2023

Hettinger, K., Lazarides, R. & Schiefele, U. (2023). Motivational climate in mathematics classrooms: Teacher self-efficacy for student engagement, student- and teacher-reported emotional support and student interest. ZDM Mathematics Education, 55, 413-426. DOI: 10.1007/s11858-022-01430-x

Soemer, A., Gericke, C. & Schiefele, U. (2023). Does mind wandering mediate the effects of habitual reading motivation on comprehension? Learning and Instruction, 83, 101693. DOI: 10.1016/j.learninstruc.2022.101693

Lazarides, R., Schiefele, U., Hettinger, K. & Frommelt, M. C. (2023). Tracing the signal from teachers to students: How teachers’ motivational beliefs longitudinally relate to student interest through student-reported teaching. Journal of Educational Psychology, 115, 290-308. DOI: 10.1037/edu0000777

Frommelt, M. C., Schiefele, U. & Lazarides, R. (2023). The contributions of teachers’ educational interest and relational goals to instructional quality and student interest in mathematics classrooms. Contemporary Educational Psychology, 73, 102184. DOI: 10.1016/j.cedpsych.2023.102184

Rettig, A. & Schiefele, U. (2023). Relations between reading motivation and reading efficiency – Evidence from a longitudinal eye-tracking study. Reading Research Quarterly, 58, 685-709. DOI: 10.1002/rrq.502

Kwarikunda, D., Gladys, N., Muwonge, C. M., Ssenyonga, J. & Schiefele, U. (2023). Adjusting to and thriving in a new school: Role of students’ expectations, educational attitudes, and resilience during secondary school transition. International Journal of School & Educational Psychology, 11, 259-273. DOI: 10.1080/21683603.2023.2170939

Soemer, A., Gericke, C. & Schiefele, U. (2023, advance online publication). Mind wandering may both promote and impair learning. Memory & Cognition. DOI: 10.3758/s13421-023-01466-8

Hettinger, K., Lazarides, R. & Schiefele, U. (2023, advance online publication). Longitudinal relations between teacher self-efficacy and student motivation through matching characteristics of perceived teaching practice. European Journal of Psychology of Education. DOI: 10.1007/s10212-023-00744-y

2022

Gericke, C., Soemer, A. & Schiefele, U. (2022). Benefits of mind wandering for learning in school through its positive effects on creativity. Frontiers in Education, 7, Article 774731. DOI: 10.3389/feduc.2022.774731

Kwarikunda, D., Schiefele, U., Muwonge, C. M. & Ssenyonga, J. (2022). Profiles of learners based on their cognitive and metacognitive learning strategy use: Occurrence and relations with gender, intrinsic motivation, and perceived autonomy support. Humanities and Social Sciences Communications,9, Article 337. DOI: 10.1057/s41599-022-01322-1

2021

Lazarides, R. & Schiefele, U. (2021). The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis. Learning and Instruction, 76, 101489. DOI: 10.1016/j.learninstruc.2021.101489

Hettinger, K., Lazarides, R., Rubach, C., & Schiefele, U. (2021). Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment. Teaching and Teacher Education, 103, 103349. DOI: 10.1016/j.tate.2021.103349

Ekatushabe, M., Kwarikunda, D., Muwonge, C. M., Ssenyonga, J. & Schiefele, U. (2021). Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students. International Journal of STEM Education, 8, Article 8. DOI: 10.1186/s40594-021-00272-5

Frommelt, M. C., Schiefele, U. & Lazarides, R. (2021). Teacher enthusiasm, supportive instructional practices, and student motivation in mathematics classrooms. Interdisciplinary Education and Psychology, 2(3), Article 5.

Kwarikunda, D., Schiefele, U., Ssenyonga, J. & Muwonge, C. M. (2021). Secondary school students’ motivation profiles for physics learning: Relations with cognitive learning strategies, gender, attitudes, and individual interest. African Journal of Research in Mathematics, Science and Technology Education, 25, 197-210. DOI: 10.1080/18117295.2021.1956720

2020

Muwonge, C. M., Ssenyonga, J., Kibedi, H. & Schiefele, U., (2020). Use of self-regulated learning strategies among teacher education students: A latent profile analysis. Social Sciences & Humanities Open, 2, 100037.

Soemer, A. & Schiefele, U. (2020). Working memory capacity and (in)voluntary mind wandering. Psychonomic Bulletin & Review, 27, 758-767.

Kwarikunda, D., Schiefele, U., Ssenyonga, J. & Muwonge, C. M. (2020). The relationship between motivation for, and interest in, learning physics among lower secondary school students in Uganda. African Journal of Research in Mathematics, Science and Technology Education, 24, 435-446. DOI: 10.1080/18117295.2020.1841961

2019

Soemer, A., Idsardia, H. M., Minnaert, A. & Schiefele, A. (2019, advance online publication). Mind wandering and reading comprehension in secondary school children. Learning and Individual Differences, 75.

Soemer, A. & Schiefele, U. (2019). Text difficulty, topic interest, and mind wandering during reading. Learning and Instruction, 61, 12-22.

Muwonge, C. M., Schiefele, U., Ssenyonga, J. & Kibedi, H. (2019). Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students. South African Journal of Pschology, 49, 122-135.

Meixner, J., Warner, G. J., Lensing, N., Schiefele, U. & Elsner, B. (2019). The relation between executive functions and reading comprehension in primary school students: A cross-lagged panel analysis. Early Childhood Research Quarterly, 46, 62-74.

2018

Schiefele, U. & Löweke, S. (2018). The nature, development, and effects of elementary students’ reading motivation profiles. Reading Research Quarterly, 53, 405-421.

Soemer, A. & Schiefele, U. (2018). Reading amount as a mediator between intrinsic reading motivation and reading comprehension in the early elementary grades. Learning and Individual Differences, 67, 1-11.

2017

Schiefele, U. (2017). Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation. Teaching and Teacher Education, 64, 115-126.

Warner, G. J., Fay, D., Schiefele, U., Stutz, F. & Wollny, A. (2017). Being proactive when reading: Academic personal initiative as a predictor of word comprehension development. Learning and Individual Differences, 55, 130-140.

Muwonge, C. M., Schiefele, U., Ssenyonga, J. & Kibedi, H. (2017). Self-regulated learning among teacher education students: Motivational beliefs’ influence on the use of metacognition. Journal of Psychology in Africa, 27, 515-521.

Muwonge, C. M., Schiefele, U., Ssenyonga, J. & Kibedi, H. (2017). Determinants of persistence among science teacher-trainees: Examining the role of self-efficacy, task value, and academic hope. Journal of Science Teacher Education, 28, 522-548.

Stutz, F., Schaffner, E. & Schiefele, U. (2017). Measurement invariance and validity of a brief questionnaire on reading motivation in elementary students. Journal of Research in Reading, 40, 439-461.

2016

Schiefele, U., Stutz, F. & Schaffner, E. (2016). Longitudinal relations between reading motivation and reading comprehension in the early elementary grades. Learning and Individual Differences, 51, 49-58.

Schiefele, U. & Schaffner, E. (2016). Factorial and construct validity of a new instrument for the assessment of reading motivation. Reading Research Quarterly, 51, 221-237.

Schaffner, E. & Schiefele, U. (2016). The contributions of intrinsic and extrinsic reading motivation to the development of reading competence over summer vacation. Reading Psychology, 37, 1-25.

Stutz, F., Schaffner, E. & Schiefele, U. (2016). Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades. Learning and Individual Differences, 45, 101-113.

Schaffner, E., Philipp, M. & Schiefele, U. (2016). Reciprocal effects between intrinsic reading motivation and reading competence? A cross-lagged panel model for academic-track and nonacademic-track students. Journal of Research in Reading, 39, 19-36.

2011-2015

Schiefele, U. & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159-171.

Schaffner, E., Schiefele, U. & Ulferts, H. (2013). Reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on reading comprehension. Reading Research Quarterly, 48, 369-385.

Schaffner, E., Schiefele, U. & Schmidt, M. (2013). Die Bedeutung des familiären Hintergrundes für die Lesemotivation und Lesehäufigkeit von Gymnasialschülern. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 45, 131-141.

Schiefele, U. & Schaffner, E. (2013). Die Lesemotivation von Grundschülerinnen und -schülern der sechsten Klassenstufe – Ergebnisse einer Interviewstudie. Psychologie in Erziehung und Unterricht, 60, 214-233.

Schiefele, U., Streblow, L. & Retelsdorf, J. (2013). Dimensions of teacher interest and their relations to occupational well-being and instructional practices. Journal of Educational Research Online, 5, 7-37.

Schiefele, U. (2013). Response to Engeser (2012): On the nature of flow experience. Psychological Reports, 112, 529-532.

Schaffner, E. & Schiefele, U. (2013). The prediction of reading comprehension by cognitive and motivational factors: Does text accessibility during comprehension testing make a difference? Learning and Individual Differences, 26, 42-54.

Schiefele, U., Schaffner, E., Möller, J. & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47, 427-463.

Streblow, L., Schiefele, U. & Meyer, S. (2012). Überprüfung des revidierten Trainings zur Förderung der Lesekompetenz und der Lesemotivation (LekoLemo) für die Sekundarstufe I. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 44, 12-26.

Schiefele, U. & Raabe, A. (2011). Skills-demands compatibility as a determinant of flow experience in an inductive reasoning task. Psychological Reports, 109, 428-444.

2006-2010

Budke, A., Schiefele, U. & Uhlenwinkel, A. (2010). Entwicklung eines Argumentationskompetenzmodells für den Geographieunterricht. Geographie und ihre Didaktik, 38, 180-190.

Budke, A., Schiefele, U. & Uhlenwinkel, A. (2010). "I think it's stupid" is no argument: Investigating how students argue in writing. Teaching Geography, 35, 66-69.

Retelsdorf, J., Butler, R., Streblow, L. & Schiefele, U. (2010). Teachers’ goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout. Learning and Instruction, 20, 30-46.

Schaffner, E. & Schiefele, U. (2008). Familiäre und individuelle Bedingungen des Textlernens. Psychologie in Erziehung und Unterricht, 55, 238-252.

Schaffner, E. & Schiefele, U. (2007). The effect of experimental manipulation of student motivation on the situational representation of text. Learning and Instruction, 17, 755-772.

Schiefele, U., Streblow, L. & Brinkmann, J. (2007). Aussteigen oder Durchhalten – Was unterscheidet Studienabbrecher von anderen Studierenden? Zeitschrift für Entwicklungs­psychologie und Pädagogische Psychologie, 39, 127-140.

Streblow, L., Holodynski, M. & Schiefele, U. (2007). Entwicklung eines Lesekompetenztrainings (LEKOLEMO) für die siebte Klassenstufe – Bericht über zwei Evaluationsstudien. Psychologie in Erziehung und Unterricht, 54, 287-297.

Schaffner, E. & Schiefele, U. (2007). Auswirkungen habitueller Lesemotivation auf die situative Textrepräsentation. Psychologie in Erziehung und Unterricht, 54, 268-286.

Schiefele, U. & Roussakis, E. (2006). Die Bedingungen des Flow-Erlebens in einer experimentellen Spielsituation. Zeitschrift für Psychologie, 214, 207-219.

Schiefele, U. & Jacob-Ebbinghaus, L. (2006). Lernermerkmale und Lehrqualität als Bedingungen der Studienzufriedenheit. Zeitschrift für Pädagogische Psychologie, 20, 199-212.

2001-2005

Naceur, A. & Schiefele, U. (2005). Motivation and learning – The role of interest in construction of representation of text and long-term retention: Inter- and intraindividual analyses. European Journal of Psychology of Education, 20, 155-170.

Schiefele, U., Streblow, L., Ermgassen, U. & Moschner, B. (2003). Lernmotivation und Lernstrategien als Bedingungen der Studienleistung: Ergebnisse einer Längsschnittstudie. Zeitschrift für Pädagogische Psychologie, 17, 185-198.

Köller, O. & Schiefele, U. (2003). Selbstreguliertes Lernen im Kontext von Schule und Hochschule (Editorial zum Themenschwerpunkt). Zeitschrift für Pädagogische Psychologie, 17, 155-157.

Schiefele, U. (2002). Themen und Trends in den Jahren 2000 und 2001. Zeitschrift für Pädagogische Psychologie, 16, 1-5.

Artelt, C., Schiefele, U., Schneider, W. & Stanat, P. (2002). Leseleistungen deutscher Schülerinnen und Schüler im internationalen Vergleich (PISA): Ergebnisse und Erklärungsansätze. Zeitschrift für Erziehungswissenschaft, 5, 6-27.

Artelt, C., Schiefele, U. & Schneider, W. (2001). Predictors of reading literacy. European Journal of Psychology of Education, 16, 363-383.

1988-2000

Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3, 257-280.

Schiefele, U. & Krapp, A. (1996). Topic interest and free recall of expository text. Learning and Individual Differences, 8, 141-160.

Schiefele, U. (1996). Topic interest, text representation, and quality of experience. Contemporary Educational Psychology, 21, 3-18.

Schiefele, U., Wild, K.-P. & Winteler, A. (1995). Lernaufwand und Elaborationsstrategien als Mediatoren der Beziehung von Studieninteresse und Studienleistung. Zeitschrift für Pädagogische Psychologie, 9, 181-188.

Schiefele, U. & Csikszentmihalyi, M. (1995). Motivation and ability as factors in mathematics experience and achievement. Journal for Research in Mathematics Education, 26, 163-181. psycnet.apa.org/psycarticles/2016-23893-001

Wild, K.-P. & Schiefele, U. (1994). Lernstrategien im Studium: Ergebnisse zur Faktorenstruktur und Reliabilität eines neuen Fragebogens. Zeitschrift für Differentielle und Diagnostische Psychologie, 15, 185-200.

Wild, K.-P. & Schiefele, U. (1994). Aufmerksamkeit als Mediator des Einflusses von Interesse auf die Lernleistung. Sprache und Kognition, 13, 138-145.

Schiefele, U. & Csikszentmihalyi, M. (1994). Interest and the quality of experience in classrooms. European Journal of Psychology of Education, 9, 251-269.

Schiefele, U. & Schreyer, I. (1994). Intrinsische Lernmotivation und Lernen: Ein Überblick zu Ergebnissen der Forschung. Zeitschrift für Pädagogische Psychologie, 8, 1-13.

Wild, K.-P. & Schiefele, U. (1993). Induktiv versus deduktiv entwickelte Fragebogenverfahren zur Erfassung von Merkmalen des Lernverhaltens. Unterrichtswissenschaft, 21, 312-326.

Schiefele, U., Krapp, A., Wild, K.-P. & Winteler, A. (1993). Der "Fragebogen zum Studieninteresse" (FSI). Diagnostica, 39, 335-351.

Schiefele, U., Krapp, A. & Schreyer, I. (1993). Metaanalyse des Zusammenhangs von Interesse und schulischer Leistung. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 25, 120-148.

Csikszentmihalyi, M. & Schiefele, U. (1993). Die Qualität des Erlebens und der Prozess des Lernens. Zeitschrift für Pädagogik, 39, 207-221.

Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299-323.

Schiefele, U. (1991). Interesse und Textrepräsentation. Zur Auswirkung des thematischen Interesses auf unterschiedliche Komponenten der Textrepräsentation unter Berücksichtigung kognitiver und motivationaler Kontrollvariablen. Zeitschrift für Pädagogische Psychologie, 5, 245-259.

Schiefele, U. (1990). Thematisches Interesse, Variablen des Leseprozesses und Textverstehen. Zeitschrift für Experimentelle und Angewandte Psychologie, 37, 304-332.

Schiefele, U. (1988). Motivationale Bedingungen des Textverstehens. Zeitschrift für Pädagogik, 34, 687-708.

Winteler, A., Sierwald, W. & Schiefele, U. (1988). Interesse, Leistung und Wissen: Die Erfassung von Studieninteresse und seine Bedeutung für Studienleistung und fachbezogenes Wissen. Empirische Pädagogik, 2, 227-250.

Schiefele, U. (1988). Der Einfluss von Interesse auf Umfang, Inhalt und Struktur studienbezogenen Wissens. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 20, 356-370.

Schiefele, U., Winteler, A. & Krapp, A. (1988). Studieninteresse und fachbezogene Wissensstruktur. Psychologie in Erziehung und Unterricht, 35, 106-118.