No learning without autonomy? Moderators of the association between university instructors' learning goals and learning time in the teaching-related learning process
- Location
-
Deutsche Nationalbibliothek Frankfurt am Main
- Extent
-
Online-Ressource
- Language
-
Englisch
- Bibliographic citation
-
In: Learning and Individual Differences, 83-84, S. 101937-
- Classification
-
Erziehung, Schul- und Bildungswesen
- Event
-
Veröffentlichung
- (where)
-
Augsburg
- (who)
-
Universität Augsburg
- (when)
-
2020
- Event
-
Veröffentlichung
- (who)
-
Elsevier BV
- (when)
-
2020
- Creator
- DOI
-
10.1016/j.lindif.2020.101937
- URN
-
urn:nbn:de:bvb:384-opus4-832149
- Rights
-
Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
-
14.08.2025, 11:00 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.
- Janke, S.
- Daumiller, Martin
- Dresel, Markus
- Dickhäuser, O.
- Universität Augsburg
- Elsevier BV
Time of origin
- 2020
Other Objects (12)
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
Researchers' achievement goals: prevalence, structure, and associations with job burnout/engagement and professional learning
Relevance of students' goals for learning engagement and knowledge gains in an online learning course
How learning time mediates the impact of university scholars' learning goals on professional learning in research and teaching
University instructors’ achievement goals for teaching
Subjective perceptions of the teaching-research nexus and occupational stress at universities
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
Too much to do – how workload moderates the positive association of learning goals and learning gains of university scholars
Higher education instructors' usage of and learning from student evaluations of teaching – do achievement goals matter?
Relationship between achievement goals and attention of university instructors in higher education professional training courses
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
Researchers' achievement goals: prevalence, structure, and associations with job burnout/engagement and professional learning
Relevance of students' goals for learning engagement and knowledge gains in an online learning course
How learning time mediates the impact of university scholars' learning goals on professional learning in research and teaching
University instructors’ achievement goals for teaching
Subjective perceptions of the teaching-research nexus and occupational stress at universities
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
Too much to do – how workload moderates the positive association of learning goals and learning gains of university scholars
Higher education instructors' usage of and learning from student evaluations of teaching – do achievement goals matter?
Relationship between achievement goals and attention of university instructors in higher education professional training courses
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
Researchers' achievement goals: prevalence, structure, and associations with job burnout/engagement and professional learning
Relevance of students' goals for learning engagement and knowledge gains in an online learning course
How learning time mediates the impact of university scholars' learning goals on professional learning in research and teaching
University instructors’ achievement goals for teaching
Subjective perceptions of the teaching-research nexus and occupational stress at universities
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
Too much to do – how workload moderates the positive association of learning goals and learning gains of university scholars
Higher education instructors' usage of and learning from student evaluations of teaching – do achievement goals matter?