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

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

2020

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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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The stimulation of school improvement processes: the orientation of development perspectives

School effectiveness and school improvement, 2023-10, Vol.34 (4), p.442-462

2023

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Promotion of students' mastery goal orientations: does TARGET work?

Educational psychology (Dorchester-on-Thames), 2014-06, Vol.34 (4), p.451-469

2014

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Achievement or agreement – Which comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures

Learning and instruction, 2019-06, Vol.61, p.72-83

2019

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Student-teacher agreement on classroom goal structures and potential predictors

Teaching and teacher education, 2018-08, Vol.74, p.249-260

2018

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Conceptualisation of students' school-related wellbeing: students' and teachers' perspectives

Educational research (Windsor), 2021, Vol.63 (4), p.474-496

2021

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A citizen science approach to measuring students’ achievement goals

International journal of educational research, 2019, Vol.95, p.36-51

2019

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Lifelong learning as a goal – Do autonomy and self-regulation in school result in well prepared pupils?

Learning and instruction, 2012-02, Vol.22 (1), p.27-36

2012

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How do teachers promote their students' lifelong learning in class? Development and first application of the LLL Interview

Teaching and teacher education, 2014-01, Vol.37, p.119-129

2014

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Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews

Studies in higher education (Dorchester-on-Thames), 2015-03, Vol.40 (3), p.454-470

2015

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Fostering lifelong learning – Evaluation of a teacher education program for professional teachers

Teaching and teacher education, 2013-01, Vol.29, p.144-155

2013

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Time students spend working at home for school

Learning and instruction, 2008-08, Vol.18 (4), p.309-320

2008

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Mathematically gifted students and high achievement: the role of motivation and classroom structure

High ability studies, 2015-07, Vol.26 (2), p.227-243

2015

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Measuring intervention fidelity from different perspectives with multiple methods: The Reflect program as an example

Studies in educational evaluation, 2015-12, Vol.47, p.102-112

2015

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Time investment and time management: an analysis of time students spend working at home for school

Educational research and evaluation, 2008-04, Vol.14 (2), p.139-153

2008

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Nothing More Than Dimensions? Evidence for a Surplus Meaning of Specific Attributions

The Journal of educational research (Washington, D.C.), 2005-09, Vol.99 (1), p.31-45

2005

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Challenges for Evaluation in Higher Education: Entrance Examinations and Beyond: The Sample Case of Medical Education

Assessment of Learning Outcomes in Higher Education, p.59-71

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Young physicians' competences from different points of view

Medical teacher, 2004-08, Vol.26 (5), p.451-457

2004

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Is research on gender-specific underachievement in gifted girls an obsolete topic? New findings on an often discussed issue

High ability studies, 2004-06, Vol.15 (1), p.43-62

2004

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

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

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

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

The stimulation of school improvement processes: the orientation of development perspectives

Promotion of students' mastery goal orientations: does TARGET work?

Achievement or agreement – Which comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures

Student-teacher agreement on classroom goal structures and potential predictors

Conceptualisation of students' school-related wellbeing: students' and teachers' perspectives

A citizen science approach to measuring students’ achievement goals

Lifelong learning as a goal – Do autonomy and self-regulation in school result in well prepared pupils?

How do teachers promote their students' lifelong learning in class? Development and first application of the LLL Interview

Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews

Fostering lifelong learning – Evaluation of a teacher education program for professional teachers

Time students spend working at home for school

Mathematically gifted students and high achievement: the role of motivation and classroom structure

Measuring intervention fidelity from different perspectives with multiple methods: The Reflect program as an example

Time investment and time management: an analysis of time students spend working at home for school

Nothing More Than Dimensions? Evidence for a Surplus Meaning of Specific Attributions

Challenges for Evaluation in Higher Education: Entrance Examinations and Beyond: The Sample Case of Medical Education

Young physicians' competences from different points of view

Is research on gender-specific underachievement in gifted girls an obsolete topic? New findings on an often discussed issue

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