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Markus Dresel
Markus Dresel
Verified email at phil.uni-augsburg.de - Homepage
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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
3662021
Negatively or positively biased? Dependencies of teachers’ judgments and expectations based on students’ ethnic and social backgrounds
A Tobisch, M Dresel
Social Psychology of Education 20, 731-752, 2017
2202017
Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate
G Steuer, G Rosentritt-Brunn, M Dresel
Contemporary Educational Psychology 38 (3), 196-210, 2013
2002013
Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews
M Dresel, B Schmitz, B Schober, C Spiel, A Ziegler, T Engelschalk, G Jöstl, ...
Studies in Higher Education 40 (3), 454-470, 2015
1922015
Rethinking teachers’ goal orientations: Conceptual and methodological enhancements
S Nitsche, O Dickhäuser, MS Fasching, M Dresel
Learning and instruction 21 (4), 574-586, 2011
1912011
A computer-based approach to fostering motivation and self-regulated learning
M Dresel, M Haugwitz
The Journal of Experimental Education 77 (1), 3-20, 2008
1762008
Learning from errors: a model of individual processes.
M Tulis, G Steuer, M Dresel
Frontline Learning Research 4 (2), 12-26, 2016
1562016
Longitudinal relations between teaching-related motivations and student-reported teaching quality
AK Praetorius, F Lauermann, RM Klassen, O Dickhäuser, S Janke, ...
Teaching and teacher education 65, 241-254, 2017
1492017
University instructors’ achievement goals for teaching.
M Daumiller, O Dickhäuser, M Dresel
Journal of educational psychology 111 (1), 131, 2019
1482019
The relationship between cognitive abilities and self‐regulated learning: evidence for interactions with academic self‐concept and gender
M Dresel, M Haugwitz
High ability studies 16 (02), 201-218, 2006
1392006
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
1292019
Langfristige Förderung von Fähigkeitsselbstkonzept und impliziter Fähigkeitstheorie durch computerbasiertes attributionales Feedback
M Dresel, A Ziegler
Zeitschrift für pädagogische Psychologie 20 (1/2), 49-63, 2006
1262006
Teachers' professional goal orientations: Importance for further training and sick leave
S Nitsche, O Dickhäuser, MS Fasching, M Dresel
Learning and Individual Differences 23, 272-278, 2013
1172013
Student dropout at university: A phase-orientated view on quitting studies and changing majors
L Bäulke, C Grunschel, M Dresel
European Journal of Psychology of Education 37 (3), 853-876, 2022
1102022
Relations between teachers' goal orientations, their instructional practices and student motivation
M Dresel, MS Fasching, G Steuer, S Nitsche, O Dickhäuser
Psychology 4 (7), 572-584, 2013
1092013
Emotion, motivation und selbstreguliertes lernen
T Götz
UTB, 2017
1072017
Motivationsförderung im schulischen Kontext
M Dresel
Hogrefe, Verl. für Psychologie, 2004
1012004
Interrelations between motivational regulation, procrastination and college dropout intentions
L Bäulke, N Eckerlein, M Dresel
1002018
Changes in achievement motivation among university freshmen.
M Dresel, R Grassinger
Journal of Education and Training Studies 1 (2), 159-173, 2013
982013
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
932021
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