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  1. What works best in school? Hatties Befunde zu Effekten von Schul- und Unterrichtsvariablen auf Schulleistungen

    Köller, O., 2012, In: Psychologie in Erziehung und Unterricht. 59, 1, p. 72-78 7 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  2. What works best in school? Hatties Befunde zu Effekten von Schul- und Unterrichtsvariablen auf Schulleistungen

    Köller, O., 2014, Die Hattie-Studie in der Diskussion: Probleme sichtbar machen. Terhart, E. (ed.). Stuttgart ; Seelze: Friedrich Verlag, p. 24-37 14 p.

    Research output: Chapter in anthology/conference proceedingContribution to collected edition/anthologyTransfer

  3. What works in school? Expert and novice teachers' beliefs about school effectiveness

    Fleckenstein, J., Zimmermann, F., Köller, O. & Möller, J., 04.06.2015, In: Frontline Learning Research. 3, 2, p. 27-46 20 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  4. When do pictures help learning from expository text? Multimedia and modality effects in primary schools

    Herrlinger, S., Höffler, T., Opfermann, M. & Leutner, D., 2017, In: Research in Science Education. 47, 3, p. 685-704 20 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  5. When students doubt their teachers' diagnostic competence: Moderation in the internal/external frame of reference model

    Zimmermann, F., Möller, J. & Köller, O., 2018, In: Journal of Educational Psychology. 110, 1, p. 46-57 12 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  6. When teacher enthusiasm is authentic or inauthentic: Lesson profiles of teacher enthusiasm and relations to students’ emotions

    Keller, M., Becker, E., Frenzel, A. C. & Taxer, J. L., 2018, In: AERA Open. 4, 4, p. 1-16 16 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  7. Wherever I may roam: Processes of self-esteem development from adolescence to emerging adulthood in the context of international student exchange

    Hutteman, R., Nestler, S., Wagner, J., Egloff, B. & Back, M. D., 05.2015, In: Journal of Personality and Social Psychology. 108, 5, p. 767-783 16 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  8. Which estimation situations are relevant for a valid assessment of measurement estimation skills?

    Heinze, A., Weiher, D. F., Huang, H-M. & Ruwisch, S., 07.2018, Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Bergqvist, E., Österholm, M., Granberg, C. & Sumpter, L. (eds.). PME, Vol. 3. p. 67-74 8 p.

    Research output: Chapter in anthology/conference proceedingConference contribution (Article)Researchpeer-review

  9. Which mathematical prerequisites do university teachers expect from STEM freshmen?

    Pigge, C., Neumann, I. & Heinze, A., 07.2017, Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. Kaur, B., Ho, W. K., Toh, T. L. & Choy, B. H. (eds.). PME, Vol. 4. p. 25-32 8 p.

    Research output: Chapter in anthology/conference proceedingConference contribution (Article)Researchpeer-review

  10. Which student and instructional variables are most strongly related to academic motivation in K-12 education? A systematic review of meta-analyses

    Jansen, T., Meyer, J., Wigfield, A. & Möller, J., 06.2022, In: Psychological Bulletin. 148, 1-2, p. 1-26 26 p.

    Research output: Contribution to journalJournal articleResearchpeer-review