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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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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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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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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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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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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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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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Successful Learning With Multiple Graphical Representations and Self-Explanation Prompts

Journal of educational psychology, 2015-02, Vol.107 (1), p.30-46

2015

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Between- and Within-Domain Relations of Students' Academic Emotions

Journal of educational psychology, 2007-11, Vol.99 (4), p.715-733

2007

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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, Vol.109 (5), p.621-634

2017

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Why does teacher gender matter?

Economics of education review, 2017-12, Vol.61 (December), p.9-18

Sansone, Dario

2017

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How can a relevance intervention in math support students' career choices?

Journal of applied developmental psychology, 2020-11, Vol.71, p.101185, Article 101185

2020

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Perspective matters: The internal/external frame of reference model for self- and peer ratings of achievement

Learning and instruction, 2017-12, Vol.52 (52), p.80-89

2017

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The internal/external frame of reference (I/E) model. Extension to five school subjects and invariance across German secondary school ability tracks

Learning and individual differences, 2018-10, Vol.67 (2018), p.143-155

2018

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Dimensional comparisons in students' perceptions of the learning environment

Learning and instruction, 2016-04, Vol.42, p.22-30

2016

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Measuring Mathematics Competence in International and National Large Scale Assessments: Linking PISA with the National Educational Panel Study in Germany

Studies in educational evaluation, 2020 (65, Art. 100847), p.65, Art. 100847

2020

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Extending the internal/external frame of reference model to social studies: Self-concept and achievement in history and politics

Learning and individual differences, 2016-10, Vol.51 (51), p.91-99

2016

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Extending the internal/external frame of reference model to social studies. Self-concept and achievement in history and politics

Learning and individual differences, 2016, Vol.51, p.91-99

2016

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Dimensional comparisons in students' perceptions of learning environments

Learning and instruction, 2016 (42), p.22-30

2016

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

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

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

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

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

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

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

Successful Learning With Multiple Graphical Representations and Self-Explanation Prompts

Between- and Within-Domain Relations of Students' Academic Emotions

Math self-concept, grades, and achievement test scores. Long-term reciprocal effects across five waves and three achievement tracks

Why does teacher gender matter?

How can a relevance intervention in math support students' career choices?

Perspective matters: The internal/external frame of reference model for self- and peer ratings of achievement

The internal/external frame of reference (I/E) model. Extension to five school subjects and invariance across German secondary school ability tracks

Dimensional comparisons in students' perceptions of the learning environment

Measuring Mathematics Competence in International and National Large Scale Assessments: Linking PISA with the National Educational Panel Study in Germany

Extending the internal/external frame of reference model to social studies: Self-concept and achievement in history and politics

Extending the internal/external frame of reference model to social studies. Self-concept and achievement in history and politics

Dimensional comparisons in students' perceptions of learning environments

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