Birgit Spinath
Birgit Spinath
Professorin für Pädagogische Psychologie, Universität Heidelberg
Adresse e-mail validée de psychologie.uni-heidelberg.de
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The importance of motivation as a predictor of school achievement
R Steinmayr, B Spinath
Learning and individual differences 19 (1), 80-90, 2009
6242009
Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value
B Spinath, FM Spinath, N Harlaar, R Plomin
Intelligence 34 (4), 363-374, 2006
5102006
The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills
RJ Sternberg, Rainbow Project Collaborators
Intelligence 34 (4), 321-350, 2006
4122006
Skalen zur Erfassung der Lern-und Leistungsmotivation: SELLMO
B Spinath, J Stiensmeier-Pelster, C Schöne, O Dickhäuser
Hogrefe, 2002
358*2002
Sex differences in school achievement: What are the roles of personality and achievement motivation?
R Steinmayr, B Spinath
European Journal of Personality: Published for the European Association of …, 2008
3412008
Akkuratheit der Einschätzung von Schülermerkmalen durch Lehrer und das Konstrukt der diagnostischen Kompetenz: Accuracy of teacher judgments on student characteristics and the …
B Spinath
Zeitschrift für pädagogische Psychologie 19 (1/2), 85-95, 2005
2802005
Skalen zur Erfassung des schulischen Selbstkonzepts: SESSKO
C Schöne, O Dickhäuser, B Spinath, J Stiensmeier-Pelster
Hogrefe, 2002
2412002
Predicting school achievement in boys and girls
HH Freudenthaler, B Spinath, AC Neubauer
European Journal of Personality: Published for the European Association of …, 2008
2312008
Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children
B Spinath, FM Spinath
Learning and instruction 15 (2), 87-102, 2005
2092005
How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence
M Schwinger, R Steinmayr, B Spinath
Learning and Individual Differences 19 (4), 621-627, 2009
1892009
Die Skalen zum akademischen Selbstkonzept: Konstruktion und Überprüfung eines neuen Instrumentes
O Dickhäuser, C Schöne, B Spinath, J Stiensmeier-Pelster
Zeitschrift für differentielle und diagnostische Psychologie: ZDDP 23 (4 …, 2002
1742002
Domain-specific school achievement in boys and girls as predicted by intelligence, personality and motivation
B Spinath, HH Freudenthaler, AC Neubauer
Personality and Individual Differences 48 (4), 481-486, 2010
1522010
Goal orientations predict academic performance beyond intelligence and personality
R Steinmayr, T Bipp, B Spinath
Learning and individual differences 21 (2), 196-200, 2011
1392011
Personality and achievement motivation: Relationship among Big Five domain and facet scales, achievement goals, and intelligence
T Bipp, R Steinmayr, B Spinath
Personality and Individual Differences 44 (7), 1454-1464, 2008
1332008
Gender differences in school success: what are the roles of students’ intelligence, personality and motivation?
B Spinath, C Eckert, R Steinmayr
Educational Research 56 (2), 230-243, 2014
1272014
Development of self-perceived ability in elementary school: The role of parents’ perceptions, teacher evaluations, and intelligence
B Spinath, FM Spinath
Cognitive Development 20 (2), 190-204, 2005
1262005
Longitudinal analysis of intrinsic motivation and competence beliefs: Is there a relation over time?
B Spinath, R Steinmayr
Child Development 79 (5), 1555-1569, 2008
1232008
Neural efficiency as a function of task demands
B Dunst, M Benedek, E Jauk, S Bergner, K Koschutnig, M Sommer, ...
Intelligence 42, 22-30, 2014
1172014
Goal orientation and achievement: The role of ability self-concept and failure perception
B Spinath, J Stiensmeier-Pelster
Learning and Instruction 13 (4), 403-422, 2003
1152003
Not all roads lead to Rome—Comparing different types of motivational regulation profiles
M Schwinger, R Steinmayr, B Spinath
Learning and Individual Differences 22 (3), 269-279, 2012
1142012
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