| Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance … M Daumiller, R Rinas, J Hein, S Janke, O Dickhäuser, M Dresel Computers in Human Behavior 118, 106677, 2021 | 367 | 2021 |
| Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes C Wekerle, M Daumiller, I Kollar Journal of Research on Technology in Education 54 (1), 1-17, 2022 | 224 | 2022 |
| Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions M Daumiller, R Stupnisky, S Janke International Journal of Educational Research 99, 101502, 2020 | 191 | 2020 |
| Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity? S Janke, SC Rudert, Ä Petersen, TM Fritz, M Daumiller Computers and Education Open 2, 100055, 2021 | 162 | 2021 |
| University instructors’ achievement goals for teaching M Daumiller, O Dickhäuser, M Dresel Journal of Educational Psychology 111 (1), 131--148, 2019 | 148 | 2019 |
| Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts M Daumiller, M Dresel The Journal of Experimental Education 87 (1), 161-176, 2019 | 129 | 2019 |
| Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional … M Daumiller, S Janke, J Hein, R Rinas, O Dickhäuser, M Dresel Learning and Instruction 76, 101458, 2021 | 92 | 2021 |
| Researchers’ achievement goals: Prevalence, structure, and associations with job burnout/engagement and professional learning M Daumiller, M Dresel Contemporary Educational Psychology 61, 101843, 2020 | 75* | 2020 |
| Academics’ motivations in professional training courses: Effects on learning engagement and learning gains M Daumiller, R Rinas, D Olden, M Dresel International Journal for Academic Development 26 (1), 7-23, 2021 | 72 | 2021 |
| Effects of performance goals and social norms on academic dishonesty in a test M Daumiller, S Janke British Journal of Educational Psychology 90 (2), 537-559, 2020 | 72 | 2020 |
| Student adaptability, emotions, and achievement: Navigating new academic terrains in a global crisis K Stockinger, R Rinas, M Daumiller Learning and Individual Differences 90, 102046, 2021 | 70 | 2021 |
| Structure and relationships of university instructors’ achievement goals M Daumiller, R Grassinger, O Dickhäuser, M Dresel Frontiers in Psychology 7, 375, 2016 | 65 | 2016 |
| Motivational school climate and teachers' achievement goal orientations: A hierarchical approach O Dickhäuser, S Janke, M Daumiller, M Dresel British Journal of Educational Psychology 91 (1), 391-408, 2021 | 62 | 2021 |
| Elite athletes’ achievement goals, burnout levels, psychosomatic stress symptoms, and coping strategies M Daumiller, R Rinas, J Breithecker International Journal of Sport and Exercise Psychology 20 (2), 416-435, 2022 | 60 | 2022 |
| Test anxiety, anxiety disorders, and school-related wellbeing: Manifestations of the same or different constructs? DW Putwain, K Stockinger, NP von der Embse, SM Suldo, M Daumiller Journal of School Psychology 88, 47-67, 2021 | 58 | 2021 |
| Teaching and research: Specificity and congruence of university faculty achievement goals M Daumiller, M Dresel International Journal of Educational Research 99, 101460, 2020 | 58 | 2020 |
| Dark pathways to achievement in science: Researchers’ achievement goals predict engagement in questionable research practices S Janke, M Daumiller, SC Rudert Social Psychological and Personality Science 10 (6), 783-791, 2019 | 57 | 2019 |
| The role of state and trait motivational regulation for procrastinatory behavior in academic contexts: Insights from two diary studies L Bäulke, M Daumiller, M Dresel Contemporary Educational Psychology 65, 101951, 2021 | 54 | 2021 |
| ‘When They Struggle, I Cannot Sleep Well Either’: Perceptions and Interactions Surrounding University Student and Teacher Well-Being L Kiltz, R Rinas, M Daumiller, M Fokkens-Bruinsma, EPWA Jansen Frontiers in psychology 11, 578378, 2020 | 51 | 2020 |
| Back to the roots: The 2× 2 standpoints and standards achievement goal model RM Korn, AJ Elliot, M Daumiller Learning and Individual Differences 72, 92-102, 2019 | 50 | 2019 |
Markus DreselUniversity of Augsburg, GermanyVerified email at phil.uni-augsburg.de
