Marko Lüftenegger
Marko Lüftenegger
Associate Professor, University of Vienna
Verified email at - Homepage
Cited by
Cited by
Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence
ER Pelikan, M Lüftenegger, J Holzer, S Korlat, C Spiel, B Schober
Zeitschrift für Erziehungswissenschaft 24 (2), 393-418, 2021
Lifelong learning as a goal–Do autonomy and self-regulation in school result in well prepared pupils?
M Lüftenegger, B Schober, R Van de Schoot, P Wagner, M Finsterwald, ...
Learning and Instruction 22 (1), 27-36, 2012
Higher education in times of COVID-19: University students’ basic need satisfaction, self-regulated learning, and well-being
J Holzer, M Lüftenegger, S Korlat, E Pelikan, K Salmela-Aro, C Spiel, ...
Aera Open 7, 23328584211003164, 2021
Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals.
L Bardach, S Oczlon, J Pietschnig, M Lüftenegger
Journal of Educational Psychology 112 (6), 1197, 2020
When will they blow my cover?
G Jöstl, E Bergsmann, M Lüftenegger, B Schober, C Spiel
Zeitschrift für Psychologie 220, 109-120, 2012
Teachers’ relationship closeness with students as a resource for teacher wellbeing: A response surface analytical approach
A Milatz, M Lüftenegger, B Schober
Frontiers in psychology 6, 1949, 2015
Fostering lifelong learning–Evaluation of a teacher education program for professional teachers
M Finsterwald, P Wagner, B Schober, M Lüftenegger, C Spiel
Teaching and teacher education 29, 144-155, 2013
Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study
ER Pelikan, S Korlat, J Reiter, J Holzer, M Mayerhofer, B Schober, C Spiel, ...
PloS one 16 (10), e0257346, 2021
Gender differences in digital learning during COVID-19: Competence beliefs, intrinsic value, learning engagement, and perceived teacher support
S Korlat, M Kollmayer, J Holzer, M Lüftenegger, ER Pelikan, B Schober, ...
Frontiers in psychology 12, 637776, 2021
Promotion of students’ mastery goal orientations: Does TARGET work?
M Lüftenegger, R Van de Schoot, B Schober, M Finsterwald, C Spiel
Educational Psychology 34 (4), 451-469, 2014
Conceptual issues and assessment of implicit theories
M Lüftenegger, JA Chen
Zeitschrift für Psychologie, 2017
Students’ achievement goals, learning-related emotions and academic achievement
M Lüftenegger, J Klug, K Harrer, M Langer, C Spiel, B Schober
Frontiers in psychology 7, 603, 2016
Mathematically gifted students and high achievement: The role of motivation and classroom structure
M Lüftenegger, M Kollmayer, E Bergsmann, G Jöstl, C Spiel, B Schober
High Ability Studies 26 (2), 227-243, 2015
Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive …
J Holzer, S Korlat, C Haider, M Mayerhofer, E Pelikan, B Schober, C Spiel, ...
PloS one 16 (5), e0251352, 2021
TALK-A training program to encourage lifelong learning in school
B Schober, M Finsterwald, P Wagner, M Lüftenegger, M Aysner, C Spiel
Zeitschrift für Psychologie/Journal of Psychology 215 (3), 183-193, 2007
Measuring a mastery goal structure using the TARGET framework
M Lüftenegger, US Tran, L Bardach, B Schober, C Spiel
Zeitschrift für Psychologie, 2017
Students' basic needs and well‐being during the COVID‐19 pandemic: A two‐country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion …
J Holzer, M Lüftenegger, U Käser, S Korlat, E Pelikan, ...
International Journal of Psychology 56 (6), 843-852, 2021
REFLECT–A teacher training program to promote gender equality in schools
M Kollmayer, MT Schultes, M Lüftenegger, M Finsterwald, C Spiel, ...
Frontiers in Education 5, 136, 2020
Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals
L Bardach, M Lüftenegger, S Oczlon, C Spiel, B Schober
European Journal of Psychology of Education 35, 477-493, 2020
Lernen unter COVID-19-Bedingungen. Erste Ergebnisse Schüler* innen
B Schober, M Lüftenegger, C Spiel, J Holzer, SK Ikanovic, E Pelikan, ...
Learning under COVID-19 Conditions. First Results Pupils]. Available at …, 2020
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