Ulrike Elisabeth Nett
Biographic Data
| ID | 2748466 |
|---|---|
| NAME | Ulrike Elisabeth Nett |
| GIVEN NAMES | Ulrike Elisabeth |
| FAMILY NAME | Nett |
| SIGNATURE | NETT U E |
| AFFILIATIONS | University of Augsburg |
| ORCID | 0000-0002-2767-1993 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teachers’ situational joy, anger, and achievement goals linked by control- and value-appraisals
Unveiling situation-specific emotion regulation behaviour among teachers
BackgroundIn their daily work life, teachers experience various situations in which they need to regulate their emotions. Possible factors that influence the use of different emotion regulation strategies include the emotions and context experienced. Previous research mainly investigated teachers' emotion regulation at a single strategy level without considering multiple strategies use, emotions, situational aspects and well-being.AimsThis study …
Complex dynamics
In achievement contexts like end-of-semester exam preparation, students experience a variety of positive and negative achievement emotions, and their regulation is crucial.Despite its relevance, the interplay between, and dynamics of, emotions and their regulation is still little understood, particularly as prior research primarily relied on between-person research.In the present study, we use a situated assessment approach and a novel statistica…
Uncovering heterogeneity in mental health changes among first-year medical students
Our study uncovers distinct mental health trajectories in the first year of medical school, emphasizing the crucial role of initial mental health status. Our findings stress the diverse nature of mental health changes in medical students, underscoring the need for tailored prevention strategies. The implications for research and practice are discussed
Achievement emotions and elementary school children’s academic performance
Achievement emotions have received increasing attention in research on adolescence and young adulthood, but little is known about these emotions in the early years of schooling.Studies addressing the development of different achievement emotions and their linkages with achievement during these years are largely lacking.The present longitudinal study aimed to fill this gap by examining the development of enjoyment, boredom, and anxiety in mathemat…
Students’ regulation of anxiety and hope—A multilevel latent profile analysis
Academic examinations are highly emotional for university students, making ER essential for preventing or reducing the negative consequences of negative emotions on well-being and academic performance. Initial theorizing and research suggest that flexibly applying combinations of strategies can promote successful ER. However, studies using intraindividual approaches to examine ER strategy use in specific contexts across multiple occasions, are la…
Linking changes in perceived academic control to university dropout and university grades
Although research shows higher levels of perceived academic control are associated with academic adjustment in the first year of university, little is known about how changes in perceived control over multiple years relate to longitudinal university dropout and grades. Thus, our 3-year study (N = 1,007) examined whether changes in perceived control predicted university dropout and whether this relationship was mediated by university grade point a…
The dynamics of real-time classroom emotions
Guided by Pekrun’s (2006) control-value theory of achievement emotions, we investigated the mediating role of control and value appraisals in the relations between students’ perceptions of teaching and their academic emotions. To account for the highly fluctuating and dynamic nature of emotions, we used the experience sampling method complemented by within-person mediation analyses. In 2 studies, n = 122 (Study 1) and n = 149 (Study 2) high schoo…
Types of boredom
Characteristics of teaching and students’ emotions in the classroom
Metacognitive Strategies and Test Performance
The aim of the present study was to explore students’ learning-related cognitions prior to an in-class achievement test, with a focus on metacognitive strategy use. A sample of 70 students in grade 11 (58.6% female, M age = 17.09 years) completed a series of structured, state-based measures over a two-week period via the experience sampling method until the day before a class test. Results illustrated students’ self-regulatory ability to preserve…
Unveiling situation-specific emotion regulation behaviour among teachers
BackgroundIn their daily work life, teachers experience various situations in which they need to regulate their emotions. Possible factors that influence the use of different emotion regulation strategies include the emotions and context experienced. Previous research mainly investigated teachers' emotion regulation at a single strategy level without considering multiple strategies use, emotions, situational aspects and well-being.AimsThis study …
Metacognitive Strategies and Test Performance
The aim of the present study was to explore students’ learning-related cognitions prior to an in-class achievement test, with a focus on metacognitive strategy use. A sample of 70 students in grade 11 (58.6% female, M age = 17.09 years) completed a series of structured, state-based measures over a two-week period via the experience sampling method until the day before a class test. Results illustrated students’ self-regulatory ability to preserve…
Characteristics of teaching and students’ emotions in the classroom
Types of boredom
Linking changes in perceived academic control to university dropout and university grades
Although research shows higher levels of perceived academic control are associated with academic adjustment in the first year of university, little is known about how changes in perceived control over multiple years relate to longitudinal university dropout and grades. Thus, our 3-year study (N = 1,007) examined whether changes in perceived control predicted university dropout and whether this relationship was mediated by university grade point a…
The dynamics of real-time classroom emotions
Guided by Pekrun’s (2006) control-value theory of achievement emotions, we investigated the mediating role of control and value appraisals in the relations between students’ perceptions of teaching and their academic emotions. To account for the highly fluctuating and dynamic nature of emotions, we used the experience sampling method complemented by within-person mediation analyses. In 2 studies, n = 122 (Study 1) and n = 149 (Study 2) high schoo…
Achievement emotions and elementary school children’s academic performance
Achievement emotions have received increasing attention in research on adolescence and young adulthood, but little is known about these emotions in the early years of schooling.Studies addressing the development of different achievement emotions and their linkages with achievement during these years are largely lacking.The present longitudinal study aimed to fill this gap by examining the development of enjoyment, boredom, and anxiety in mathemat…
Students’ regulation of anxiety and hope—A multilevel latent profile analysis
Academic examinations are highly emotional for university students, making ER essential for preventing or reducing the negative consequences of negative emotions on well-being and academic performance. Initial theorizing and research suggest that flexibly applying combinations of strategies can promote successful ER. However, studies using intraindividual approaches to examine ER strategy use in specific contexts across multiple occasions, are la…
Complex dynamics
In achievement contexts like end-of-semester exam preparation, students experience a variety of positive and negative achievement emotions, and their regulation is crucial.Despite its relevance, the interplay between, and dynamics of, emotions and their regulation is still little understood, particularly as prior research primarily relied on between-person research.In the present study, we use a situated assessment approach and a novel statistica…
Uncovering heterogeneity in mental health changes among first-year medical students
Our study uncovers distinct mental health trajectories in the first year of medical school, emphasizing the crucial role of initial mental health status. Our findings stress the diverse nature of mental health changes in medical students, underscoring the need for tailored prevention strategies. The implications for research and practice are discussed
Unveiling situation-specific emotion regulation behaviour among teachers
BackgroundIn their daily work life, teachers experience various situations in which they need to regulate their emotions. Possible factors that influence the use of different emotion regulation strategies include the emotions and context experienced. Previous research mainly investigated teachers' emotion regulation at a single strategy level without considering multiple strategies use, emotions, situational aspects and well-being.AimsThis study …
Teachers’ situational joy, anger, and achievement goals linked by control- and value-appraisals
Psychology (10 works) · Developmental psychology (8 works) · Social Psychology (7 works) · Academic achievement (5 works) · Experience sampling method (4 works) · Mathematics education (4 works) · Mental Health Research Topics (4 works) · Mind wandering and attention (4 works) · Boredom (3 works) · Education, Achievement, and Giftedness (3 works)