Yves Karlen

University of Zurich

Switzerland

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Articles (19)

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2025

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2020

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2020

Collaborators (2)

Carmen Nadja Hirt

University of Zurich

SWITZERLAND

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Ferdinand Stebner

University of Osnabrück

GERMANY

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Yves Karlen

Research Interests

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Articles (19)

Understanding the development of teachers’ self-efficacy to promote self-regulated learning: a quasi-experimental study on the role of experience, mindset, and self-regulated learning skills

One step ahead: Effects of a professional development program on teachers’ professional competencies in self-regulated learning

Measuring individual differences in students' knowledge about self-regulated learning strategies with a digital tool

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

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

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

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

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

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

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

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

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

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

Machen Überzeugungen den Unterschied?

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

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

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

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

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

Collaborators (2)

Carmen Nadja Hirt

Ferdinand Stebner

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