Learning and individual differences
Verlag
ISSN
1041-6080
ZDBID
1117805-X
- Starr A, Ruks M, Weigel L, Riemann R. What drives the association between home chaos and school grades over time? A biometric cross-lagged panel approach. Learning and Individual Differences. 2023;104: 102287.
- Grund A, Galla BM, Fries S. Achievement motivation in students' everyday lives: Its relationship to momentary positive and negative activation and the moderating role of mindfulness. Learning and Individual Differences. 2022;97: 102176.
- Senker K, Fries S, Dietrich J, Grund A. Mindfulness and academic emotions: A field study during a lecture. Learning and Individual Differences . 2021;92: 102079.
- Gadosey CK, Schnettler T, Scheunemann A, Fries S, Grunschel C. The intraindividual co-occurrence of anxiety and hope in procrastination episodes during exam preparations: An experience sampling study. Learning and Individual Differences. 2021;88: 102013.
- Grund A, Senker K. Motivational foundations of self-control and mindfulness and their role in study-leisure conflicts. LEARNING AND INDIVIDUAL DIFFERENCES. 2018;68:72-84.
- Gorges J, Neumann P, Wild E, Stranghöner D, Lütje-Klose B. Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. Learning and Individual Differences. 2018;61:11-20.
- Eckes A, Großmann N, Wilde M. Studies on the effects of structure in the context of autonomy-supportive or controlling teacher behavior on students' intrinsic motivation. Learning and Individual Differences. 2018;62:69-78.
- Otterpohl N, Stranghöner D, Vierhaus M, Schwinger M. Anger regulation and school-related somatic complaints in children with special educational needs: A longitudinal study. Learning and Individual Differences. 2017;56:59-67.
- Grunschel C, Schwinger M, Steinmayr R, Fries S. Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. LEARNING AND INDIVIDUAL DIFFERENCES. 2016;49:162-170.
- Yotyodying S, Wild E. Predictors of the quantity and different qualities of home-based parental involvement: Evidence from parents of children with learning disabilities. Learning and Individual Differences. 2016;49:74-84.
- Gorges J. Sounds enjoyable-Intrinsic task value regarding novel academic tasks. Learning and Individual Differences. 2016;49:414-420.
- Wolter I, Glüer M, Hannover B. Gender-typicality of activity offerings and child–teacher relationship closeness in German “Kindergarten”. Influences on the development of spelling competence as an indicator of early basic literacy in boys and girls. Learning and Individual Differences. 2014;31:59-65.
- Grunschel C, Patrzek J, Fries S. Exploring different types of academic delayers: A latent profile analysis. Learning And Individual Differences. 2013;23:225-233.
- Grund A. Motivational profiles in study-leisure conflicts: Quality and quantity of motivation matter. Learning And Individual Differences. 2013;26:201-211.
- Gorges J, Kandler C. Adults' learning motivation: Expectancy of success, value, and the role of affective memories. Learning and Individual Differences. 2012;22(5):610-617.
- Starr A, Ruks M, Weigel L, Riemann R. What drives the association between home chaos and school grades over time? A biometric cross-lagged panel approach. Learning and Individual Differences. 2023;104: 102287.
- Grund A, Galla BM, Fries S. Achievement motivation in students' everyday lives: Its relationship to momentary positive and negative activation and the moderating role of mindfulness. Learning and Individual Differences. 2022;97: 102176.
- Senker K, Fries S, Dietrich J, Grund A. Mindfulness and academic emotions: A field study during a lecture. Learning and Individual Differences . 2021;92: 102079.
- Gadosey CK, Schnettler T, Scheunemann A, Fries S, Grunschel C. The intraindividual co-occurrence of anxiety and hope in procrastination episodes during exam preparations: An experience sampling study. Learning and Individual Differences. 2021;88: 102013.
- Grund A, Senker K. Motivational foundations of self-control and mindfulness and their role in study-leisure conflicts. LEARNING AND INDIVIDUAL DIFFERENCES. 2018;68:72-84.
- Gorges J, Neumann P, Wild E, Stranghöner D, Lütje-Klose B. Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. Learning and Individual Differences. 2018;61:11-20.
- Eckes A, Großmann N, Wilde M. Studies on the effects of structure in the context of autonomy-supportive or controlling teacher behavior on students' intrinsic motivation. Learning and Individual Differences. 2018;62:69-78.
- Otterpohl N, Stranghöner D, Vierhaus M, Schwinger M. Anger regulation and school-related somatic complaints in children with special educational needs: A longitudinal study. Learning and Individual Differences. 2017;56:59-67.
- Grunschel C, Schwinger M, Steinmayr R, Fries S. Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. LEARNING AND INDIVIDUAL DIFFERENCES. 2016;49:162-170.
- Yotyodying S, Wild E. Predictors of the quantity and different qualities of home-based parental involvement: Evidence from parents of children with learning disabilities. Learning and Individual Differences. 2016;49:74-84.
- Gorges J. Sounds enjoyable-Intrinsic task value regarding novel academic tasks. Learning and Individual Differences. 2016;49:414-420.
- Wolter I, Glüer M, Hannover B. Gender-typicality of activity offerings and child–teacher relationship closeness in German “Kindergarten”. Influences on the development of spelling competence as an indicator of early basic literacy in boys and girls. Learning and Individual Differences. 2014;31:59-65.
- Grunschel C, Patrzek J, Fries S. Exploring different types of academic delayers: A latent profile analysis. Learning And Individual Differences. 2013;23:225-233.
- Grund A. Motivational profiles in study-leisure conflicts: Quality and quantity of motivation matter. Learning And Individual Differences. 2013;26:201-211.
- Gorges J, Kandler C. Adults' learning motivation: Expectancy of success, value, and the role of affective memories. Learning and Individual Differences. 2012;22(5):610-617.