Maike Krannich
Maike Krannich
Bestätigte E-Mail-Adresse bei uzh.ch
Titel
Zitiert von
Zitiert von
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Being over-or underchallenged in class: Effects on students' career aspirations via academic self-concept and boredom
M Krannich, T Goetz, AA Lipnevich, M Bieg, AL Roos, ES Becker, ...
Learning and Individual Differences 69, 206-218, 2019
212019
NEPS Technical Report for Reading-Scaling Results of Starting Cohort 3 for Grade 7 (NEPS SURVEY PAPERS No. 14)
M Krannich, O Jost, T Rohm, I Koller, CH Carstensen, L Fischer, ...
Bamberg.[Google Scholar], 2017
92017
Performance Feedback and Emotions
T Goetz, AA Lipnevich, M Krannich, K Gogol
82018
Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis
AL Roos, T Goetz, M Voracek, M Krannich, M Bieg, A Jarrell, R Pekrun
Educational Psychology Review, 1-40, 2020
72020
Boredom
T Goetz, NC Hall, M Krannich
62019
Technological Pedagogical Content Knowledge. Entwicklungen und Implikationen
M Schmid, M Krannich, D Petko
Journal für LehrerInnenbildung 20 (1), 116-124, 2020
42020
Langeweile
T Götz, M Krannich, AL Roos, K Gogol
Swiss Journal of Educational Science 40 (3), 663-682, 2018
22018
NEPS TECHNiCaL REPoRT FoR REadiNG: SCaLiNG RESuLTS oF STaRTiNG CoHoRT 3 FoR GRadE 7
M Krannich, O Jost, T Rohm, I Koller, CH Carstensen, L Fischer, ...
22017
The effects of boredom due to being over-or underchallenged on students’ occupational choice intentions
M Krannich, T Götz, AA Lipnevich
2016 Annual Meeting of the American Educational Research Association (AERA), 2016
22016
It’s boring I won’t do that: State and Trait boredom predicting students’ career aspirations
M Krannich, T Goetz, AA Lipnevich, AL Roos
AERA 2017 Annual Meeting, 2017
12017
Test anxiety and physiological arousal: a systematic review
AL Roos, T Goetz, M Bieg, M Krannich, MH Donker, J Taxer
AERA 2017 Annual Meeting, 2017
12017
How does information consistency influence prospective teachers’ decisions about task difficulty assignments? A within-subject experiment to explain data-based decision-making …
T Kärner, J Warwas, M Krannich, N Weichsler
Learning and Instruction 74, 101440, 2021
2021
Should I grade or should I comment: Links among feedback, emotions, and performance
AA Lipnevich, D Murano, M Krannich, T Goetz
Learning and Individual Differences 89, 102020, 2021
2021
Test anxiety components: an intra-individual approach testing their control antecedents and effects on performance
AL Roos, T Goetz, M Krannich, A Jarrell, M Donker, T Mainhard
Anxiety, Stress, & Coping, 1-20, 2020
2020
Antecedents and Effects of Boredom at School: A Matter of Being Over-or Underchallenged
M Krannich
2019
Only Boring Students Get Bored?: A New Perspective on Academic Boredom
T Goetz, NC Hall, M Krannich
2018 Annual Meeting of the American Educational Research Association (AERA), 2018
2018
Heterogeneity in the classroom: Differential effects of students’ being over-or underchallenged on their career aspirations via boredom?
M Krannich, T Götz, AL Roos
51. Tagung der Deutschen Gesellschaft für Psychologie (DGPs), 2018
2018
Optimizing emotion regulation: Zooming in on the antecedents and effects of anxiety components
AL Roos, T Goetz, M Krannich, K Gogol, A Jarrell
AERA 2018 Annual Meeting, 2018
2018
Skalen zur Erfassung von Langeweile-Coping im Lern-und Leistungskontext
UE Nett, T Götz, M Krannich
Emotionen und Emotionsregulation in Schule und Hochschule, 273, 2018
2018
Boredom due to over-and underchallenge and its connection to career aspirations and creativity
M Krannich
2017
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