PsychAuthors

Literaturliste von Mag. Dr. Marko Lüftenegger

letzte Aktualisierung: 06.11.2024

Holzer, J., Grützmacher, L., Lüftenegger, M., Prenzel, M. & Schober, B. (2024). Shedding light on relations between teacher emotions, instructional behavior, and student school well-being - Evidence from disadvantaged schools. Learning and Instruction, 92, No. 101926.

Khajavy, G. H. & Lüftenegger, M. (2024). Pride in foreign language learning: a conceptual framework and empirical evidence. Innovations in Education and Teaching International, 1-16.

Mayerhofer, M., Lüftenegger, M. & Eichmair, M. (2024). The development of mathematics expectancy-value profiles during the secondary-tertiary transition into STEM fields. International Journal of STEM Education, 11(1), No. 31.

Muth, J. & Lüftenegger, M. (2024). Associations between autonomy-supportive teaching, the use of non-academic ICTs, and student motivation in English language learning. Sustainability, 16(3), No. 1337.

Daumiller, M., Rinas, R., Schoon, I. & Lüftenegger, M. (2023). How did COVID-19 affect education and what can be learned moving forward? . A systematic meta-review of systematic reviews and meta-analyses. Zeitschrift für Psychologie, 231(3), 177-191.

Grützmacher, L., Holzer, J., Lüftenegger, M., Schober, B. & Prenzel, M. (2023). The stimulation of school improvement processes: The orientation of development perspectives. School Effectiveness and School Improvement, 1-22.

Holzer, J., Korlat, S., Pelikan, E., Schober, B., Spiel, C. & Lüftenegger, M. (2023). The role of parental self-efficacy regarding parental support for early adolescents' coping, self-regulated learning, learning self-efficacy and positive emotions. Journal of Early Adolescence, 1-27.

Holzer, J., Pelikan, E., Korlat Ikanovic, S., Lüftenegger, M., Schober, B. & Spiel, C. (2023). Lernen unter COVID-19-Bedingungen - Onlinebefragung zur Situation Lernender in Österreich zu mehreren Messzeitpunkten von April bis Juni 2020. Wie veränderten sich Wohlbefinden, Lernmotivation und wahrgenommener Lernerfolg von Jugendlichen während der COVID-19-Pandemie? Welche psychologischen Merkmale hingen mit diesen Veränderungen zusammen? In S. G. Huber, C. Helm & N. Schneider (Hrsg.), COVID-19 und Bildung. Studien und Perspektiven (S. 243-263). Münster: Waxmann.

Oczlon, S., Boda, Z., Schwab, S., Bardach, L., Lehofer, M. & Lüftenegger, M. (2023). Ethnic in-and out-group friendships going into early adolescence: Prevalence, quality, stability, and the role of the network structure. Journal of Early Adolescence, 1-41.

Pelikan, E. R., Grützmacher, L., Hager, K., Holzer, J., Korlat, S., Mayerhofer, M., Schober, B., Spiel, C. & Lüftenegger, M. (2023). The Role of Basic Need Satisfaction for Motivation and Self-Regulated Learning During COVID-19. A Longitudinal Study. Zeitschrift für Psychologie, 231(3), 228-238.

Schützhofer, B., Rauch, J., Söllner, M., Krammer-Kritzer, B., Soukup, B., Panian, T. & Lüftenegger, M. (2023). Vom Wissen zum Verstehen zum Anwenden? - Implikationen für die sichere Straßenverkehrsteilnahme von Kindern. ZVS - Zeitschrift für Verkehrssicherheit, 69(2), 86-95.

Bardach, L., Daumiller, M. & Lüftenegger, M. (2022). Multiple social and academic achievement goals: Students' goal profiles and their linkages. The Journal of Experimental Education, 1-21.

Holzer, J., Bürger, S., Lüftenegger, M. & Schober, B. (2022). Revealing associations between students' school-related well-being, achievement goals, and academic achievement. Learning and Individual Differences, 95, No. 102140.

Holzer, J., Sessig, E. & Lüftenegger, M. (2022). When educator-learner perceptions of instruction diverge: Teachers' perspectives. Educational Research, No. 2116348.

Korlat, S., Holzer, J., Reiter, J., Pelikan, E. R., Schober, B., Spiel, C. & Lüftenegger, M. (2022). The role of the big two in socially responsible behavior during the COVID-19 pandemic: Agency and communion in adolescents' personal norm and behavioral adherence to instituted measures. PLoS ONE, 17(6), No. e0269018.

Korlat, S., Reiter, J., Kollmayer, M., Holzer, J., Pelikan, E., Schober, B., Spiel, C. & Lüftenegger, M. (2022). Basic psychological needs and agency and communion during the COVID-19 pandemic. Gender differentials and the role of well-being in adolescence and early adulthood. Journal of Individual Differences, 1-18.

Pelikan, E. R., Finsterwald, M., Dresel, M., Rinas, R., Schober, B. & Lüftenegger, M. (2022). Selbstreguliertes Lernen und Metakognition in der Erwachsenenbildung: Theoretische Grundlagen und praktische Anwendung. Psychologie in Österreich, 42(3), 264-272.

Pelikan, E. R., Lüftenegger, M., Fassl, F., Holzer, J., Ikanovic, S. K., Mayerhofer, M., Schober, B. & Spiel, C. (2022). Lernen während der Pandemie - Erfahrungen und Implikationen. Psychologie in Österreich, 42(4-5), 373-381.

Spiel, C., Wagner, P., Götz, T., Lüftenegger, M. & Schober, B. (2022). Bildungspsychologie: Konzeption, Strukturmodell, Stellenwert und Perspektiven. In C. Spiel, T. Götz, P. Wagner, M. Lüfenegger & B. Schober (Hrsg.), Bildungspsychologie (S. 11-28). Göttingen: Hogrefe Publishing.

Bardach, L., Yanagida, T., Morin, A. J. S. & Lüftenegger, M. (2021). Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures. Learning and Instruction, 71, No. 101400.

Holzer, J., Korlat, S., Haider, C., Mayerhofer, M., Pelikan, E., Schober, B., Spiel, C., Toumazi, T., Salmela-Aro, K., Käser, U., Schultze-Krumbholz, A., Wachs, S., Dabas, M., Verma, S., Iliev, D., Andonovska-Trajkovska, D., Plichta, P., Pyzalski, J., Walter, N., Michalek-Kwiecien, J., Lewandowska-Walter, A., Wright, M. F. & Lüftenegger, M. (2021). 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 emotion and intrinsic motivation. PLoS ONE, 16(5), No. e0251352.

Holzer, J., Lüftenegger, M., Käser, U., Korlat, S., Pelikan, E., Schultze-Krumbholz, A., Spiel, C., Wachs, S. & Schober, B. (2021). 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 and the moderating role of self-regulated learning. International Journal of Psychology, 1-10.

Holzer, J., Lüftenegger, M., Korlat, S., Pelikan, E., Salmela-Aro, K., Spiel, C. & Schober, B. (2021). Higher education in times of COVID-19: University students' basic need satisfaction, self-regulated learning, and well-being. AERA Open, 7(1), 1-13.

Korlat, S., Kollmayer, M., Holzer, J., Lüftenegger, M., Pelikan, E. R., Schober, B. & Spiel, C. (2021). Gender differences in digital learning during COVID-19: Competence beliefs, intrinsic value, learning engagement, and perceived teacher support. Frontiers in Psychology, 12, No. 637776.

Lüftenegger, M., Holzer, J. & Schober, B. (2021). Implizite Fähigkeitstheorien, akademisches Selbstkonzept und schulisches Wohlbefinden. Unterrichtswissenschaft, 49(4), 567-584.

Pelikan, E. R., Korlat, S., Reiter, J., Holzer, J., Mayerhofer, M., Schober, B., Spiel, C., Hamzallari, O., Uka, A., Chen, J., Välimäki, M., Puharic, Z., Anusionwu, K. E., Okocha, A. N., Zabrodskaja, A., Salmela-Aro, K., Käser, U., Schultze-Krumbholz, A., Wachs, S., Fridriksson, F., Gunnthórsdóttir, H., Höller, Y., Aoyama, I., Ieshima, A., Toda, Y., Konjufca, J., Llullaku, N., Gedutiene, R., Borg Axisa, G., Avirovic Bundalevska, I., Keskinova, A., Radulovic, M., Lewandowska-Walter, A., Michalek-Kwiecien, J., Plichta, P., Pyzalski, J., Walter, N., Cautisanu, C., Voda, A. I., Gao, S., Islam, S., Wistrand, K., Wright, M. F. & Lüftenegger, M. (2021). 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. PLoS ONE, 16(10), No. e0257346.

Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C. & Schober, B. (2021). Learning during COVID-19: The role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift für Erziehungswissenschaft, 24(2), 393-418.

Pelikan, E., Hager, K., Holzer, J., Korlat, S., Spiel, C., Schober, B. & Lüftenegger, M. (2021). Emergency distance learning in Austria during COVID-19: Selected findings and implications. Digital Psychology, 2(2), 19-22.

Bardach, L., Graf, D., Yanagida, T., Kollmayer, M., Spiel, C. & Lüftenegger, M. (2020). Gendered pathways to bullying perpetration via social achievement goals - Mediating effects of sense of belonging and non-inclusive group norms. Journal of School Violence, 19(2), 248-263.

Bardach, L., Lüftenegger, M., Oczlon, S., Spiel, C. & Schober, B. (2020). Context-related problems and university students' dropout intentions-the buffering effect of personal best goals. European Journal of Psychology of Education, 35(2), 477-493.

Bardach, L., Oczlon, S., Pietschnig, J. & Lüftenegger, M. (2020). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. Journal of Educational Psychology, 112(6), 1197-1220.

Bardach, L., Yanagida, T., Klassen, R. M. & Lüftenegger, M. (2020). Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages. The Journal of Experimental Education.

Kollmayer, M., Schultes, M.-T., Lüftenegger, M., Finsterwald, M., Spiel, C. & Schober, B. (2020). REFLECT - A Teacher Training Program to Promote Gender Equality in Schools. Frontiers in Education, 5, No. 136.

Bardach, L., Lüftenegger, M., Yanagida, T., Schober, B. & Spiel, C. (2019). The role of within-class consensus on mastery goal structures in predicting socio-emotional outcomes. British Journal of Educational Psychology, 89(2), 239-258.

Bardach, L., Lüftenegger, M., Yanagida, T., Spiel, C. & Schober, B. (2019). Achievement or agreement - Which comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures. Learning and Instruction, 61, 72-83.

Bardach, L., Yanagida, T., Schober, B. & Lüftenegger, M. (2019). Students' and teachers' perceptions of goal structures - Will they ever converge? Exploring changes in student-teacher agreement and reciprocal relations to self-concept and achievement. Contemporary Educational Psychology, 59, No. 101799.

Janke, S., Bardach, L., Oczlon, S. & Lüftenegger, M. (2019). Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers' achievement goal orientations. Teaching and Teacher Education, 83, 1-11.

Kollmayer, M., Pfaffel, A., Schultes, M.-T., Lüftenegger, M., Finsterwald, M., Popper, V., Jöstl, G., Spiel, C. & Schober, B. (2019). REFLECT - ein Interventionsprogramm zum Aufbau von Lehrkräftekompetenzen für Reflexive Koedukation. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 51(2), 110-122.

Lüftenegger, M., Bardach, L., Bergsmann, E., Schober, B. & Spiel, C. (2019). A citizen science approach to measuring students' achievement goals. International Journal of Educational Research, 95, 36-51.

Lüftenegger, M., Schober, B. & Spiel, C. (2019). Evaluation und Qualitätssicherung. In D. Urhahne, M. Dresel & F. Fischer (Hrsg.), Psychologie für den Lehrberuf (S. 517-532). Berlin, Heidelberg: Springer.

Spiel, C., Lüftenegger, M., Schober, B. & Finsterwald, M. (2019). Lebenslang erfolgreich lernen - die LehrerInnen legen den Grundstein. In B. Kracke & P. Noack (Hrsg.), Handbuch Entwicklungs- und Erziehungspsychologie (S. 335-350). Berlin: Springer.

Bardach, L., Khajavy, G. H., Hamedi, S. M., Schober, B. & Lüftenegger, M. (2018). Student-teacher agreement on classroom goal structures and potential predictors. Teaching and Teacher Education, 74, 249-260.

Bardach, L., Yanagida, T., Schober, B. & Lüftenegger, M. (2018). Within-class consensus on classroom goal structures - Relations to achievement and achievement goals in mathematics and language classes. Learning and Individual Differences, 67, 78-90.

Khajavy, G. H., Bardach, L., Hamedi, S. M. & Lüftenegger, M. (2018). Broadening the nomological network of classroom goal structures using doubly latent multilevel modeling. Contemporary Educational Psychology, 52, 61-73.

Pietschnig, J., Gittler, G., Stieger, S., Forster, M., Gadek, N., Gartus, A., Kocsis-Bogar, K., Kubicek, B., Lüftenegger, M., Olsen, J., Prem, R., Ruiz, N., Serfas, B. G. & Voracek, M. (2018). Indirect (implicit) and direct (explicit) self-esteem measures are virtually unrelated: A meta-analysis of the initial preference task. PLoS ONE, 13(9), No. e0202873.

Spiel, C., Lüftenegger, M. & Schober, B. (2018). Das Jugendalter - Herausforderungen für die Schule. In B. Gniewosz & P. F. Titzmann (Hrsg.), Handbuch Jugend. Psychologische Sichtweisen auf Veränderungen in der Adoleszenz (S. 89-106). Stuttgart: Kohlhammer.

Lüftenegger, M., Tran, U. S., Bardach, L., Schober, B. & Spiel, C. (2017). GSQ - Goal Structure Questionnaire. (PSYNDEX Tests Info).

Lüftenegger, M. (2017). Lebenslanges Lernen als Ziel von Unterricht: Bildungspsychologische Förderansätze in der Sekundarstufe. Dissertation, Universität, Fakultät für Psychologie, Wien.

Lüftenegger, M. & Chen, J. A. (2017). Conceptual issues and assessment of implicit theories. Zeitschrift für Psychologie / Journal of Psychology, 225(2), 99-106.

Lüftenegger, M., Tran, U. S., Bardach, L., Schober, B. & Spiel, C. (2017). Measuring a mastery goal structure using the TARGET framework. Development and validation of a classroom Goal Structure Questionnaire. Zeitschrift für Psychologie / Journal of Psychology, 225(1), 64-75.

Schützhofer, B., Lüftenegger, M., Knessl, G. & Mogel, B. (2017). Evaluation of the FASIKI traffic safety programme for parents of cycling children. Transportation Research Part F: Traffic Psychology and Behaviour, 46, 500-508.

Spiel, C., Lüftenegger, M., Schober, B. & Finsterwald, M. (2017). Lebenslang erfolgreich lernen - die LehrerInnen legen den Grundstein. In B. Kracke & P. Noack (Hrsg.), Handbuch Entwicklungs- und Erziehungspsychologie (S. 16). Berlin, Heidelberg: Springer.

Klug, J., Lüftenegger, M., Bergsmann, E., Spiel, C. & Schober, B. (2016). Secondary school students' LLL competencies, and their relation with classroom structure and achievement. Frontiers in Psychology (Online Journal), 7, No. 680.

Lüftenegger, M., Finsterwald, M., Klug, J., Bergsmann, E., van de Schoot, R., Schober, B. & Wagner, P. (2016). Fostering pupils' lifelong learning competencies in the classroom: Evaluation of a training programme using a multivariate multilevel growth curve approach. European Journal of Developmental Psychology, 13(6), 719-736.

Lüftenegger, M., Klug, J., Harrer, K., Langer, M., Spiel, C. & Schober, B. (2016). Students' achievement goals, learning-related emotions and academic achievement. Frontiers in Psychology (Online Journal), 7, No. 603.

Lüftenegger, M., Kollmayer, M., Bergsmann, E., Jöstl, G., Spiel, C. & Schober, B. (2015). Mathematically gifted students and high achievement: The role of motivation and classroom structure. High Ability Studies, 26(2), 227-243.

Milatz, A., Lüftenegger, M. & Schober, B. (2015). Teachers' relationship closeness with students as a resource for teacher wellbeing: A response surface analytical approach. Frontiers in Psychology (Online Journal), 6, No. 1949.

Lüftenegger, M., van de Schoot, R., Schober, B., Finsterwald, M. & Spiel, C. (2014). Promotion of students' mastery goal orientations: Does target work? Educational Psychology, 34(4), 451-469.

Bergsmann, E. M., Lüftenegger, M., Jöstl, G., Schober, B. & Spiel, C. (2013). The role of classroom structure in fostering students' school functioning: A comprehensive and application-oriented approach. Learning and Individual Differences, 26, 131-138.

Finsterwald, M., Wagner, P., Schober, B., Lüftenegger, M. & Spiel, C. (2013). Fostering lifelong learning - Evaluation of a teacher education program for professional teachers. Teaching and Teacher Education, 29, 144-155.

Schober, B., Lüftenegger, M., Wagner, P., Finsterwald, M. & Spiel, C. (2013). Facilitating lifelong learning in school-age learners. European Psychologist, 18(2), 114-125.

Jöstl, G., Bergsmann, E., Lüftenegger, M., Schober, B. & Spiel, C. (2012). When will they blow my cover: The impostor phenomenon as a psychological barrier in female university careers. Journal of Psychology, 220, 109-120.

Jöstl, G., Bergsmann, E., Lüftenegger, M., Schober, B. & Spiel, C. (2012). When will they blow my cover? The impostor phenomenon among Austrian doctoral students. Zeitschrift für Psychologie / Journal of Psychology, 220(2), 109-120.

Lüftenegger, M., Schober, B., van de Schoot, R., Wagner, P., Finsterwald, M. & Spiel, C. (2012). Lifelong learning as a goal - Do autonomy and self-regulation in school result in well prepared pupils? Learning and Instruction, 22(1), 27-36.

Spiel, C., Schober, B., Wagner, P., Finsterwald, M., Lüftenegger, M., Strohmeier, D. & Reimann, R. (2012). Bildungspsychologie: Lebenslanges Lernen und Anwendungsperspektive im Zentrum. Psychologie in Österreich, 32(5), 383-389.

Wagner, P., Lüftenegger, M., Finsterwald, M., Schober, B. & Spiel, C. (2012). "Multi-method"-Evaluation am Beispiel des Lehrkräftetrainingsprogramms TALK. In M. Gläser-Zikuda, T. Seidel, C. Rohlfs, A. Gröschner & S. Ziegelbauer (Hrsg.), Mixed Methods in der empirischen Bildungsforschung (S. 243-258). Münster: Waxmann.

Lüftenegger, M., Schober, B., Finsterwald, M., Spiel, C. & Wagner, P. (2011). Wahrgenommene Autonomie und Feedback im Unterricht als Determinanten von Motivation und Leistung in der Schule. In M. Dresel & L. Lämmle (Hrsg.), Motivation, Selbstregulation und Leistungsexzellenz (S. 199-217). Münster: Lit.

Spiel, C., Lüftenegger, M., Wagner, P., Schober, B. & Finsterwald, M. (2011). Förderung von Lebenslangem Lernen - eine Aufgabe der Schule. In O. Zlatkin-Troitschanskaia (Hrsg.), Stationen Empirischer Bildungsforschung. Traditionslinien und Perspektiven (S. 305-319). Wiesbaden: VS Verlag für Sozialwissenschaften.

Spiel, C., Schober, B., Finsterwald, M., Lüftenegger, M., Wagner, P. & Reimann, R. (2011). Bildungspsychologie:. Konzeption und Potential. In E. H. Witte & J. Doll (Hrsg.), Sozialpsychologie, Sozialisation und Schule. Beiträge des 26. Hamburger Symposions zur Methodologie der Sozialpsychologie (S. 53-76). Lengerich: Pabst.

Finsterwald, M., Schober, B., Wagner, P., Aysner, M., Lüftenegger, M. & Spiel, C. (2010). TALK - Trainingsprogramm zum Aufbau von Lehrkräftekompetenzen zur Förderung von Bildungsmotivation und Lebenslangem Lernen. In C. Spiel, B. Schober, P. Wagner & R. Reimann (Hrsg.), Bildungspsychologie (S. 324-328). Göttingen: Hogrefe.

Spiel, C., Gradinger, P. & Lüftenegger, M. (2010). Grundlagen der Evaluationsforschung. In H. Holling & B. Schmitz (Hrsg.), Handbuch Statistik, Methoden und Evaluation. Göttingen: Hogrefe.

Spiel, C., Lüftenegger, M., Gradinger, P. & Reimann, R. (2010). Zielexplikation und Standards in der Evaluationsforschung. In H. Holling & B. Schmitz (Hrsg.), Handbuch Statistik, Methoden und Evaluation. Göttingen: Hogrefe.

Lüftenegger, M. & Langer, G.-A. (2008). Qualitätssicherung bei Nachschulungskursen. Psychologie in Österreich, 28(3-4), 282-287.

Schober, B., Finsterwald, M., Wagner, P., Lüftenegger, M., Aysner, M. & Spiel, C. (2007). TALK - A training program to encourage lifelong learning in school. Zeitschrift für Psychologie - Journal of Psychology, 215(3), 183-193.

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