Zobrazeno 1 - 10
of 17
pro vyhledávání: '"Anne F. Weidinger"'
Publikováno v:
Frontiers in Psychology, Vol 10 (2019)
Achievement motivation is not a single construct but rather subsumes a variety of different constructs like ability self-concepts, task values, goals, and achievement motives. The few existing studies that investigated diverse motivational constructs
Externí odkaz:
https://doaj.org/article/545ce6ddc69e4deaa04ac328609f932a
Publikováno v:
Journal of Educational Psychology. 114:656-680
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f04134082e94deb228d25f77468ed79
https://doi.org/10.1037/edu0000559
https://doi.org/10.1037/edu0000559
Publikováno v:
Zeitschrift für Pädagogische Psychologie. 35:85-106
Abstract. Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online sur
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6bf6c1ac51aa4a3579d1c3a16d290258
https://doi.org/10.1024/1010-0652/a000306
https://doi.org/10.1024/1010-0652/a000306
Autor:
Anne F. Weidinger, Ricarda Steinmayr, Sebastian Bergold, Patrick Paschke, Hanna Gaspard, Judith M. Harackiewicz
Publikováno v:
The Journal of Experimental Education. 90:364-382
A growing body of research suggests that utility-value interventions can promote students’ academic motivation and achievement. Moreover, there is evidence that minimal interventions are particular...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4983d33a272b2e04f8dec08434f039b9
https://doi.org/10.1080/00220973.2020.1855407
https://doi.org/10.1080/00220973.2020.1855407
Publikováno v:
Motivation Science. 6:413-422
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::08460ee7ea8405ad20b4aa27d903a1fd
https://doi.org/10.1037/mot0000179
https://doi.org/10.1037/mot0000179
Publikováno v:
Developmental Psychology. 55:1005-1018
In line with the reciprocal internal/external frame of reference model (RI/E model), it is well-established that secondary school students generate domain-specific ability self-concepts by comparing their own performance in a domain socially (i.e., w
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::116ba01bb23474c585f18e23c9efc6e6
https://doi.org/10.1037/dev0000695
https://doi.org/10.1037/dev0000695
Publikováno v:
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 51:71-83
Zusammenfassung. Trotz sehr geringer Leistungsunterschiede in objektiven Leistungstests schätzen Mädchen ihre mathematischen Kompetenzen bereits im Grundschulalter geringer ein als Jungen. Basierend auf dem Erwartungs-Wert-Modell ( Eccles & Wigfiel
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fa1e927bcb5ac0cfefc819aa45674bba
https://doi.org/10.1026/0049-8637/a000213
https://doi.org/10.1026/0049-8637/a000213
Publikováno v:
Journal of Youth and Adolescence
Gendered occupational and educational choices have often been traced back to gender differences in students’ domain-specific ability self-concept and intrinsic motivation. This study explored the role of believing in an “innate” math or languag
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4e05bd25f2d5d6c9a10740b9b38a1272
http://hdl.handle.net/2003/40073
http://hdl.handle.net/2003/40073
Publikováno v:
Contemporary Educational Psychology. 53:106-122
Grit—individuals’ perseverance of effort and consistency of interests—was introduced in 2007 as new construct that predicts different achievement outcomes. To date, most studies examining grit’s prediction of achievement have not included oth
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::38350d23cf025dfaecc61d11485d772e
https://doi.org/10.1016/j.cedpsych.2018.02.004
https://doi.org/10.1016/j.cedpsych.2018.02.004
Publikováno v:
Child Development. 89:e138-e156
Math competence beliefs and achievement are important outcomes of school-based learning. Previous studies yielded inconsistent results on whether skill development, self-enhancement, or reciprocal effects account for the interplay among them. A devel
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::219a9548e0687f4080131252b591c01f
https://doi.org/10.1111/cdev.12806
https://doi.org/10.1111/cdev.12806