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Birgit Spinath
Birgit Spinath
Professorin für Pädagogische Psychologie, Universität Heidelberg
Bestätigte E-Mail-Adresse bei psychologie.uni-heidelberg.de
Titel
Zitiert von
Zitiert von
Jahr
The importance of motivation as a predictor of school achievement
R Steinmayr, B Spinath
Learning and individual differences 19 (1), 80-90, 2009
9322009
Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value
B Spinath, FM Spinath, N Harlaar, R Plomin
Intelligence 34 (4), 363-374, 2006
6572006
The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills
RJ Sternberg, Rainbow Project Collaborators
Intelligence 34 (4), 321-350, 2006
5522006
Sex differences in school achievement: What are the roles of personality and achievement motivation?
R Steinmayr, B Spinath
European Journal of Personality: Published for the European Association of …, 2008
4902008
Skalen zur Erfassung der Lern-und Leistungsmotivation: SELLMO
B Spinath, J Stiensmeier-Pelster, C Schöne, O Dickhäuser
Hogrefe, 2002
462*2002
Akkuratheit der Einschätzung von Schülermerkmalen durch Lehrer und das Konstrukt der diagnostischen Kompetenz: Accuracy of teacher judgments on student characteristics and the …
B Spinath
Zeitschrift für pädagogische Psychologie 19 (1/2), 85-95, 2005
4122005
The importance of students’ motivation for their academic achievement–replicating and extending previous findings
R Steinmayr, AF Weidinger, M Schwinger, B Spinath
Frontiers in psychology 10, 464340, 2019
4052019
Predicting school achievement in boys and girls
HH Freudenthaler, B Spinath, AC Neubauer
European journal of personality 22 (3), 231-245, 2008
3142008
How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence
M Schwinger, R Steinmayr, B Spinath
Learning and individual differences 19 (4), 621-627, 2009
3072009
Skalen zur Erfassung des schulischen Selbstkonzepts: SESSKO
C Schöne, O Dickhäuser, B Spinath, J Stiensmeier-Pelster
Hogrefe, 2002
2772002
Die Skalen zum akademischen Selbstkonzept: Konstruktion und Überprüfung eines neuen Instrumentes
O Dickhäuser, C Schöne, B Spinath, J Stiensmeier-Pelster
Zeitschrift für differentielle und diagnostische Psychologie 23 (4), 393-405, 2002
2732002
Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children
B Spinath, FM Spinath
Learning and instruction 15 (2), 87-102, 2005
2652005
Gender differences in school success: What are the roles of students’ intelligence, personality and motivation?
B Spinath, C Eckert, R Steinmayr
Gender and Educational Achievement, 126-139, 2018
2332018
Neural efficiency as a function of task demands
B Dunst, M Benedek, E Jauk, S Bergner, K Koschutnig, M Sommer, ...
Intelligence 42, 22-30, 2014
2202014
Domain-specific school achievement in boys and girls as predicted by intelligence, personality and motivation
B Spinath, HH Freudenthaler, AC Neubauer
Personality and Individual Differences 48 (4), 481-486, 2010
2102010
Longitudinal analysis of intrinsic motivation and competence beliefs: Is there a relation over time?
B Spinath, R Steinmayr
Child Development 79 (5), 1555-1569, 2008
1992008
The relative importance of intelligence and motivation as predictors of school achievement: A meta-analysis
K Kriegbaum, N Becker, B Spinath
Educational Research Review 25, 120-148, 2018
1982018
Goal orientations predict academic performance beyond intelligence and personality
R Steinmayr, T Bipp, B Spinath
Learning and individual differences 21 (2), 196-200, 2011
1962011
Personality and achievement motivation: Relationship among Big Five domain and facet scales, achievement goals, and intelligence
T Bipp, R Steinmayr, B Spinath
Personality and Individual Differences 44 (7), 1454-1464, 2008
1932008
Not all roads lead to Rome—Comparing different types of motivational regulation profiles
M Schwinger, R Steinmayr, B Spinath
Learning and Individual Differences 22 (3), 269-279, 2012
1682012
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