Selbstregulation



2016

  • Brassler, N.K., Grund, A., Hilckmann, K. & Fries, S. (2016): Impairments in learning due to motivational conflict: Situation really matters. In: Educational Psychology, 36. S. 1323-1336. (Beitrag/Zeitschrift)
    http://dx.doi.org/10.1080/01443410.2015.1113235

  • Grunschel, C., Schwinger, M., Steinmayr, R. & Fries, S. (2016): Effects of using motivational regulation strategies on students’ academic procrastination, academic performance, and well-being. In: Learning and Individual Differences. 49. S. 162-170. (Beitrag/Zeitschrift)
    http://dx.doi.org/10.1016/j.lindif.2016.06.008

  • Hofer, M. & Fries, S. (2016): A multiple goals perspective on academic motivation. In: Wentzel, K.R. & Miele, D. (Eds.), Handbook of motivation at school (2nd ed.). New York: Taylor & Francis. S. 440-458. (Beitrag/Sammelwerk)

2015

  • Grund, A., Grunschel, C., Bruhn, D. & Fries, S. (2015): Torn between want and should: An experience-sampling study on motivational conflict, well-being, self-control, and mindfulness. In: Motivation and Emotion, 39. S. 506-520. (Beitrag/Zeitschrift)
    http://dx.doi.org/10.1007/s11031-015-9476-z

  • Grund, A., Schmid, S. & Fries, S. (2015): Studying against your will: Motivational interference in action. In: Contemporary Educational Psychology, 41. S. 209–217. (Beitrag/Zeitschrift)
    http://dx.doi.org/10.1016/j.cedpsych.2015.03.003

  • Patrzek, J., Grunschel, C., König, N. & Fries, S. (2015): Fragebogen zu Gründen akademischer Prokrastination: Entwicklung und erste Validierung. In: Diagnostica, 61. S. 184-196. (Beitrag/Zeitschrift)
    http://dx.doi.org/10.1026/0012-1924/a000121

2014

  • Grund, A. & Fries, S. (2014): Study and leisure interference as mediators between students’ self-control capacities and their domain-specific functioning and general well-being. In: Learning and Instruction, 31. S. 23–32. (Beitrag/Zeitschrift)
    http://dx.doi.org/10.1016/j.learninstruc.2013.12.005

  • Grund, A., Brassler, N. K. & Fries, S. (2014): Torn between study and leisure: How motivational conflicts relate to students’ academic and social adaptation. In: Journal of Educational Psychology, 106. S. 242–257. (Beitrag/Zeitschrift)
    http://dx.doi.org/10.1037/a0034400