Yves Karlen

University of Zurich

Switzerland

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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

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Year:

2025

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

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Year:

2025

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

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Year:

2025

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

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Year:

2024

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

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Year:

2024

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

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Year:

2024

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

Article Link

Year:

2024

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

Article Link

Year:

2024

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

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Year:

2024

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

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Year:

2023

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

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Year:

2023

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

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Year:

2022

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

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Year:

2021

Machen Überzeugungen den Unterschied?

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Year:

2021

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

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Year:

2021

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

Article Link

Year:

2021

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

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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

Article Link

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

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Year:

2020

Collaborators (2)

Carmen Nadja Hirt

University of Zurich

SWITZERLAND

Ferdinand Stebner

University of Osnabrück

GERMANY

Yves Karlen

Research Interests

Explore related searches

Contact this professor

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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