Markus Dresel
Markus Dresel
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Cited by
Rethinking teachers’ goal orientations: Conceptual and methodological enhancements
S Nitsche, O Dickhäuser, MS Fasching, M Dresel
Learning and instruction 21 (4), 574-586, 2011
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
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
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
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 (4), 731-752, 2017
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
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
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
University instructors’ achievement goals for teaching.
M Daumiller, O Dickhäuser, M Dresel
Journal of Educational Psychology 111 (1), 131, 2019
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
Motivationsförderung im schulischen Kontext
M Dresel
Hogrefe, Verl. für Psychologie, 2004
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
Learning from Errors: A Model of Individual Processes.
M Tulis, G Steuer, M Dresel
Frontline Learning Research 4 (2), 12-26, 2016
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
Counseling university instructors based on student evaluations of their teaching effectiveness: A multilevel test of its effectiveness under consideration of bias and …
M Dresel, H Rindermann
Research in Higher Education 52 (7), 717-737, 2011
Addressees of performance goals.
A Ziegler, M Dresel, H Stoeger
Journal of Educational Psychology 100 (3), 643, 2008
Judgment confidence and judgment accuracy of teachers in judging self-concepts of students
AK Praetorius, VD Berner, H Zeinz, A Scheunpflug, M Dresel
The Journal of Educational Research 106 (1), 64-76, 2013
Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht
S Preiser, M Dresel
Juventa, 2003
Emotion, motivation und selbstreguliertes lernen
T Götz
UTB, 2017
Goal orientations of teacher trainees: Longitudinal analysis of magnitude, change and relevance
MS Fasching, M Dresel, O Dickhäuser, S Nitsche
Journal for educational research online 2 (2), 9-33, 2010
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