Articoli con mandati relativi all'accesso pubblico - Anna-Lena DickeUlteriori informazioni
Non disponibili pubblicamente: 3
The role of family characteristics for students’ academic outcomes: A person‐centered approach
I Häfner, B Flunger, AL Dicke, H Gaspard, BM Brisson, B Nagengast, ...
Child development 89 (4), 1405-1422, 2018
Mandati: German Research Foundation
The promotion and development of interest: The importance of perceived values
CS Hulleman, DB Thoman, AL Dicke, JM Harackiewicz
The science of interest, 189-208, 2017
Mandati: US National Science Foundation, US National Institutes of Health
Robin Hood effects on motivation in math: Family interest moderates the effects of relevance interventions.
I Häfner, B Flunger, AL Dicke, H Gaspard, BM Brisson, B Nagengast, ...
Developmental psychology 53 (8), 1522, 2017
Mandati: German Research Foundation
Disponibili pubblicamente: 30
Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom.
H Gaspard, AL Dicke, B Flunger, BM Brisson, I Häfner, B Nagengast, ...
Developmental psychology 51 (9), 1226, 2015
Mandati: German Research Foundation
Teacher support and its influence on students' intrinsic value and effort: Dimensional comparison effects across subjects
J Dietrich, AL Dicke, B Kracke, P Noack
Learning and instruction 39, 45-54, 2015
Mandati: German Research Foundation
Beyond quantitative decline: conceptual shifts in adolescents' development of interest in mathematics.
AC Frenzel, R Pekrun, AL Dicke, T Goetz
Developmental psychology 48 (4), 1069, 2012
Mandati: German Research Foundation
Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes
J Guo, B Nagengast, HW Marsh, A Kelava, H Gaspard, H Brandt, ...
AERA open 2 (1), 2332858415626884, 2016
Mandati: Australian Research Council, German Research Foundation
Traditional gender role beliefs and career attainment in STEM: A gendered story?
AL Dicke, N Safavian, JS Eccles
Frontiers in psychology 10, 1053, 2019
Mandati: US National Science Foundation, US National Institutes of Health
Short intervention, sustained effects: Promoting students’ math competence beliefs, effort, and achievement
BM Brisson, AL Dicke, H Gaspard, I Häfner, B Flunger, B Nagengast, ...
American Educational Research Journal 54 (6), 1048-1078, 2017
Mandati: German Research Foundation
Profiles of motivational beliefs in math: Exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and …
R Lazarides, AL Dicke, C Rubach, JS Eccles
Journal of educational psychology 112 (1), 70, 2020
Mandati: US National Science Foundation, US National Institutes of Health
Side effects of motivational interventions? Effects of an intervention in math classrooms on motivation in verbal domains
H Gaspard, AL Dicke, B Flunger, I Häfner, BM Brisson, U Trautwein, ...
AERA Open 2 (2), 2332858416649168, 2016
Mandati: German Research Foundation
Teachers caring for students and students caring for math: The development of culturally and linguistically diverse adolescents' math motivation
O Umarji, AL Dicke, N Safavian, SA Karabenick, JS Eccles
Journal of School Psychology 84, 32-48, 2021
Mandati: US National Science Foundation
Social, dimensional, and temporal comparisons by students and parents: An investigation of the 2I/E model at the transition from elementary to junior high school.
F Wolff, A Wigfield, J Möller, AL Dicke, JS Eccles
Journal of Educational Psychology 112 (8), 1644, 2020
Mandati: US National Science Foundation, US National Institutes of Health
Less direct than you thought: Do teachers transmit math value to students through their cognitive support for understanding?
AL Dicke, C Rubach, N Safavian, SA Karabenick, JS Eccles
Learning and Instruction 76, 101521, 2021
Mandati: US National Science Foundation
Motivational profiles across domains and academic choices within Eccles et al.’s situated expectancy–value theoretical framework.
R Lazarides, AL Dicke, C Rubach, E Oppermann, JS Eccles
Developmental Psychology 57 (11), 1893, 2021
Mandati: US National Science Foundation, US National Institutes of Health
Classroom transmission processes between teacher support, interest value and negative affect: An investigation guided by situated expectancy-value theory and control-value theory
C Rubach, AL Dicke, N Safavian, JS Eccles
Motivation and Emotion 47 (4), 575-594, 2023
Mandati: US National Science Foundation
Is There any Evidence of Historical Changes in Gender Differences in American High School Students’ Math Competence-Related Beliefs from the 1980s to the 2010s?
C Rubach, G Lee, CR Starr, Y Gao, N Safavian, AL Dicke, JS Eccles, ...
International Journal of Gender, Science and Technology 14 (2), 55-126, 2022
Mandati: US National Science Foundation, US National Institutes of Health
Who stickstoff the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention
BM Brisson, CS Hulleman, I Häfner, H Gaspard, B Flunger, AL Dicke, ...
Zeitschrift für Erziehungswissenschaft 23 (1), 121-144, 2020
Mandati: German Research Foundation
Parents’ math gender stereotypes and their correlates: An examination of the similarities and differences over the past 25 years
CR Starr, Y Gao, G Lee, N Safavian, C Rubach, AL Dicke, JS Eccles, ...
Sex Roles 87 (11), 603-619, 2022
Mandati: US National Science Foundation, US National Institutes of Health
“Who’s Better at Math, Boys or Girls?”: Changes in Adolescents’ Math Gender Stereotypes and Their Motivational Beliefs from Early to Late Adolescence
CR Starr, Y Gao, C Rubach, G Lee, N Safavian, AL Dicke, JS Eccles, ...
Education Sciences 13 (9), 866, 2023
Mandati: US National Science Foundation, US National Institutes of Health
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