| Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence ER Pelikan, M Lüftenegger, J Holzer, S Korlat, C Spiel, B Schober Zeitschrift für Erziehungswissenschaft 24 (2), 393-418, 2021 | 374 | 2021 |
| Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. L Bardach, S Oczlon, J Pietschnig, M Lüftenegger Journal of Educational Psychology 112 (6), 1197, 2020 | 283 | 2020 |
| Higher education in times of COVID-19: University students’ basic need satisfaction, self-regulated learning, and well-being J Holzer, M Lüftenegger, S Korlat, E Pelikan, K Salmela-Aro, C Spiel, ... Aera Open 7, 23328584211003164, 2021 | 275 | 2021 |
| Lifelong learning as a goal–Do autonomy and self-regulation in school result in well prepared pupils? M Lüftenegger, B Schober, R Van de Schoot, P Wagner, M Finsterwald, ... Learning and Instruction 22 (1), 27-36, 2012 | 258 | 2012 |
| When will they blow my cover? G Jöstl, E Bergsmann, M Lüftenegger, B Schober, C Spiel Zeitschrift für Psychologie 220, 109-120, 2012 | 221* | 2012 |
| Teachers’ relationship closeness with students as a resource for teacher wellbeing: A response surface analytical approach A Milatz, M Lüftenegger, B Schober Frontiers in psychology 6, 1949, 2015 | 200 | 2015 |
| Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study ER Pelikan, S Korlat, J Reiter, J Holzer, M Mayerhofer, B Schober, C Spiel, ... PloS one 16 (10), e0257346, 2021 | 174 | 2021 |
| Gender differences in digital learning during COVID-19: Competence beliefs, intrinsic value, learning engagement, and perceived teacher support S Korlat, M Kollmayer, J Holzer, M Lüftenegger, ER Pelikan, B Schober, ... Frontiers in psychology 12, 637776, 2021 | 170 | 2021 |
| Fostering lifelong learning–Evaluation of a teacher education program for professional teachers M Finsterwald, P Wagner, B Schober, M Lüftenegger, C Spiel Teaching and teacher education 29, 144-155, 2013 | 160 | 2013 |
| Promotion of students’ mastery goal orientations: Does TARGET work? M Lüftenegger, R Van de Schoot, B Schober, M Finsterwald, C Spiel Educational Psychology 34 (4), 451-469, 2014 | 151 | 2014 |
| Conceptual issues and assessment of implicit theories M Lüftenegger, JA Chen Zeitschrift für Psychologie, 2017 | 137 | 2017 |
| Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive … J Holzer, S Korlat, C Haider, M Mayerhofer, E Pelikan, B Schober, C Spiel, ... PloS one 16 (5), e0251352, 2021 | 117 | 2021 |
| Students’ achievement goals, learning-related emotions and academic achievement M Lüftenegger, J Klug, K Harrer, M Langer, C Spiel, B Schober Frontiers in psychology 7, 603, 2016 | 115 | 2016 |
| Mathematically gifted students and high achievement: The role of motivation and classroom structure M Lüftenegger, M Kollmayer, E Bergsmann, G Jöstl, C Spiel, B Schober High Ability Studies 26 (2), 227-243, 2015 | 105 | 2015 |
| REFLECT–A teacher training program to promote gender equality in schools M Kollmayer, MT Schultes, M Lüftenegger, M Finsterwald, C Spiel, ... Frontiers in Education 5, 136, 2020 | 94 | 2020 |
| TALK-A training program to encourage lifelong learning in school B Schober, M Finsterwald, P Wagner, M Lüftenegger, M Aysner, C Spiel Zeitschrift für Psychologie/Journal of Psychology 215 (3), 183-193, 2007 | 89 | 2007 |
| Students' basic needs and well‐being during the COVID‐19 pandemic: A two‐country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion … J Holzer, M Lüftenegger, U Käser, S Korlat, E Pelikan, ... International Journal of Psychology 56 (6), 843-852, 2021 | 88 | 2021 |
| Measuring a mastery goal structure using the TARGET framework M Lüftenegger, US Tran, L Bardach, B Schober, C Spiel Zeitschrift für Psychologie, 2017 | 80 | 2017 |
| Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals L Bardach, M Lüftenegger, S Oczlon, C Spiel, B Schober European Journal of Psychology of Education 35, 477-493, 2020 | 75 | 2020 |
| Lernen unter COVID-19-Bedingungen. Erste Ergebnisse Schüler* innen B Schober, M Lüftenegger, C Spiel, J Holzer, SK Ikanovic, E Pelikan, ... Zugriff am 9, 2021, 2020 | 62* | 2020 |
Barbara SchoberProfessor of Educational Psychology, University of Viennaunivie.ac.at의 이메일 확인됨