Marold Wosnitza

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Emotions in group work: insights from an appraisal-oriented perspective

Karen Zschocke, Marold Wosnitza, K. Bürger, 2016 .

Contemporary Motivation Research: From Global to Local Perspectives

Marold Wosnitza, 2009 .

Origin, direction and impact of emotions in social online learning

Marold Wosnitza, Simone Volet, S. Volet, 2005 .

Group Heterogeneity and Homogeneity in Personal Content Goals for a Group Learning Activity: Impact on Individual Appraisals

S. Volet, Marold Wosnitza, 2012 .

Análisis de clúster de perspectivas de participantes en MOOC

Mohamed Amine Chatti, U. Schroeder, Marold Wosnitza, 2015 .

Trajectories of change in university students’ general views of group work following one single group assignment: significance of instructional context and multidimensional aspects of experience

S. Volet, Marold Wosnitza, 2014 .

Keeping cool: Embedding resilience in the initial teacher education curriculum

Caroline F. Mansfield, Andrew McConney, L. Pelliccione, 2012 .

A multidimensional view on Pre-service teacher resilience in Germany, Ireland, Malta and Portugal

C. Cefai, M. Morgan, Marold Wosnitza, 2018 .

Emotions in group work: insights from an appraisal-oriented perspective

Karen Zschocke, Marold Wosnitza, Kathrin Bürger, 2015, European Journal of Psychology of Education.

A Cluster Analysis of MOOC Stakeholder Perspectives

Ulrik Schroeder, Mohamed Amine Chatti, Ahmed Mohamed Fahmy Yousef, 2015, International Journal of Educational Technology in Higher Education.

The role of self- and social directed goals in a problem-based, collaborative learning context

Dirk T. Tempelaar, S. Volet, B. Rienties, 2013, Higher Education.

Teaching goals of early career university teachers in Germany

Marold Wosnitza, K. Helker, Lucas Lohbeck, 2014 .

Using online modules to build capacity for teacher resilience

Caroline F. Mansfield, Tania Broadley, Marold Wosnitza, 2018 .

Goals for Teaching: Towards a Framework for Examining Motivation of Graduating Teachers.

Caroline F. Mansfield, Marold Wosnitza, S. Beltman, 2012 .

Fostering teachers’ resilience and well-being through professional learning: effects from a training programme

M. J. Gouveia, Marold Wosnitza, F. Peixoto, 2019, The Australian Educational Researcher.

How Does Apprentice Resilience Work

Marold Wosnitza, Jennifer Schwarze, 2018 .

Motivation goals during adolescence: a cross-sectional perspective

Caroline F. Mansfield, Marold Wosnitza, 2010 .

The Effect of Peer Assessment Rubrics on Learners' Satisfaction and Performance Within a Blended MOOC Environment

Ulrik Schroeder, Mohamed Amine Chatti, Ahmed Mohamed Fahmy Yousef, 2015, CSEDU.

Learning and motivation in multiple contexts: the development of a heuristic framework

Marold Wosnitza, Susan Beltman, Marold Wosnitza, 2012 .

Learning and motivation in multiple contexts: the development of a heuristic framework

Marold Wosnitza, S. Beltman, 2011, European Journal of Psychology of Education.

Who's having a say in your choice of study? The influence of others on the decision to study teacher education or engineering.

Marold Wosnitza, S. Beltman, 2010 .

"You are getting too old, find a man and marry": Social Aspects of Motivation to Choose Teacher Education

Marold Wosnitza, S. Beltman, 2008 .

Resilience in education: Emerging trends in recent research

Marold Wosnitza, F. Peixoto, 2018 .

A Usability Evaluation of a Blended MOOC Environment: An Experimental Case Study.

Ulrik Schroeder, Mohamed Amine Chatti, Ahmed Mohamed Fahmy Yousef, 2015 .

What Drives a Successful MOOC? An Empirical Examination of Criteria to Assure Design Quality of MOOCs

Ulrik Schroeder, Mohamed Amine Chatti, Ahmed Mohamed Fahmy Yousef, 2014, 2014 IEEE 14th International Conference on Advanced Learning Technologies.

Responsibility in the School Context - Development and Validation of a Heuristic Framework

Marold Wosnitza, K. Helker, 2014 .

The State of MOOCs from 2008 to 2014: A Critical Analysis and Future Visions

Ulrik Schroeder, Mohamed Amine Chatti, Ahmed Mohamed Fahmy Yousef, 2014, CSEDU.

Effective design of blended MOOC environments in higher education

Ulrik Schroeder, Ahmed Mohamed Fahmy Yousef, Marold Wosnitza, 2015 .

MOOCs - A Review of the State-of-the-Art

Ulrik Schroeder, Mohamed Amine Chatti, Ahmed Mohamed Fahmy Yousef, 2014, CSEDU.

Trajectories of change in university students’ general views of group work following one single group assignment: significance of instructional context and multidimensional aspects of experience

S. Volet, Marold Wosnitza, 2013, European Journal of Psychology of Education.

The Multidimensional Teachers’ Resilience Scale: Validation for Portuguese Teachers

Caroline F. Mansfield, Marold Wosnitza, F. Peixoto, 2020, Journal of Psychoeducational Assessment.

Students' Objects of Pride in a Learner-Focused School Setting: An Exploratory Study.

Marold Wosnitza, Judith Fraenken, 2019 .

The role of self- and social directed goals in a problem-based, collaborative learning context

Dirk T. Tempelaar, Bart Rienties, Wim H. Gijselaers, 2013 .

Inquiry and groups: student interactions in cooperative inquiry-based science

Marold Wosnitza, A. Woods-McConney, K. Sturrock, 2016 .

Universities as a Place of Self-Regulated Vocational Education and Training

Marold Wosnitza, K. Helker, Balthasar Eugster, 2013 .

Consistently inconsistent: teachers’ beliefs about help seeking and giving when students work in groups

S. Karabenick, Marold Wosnitza, A. Woods-McConney, 2015 .