83 Publikationen

Alle markieren

  • [83]
    2024 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2986698
    Grund, 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.
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  • [82]
    2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2984377 OA
    Großmann, 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
     
  • [81]
    2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2985589 OA
    Capelle, 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.
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  • [80]
    2023 | Zeitschriftenaufsatz | E-Veröff. vor dem Druck | PUB-ID: 2985379
    Gadosey, 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 .
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  • [79]
    2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2984838
    Nahrgang, R. G., Großmann, N., Hettmann, M., Fries, S., Wilde, M., vom Hofe, R., and Grund, A. (2023). Vom Motivationsproblem zur Lösung. Die Materialwerkstatt (DiMawe) 5, 129-153.
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  • [78]
    2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2984055
    Reymond, 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.
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  • [77]
    2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2980254
    Turhan, 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.
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  • [76]
    2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2957737 OA
    Scheunemann, 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.
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  • [75]
    2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2965766 OA
    Reymond, 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.
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  • [74]
    2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2964175 OA
    Stojanovic, M., Grund, A., and Fries, S. (2022). Context Stability in Habit Building Increases Automaticity and Goal Attainment. Frontiers in Psychology 13:883795.
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  • [73]
    2022 | Zeitschriftenaufsatz | E-Veröff. vor dem Druck | PUB-ID: 2966117 OA
    Bobe, 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.
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  • [72]
    2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2965672 OA
    Gadosey, 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.
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  • [71]
    2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2966460
    Turhan, 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
     
  • [70]
    2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2964927
    Grund, 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.
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  • [69]
    2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2956372
    Heitmann, S., Grund, A., Fries, S., Berthold, K., and Roelle, J. (2022). The quizzing effect depends on hope of success and can be optimized by cognitive load-based adaptation. Learning and Instruction:101526.
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  • [68]
    2022 | Monographie | Veröffentlicht | PUB-ID: 2960881 OA
    Capelle, 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
     
  • [67]
    2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2954869 OA
    Stojanovic, 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.
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  • [66]
    2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2959480 OA
    Capelle, 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.
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  • [65]
    2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2959904
    Heitmann, 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.
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  • [64]
    2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2960210
    Grund, 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.
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  • [63]
    2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2958899
    Brassler, N., Grund, A., Dedic, M., Wilmer, E., and Fries, S. (2021). Interfered by unaccomplished academic tasks: The role of success expectations. Learning and Motivation 76:101763.
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  • [62]
    2021 | Zeitschriftenaufsatz | E-Veröff. vor dem Druck | PUB-ID: 2958491
    Senker, K., Fries, S., Dietrich, J., and Grund, A. (2021). Mindfulness and academic emotions: A field study during a lecture. Learning and Individual Differences 92:102079.
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  • [61]
    2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2956035
    Gadosey, 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.
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  • [60]
    2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2955129
    Turhan, 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.
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  • [59]
    2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2943802 OA
    Senker, K., Fries, S., and Grund, A. (2020). Mindfulness in everyday life: between- and within-person relationships to motivational conflicts. CURRENT PSYCHOLOGY 41, 2786–2801.
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  • [58]
    2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2946114
    Schnettler, 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.
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  • [57]
    2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2942089 OA
    Schnettler, 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 .
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  • [56]
    2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2941324 OA
    Stojanovic, M., Grund, A., and Fries, S. (2020). App-Based Habit Building Reduces Motivational Impairments During Studying – An Event Sampling Study. Frontiers in Psychology 11:167.
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  • [55]
    2019 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2940551 OA
    Großmann, 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.
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  • [54]
    2019 | Konferenzbeitrag | PUB-ID: 2956374
    Heitmann, 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.
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  • [53]
    2019 | Konferenzbeitrag | PUB-ID: 2956373
    Heitmann, 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.
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  • [52]
    2019 | Kurzbeitrag Konferenz / Poster | Veröffentlicht | PUB-ID: 2935987
    Großmann, 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
     
  • [51]
    2019 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2934608
    Bachmann, O., Grunschel, C., and Fries, S. (2019). Multitasking and Feeling Good? Autonomy of Additional Activities Predicts Affect. JOURNAL OF HAPPINESS STUDIES 20, 899-918.
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  • [50]
    2018 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2932973
    Grund, A., Fries, S., and Rheinberg, F. (2018). Know Your Preferences: Self-Regulation as Need-Congruent Goal Selection. REVIEW OF GENERAL PSYCHOLOGY 22, 437-451.
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  • [49]
    2018 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2916104
    Grund, A., and Fries, S. (2018). Understanding procrastination: A motivational approach. PERSONALITY AND INDIVIDUAL DIFFERENCES 121, 120-130.
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  • [48]
    2018 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2952291 OA
    Heitmann, 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.
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  • [47]
    2018 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2912652
    Hefter, M. H., Renkl, A., Riess, W., Schmid, S., Fries, S., and Berthold, K. (2018). Training interventions to foster skill and will of argumentative thinking. The Journal of Experimental Education 86, 325-343.
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  • [46]
    2018 | Sammelwerksbeitrag | Veröffentlicht | PUB-ID: 2913587 OA
    Großmann, 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.
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  • [45]
    2018 | Kurzbeitrag Konferenz / Poster | Veröffentlicht | PUB-ID: 2932027
    Großmann, 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).
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  • [44]
    2018 | Konferenzbeitrag | PUB-ID: 2931864
    Heitmann, 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.
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  • [43]
    2018 | Kurzbeitrag Konferenz / Poster | Veröffentlicht | PUB-ID: 2931050
    Großmann, 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.
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  • [42]
    2018 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2930286
    Grunschel, 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
     
  • [41]
    2018 | Konferenzbeitrag | PUB-ID: 2919605
    Kochanek, 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.
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  • [40]
    2018 | Kurzbeitrag Konferenz / Poster | Veröffentlicht | PUB-ID: 2918691
    Großmann, 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.
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  • [39]
    2017 | Kurzbeitrag Konferenz / Poster | Veröffentlicht | PUB-ID: 2916828
    Großmann, 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.
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  • [38]
    2017 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2909085
    Hofer, M., Fries, S., and Grund, A. (2017). Multiple Ziele und Lernmotivation: Das Forschungsprogramm „Theorie motivationaler Handlungskonflikte“. ZEITSCHRIFT FUER PAEDAGOGISCHE PSYCHOLOGIE 31, 69-85.
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  • [37]
    2017 | Kurzbeitrag Konferenz / Poster | PUB-ID: 2912722
    Kochanek, 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.
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  • [36]
    2016 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2907029
    Grund, A., Brassier, N. K., and Fries, S. (2016). The long arm of work: A motivational conflict perspective on teacher strain. TEACHING AND TEACHER EDUCATION 60, 153-163.
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  • [35]
    2016 | Konferenzbeitrag | PUB-ID: 2909170
    Hefter, 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.
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  • [34]
    2016 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2905980
    Brassler, N., Grund, A., Hilckmann, K., and Fries, S. (2016). Impairments in learning due to motivational conflict: situation really matters. EDUCATIONAL PSYCHOLOGY 36, 1323-1336.
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  • [33]
    2016 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2905974
    Grunschel, 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.
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  • [32]
    2015 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2665962
    Patrzek, 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.
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  • [31]
    2015 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2736471
    Grund, A., Schmid, S., and Fries, S. (2015). Studying against your will: Motivational interference in action. Contemporary Educational Psychology 41, 209-217.
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  • [30]
    2015 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2769960
    Grund, 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.
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  • [29]
    2015 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2759166
    Hefter, 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.
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  • [28]
    2015 | Konferenzbeitrag | PUB-ID: 2909177
    Hefter, 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.
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  • [27]
    2015 | Konferenzbeitrag | PUB-ID: 2909178
    Hefter, 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.
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  • [26]
    2014 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2665955
    Patrzek, J., Grunschel, C., König, N., and Fries, S. (2014). Fragebogen zu Gründen akademischer Prokrastination: Konstruktion und erste Validierung. Diagnostica 61, 184-196.
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  • [25]
    2014 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2669185
    Grund, A., and 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.
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  • [24]
    2014 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2679439
    Hefter, 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.
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  • [23]
    2014 | Konferenzbeitrag | PUB-ID: 2909181
    Hefter, 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.
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  • [22]
    2014 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2719102
    Grund, A., Brassler, N., and Fries, S. (2014). Torn Between Study and Leisure: How Motivational Conflicts Relate to Students' Academic and Social Adaptation. Journal of Educational Psychology 106, 242-257.
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  • [21]
    2014 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2676487
    Basten, 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.
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  • [20]
    2014 | Konferenzbeitrag | PUB-ID: 2909180
    Hefter, 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.
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  • [19]
    2013 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2560098
    Grunschel, C., Patrzek, J., and Fries, S. (2013). Exploring different types of academic delayers: A latent profile analysis. Learning And Individual Differences 23, 225-233.
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  • [18]
    2013 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2622300
    Klingsieck, K., Grund, A., Schmid, S., and Fries, S. (2013). Why Students Procrastinate: A Qualitative Approach. Journal of College Student Development 54, 397-412.
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  • [17]
    2013 | Konferenzbeitrag | PUB-ID: 2909184
    Hefter, 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.
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    2013 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2625738
    Grunschel, C., Patrzek, J., and Fries, S. (2013). Exploring reasons and consequences of academic procrastination: an interview study. European Journal of Psychology of Education 28, 841-861.
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    2013 | Herausgeber*in Sammelwerk | Veröffentlicht | PUB-ID: 2649007
    Wilde, 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.
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    2013 | Konferenzbeitrag | PUB-ID: 2909185
    Hefter, 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.
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    2013 | Konferenzbeitrag | PUB-ID: 2909183
    Hefter, 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.
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    2012 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2665951
    Patrzek, J., Grunschel, C., and Fries, S. (2012). Academic procrastination: The perspective of university counsellors. International Journal for the Advancement of Counselling 34, 185-201.
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    2012 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2530276
    Hofer, M., Kuhnle, C., Kilian, B., and Fries, S. (2012). Cognitive ability and personality variables as predictors of school grades and test scores in adolescents. Learning and Instruction 22, 368-375.
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    2012 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2548724
    Klingsieck, K. B., Fries, S., Horz, C., and Hofer, M. (2012). Procrastination in a distance university setting. Distance Education 33, 295-310.
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    2012 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2544325
    Grund, A., Schmid, S., Klingsieck, K. B., and Fries, S. (2012). Studierende schieben Pflichten auf, aber auch persönliche Projekte. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 44, 192-208.
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    2012 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2523836
    Grund, A., and Fries, S. (2012). Motivational interference in study-leisure conflicts: how opportunity costs affect the self-regulation of university students. Educational Psychology 32, 589-612.
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    2011 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2093489
    Hofer, 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.
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    2011 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1991209
    Roelle, J., Berthold, K., and Fries, S. (2011). Effects of feedback on learning strategies in learning journals: Learner-expertise matters. International Journal of Cyber Behavior, Psychology and Learning 1, 16-30.
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    2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1968221
    Hofer, 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.
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    2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1796394
    Kilian, 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.
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    2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1796515
    Hofer, 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.
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    2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1588765
    Hofer, 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.
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    2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1793841
    Haimerl, C., and Fries, S. (2010). Self-fulfilling prophecies in media-based learning: Content relevance moderates quality expectation effects on academic achievement. LEARNING AND INSTRUCTION 20, 498-510.
    PUB | DOI | WoS
     

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