UB Paderborn / Katalog / Suche / in CDI

Sortiert nach

Einfacher Volltextzugriff von (fast) überall

Installieren Sie die LibKey Nomad-Browsererweiterung und erhalten Sie von vielen Webseiten einfachen Zugriff auf lizenzierte Volltexte oder Open Access Publikationen. Mehr erfahren...

Associations between Autonomy-Supportive Teaching, the Use of Non-Academic ICTs, and Student Motivation in English Language Learning

Sustainability, 2024-02, Vol.16 (3), p.1337

2024

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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.23328584211003164-23328584211003164

2021

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

The Role of Parental Self-Efficacy Regarding Parental Support for Early Adolescents’ Coping, Self-Regulated Learning, Learning Self-Efficacy and Positive Emotions

The Journal of early adolescence, 2024-02, Vol.44 (2), p.171-197

2024

Volltextzugriff (PDF)

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

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

2013

Volltextzugriff (PDF)

Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination-a multi-country study

PloS one, 2021-10, Vol.16 (10), p.e0257346

2021

Volltextzugriff (PDF)

The development of mathematics expectancy-value profiles during the secondary–tertiary transition into STEM fields

International journal of STEM education, 2024-07, Vol.11 (1), p.31-20, Article 31

2024

Volltextzugriff (PDF)

Ethnic In-and Out-Group Friendships Going Into Early Adolescence: Prevalence, Quality, Stability, and the Role of the Network Structure

The Journal of early adolescence, 2023-08, Vol.43 (7), p.867-907

2023

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

When Will They Blow My Cover? The Impostor Phenomenon Among Austrian Doctoral Students

Zeitschrift für Psychologie, 2012, Vol.220 (2), p.109-120

2012

Volltextzugriff (PDF)

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

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

2020

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

Indirect (implicit) and direct (explicit) self-esteem measures are virtually unrelated: A meta-analysis of the initial preference task

PloS one, 2018-09, Vol.13 (9), p.e0202873-e0202873

2018

Volltextzugriff (PDF)

Conceptual Issues and Assessment of Implicit Theories

Zeitschrift für Psychologie, 2017-04, Vol.225 (2), p.99-106

2017

Volltextzugriff (PDF)

Facilitating Lifelong Learning in School-Age Learners: Programs and Recommendations

European psychologist, 2013, Vol.18 (2), p.114-125

2013

Volltextzugriff (PDF)

A Fixed Mindset Leads to Negative Affect: The Relations Between Implicit Theories of Intelligence and Subjective Well-Being

Zeitschrift für Psychologie, 2017-04, Vol.225 (2), p.137-145

2017

Volltextzugriff (PDF)

Implicit Theories of Ability and Self-Efficacy: Testing Alternative Social Cognitive Models to Science Motivation

Zeitschrift für Psychologie, 2017-04, Vol.225 (2), p.127-136

2017

Volltextzugriff (PDF)

Students' Growth Mindsets, Goals, and Academic Outcomes in Mathematics

Zeitschrift für Psychologie, 2017-04, Vol.225 (2), p.107-116

2017

Volltextzugriff (PDF)

Implizite Fähigkeitstheorien, akademisches Selbstkonzept und schulisches Wohlbefinden

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

2021

Volltextzugriff (PDF)

Teachers’ mindset meaning system: achievement goals, beliefs and classroom practices

Social psychology of education, 2024-09

2024

Volltextzugriff (PDF)

1 – 25 von 87

Suche als RSS-Feed

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(71)
Mit Volltextzugriff
(82)

Publikationsform

Sprache

Englisch
(71)
Deutsch
(16)

Erscheinungsjahr

n.n

Thema

15 weitere anzeigen...

Weniger anzeigen...

Neu hinzugefügt

... seit 90 Tagen
(2)

Menü

Weitere Dienste

Einstellungen

Associations between Autonomy-Supportive Teaching, the Use of Non-Academic ICTs, and Student Motivation in English Language Learning

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

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

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

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

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

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

The Role of Parental Self-Efficacy Regarding Parental Support for Early Adolescents’ Coping, Self-Regulated Learning, Learning Self-Efficacy and Positive Emotions

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

Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination-a multi-country study

The development of mathematics expectancy-value profiles during the secondary–tertiary transition into STEM fields

Ethnic In-and Out-Group Friendships Going Into Early Adolescence: Prevalence, Quality, Stability, and the Role of the Network Structure

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

When Will They Blow My Cover? The Impostor Phenomenon Among Austrian Doctoral Students

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

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

Indirect (implicit) and direct (explicit) self-esteem measures are virtually unrelated: A meta-analysis of the initial preference task

Conceptual Issues and Assessment of Implicit Theories

Facilitating Lifelong Learning in School-Age Learners: Programs and Recommendations

A Fixed Mindset Leads to Negative Affect: The Relations Between Implicit Theories of Intelligence and Subjective Well-Being

Implicit Theories of Ability and Self-Efficacy: Testing Alternative Social Cognitive Models to Science Motivation

Students' Growth Mindsets, Goals, and Academic Outcomes in Mathematics

Implizite Fähigkeitstheorien, akademisches Selbstkonzept und schulisches Wohlbefinden

Teachers’ mindset meaning system: achievement goals, beliefs and classroom practices

Suchergebnisse filtern