How learning time mediates the impact of university scholars' learning goals on professional learning in research and teaching
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
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Englisch
- Bibliographic citation
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In: Learning and Individual Differences, 72, S. 15-25
- Classification
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Psychologie
- Event
-
Veröffentlichung
- (where)
-
Augsburg
- (who)
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Universität Augsburg
- (when)
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2019
- Event
-
Veröffentlichung
- (where)
-
Amsterdam [u.a.]
- (who)
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Elsevier
- (when)
-
2019
- Creator
- DOI
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10.1016/j.lindif.2019.04.002
- URN
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urn:nbn:de:bvb:384-opus4-568999
- Rights
-
Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
-
14.08.2025, 10:51 AM CEST
Data provider
This object is provided by:
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Hein, J.
- Daumiller, Martin
- Janke, S.
- Dresel, Markus
- Dickhäuser, O.
- Universität Augsburg
- Elsevier
Time of origin
- 2019
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How learning time mediates the impact of university scholars' learning goals on professional learning in research and teaching
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How learning time mediates the impact of university scholars' learning goals on professional learning in research and teaching
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Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts
No learning without autonomy? Moderators of the association between university instructors' learning goals and learning time in the teaching-related learning process
Teaching and research: specificity and congruence of university faculty achievement goals
Subjective perceptions of the teaching-research nexus and occupational stress at universities
Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: a latent change score approach
University instructors’ achievement goals for teaching
Structure and relationships of university instructors' achievement goals
How learning time mediates the impact of university scholars' learning goals on professional learning in research and teaching
Researchers' achievement goals: prevalence, structure, and associations with job burnout/engagement and professional learning
Too much to do – how workload moderates the positive association of learning goals and learning gains of university scholars
Relevance of students' goals for learning engagement and knowledge gains in an online learning course
No learning without autonomy? Moderators of the association between university instructors' learning goals and learning time in the teaching-related learning process
Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts
No learning without autonomy? Moderators of the association between university instructors' learning goals and learning time in the teaching-related learning process
Teaching and research: specificity and congruence of university faculty achievement goals
Subjective perceptions of the teaching-research nexus and occupational stress at universities
Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: a latent change score approach
University instructors’ achievement goals for teaching