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Markus Dresel (1969-)

Psychologe

Name	Markus Dresel
Time	1969- (Date of birth and death)
Place	Nürnberg (Geburtsort) Deutschland
Academic degree	Prof.
Profession	Psychologe (characteristic profession)
Related	Universität Augsburg
Further information	Prof. für Psychologie an der Univ. Augsburg
Record type	Person
GND-Identifier	128725052
Record ID	128725052
Involved in show all Psychologie für den Lehrberuf Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study Applying a three-component approach to motivational regulation: relations of frequency, situation-specific fit and application quality of motivational regulation strategies with students' well-being Behavioral and Emotional Academic Procrastination Scale: reliability, validity, and normative values Changing preservice teacher students' stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds: effects of a short intervention Delaying academic tasks and feeling bad about it: development and validation of a six-item scale measuring academic procrastination Dimensional comparisons in the formation of faculty members' research and teaching self-concepts? Do achievement goals and self-efficacy matter for feedback use? 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 Scaffolding the peer-feedback process: a meta-analysis Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda Vicious and virtuous relationships between procrastination and emotions: an investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope Changing preservice teacher students’ stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds: Effects of a short intervention Vicious and virtuous relationships between procrastination and emotions: an investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope Dimensional comparisons in the formation of faculty members’ research and teaching self-concepts? Teacher attitudes toward lesbian, gay, and bisexual students: Evidence for intergroup contact theory and secondary transfer effects How to use theory to implement natural language processing for peer-feedback Merits and limitations of latent profile approaches to teachers' achievement goals: a multi-study analysis Metacognitive monitoring via strategies and judgments: different phases, different objects Relevance of students' goals for learning engagement and knowledge gains in an online learning course Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors Supporting intrinsic motivation and learning-friendly attributions in German student–teacher-conferences Teacher attitudes toward lesbian, gay, and bisexual students: evidence for intergroup contact theory and secondary transfer effects Using natural language processing to support peer‐feedback in the age of artificial intelligence: a cross‐disciplinary framework and a research agenda Automatic and controlled information processing in the context of students’ ethnic background and social status: An eye-tracking study Examining the regulation of motivational and comprehension-related problems during collaborative learning "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] Automatic and controlled information processing in the context of students' ethnic background and social status: an eye-tracking study Entwicklung der Kompetenzen Lehramtsstudierender für den Umgang mit sprachlicher Heterogenität im (Fach-)Unterricht [Poster] Examining the regulation of motivational and comprehension-related problems during collaborative learning Faculty subjective well-being: an achievement goal approach Förderung der Lehrerprofessionalität im Umgang mit Heterogenität (LeHet) und Deutsch als Zweitsprache-Kompetenzen von Lehramtsstudierenden (DaZKom-Transfer) [Poster] Individuelle Voraussetzungen und fachliche Kompetenzen Lehramtsstudierender für den Umgang mit Mehrsprachigkeit im Unterricht Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English Lehrkräfteprofessionalität im Umgang mit Heterogenität : Theoretische Konzepte, Förderansätze, empirische Befunde Lehrkräfteprofessionalität im Umgang mit Heterogenität : Theoretische Konzepte, Förderansätze, empirische Befunde Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance Selbstreguliertes Lernen im Studium: ein Leitfaden für die Studienberatung Student dropout at university: a phase-orientated view on quitting studies and changing majors Study satisfaction among university students during the COVID-19 pandemic: longitudinal development and personal-contextual predictors Subjective well-being and coping of university faculty: who is particularly affected? [Poster] Suitability of motivational regulation strategies for specific motivational problems: an expert survey Teaching quality in higher education: agreement between teacher self-reports and student evaluations 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 Student dropout at university: a phase-orientated view on quitting studies and changing majors Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English Unterschiedlich motiviert für das Studium: Motivationale Profile von Studierenden und ihre Zusammenhänge mit demografischen Merkmalen, Lernverhalten und Befinden Studienerfolg und Studienabbruch: Gruppenspezifische Untersuchungen ihrer Bedingungen – Einführung in das Themenheft "Houston, we have a problem!" Homogeneous problem perception, and immediacy and intensity of strategy use in online collaborative learning Berufliche Ziele von Lehrkräften: Effekte auf das Unterrichtshandeln und die perzipierte Klassenzielstruktur Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences Friends' influence on the development of academic values in mathematics: are there differences between female and male dyads? Higher education instructors' usage of and learning from student evaluations of teaching – do achievement goals matter? Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance Prokrastination im Studium: zur Relevanz von Motivationsregulation, Gewissenhaftigkeit und Neurotizismus sowie Kursmerkmalen für akademische Prokrastination Relationship between achievement goals and attention of university instructors in higher education professional training courses

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Katalog der Deutschen Nationalbibliothek

Markus Dresel (1969-)

Psychologie für den Lehrberuf

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

Applying a three-component approach to motivational regulation: relations of frequency, situation-specific fit and application quality of motivational regulation strategies with students' well-being

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

Changing preservice teacher students' stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds: effects of a short intervention

Delaying academic tasks and feeling bad about it: development and validation of a six-item scale measuring academic procrastination

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

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

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

Scaffolding the peer-feedback process: a meta-analysis

Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda

Vicious and virtuous relationships between procrastination and emotions: an investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope

Changing preservice teacher students’ stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds: Effects of a short intervention

Vicious and virtuous relationships between procrastination and emotions: an investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope

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

Teacher attitudes toward lesbian, gay, and bisexual students: Evidence for intergroup contact theory and secondary transfer effects

How to use theory to implement natural language processing for peer-feedback

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

Metacognitive monitoring via strategies and judgments: different phases, different objects

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

Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors

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

Teacher attitudes toward lesbian, gay, and bisexual students: evidence for intergroup contact theory and secondary transfer effects

Using natural language processing to support peer‐feedback in the age of artificial intelligence: a cross‐disciplinary framework and a research agenda

Automatic and controlled information processing in the context of students’ ethnic background and social status: An eye-tracking study

Examining the regulation of motivational and comprehension-related problems during collaborative learning

"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]

Automatic and controlled information processing in the context of students' ethnic background and social status: an eye-tracking study

Entwicklung der Kompetenzen Lehramtsstudierender für den Umgang mit sprachlicher Heterogenität im (Fach-)Unterricht [Poster]

Examining the regulation of motivational and comprehension-related problems during collaborative learning

Faculty subjective well-being: an achievement goal approach

Förderung der Lehrerprofessionalität im Umgang mit Heterogenität (LeHet) und Deutsch als Zweitsprache-Kompetenzen von Lehramtsstudierenden (DaZKom-Transfer) [Poster]

Individuelle Voraussetzungen und fachliche Kompetenzen Lehramtsstudierender für den Umgang mit Mehrsprachigkeit im Unterricht

Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English

Lehrkräfteprofessionalität im Umgang mit Heterogenität : Theoretische Konzepte, Förderansätze, empirische Befunde

Lehrkräfteprofessionalität im Umgang mit Heterogenität : Theoretische Konzepte, Förderansätze, empirische Befunde

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

Selbstreguliertes Lernen im Studium: ein Leitfaden für die Studienberatung

Student dropout at university: a phase-orientated view on quitting studies and changing majors

Study satisfaction among university students during the COVID-19 pandemic: longitudinal development and personal-contextual predictors

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

Suitability of motivational regulation strategies for specific motivational problems: an expert survey

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

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

Student dropout at university: a phase-orientated view on quitting studies and changing majors

Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English

Unterschiedlich motiviert für das Studium: Motivationale Profile von Studierenden und ihre Zusammenhänge mit demografischen Merkmalen, Lernverhalten und Befinden

Studienerfolg und Studienabbruch: Gruppenspezifische Untersuchungen ihrer Bedingungen – Einführung in das Themenheft

"Houston, we have a problem!" Homogeneous problem perception, and immediacy and intensity of strategy use in online collaborative learning

Berufliche Ziele von Lehrkräften: Effekte auf das Unterrichtshandeln und die perzipierte Klassenzielstruktur

Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning

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

Friends' influence on the development of academic values in mathematics: are there differences between female and male dyads?

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

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

Prokrastination im Studium: zur Relevanz von Motivationsregulation, Gewissenhaftigkeit und Neurotizismus sowie Kursmerkmalen für akademische Prokrastination

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