Barbara Moschner
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Feeling better when working with creative tools? Exploring the effects of a sketchnote intervention on students’ achievement emotions Open
Sketchnoting is a visual note taking strategy that combines written notations with drawings. The potential is seen, in particular, in providing space for enjoyable learning. Since empirical evidence on how sketchnoting effects emotions is …
Predictors of primary school teachers’ self-efficacy beliefs for inclusive education Open
Introduction Teachers’ self-efficacy is considered to be an essential personal resource which underlies the successful implementation of inclusion. The development of self-efficacy is supposedly linked to four main sources: Mastery and vic…
How Do Primary and Early Secondary School Students Report Dealing with Positive and Negative Achievement Emotions in Class? A Mixed-Methods Approach Open
Students experience both positive and negative emotions during lessons. However, little research has been conducted into students’ perspectives on how they deal with these emotions. For this reason, the current study aimed to investigate h…
Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7) Open
This paper describes the development and validation of an instrument to assess how students deal with emotionally challenging classroom situations (the DECCS Questionnaire). The questionnaire is based on a vignette with one learning and on…
Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: does academic self-concept play an interactive role? Open
The present study aimed to examine the specific relations between five motivational regulation strategies (i.e., interest enhancement, environmental control, self-consequating, performance self-talk, mastery self-talk), academic self-conce…