Bärbel Kracke
Biographic Data
| ID | 2456017 |
|---|---|
| NAME | Bärbel Kracke |
| GIVEN NAMES | Bärbel |
| FAMILY NAME | Kracke |
| SIGNATURE | KRACKE B |
| AFFILIATIONS | Friedrich Schiller University Jena |
| ORCID | 0000-0002-3846-4244 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Daily affective-motivational experiences during exam preparation: Feedback loops, stability, and change over time
Drawing on Zimmerman’s process model of self-regulated learning and Pekrun’s control-value theory of achievement emotions, this study examined the dynamic interplay between motivational and emotional states during a 40-day exam preparation period among 322 university medical students. Before each learning session, participants reported their daily learning goals and corresponding cognitive appraisals (i.e., perceived importance, attainability, an…
Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observations
Theoretical BackgroundPrevious studies indicate that students' learning motivation varies across learning situations and is influenced by situational characteristics such as teaching behaviour. We focus on instructional clarity as one factor that may influence expectancies and task values.Aims and Research QuestionsThis study combines a previously published dataset of university students' experience sampling method (ESM) self-reports about their …
Entwicklungspsychologie des Jugend- und jungen Erwachsenenalters
Welche Verläufe nimmt die Entwicklung im Jugend- und jungen Erwachsenenalter, was sind wesentliche Erklärungsansätze und wie lässt sich Entwicklung in dieser dynamischen Phase des Lebens fördern? Im Lehrbuch werden theoretische und empirische Perspektiven auf diese und weitere Fragen vorgestellt. Sie betreffen verschiedene Aspekte und Kontexte der Entwicklung, die teils dem traditionellen Themenkanon entstammen, wie auch solche, die bislang eher …
Preservice teachers’ epistemic and achievement emotions when confronted with common misconceptions about education
Learning processes that involve cognitive incongruity are closely tied to emotional experiences such as curiosity or confusion. The present study examined how discovering that a confidently held misconception is incorrect influences emotions and in turn the motivation to seek additional information. We asked 275 preservice teachers to judge if common statements about education were true or false and provided feedback about whether these statement…
Does an individualized learning design improve university student online learning? A randomized field experiment
Apprenticeship and School Learning: Lessons from Germany
Career-specific parental behaviors in adolescents’ development
Die Rolle der Eltern für die Berufsorientierung von Jugendlichen
Subjective Experiences of Social Change in East and West Germany: Analyses of the Perceptions of Adolescents and Their Parents
The major objective of the present study was to elucidate factors influencing experiences of the societal situation and its changes as reported by adolescents and their parents. Earlier analyses involving an instrument developed to capture perceptions of macrosocial conditions suggested that family members' perceptions do reflect actual processes on the societal level but cannot be interpreted as a mirror-image of these processes. In the present …
Maturational Timing and the Development of Problem Behavior: Longitudinal Studies in Adolescence
Previous research demonstrated a higher risk for problem behaviors among early as compared to late maturing girls. In the present study, the role of maturational timing was assessed within the framework of a developmental model for adolescent problem behavior. Data obtained twice, one year apart, on 62 girls in early adolescence (11 to 12 years of age) and 193 girls in middle adolescence (14 to 15 years of age) were compared. Girls self-reported …
Maturational Timing and the Development of Problem Behavior: Longitudinal Studies in Adolescence
Previous research demonstrated a higher risk for problem behaviors among early as compared to late maturing girls. In the present study, the role of maturational timing was assessed within the framework of a developmental model for adolescent problem behavior. Data obtained twice, one year apart, on 62 girls in early adolescence (11 to 12 years of age) and 193 girls in middle adolescence (14 to 15 years of age) were compared. Girls self-reported …
Subjective Experiences of Social Change in East and West Germany: Analyses of the Perceptions of Adolescents and Their Parents
The major objective of the present study was to elucidate factors influencing experiences of the societal situation and its changes as reported by adolescents and their parents. Earlier analyses involving an instrument developed to capture perceptions of macrosocial conditions suggested that family members' perceptions do reflect actual processes on the societal level but cannot be interpreted as a mirror-image of these processes. In the present …
Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observations
Theoretical BackgroundPrevious studies indicate that students' learning motivation varies across learning situations and is influenced by situational characteristics such as teaching behaviour. We focus on instructional clarity as one factor that may influence expectancies and task values.Aims and Research QuestionsThis study combines a previously published dataset of university students' experience sampling method (ESM) self-reports about their …
Maturational Timing and the Development of Problem Behavior: Longitudinal Studies in Adolescence
Previous research demonstrated a higher risk for problem behaviors among early as compared to late maturing girls. In the present study, the role of maturational timing was assessed within the framework of a developmental model for adolescent problem behavior. Data obtained twice, one year apart, on 62 girls in early adolescence (11 to 12 years of age) and 193 girls in middle adolescence (14 to 15 years of age) were compared. Girls self-reported …
Subjective Experiences of Social Change in East and West Germany: Analyses of the Perceptions of Adolescents and Their Parents
The major objective of the present study was to elucidate factors influencing experiences of the societal situation and its changes as reported by adolescents and their parents. Earlier analyses involving an instrument developed to capture perceptions of macrosocial conditions suggested that family members' perceptions do reflect actual processes on the societal level but cannot be interpreted as a mirror-image of these processes. In the present …
Die Rolle der Eltern für die Berufsorientierung von Jugendlichen
Career-specific parental behaviors in adolescents’ development
Apprenticeship and School Learning: Lessons from Germany
Does an individualized learning design improve university student online learning? A randomized field experiment
Preservice teachers’ epistemic and achievement emotions when confronted with common misconceptions about education
Learning processes that involve cognitive incongruity are closely tied to emotional experiences such as curiosity or confusion. The present study examined how discovering that a confidently held misconception is incorrect influences emotions and in turn the motivation to seek additional information. We asked 275 preservice teachers to judge if common statements about education were true or false and provided feedback about whether these statement…
Entwicklungspsychologie des Jugend- und jungen Erwachsenenalters
Welche Verläufe nimmt die Entwicklung im Jugend- und jungen Erwachsenenalter, was sind wesentliche Erklärungsansätze und wie lässt sich Entwicklung in dieser dynamischen Phase des Lebens fördern? Im Lehrbuch werden theoretische und empirische Perspektiven auf diese und weitere Fragen vorgestellt. Sie betreffen verschiedene Aspekte und Kontexte der Entwicklung, die teils dem traditionellen Themenkanon entstammen, wie auch solche, die bislang eher …
Daily affective-motivational experiences during exam preparation: Feedback loops, stability, and change over time
Drawing on Zimmerman’s process model of self-regulated learning and Pekrun’s control-value theory of achievement emotions, this study examined the dynamic interplay between motivational and emotional states during a 40-day exam preparation period among 322 university medical students. Before each learning session, participants reported their daily learning goals and corresponding cognitive appraisals (i.e., perceived importance, attainability, an…
Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observations
Theoretical BackgroundPrevious studies indicate that students' learning motivation varies across learning situations and is influenced by situational characteristics such as teaching behaviour. We focus on instructional clarity as one factor that may influence expectancies and task values.Aims and Research QuestionsThis study combines a previously published dataset of university students' experience sampling method (ESM) self-reports about their …
Psychology (7 works) · Developmental psychology (4 works) · Mathematics education (4 works) · Social Psychology (4 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Early Childhood Education and Development (2 works) · German (2 works) · Innovative Teaching and Learning Methods (2 works) · Pedagogy (2 works) · Political science (2 works)