Gabriele Steuer
University of Augsburg
MetacognitionHigher educationPhilosophyMathematics educationGermanHumanitiesPsychologyNeed for achievementSituational judgement testPolitical scienceCognitive psychologyPedagogyPerceptionSelf-regulated learningLearning environmentDomain specificityQuality (business)Learning from errorsLearning motivationEducational researchApplied psychologySocial psychologyGoal orientationRelevance (information retrieval)Conceptualization
31Publications
10H-index
248Citations
Publications 31
Newest
#1Gabriele Steuer (University of Augsburg)H-Index: 10
#2Maria Tulis (University of Salzburg)H-Index: 2
Last. Markus Dresel (Augsburg College)H-Index: 19
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A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in different school subjects and whether the same int...
Source
#1Gabriele SteuerH-Index: 10
#2Tobias EngelschalkH-Index: 6
Last. Markus DreselH-Index: 19
view all 4 authors...
Source
#1Sonja Bieg (Augsburg College)H-Index: 6
#2Gabriele Steuer (Augsburg College)H-Index: 10
Last. Markus Dresel (Augsburg College)H-Index: 19
view all 4 authors...
Reformschulen verfolgen von ihrem Selbstverstandnis her einen Ansatz, der u. a. durch eine starke Betonung von Individualisierung und der Selbstregulation des Lernens gekennzeichnet ist. Bezuglich der motivationalen Bedingungen im Unterricht kann entsprechend erwartet werden, dass sich Reformschulen gegenuber Regelschulen durch ein gunstigeres motivationales Klima charakterisieren lassen, das mit einer gunstigeren Motivation und gunstigerem emotionalem Erleben seitens der Schuler(innen) in Bezie...
Source
#1Gabriele Steuer (University of Augsburg)H-Index: 10
#2Tobias Engelschalk (University of Augsburg)H-Index: 6
Last. Markus Dresel (University of Augsburg)H-Index: 19
view all 4 authors...
Abstract. For learners, motivational regulation represents a daily challenge in terms of initiating, increasing and maintaining motivation. Crucial here is conditional knowledge about which motivat...
7 CitationsSource
#1Nicole Eckerlein (University of Augsburg)H-Index: 3
#2Anne Roth (Technische Universität Darmstadt)H-Index: 3
Last. Markus Dresel (University of Augsburg)H-Index: 19
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Previous studies have shown that the use of motivational regulation strategies has the potential to sustain invested effort and persistence in the learning process. Combining different methods (questionnaires and standardized diaries), the present study aimed to determine the role of motivational regulation in an exam preparation period. Motivational regulation is differentiated in a quantitative (extent of strategy use) and a qualitative (planning, implementing, monitoring and correcting strate...
8 CitationsSource
#1Maria Tulis (University of Augsburg)H-Index: 5
#2Gabriele Steuer (University of Augsburg)H-Index: 10
Last. Markus Dresel (University of Augsburg)H-Index: 19
view all 3 authors...
AbstractResearch on learning from errors gives reason to assume that errors provide a high potential to facilitate deep learning if students are willing and able to take these learning opportunities. The first aim of this study was to analyse whether beliefs about errors as learning opportunities can be theoretically and empirically distinguished from adaptive reactions to errors in an affective-motivational sense (including the maintenance of motivation and activating emotions), and in terms of...
13 CitationsSource
#1Tobias EngelschalkH-Index: 6
#2Gabriele SteuerH-Index: 10
Last. Markus DreselH-Index: 19
view all 3 authors...
Source
#1Gabriele SteuerH-Index: 10
#2Nicole EckerleinH-Index: 3
Last. Markus DreselH-Index: 19
view all 8 authors...
#1Tobias Engelschalk (University of Augsburg)H-Index: 6
#2Gabriele Steuer (University of Augsburg)H-Index: 10
Last. Markus Dresel (University of Augsburg)H-Index: 19
view all 3 authors...
AbstractEffective regulation of motivation can be theoretically explained by both the extent of motivational regulation strategies used (quantity) and their optimal implementation (quality). Researchers have not yet analysed the significance of both aspects for learning success simultaneously. In the present study, 188 students were presented with different descriptions of prototypical learning situations paired with specific causes for poor motivation and were asked to report both the quantity ...
17 CitationsSource
#1Nicole EckerleinH-Index: 3
#2Gabriele SteuerH-Index: 10
Last. Markus DreselH-Index: 19
view all 3 authors...