain

Zeitschrift für Psychologie, 2012, Vol.220 (2), p.130-136

2012

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A Threat in the Classroom: Gender Stereotype Activation and Mental-Rotation Performance in Elementary-School Children

Zeitschrift für Psychologie, 2012, Vol.220 (2), p.61-69

2012

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Entwicklung und Evaluation des Münchner Motivationstrainings, (MMT)

Schober, Barbara

2002

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Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence

Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support

Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

Buffering Impostor Feelings with Kindness: The Mediating Role of Self-compassion between Gender-Role Orientation and the Impostor Phenomenon

A Missing Data Approach to Correct for Direct and Indirect Range Restrictions with a Dichotomous Criterion: A Simulation Study

The role of the Big Two in socially responsible behavior during the COVID-19 pandemic: Agency and communion in adolescents' personal norm and behavioral adherence to instituted measures

Adolescent well-being and learning in times of COVID-19-A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation

Breaking Away From the Male Stereotype of a Specialist: Gendered Language Affects Performance in a Thinking Task

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

Benefits of Psychological Androgyny in Adolescence: The Role of Gender Role Self-Concept in School-Related Well-Being

REFLECT – A Teacher Training Program to Promote Gender Equality in Schools

Age and the effect of exercise, nutrition and cognitive training on oxidative stress – The Vienna Active Aging Study (VAAS), a randomized controlled trial

Gender stereotypes in education: Development, consequences, and interventions

Implizite Fähigkeitstheorien, akademisches Selbstkonzept und schulisches Wohlbefinden

Implementing Intervention Research into Public Policy-the "I 3 -Approach"

Parents’ Judgments about the Desirability of Toys for Their Children: Associations with Gender Role Attitudes, Gender-typing of Toys, and Demographics

Bildung gemeinsam gestalten: Empfehlungen für Projekte in Kooperation zwischen Wissenschaft, Politik und Praxis

Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools

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

Measuring Adolescents’ Well-Being in Schools: The Adaptation and Translation of the EPOCH Measure of Adolescent Well-Being—A Validation Study

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

Covid-19 und Bildung: Studien und Perspektiven

Re-Conceptualizing "Sex" and "Gender" in the Human Brain

A Threat in the Classroom: Gender Stereotype Activation and Mental-Rotation Performance in Elementary-School Children

Entwicklung und Evaluation des Münchner Motivationstrainings, (MMT)

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