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Jean-Louis Berger
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Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms
JL Berger, SA Karabenick
Learning and instruction 21 (3), 416-428, 2011
4482011
Teaching experience, teachers’ beliefs, and self-reported classroom management practices: A coherent network
JL Berger, C Girardet, C Vaudroz, M Crahay
SAGE open 8 (1), 2158244017754119, 2018
2132018
Help seeking as a self-regulated learning strategy
SA Karabenick, JL Berger
Applications of self-regulated learning across diverse disciplines: A …, 2012
1912012
Becoming a VET teacher as a second career: Investigating the determinants of career choice and their relation to perceptions about prior occupation
JL Berger, Y D'Ascoli
Asia-Pacific journal of teacher education 40 (3), 317-341, 2012
1482012
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
1262021
Teacher professional identity as multidimensional: mapping its components and examining their associations with general pedagogical beliefs
JL Berger, K Lê Van
Educational Studies 45 (2), 163-181, 2019
1072019
Construct validity of self-reported metacognitive learning strategies
JL Berger, SA Karabenick
Educational assessment 21 (1), 19-33, 2016
972016
Motivation to become a teacher: A Norwegian validation of the factors influencing teaching choice scale
K Nesje, C Brandmo, JL Berger
Scandinavian Journal of Educational Research 62 (6), 813-831, 2018
882018
Les motivations à devenir enseignant: revue de la question chez les enseignants de première et deuxième carrière
JL Berger, Y D’ascoli
Revue française de pédagogie 177 (2), 113-146, 2011
872011
Motivations to become vocational education and training educators: a person-oriented approach
JL Berger, Y D’Ascoli
Vocations and Learning 5, 225-249, 2012
722012
Vocational teachers’ classroom management style: the role of motivation to teach and sense of responsibility
JL Berger, C Girardet
European Journal of Teacher Education 44 (2), 200-216, 2021
602021
Métacognition et croyances motivationnelles: un mariage de raison
JL Berger, F Büchel
Revue française de pédagogie 179 (2), 95-128, 2012
562012
Strategy acquisition by children with general learning difficulties through metacognitive training
MS Bosson, MGP Hessels, C Hessels-Schlatter, JL Berger, NM Kipfer, ...
Australian Journal of Learning Difficulties 15 (1), 13-34, 2010
522010
Fostering self-regulated learning in intervention and regular teaching
C Brandmo, JL Berger
Journal of Cognitive Education and Psychology 12 (2), 127-137, 2013
32*2013
Uncovering vocational students’ multiple goal profiles in the learning of professional mathematics: differences in learning strategies, motivational beliefs and cognitive abilities
JL Berger
Educational Psychology, 2012
312012
The determinants of VET educators’ occupational choice
JL Berger, C Girardet
Education+ Training 57 (1), 108-126, 2015
282015
L'autorégulation de l'apprentissage: perspectives théoriques et applications
JL Berger, FP Büchel
Ovadia, 2013
262013
Group assessment of learning potential of pupils in mainstream primary education and special education classes
MPG Hessels, JL Berger, M Bosson
Journal of Cognitive Education and Psychology 7 (1), 43-69, 2008
252008
Strategy motivation and strategy use: Role of student appraisals of utility and cost
SA Karabenick, JL Berger, E Ruzek, K Schenke
Metacognition and Learning 16 (2), 345-366, 2021
242021
Factors influencing the evolution of vocational teachers' beliefs and practices related to classroom management during teacher education
C Girardet, B Jean-Louis
Australian Journal of Teacher Education (Online) 43 (4), 138-158, 2018
242018
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