Tobias Engelschalk
Augsburg College
Competence (human resources)MetacognitionHigher educationIndustrial engineeringMathematics educationRegression analysisHumanitiesPsychologySituational judgement testPolitical sciencePedagogyVariablesSelf-regulated learningSelf-managementScale (ratio)Quality (business)Task (project management)Teacher educationAcademic achievementGynecologyStatistical analysisSelf instructionLearning motivationVariance componentsTask valueLearning methodsEnvironmental scienceProcess (engineering)Content validityStructural equation modelingApplied psychologySocial psychologySemi-structured interview
10Publications
6H-index
96Citations
Publications 10
Newest
#1Martin Daumiller (Augsburg College)H-Index: 7
#2Robert Grassinger (Weingarten Realty Investors)H-Index: 2
Last. Markus Dresel (Augsburg College)H-Index: 19
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2 CitationsSource
#1Gabriele SteuerH-Index: 10
#2Tobias EngelschalkH-Index: 6
Last. Markus DreselH-Index: 19
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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
#1Tobias EngelschalkH-Index: 6
#2Gabriele SteuerH-Index: 10
Last. Markus DreselH-Index: 19
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Source
#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
#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...
Abstract It is argued that learners' motivational regulation is strongly situation-specific and depends on the motivational problems that trigger regulation. A 2 × 3 model is proposed in which motivational problems are distinguished between low expectancies for success vs. poor subjective task values in three different phases of the learning process (before, during, or after a learning activity). A study with 283 undergraduates who reported how effectively they can motivate themselves in differe...
20 CitationsSource
#1Markus Dresel (University of Augsburg)H-Index: 19
#2Bernhard Schmitz (Technische Universität Darmstadt)H-Index: 23
Last. Gabriele Steuer (University of Augsburg)H-Index: 10
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A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model is proposed that differentiates SRL competencies in terms of descriptive, procedural, and conditional knowledge regarding different types of self-regul...
30 CitationsSource
#1Tobias Engelschalk (Augsburg College)H-Index: 6
#2Gabriele Steuer (Augsburg College)H-Index: 10
Last. Markus Dresel (Augsburg College)H-Index: 19
view all 3 authors...
In der vorliegenden Arbeit wurde untersucht, wie Studierende abhangig von den spezifischen Ursachen mangelnder Lernmotivation (geringe Erfolgserwartung vs. geringer subjektiver Wert in drei Phasen der Lernhandlung) ihre Motivation regulieren. 54 Studierende gaben an, wie erfolgreich sie sich bei den genannten 2 × 3 Regulationsanlassen motivieren und welche Strategien sie jeweils einsetzen, um ihre Motivation zu verbessern. Die Ergebnisse zum Regulationserfolg verwiesen darauf, dass Studierenden ...
12 CitationsSource
#1Gabriele SteuerH-Index: 10
#2Tobias EngelschalkH-Index: 6
Last. Markus DreselH-Index: 19
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Blomeke, Sigrid [Hrsg.]; Zlatkin-Troitschanskaia, Olga [Hrsg.]: Kompetenzen von Studierenden. Weinheim u.a. : Beltz Juventa 2015, S. 203-225. - (Zeitschrift fur Padagogik, Beiheft; 61) Padagogische Teildisziplin: Padagogische Psychologie; Hochschulforschung und Hochschuldidaktik; als elektronischer Volltext verfugbar
1 CitationsSource