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Fani Lauermann
Fani Lauermann
University of Bonn, TU Dortmund University, University of Michigan
Verified email at uni-bonn.de
Title
Cited by
Cited by
Year
Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout
F Lauermann, J König
Learning and Instruction 45, 9-19, 2016
5182016
Math-related career aspirations and choices within Eccles et al.’s expectancy–value theory of achievement-related behaviors.
F Lauermann, YM Tsai, JS Eccles
Developmental psychology 53 (8), 1540, 2017
2742017
Taking teacher responsibility into account (ability): Explicating its multiple components and theoretical status
F Lauermann, SA Karabenick
Educational psychologist 46 (2), 122-140, 2011
2312011
The meaning and measure of teachers' sense of responsibility for educational outcomes
F Lauermann, SA Karabenick
Teaching and teacher education 30, 13-26, 2013
2012013
Teacher responsibility from the teacher's perspective
F Lauermann
International Journal of Educational Research 65, 75-89, 2014
1332014
Longitudinal relations between teaching-related motivations and student-reported teaching quality
AK Praetorius, F Lauermann, RM Klassen, O Dickhäuser, S Janke, ...
Teaching and teacher education 65, 241-254, 2017
1322017
Teachers’ sense of responsibility for educational outcomes and its associations with teachers’ instructional approaches and professional wellbeing
MC Matteucci, D Guglielmi, F Lauermann
Social Psychology of Education 20, 275-298, 2017
1172017
Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement
F Lauermann, JL Berger
Learning and Instruction 76, 101441, 2021
1142021
Academic identity formation and motivation among ethnic minority adolescents: The role of the “self” between internal and external perceptions of identity
JS Matthews, M Banerjee, F Lauermann
Child development 85 (6), 2355-2373, 2014
952014
Cross‐domain trajectories of students’ ability self‐concepts and intrinsic values in math and language arts
H Gaspard, F Lauermann, N Rose, A Wigfield, JS Eccles
Child Development 91 (5), 1800-1818, 2020
672020
Cultural beliefs and instructional intentions: Do experiences in teacher education institutions matter?
R Kumar, F Lauermann
American Educational Research Journal 55 (3), 419-452, 2018
622018
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes
F Lauermann, I ten Hagen
Educational psychologist 56 (4), 265-282, 2021
612021
Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains.
F Lauermann, A Meißner, R Steinmayr
Journal of Educational Psychology 112 (2), 364, 2020
582020
Gendered paths into STEM-related and language-related careers: Girls’ and boys’ motivational beliefs and career plans in math and language arts
R Lazarides, F Lauermann
Frontiers in Psychology 10, 440689, 2019
512019
Differential effects of adolescents’ expectancy and value beliefs about math and English on math/science-related and human services-related career plans
F Lauermann, A Chow, JS Eccles
International Journal of Gender, Science and Technology 7 (2), 205-228, 2015
502015
Teacher motivation, responsibility, pedagogical knowledge and professionalism: A new era for research
F Lauermann
OECD, 2017
422017
Teacher motivation and professional commitment in the United States: The role of motivations for teaching, teacher self-efficacy and sense of professional responsibility.
F Lauermann, SA Karabenick, R Carpenter, C Kuusinen
Cambridge University Press, 2017
422017
Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping.
M Schwinger, M Trautner, N Pütz, S Fabianek, G Lemmer, F Lauermann, ...
Journal of Educational Psychology 114 (3), 576, 2022
362022
Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter.
DK Benden, F Lauermann
Journal of Educational Psychology 114 (5), 1062, 2022
342022
The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes
F Lauermann, R Butler
Educational Psychologist 56 (4), 243-249, 2021
332021
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