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More Value Through Greater Differentiation: Gender Differences in Value Beliefs About Math

Journal of educational psychology, 2015-08, Vol.107 (3), p.663-677

2015

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The Validation of the German Basic Psychological Need Satisfaction and Frustration Scale in the Context of Mental Health

European journal of health psychology, 2018-10, Vol.25 (4), p.119-132

2018

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Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes

AERA open, 2016-01, Vol.2 (1), p.233285841562688

2016

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Beneficial for Some or for Everyone? Exploring the Effects of an Autonomy-Supportive Intervention in the Real-Life Classroom

Journal of educational psychology, 2019-02, Vol.111 (2), p.210-234

2019

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Relevance Interventions in the Classroom: A Means to Promote Students’ Homework Motivation and Behavior

AERA open, 2021, Vol.7 (1), p.233285842110520

2021

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Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement

Contemporary educational psychology, 2015-04, Vol.41, p.1-12

2015

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It's more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language

Learning and instruction, 2022-02, Vol.77, p.101500, Article 101500

2022

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Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains

AERA open, 2016-04, Vol.2 (2), p.233285841664916

2016

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Fostering Adolescents' Value Beliefs for Mathematics With a Relevance Intervention in the Classroom

Developmental psychology, 2015-09, Vol.51 (9), p.1226-1240

2015

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Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes

Social psychology of education, 2023-08

2023

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A Bayesian approach to students’ perceptions of teachers’ autonomy support

Learning and instruction, 2024-06, Vol.91, Article 101873

2024

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Correction to: “Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes”

Social psychology of education, 2023-10

2023

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Need supportive collaborative learning: are teachers necessary or do students support each other's basic psychological needs?

Educational studies, 2023-01, Vol.49 (1), p.131-146

2023

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A Classification System for Teachers' Motivational Behaviors Recommended in Self-Determination Theory Interventions

Journal of educational psychology, 2023-11, Vol.115 (8), p.1158-1176

2023

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Individuelle Entwicklungsverläufe beim Lesen: Macht das Geschlecht den Unterschied?

Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 2018-10, Vol.50 (4), p.192-208

2018

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Short intervention, sustained effects: Promoting students' math competence beliefs, effort, and achievement

American educational research journal, 2017-12, Vol.54 (6), p.1048-1078

2017

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Resilience predicts well-being in teachers, but not in non-teaching employees

Social psychology of education, 2012-09, Vol.15 (3), p.321-336

2012

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Effect Analysis Using Nonlinear Structural Equation Mixture Modeling

Structural equation modeling, 2017-07, Vol.24 (4), p.556-570

2017

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Using Multilevel Mixture Models in Educational Research: An Illustration With Homework Research

The Journal of experimental education, 2021-01, Vol.89 (1), p.1-28

2021

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The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year

Learning and instruction, 2015-10, Vol.39, p.97-106

2015

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The Role of Family Characteristics for Students' Academic Outcomes: A Person-Centered Approach

Child development, 2018-07, Vol.89 (4), p.1405-1422

2018

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A person-centered approach to homework behavior: Students’ characteristics predict their homework learning type

Contemporary educational psychology, 2017, Vol.48 (48), p.1-15

2017

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Importance of explicit need strength for the learning process

Flunger, Barbara

2012

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Effects of a science center outreach lab on school students' achievement – Are student lab visits needed when they teach what students can learn at school?

Learning and instruction, 2015-08, Vol.38, p.43-52

2015

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Effects of problem–example and example–problem pairs on gifted and nongifted primary school students’ learning

Instructional science, 2019-06, Vol.47 (3), p.279-297

2019

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More Value Through Greater Differentiation: Gender Differences in Value Beliefs About Math

The Validation of the German Basic Psychological Need Satisfaction and Frustration Scale in the Context of Mental Health

Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes

Beneficial for Some or for Everyone? Exploring the Effects of an Autonomy-Supportive Intervention in the Real-Life Classroom

Relevance Interventions in the Classroom: A Means to Promote Students’ Homework Motivation and Behavior

Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement

It's more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language

Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains

Fostering Adolescents' Value Beliefs for Mathematics With a Relevance Intervention in the Classroom

Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes

A Bayesian approach to students’ perceptions of teachers’ autonomy support

Correction to: “Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes”

Need supportive collaborative learning: are teachers necessary or do students support each other's basic psychological needs?

A Classification System for Teachers' Motivational Behaviors Recommended in Self-Determination Theory Interventions

Individuelle Entwicklungsverläufe beim Lesen: Macht das Geschlecht den Unterschied?

Short intervention, sustained effects: Promoting students' math competence beliefs, effort, and achievement

Resilience predicts well-being in teachers, but not in non-teaching employees

Effect Analysis Using Nonlinear Structural Equation Mixture Modeling

Using Multilevel Mixture Models in Educational Research: An Illustration With Homework Research

The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year

The Role of Family Characteristics for Students' Academic Outcomes: A Person-Centered Approach

A person-centered approach to homework behavior: Students’ characteristics predict their homework learning type

Importance of explicit need strength for the learning process

Effects of a science center outreach lab on school students' achievement – Are student lab visits needed when they teach what students can learn at school?

Effects of problem–example and example–problem pairs on gifted and nongifted primary school students’ learning

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