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Literaturliste von Stefan Janke

letzte Aktualisierung: 06.06.2024

Merkle, B., Bürkle, H., Janke, S. & Karst, K. (2024). Change my mind . The impact of feedback in online self-assessments for study orientation on change in motivation of prospective students. Zeitschrift für Pädagogische Psychologie, 1-11.

Daumiller, M., Janke, S., Rinas, R., Hein, J., Dickhäuser, O. & Dresel, M. (2023). Different time and context = Different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions. Contemporary Educational Psychology, 72, No. 102139.

Daumiller, M., Fritz, T., Gonzalez Cruz, H., Rudert, S. & Janke, S. (2023). Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms. Assessment & Evaluation in Higher Education, No. 2290979.

Fritz, T., González Cruz, H., Janke, S. & Daumiller, M. (2023). Elucidating the associations between achievement goals and academic dishonesty: A meta-analysis. Educational Psychology Review, 35(1), No. 33.

Janke, S., Fritz, T., Cruz, H. G., Rudert, S. C. & Daumiller, M. (2023). EABV/K - Kurzskala zur Erfassung akademischen Betrugsverhaltens. (PSYNDEX Tests Info).

Janke, S., Messerer, L. A. S., Merkle, B. & Krille, C. (2023). STUWA - Multifaktorielles Inventar zur Erfassung der Studienwahlmotivation. (PSYNDEX Tests Info).

Janke, S., Fritz, T., Cruz, H. G., Rudert, S. C. & Daumiller, u. M. (2023). Entwicklung und Überprüfung einer Kurzskala zur Messung akademischen Betrugsverhaltens im Selbstbericht. Diagnostica, 1-11.

Janke, S., Messerer, L. A. S., Merkle, B. & Rudert, S. C.C. (2023). Why do minority students feel they don't fit in? Migration background and parental education differentially predict social ostracism and belongingness. Group Processes & Intergroup Relations, 1-22.

Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O. & Dresel, M. (2022). Teaching quality in higher education . Agreement between teacher self-reports and student evaluations. European Journal of Psychological Assessment, 38, 1-6.

Janke, S. (2022). Give me freedom or see my motivation decline: Basic psychological needs and the development of students' learning goal orientation. Learning and Individual Differences, 96, No. 102158.

Janke, S., Messerer, L. A. S. & Daumiller, M. (2022). Motivational development in times of campus closure: Longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivation. British Journal of Educational Psychology, No. e12522.

Messerer, L. A. S., Karst, K. & Janke, S. (2022). Choose wisely: Intrinsic motivation for enrollment is associated with ongoing intrinsic learning motivation, study success and dropout. Studies in Higher Education, 1-14.

Rudert, S. C. & Janke, S. (2022). Call me maybe: Risk factors of impaired social contact during the COVID-19 pandemic and associations with well-being. British Journal of Social Psychology, 1-21.

Schwab, C., Frenzel, A. C., Daumiller, M., Dresel, M., Dickhäuser, O., Janke, S. & Marx, A. K. G. (2022). "I'm tired of black boxes!": A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis. PLoS ONE, 17(10), No. e0272738.

Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O. & Dresel, M. (2021). Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction, 76, No. 101458.

Daumiller, M., Janke, S., Rinas, R., Dickhäuser, O. & Dresel, M. (2021). Need satisfaction and achievement goals of university faculty: An international study of their interplay and relevance. Higher Education, 1-24.

Daumiller, M., Rinas, R., Hein, J., Janke, S., Dickhäuser, O. & Dresel, M. (2021). Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality. Computers in Human Behavior, 118, No. 106677.

Hein, J., Janke, S., Rinas, R., Daumiller, M., Dresel, M. & Dickhäuser, O. (2021). Higher education instructors' usage of and learning from student evaluations of teaching - Do achievement goals matter? Frontiers in Psychology, 12, No. 652093.

Janke, S., Alsmeyer, M., Neissner, M. & Rudert, S. C. (2021). University in the rear-view mirror: Psychological needs in pleasant and unpleasant memories of alumni. Studies in Higher Education, 1-13.

Janke, S., Messerer, L. A. S., Merkle, B. & Krille, C. (2021). STUWA: Ein multifaktorielles Inventar zur Erfassung von Studienwahlmotivation. Zeitschrift für Pädagogische Psychologie, 35, 1-17.

Rudert, S. C. & Janke, S. (2021). Following the crowd in times of crisis: Descriptive norms predict physical distancing, stockpiling, and prosocial behavior during the COVID-19 pandemic. Group Processes & Intergroup Relations, 1-17.

Daumiller, M., Fritz, T., Janke, S., Petersen, Ä. & Koch, S. (2020). "Es wird gar nicht so wenig, sondern in substanziellem Ausmaß betrogen". Betrugsverhalten im akademischen Kontext. Report Psychologie, 46(3), 8-11.

Daumiller, M., Stupnisky, R. & Janke, S. (2020). Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions. International Journal of Educational Research, 99, No. 101502.

Dickhäuser, O., Janke, S., Daumiller, M. & Dresel, M. (2020). Motivational school climate and teachers' achievement goal orientations: A hierarchical approach. British Journal of Educational Psychology, No. e12370.

Hein, J., Janke, S., Daumiller, M., Dresel, M. & Dickhäuser, O. (2020). No learning without autonomy? Moderators of the association between university instructors' learning goals and learning time in the teaching-related learning process. Learning and Individual Differences, 83, No. 101937.

Janke, S. (2020). Obfuscating the truth: What tempts scientists to engage in shady research practices? In S. T. Siegel & M. Daumiller (Eds.), Wissenschaft und Wahrheit. Ursachen, Folgen und Prävention wissenschaftlichen Fehlverhaltens (pp. 35-41). Opladen: Budrich.

Janke, S. (2020). Prospective effects of motivation for enrollment on well-being and motivation at university. Studies in Higher Education, 45(12), 2413-2425.

Janke, S., Hein, J., Daumille, M., Rinas, R., Erdfelder, E., Dresel, M. & Dickhäuser, O. (2020). Open Access Evaluation: Lehr-Evaluation-Online (LEO) als Instrument zur studentischen Lehrveranstaltungsevaluation. Qualität in der Wissenschaft. Zeitschrift für Qualitätsentwicklung in Forschung, Studium und Administration, 14(4), 120-125.

Messerer, L. A. S., Bürkle, H., Karst, K. & Janke, S. (2020). Nutzung hochschulinterner Expertise zur Entwicklung von Online-Selbstreflexionstests für Studieninteressierte. Das Hochschulwesen, 68(3), 81-87.

Rinas, R., Dresel, M., Hein, J., Janke, S., Dickhäuser, O. & Daumiller, M. (2020). Exploring university instructors' achievement goals and discrete emotions. Frontiers in Psychology, 11, No. 1484.

Rudert, S. C., Janke, S. & Greifeneder, R. (2020). The experience of ostracism over the adult life span. Developmental Psychology, 56(10), 1999-2012.

Benning, K., Praetorius, A.-K., Janke, S., Dickhäuser, O. & Dresel, M. (2019). Das Lernen als Ziel: Zur unterrichtlichen Umsetzung einer Lernzielstruktur. Unterrichtswissenschaft, 47(4), 523-545.

Daumiller, M. & Janke, S. (2019). Effects of performance goals and social norms on academic dishonesty in a test. British Journal of Educational Psychology, 1-23.

Daumiller, M. & Janke, S. (2019). The impact of performance goals on cheating depends on how performance is evaluated. AERA OPEN, 5(4), 1-10.

Hein, J., Daumiller, M., Janke, S., Dresel, M. & Dickhäuser, O. (2019). How learning time mediates the impact of university scholars' learning goals on professional learning in research and teaching. Learning and Individual Differences, 72, 15-25.

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.

Janke, S., Daumiller, M. & Rudert, S. C. (2019). Dark pathways to achievement in science: Researchers' achievement goals predict engagement in questionable research practices. Social Psychological and Personality Science, 10(6), 783-791.

Janke, S. & Dickhäuser, O. (2019). A neglected tenet of achievement goal theory: Associations between life aspirations and achievement goal orientations. Personality and Individual Differences, 142, 90-99.

Janke, S. & Dickhäuser, O. (2019). Different major, different goals: University students studying economics differ in life aspirations and achievement goal orientations from social science students. Learning and Individual Differences, 73, 138-146.

Marksteiner, T., Janke, S. & Oliver Dickhäuser (2019). Effects of a brief psychological intervention on students' sense of belonging and educational outcomes: The role of students' migration and educational background. Journal of School Psychology, 75, 41-57.

Janke, S. & Dickhäuser, O. (2018). A situated process model of vocational achievement goal striving within members of the academic staff at university. Motivation and Emotion, 42(4), 466-481.

Janke, S. & Dickhäuser, O. (2018). Zur prognostischen Güte von Zulassungskriterien im Psychologiestudium für Studienerfolgsindikatoren. Psychologische Rundschau, 69(3), 160-168.

Bonefeld, M., Dickhäuser, O., Janke, S., Praetorius, A.-K. & Dresel, M. (2017). Migrationsbedingte Disparitäten in der Notenvergabe nach dem Übergang auf das Gymnasium. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 49(1), 11-23.

Dickhäuser, O., Janke, S., Praetorius, A.-K. & Dresel, M. (2017). The effects of teachers' reference norm orientations on students' implicit theories and academic self-concepts. Zeitschrift für Pädagogische Psychologie, 31(3-4), 205-219.

Janke, S., Rudert, S. C., Marksteiner, T. & Dickhauser, O. (2017). Knowing one's place: Parental educational background influences social identification with academia, test anxiety, and satisfaction with studying at university. Frontiers in Psychology (Online Journal), 8, No. 1326.

Nitsche, S., Praetorius, A.-K., Janke, S., Drexler, K., Fasching, M. S., Dresel, M. & Dickhäuser, O. (2017). Berufliche Zielorientierungen von Lehrkräften. Entwicklungsbedingungen, Auswirkungen auf berufliche Kompetenzentwicklung, Effekte auf instruktionales Verhalten sowie Lernprozesse und Lernergebnisse von Schülerinnen und Schülern. In C. Gräsel & K. Trempler (Hrsg.), Entwicklung von Professionalität pädagogischen Personals. Interdisziplinäre Betrachtungen, Befunde und Perspektiven (S. 17-35). Wiesbaden: Springer Fachmedien.

Praetorius, A.-K., Lauermann, F., Klassen, R. M., Dickhaeuser, O., Janke, S. & Dresel, M. (2017). Longitudinal relations between teaching-related motivations and student-reported teaching quality. Teaching and Teacher Education, 241-254.

Rudert, S. C., Janke, S. & Greifeneder, R. (2017). Under threat by popular vote: German-speaking immigrants' affect and cognitions following the Swiss vote against mass immigration. PLoS ONE, 12(4), No. e0175896.

Dickhäuser, O., Dinger, F. C., Janke, S., Spinath, B. & Steinmayr, R. (2016). A prospective correlational analysis of achievement goals as mediating constructs linking distal motivational dispositions to intrinsic motivation and academic achievement. Learning and Individual Differences, 50, 30-41.

Janke, S. (2016). Lernen wir für die Schule oder für uns selbst? Lern- und Leistungszielorientierungen unter der Linse der Selbstbestimmungstheorie. Dissertation, Universität, Fakultät für Sozialwissenschaften, Mannheim.

Janke, S., Nitsche, S., Praetorius, A.-K., Benning, K., Fasching, M., Dresel, M. & Dickhäuser, O. (2016). Deconstructing performance goal orientations: The merit of a dimensional approach. Learning and Individual Differences, 50, 133-146.

Janke, S., Nitsche, S. & Dickhäuser, O. (2015). The role of perceived need satisfaction at work for teachers' work-related learning goal orientation. Teaching and Teacher Education, 47, 184-194.

Janke, S. & Glöckner-Rist, A. (2014). EAiPK - Erlebte Autonomie im Prüfungskontext. (PSYNDEX Tests Info).

Praetorius, A.-K., Drexler, K., Fasching, M., Dresel, M., Nitsche, S., Janke, S. & Dickhaeuser, O. (2014). Here today, gone tomorrow? Revisiting the stability of teachers' achievement goals. Contemporary Educational Psychology, 39(4), 379-387.

Janke, S. & Dickhäuser, O. (2013). Strukturell verankerte Entscheidungsfreiheit im Bachelorstudium - Zur Bedeutsamkeit von Autonomie in den neuen Studienstrukturen. Das Hochschulwesen, 61(3), 102-109.

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