83 Publikationen
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2024 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2986698Grund, A., Fries, S., Nückles, M., Renkl, A., & Roelle, J. (2024). When is Learning "Effortful"? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective. Educational Psychology Review , 36(1), 11. https://doi.org/10.1007/s10648-024-09852-7PUB | DOI | WoS
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2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2984377Großmann, N., Fries, S., & Wilde, M. (2023). Is the practice of autonomy support the missing element in teacher training at university? A study on the effects of an intervention based on self-determination theory on biology preservice teachers' knowledge, beliefs, and intentions. Frontiers in Psychology, 14, 1279771. https://doi.org/10.3389/fpsyg.2023.1279771PUB | PDF | DOI | WoS | PubMed | Europe PMC
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2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2985589Capelle, J. D., Senker, K., Fries, S., & Grund, A. (2023). Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach. Frontiers in Psychology , 14, 1224533. https://doi.org/10.3389/fpsyg.2023.1224533PUB | PDF | DOI | WoS | PubMed | Europe PMC
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2023 | Zeitschriftenaufsatz | E-Veröff. vor dem Druck | PUB-ID: 2985379Gadosey, C. K., Schnettler, T., Scheunemann, A., Bäulke, L., Thies, D. O., Dresel, M., Fries, S., et al. (2023). Vicious and virtuous relationships between procrastination and emotions: an investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope. European Journal of Psychology of Education . https://doi.org/10.1007/s10212-023-00756-8PUB | DOI | WoS
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2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2984838Nahrgang, R. G., Großmann, N., Hettmann, M., Fries, S., Wilde, M., vom Hofe, R., & Grund, A. (2023). Vom Motivationsproblem zur Lösung. Die Materialwerkstatt (DiMawe), 5(4), 129-153. https://doi.org/10.11576/DIMAWE-6356PUB | DOI
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2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2984055Reymond, N., Grossmann, N., & Fries, S. (2023). The power of instructional quality, structure, and autonomy support to predict students' perceived competence: A Bifactor-ESEM representation. Teaching and Teacher Education, 135, 104334. https://doi.org/10.1016/j.tate.2023.104334PUB | DOI | WoS
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2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2980254Turhan, D., Scheunemann, A., Schnettler, T., Bäulke, L., Thies, D. O., Dresel, M., Fries, S., et al. (2023). Temporal development of student burnout symptoms: Sociodemographic differences and linkage to university dropout intentions. Contemporary Educational Psychology, 73, 102185. https://doi.org/10.1016/j.cedpsych.2023.102185PUB | DOI | WoS
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2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2957737Scheunemann, A., Schnettler, T., Bobe, J., Fries, S., & Grunschel, C. (2022). A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education, 37(4), 1141–1164. https://doi.org/10.1007/s10212-021-00571-zPUB | PDF | DOI | WoS
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2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2965766Reymond, N., Nahrgang, R. G., Großmann, N., Wilde, M., & Fries, S. (2022). Why Students Feel Competent in the Classroom: A Qualitative Content Analysis of Students’ Views. Frontiers in Psychology, 13, 928801. https://doi.org/10.3389/fpsyg.2022.928801PUB | PDF | DOI | WoS | PubMed | Europe PMC
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2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2964175Stojanovic, M., Grund, A., & Fries, S. (2022). Context Stability in Habit Building Increases Automaticity and Goal Attainment. Frontiers in Psychology, 13, 883795. https://doi.org/10.3389/fpsyg.2022.883795PUB | PDF | DOI | Download (ext.) | WoS | PubMed | Europe PMC
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2022 | Zeitschriftenaufsatz | E-Veröff. vor dem Druck | PUB-ID: 2966117Bobe, J., Schnettler, T., Scheunemann, A., Fries, S., Baeulke, L., Thies, D. O., Dresel, M., et al. (2022). Delaying Academic Tasks and Feeling Bad About It Development and Validation of a Six-Item Scale Measuring Academic Procrastination. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000728PUB | PDF | DOI | Download (ext.) | WoS
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2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2965672Gadosey, C. K., Grunschel, C., Kegel, L. S., Schnettler, T., Turhan, D., Scheunemann, A., Baulke, L., et al. (2022). Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors. Frontiers in Psychology , 13, 918367. https://doi.org/10.3389/fpsyg.2022.918367PUB | PDF | DOI | Download (ext.) | WoS | PubMed | Europe PMC
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2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2966460Turhan, D., Schnettler, T., Scheunemann, A., Gadosey, C. K., Kegel, L. S., Baulke, L., Thies, D. O., et al. (2022). University students' profiles of burnout symptoms amid the COVID-19 pandemic in Germany and their relation to concurrent study behavior and experiences. International journal of educational research, 116, 102081. https://doi.org/10.1016/j.ijer.2022.102081PUB | DOI | WoS | PubMed | Europe PMC
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2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2964927Grund, A., Galla, B. M., & Fries, S. (2022). Achievement motivation in students' everyday lives: Its relationship to momentary positive and negative activation and the moderating role of mindfulness. Learning and Individual Differences, 97, 102176. https://doi.org/10.1016/j.lindif.2022.102176PUB | DOI | WoS
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2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2956372Heitmann, S., Grund, A., Fries, S., Berthold, K., & Roelle, J. (2022). The quizzing effect depends on hope of success and can be optimized by cognitive load-based adaptation. Learning and Instruction(77), 101526. https://doi.org/10.1016/j.learninstruc.2021.101526PUB | DOI | WoS
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2022 | Monographie | Veröffentlicht | PUB-ID: 2960881Capelle, J. D., Grunschel, C., Steuer, G., & Fries, S. (2022). „Endlich machen sie mit“: Methoden für motivierende Lehre : Kurzmanual für einen Workshop zur Motivationsförderung im Rahmen universitärer Lehrveranstaltungen. Bielefeld: Univ., Fak. für Psychologie und Sportwissenschaft, Abt. Psychologie, Arbeitseinheit 12. https://doi.org/10.4119/unibi/2960881PUB | Dateien verfügbar | DOI
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2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2954869Stojanovic, M., Fries, S., & Grund, A. (2021). Self-Efficacy in Habit Building: How General and Habit-Specific Self-Efficacy Influence Behavioral Automatization and Motivational Interference. Frontiers in Psychology, 12, 643753. https://doi.org/10.3389/fpsyg.2021.643753PUB | PDF | DOI | WoS | PubMed | Europe PMC
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2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2959480Capelle, J. D., Grunschel, C., Bachmann, O., Knappe, M., & Fries, S. (2021). Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts. Motivation and Emotion, 46, 16–37. https://doi.org/10.1007/s11031-021-09912-3PUB | PDF | DOI | WoS
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2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2959904Heitmann, S., Obergassel, N., Fries, S., Grund, A., Berthold, K., & Roelle, J. (2021). Adaptive practice quizzing in a university lecture: A pre-registered field experiment. Journal of Applied Research in Memory and Cognition, 10(4), 603-620. https://doi.org/10.1016/j.jarmac.2021.07.008PUB | DOI | WoS
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2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2960210Grund, A., Senker, K., Dietrich, J., Fries, S., & Galla, B. M. (2021). The Comprehensive Mindfulness Experience: A Typological Approach to the Potential Benefits of Mindfulness for Dealing With Motivational Conflicts. Motivation Science , 7(4), 410-423. https://doi.org/10.1037/mot0000239PUB | DOI | WoS
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2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2958899Brassler, N., Grund, A., Dedic, M., Wilmer, E., & Fries, S. (2021). Interfered by unaccomplished academic tasks: The role of success expectations. Learning and Motivation, 76, 101763. https://doi.org/10.1016/j.lmot.2021.101763PUB | DOI | WoS
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2021 | Zeitschriftenaufsatz | E-Veröff. vor dem Druck | PUB-ID: 2958491Senker, K., Fries, S., Dietrich, J., & Grund, A. (2021). Mindfulness and academic emotions: A field study during a lecture. Learning and Individual Differences , 92, 102079. https://doi.org/10.1016/j.lindif.2021.102079PUB | DOI | WoS
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2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2956035Gadosey, C. K., Schnettler, T., Scheunemann, A., Fries, S., & Grunschel, C. (2021). The intraindividual co-occurrence of anxiety and hope in procrastination episodes during exam preparations: An experience sampling study. Learning and Individual Differences, 88, 102013. https://doi.org/10.1016/j.lindif.2021.102013PUB | DOI | WoS
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2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2955129Turhan, D., Scheunemann, A., Schnettler, T., Baulke, L., Thies, D. O., Dresel, M., Fries, S., et al. (2021). Psychometric Properties of the German Short Version of the Maslach Burnout Inventory. Student Survey. European Journal of Health Psychology, 28(2), 45-58. https://doi.org/10.1027/2512-8442/a000067PUB | DOI | WoS
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2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2943802Senker, K., Fries, S., & Grund, A. (2020). Mindfulness in everyday life: between- and within-person relationships to motivational conflicts. CURRENT PSYCHOLOGY, 41, 2786–2801. https://doi.org/10.1007/s12144-020-00760-xPUB | PDF | DOI | WoS
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2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2946114Schnettler, T., Bobe, J., Scheunemann, A., Fries, S., & Grunschel, C. (2020). Correction to: Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university (vol 44, pg 491, 2020). Motivation and Emotion, 44(5), 704-706. doi:10.1007/s11031-020-09849-zPUB | DOI | WoS
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2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2942089Schnettler, T., Bobe, J., Scheunemann, A., Fries, S., & Grunschel, C. (2020). Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university. Motivation and emotion, 44, 491–507 . doi:10.1007/s11031-020-09822-wPUB | PDF | DOI | WoS
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2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2941324Stojanovic, M., Grund, A., & Fries, S. (2020). App-Based Habit Building Reduces Motivational Impairments During Studying – An Event Sampling Study. Frontiers in Psychology, 11, 167. doi:10.3389/fpsyg.2020.00167PUB | PDF | DOI | WoS | PubMed | Europe PMC
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2019 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2940551Großmann, N., Fries, S., & Wilde, M. (2019). Forschendes Lernen in der Biologiedidaktik (Zoologie/Humanbiologie). PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung (PFLB), 1(2), 41-45. https://doi.org/10.4119/pflb-1970PUB | PDF | DOI | Download (ext.)
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2019 | Konferenzbeitrag | PUB-ID: 2956374Heitmann, S., Grund, A., Berthold, K., Fries, S., & Roelle, J. (2019). Adaptive Testing Increases the Testing Effect. In J. Roelle (Chair), How to optimize retrieval-based learning? . Presented at the 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.PUB
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2019 | Konferenzbeitrag | PUB-ID: 2956373Heitmann, S., Grund, A., Fries, S., Berthold, K., & Roelle, J. (2019). The influence of achievement motives and adaptivity on practice quizzing.. Presented at the Joint Conference of the Sections of Developmental Psychology and Educational Psychology of the German Psychological Association (PAEPSY), Leipzig, Germany.PUB
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2019 | Kurzbeitrag Konferenz / Poster | Veröffentlicht | PUB-ID: 2935987Großmann, N., Fries, S., & Wilde, M. (2019). Can an intervention based on self-determination theory foster positive beliefs about autonomy support? A quasi-experimental study with preservice biology teachers. Presented at the 7th International Self-Determination Theory Conference, Egmond aan Zee.PUB
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2018 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2952291Heitmann, S., Grund, A., Berthold, K., Fries, S., & Roelle, J. (2018). Testing Is More Desirable When It Is Adaptive and Still Desirable When Compared to Note-Taking. Frontiers in Psychology, 9, 2596. https://doi.org/10.3389/fpsyg.2018.02596PUB | PDF | DOI | WoS | PubMed | Europe PMC
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2018 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2912652Hefter, M. H., Renkl, A., Riess, W., Schmid, S., Fries, S., & Berthold, K. (2018). Training interventions to foster skill and will of argumentative thinking. The Journal of Experimental Education, 86(3), 325-343. https://doi.org/10.1080/00220973.2017.1363689PUB | DOI | WoS
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2018 | Sammelwerksbeitrag | Veröffentlicht | PUB-ID: 2913587Großmann, N., Fries, S., & Wilde, M. (2018). Autonomy-supportive teaching behavior in science lessons - An intervention for pre-service teachers. Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Part 13, 1681-1691. Dublin, Ireland: Dublin City University.PUB | PDF
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2018 | Kurzbeitrag Konferenz / Poster | Veröffentlicht | PUB-ID: 2932027Großmann, N., Kaiser, L. - M., Fries, S., & Wilde, M. (2018). Selbstbestimmte Motivationsqualitäten im Biologieunterricht – Evaluation einer Maßnahme zur Professionalisierung von angehenden Biologielehrkräften im Bereich der Autonomieförderung. Presented at the 83. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF).PUB
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2018 | Konferenzbeitrag | PUB-ID: 2931864Heitmann, S., Grund, A., Berthold, K., Fries, S., & Roelle, J. (2018). Testbasiertes Lernen. Sollten Lernende adaptive Testaufgaben erhalten?. Presented at the 51. Kongress der DGPs, Frankfurt, Deutschland.PUB
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2018 | Kurzbeitrag Konferenz / Poster | Veröffentlicht | PUB-ID: 2931050Großmann, N., Fries, S., & Wilde, M. (2018). Teacher trainees' knowledge and beliefs about autonomy-supportive teaching behavior – The effects of an intervention in biology education.. Presented at the MoSAiK International Conference: The Interplay of Theory and Practice in Teacher Education, Koblenz.PUB
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2018 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2930286Grunschel, C., Patrzek, J., Klingsieck, K., & Fries, S. (2018). "I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination. JOURNAL OF PREVENTION & INTERVENTION IN THE COMMUNITY, 46(2), 143-157. doi:10.1080/10852352.2016.1198166PUB | DOI | WoS | PubMed | Europe PMC
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2018 | Konferenzbeitrag | PUB-ID: 2919605Kochanek, S., Grund, A., Berthold, K., Fries, S., & Roelle, J. (2018). Test-based learning: Should learners receive adapted test questions?. Presented at the EARLI SIG 6-7 Conference, Bonn, Germany.PUB
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2018 | Kurzbeitrag Konferenz / Poster | Veröffentlicht | PUB-ID: 2918691Großmann, N., Fries, S., & Wilde, M. (2018). Die Effekte einer Intervention zur Autonomieförderung auf die Überzeugungen sowie das Professionswissen von Lehramtsstudierenden im Fach Biologie. Presented at the 6. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Basel.PUB
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2017 | Kurzbeitrag Konferenz / Poster | Veröffentlicht | PUB-ID: 2916828Großmann, N., Fries, S., & Wilde, M. (2017). Autonomieförderung im Biologieunterricht – Pilotierung einer Intervention für Lehramtsstudierende. Presented at the Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster.PUB
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2017 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2909085Hofer, M., Fries, S., & Grund, A. (2017). Multiple Ziele und Lernmotivation: Das Forschungsprogramm „Theorie motivationaler Handlungskonflikte“. ZEITSCHRIFT FUER PAEDAGOGISCHE PSYCHOLOGIE, 31(1), 69-85. doi:10.1024/1010-0652/a000197PUB | DOI | WoS
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2017 | Kurzbeitrag Konferenz / Poster | PUB-ID: 2912722Kochanek, S., Grund, A., Berthold, K., Fries, S., & Roelle, J. (2017). Produktorientierte und prozessorientierte Adaptation testbasierten Lernens. Presented at the Fachtagung Hochschulen im digitalen Zeitalter, Berlin, Deutschland.PUB
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2016 | Konferenzbeitrag | PUB-ID: 2909170Hefter, M. H., Renkl, A., Rieß, W., Schmid, S., Fries, S., & Berthold, K. (2016). Effekte eines Trainings zur kombinierten Förderung von Fertigkeiten und Bereitschaft argumentativen Denkens. Presented at the 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig, Deutschland.PUB
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2016 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2905974Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. LEARNING AND INDIVIDUAL DIFFERENCES, 49, 162-170. doi:10.1016/j.lindif.2016.06.008PUB | DOI | WoS
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2015 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2665962Patrzek, J., Sattler, S., van Veen, F., Grunschel, C., & Fries, S. (2015). Investigating the effect of academic procrastination on the frequency and variety of academic misconduct: A panel study. Studies in Higher Education, 40(6), 1014-1029. https://doi.org/10.1080/03075079.2013.854765PUB | DOI | WoS
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2015 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2769960Grund, A., Grunschel, C., Bruhn, D., & Fries, S. (2015). Torn between want and should: An experience-sampling study on motivational conflict, well-being, self-control, and mindfulness. Motivation and Emotion, 39(4), 506-520. doi:10.1007/s11031-015-9476-zPUB | DOI | WoS
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2015 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2759166Hefter, M. H., Renkl, A., Riess, W., Schmid, S., Fries, S., & Berthold, K. (2015). Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values. Learning and Instruction, 39, 11-22. https://doi.org/10.1016/j.learninstruc.2015.05.002PUB | DOI | WoS
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2015 | Konferenzbeitrag | PUB-ID: 2909177Hefter, M. H., Berthold, K., Renkl, A., Rieß, W., & Fries, S. (2015). Trainings zum argumentativen Denken beim Umgang mit fragilen und konfligierenden Positionen. Presented at the Abschlussveranstaltung des DFG-Schwerpunktprogramms „Wissenschaft und Öffentlichkeit” (SPP 1409), Münster, Deutschland.PUB
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2015 | Konferenzbeitrag | PUB-ID: 2909178Hefter, M. H., Renkl, A., Rieß, W., Schmid, S., Fries, S., & Berthold, K. (2015). Fostering skill and will of argumentative thinking through training interventions. Presented at the 16th Biennial Conference of the European Association for Learning and Instruction (EARLI), Limassol, Cyprus.PUB
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2014 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2665955Patrzek, J., Grunschel, C., König, N., & Fries, S. (2014). Fragebogen zu Gründen akademischer Prokrastination: Konstruktion und erste Validierung. Diagnostica, 61(4), 184-196. https://doi.org/10.1026/0012-1924/a000121PUB | DOI | WoS
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2014 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2669185Grund, A., & Fries, S. (2014). Study and leisure interference as mediators between students' self-control capacities and their domain-specific functioning and general well-being. Learning and Instruction, 31, 23-32. doi:10.1016/j.learninstruc.2013.12.005PUB | DOI | WoS
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2014 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2679439Hefter, M. H., Berthold, K., Renkl, A., Riess, W., Schmid, S., & Fries, S. (2014). Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions. Instructional Science, 42(6), 929-947. https://doi.org/10.1007/s11251-014-9320-yPUB | DOI | WoS
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2014 | Konferenzbeitrag | PUB-ID: 2909181Hefter, M. H., Berthold, K., Renkl, A., Rieß, W., Schmid, S., & Fries, S. (2014). Effekte eines Trainings zur Förderung epistemologischer Überzeugungen und intellektueller Werte. Presented at the 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Frankfurt, Deutschland.PUB
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2014 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2719102Grund, A., Brassler, N., & Fries, S. (2014). Torn Between Study and Leisure: How Motivational Conflicts Relate to Students' Academic and Social Adaptation. Journal of Educational Psychology, 106(1), 242-257. doi:10.1037/a0034400PUB | DOI | WoS
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2014 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2676487Basten, M., Meyer-Ahrens, I., Fries, S., & Wilde, M. (2014). The Effects of Autonomy-supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip. Science Education, 98(6), 1033-1053. doi:10.1002/sce.21125PUB | DOI | WoS
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2014 | Konferenzbeitrag | PUB-ID: 2909180Hefter, M. H., Renkl, A., Rieß, W., Schmid, S., Fries, S., & Berthold, K. (2014). How to foster skill and will of argumentative thinking. Presented at the workshop “Arguing about scientific information” of the DFG Special Priority Program “Science and the public” (SPP 1409), Münster, Germany.PUB
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2013 | Konferenzbeitrag | PUB-ID: 2909184Hefter, M. H., Hellmann, M., Tombrink, A., Berthold, K., Renkl, A., Rieß, W., Schmid, S., et al. (2013). How to foster the will to engage in argumentative thinking. Presented at the 15th Biennial Conference of the European Association for Learning and Instruction (EARLI), Munich, Germany.PUB
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2013 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2625738Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring reasons and consequences of academic procrastination: an interview study. European Journal of Psychology of Education, 28(3), 841-861. doi:10.1007/s10212-012-0143-4PUB | DOI | WoS
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2013 | Herausgeber*in Sammelwerk | Veröffentlicht | PUB-ID: 2649007Wilde M., Basten M., Fries S., Gröben B., Meyer-Ahrens I., & Kleindienst-Cachay C. (Eds.) (2013). Forschen für den Unterricht: Junge Experten zeigen wie´s geht!. Baltmannsweiler: Schneider Verlag Hohengehren GmbH.PUB
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2013 | Konferenzbeitrag | PUB-ID: 2909185Hefter, M. H., Hellmann, M., Tombrink, A., Berthold, K., Renkl, A., Rieß, W., Schmid, S., et al. (2013). Instruktionale Förderung der Bereitschaft zum argumentativen Denken beim Umgang mit konfligierenden Positionen und fragiler Evidenz. Presented at the 1. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Kiel, Deutschland.PUB
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2013 | Konferenzbeitrag | PUB-ID: 2909183Hefter, M. H., Berthold, K., Renkl, A., Riess, W., Schmid, S., & Fries, S. (2013). Förderung argumentativen Denkens bei der Verarbeitung konfligierender Positionen. Presented at the 14. Fachgruppentagung Pädagogische Psychologie, Hildesheim, Deutschland.PUB
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2012 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2530276Hofer, M., Kuhnle, C., Kilian, B., & Fries, S. (2012). Cognitive ability and personality variables as predictors of school grades and test scores in adolescents. Learning and Instruction, 22(5), 368-375. doi:10.1016/j.learninstruc.2012.02.003PUB | DOI | WoS
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2012 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2544325Grund, A., Schmid, S., Klingsieck, K. B., & Fries, S. (2012). Studierende schieben Pflichten auf, aber auch persönliche Projekte. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 44(4), 192-208. doi:10.1026/0049-8637/a000073PUB | DOI | WoS
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2012 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2523836Grund, A., & Fries, S. (2012). Motivational interference in study-leisure conflicts: how opportunity costs affect the self-regulation of university students. Educational Psychology, 32(5), 589-612. doi:10.1080/01443410.2012.674005PUB | DOI | WoS
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2011 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2093489Hofer, M., Kuhnle, C., Kilian, B., Marta, E., & Fries, S. (2011). Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions. Learning and Instruction, 21(3), 301-316. https://doi.org/10.1016/j.learninstruc.2010.02.009PUB | DOI | WoS
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2011 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1991209Roelle, J., Berthold, K., & Fries, S. (2011). Effects of feedback on learning strategies in learning journals: Learner-expertise matters. International Journal of Cyber Behavior, Psychology and Learning, 1(2), 16-30. https://doi.org/10.4018/ijcbpl.2011040102PUB | DOI
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2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1968221Hofer, M., Schmid, S., Fries, S., Kilian, B., & Kuhnle, C. (2010). Reciprocal relationships between value orientation and motivational interference during studying and leisure. British Journal of Educational Psychology, 80(4), 623-645. https://doi.org/10.1348/000709910X492180PUB | DOI | WoS | PubMed | Europe PMC
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2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1796394Kilian, B., Hofer, M., Fries, S., & Kuhnle, C. (2010). The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 25(1), 67-85. https://doi.org/10.1007/s10212-009-0007-8PUB | DOI | WoS
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2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1796515Hofer, M., Fries, S., Helmke, A., Kilian, B., Kuhnle, C., Zivkovic, I., Goellner, R., et al. (2010). Value orientations and motivational interference in school-leisure conflict: The case of Vietnam. LEARNING AND INSTRUCTION, 20(3), 239-249. https://doi.org/10.1016/j.learninstruc.2009.02.023PUB | DOI | WoS
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2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1588765Hofer, M., Reinders, H., & Fries, S. (2010). How values change. A goal-theoretical approach to explaining individual and societal value change. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE, 42(1), 26-38. https://doi.org/10.1026/0049-8637/a000003PUB | DOI | WoS
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2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1793841Haimerl, C., & Fries, S. (2010). Self-fulfilling prophecies in media-based learning: Content relevance moderates quality expectation effects on academic achievement. LEARNING AND INSTRUCTION, 20(6), 498-510. https://doi.org/10.1016/j.learninstruc.2009.07.002PUB | DOI | WoS