Student adaptability, emotions, and achievement: Navigating new academic terrains in a global crisis()

por Stockinger, Kristina, Rinas, Raven, Daumiller, Martin
Publicado 2021

Relevance of Students’ Goals for Learning Engagement and Knowledge Gains in an Online Learning Course

por Daumiller, Martin, Rinas, Raven, Dresel, Markus
Publicado 2023

Structure and Relationships of University Instructors’ Achievement Goals

por Daumiller, Martin, Grassinger, Robert, Dickhäuser, Oliver, Dresel, Markus
Publicado 2016

Merits and limitations of latent profile approaches to teachers’ achievement goals: A multi-study analysis

por Daumiller, Martin, Janke, Stefan, Butler, Ruth, Dickhäuser, Oliver, Dresel, Markus
Publicado 2023

Exploring University Instructors’ Achievement Goals and Discrete Emotions

por Rinas, Raven, Dresel, Markus, Hein, Julia, Janke, Stefan, Dickhäuser, Oliver, Daumiller, Martin
Publicado 2020

Higher Education Instructors’ Usage of and Learning From Student Evaluations of Teaching – Do Achievement Goals Matter?

por Hein, Julia, Janke, Stefan, Rinas, Raven, Daumiller, Martin, Dresel, Markus, Dickhäuser, Oliver
Publicado 2021

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 for bu...

por Daumiller, Martin, Rinas, Raven, Hein, Julia, Janke, Stefan, Dickhäuser, Oliver, Dresel, Markus
Publicado 2021

‘When They Struggle, I Cannot Sleep Well Either’: Perceptions and Interactions Surrounding University Student and Teacher Well-Being

por Kiltz, Lisa, Rinas, Raven, Daumiller, Martin, Fokkens-Bruinsma, Marjon, Jansen, Ellen P. W. A.
Publicado 2020

“I’m tired of black boxes!”: A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis

por Schwab, Carolin, Frenzel, Anne C., Daumiller, Martin, Dresel, Markus, Dickhäuser, Oliver, Janke, Stefan, Marx, Anton K. G.
Publicado 2022