Yves Karlen

University of Zurich

Switzerland

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Research Interests

Educational Psychology

100%

Educational Technology

30%

Self-regulated Learning

100%

Teaching And Learning

90%

Self-efficacy

50%

Student Development

40%

Motivation Psychology

40%

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Articles16

Teachers matter: linking teachers and students’ self-regulated learning

Year:

2024

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

Year:

2024

Video-based classroom insights: Promoting self-regulated learning in the context of teachers’ professional competences and students’ skills in self-regulated learning

Year:

2024

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

Year:

2024

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

Year:

2024

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

Year:

2024

Teachers’ motivation: Exploring the success expectancies, values and costs of the promotion of self-regulated learning

Year:

2023

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

Year:

2023

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

Year:

2022

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

Year:

2021

Machen Überzeugungen den Unterschied?

Year:

2021

Fähigkeitstheorien zum selbstregulierten Lernen: Die Bedeutung von impliziten Theorien und Fähigkeitsselbstkonzept für das Lernen und die akademische Leistung

Year:

2021

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

Year:

2021

Implicit theories of self‐regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition

Year:

2020

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

Year:

2020

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

Year:

2020

Collaborators1

Carmen Nadja Hirt

University of Zurich

SWITZERLAND

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