More events of this series of events "Psychologisches Forschungskolloquium"
-
University instructors’ learning in professional training courses24. October, 2019
-
Die zwei Seiten der introjizierten Motivation07. November, 2019
-
Die Rolle des Migrationshintergrundes von SchülerInnen14. November, 2019
-
Emotionsregulation vor der Klausur: Was hilft, was hilft nicht?21. November, 2019
-
Interaction and collaboration in scientific communities03. December, 2019
-
Dealing with achievement-related feeling05. December, 2019
-
Motivation und Emotionen in der Berufsschule12. December, 2019
-
Reflexion im pädagogischen Kontext aus psychologischer Perspektive19. December, 2019
-
Behavioral measurements of action adaptive error reactions while learning and their effects on knowledge acquisition09. January, 2020
-
Attitudes towards errors and emotional reactions: A facereading approach16. January, 2020
-
Fostering teachers’ technology-related reasoning skills23. January, 2020
-
Wissenschafts-Praxis-Transfer ganz konkret: Was sagen die Lehrerbildner*innen?06. February, 2020
-
Die bunten Muster der Emotionsregulation18. June, 2020
-
Wie lernen Hochschuldozierende am Arbeitsplatz? Lernziele im selbstregulierten Lernprozess25. June, 2020
-
Objective Indicators of Learning Engagement: A Log Data Approach to Better Understanding the Link between Achievement Goals and Learning Outcomes02. July, 2020
-
Diagnostische Kompetenz von Berufsschullehrkräften: Hat die Schülerherkunft einen Einfluss auf die Akkuratheit von Lehrkrafturteilen?09. July, 2020
-
Conducting a massive meta-analysis: A closer look at procrastination and its relations to neuroticism and conscientiousness16. July, 2020
-
Scaffolding Reasoning Scripts vs. Providing Theories With Applied Examples: What Works Best in Supporting Pre-Service Teachers’ Evidence-Oriented Reasoning?23. July, 2020
-
Wie lernen Hochschuldozierende am Arbeitsplatz? Lernziele im selbstregulierten Lernprozess19. November, 2020
-
Crazy Little Thing Called Motivation: Approaches to a Better Understanding of the Relations between Expectancy, Value, and Cost in Situated Expectancy-Value Theory26. November, 2020
-
Behavioral measuring of action adaptive error reactions while learning and their effects on knowledge acquisition03. December, 2020
-
Student adaptability, emotions, and achievement: Navigating new academic terrains in a pandemic17. December, 2020
-
“Du redest, ich halte das Plakat!”: Wie Probleme beim kollaborativen Lernen effektiv reguliert werden können07. January, 2021
-
Analyzing pre-service teachers‘, in-service teachers‘ and educational researchers‘ evidence-informed reasoning: What do we learn for the design of interventions?14. January, 2021
-
Exploring students’ perceived need and preferences for achievement emotion competence training21. January, 2021
-
Elucidating the research on achievement goals and academic dishonesty: A systematic review and meta-analysis28. January, 2021
-
Regulieren oder nicht regulieren: Wie beeinflussen individuelle motivationsbezogene Dispositionen Motivationsregulation?11. February, 2021
-
Lern- und Leistungsmotivation in Schule und Hochschule19. May, 2022
-
Einstellungen, Studienmotivation, Lerngelegenheiten und Kompetenzentwicklung von Lehramtsstudierenden für den Umgang mit sprachlicher Heterogenität im Fachunterricht02. June, 2022
-
Wie können Wissenskonstruktion und Abrufübung gewinnbringend kombiniert werden?23. June, 2022
-
Successful problem regulation in collaborative learning: How important is a homogenous problem perception?30. June, 2022
-
Perceptions of peer versus teacher achievement goals07. July, 2022
-
When ability is perceived as a fixed (or malleable) trait: Mindsets matter not only for Learning, but also for Teaching Ability14. July, 2022
-
„Es kommen eh nur die, die es nicht brauchen…“:21. July, 2022
-
Betrugsverhalten experimentell untersuchen – Herausforderungen und Chancen:27. October, 2022
-
Using Biofeedback in Virtual Reality to Promote Wellbeing03. November, 2022
-
Regulating Motivation and Emotion in Academic Achievement Settings: All the Same?10. November, 2022
-
Computermaus und -tastatur als potenzielle behaviorale Stressmessinstrumente17. November, 2022
-
Herkunftsbezogene Einstellungen, Stereotype und Emotionen Lehramtsstudierender24. November, 2022
-
(Help me to) motivate me:01. December, 2022
-
Teachers' achievement emotions and achievement goals: A diary study08. December, 2022
-
Peer-Feedback22. December, 2022
-
Investigating how teachers integrate technology...19. January, 2023
-
Psychotherapie per Videotelefonie vs. Face-to-Face26. January, 2023
-
Der Blick auf den Lernenden02. February, 2023
-
Motivationale Aspekte im Feedbackprozess:09. February, 2023
-
How Teacher's Identities and Beliefs about Responsibilities Affect Teacher-Student Relationship Quality20. April, 2023
-
Unleashing the full potential: What do teachers understand as professional learning and which motivations drive them?27. April, 2023
-
Monitoring and regulating cognition: An overview of my research11. May, 2023
-
Die Relevanz von Instruktionsqualität, Leistungsmotivation und Schwierigkeiten in der Selbstregulation für Studienabbruch25. May, 2023
-
Tastaturverhalten als behaviorales Instrument zur Emotionserkennung01. June, 2023
-
Die Professionelle Wahrnehmung von Klassenmanagement15. June, 2023
-
Technology-enhanced learning and teaching: Learning activities and learning analytics26. October, 2023
-
Nachhaltigkeit und Umweltschutz im Unterricht: „Nicht mein Business!“23. November, 2023
-
Ist weniger mehr? Die Effekte von Fading von Lösungsbeispielen auf den mediendidaktischen Fähigkeitserwerb30. November, 2023
-
Wirklich so verschieden? Geschlechtsunterschiede bei Wissenschaftler:innen11. January, 2024
-
Expertise development: Cognitive adaptations and growing networks08. February, 2024
-
Learning analytics and adaptive learning support in digital learning environments16. May, 2024
-
Scaffolding the peer feedback process: A meta-analysis23. May, 2024
-
Metaanalyse über den Einfluss von geschlechtergerechter Sprache23. May, 2024
-
Effekte von Fünf- und Zehn-Euro-Incentives im Vergleich zu keinem Incentive auf die Response-Rate13. June, 2024
-
Emotions in medical education: A longitudinal study of the reciprocal relations between emotions, appraisals, and achievement20. June, 2024
-
About the malleability and context-specificity of teacher self-efficacy:27. June, 2024
-
About the malleability and context-specificity of teacher self-efficacy: Insights from meta-analytical and multi-level modeling research27. June, 2024
More events: Psychology
-
May 2024 / June 2024
-
27
-
28
-
29
-
30
-
31
-
01
-
02
-
03
-
04
-
05
-
06
-
07
-
08
-
09
-
-
June 2024
-
10
-
11
-
12
-
14
-
15
-
16
-
17
-
18
-
19
-
20
-
21
-
22
-
23
-
-
June 2024 / July 2024
-
24
-
25
-
26
-
27
-
28
-
29
-
30
-
01
-
02
-
03
-
04
-
05
-
06
-
07
-
-
July 2024
-
08
-
09
-
10
-
11
-
12
-
13
-
14
-
15
-
16
-
17
-
18
-
19
-
20
-
21
-
-
July 2024 / August 2024
-
22
-
23
-
24
-
25
-
26
-
27
-
28
-
29
-
30
-
31
-
01
-
02
-
03
-
04
-
-
August 2024
-
05
-
06
-
07
-
08
-
09
-
10
-
11
-
12
-
13
-
14
-
15
-
16
-
17
-
18
-
-
August 2024 / September 2024
-
19
-
20
-
21
-
22
-
23
-
24
-
25
-
26
-
27
-
28
-
29
-
30
-
31
-
01
-
-
September 2024
-
02
-
03
-
04
-
05
-
06
-
07
-
08
-
09
-
10
-
11
-
12
-
13
-
14
-
15
-
-
September 2024
-
16
-
17
-
18
-
19
-
20
-
21
-
22
-
23
-
24
-
25
-
26
-
27
-
28
-
29
-
-
September 2024 / October 2024
-
30
-
01
-
02
-
03
-
04
-
05
-
06
-
07
-
08
-
09
-
10
-
11
-
12
-
13
-
-
October 2024
-
14
-
15
-
16
-
17
-
18
-
19
-
20
-
21
-
22
-
23
-
24
-
25
-
26
-
27
-
-
October 2024 / November 2024
-
28
-
29
-
30
-
31
-
01
-
02
-
03
-
04
-
05
-
06
-
07
-
08
-
09
-
10
-
-
November 2024
-
11
-
12
-
13
-
14
-
15
-
16
-
17
-
18
-
19
-
20
-
21
-
22
-
23
-
24
-
-
November 2024 / December 2024
-
25
-
26
-
27
-
28
-
29
-
30
-
01
-
02
-
03
-
04
-
05
-
06
-
07
-
08
-
-
December 2024
-
09
-
10
-
11
-
12
-
13
-
14
-
15
-
16
-
17
-
18
-
19
-
20
-
21
-
22
-
-
December 2024 / January 2025
-
23
-
24
-
25
-
26
-
27
-
28
-
29
-
30
-
31
-
01
-
02
-
03
-
04
-
05
-
-
January 2025
-
06
-
07
-
08
-
09
-
10
-
11
-
12
-
13
-
14
-
15
-
16
-
17
-
18
-
19
-
-
January 2025 / February 2025
-
20
-
21
-
22
-
23
-
24
-
25
-
26
-
27
-
28
-
29
-
30
-
31
-
01
-
02
-
-
February 2025
-
03
-
04
-
05
-
06
-
07
-
08
-
09
-
10
-
11
-
12
-
13
-
14
-
15
-
16
-
-
February 2025 / March 2025
-
17
-
18
-
19
-
20
-
21
-
22
-
23
-
24
-
25
-
26
-
27
-
28
-
01
-
02
-
-
March 2025
-
03
-
04
-
05
-
06
-
07
-
08
-
09
-
10
-
11
-
12
-
13
-
14
-
15
-
16
-
-
March 2025
-
17
-
18
-
19
-
20
-
21
-
22
-
23
-
24
-
25
-
26
-
27
-
28
-
29
-
30
-
-
March 2025 / April 2025
-
31
-
01
-
02
-
03
-
04
-
05
-
06
-
07
-
08
-
09
-
10
-
11
-
12
-
13
-
-
April 2025
-
14
-
15
-
16
-
17
-
18
-
19
-
20
-
21
-
22
-
23
-
24
-
25
-
26
-
27
-
-
April 2025 / May 2025
-
28
-
29
-
30
-
01
-
02
-
03
-
04
-
05
-
06
-
07
-
08
-
09
-
10
-
11
-
-
May 2025
-
12
-
13
-
14
-
15
-
16
-
17
-
18
-
19
-
20
-
21
-
22
-
23
-
24
-
25
-