Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Source
| Frontline Learning Research | 3 |
Author
| Dörrenbächer, Laura | 1 |
| Korpershoek, Hanke | 1 |
| Kunter, Mareike | 1 |
| Perels, Franziska | 1 |
| Seiz, Johanna | 1 |
| Voss, Thamar | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Secondary Education | 2 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Germany | 2 |
| Netherlands | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Maslach Burnout Inventory | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textKorpershoek, Hanke – Frontline Learning Research, 2016
The aims of the present study were (1) to identify to what extent school motivation and school commitment contributed to the explanation of students' academic achievement in addition to the effect of students' cognitive capacities, (2) to find out whether school commitment mediated the relation between school motivation and academic achievement,…
Descriptors: Correlation, Secondary School Students, Student Motivation, Academic Achievement
Seiz, Johanna; Voss, Thamar; Kunter, Mareike – Frontline Learning Research, 2015
This study expands the discussion on teacher competence by investigating the relevance of teachers' combined cognitive resources and emotional resources for effective classroom management. While research on teacher qualification stresses the importance of knowledge for effective teaching, research on teacher stress focuses on their emotional…
Descriptors: Teacher Competencies, Cognitive Processes, Emotional Response, Classroom Techniques
Dörrenbächer, Laura; Perels, Franziska – Frontline Learning Research, 2015
Most self-regulated learning theories are imbedded within a social-cognitive framework and comprise cognitive, metacognitive and motivational components. Nevertheless, these theories partly neglect volition, which is necessary for implementing learning intentions. Therefore, the present study is frontline as it aimed to integrate volition within a…
Descriptors: Metacognition, Learning Theories, Models, College Students
