Browse by research area

1281 - 1290 out of 1,295Page size: 10

Sort by: Type

Putting educational knowledge of prospective teachers to the test: Further development and validation of the bilwiss test
Kunter, M., Kunina-Habenicht, O., Holzberger, D., Leutner, D., Maurer, C., Seidel, T. & Wolf, K., 01.01.2020, Student Learning in German Higher Education: Innovative Measurement Approaches and Research Results. Zlatkin-Troitschanskaia, O., Pant, H. A., Toepper, M. & Lautenbach, C. (eds.). Wiesbaden: Springer Fachmedien Wiesbaden GmbH, p. 9-28 20 p.
Research output: Contributions to collected editions/works › Chapter › peer-review
Published
Recovery from work stress
Venz, L., Wöhrmann, A. M., Vieten, L. & Michel, A., 25.01.2024, An Introduction to Contemporary Work Psychology. Peeters, M., de Jonge, J. & Taris, T. (eds.). 2 ed. Hoboken: Wiley-Blackwell Publishing Ltd., p. 321-344 24 p.
Research output: Contributions to collected editions/works › Chapter › peer-review
Selbst und Identität
Siem, B. & Rohmann, A., 2018, Psychologische Grundlagen für Fachkräfte in Kindergarten, Krippe und Hort. Strohmer, J. (ed.). Bern: Hogrefe Verlag GmbH & Co. KG, p. 229-245 17 p.
Research output: Contributions to collected editions/works › Chapter › peer-review
Soziale Ungleichheit und Diversität
van Egmond, M., Rohmann, A. & Siem, B., 2018, Psychologie in der Gesundheitsförderung. Wirtz, M. A., Kohlmann, C-W. & Salewski, C. (eds.). Bern: Hogrefe Verlag GmbH & Co. KG, p. 573-585 13 p.
Research output: Contributions to collected editions/works › Chapter › peer-review
Published
Stereotype in Kindergärten und Kindertagesstätten: Theoretische Grundlagen, empirische Evidenz und Interventionsansätze für pädagogisches Fachpersonal
Froehlich, L., Essien, I. & Martiny, S. E., 2022, Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention. Glock, S. (ed.). Wiesbaden: Springer, p. 137–170 34 p.
Research output: Contributions to collected editions/works › Chapter › peer-review
Teaching mental contrasting to facilitate educational attainment across sociocultural contexts
Sevincer, A. T. & Oettingen, G., 2020, Promoting Motivation and Learning in Contexts: Sociocultural Perspectives on Educational Interventions. Liem, G. A. D. & McInerney, D. M. (eds.). Information Age Publishing, p. 201-227 26 p. (Research on Sociocultural Influences on Motivation and Learning.; vol. 13).
Research output: Contributions to collected editions/works › Chapter › peer-review
Team Emotions and Team Learning
Døjbak, H. D., Mitkidis, P. & Wallot, S., 01.2020, The Oxford Handbook of Group and Organizational Learning. Linda, L. & Levine, J. M. (eds.). New York, NY: Oxford University Press, p. 453-474 22 p.
Research output: Contributions to collected editions/works › Chapter › peer-review
Published
The development and function of anger in childhood and adolescence
von Salisch, M. & Saarni, C., 2011, Multiple facets of anger: Getting mad or restoring justice?. Pahlavan, F. (ed.). New York: Nova Science Publishers, Inc., p. 81-102 22 p. (Psychology of Emotions, Motivations and Actions).
Research output: Contributions to collected editions/works › Chapter › peer-review
The generative drawing principle in multimedia learning
Leutner, D. & Schmeck, A., 01.01.2014, The Cambridge Handbook of Multimedia Learning, Second Edition. Mayer, R. E. (ed.). Cambridge: Cambridge University Press, p. 433-448 16 p.
Research output: Contributions to collected editions/works › Chapter › peer-review
Published
Themes in the development of emotion regulation in childhood and adolescence and a transactional model
Salisch, M., 26.03.2009, Regulating emotions: Culture, Social Necessity, and Biological Inheritance. Vandekerckhove, M. (ed.). Malden, MA: Wiley-Blackwell Publishing, Inc., p. 146-167 22 p.
Research output: Contributions to collected editions/works › Chapter › peer-review

Previous 1...125 126 127 128 129 130 Next