Stefan Fries
Bielefeld University
Educational psychologyDevelopmental psychologyMathematics educationPsychologyCognitionCognitive psychologyPedagogyProcrastinationPerspective (graphical)Well-beingValue (ethics)Action (philosophy)Academic achievementSelf-controlAffect (psychology)Computer scienceSocial value orientationsExperience sampling methodApplied psychologySocial psychology
118Publications
24H-index
1,470Citations
Publications 126
Newest
#1Manfred HoferH-Index: 21
#2Stefan FriesH-Index: 24
Last. Axel Grund (University of Luxembourg)H-Index: 9
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#1Kerstin Senker (Bielefeld University)H-Index: 1
#2Stefan Fries (Bielefeld University)H-Index: 24
Last. Axel Grund (University of Luxembourg)H-Index: 9
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Abstract null null null The aim of the present study was to examine whether null mindfulness null and academic emotions are beneficially related in specific learning situations. For that purpose, we conducted a field study during two lecture sessions in which we measured momentary mindfulness and academic emotions of null N = 105 university students repeatedly, resulting in N null = 551 measurements. As expected, multilevel analyses indicated that students who were more mindful during the lectur...
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#1Nina K. Brassler (Bielefeld University)H-Index: 2
#2Axel Grund (University of Luxembourg)H-Index: 9
Last. Stefan Fries (Bielefeld University)H-Index: 24
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Abstract null null Characteristics of concurring action alternatives can influence the experience and behavior in a focal action. In two scenario studies we investigated the role of success expectancies of an unaccomplished academic task as a relevant motivational characteristic to explain the experience and behavior during a focal leisure activity. Students imagined themselves in scenarios which were experimentally manipulated by varying the presence of a motivational conflict and the descripti...
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#1Anne Scheunemann (Bielefeld University)H-Index: 1
#2Theresa Schnettler (WWU: University of Münster)
Last. Carola Grunschel (WWU: University of Münster)H-Index: 8
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Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions ...
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#1Svenja Heitmann (RUB: Ruhr University Bochum)H-Index: 2
#2Niklas Obergassel (RUB: Ruhr University Bochum)
Last. Julian Roelle (RUB: Ruhr University Bochum)H-Index: 10
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Providing quiz questions has emerged as a powerful means to support learning. However, it is still unclear whether adaptive practice quizzing will enhance beneficial effects in authentic contexts. To address this question, university students (N = 188; n = 155 female) were randomly assigned to employ either adaptive practice quizzing, non-adaptive practice quizzing, or note-taking following three consecutive sessions of a standard psychology university lecture for undergraduate pre-service teach...
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#1Svenja Heitmann (RUB: Ruhr University Bochum)H-Index: 2
#2Axel GrundH-Index: 9
Last. Julian Roelle (RUB: Ruhr University Bochum)H-Index: 10
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Abstract null null It is well established that quizzing fosters learning. However, some gaps in the literature relating to the fit of quizzing to learner characteristics and learner perceptions during quizzing still need to be addressed. The present study focuses on two of these aspects: achievement motives and perceptions of cognitive load. First, quizzing entails that learners' performance is judged against some standard of excellence. This might make it appealing and effective for learners wi...
1 CitationsSource
#1Kerstin SenkerH-Index: 1
#2Stefan FriesH-Index: 24
Last. Axel Grund (University of Luxembourg)H-Index: 9
view all 3 authors...
#1Marco Stojanovic (Bielefeld University)H-Index: 1
#2Stefan Fries (Bielefeld University)H-Index: 24
Last. Axel Grund (University of Luxembourg)H-Index: 9
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In this paper, we investigate the role of self-efficacy in intentional habit building. We analyzed event sampling data from a habit building app we created that helps define and track habit data. We used hierarchical growth curve modeling and multilevel mediation to test our hypotheses. In a first study, N = 91 university students built new study habits over a period of 6 weeks in a controlled study. We found that the trait-like (Level 2) general self-efficacy (GSE) predicted automaticity (i.e. ...
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#1Christopher K. Gadosey (WWU: University of Münster)
#2Theresa Schnettler (WWU: University of Münster)
Last. Carola Grunschel (WWU: University of Münster)H-Index: 8
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Abstract Previous studies have shown that students procrastinate during exam preparation phase. Until now, only a few studies have investigated emotions that accompany academic procrastination in real-life situations. Further, there is a lack of studies that investigate the co-occurrence of both positive and negative emotions during procrastination episodes although both emotions can co-occur and interact within a person. We therefore examined how within-person experiences of exam-related emotio...
2 CitationsSource
#1Derya Turhan (WWU: University of Münster)
#2Anne Scheunemann (Bielefeld University)H-Index: 1
Last. Carola Grunschel (WWU: University of Münster)H-Index: 8
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Abstract. Background: Higher education is a challenging context in which students – particularly those endowed with a small array of resources – are susceptible to suffer from burnout. To screen, i...
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