More events of this series of events "Psychologisches Forschungskolloquium"
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University instructors’ learning in professional training courses24. October, 2019
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Die zwei Seiten der introjizierten Motivation07. November, 2019
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Die Rolle des Migrationshintergrundes von SchülerInnen14. November, 2019
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Emotionsregulation vor der Klausur: Was hilft, was hilft nicht?21. November, 2019
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Interaction and collaboration in scientific communities03. December, 2019
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Dealing with achievement-related feeling05. December, 2019
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Motivation und Emotionen in der Berufsschule12. December, 2019
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Reflexion im pädagogischen Kontext aus psychologischer Perspektive19. December, 2019
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Behavioral measurements of action adaptive error reactions while learning and their effects on knowledge acquisition09. January, 2020
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Attitudes towards errors and emotional reactions: A facereading approach16. January, 2020
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Fostering teachers’ technology-related reasoning skills23. January, 2020
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Wissenschafts-Praxis-Transfer ganz konkret: Was sagen die Lehrerbildner*innen?06. February, 2020
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Die bunten Muster der Emotionsregulation18. June, 2020
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Wie lernen Hochschuldozierende am Arbeitsplatz? Lernziele im selbstregulierten Lernprozess25. June, 2020
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Objective Indicators of Learning Engagement: A Log Data Approach to Better Understanding the Link between Achievement Goals and Learning Outcomes02. July, 2020
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Diagnostische Kompetenz von Berufsschullehrkräften: Hat die Schülerherkunft einen Einfluss auf die Akkuratheit von Lehrkrafturteilen?09. July, 2020
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Conducting a massive meta-analysis: A closer look at procrastination and its relations to neuroticism and conscientiousness16. July, 2020
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Scaffolding Reasoning Scripts vs. Providing Theories With Applied Examples: What Works Best in Supporting Pre-Service Teachers’ Evidence-Oriented Reasoning?23. July, 2020
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Wie lernen Hochschuldozierende am Arbeitsplatz? Lernziele im selbstregulierten Lernprozess19. November, 2020
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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
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Behavioral measuring of action adaptive error reactions while learning and their effects on knowledge acquisition03. December, 2020
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Student adaptability, emotions, and achievement: Navigating new academic terrains in a pandemic17. December, 2020
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“Du redest, ich halte das Plakat!”: Wie Probleme beim kollaborativen Lernen effektiv reguliert werden können07. January, 2021
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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
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Exploring students’ perceived need and preferences for achievement emotion competence training21. January, 2021
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Elucidating the research on achievement goals and academic dishonesty: A systematic review and meta-analysis28. January, 2021
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Regulieren oder nicht regulieren: Wie beeinflussen individuelle motivationsbezogene Dispositionen Motivationsregulation?11. February, 2021
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Lern- und Leistungsmotivation in Schule und Hochschule19. May, 2022
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Einstellungen, Studienmotivation, Lerngelegenheiten und Kompetenzentwicklung von Lehramtsstudierenden für den Umgang mit sprachlicher Heterogenität im Fachunterricht02. June, 2022
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Wie können Wissenskonstruktion und Abrufübung gewinnbringend kombiniert werden?23. June, 2022
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Successful problem regulation in collaborative learning: How important is a homogenous problem perception?30. June, 2022
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Perceptions of peer versus teacher achievement goals07. July, 2022
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When ability is perceived as a fixed (or malleable) trait: Mindsets matter not only for Learning, but also for Teaching Ability14. July, 2022
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„Es kommen eh nur die, die es nicht brauchen…“:21. July, 2022
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Betrugsverhalten experimentell untersuchen – Herausforderungen und Chancen:27. October, 2022
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Using Biofeedback in Virtual Reality to Promote Wellbeing03. November, 2022
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Regulating Motivation and Emotion in Academic Achievement Settings: All the Same?10. November, 2022
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Computermaus und -tastatur als potenzielle behaviorale Stressmessinstrumente17. November, 2022
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Herkunftsbezogene Einstellungen, Stereotype und Emotionen Lehramtsstudierender24. November, 2022
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(Help me to) motivate me:01. December, 2022
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Teachers' achievement emotions and achievement goals: A diary study08. December, 2022
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Peer-Feedback22. December, 2022
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Investigating how teachers integrate technology...19. January, 2023
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Psychotherapie per Videotelefonie vs. Face-to-Face26. January, 2023
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Der Blick auf den Lernenden02. February, 2023
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Motivationale Aspekte im Feedbackprozess:09. February, 2023
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How Teacher's Identities and Beliefs about Responsibilities Affect Teacher-Student Relationship Quality20. April, 2023
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Unleashing the full potential: What do teachers understand as professional learning and which motivations drive them?27. April, 2023
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Monitoring and regulating cognition: An overview of my research11. May, 2023
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Die Relevanz von Instruktionsqualität, Leistungsmotivation und Schwierigkeiten in der Selbstregulation für Studienabbruch25. May, 2023
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Tastaturverhalten als behaviorales Instrument zur Emotionserkennung01. June, 2023
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Die Professionelle Wahrnehmung von Klassenmanagement15. June, 2023
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Technology-enhanced learning and teaching: Learning activities and learning analytics26. October, 2023
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Nachhaltigkeit und Umweltschutz im Unterricht: „Nicht mein Business!“23. November, 2023
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Ist weniger mehr? Die Effekte von Fading von Lösungsbeispielen auf den mediendidaktischen Fähigkeitserwerb30. November, 2023
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Wirklich so verschieden? Geschlechtsunterschiede bei Wissenschaftler:innen11. January, 2024
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Expertise development: Cognitive adaptations and growing networks08. February, 2024
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Learning analytics and adaptive learning support in digital learning environments16. May, 2024
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Scaffolding the peer feedback process: A meta-analysis23. May, 2024
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Metaanalyse über den Einfluss von geschlechtergerechter Sprache23. May, 2024
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Evaluating school-based mindfulness trainings in Switzerland:04. June, 2024
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Effekte von Fünf- und Zehn-Euro-Incentives im Vergleich zu keinem Incentive auf die Response-Rate13. June, 2024
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Emotions in medical education: A longitudinal study of the reciprocal relations between emotions, appraisals, and achievement20. June, 2024
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About the malleability and context-specificity of teacher self-efficacy27. June, 2024
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Evaluating school-based mindfulness trainings in Switzerland:04. July, 2024
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Evaluating school-based mindfulness trainings in Switzerland: Selected findings and lessons learned04. July, 2024
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Increasing Research Relevance in School Mental Health Decision-Making10. July, 2024
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Measuring epistemic emotions of elementary school children: Presenting the Ees4kids11. July, 2024
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Gender Dynamics in STEM Education: An Eye-Tracking Study18. July, 2024
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Gender Dynamics in STEM Education: An Eye-Tracking Study24. October, 2024
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About the malleability and context-specificity of teacher self-efficacy:28. November, 2024
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Understanding adaptive reactions to errors in primary school students:12. December, 2024
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Higher education teachers’ initiation of digital learning activities:19. December, 2024
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Breaking down siloes:09. January, 2025
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Förderung des Enthusiasmus für das Unterrichten mit digitalen Medien06. February, 2025
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Teachers’ occupational well-being and their professional performance:15. May, 2025
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Teachers’ occupational well-being and their professional performance: State of research and open questions15. May, 2025
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Using machine learning to predict psychosomatic rehabilitation success22. May, 2025
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Individual participant data (IPD) meta-analysis: A methods primer and application example22. May, 2025
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Exploring the temporal dynamics of control-value appraisals and achievement emotions using an experience sampling method05. June, 2025
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The art of emotion regulation: Identification of medical students’ regulation patterns using an experience-sampling study05. June, 2025
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Resilience reimagined: Paradigms, leadership impacts, and adaptation in challenging transitions12. June, 2025
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Achievement goal development within the doctorate and influencing contextual factors: Results from two longitudinal studies26. June, 2025
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Integrating peer feedback: The role of individual learning prerequisites and feedback characteristics03. July, 2025
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Multimodal assessment of learning and achievement motivation in digital learning environments: First steps in developing a research program24. July, 2025
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Effekte von erweiterten interaktiven Elementen und metakognitiven Prompts in Lernvideos auf Lernprozesse und Wissenserwerb24. July, 2025
More events: Department of Psychology
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May 2025
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