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The importance of motivation as a predictor of school achievement

Learning and individual differences, 2009-01, Vol.19 (1), p.80-90

2009

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Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being

Learning and individual differences, 2016-07, Vol.49, p.162-170

2016

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School-Related and Individual Predictors of Subjective Well-Being and Academic Achievement

Frontiers in psychology, 2018-12, Vol.9, p.2631-2631

2018

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The Importance of Students' Motivation for Their Academic Achievement - Replicating and Extending Previous Findings

Frontiers in psychology, 2019-07, Vol.10, p.1730-1730

2019

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Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation

Journal of youth and adolescence, 2021-01, Vol.50 (1), p.177-188

2021

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Similarities and Differences Between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being

The Gifted child quarterly, 2020-10, Vol.64 (4), p.285-303

2020

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Parental experiences of homeschooling during the COVID-19 pandemic: differences between seven European countries and between children with and without mental health conditions

European child & adolescent psychiatry, 2022-04, Vol.31 (4), p.649-661

2022

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Personality and Intelligence Interact in the Prediction of Academic Achievement

Journal of intelligence, 2018-05, Vol.6 (2), p.27

2018

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Do Mass Media Shape Stereotypes About Intellectually Gifted Individuals? Two Experiments on Stigmatization Effects From Biased Newspaper Reports

The Gifted child quarterly, 2021-01, Vol.65 (1), p.75-94

2021

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How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence

Learning and individual differences, 2009-12, Vol.19 (4), p.621-627

2009

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Being bullied at school: the case of high-achieving boys

Social psychology of education, 2020-04, Vol.23 (2), p.315-338

2020

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On the Interplay of Motivational Characteristics and Academic Achievement: The Role of Need for Cognition

AERA open, 2024-01, Vol.10

2024

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Do Teachers' Beliefs About Math Aptitude and Brilliance Explain Gender Differences in Children's Math Ability Self-Concept?

Frontiers in education (Lausanne), 2019-05, Vol.4

2019

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Predicting students’ math self-concepts to explain gender differences through teachers’ judgments and students’ perceived teachers’ judgments

Frontiers in education (Lausanne), 2023-08, Vol.8

2023

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Wie einsam sind junge Erwachsene im Jahr 2024?: Ergebnisse einer repräsentativen Umfrage

2024

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Is There Evidence for Intelligence-by-Conscientiousness Interaction in the Prediction of Change in School Grades from Age 11 to 15 Years?

Journal of intelligence, 2023-02, Vol.11 (3), p.45

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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The interplay between investment traits and cognitive abilities: Investigating reciprocal effects in elementary school age

Child development, 2024-05, Vol.95 (3), p.780-799

2024

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The Relation of Personality and Intelligence-What Can the Brunswik Symmetry Principle Tell Us?

Journal of intelligence, 2018-07, Vol.6 (3), p.30

2018

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“When one has no REAL illness”—analysis of the knowledge component of mental health literacy in children and adolescents of parents with a mental illness

Frontiers in psychiatry, 2024-07, Vol.15, p.1423326

2024

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Facial emotion recognition in children of parents with a mental illness

Frontiers in psychiatry, 2024-06, Vol.15, p.1366005

2024

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Parenting stress in parents with and without a mental illness and its relationship to psychopathology in children: a multimodal examination

Frontiers in psychiatry, 2024-02, Vol.15, p.1353088-1353088

2024

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Children of Mentally III Parents at Risk Evaluation (COMPARE): Design and Methods of a Randomized Controlled Multicenter Study-Part I

Frontiers in psychiatry, 2019-03, Vol.10, p.128-128

2019

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Empathy and psychopathology in children and adolescents: the role of parental mental illness and emotion regulation

Frontiers in psychiatry, 2024-04, Vol.15, p.1366366-1366366

2024

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Distance learning during the COVID-19 pandemic for children with ADHD and/or ASD: a European multi-center study examining the role of executive function deficits and age

Child and adolescent psychiatry and mental health, 2022-12, Vol.16 (1), p.101-101, Article 101

2022

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The importance of motivation as a predictor of school achievement

Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being

School-Related and Individual Predictors of Subjective Well-Being and Academic Achievement

The Importance of Students' Motivation for Their Academic Achievement - Replicating and Extending Previous Findings

Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation

Similarities and Differences Between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being

Parental experiences of homeschooling during the COVID-19 pandemic: differences between seven European countries and between children with and without mental health conditions

Personality and Intelligence Interact in the Prediction of Academic Achievement

Do Mass Media Shape Stereotypes About Intellectually Gifted Individuals? Two Experiments on Stigmatization Effects From Biased Newspaper Reports

How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence

Being bullied at school: the case of high-achieving boys

On the Interplay of Motivational Characteristics and Academic Achievement: The Role of Need for Cognition

Do Teachers' Beliefs About Math Aptitude and Brilliance Explain Gender Differences in Children's Math Ability Self-Concept?

Predicting students’ math self-concepts to explain gender differences through teachers’ judgments and students’ perceived teachers’ judgments

Wie einsam sind junge Erwachsene im Jahr 2024?: Ergebnisse einer repräsentativen Umfrage

Is There Evidence for Intelligence-by-Conscientiousness Interaction in the Prediction of Change in School Grades from Age 11 to 15 Years?

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

The interplay between investment traits and cognitive abilities: Investigating reciprocal effects in elementary school age

The Relation of Personality and Intelligence-What Can the Brunswik Symmetry Principle Tell Us?

“When one has no REAL illness”—analysis of the knowledge component of mental health literacy in children and adolescents of parents with a mental illness

Facial emotion recognition in children of parents with a mental illness

Parenting stress in parents with and without a mental illness and its relationship to psychopathology in children: a multimodal examination

Children of Mentally III Parents at Risk Evaluation (COMPARE): Design and Methods of a Randomized Controlled Multicenter Study-Part I

Empathy and psychopathology in children and adolescents: the role of parental mental illness and emotion regulation

Distance learning during the COVID-19 pandemic for children with ADHD and/or ASD: a European multi-center study examining the role of executive function deficits and age

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