83 Publikationen
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2024 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2986698Grund, A., Fries, S., Nückles, M., Renkl, A., and Roelle, J. (2024). When is Learning "Effortful"? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective. Educational Psychology Review 36:11.PUB | DOI | WoS
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2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2984377Großmann, N., Fries, S., and 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.PUB | PDF | DOI | WoS | PubMed | Europe PMC
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2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2985589Capelle, J. D., Senker, K., Fries, S., and 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.PUB | 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., Leutner, D., Wirth, J., and Grunschel, C. (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 .PUB | DOI | WoS
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2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2984055Reymond, N., Grossmann, N., and 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.PUB | 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., Leutner, D., Wirth, J., and Grunschel, C. (2023). Temporal development of student burnout symptoms: Sociodemographic differences and linkage to university dropout intentions. Contemporary Educational Psychology 73:102185.PUB | DOI | WoS
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2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2957737Scheunemann, A., Schnettler, T., Bobe, J., Fries, S., and 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, 1141–1164.PUB | PDF | DOI | WoS
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2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2965766Reymond, N., Nahrgang, R. G., Großmann, N., Wilde, M., and Fries, S. (2022). Why Students Feel Competent in the Classroom: A Qualitative Content Analysis of Students’ Views. Frontiers in Psychology 13:928801.PUB | PDF | DOI | WoS | PubMed | Europe PMC
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2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2964175Stojanovic, M., Grund, A., and Fries, S. (2022). Context Stability in Habit Building Increases Automaticity and Goal Attainment. Frontiers in Psychology 13:883795.PUB | 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., Leutner, D., Wirth, J., Klingsieck, K. B., 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.PUB | 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., Thomas, L., Buhlmann, U., Dresel, M., et al. (2022). Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors. Frontiers in Psychology 13:918367.PUB | 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., Thomas, L., Buhlmann, U., Dresel, M., 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.PUB | DOI | WoS | PubMed | Europe PMC
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2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2964927Grund, A., Galla, B. M., and 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.PUB | DOI | WoS
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2022 | Monographie | Veröffentlicht | PUB-ID: 2960881Capelle, J. D., Grunschel, C., Steuer, G., and 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.PUB | Dateien verfügbar | DOI
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2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2954869Stojanovic, M., Fries, S., and 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.PUB | PDF | DOI | WoS | PubMed | Europe PMC
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2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2959480Capelle, J. D., Grunschel, C., Bachmann, O., Knappe, M., and 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.PUB | PDF | DOI | WoS
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2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2959904Heitmann, S., Obergassel, N., Fries, S., Grund, A., Berthold, K., and Roelle, J. (2021). Adaptive practice quizzing in a university lecture: A pre-registered field experiment. Journal of Applied Research in Memory and Cognition 10, 603-620.PUB | DOI | WoS
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2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2960210Grund, A., Senker, K., Dietrich, J., Fries, S., and 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, 410-423.PUB | DOI | WoS
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2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2956035Gadosey, C. K., Schnettler, T., Scheunemann, A., Fries, S., and 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.PUB | 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., Leutner, D., Wirth, J., and Grunschel, C. (2021). Psychometric Properties of the German Short Version of the Maslach Burnout Inventory. Student Survey. European Journal of Health Psychology 28, 45-58.PUB | DOI | WoS
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2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2946114Schnettler, T., Bobe, J., Scheunemann, A., Fries, S., and 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, 704-706.PUB | DOI | WoS
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2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2942089Schnettler, T., Bobe, J., Scheunemann, A., Fries, S., and 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 .PUB | PDF | DOI | WoS
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2019 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2940551Großmann, N., Fries, S., and Wilde, M. (2019). Forschendes Lernen in der Biologiedidaktik (Zoologie/Humanbiologie). PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung (PFLB) 1, 41-45.PUB | PDF | DOI | Download (ext.)
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2019 | Konferenzbeitrag | PUB-ID: 2956374Heitmann, S., Grund, A., Berthold, K., Fries, S., and 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., and 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., and 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., and Roelle, J. (2018). Testing Is More Desirable When It Is Adaptive and Still Desirable When Compared to Note-Taking. Frontiers in Psychology 9:2596.PUB | PDF | DOI | WoS | PubMed | Europe PMC
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2018 | Sammelwerksbeitrag | Veröffentlicht | PUB-ID: 2913587Großmann, N., Fries, S., and Wilde, M. (2018). “Autonomy-supportive teaching behavior in science lessons - An intervention for pre-service teachers” in Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Part 13 (Dublin, Ireland: Dublin City University), 1681-1691.PUB | PDF
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2018 | Kurzbeitrag Konferenz / Poster | Veröffentlicht | PUB-ID: 2932027Großmann, N., Kaiser, L. - M., Fries, S., and 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., and 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., and 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., and 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, 143-157.PUB | DOI | WoS | PubMed | Europe PMC
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2018 | Konferenzbeitrag | PUB-ID: 2919605Kochanek, S., Grund, A., Berthold, K., Fries, S., and 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., and 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., and 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 | Kurzbeitrag Konferenz / Poster | PUB-ID: 2912722Kochanek, S., Grund, A., Berthold, K., Fries, S., and 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., and 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., and 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.PUB | DOI | WoS
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2015 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2665962Patrzek, J., Sattler, S., van Veen, F., Grunschel, C., and 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, 1014-1029.PUB | DOI | WoS
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2015 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2769960Grund, A., Grunschel, C., Bruhn, D., and 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, 506-520.PUB | DOI | WoS
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2015 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2759166Hefter, M. H., Renkl, A., Riess, W., Schmid, S., Fries, S., and Berthold, K. (2015). Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values. Learning and Instruction 39, 11-22.PUB | DOI | WoS
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2015 | Konferenzbeitrag | PUB-ID: 2909177Hefter, M. H., Berthold, K., Renkl, A., Rieß, W., and 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., and 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: 2679439Hefter, M. H., Berthold, K., Renkl, A., Riess, W., Schmid, S., and Fries, S. (2014). Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions. Instructional Science 42, 929-947.PUB | DOI | WoS
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2014 | Konferenzbeitrag | PUB-ID: 2909181Hefter, M. H., Berthold, K., Renkl, A., Rieß, W., Schmid, S., and 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: 2676487Basten, M., Meyer-Ahrens, I., Fries, S., and 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, 1033-1053.PUB | DOI | WoS
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2014 | Konferenzbeitrag | PUB-ID: 2909180Hefter, M. H., Renkl, A., Rieß, W., Schmid, S., Fries, S., and 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., and Fries, S. (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 | Herausgeber*in Sammelwerk | Veröffentlicht | PUB-ID: 2649007Wilde, M., Basten, M., Fries, S., Gröben, B., Meyer-Ahrens, I., and 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., and Fries, S. (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., and 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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2011 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2093489Hofer, M., Kuhnle, C., Kilian, B., Marta, E., and Fries, S. (2011). Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions. Learning and Instruction 21, 301-316.PUB | DOI | WoS
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2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1968221Hofer, M., Schmid, S., Fries, S., Kilian, B., and Kuhnle, C. (2010). Reciprocal relationships between value orientation and motivational interference during studying and leisure. British Journal of Educational Psychology 80, 623-645.PUB | DOI | WoS | PubMed | Europe PMC
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2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1796394Kilian, B., Hofer, M., Fries, S., and 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, 67-85.PUB | 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., and Helmke, T. (2010). Value orientations and motivational interference in school-leisure conflict: The case of Vietnam. LEARNING AND INSTRUCTION 20, 239-249.PUB | DOI | WoS
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2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1588765Hofer, M., Reinders, H., and Fries, S. (2010). How values change. A goal-theoretical approach to explaining individual and societal value change. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 42, 26-38.PUB | DOI | WoS
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