Zobrazeno 1 - 10
of 46
pro vyhledávání: '"Chris S. Hulleman"'
Publikováno v:
The Journal of Experimental Education. :1-25
Autor:
Gregory M. Walton, Mary C. Murphy, Christine Logel, David S. Yeager, J. Parker Goyer, Shannon T. Brady, Katherine T. U. Emerson, David Paunesku, Omid Fotuhi, Alison Blodorn, Kathryn L. Boucher, Evelyn R. Carter, Maithreyi Gopalan, Amy Henderson, Kathryn M. Kroeper, Lisel Alice Murdock-Perriera, Stephanie L. Reeves, Tsotso T. Ablorh, Shahana Ansari, Susie Chen, Peter Fisher, Manuel Galvan, Madison Kawakami Gilbertson, Chris S. Hulleman, Joel M. Le Forestier, Christopher Lok, Katie Mathias, Gregg A. Muragishi, Melanie Netter, Elise Ozier, Eric N. Smith, Dustin B. Thoman, Heidi E. Williams, Matthew O. Wilmot, Cassie Hartzog, X. Alice Li, Natasha Krol
Publikováno v:
Science. 380:499-505
A promising way to mitigate inequality is by addressing students’ worries about belonging. But where and with whom is this social-belonging intervention effective? Here we report a team-science randomized controlled experiment with 26,911 students
Autor:
David M. Silverman, R. Josiah Rosario, Stephanie V. Wormington, Yoi Tibbetts, Chris S. Hulleman, Mesmin Destin
Publikováno v:
Nature Human Behaviour. 7:515-528
Publikováno v:
British Journal of Educational Psychology.
Autor:
Markus Kleinhansl, Eike Wille, Ulrich Trautwein, Chris S. Hulleman, Hanna Gaspard, Benjamin Nagengast, Heide Piesch, Cora Parrisius
Publikováno v:
Journal of Educational Psychology. 113:1507-1528
Relevance interventions have shown a great potential to foster motivation and achievement (Lazowski & Hulleman, 2016). Yet, further research is warranted to test how such interventions can be successfully implemented in practice. We conducted a clust
Publikováno v:
Motivation Science. 6:423-437
Undergraduate students in science, technology, engineering, and mathematics (STEM) programs face unique challenges to their psychological well-being, including their sense of belonging. Recent evidence suggests that beliefs about the malleability of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f8a8f11fb6e9127e28ef8cf541ea37e3
https://doi.org/10.31234/osf.io/a9jvd
https://doi.org/10.31234/osf.io/a9jvd
Autor:
Anna-Lena Dicke, Isabelle Häfner, Brigitte Maria Brisson, Barbara Flunger, Ulrich Trautwein, Benjamin Nagengast, Chris S. Hulleman, Hanna Gaspard
Publikováno v:
Zeitschrift für Erziehungswissenschaft. 23:121-144
Why do some students benefit from interventions and others do not? By investigating the antecedents and effects of students’ responsiveness to a classroom-based motivation intervention, the current study aims to shed light on the intervention proce
Publikováno v:
Journal of Educational Psychology. 112:166-182
This study compared two expectancy-value-theory-based interventions designed to promote college students’ motivation and performance in introductory college physics. The utility value intervention was adapted from prior research and focused on help
Social and emotional learning (SEL) is an important driver of student well-being, academic achievement, and future success. Despite decades of work on motivation theory and frameworks to promote student motivation and achievement outcomes, connection
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5188aedb06d0c232140678ad0cc9aba2
https://doi.org/10.1108/s0749-742320210000021002
https://doi.org/10.1108/s0749-742320210000021002