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Person

Helene Zeeb

Psychologin

Name	Helene Zeeb
Ort	Erfurt (Wirkungsort) Deutschland
Geschlecht	weiblich
Akademischer Grad bzw. Titel	Dr.
Beruf	Psychologin (charakteristischer Beruf)
Variante	Helene nafr Rieche
Beziehung	Universität Erfurt (1994-) Entwicklungspsychologie (Thema) Pädagogische Psychologie (Thema) Psychologie (Studienfach)
Weitere Angaben	Wissenschaftliche Mitarbeiterin an der Professur für Bildungspsychologie (Erziehungswissenschaftliche Fakultät der Universität Erfurt)
Quelle	Homepage: https://www.uni-erfurt.de/erziehungswissenschaftliche-fakultaet/fakultaet/profil/fachgebiete-und-professuren/psychologie/personal/aktuell/helene-zeeb (Stand: 13.06.2023) FreiDok plus
Datensatztyp	Person
GND-Nummer	1209496542
Datensatz-ID	1209496542
Beteiligt an alle anzeigen Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning = Effekte eines digitalen Unterstützungstools auf das Wissen über, die Einschätzung von und das Feedback zu selbstreguliertem Lernen bei angehenden Lehrkräften Fostering preservice teachers’ research-related beliefs and motivation with growth mindset and utility value interventions Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? : : an exploratory study Teachers’ dysfunctional feedback to students from immigrant and non-immigrant backgrounds: A pilot study Teachers’ dysfunctional feedback to students from immigrant and non-immigrant backgrounds: a pilot study Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog Towards a growth mindset culture in the classroom: implementation of a lesson-integrated mindset training Make it relevant! How prior instructions foster the integration of teacher knowledge

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Katalog der Deutschen Nationalbibliothek

Helene Zeeb

Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning = Effekte eines digitalen Unterstützungstools auf das Wissen über, die Einschätzung von und das Feedback zu selbstreguliertem Lernen bei angehenden Lehrkräften

Fostering preservice teachers’ research-related beliefs and motivation with growth mindset and utility value interventions

Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning

Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning

How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? : : an exploratory study

Teachers’ dysfunctional feedback to students from immigrant and non-immigrant backgrounds: A pilot study

Teachers’ dysfunctional feedback to students from immigrant and non-immigrant backgrounds: a pilot study

Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog

Towards a growth mindset culture in the classroom: implementation of a lesson-integrated mindset training

Make it relevant! How prior instructions foster the integration of teacher knowledge