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Wissenschaft und Wahrheit: Ursachen, Folgen und Prävention wissenschaftlichen Fehlverhaltens

1, 2020

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Dark Pathways to Achievement in Science: Researchers’ Achievement Goals Predict Engagement in Questionable Research Practices

Social psychological & personality science, 2019-08, Vol.10 (6), p.783-791

2019

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Merits and limitations of latent profile approaches to teachers' achievement goals: A multi-study analysis

PloS one, 2023-04, Vol.18 (4), p.e0284608-e0284608

2023

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Motivational school climate and teachers' achievement goal orientations: A hierarchical approach

British journal of educational psychology, 2021-03, Vol.91 (1), p.391-408

2021

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Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance

Higher education, 2022-06, Vol.83 (6), p.1183-1206

2022

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The Impact of Performance Goals on Cheating Depends on How Performance Is Evaluated

AERA open, 2019-10, Vol.5 (4), p.233285841989427

2019

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“I’m tired of black boxes!”: A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis

PloS one, 2022-10, Vol.17 (10), p.e0272738-e0272738

2022

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Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?

Computers and education open, 2021-12, Vol.2, p.100055, Article 100055

2021

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Relevance of Students' Goals for Learning Engagement and Knowledge Gains in an Online Learning Course

Behavioral sciences, 2023-02, Vol.13 (2), p.161

2023

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A Network Analysis of Control–Value Appraisals and Classroom-Related Enjoyment, Boredom, and Pride

Education sciences, 2023-03, Vol.13 (3), p.239

2023

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Exploring University Instructors’ Achievement Goals and Discrete Emotions

Frontiers in psychology, 2020-08, Vol.11, p.1484-1484

2020

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Higher Education Instructors' Usage of and Learning From Student Evaluations of Teaching - Do Achievement Goals Matter?

Frontiers in psychology, 2021-07, Vol.12, p.652093-652093

2021

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‘When They Struggle, I Cannot Sleep Well Either’: Perceptions and Interactions Surrounding University Student and Teacher Well-Being

Frontiers in psychology, 2020-09, Vol.11, p.578378-578378

2020

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Structure and Relationships of University Instructors' Achievement Goals

Frontiers in psychology, 2016-03, Vol.7, p.375-375

2016

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Researchers’ achievement goals: Prevalence, structure, and associations with job burnout/engagement and professional learning

Contemporary educational psychology, 2020-04, Vol.61, p.101843, Article 101843

2020

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Students’ and instructors’ understandings, attitudes and beliefs about educational theories: Results of a mixed-methods study

Education sciences, 2021, Vol.11 (5), p.16-11:5<16

2021

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Effects of performance goals and social norms on academic dishonesty in a test

British journal of educational psychology, 2020-05, Vol.90 (2), p.537-559

2020

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Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach

Contemporary educational psychology, 2023-01, Vol.72, p.102124, Article 102124

2023

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Teaching and research: Specificity and congruence of university faculty achievement goals

International journal of educational research, 2020, Vol.99, p.101460, Article 101460

2020

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Supporting Self-Regulated Learning With Digital Media Using Motivational Regulation and Metacognitive Prompts

The Journal of experimental education, 2019-01, Vol.87 (1), p.161-176

2019

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Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions

International journal of educational research, 2020, Vol.99, p.101502, Article 101502

2020

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Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality

Computers in human behavior, 2021-05, Vol.118 (118, Art. 106677), p.15-118, Art. 106677<15, Article 106677

2021

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Motivation von Wissenschaftlern in Lehre und Forschung: Struktur, Eigenschaften, Bedingungen und Auswirkungen selbstbezogener Ziele

1, 2018

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Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes

Journal of research on technology in education, 2022-01, Vol.54 (1), p.1-17

2022

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SEEQ-DE: Konstruktion und Überprüfung einer deutschsprachigen Adaption des Instruments „Student Evaluation of Educational Quality“ (SEEQ; Marsh, 1982, 2007)

Diagnostica (Göttingen), 2021-10, Vol.67 (4), p.176-188

2021

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Wissenschaft und Wahrheit: Ursachen, Folgen und Prävention wissenschaftlichen Fehlverhaltens

Dark Pathways to Achievement in Science: Researchers’ Achievement Goals Predict Engagement in Questionable Research Practices

Merits and limitations of latent profile approaches to teachers' achievement goals: A multi-study analysis

Motivational school climate and teachers' achievement goal orientations: A hierarchical approach

Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance

The Impact of Performance Goals on Cheating Depends on How Performance Is Evaluated

“I’m tired of black boxes!”: A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis

Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?

Relevance of Students' Goals for Learning Engagement and Knowledge Gains in an Online Learning Course

A Network Analysis of Control–Value Appraisals and Classroom-Related Enjoyment, Boredom, and Pride

Exploring University Instructors’ Achievement Goals and Discrete Emotions

Higher Education Instructors' Usage of and Learning From Student Evaluations of Teaching - Do Achievement Goals Matter?

‘When They Struggle, I Cannot Sleep Well Either’: Perceptions and Interactions Surrounding University Student and Teacher Well-Being

Structure and Relationships of University Instructors' Achievement Goals

Researchers’ achievement goals: Prevalence, structure, and associations with job burnout/engagement and professional learning

Students’ and instructors’ understandings, attitudes and beliefs about educational theories: Results of a mixed-methods study

Effects of performance goals and social norms on academic dishonesty in a test

Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach

Teaching and research: Specificity and congruence of university faculty achievement goals

Supporting Self-Regulated Learning With Digital Media Using Motivational Regulation and Metacognitive Prompts

Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions

Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality

Motivation von Wissenschaftlern in Lehre und Forschung: Struktur, Eigenschaften, Bedingungen und Auswirkungen selbstbezogener Ziele

Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes

SEEQ-DE: Konstruktion und Überprüfung einer deutschsprachigen Adaption des Instruments „Student Evaluation of Educational Quality“ (SEEQ; Marsh, 1982, 2007)

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