Stefan Kulakow
Biographic Data
| ID | 2748568 |
|---|---|
| NAME | Stefan Kulakow |
| GIVEN NAMES | Stefan |
| FAMILY NAME | Kulakow |
| SIGNATURE | KULAKOW S |
| AFFILIATIONS | Universität Greifswald |
| ORCID | 0000-0001-8105-6855 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Mixed motivational regulation
Research on (pre-service) teachers has gained substantial prominence as research has shown that (lack of) motivation, quality of teaching, and teachers’ mental health are strongly interrelated. Current research in educational psychology has prominently shown that reported associations of variables often differ
Academic self-concept, achievement, and goal orientations in different learning environments
Stage-Environment Fit Theory underlines the role of learning environments and their match with students’ needs as crucial for students’ motivation and learning. This study explores the mediation role of goal orientations in the interplay of academic self-concept and achievement in mathematics and verbal domains in student-directed and teacher-directed learning environments. The sample consists of 1153 adolescent students ( M age t1 = 13.97; SD = …
Examining different motivational patterns in individualized learning
The role of social belonging and exclusion at school and the teacher–student relationship for the development of learned helplessness in adolescents
BACKGROUND: Based on learned helplessness theory and conservation of resources theory, the present study explores the role of schools' social environments (i.e., school belonging, school exclusion, and teacher-student relationships) as potential buffers and amplifiers in students' development of learned helplessness during adolescence. AIMS: We examine whether school belonging, school exclusion, and teacher-student relationship moderate the longi…
School‐related pressure and parental support as predictors of change in student stress levels from early to middle adolescence
Introduction One major stressor of adolescents relates to the pressure students perceive from their parents accompanied by high academic expectations, while in contrast parental support is related to low levels of stress. However, it is not clear whether the perceived parental pressure and support contribute to a change in students’ stress level from early to middle adolescence and if there are differences among students from low vs. high track s…
Enjoyment benefits adolescents’ self-determined motivation in student-centered learning
How autonomy support mediates the relationship between self-efficacy and approaches to learning
The significant interplay between self-efficacy, autonomy support and approaches to learning in adolescent students is widely recognized. However, less is known about whether substantial differences exist between early and middle adolescent students from schools with different environments. To close this research gap, this study used latent mean comparison and multigroup structural equation modeling with questionnaire data from a sample of German…
No prominent works on this page.
Enjoyment benefits adolescents’ self-determined motivation in student-centered learning
How autonomy support mediates the relationship between self-efficacy and approaches to learning
The significant interplay between self-efficacy, autonomy support and approaches to learning in adolescent students is widely recognized. However, less is known about whether substantial differences exist between early and middle adolescent students from schools with different environments. To close this research gap, this study used latent mean comparison and multigroup structural equation modeling with questionnaire data from a sample of German…
School‐related pressure and parental support as predictors of change in student stress levels from early to middle adolescence
Introduction One major stressor of adolescents relates to the pressure students perceive from their parents accompanied by high academic expectations, while in contrast parental support is related to low levels of stress. However, it is not clear whether the perceived parental pressure and support contribute to a change in students’ stress level from early to middle adolescence and if there are differences among students from low vs. high track s…
The role of social belonging and exclusion at school and the teacher–student relationship for the development of learned helplessness in adolescents
BACKGROUND: Based on learned helplessness theory and conservation of resources theory, the present study explores the role of schools' social environments (i.e., school belonging, school exclusion, and teacher-student relationships) as potential buffers and amplifiers in students' development of learned helplessness during adolescence. AIMS: We examine whether school belonging, school exclusion, and teacher-student relationship moderate the longi…
Academic self-concept, achievement, and goal orientations in different learning environments
Stage-Environment Fit Theory underlines the role of learning environments and their match with students’ needs as crucial for students’ motivation and learning. This study explores the mediation role of goal orientations in the interplay of academic self-concept and achievement in mathematics and verbal domains in student-directed and teacher-directed learning environments. The sample consists of 1153 adolescent students ( M age t1 = 13.97; SD = …
Examining different motivational patterns in individualized learning
Mixed motivational regulation
Research on (pre-service) teachers has gained substantial prominence as research has shown that (lack of) motivation, quality of teaching, and teachers’ mental health are strongly interrelated. Current research in educational psychology has prominently shown that reported associations of variables often differ
Psychology (6 works) · Social Psychology (6 works) · Developmental psychology (5 works) · Motivation and Self-Concept in Sports (5 works) · Education, Achievement, and Giftedness (4 works) · Mathematics education (4 works) · German (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Context (archaeology) (2 works) · Mathematics (2 works)