Weitere Veranstaltungen der Veranstaltungsreihe "Psychologisches Forschungskolloquium"
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                University instructors’ learning in professional training courses24. Oktober, 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. Dezember, 2019
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                Dealing with achievement-related feeling05. Dezember, 2019
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                Motivation und Emotionen in der Berufsschule12. Dezember, 2019
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                Reflexion im p?dagogischen Kontext aus psychologischer Perspektive19. Dezember, 2019
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                Behavioral measurements of action adaptive error reactions while learning and their effects on knowledge acquisition09. Januar, 2020
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                Attitudes towards errors and emotional reactions: A facereading approach16. Januar, 2020
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                Fostering teachers’ technology-related reasoning skills23. Januar, 2020
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                Wissenschafts-Praxis-Transfer ganz konkret: Was sagen die Lehrerbildner*innen?06. Februar, 2020
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                Die bunten Muster der Emotionsregulation18. Juni, 2020
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                Wie lernen Hochschuldozierende am Arbeitsplatz? Lernziele im selbstregulierten Lernprozess25. Juni, 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. Juli, 2020
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                Diagnostische Kompetenz von Berufsschullehrkr?ften: Hat die Schülerherkunft einen Einfluss auf die Akkuratheit von Lehrkrafturteilen?09. Juli, 2020
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                Conducting a massive meta-analysis: A closer look at procrastination and its relations to neuroticism and conscientiousness16. Juli, 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. Juli, 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. Dezember, 2020
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                Student adaptability, emotions, and achievement: Navigating new academic terrains in a pandemic17. Dezember, 2020
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                “Du redest, ich halte das Plakat!”: Wie Probleme beim kollaborativen Lernen effektiv reguliert werden k?nnen07. Januar, 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. Januar, 2021
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                Exploring students’ perceived need and preferences for achievement emotion competence training21. Januar, 2021
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                Elucidating the research on achievement goals and academic dishonesty: A systematic review and meta-analysis28. Januar, 2021
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                Regulieren oder nicht regulieren: Wie beeinflussen individuelle motivationsbezogene Dispositionen Motivationsregulation?11. Februar, 2021
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                Lern- und Leistungsmotivation in Schule und Hochschule19. Mai, 2022
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                Einstellungen, Studienmotivation, Lerngelegenheiten und Kompetenzentwicklung von Lehramtsstudierenden für den Umgang mit sprachlicher Heterogenit?t im Fachunterricht02. Juni, 2022
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                Wie k?nnen Wissenskonstruktion und Abrufübung gewinnbringend kombiniert werden?23. Juni, 2022
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                Successful problem regulation in collaborative learning: How important is a homogenous problem perception?30. Juni, 2022
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                Perceptions of peer versus teacher achievement goals07. Juli, 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. Juli, 2022
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                ?Es kommen eh nur die, die es nicht brauchen…“:21. Juli, 2022
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                Betrugsverhalten experimentell untersuchen – Herausforderungen und Chancen:27. Oktober, 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. Dezember, 2022
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                Teachers' achievement emotions and achievement goals: A diary study08. Dezember, 2022
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                Peer-Feedback22. Dezember, 2022
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                Investigating how teachers integrate technology...19. Januar, 2023
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                Psychotherapie per Videotelefonie vs. Face-to-Face26. Januar, 2023
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                Der Blick auf den Lernenden02. Februar, 2023
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                Motivationale Aspekte im Feedbackprozess:09. Februar, 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. Mai, 2023
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                Die Relevanz von Instruktionsqualit?t, Leistungsmotivation und Schwierigkeiten in der Selbstregulation für Studienabbruch25. Mai, 2023
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                Tastaturverhalten als behaviorales Instrument zur Emotionserkennung01. Juni, 2023
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                Die Professionelle Wahrnehmung von Klassenmanagement15. Juni, 2023
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                Technology-enhanced learning and teaching: Learning activities and learning analytics26. Oktober, 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 L?sungsbeispielen auf den mediendidaktischen F?higkeitserwerb30. November, 2023
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                Wirklich so verschieden? Geschlechtsunterschiede bei Wissenschaftler:innen11. Januar, 2024
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                Expertise development: Cognitive adaptations and growing networks08. Februar, 2024
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                Learning analytics and adaptive learning support in digital learning environments16. Mai, 2024
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                Scaffolding the peer feedback process: A meta-analysis23. Mai, 2024
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                Metaanalyse über den Einfluss von geschlechtergerechter Sprache23. Mai, 2024
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                Evaluating school-based mindfulness trainings in Switzerland:04. Juni, 2024
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                Effekte von Fünf- und Zehn-Euro-Incentives im Vergleich zu keinem Incentive auf die Response-Rate13. Juni, 2024
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                Emotions in medical education: A longitudinal study of the reciprocal relations between emotions, appraisals, and achievement20. Juni, 2024
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                About the malleability and context-specificity of teacher self-efficacy27. Juni, 2024
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                Evaluating school-based mindfulness trainings in Switzerland:04. Juli, 2024
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                Evaluating school-based mindfulness trainings in Switzerland: Selected findings and lessons learned04. Juli, 2024
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                Increasing Research Relevance in School Mental Health Decision-Making10. Juli, 2024
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                Measuring epistemic emotions of elementary school children: Presenting the Ees4kids11. Juli, 2024
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                Gender Dynamics in STEM Education: An Eye-Tracking Study18. Juli, 2024
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                Gender Dynamics in STEM Education: An Eye-Tracking Study24. Oktober, 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. Dezember, 2024
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                Higher education teachers’ initiation of digital learning activities:19. Dezember, 2024
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                Breaking down siloes:09. Januar, 2025
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                F?rderung des Enthusiasmus für das Unterrichten mit digitalen Medien06. Februar, 2025
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                Teachers’ occupational well-being and their professional performance:15. Mai, 2025
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                Teachers’ occupational well-being and their professional performance: State of research and open questions15. Mai, 2025
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                Using machine learning to predict psychosomatic rehabilitation success22. Mai, 2025
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                Individual participant data (IPD) meta-analysis: A methods primer and application example22. Mai, 2025
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                Exploring the temporal dynamics of control-value appraisals and achievement emotions using an experience sampling method05. Juni, 2025
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                The art of emotion regulation: Identification of medical students’ regulation patterns using an experience-sampling study05. Juni, 2025
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                Resilience reimagined: Paradigms, leadership impacts, and adaptation in challenging transitions12. Juni, 2025
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                Achievement goal development within the doctorate and influencing contextual factors: Results from two longitudinal studies26. Juni, 2025
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                Integrating peer feedback: The role of individual learning prerequisites and feedback characteristics03. Juli, 2025
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                Multimodal assessment of learning and achievement motivation in digital learning environments: First steps in developing a research program24. Juli, 2025
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                Effekte von erweiterten interaktiven Elementen und metakognitiven Prompts in Lernvideos auf Lernprozesse und Wissenserwerb24. Juli, 2025
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