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The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis

Computers and education, 2020-08, Vol.153 (153, Art. 103897), p.103897-153, Art. 103897, Article 103897

2020

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The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies

Journal of educational psychology, 2019-02, Vol.111 (2), p.331-353

2019

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Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms

Teaching and teacher education, 2018, Vol.69 (69), p.1-10

2018

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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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An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking Over 6 Years

Developmental psychology, 2018-02, Vol.54 (2), p.263-280

2018

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Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections Among Multiple Graphical Representations

Journal of educational psychology, 2017-04, Vol.109 (3), p.355-373

2017

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The role of strategy-based motivation in mathematical problem solving: The case of learner-generated drawings

Learning and instruction, 2022-08, Vol.80, p.101561, Article 101561

2022

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Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment

Teaching and teacher education, 2021-07, Vol.103, p.103349, Article 103349

2021

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Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects Across Five Waves and Three Achievement Tracks

Journal of educational psychology, 2017-07, Vol.109 (5), p.621-634

2017

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Fostering the acquisition of subtraction strategies with interleaved practice: An intervention study with German third graders

Learning and instruction, 2021-02, Vol.71, p.101354, Article 101354

2021

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Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains

Journal of educational psychology, 2019-05, Vol.111 (4), p.663-684

2019

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Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem

Learning and instruction, 2009-12, Vol.19 (6), p.527-537

2009

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Social and dimensional comparisons in math and verbal test anxiety. Within- and cross-domain relations with achievement and the mediating role of academic self-concept

Contemporary educational psychology, 2017-10, Vol.51 (51), p.240-252

2017

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“The Teacher Motivates Us – Or Me?” – The Role of the Addressee in Student Ratings of Teacher Support

Contemporary educational psychology, 2022-10, Vol.71, p.102120, Article 102120

2022

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Development of Early Childhood Teachers' Knowledge and Emotions in Mathematics During Transition From Teacher Training to Practice

Journal of educational psychology, 2021-11, Vol.113 (8), p.1628-1644

2021

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Reciprocal Associations Between Students' Mathematics Anxiety and Achievement: Can Teacher Sensitivity Make a Difference?

Journal of educational psychology, 2020-05, Vol.112 (4), p.735-750

2020

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Process data from electronic textbooks indicate students' classroom engagement

Learning and individual differences, 2020-10, Vol.83-84, p.101934, Article 101934

2020

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Reconsidering conceptual knowledge: Heterogeneity of its components

Journal of experimental child psychology, 2023-03, Vol.227, p.105587-105587, Article 105587

2023

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Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction

Learning and instruction, 2008-10, Vol.18 (5), p.468-482

2008

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Comparing Apples and Oranges: Curricular Intensification Reforms Can Change the Meaning of Students' Grades

Journal of educational psychology, 2020-01, Vol.112 (1), p.204-220

2020

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Perceived teacher unfairness and student motivation in math and German. An application of the generalized internal/external frame of reference model

Learning and individual differences, 2020, Vol.81 (101891), p.81:101891

2020

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Moderators of Dimensional Comparison Effects: A Comprehensive Replication Study Putting Prior Findings on Five Moderators to the Test and Going Beyond

Journal of educational psychology, 2021-04, Vol.113 (3), p.621-640

2021

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Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries

Journal of educational psychology, 2013-02, Vol.105 (1), p.108-128

2013

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The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation Between Competence and Affect Components

Journal of educational psychology, 2011-11, Vol.103 (4), p.970-981

2011

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Long-Term Positive Effects of Repeating a Year in School: Six-Year Longitudinal Study of Self-Beliefs, Anxiety, Social Relations, School Grades, and Test Scores

Journal of educational psychology, 2017-04, Vol.109 (3), p.425-438

2017

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The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis

The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies

Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms

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

An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking Over 6 Years

Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections Among Multiple Graphical Representations

The role of strategy-based motivation in mathematical problem solving: The case of learner-generated drawings

Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment

Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects Across Five Waves and Three Achievement Tracks

Fostering the acquisition of subtraction strategies with interleaved practice: An intervention study with German third graders

Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains

Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem

Social and dimensional comparisons in math and verbal test anxiety. Within- and cross-domain relations with achievement and the mediating role of academic self-concept

“The Teacher Motivates Us – Or Me?” – The Role of the Addressee in Student Ratings of Teacher Support

Development of Early Childhood Teachers' Knowledge and Emotions in Mathematics During Transition From Teacher Training to Practice

Reciprocal Associations Between Students' Mathematics Anxiety and Achievement: Can Teacher Sensitivity Make a Difference?

Process data from electronic textbooks indicate students' classroom engagement

Reconsidering conceptual knowledge: Heterogeneity of its components

Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction

Comparing Apples and Oranges: Curricular Intensification Reforms Can Change the Meaning of Students' Grades

Perceived teacher unfairness and student motivation in math and German. An application of the generalized internal/external frame of reference model

Moderators of Dimensional Comparison Effects: A Comprehensive Replication Study Putting Prior Findings on Five Moderators to the Test and Going Beyond

Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries

The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation Between Competence and Affect Components

Long-Term Positive Effects of Repeating a Year in School: Six-Year Longitudinal Study of Self-Beliefs, Anxiety, Social Relations, School Grades, and Test Scores

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