Self-fulfilling prophecies in media-based learning: Content relevance moderates quality expectation effects on academic achievement

Charlotte Haimerl; Stefan Fries

Learning and Instruction Vol. 20, No. 6 pp. 498–510

In the present paper a model of self-fulfilling prophecy effects in media-based learning was developed and tested. The central model assumption was that information about an instructional medium's quality affects students' academic achievement...

Language: English

Study and leisure interference as mediators between students' self-control capacities and their domain-specific functioning and general well-being

Axel Grund; Stefan Fries

Learning and Instruction Vol. 31, No. 1 (June 2014) pp. 23–32

Study interference (i.e., studying is interfered by enjoyable alternatives) and leisure interference (i.e., leisure time is interfered by duties) are investigated as separate mediators between students' self-control capacities and their overall...

Language: English

Pygmalion in media-based learning: Effects of quality expectancies on learning outcomes

Stefan Fries; Holger Horz; Charlotte Haimerl

Learning and Instruction Vol. 16, No. 4 (August 2006) pp. 339–349

Two studies investigated how quality expectations affect students' outcomes of media-based learning. Experiment 1 (

Language: English

The long arm of work: A motivational conflict perspective on teacher strain

Axel Grund; Nina Katrin Brassler; Stefan Fries

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 60, No. 1 (November 2016) pp. 153–163

Teacher strain is seen typically as a phenomenon within the job domain. Drawing on effort-recovery theory as well as on research on work–family conflict and motivational interference, we propose that intrapsychic conflict between different life...

Language: English

A Theory-Driven Approach To The Design And Use Of A Web Based Self-Management Training

Claudia Winter; Stefan Fries; Manfred Hofer; Stefan Betermieux

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1519–1526

We present a web based support tool for self-regulated learning in university and distance university settings which is based on a model of university learning and studying. This model takes into account the role of personal and contextual factors...

Topics: Distance Education, Students, Computer Sciences, Learning Management Systems

Procrastination in a Distance University Setting

Katrin B. Klingsieck; Stefan Fries; Claudia Horz; Manfred Hofer

Distance Education Vol. 33, No. 3 (2012) pp. 295–310

Procrastination, putting off until tomorrow what should have been done today, is a self-regulation failure that is widespread among students. Although plenty of research has emerged regarding academic procrastination, hardly any research endeavor...

Cognitive ability and personality variables as predictors of school grades and test scores in adolescents

Manfred Hofer; Claudia Kuhnle; Britta Kilian; Stefan Fries

Learning and Instruction Vol. 22, No. 5 (October 2012) pp. 368–375

The predictive power of cognitive ability and self-control strength for self-reported grades and an achievement test were studied. It was expected that the variables use of time structure, academic procrastination, and motivational interference...

Language: English

Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions

Manfred Hofer; Claudia Kuhnle; Britta Kilian; Elena Marta; Stefan Fries

Learning and Instruction Vol. 21, No. 3 (June 2011) pp. 301–316

It was hypothesized that students' value orientations are connected to their experience of motivational interference in a conflict between a school- and a leisure-related activity as well as to school marks as indicators of learning outcomes. In a...

Language: English

Effects of a Training Intervention to Foster Argumentation Skills While Processing Conflicting Scientific Positions

Markus H. Hefter; Kirsten Berthold; Alexander Renkl; Werner Riess; Sebastian Schmid; Stefan Fries

Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 6 (November 2014) pp. 929–947

Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology,...

Value orientations and motivational interference in school-leisure conflict: The case of Vietnam

Manfred Hofer; Stefan Fries; Andreas Helmke; Britta Kilian; Claudia Kuhnle; Ilija Živković; Richard Goellner; Tuyet Helmke

Learning and Instruction Vol. 20, No. 3 pp. 239–249

The experience of motivational interference during studying and leisure in a school-leisure conflict and its relationship to pupils' value orientations were investigated in a self-report study of Vietnamese pupils (

Language: English

Individual values, motivational conflicts, and learning for school

Manfred Hofer; Sebastian Schmid; Stefan Fries; Franziska Dietz; Marten Clausen; Heinz Reinders

Learning and Instruction Vol. 17, No. 1 pp. 17–28

In a self-report study, students (

Language: English

Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values

Markus H. Hefter; Alexander Renkl; Werner Riess; Sebastian Schmid; Stefan Fries; Kirsten Berthold

Learning and Instruction Vol. 39, No. 1 (October 2015) pp. 11–22

Kuhn (2001) proposed two crucial prerequisites for the will to engage in argumentative thinking: Evaluativist epistemological understanding that provides the base for regarding argumentative thinking reasonable and intellectual values that reflect...

Language: English