D. Raufelder

发表

Adolescents' Socio-Motivational Relationships With Teachers, Amygdala Response to Teacher's Negative Facial Expressions, and Test Anxiety.

A. Beck, R. Lorenz, L. Romund, 2016, Journal of research on adolescence : the official journal of the Society for Research on Adolescence.

Reversal learning strategy in adolescence is associated with prefrontal cortex activation

L. Deserno, A. Heinz, R. Boehme, 2017, The European journal of neuroscience.

Does Feedback-Related Brain Response during Reinforcement Learning Predict Socio-motivational (In-)dependence in Adolescence?

R. Boehme, A. Beck, R. Lorenz, 2016, Front. Psychol..

Reward anticipation in the adolescent and aging brain

W. Sommer, S. Kühn, J. Gallinat, 2014, Human brain mapping.

Frontal glutamate and reward processing in adolescence and adulthood

L. Deserno, A. Heinz, S. Kühn, 2015, Brain Structure and Function.

Longitudinal Effects of Student-Perceived Classroom Support on Motivation – A Latent Change Model

D. Raufelder, Rebecca Lazarides, 2017, Front. Psychol..

Biophysiological stress markers relate differently to grit and school engagement among lower- and higher-track secondary school students.

D. Raufelder, F. Hoferichter, 2022, The British journal of educational psychology.

Students’ Interest and Self-Efficacy and the Impact of Changing Learning Environments

D. Raufelder, Sabine Schweder, 2022, Contemporary Educational Psychology.

The role of peers and teachers as motivators on adolescents’ neural emotional processing predicting feelings of loneliness, depression and stress: Results of an interdisciplinary study

L. Pöhland, D. Raufelder, 2014 .

Fostering students’ moderation competence: the interplay between social relatedness and perceived competence*

D. Raufelder, Tobias Ringeisen, Anika Bürgermeister, 2016 .

The relation between sensory processing sensitivity and telomere length in adolescents

G. Hageman, D. Raufelder, F. Hoferichter, 2022, Brain and behavior.

How students’ motivational profiles change during the transition from primary to lower secondary school

N. Kiuru, D. Raufelder, F. Hoferichter, 2022, Contemporary Educational Psychology.

THE MEDIATING ROLE OF SOCIO‐MOTIVATIONAL RELATIONSHIPS IN THE INTERPLAY OF PERCEIVED STRESS, NEUROTICISM, AND TEST ANXIETY AMONG ADOLESCENT STUDENTS

Michael Eid, M. Eid, D. Raufelder, 2014 .

Adolescents' enjoyment and effort in class: Influenced by self-directed learning intervals.

D. Raufelder, Sabine Schweder, 2022, Journal of school psychology.

Development and Validation of the Relationship and Motivation (REMO) Scale to Assess Students' Perceptions of Peers and Teachers as Motivators in Adolescence.

W. Bukowski, D. Raufelder, F. Hoferichter, 2013 .

Maternal parenting behavior and emotion processing in adolescents—An fMRI study

A. Beck, R. Lorenz, A. Heinz, 2016, Biological Psychology.

The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation amongst adolescent students

D. Raufelder, Olga Bakadorova, 2013, European Journal of Psychology of Education.

How teacher and classmate support relate to students’ stress and academic achievement

D. Raufelder, F. Hoferichter, Stefan Kulakow, 2022, Frontiers in Psychology.

Effects of social and individual school self-concepts on school engagement during adolescence

D. Raufelder, Rebecca Lazarides, Olga Bakadorova, 2019, European Journal of Psychology of Education.

The Perceived Role of Parental Support and Pressure in the Interplay of Test Anxiety and School Engagement Among Adolescents: Evidence for Gender-Specific Relations

D. Raufelder, F. Hoferichter, Tobias Ringeisen, 2015, Journal of Child and Family Studies.

Loneliness and Adolescents' Neural Processing of Self, Friends, and Teachers: Consequences for the School Self-Concept.

A. Beck, R. Lorenz, L. Romund, 2018, Journal of research on adolescence : the official journal of the Society for Research on Adolescence.

Knowledge transfer or social competence? A comparison of German and Canadian adolescent students on their socio-motivational relationships in school

M. Eid, W. Bukowski, D. Raufelder, 2014 .

Do socio-motivational relationships predict achievement motivation in adolescents with high and low school self-concepts?

D. Raufelder, Olga Bakadorova, 2016 .

D. Raufelder, F. Hoferichter, Olga Bakadorova, 2020, Compare: A Journal of Comparative and International Education.

A comparison of Russian and Philippine secondary school students on their sociomotivational relationships in school: A motivation typology

D. Raufelder, F. Hoferichter, Olga Bakadorova, 2018, International Journal of School & Educational Psychology.

Validation and Reliability of the German Version of the School Burnout Inventory

K. Salmela‐Aro, D. Raufelder, F. Hoferichter, 2022, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie.

Adolescents’ neural reactivity to acute psychosocial stress: dysfunctional regulation habits are linked to temporal gyrus response

A. Beck, R. Lorenz, L. Romund, 2021, Development and Psychopathology.

Adolescents’ goals, self-efficacy, and positive emotions – how important is the learning context?

D. Raufelder, Sabine Schweder, Tino Wulff, 2020, International Journal of School & Educational Psychology.

Positive emotions, learning behavior and teacher support in self-directed learning during adolescence: Do age and gender matter?

D. Raufelder, Sabine Schweder, 2019, Journal of adolescence.

The role of the learning environment in adolescents’ motivational development

D. Raufelder, Stefan Kulakow, 2021, Motivation and Emotion.

The Perceived Role of Parental Support and Pressure in the Interplay of Test Anxiety and School Engagement Among Adolescents: Evidence for Gender-Specific Relations

D. Raufelder, F. Hoferichter, Tobias Ringeisen, 2015 .

The interplay of perceived stress, self-determination and school engagement in adolescence

D. Raufelder, F. Hoferichter, Sarah R. Braun, 2014 .

Socio-motivational moderators—two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students

M. Eid, D. Raufelder, F. Hoferichter, 2015, Front. Psychol..

Examining the role of social relationships in the association between neuroticism and test anxiety – results from a study with German secondary school students

D. Raufelder, F. Hoferichter, 2015 .

The mediating role of social relationships in the association of adolescents’ individual school self-concept and their school engagement, belonging and helplessness in school

D. Raufelder, Diomira Sahabandu, Guadalupe Sánchez Martínez, 2015 .

Perception of teachers and peers during adolescence: Does school self-concept matter? Results of a qualitative study

D. Raufelder, Olga Bakadorova, 2015 .

THE POWER OF SOCIAL AND MOTIVATIONAL RELATIONSHIPS FOR TEST‐ANXIOUS ADOLESCENTS’ ACADEMIC SELF‐REGULATION

D. Raufelder, F. Hoferichter, Diana Raufelder, 2015 .

The impact of adolescents' self-efficacy and self-regulated goal attainment processes on school performance — Do gender and test anxiety matter?

D. Raufelder, S. Rohrmann, Tobias Ringeisen, 2015 .

Neural correlates of the self‐concept in adolescence—A focus on the significance of friends

Anne Beck, Andreas Heinz, Tobias Gleich, 2017, Human brain mapping.

Needs satisfaction and motivation among adolescent boys and girls during self-directed learning intervention.

D. Raufelder, Sabine Schweder, 2021, Journal of adolescence.

Effects of social and individual school self-concepts on school engagement during adolescence

D. Raufelder, Rebecca Lazarides, Olga Bakadorova, 2020, European Journal of Psychology of Education.

Self-Perceived Competence and Test Anxiety

D. Raufelder, Tobias Ringeisen, 2016 .

Assessing the Multi-faceted Nature of Test Anxiety Among Secondary School Students: An English Version of the German Test Anxiety Questionnaire: PAF-E

W. Bukowski, D. Raufelder, F. Hoferichter, 2016, The Journal of psychology.

The Big-Fish-Little-Pond Effect on the Four Facets of Academic Self-Concept

D. Raufelder, F. Hoferichter, Rebecca Lazarides, 2018, Front. Psychol..

Motivational relations with peers and teachers among German and Turkish adolescents: A cross-cultural perspective

S. Yalcin, D. Raufelder, Münevver Ilgün Dibek, 2017 .

Social Relationships and Motivation in Secondary Schools: Interindividual Differences

D. Raufelder, 2014 .

Enjoyment benefits adolescents’ self-determined motivation in student-centered learning

D. Raufelder, Stefan Kulakow, 2020 .

How classmates' stress affects student's quality of motivation

D. Raufelder, Rebecca Lazarides, Alexander Lätsch, 2018, Stress and health : journal of the International Society for the Investigation of Stress.

Subjective illusion of control modulates striatal reward anticipation in adolescence

Simone Kühn, Andreas Heinz, Tobias Gleich, 2015, NeuroImage.

Students’ perception of “good” and “bad” teachers—Results of a qualitative thematic analysis with German adolescents

D. Raufelder, S. Kessler, Diana Raufelder, 2016 .

The Role of Sport Involvement and General Self-Worth in the Interplay between Body Dissatisfaction, Worry, and School Disaffection in Preadolescent Boys and Girls

D. Raufelder, A. Ittel, S. Waak, 2013 .

Control-value theory in the context of teaching: does teaching quality moderate relations between academic self-concept and achievement emotions?

D. Raufelder, Rebecca Lazarides, 2020, The British journal of educational psychology.

Test anxiety and learned helplessness is moderated by student perceptions of teacher motivational support

D. Raufelder, Megan A. Wood, Nicola Regner, 2018 .

The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation amongst adolescent students

D. Raufelder, Olga Bakadorova, 2014 .

The Influence of Social Relationships on Conduct Problems in School Context – Does School Engagement Matter?

D. Raufelder, Tino Wulff, Alexander Lätsch, 2016 .

Thick Description of the Teacher-Student Relationship in the Educational Context of School: Results of an Ethnographic Field Study.

W. Bukowski, D. Raufelder, S. Mohr, 2013 .

Development and Validation of the Teacher and Motivation (TEMO) Scale: A Self-Report Measure Assessing Students’ Perceptions of Liked and Disliked Teachers as Motivators

D. Raufelder, F. Hoferichter, 2015 .

Adolescents’ Personality Development – A Question of Psychosocial Stress

R. Lorenz, L. Romund, D. Raufelder, 2021, Frontiers in Psychology.

The Interplay of Students’ School Engagement, School Self-Concept and Motivational Relations during Adolescence

D. Raufelder, Olga Bakadorova, 2017, Front. Psychol..

Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7)

D. Raufelder, B. Moschner, Juliane Schlesier, 2023, The Journal of Early Adolescence.

The essential role of the teacher-student relationship in students' need satisfaction during adolescence

D. Raufelder, Olga Bakadorova, 2018, Journal of Applied Developmental Psychology.

Social Relationships and Motivation in Secondary School: Four Different Motivation Types.

D. Raufelder, F. Hoferichter, Danilo Jagenow, 2013 .

What It Means to Be an Adolescent Teacher-and-Peer-Independent Motivation Type.

D. Raufelder, Hannah Marei Krunke, 2014 .

Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments

D. Raufelder, Sabine Schweder, 2021, Learning Environments Research.

Mothers and Fathers—Who Matters for STEM Performance? Gender-Specific Associations Between STEM Performance, Parental Pressure, and Support During Adolescence

D. Raufelder, F. Hoferichter, 2019, Front. Educ..

Interest, flow and learning strategies how the learning context affects the moderating function of flow

D. Raufelder, Sabine Schweder, 2021 .

Does self-determination predict the school engagement of four different motivation types in adolescence?

M. Eid, D. Raufelder, Kate Drury, 2016 .

THE INTERPLAY BETWEEN ADOLESCENTS’ PERCEPTIONS OF TEACHER‐STUDENT RELATIONSHIPS AND THEIR ACADEMIC SELF‐REGULATION: DOES LIKING A SPECIFIC TEACHER MATTER?

D. Raufelder, Megan A. Wood, Sandra Scherber, 2016 .

Do Belonging and Social Exclusion at School Affect Structural Brain Development During Adolescence?

N. Neumann, A. Beck, R. Lorenz, 2021, Child Development.

The interplay of parental support, parental pressure and test anxiety--Gender differences in adolescents.

D. Raufelder, Tobias Ringeisen, 2015, Journal of adolescence.

The development of socio-motivational dependency from early to middle adolescence

M. Eid, D. Raufelder, Danilo Jagenow, 2015, Front. Psychol..

How the learning context affects adolescents’ goal orientation, effort, and learning strategies

D. Raufelder, Stefan Kulakow, Sabine Schweder, 2019, The Journal of Educational Research.

Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments

D. Raufelder, Sabine Schweder, Sabine Schweder, 2021, Learning Environments Research.

Validating the proposed structure of the relationships among test anxiety and its predictors based on control-value theory: evidence for gender-specific patterns

D. Raufelder, S. Rohrmann, Tobias Ringeisen, 2016 .

The role of social belonging and exclusion at school and the teacher-student relationship for the development of learned helplessness in adolescents.

D. Raufelder, Stefan Kulakow, 2021, The British journal of educational psychology.

Frontal glutamate and reward processing in adolescence and adulthood

L. Deserno, A. Heinz, S. Kühn, 2015, Brain Structure and Function.

D. Raufelder, F. Hoferichter, Stefan Kulakow, 2021, Journal of adolescence.

THE PERSON-ORIENTED APPROACH IN THE FIELD OF EDUCATIONAL PSYCHOLOGY

D. Raufelder, F. Hoferichter, Danilo Jagenow, 2013, Problems of Psychology in the 21st Century.

A person-oriented approach to predict socio-motivational dependency in early adolescents

M. Eid, D. Raufelder, Danilo Jagenow, 2014 .

The relationship of school self-concept, goal orientations and achievement during adolescence

D. Raufelder, Olga Bakadorova, 2020, Self and Identity.

Does Stress Mediate the Association Between Emotional Intelligence and Life Satisfaction During Adolescence?

Konstanze Schoeps, D. Raufelder, Inmaculada Montoya-Castilla, 2019, The Journal of school health.

Examining different motivational patterns in individualized learning.

D. Raufelder, Stefan Kulakow, 2024, Journal of school psychology.

An Interdisciplinary Challenge: Method Triangulation in the Field of Brain Development and Motivation

Poppy, D. Raufelder, F. Hoferichter, 2013 .

The interplay of parental support, parental pressure and test anxiety--Gender differences in adolescents.

D. Raufelder, Tobias Ringeisen, 2015, Journal of adolescence.

How Do Primary and Early Secondary School Students Report Dealing with Positive and Negative Achievement Emotions in Class? A Mixed-Methods Approach

D. Raufelder, B. Moschner, J. Schlesier, 2024, Education Sciences.

A Model of Boys’ Body Image in Early Adolescence

D. Raufelder, A. Ittel, Sarah R. Braun, 2014 .

www.ssoar.info A Model of Boys' Body Image in Early Adolescence

D. Raufelder, Alexander Lätsch, R. P. Wilkinson, 2021 .

Academic self-concept, achievement, and goal orientations in different learning environments

D. Raufelder, Stefan Kulakow, Olga Steinberg, 2024, European Journal of Psychology of Education.

Adolescents' expectancy-value profiles in school context: The impact of self-directed learning intervals.

D. Raufelder, Sabine Schweder, 2022, Journal of adolescence.

Support from parents, teachers, and peers and the moderation of subjective and objective stress of secondary school student

D. Raufelder, F. Hoferichter, Miriam C. Hufenbach, 2024, Scientific reports.

Longitudinal Effects of Student-Perceived Classroom Support on Motivation – A Latent Change Model

D. Raufelder, Rebecca Lazarides, 2017, Front. Psychol..