University instructors’ learning in professional training courses

Die zwei Seiten der introjizierten Motivation

Die Rolle des Migrationshintergrundes von SchülerInnen

Emotionsregulation vor der Klausur: Was hilft, was hilft nicht?

Interaction and collaboration in scientific communities

Dealing with achievement-related feeling

Motivation und Emotionen in der Berufsschule

Reflexion im pädagogischen Kontext aus psychologischer Perspektive

Behavioral measurements of action adaptive error reactions while learning and their effects on knowledge acquisition

Attitudes towards errors and emotional reactions: A facereading approach

Fostering teachers’ technology-related reasoning skills

Wissenschafts-Praxis-Transfer ganz konkret: Was sagen die Lehrerbildner*innen?

Die bunten Muster der Emotionsregulation

Wie lernen Hochschuldozierende am Arbeitsplatz? Lernziele im selbstregulierten Lernprozess

Objective Indicators of Learning Engagement: A Log Data Approach to Better Understanding the Link between Achievement Goals and Learning Outcomes

Diagnostische Kompetenz von Berufsschullehrkräften: Hat die Schülerherkunft einen Einfluss auf die Akkuratheit von Lehrkrafturteilen?

Conducting a massive meta-analysis: A closer look at procrastination and its relations to neuroticism and conscientiousness

Scaffolding Reasoning Scripts vs. Providing Theories With Applied Examples: What Works Best in Supporting Pre-Service Teachers’ Evidence-Oriented Reasoning?

Wie lernen Hochschuldozierende am Arbeitsplatz? Lernziele im selbstregulierten Lernprozess

Crazy Little Thing Called Motivation: Approaches to a Better Understanding of the Relations between Expectancy, Value, and Cost in Situated Expectancy-Value Theory

Behavioral measuring of action adaptive error reactions while learning and their effects on knowledge acquisition

Student adaptability, emotions, and achievement: Navigating new academic terrains in a pandemic

“Du redest, ich halte das Plakat!”: Wie Probleme beim kollaborativen Lernen effektiv reguliert werden können

Analyzing pre-service teachers‘, in-service teachers‘ and educational researchers‘ evidence-informed reasoning: What do we learn for the design of interventions?

Exploring students’ perceived need and preferences for achievement emotion competence training

Elucidating the research on achievement goals and academic dishonesty: A systematic review and meta-analysis

Regulieren oder nicht regulieren: Wie beeinflussen individuelle motivationsbezogene Dispositionen Motivationsregulation?

Lern- und Leistungsmotivation in Schule und Hochschule

Einstellungen, Studienmotivation, Lerngelegenheiten und Kompetenzentwicklung von Lehramtsstudierenden für den Umgang mit sprachlicher Heterogenität im Fachunterricht

Wie können Wissenskonstruktion und Abrufübung gewinnbringend kombiniert werden?

Successful problem regulation in collaborative learning: How important is a homogenous problem perception?

Perceptions of peer versus teacher achievement goals

When ability is perceived as a fixed (or malleable) trait: Mindsets matter not only for Learning, but also for Teaching Ability

„Es kommen eh nur die, die es nicht brauchen…“:

Betrugsverhalten experimentell untersuchen – Herausforderungen und Chancen:

Using Biofeedback in Virtual Reality to Promote Wellbeing

Regulating Motivation and Emotion in Academic Achievement Settings: All the Same?

Computermaus und -tastatur als potenzielle behaviorale Stressmessinstrumente

Herkunftsbezogene Einstellungen, Stereotype und Emotionen Lehramtsstudierender

(Help me to) motivate me:

Teachers' achievement emotions and achievement goals: A diary study

Peer-Feedback

Investigating how teachers integrate technology...

Psychotherapie per Videotelefonie vs. Face-to-Face

Der Blick auf den Lernenden

Motivationale Aspekte im Feedbackprozess:

How Teacher's Identities and Beliefs about Responsibilities Affect Teacher-Student Relationship Quality

Unleashing the full potential: What do teachers understand as professional learning and which motivations drive them?

Monitoring and regulating cognition: An overview of my research

Die Relevanz von Instruktionsqualität, Leistungsmotivation und Schwierigkeiten in der Selbstregulation für Studienabbruch

Tastaturverhalten als behaviorales Instrument zur Emotionserkennung

Die Professionelle Wahrnehmung von Klassenmanagement

Technology-enhanced learning and teaching: Learning activities and learning analytics

Nachhaltigkeit und Umweltschutz im Unterricht: „Nicht mein Business!“

Ist weniger mehr? Die Effekte von Fading von Lösungsbeispielen auf den mediendidaktischen Fähigkeitserwerb

Wirklich so verschieden? Geschlechtsunterschiede bei Wissenschaftler:innen

Expertise development: Cognitive adaptations and growing networks

Learning analytics and adaptive learning support in digital learning environments

Metaanalyse über den Einfluss von geschlechtergerechter Sprache

Scaffolding the peer feedback process: A meta-analysis

Evaluating school-based mindfulness trainings in Switzerland:

Effekte von Fünf- und Zehn-Euro-Incentives im Vergleich zu keinem Incentive auf die Response-Rate

Emotions in medical education: A longitudinal study of the reciprocal relations between emotions, appraisals, and achievement

About the malleability and context-specificity of teacher self-efficacy

Evaluating school-based mindfulness trainings in Switzerland: Selected findings and lessons learned

Evaluating school-based mindfulness trainings in Switzerland:

Increasing Research Relevance in School Mental Health Decision-Making

Measuring epistemic emotions of elementary school children: Presenting the Ees4kids

Gender Dynamics in STEM Education: An Eye-Tracking Study

Gender Dynamics in STEM Education: An Eye-Tracking Study

About the malleability and context-specificity of teacher self-efficacy:

Understanding adaptive reactions to errors in primary school students:

Higher education teachers’ initiation of digital learning activities: