UB Paderborn / Katalog / Suche / in CDI

Interplay Between Personal Goals and Classroom Goal Structures in Predicting Student Outcomes: A Multilevel Analysis of Person-Context Interactions

Journal of educational psychology, 2008-02, Vol.100 (1), p.15-29

2008

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The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome

Contemporary educational psychology, 2008-10, Vol.33 (4), p.486-512

2008

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Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective

Contemporary educational psychology, 2009-07, Vol.34 (3), p.185-194

2009

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The COVID-19 school closure effect on students’ print and digital leisure reading

Computers and education open, 2021-12, Vol.2, p.100033, Article 100033

2021

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Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation

British journal of educational psychology, 2008-12, Vol.78 (4), p.639-662

2008

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Primary and secondary students’ motivation in learning English: Grade and gender differences

Contemporary educational psychology, 2011-07, Vol.36 (3), p.246-256

2011

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Understanding teacher empowerment: Teachers' perceptions of principal's and immediate supervisor's empowering behaviours, psychological empowerment and work-related outcomes

Teaching and teacher education, 2014-07, Vol.41, p.67-79

2014

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Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students' self-regulated learning in English writing and writing competence in an Asian Confucian cultural context?

Cambridge journal of education, 2021-01, Vol.51 (1), p.65-84

2021

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Academic self-efficacy, task importance and interest: relations with English language learning in an Asian context

Journal of multilingual and multicultural development, 2022-05, Vol.43 (5), p.438-451

2022

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Latent profile analysis of students’ motivation and outcomes in mathematics: an organismic integration theory perspective

Heliyon, 2017-05, Vol.3 (5), p.e00308-e00308, Article e00308

2017

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Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour: A Self-Determination Theory’s perspective

Teaching and teacher education, 2020-07, Vol.93, p.103076, Article 103076

2020

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Revising and Validating Achievement Emotions Questionnaire - Teachers (AEQ-T)

International journal of educational psychology, 2016-02, Vol.5 (1), p.80-107

2016

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Differential relations of constructivist and didactic instruction to students' cognition, motivation, and achievement

Learning and instruction, 2010-10, Vol.20 (5), p.411-423

2010

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Examining the Role of Perceived Classroom Goal Structures and Parents' Goals in ESL/EFL Learners' Achievement Goals, Engagement and Achievement

Scandinavian journal of educational research, 2023-07, Vol.67 (5), p.820-836

2023

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Teachers’ perceptions of school leaders’ empowering behaviours and psychological empowerment: Evidence from a Singapore sample

Educational management, administration & leadership, 2017-03, Vol.45 (2), p.260-283

2017

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Modifying the PERMA profiler to assess student well-being

Current psychology (New Brunswick, N.J.), 2024, Vol.43 (4), p.3749-3760

2024

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Predictive Relationships Among Teachers’ Perceived Supervisor Learning Support, Psychological Needs Satisfaction, Use of Technology and Job Satisfaction

The Asia-Pacific education researcher, 2024-07

2024

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The importance of autonomy support and the mediating role of work motivation for well-being: Testing self-determination theory in a Chinese work organisation

International journal of psychology, 2015-08, Vol.50 (4), p.245-255

2015

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International Students’ Motivation and Learning Approach: A Comparison with Local Students

Journal of international students, 2016-07, Vol.6 (3), p.678-699

2016

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Developing a Single-Item General Self-Efficacy Scale: An Initial Study

Journal of psychoeducational assessment, 2023-08, Vol.41 (5), p.583-598

2023

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Role of academic self-efficacy in moderating the relation between task importance and test anxiety

Learning and individual differences, 2011-12, Vol.21 (6), p.736-741

2011

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Classroom quality and Chinese preschool Children's approaches to learning

Learning and individual differences, 2017-02, Vol.54, p.51-59

2017

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MEASURING EFFICACY SOURCES: DEVELOPMENT AND VALIDATION OF THE SOURCES OF TEACHER EFFICACY QUESTIONNAIRE (STEQ) FOR CHINESE TEACHERS

Psychology in the schools, 2017-08, Vol.54 (7), p.756-769

2017

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Organizational and Personal Predictors of Teacher Commitment: The Mediating Role of Teacher Efficacy and Identification With School

American educational research journal, 2008-09, Vol.45 (3), p.597-630

2008

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Values, achievement goals, and individual-oriented and social-oriented achievement motivations among Chinese and Indonesian secondary school students

International journal of psychology, 2008-10, Vol.43 (5), p.898-903

2008

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Interplay Between Personal Goals and Classroom Goal Structures in Predicting Student Outcomes: A Multilevel Analysis of Person-Context Interactions

The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome

Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective

The COVID-19 school closure effect on students’ print and digital leisure reading

Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation

Primary and secondary students’ motivation in learning English: Grade and gender differences

Understanding teacher empowerment: Teachers' perceptions of principal's and immediate supervisor's empowering behaviours, psychological empowerment and work-related outcomes

Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students' self-regulated learning in English writing and writing competence in an Asian Confucian cultural context?

Academic self-efficacy, task importance and interest: relations with English language learning in an Asian context

Latent profile analysis of students’ motivation and outcomes in mathematics: an organismic integration theory perspective

Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour: A Self-Determination Theory’s perspective

Revising and Validating Achievement Emotions Questionnaire - Teachers (AEQ-T)

Differential relations of constructivist and didactic instruction to students' cognition, motivation, and achievement

Examining the Role of Perceived Classroom Goal Structures and Parents' Goals in ESL/EFL Learners' Achievement Goals, Engagement and Achievement

Teachers’ perceptions of school leaders’ empowering behaviours and psychological empowerment: Evidence from a Singapore sample

Modifying the PERMA profiler to assess student well-being

Predictive Relationships Among Teachers’ Perceived Supervisor Learning Support, Psychological Needs Satisfaction, Use of Technology and Job Satisfaction

The importance of autonomy support and the mediating role of work motivation for well-being: Testing self-determination theory in a Chinese work organisation

International Students’ Motivation and Learning Approach: A Comparison with Local Students

Developing a Single-Item General Self-Efficacy Scale: An Initial Study

Role of academic self-efficacy in moderating the relation between task importance and test anxiety

Classroom quality and Chinese preschool Children's approaches to learning

MEASURING EFFICACY SOURCES: DEVELOPMENT AND VALIDATION OF THE SOURCES OF TEACHER EFFICACY QUESTIONNAIRE (STEQ) FOR CHINESE TEACHERS

Organizational and Personal Predictors of Teacher Commitment: The Mediating Role of Teacher Efficacy and Identification With School

Values, achievement goals, and individual-oriented and social-oriented achievement motivations among Chinese and Indonesian secondary school students

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