Dr. Axel Grund
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| Fakultät oder Zentrum | Fakultät für Geisteswissenschaften, Erziehungswissenschaften und Sozialwissenschaften | ||||
| Department | LUCET | ||||
| Postadresse |
Université du Luxembourg Maison des Sciences Humaines 11, Porte des Sciences L-4366 Esch-sur-Alzette |
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| Büroadresse | MSH, E03 35-280 | ||||
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| Telefon | (+352) 46 66 44 9518 | ||||
2022
Achievement motivation in students' everyday lives: Its relationship to momentary positive and negative activation and the moderating role of mindfulness; ;
in Learning and Individual Differences (2022), 97
The quizzing effect depends on hope of success and can be optimized by cognitive load-based adaptation; ; ; ;
in Learning and Instruction (2022), 77(online first), 101526
Zielkonflikte zwischen Lernen und Freizeit; ;
in Reinders, Heinz; Bergs-Winkels, Dagmar; Prochnow, Annette; Post, Isabelle (Eds.) Empirische Bildungsforschung: Eine elementare Einführung (2022)
Context Stability in Habit Building Increases Automaticity and Goal Attainment; ;
in Frontiers in Psychology (2022)
2021
Interfered by unaccomplished academic tasks: The role of success expectations; ; ; ;
in Learning and Motivation (2021), 76
Adaptive Practice Quizzing in a University Lecture: A Pre-Registered Field Experiment; ; ; ; ;
in Journal of Applied Research in Memory and Cognition (2021)
Mindfulness and Academic Emotions: A Field Study During a Lecture; ; ;
in Learning and Individual Differences (2021)
Self-Efficacy in Habit Building: How General and Habit-Specific Self-Efficacy Influ-ence Behavioral Automatization and Motivational Interference; ;
in Frontiers in Psychology (2021)
2020
Mindfulness in everyday life: Between- and within-person relationships to motivational conflicts; ;
in Current Psychology (2020)
App-Based Habit Building Reduces Motivational Impairments During Studying - An Event Sampling Study; ;
in FRONTIERS IN PSYCHOLOGY (2020), 11
2019
Inwiefern kann eine achtsame Haltung lernförderlich sein? Eine empirische Studie zur Entwicklung des situationalen Interesses beim Lesen eines Sachtexts.Conference given outside the academic context (2019)
Self-control motivationally reconsidered: "Acting" self-controlled is different to "being good" at self-control;
in Motivation and Emotion (2019), 43(1), 63-81
The influence of achievement motives and adaptivity on practice quizzing; ; ; ;
Speeches/Talks (2019)
Valence and Motivation as Predictors of Student Time Use in Everyday Life: An Experience Sampling Study; ; ;
in FRONTIERS IN PSYCHOLOGY (2019), 10
Erfolgserlebnisse für alle in Mathematik: Selbstwirksamkeitssteigerung in inklusiven Settings; ; ; ; ;
Speeches/Talks (2019)
2018
Understanding procrastination: A motivational approach;
in PERSONALITY AND INDIVIDUAL DIFFERENCES (2018), 121
Know Your Preferences: Self-Regulation as Need-Congruent Goal Selection; ;
in REVIEW OF GENERAL PSYCHOLOGY (2018), 22(4), 437-451
Motivational foundations of self-control and mindfulness and their role in study-leisure conflicts;
in LEARNING AND INDIVIDUAL DIFFERENCES (2018), 68
Testing Is More Desirable When It Is Adaptive and Still Desirable When Compared to Note-Taking; ; ; ;
in FRONTIERS IN PSYCHOLOGY (2018), 9
2017
Aiming at a Moving Target: Theoretical and Methodological Considerations in the Study of Intraindividual Goal Conflict between Personal Goals;
in FRONTIERS IN PSYCHOLOGY (2017), 8
Multiple Goals and Motivation at School: The Theory of Motivational Action Conflicts; ;
in ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE (2017), 31(1), 69-85
2016
Impairments in learning due to motivational conflict: situation really matters; ; ;
in Educational Psychology (2016), 36(7), 1323-1336
The long arm of work: A motivational conflict perspective on teacher strain; ;
in Teaching and Teacher Education (2016), 60
2015
Torn between want and should: An experience-sampling study on motivational conflict, well-being, self-control, and mindfulness; ; ;
in Motivation and Emotion (2015), 39(4), 506-520
Studying against your will: Motivational interference in action; ;
in Contemporary Educational Psychology (2015), 41
2014
Torn Between Study and Leisure: How Motivational Conflicts Relate to Students' Academic and Social Adaptation; ;
in Journal of Educational Psychology (2014), 106(1), 242-257
Study and leisure interference as mediators between students' self-control capacities and their domain-specific functioning and general well-being;
in Learning and Instruction (2014), 31
2013
Motivational profiles in study-leisure conflicts: Quality and quantity of motivation matterin Learning and Individual Differences (2013), 26
Why Students Procrastinate: A Qualitative Approach; ; ;
in Journal of College Student Development (2013), 54(4), 397-412
2012
Motivational interference in study-leisure conflicts: how opportunity costs affect the self-regulation of university students;
in Educational Psychology (2012), 32(5), 589-612
Students delay their duties, but also personal projects: Types of students' delayed and completed everyday actions; ; ;
in Zeitschrift für Entwicklungspsychologie und Padagogische Psychologie (2012), 44(4), 192-208
| URL: https://wwwde.uni.lu/forschung/fhse/lucet/people2/axel_grund | Datum: Sonntag, den 02. April 2023, 02:29 |