Martin Daumiller
Martin Daumiller
Assistant Professor, Department of Psychology, University of Augsburg
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Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance …
M Daumiller, R Rinas, J Hein, S Janke, O Dickhäuser, M Dresel
Computers in Human Behavior 118, 106677, 2021
University instructors’ achievement goals for teaching
M Daumiller, O Dickhäuser, M Dresel
Journal of Educational Psychology 111 (1), 131--148, 2019
Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions
M Daumiller, R Stupnisky, S Janke
International Journal of Educational Research 99, 101502, 2020
Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts
M Daumiller, M Dresel
The Journal of Experimental Education 87 (1), 161-176, 2019
Structure and relationships of university instructors’ achievement goals
M Daumiller, R Grassinger, O Dickhäuser, M Dresel
Frontiers in Psychology, 375, 2016
Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes
C Wekerle, M Daumiller, I Kollar
Journal of Research on Technology in Education 54 (1), 1-17, 2022
Teaching and research: Specificity and congruence of university faculty achievement goals
M Daumiller, M Dresel
International Journal of Educational Research 99, 101460, 2020
Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?
S Janke, SC Rudert, Ä Petersen, TM Fritz, M Daumiller
Computers and Education Open 2, 100055, 2021
Researchers’ achievement goals: Prevalence, structure, and associations with job burnout/engagement and professional learning
M Daumiller, M Dresel
Contemporary Educational Psychology 61, 101843, 2020
Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional …
M Daumiller, S Janke, J Hein, R Rinas, O Dickhäuser, M Dresel
Learning and Instruction 76, 101458, 2021
Academics’ motivations in professional training courses: effects on learning engagement and learning gains
M Daumiller, R Rinas, D Olden, M Dresel
International Journal for Academic Development 26 (1), 7-23, 2021
Dark pathways to achievement in science: Researchers’ achievement goals predict engagement in questionable research practices
S Janke, M Daumiller, SC Rudert
Social psychological and personality science 10 (6), 783-791, 2019
Effects of performance goals and social norms on academic dishonesty in a test
M Daumiller, S Janke
British Journal of Educational Psychology 90 (2), 537-559, 2020
How learning time mediates the impact of university scholars' learning goals on professional learning in research and teaching
J Hein, M Daumiller, S Janke, M Dresel, O Dickhäuser
Learning and Individual Differences 72, 15-25, 2019
Humor in university teaching: role of teachers’ achievement goals and self-efficacy for their use of content-related humor
M Daumiller, S Bieg, O Dickhäuser, M Dresel
Studies in Higher Education 45 (12), 2619-2633, 2020
Back to the roots: The 2× 2 standpoints and standards achievement goal model
RM Korn, AJ Elliot, M Daumiller
Learning and Individual Differences 72, 92-102, 2019
Motivation von Wissenschaftlern in Lehre und Forschung
M Daumiller
Wiesbaden: Springer VS, 2018
Motivational school climate and teachers' achievement goal orientations: A hierarchical approach
O Dickhäuser, S Janke, M Daumiller, M Dresel
British Journal of Educational Psychology 91 (1), 391-408, 2021
Obtaining secondary students’ perceptions of instructional quality: Two-level structure and measurement invariance
B Wisniewski, K Zierer, M Dresel, M Daumiller
Learning and Instruction 66, 101303, 2020
Student adaptability, emotions, and achievement: Navigating new academic terrains in a global crisis
K Stockinger, R Rinas, M Daumiller
Learning and Individual Differences 90, 102046, 2021
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