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Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis

Contemporary educational psychology, 2021-07, Vol.66, p.101976, Article 101976

Theobald, Maria

2021

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Gesundheitsförderung an Hochschulen in Deutschland: Eine Übersicht

Public Health Forum, 2024-06, Vol.32 (2), p.66-68

Stock, Christiane

2024

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Promovieren mit gesundheitlichen Beeinträchtigungen oder Behinderungen

Public Health Forum, 2024-06, Vol.32 (2), p.159-161

2024

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Dynamic reciprocal relations of achievement goals with daily experiences of academic success and failure: An ambulatory assessment study

Learning and instruction, 2022-10, Vol.81, p.101617, Article 101617

2022

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Studienzweifel und Studienabbruch bei Studierenden mit Behinderungen

Public Health Forum, 2024-06, Vol.32 (2), p.156-158

2024

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Should I grade or should I comment: Links among feedback, emotions, and performance

Learning and individual differences, 2021-07, Vol.89, p.102020, Article 102020

2021

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Cognitive Appraisals, Achievement Emotions, and Students' Math Achievement: A Longitudinal Analysis

Journal of educational psychology, 2022-02, Vol.114 (2), p.346-367

2022

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Motivational Profiles Across Domains and Academic Choices Within Eccles et al.'s Situated Expectancy-Value Theoretical Framework

Developmental psychology, 2021-11, Vol.57 (11), p.1893-1909

2021

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Does an individualized learning design improve university student online learning? A randomized field experiment

Computers in human behavior, 2021-09, Vol.122, p.106819, Article 106819

2021

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Disentangling the associations of academic motivation with self-concept and academic achievement using the bifactor exploratory structural equation modeling framework

Contemporary educational psychology, 2022-04, Vol.69, p.102069, Article 102069

2022

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Does Instructional Quality Mediate the Link Between Teachers' Emotional Exhaustion and Student Outcomes? A Large-Scale Study Using Teacher and Student Reports

Journal of educational psychology, 2022-08, Vol.114 (6), p.1442-1460

2022

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Business Models as Models

Long range planning, 2010-04, Vol.43 (2), p.156-171

2010

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Students' Motivational Trajectories and Academic Success in Math-Intensive Study Programs: Why Short-Term Motivational Assessments Matter

Journal of educational psychology, 2022-07, Vol.114 (5), p.1062-1085

2022

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Dispositional predictors of perceived academic competitiveness: Evidence from multiple countries

Personality and individual differences, 2022-11, Vol.198, p.111801, Article 111801

2022

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Fit durchs Studium: Gesunde Hochschulverpflegung durch vollwertige Ernährung

Public Health Forum, 2024-06, Vol.32 (2), p.124-126

2024

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Bewegt studieren – studieren bewegt an der Universität Bayreuth

Public Health Forum, 2024-06, Vol.32 (2), p.127-130

2024

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The Reciprocal 2I/E Model: An Investigation of Mutual Relations Between Achievement and Self-Concept Levels and Changes in the Math and Verbal Domain Across Three Countries

Journal of educational psychology, 2021-11, Vol.113 (8), p.1529-1549

2021

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Individualized Teacher Frame of Reference and Student Self-Concept Within and Between School Subjects

Journal of educational psychology, 2023-02, Vol.115 (2), p.309-329

2023

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What successful students do: Evidence-based learning activities matter for students' performance in higher education beyond prior knowledge, motivation, and prior achievement

Learning and individual differences, 2021-10, Vol.91, p.102056, Article 102056

2021

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What Happens With Comparison Processes When “the Other” is Very Similar? Academic Self-Concept Formation in Twins

Contemporary educational psychology, 2023-01, Vol.72, p.102138, Article 102138

2023

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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

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The role of brand attachment strength in higher education

Journal of business research, 2016-08, Vol.69 (8), p.3049-3057

2016

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Demystifying knowledge hiding in academic roles in higher education

Journal of business research, 2021-12, Vol.137, p.206-221

2021

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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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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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Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis

Gesundheitsförderung an Hochschulen in Deutschland: Eine Übersicht

Promovieren mit gesundheitlichen Beeinträchtigungen oder Behinderungen

Dynamic reciprocal relations of achievement goals with daily experiences of academic success and failure: An ambulatory assessment study

Studienzweifel und Studienabbruch bei Studierenden mit Behinderungen

Should I grade or should I comment: Links among feedback, emotions, and performance

Cognitive Appraisals, Achievement Emotions, and Students' Math Achievement: A Longitudinal Analysis

Motivational Profiles Across Domains and Academic Choices Within Eccles et al.'s Situated Expectancy-Value Theoretical Framework

Does an individualized learning design improve university student online learning? A randomized field experiment

Disentangling the associations of academic motivation with self-concept and academic achievement using the bifactor exploratory structural equation modeling framework

Does Instructional Quality Mediate the Link Between Teachers' Emotional Exhaustion and Student Outcomes? A Large-Scale Study Using Teacher and Student Reports

Business Models as Models

Students' Motivational Trajectories and Academic Success in Math-Intensive Study Programs: Why Short-Term Motivational Assessments Matter

Dispositional predictors of perceived academic competitiveness: Evidence from multiple countries

Fit durchs Studium: Gesunde Hochschulverpflegung durch vollwertige Ernährung

Bewegt studieren – studieren bewegt an der Universität Bayreuth

The Reciprocal 2I/E Model: An Investigation of Mutual Relations Between Achievement and Self-Concept Levels and Changes in the Math and Verbal Domain Across Three Countries

Individualized Teacher Frame of Reference and Student Self-Concept Within and Between School Subjects

What successful students do: Evidence-based learning activities matter for students' performance in higher education beyond prior knowledge, motivation, and prior achievement

What Happens With Comparison Processes When “the Other” is Very Similar? Academic Self-Concept Formation in Twins

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

The role of brand attachment strength in higher education

Demystifying knowledge hiding in academic roles in higher education

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

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

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