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Frontiers in Psychology|February 27, 2019
The Role of Motivational Regulation in Exam Preparation: Results From a Standardized Diary StudyNicole Eckerlein, Anne Roth, Tobias Engelschalk, et al.
Frontiers in Psychology|August 28, 2020
Exploring University Instructors' Achievement Goals and Discrete EmotionsRaven Rinas, Markus Dresel, Julia Hein, et al.
Frontiers in Psychology|August 6, 2021
Higher Education Instructors' Usage of and Learning From Student Evaluations of Teaching - Do Achievement Goals Matter?Julia Hein, Stefan Janke, Raven Rinas, et al.
Computers in Human Behavior|December 26, 2022
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 qualityMartin Daumiller, Raven Rinas, Julia Hein, et al.
Scientific Reports|July 15, 2024
Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher educationChristina Wekerle, Martin Daumiller, Stefan Janke, et al.
The British Journal of Educational Psychology|June 18, 2024
Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climateMarkus Dresel, Martin Daumiller, Jana Spear, et al.
Plos One|October 6, 2022
"I'm tired of black boxes!": A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisisCarolin Schwab, Anne C Frenzel, Martin Daumiller, et al.
Frontiers in Psychology|September 8, 2022
Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictorsChristopher K Gadosey, Carola Grunschel, Lena S Kegel, et al.
International Journal of Educational Research|October 11, 2022
University students' profiles of burnout symptoms amid the COVID-19 pandemic in Germany and their relation to concurrent study behavior and experiencesDerya Turhan, Theresa Schnettler, Anne Scheunemann, et al.
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