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Martin Daumiller

Psychologe

Name	Martin Daumiller
Ort	Deutschland
Beruf	Psychologe (charakteristischer Beruf)
Variante	Martin H. Daumiller
Beziehung	Universität Augsburg. Lehrstuhl für Psychologie
Weitere Angaben	Akademischer Rat a.Z. am Lehrstuhl für Psychologie der Universität Augsburg ; forscht zu Motivation und Motivationsförderung in Bildungskontexten
Datensatztyp	Person
GND-Nummer	1155121309
Datensatz-ID	1155121309
Beteiligt an alle anzeigen Interrelations Among Achievement Goals and Achievement Emotions: A Meta-Analytic Examination Pathways to Need-Supportive Teaching: Teaching Mindsets and Motivation to Teach How values relate to student achievement in upper secondary education: Integrating interdisciplinary perspectives on value beliefs in the school context Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study Behavioral and Emotional Academic Procrastination Scale: reliability, validity, and normative values Dimensional comparisons in the formation of faculty members' research and teaching self-concepts? Do achievement goals and self-efficacy matter for feedback use? Friendship or feedback? – Relations between computer science students' goals, technology acceptance, use of an online peer feedback tool, and learning How values relate to student achievement in upper secondary education: integrating interdisciplinary perspectives on value beliefs in the school context Interrelations among achievement goals and achievement emotions: a meta-analytic examination Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: a micro-longitudinal study Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education Dimensional comparisons in the formation of faculty members’ research and teaching self-concepts? A network analysis of control–value appraisals and classroom-related enjoyment, boredom, and pride COVID-19 and Coping With Future Crises : Perspectives of Educational and Developmental Psychology Different time and context = different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions Elucidating the associations between achievement goals and academic dishonesty: a meta-analysis Entwicklung und Überprüfung einer Kurzskala zur Messung akademischen Betrugsverhaltens im Selbstbericht Entwicklung und Überprüfung einer Kurzskala zur Messung akademischen Betrugsverhaltens im Selbstbericht Fostering learning goals at work: the interplay of dispositional and workplace learning goal orientation and supervisor appraisal behavior How did COVID-19 affect education and what can be learned moving forward? A systematic meta-review of systematic reviews and meta-analyses Merits and limitations of latent profile approaches to teachers' achievement goals: a multi-study analysis Motivationale Handlungskonflikte zwischen Sport, Schule und Freizeit Navigating the pandemic and future crises: insights from developmental and educational psychology [Editorial] Relevance of students' goals for learning engagement and knowledge gains in an online learning course Supporting intrinsic motivation and learning-friendly attributions in German student–teacher-conferences Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: a latent change score approach "I'm tired of black boxes!": A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis “I’m tired of black boxes!”: A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis Adapting theory of planned behavior and protection motivation theory on everyday climate-protection [Poster] Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity? Faculty subjective well-being: an achievement goal approach From teachers' personal achievement goals to students' perceptions of classroom goal structures: via student-oriented goals and specific instructional practices Kurz erklärt: Open Science - Offene Wissenschaft Motivational development in times of campus closure: longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivation Motivational development in times of campus closure: Longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivation Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance Subjective well-being and coping of university faculty: who is particularly affected? [Poster] Teaching quality in higher education: agreement between teacher self-reports and student evaluations Using digital technology to promote higher education learning: the importance of different learning activities and their relations to learning outcomes Warum verhalten sich Menschen im Alltag klimaschützend? Klimaschützendes Verhalten aus Sicht der Theorie des geplanten Verhaltens und der Schutzmotivationstheorie Wer fühlt sich gut und wer nicht? Subjektives Wohlbefinden und Coping von Hochschuldozierenden "My goal is to do the best that I can in this class": relevance of potential‐based achievement goals for intrinsic motivation and course performance Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences Elite athletes' achievement goals, burnout levels, psychosomatic stress symptoms, and coping strategies Higher education instructors' usage of and learning from student evaluations of teaching – do achievement goals matter? Motivation in der Schule: Erkenntnisse aus der Motivationspsychologie Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance Open Access Evaluation: Lehr-Evaluation-Online (LEO) als Instrument zur studentischen Lehrveranstaltungsevaluation Relationship between achievement goals and attention of university instructors in higher education professional training courses SEEQ-DE: Konstruktion und Überprüfung einer deutschsprachigen Adaption des Instruments "Student Evaluation of Educational Quality" (SEEQ; Marsh, 1982, 2007) 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 burnout/engagement and student evaluations of teaching quality Student adaptability, emotions, and achievement: navigating new academic terrains in a global crisis Students' and instructors' understandings, attitudes and beliefs about educational theories: results of a mixed-methods study Test anxiety, anxiety disorders, and school-related wellbeing: manifestations of the same or different constructs? The role of state and trait motivational regulation for procrastinatory behavior in academic contexts: insights from two diary studies University instructors' implicit theories of intelligence, achievement goals for teaching, and teaching quality "When they struggle, I cannot sleep well either": perceptions and interactions surrounding university student and teacher well-being Effects of performance goals and social norms on academic dishonesty in a test Effects of performance goals and social norms on academic dishonesty in a test

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Katalog der Deutschen Nationalbibliothek

Martin Daumiller

Interrelations Among Achievement Goals and Achievement Emotions: A Meta-Analytic Examination

Pathways to Need-Supportive Teaching: Teaching Mindsets and Motivation to Teach

How values relate to student achievement in upper secondary education: Integrating interdisciplinary perspectives on value beliefs in the school context

Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study

Behavioral and Emotional Academic Procrastination Scale: reliability, validity, and normative values

Dimensional comparisons in the formation of faculty members' research and teaching self-concepts?

Do achievement goals and self-efficacy matter for feedback use?

Friendship or feedback? – Relations between computer science students' goals, technology acceptance, use of an online peer feedback tool, and learning

How values relate to student achievement in upper secondary education: integrating interdisciplinary perspectives on value beliefs in the school context

Interrelations among achievement goals and achievement emotions: a meta-analytic examination

Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: a micro-longitudinal study

Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education

Dimensional comparisons in the formation of faculty members’ research and teaching self-concepts?

A network analysis of control–value appraisals and classroom-related enjoyment, boredom, and pride

COVID-19 and Coping With Future Crises : Perspectives of Educational and Developmental Psychology

Different time and context = different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions

Elucidating the associations between achievement goals and academic dishonesty: a meta-analysis

Entwicklung und Überprüfung einer Kurzskala zur Messung akademischen Betrugsverhaltens im Selbstbericht

Entwicklung und Überprüfung einer Kurzskala zur Messung akademischen Betrugsverhaltens im Selbstbericht

Fostering learning goals at work: the interplay of dispositional and workplace learning goal orientation and supervisor appraisal behavior

How did COVID-19 affect education and what can be learned moving forward? A systematic meta-review of systematic reviews and meta-analyses

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

Motivationale Handlungskonflikte zwischen Sport, Schule und Freizeit

Navigating the pandemic and future crises: insights from developmental and educational psychology [Editorial]

Relevance of students' goals for learning engagement and knowledge gains in an online learning course

Supporting intrinsic motivation and learning-friendly attributions in German student–teacher-conferences

Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: a latent change score approach

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

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

Adapting theory of planned behavior and protection motivation theory on everyday climate-protection [Poster]

Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?

Faculty subjective well-being: an achievement goal approach

From teachers' personal achievement goals to students' perceptions of classroom goal structures: via student-oriented goals and specific instructional practices

Kurz erklärt: Open Science - Offene Wissenschaft

Motivational development in times of campus closure: longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivation

Motivational development in times of campus closure: Longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivation

Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance

Subjective well-being and coping of university faculty: who is particularly affected? [Poster]

Teaching quality in higher education: agreement between teacher self-reports and student evaluations

Using digital technology to promote higher education learning: the importance of different learning activities and their relations to learning outcomes

Warum verhalten sich Menschen im Alltag klimaschützend? Klimaschützendes Verhalten aus Sicht der Theorie des geplanten Verhaltens und der Schutzmotivationstheorie

Wer fühlt sich gut und wer nicht? Subjektives Wohlbefinden und Coping von Hochschuldozierenden

"My goal is to do the best that I can in this class": relevance of potential‐based achievement goals for intrinsic motivation and course performance

Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences

Elite athletes' achievement goals, burnout levels, psychosomatic stress symptoms, and coping strategies

Higher education instructors' usage of and learning from student evaluations of teaching – do achievement goals matter?

Motivation in der Schule: Erkenntnisse aus der Motivationspsychologie

Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance

Open Access Evaluation: Lehr-Evaluation-Online (LEO) als Instrument zur studentischen Lehrveranstaltungsevaluation

Relationship between achievement goals and attention of university instructors in higher education professional training courses

SEEQ-DE: Konstruktion und Überprüfung einer deutschsprachigen Adaption des Instruments "Student Evaluation of Educational Quality" (SEEQ; Marsh, 1982, 2007)

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 burnout/engagement and student evaluations of teaching quality

Student adaptability, emotions, and achievement: navigating new academic terrains in a global crisis

Students' and instructors' understandings, attitudes and beliefs about educational theories: results of a mixed-methods study

Test anxiety, anxiety disorders, and school-related wellbeing: manifestations of the same or different constructs?

The role of state and trait motivational regulation for procrastinatory behavior in academic contexts: insights from two diary studies

University instructors' implicit theories of intelligence, achievement goals for teaching, and teaching quality

"When they struggle, I cannot sleep well either": perceptions and interactions surrounding university student and teacher well-being

Effects of performance goals and social norms on academic dishonesty in a test

Effects of performance goals and social norms on academic dishonesty in a test