Humor in university teaching: role of teachers' achievement goals and self-efficacy for their use of content-related humor
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
-
Englisch
- Bibliographic citation
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In: Studies in Higher Education, 45, 12, S. 2619-2633
- Classification
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Erziehung, Schul- und Bildungswesen
- Event
-
Veröffentlichung
- (where)
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Augsburg
- (who)
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Universität Augsburg
- (when)
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2019
- Event
-
Veröffentlichung
- (who)
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Taylor & Francis
- (when)
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2019
- Creator
- DOI
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10.1080/03075079.2019.1623772
- URN
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urn:nbn:de:bvb:384-opus4-580828
- Rights
-
Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
-
15.08.2025, 7:27 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
- Daumiller, Martin
- Bieg, Sonja
- Dickhäuser, Oliver
- Dresel, Markus
- Universität Augsburg
- Taylor & Francis
Time of origin
- 2019
Other Objects (12)
Association of self-efficacy and achievement goals in university lecturers teaching
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Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study
Motivational school climate and teachers' achievement goal orientations: a hierarchical approach
University instructors' implicit theories of intelligence, achievement goals for teaching, and teaching quality
How learning time mediates the impact of university scholars' learning goals on professional learning in research and teaching
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Too much to do – how workload moderates the positive association of learning goals and learning gains of university scholars
Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance
Berufliches Lernen von Hochschuldozierenden: Replikation der Lernzeit als Mediator im Lernprozess
Selbstbezogene Ziele und situative Ziele als Prädiktoren für das berufliche Lernen von Hochschuldozierenden
Association of self-efficacy and achievement goals in university lecturers teaching
University instructors’ achievement goals for teaching
Motivational school climate and teachers' achievement goal orientations: A hierarchical approach
Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study
Motivational school climate and teachers' achievement goal orientations: a hierarchical approach
University instructors' implicit theories of intelligence, achievement goals for teaching, and teaching quality
How learning time mediates the impact of university scholars' learning goals on professional learning in research and teaching
No learning without autonomy? Moderators of the association between university instructors' learning goals and learning time in the teaching-related learning process
Too much to do – how workload moderates the positive association of learning goals and learning gains of university scholars
Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance
Berufliches Lernen von Hochschuldozierenden: Replikation der Lernzeit als Mediator im Lernprozess
Selbstbezogene Ziele und situative Ziele als Prädiktoren für das berufliche Lernen von Hochschuldozierenden
Association of self-efficacy and achievement goals in university lecturers teaching
University instructors’ achievement goals for teaching
Motivational school climate and teachers' achievement goal orientations: A hierarchical approach
Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study
Motivational school climate and teachers' achievement goal orientations: a hierarchical approach
University instructors' implicit theories of intelligence, achievement goals for teaching, and teaching quality
How learning time mediates the impact of university scholars' learning goals on professional learning in research and teaching
No learning without autonomy? Moderators of the association between university instructors' learning goals and learning time in the teaching-related learning process
Too much to do – how workload moderates the positive association of learning goals and learning gains of university scholars
Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance
Berufliches Lernen von Hochschuldozierenden: Replikation der Lernzeit als Mediator im Lernprozess