Publikationen

Aktuelle Publikationen der Professur

• Karlen, Y., Hirt, C. N., Jud, J., Rosenthal, A., & Eberli, T. D. (2023). Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition. Teaching and Teacher Education, 125. https://doi.org/10.1016/j.tate.2023.104055 (Download)
• Hirt, C. N., Jud, J., Rosenthal, A., & Karlen, Y. (2022). How Motivated are Teachers to Promote Self-Regulated Learning? A Latent Profile Analysis in the Context of Expectancy-Value Theory. Frontline Learning Research, 10(2), 46-65. https://doi.org/10.14786/flr.v10i2.1113 (Download)
• Karlen, Y., Bühlmann, F., Compagnoni, M., Pfaffhauser, R., Schuler, N., & Zimmerli, C. (2022). Überfachliche Kompetenzen stärken. Anregungen für die Planung, Förderung und Einschätzung überfachlicher Kompetenzen. Pädagogische Hochschule FHNW. https://doi.org/10.26041/fhnw-4237
• Hertel, S., & Karlen, Y. (2021). Machen Überzeugungen den Unterschied? Unterrichtswissenschaft, 49(4), 491-501. https://doi.org/10.1007/s42010-021-00135-6
• Karlen, Y., & Hertel, S. (2021). Editorial: The Power of Implicit Theories for Learning in Different Educational Contexts. Frontiers in Education, 6:788759. https://doi.org/10.3389/feduc.2021.788759
• Hirt, C. N., Karlen, Y., Maag Merki, K., & Suter, F. (2021). What makes high achievers different from low achievers? Self-regulated learners in the context of a high-stakes academic long-term task. Learning and Individual Differences, 92:102085. https://doi.org/10.1016/j.lindif.2021.102085
• Karlen, Y., Hirt, C., & Stebner, F. (2021). Fähigkeitstheorien zum selbstregulierten Lernen: Die Bedeutung von impliziten Theorien und Fähigkeitsselbstkonzept für das Lernen und die akademische Leistung. Unterrichtswissenschaft, 49(4), 503-524. https://doi.org/10.1007/s42010-021-00131-w
  
• Karlen, Y., Hirt, C. N., Liska, A., & Stebner, F. (2021). Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement. Frontiers in Psychology, 12, Article 61142.  https://doi.org/10.3389/fpsyg.2021.661142
  
• Hertel, S., & Karlen, Y. (2021). Implicit theories of self-regulated learning: Interplay with students' achievement goals, learning strategies, and metacognition. British Journal of Educational Psychology, 91(3), 972-996. https://doi.org/10.1111/bjep.12402
• Hirt, C., Karlen, Y., Suter, F., & Merki, K. M. (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. Frontline Learning Research, 74-111. https://doi.org/10.14786/flr.v8i4.627
• Karlen, Y., Hertel, S., & Hirt, C. N. (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. Frontiers in Education, 5(159). https://doi.org/10.3389/feduc.2020.00159
• van der Beek, S., Bellhäuser, H., Karlen, Y., & Hertel, S. (2020). New ways in fostering self-regulated learning at university: How effective are web-based courses when compared to regular attendance-based courses? Zeitschrift für Pädagogische Psychologie, 34(2), 117-129. https://doi.org/10.1024/1010-0652/a000254
• Compagnoni, M., Karlen, Y., & Maag Merki, K. (2019). Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten. Metacognition and Learning, 14(3), 291-314. https://doi.org/10.1007/s11409-019-09190-y
• Hirt, C. (2019). Social Help-Seeking – Soziale Hilfesuche im Kontext wissenschaftspropädeutischer Arbeiten: eine quantitative Analyse im Rahmen des Projekts SelMa (Selbstreguliertes Lernen und Maturaarbeit) der Universität Zürich. Zürich: Universität Zürich. https://www.zora.uzh.ch/id/eprint/173656/
• Karlen, Y., Suter, F., Hirt, C., & Maag Merki, K. (2019). The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context of a long-term challenging task. Learning and Individual Differences, 74. https://doi.org/10.1016/j.lindif.2019.101757
• Karlen, Y., Maag Merki, K., Hirt, C., & Suter, F. (2018). Sind Gymnasiastinnen und Gymnasiasten mit mehr Grit erfolgreicher? Untersuchung der Zusammenhänge zwischen Grit, selbstreguliertem Lernen und Lernerfolg. Unterrichtswissenschaft, 46(4), 437–459. https://doi.org/10.1007/s42010-018-0030-z

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