Yves Karlen

发表

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

Yves Karlen, S. Hertel, C. Hirt, 2020, Frontiers in Education.

Implicit theories of self-regulated learning: Interplay with students' achievement goals, learning strategies, and metacognition.

Yves Karlen, S. Hertel, 2020, The British journal of educational psychology.

Implicit Theory of Writing Ability: Relationship to Metacognitive Strategy Knowledge and Strategy Use in Academic Writing

Yves Karlen, M. Compagnoni, Miriam Compagnoni, 2017 .

Reliability and Validity Analyses of a Newly Developed Test to Assess Learning Strategy Knowledge

Yves Karlen, Katharina Maag Merki, Erich Ramseier, 2013, Journal of Cognitive Education and Psychology.

The development of a new instrument to assess metacognitive strategy knowledge about academic writing and its relation to self-regulated writing and writing performance

Yves Karlen, 2017 .

Perceived learning environments and metacognitive strategy knowledge at the upper secondary school level

Yves Karlen, 2016 .

New ways in fostering self-regulated learning at university: How effective are web-based courses when compared to regular attendance-based courses?

Yves Karlen, S. Hertel, Henrik Bellhäuser, 2020 .

The relationship between success and failure causal attributions and achievement goal orientations

Yves Karlen, C. Hirt, K. M. Merki, 2022, Learning and Individual Differences.

The effects of self-regulation training on self-regulated learning competencies and cognitive load

D. Leutner, Theresa Dicke, Ferdinand Stebner, 2019, Advances in Cognitive Load Theory.

How Motivated are Teachers to Promote Self-Regulated Learning? A Latent Profile Analysis in the Context of Expectancy-Value Theory

Yves Karlen, C. Hirt, Johannes Jud, 2022, Frontline Learning Research.

The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context of a long-term challenging task

Yves Karlen, C. Hirt, Katharina Maag Merki, 2019, Learning and Individual Differences.

Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten

Yves Karlen, Katharina Maag Merki, Miriam Compagnoni, 2019, Metacognition and Learning.

What makes high achievers different from low achievers? Self-regulated learners in the context of a high-stakes academic long-term task

Yves Karlen, C. Hirt, K. M. Merki, 2021, Learning and Individual Differences.

Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement

Ferdinand Stebner, Yves Karlen, C. Hirt, 2021, Frontiers in Psychology.

Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners

Yves Karlen, 2016 .

Types of social help-seeking strategies in different and across specific task stages of a real, challenging long-term task and their role in academic achievement

Yves Karlen, C. Hirt, K. M. Merki, 2020 .

Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition

Yves Karlen, C. Hirt, Johannes Jud, 2023, Teaching and Teacher Education.

Are profiles of self-regulated learning and intelligence mindsets related to students’ self-regulated learning and achievement?

Yves Karlen, Silke Hertel, Katharina Reschke, 2024, Learning and Instruction.

Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning

Yves Karlen, Silke Hertel, 2024, Unterrichtswissenschaft.

Teachers’ assessment of self-regulated learning: Linking professional competences, assessment practices, and judgment accuracy

Yves Karlen, Kerstin Bäuerlein, Sabrina Brunner, 2023, Social Psychology of Education.

The effect of individual differences in the development of metacognitive strategy knowledge

Yves Karlen, Erich Ramseier, K. M. Merki, 2014, Instructional Science.

Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?

Yves Karlen, C. Hirt, Johannes Jud, 2024, Metacognition and Learning.