Marko Lüftenegger

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Alıntılar	3468	2866
h-endeksi	28	27
i10-endeksi	51	46

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Finansman sağlayan kuruluşun getirdiği zorunluluğa dayalı olarak

Katkıda bulunan yazarlar

Barbara SchoberProfessor of Educational Psychology, University of Viennaunivie.ac.at üzerinde doğrulanmış e-posta adresine sahip
Christiane SpielProfessor of Educational Psychology and Evaluationunivie.ac.at üzerinde doğrulanmış e-posta adresine sahip
Julia HolzerUniversity of Viennaunivie.ac.at üzerinde doğrulanmış e-posta adresine sahip
Lisa BardachProfessor, Department of Psychology, Justus-Liebig University Giessenpsychol.uni-giessen.de üzerinde doğrulanmış e-posta adresine sahip
Elisabeth PelikanUniversity of Viennaunivie.ac.at üzerinde doğrulanmış e-posta adresine sahip
Petra WagnerProfessor of Psychology, University of Applied Sciences Upper Austriafh-linz.at üzerinde doğrulanmış e-posta adresine sahip
Marlene KollmayerUniversity of Viennaunivie.ac.at üzerinde doğrulanmış e-posta adresine sahip
Takuya YanagidaUniversity of Viennaunivie.ac.at üzerinde doğrulanmış e-posta adresine sahip
Rens van de SchootUtrecht Universityuu.nl üzerinde doğrulanmış e-posta adresine sahip
Flora Fasslunivie.ac.at üzerinde doğrulanmış e-posta adresine sahip
Katariina Salmela-AroUniversity of Helsinkihelsinki.fi üzerinde doğrulanmış e-posta adresine sahip
Martin MayerhoferDoctoral student, Faculty of Mathematics, University of Viennaunivie.ac.at üzerinde doğrulanmış e-posta adresine sahip
Jakob PietschnigAss.-Prof., University of Viennaunivie.ac.at üzerinde doğrulanmış e-posta adresine sahip
Jason A. ChenAssociate Professor of Educational Psychology, William & Maryemail.wm.edu üzerinde doğrulanmış e-posta adresine sahip
Sebastian WachsProfessor of Education I Institute of Education I University of Münsteruni-muenster.de üzerinde doğrulanmış e-posta adresine sahip
Anja Schultze-KrumbholzTechnische Universität, Department of Educational Psychologytu-berlin.de üzerinde doğrulanmış e-posta adresine sahip
Prenzel, M*Universität Wien, früher TU München, IPN Kieltum.de üzerinde doğrulanmış e-posta adresine sahip
Stefan JankeSchool of Social Sciences, University of Mannheimuni-mannheim.de üzerinde doğrulanmış e-posta adresine sahip
Ulrich S. TranSenior Lecturer of Methods in Psychology, University of Viennaunivie.ac.at üzerinde doğrulanmış e-posta adresine sahip
Martin DaumillerAssistant Professor, Department of Psychology, University of Augsburgphil.uni-augsburg.de üzerinde doğrulanmış e-posta adresine sahip

Takip et

Marko Lüftenegger

Associate Professor, University of Vienna

univie.ac.at üzerinde doğrulanmış e-posta adresine sahip - Ana Sayfa

motivation intervention evaluation education goals


Başlık Alıntılara göre sırala Yıla göre sırala Başlığa göre sırala	Alıntı yapanlar Alıntı yapanlar	Yıl
Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence ER Pelikan, M Lüftenegger, J Holzer, S Korlat, C Spiel, B Schober Zeitschrift für Erziehungswissenschaft 24 (2), 393-418, 2021	293	2021
Lifelong learning as a goal–Do autonomy and self-regulation in school result in well prepared pupils? M Lüftenegger, B Schober, R Van de Schoot, P Wagner, M Finsterwald, ... Learning and Instruction 22 (1), 27-36, 2012	246	2012
Higher education in times of COVID-19: University students’ basic need satisfaction, self-regulated learning, and well-being J Holzer, M Lüftenegger, S Korlat, E Pelikan, K Salmela-Aro, C Spiel, ... Aera Open 7, 23328584211003164, 2021	220	2021
Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. L Bardach, S Oczlon, J Pietschnig, M Lüftenegger Journal of Educational Psychology 112 (6), 1197, 2020	208	2020
Teachers’ relationship closeness with students as a resource for teacher wellbeing: A response surface analytical approach A Milatz, M Lüftenegger, B Schober Frontiers in psychology 6, 169486, 2015	166	2015
When will they blow my cover? G Jöstl, E Bergsmann, M Lüftenegger, B Schober, C Spiel Zeitschrift für Psychologie 220, 109-120, 2012	166	2012
Fostering lifelong learning–Evaluation of a teacher education program for professional teachers M Finsterwald, P Wagner, B Schober, M Lüftenegger, C Spiel Teaching and teacher education 29, 144-155, 2013	148	2013
Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study ER Pelikan, S Korlat, J Reiter, J Holzer, M Mayerhofer, B Schober, C Spiel, ... PloS one 16 (10), e0257346, 2021	140	2021
Promotion of students’ mastery goal orientations: Does TARGET work? M Lüftenegger, R Van de Schoot, B Schober, M Finsterwald, C Spiel Educational Psychology 34 (4), 451-469, 2014	139	2014
Gender differences in digital learning during COVID-19: Competence beliefs, intrinsic value, learning engagement, and perceived teacher support S Korlat, M Kollmayer, J Holzer, M Lüftenegger, ER Pelikan, B Schober, ... Frontiers in psychology 12, 637776, 2021	128	2021
Conceptual issues and assessment of implicit theories M Lüftenegger, JA Chen Zeitschrift für Psychologie, 2017	106	2017
Students’ achievement goals, learning-related emotions and academic achievement M Lüftenegger, J Klug, K Harrer, M Langer, C Spiel, B Schober Frontiers in psychology 7, 603, 2016	99	2016
Mathematically gifted students and high achievement: The role of motivation and classroom structure M Lüftenegger, M Kollmayer, E Bergsmann, G Jöstl, C Spiel, B Schober High Ability Studies 26 (2), 227-243, 2015	88	2015
TALK-A training program to encourage lifelong learning in school B Schober, M Finsterwald, P Wagner, M Lüftenegger, M Aysner, C Spiel Zeitschrift für Psychologie/Journal of Psychology 215 (3), 183-193, 2007	87	2007
Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive … J Holzer, S Korlat, C Haider, M Mayerhofer, E Pelikan, B Schober, C Spiel, ... PloS one 16 (5), e0251352, 2021	86	2021
Measuring a mastery goal structure using the TARGET framework M Lüftenegger, US Tran, L Bardach, B Schober, C Spiel Zeitschrift für Psychologie, 2017	71	2017
Students' basic needs and well‐being during the COVID‐19 pandemic: A two‐country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion … J Holzer, M Lüftenegger, U Käser, S Korlat, E Pelikan, ... International Journal of Psychology 56 (6), 843-852, 2021	62	2021
Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals L Bardach, M Lüftenegger, S Oczlon, C Spiel, B Schober European Journal of Psychology of Education 35, 477-493, 2020	56	2020
Lernen unter COVID-19-Bedingungen. Erste Ergebnisse Schüler* innen B Schober, M Lüftenegger, C Spiel, J Holzer, SK Ikanovic, E Pelikan, ... Learning under COVID-19 Conditions. First Results Pupils]. Available at …, 2020	53*	2020
REFLECT–A teacher training program to promote gender equality in schools M Kollmayer, MT Schultes, M Lüftenegger, M Finsterwald, C Spiel, ... Frontiers in Education 5, 136, 2020	53	2020

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