Zobrazeno 1 - 10
of 96
pro vyhledávání: '"Martin Daumiller"'
Autor:
Christina Wekerle, Martin Daumiller, Stefan Janke, Oliver Dickhäuser, Markus Dresel, Ingo Kollar
Publikováno v:
Scientific Reports, Vol 14, Iss 1, Pp 1-8 (2024)
Abstract Digital technology is considered to have great potential to promote learning in higher education. In line with the Interactive, Constructive, Active, Passive (ICAP) framework, this seems to be particularly true when instructors stimulate hig
Externí odkaz:
https://doaj.org/article/0aaaa0c3d163416091a91a23907c2988
Publikováno v:
PLoS ONE, Vol 18, Iss 4, p e0284608 (2023)
Research on teacher goals has primarily followed a variable-centered approach, although person-centered approaches have inspired achievement goal research in other domains. The multiple goal perspective posits that individuals pursue different combin
Externí odkaz:
https://doaj.org/article/600b65bdb6414daabaf3f6154c0bc50e
Autor:
Carolin Schwab, Anne C. Frenzel, Martin Daumiller, Markus Dresel, Oliver Dickhäuser, Stefan Janke, Anton K. G. Marx
Publikováno v:
PLoS ONE, Vol 17, Iss 10 (2022)
As of today, surprisingly little is known about the subjective well-being of faculty in general, but especially when teaching online and during a time of pandemic during lockdowns in particular. To narrow this research gap, the present study systemat
Externí odkaz:
https://doaj.org/article/3de5880f10a744b187ba75ab736646ef
Publikováno v:
Education Sciences, Vol 13, Iss 3, p 239 (2023)
Control–value theory (CVT) proposes that discrete emotions arise from combinations of control–value appraisals of learning activities and outcomes. Studies have supported this proposition using factor analytic and latent profile, analyses. Networ
Externí odkaz:
https://doaj.org/article/f769cae8bde04ba986be2660d0cf16a6
Publikováno v:
Behavioral Sciences, Vol 13, Iss 2, p 161 (2023)
Online courses are an important form of educational delivery worldwide, yet students differ in how well they learn from them. Following psychological and educational research, students’ goals can be considered relevant personal predictors of these
Externí odkaz:
https://doaj.org/article/160ff9b75ed94b3c893e3098c71bb9b2
Publikováno v:
Computers and Education Open, Vol 2, Iss , Pp 100055- (2021)
Worldwide, higher education institutions made quick and often unprepared shifts from on-site to online examination in 2020 due to the COVID-19 health crisis. This sparked an ongoing debate on whether this development made it easier for students to ch
Externí odkaz:
https://doaj.org/article/95100fa18b8949daa92d012d9df1f011
Publikováno v:
Zeitschrift für Hochschulentwicklung, Vol 16, Iss 3 (2021)
In den letzten Jahren hat sich „Evidenz“ als Leitbegriff und „Evidenzbasierung“ als Ziel sowohl in der Hochschuldidaktik und -lehre etabliert, als auch zu einer Debatte über das Verständnis vom Evidenzbegriff der Hochschuldidaktik geführt.
Externí odkaz:
https://doaj.org/article/4b2caf9f32254007a125c5a26064236e
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
Identifying what motivates and hinders higher education instructors in their self-regulated learning from student evaluations of teaching (SETs) is important for improving future teaching and facilitating student learning. According to models of self
Externí odkaz:
https://doaj.org/article/ea5ba9a0fa224af48c7a4315ed819844
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
A wealth of evidence has indicated that both students and teachers experience high levels of stress, burnout, and ultimately compromised well-being in the university context. Although numerous studies have investigated well-being among university stu
Externí odkaz:
https://doaj.org/article/75f84d6b1fb94165b90a5143392d9d31
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Emerging empirical evidence indicates that discrete emotions are associated with teaching practices and professional experiences of university instructors. However, further investigations are necessary given that university instructors often face hig
Externí odkaz:
https://doaj.org/article/ec0c9a23e5074d78a16c1f18f08d341f