Melanie Stephan
Biographic Data
| ID | 3941364 |
|---|---|
| NAME | Melanie Stephan |
| GIVEN NAMES | Melanie |
| FAMILY NAME | Stephan |
| SIGNATURE | STEPHAN M |
| AFFILIATIONS | Institute for Educational Science, University of Erlangen-Nuremberg, Nuremberg, Germany |
| ORCID | 0000-0002-5339-7027 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the Covid-19 pandemic
The current study investigated how ready higher education students were for emergency remote teaching due to the COVID-19 pandemic and how this influenced their socio-emotional perceptions. Results of N = 1,826 higher education students indicate that they seem to be ready for digital learning. A k-means cluster analysis revealed two groups of students that significantly differed with respect to their readiness for digital learning (in terms of te…
Students' achievement emotions in university courses - does the teaching approach matter
Students’ achievement emotions have an impact on learning and academic success. Therefore research on learning and teaching in higher education should not only focus on cognitive outcomes but on students’ emotions, as well. The aim of our quasi-experimental study was to analyze students’ achievement emotions based on the control-value approach in different instructional settings. An intervention was carried out with two teachers and 217 students …
Students' achievement emotions in university courses - does the teaching approach matter
Students’ achievement emotions have an impact on learning and academic success. Therefore research on learning and teaching in higher education should not only focus on cognitive outcomes but on students’ emotions, as well. The aim of our quasi-experimental study was to analyze students’ achievement emotions based on the control-value approach in different instructional settings. An intervention was carried out with two teachers and 217 students …
Students' achievement emotions in university courses - does the teaching approach matter
Students’ achievement emotions have an impact on learning and academic success. Therefore research on learning and teaching in higher education should not only focus on cognitive outcomes but on students’ emotions, as well. The aim of our quasi-experimental study was to analyze students’ achievement emotions based on the control-value approach in different instructional settings. An intervention was carried out with two teachers and 217 students …
Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the Covid-19 pandemic
The current study investigated how ready higher education students were for emergency remote teaching due to the COVID-19 pandemic and how this influenced their socio-emotional perceptions. Results of N = 1,826 higher education students indicate that they seem to be ready for digital learning. A k-means cluster analysis revealed two groups of students that significantly differed with respect to their readiness for digital learning (in terms of te…
Mathematics education (2 works) · Psychology (2 works) · Academic achievement (1 work) · Applied Psychology (1 work) · Autonomy (1 work) · Clinical Psychology (1 work) · Cognition (1 work) · COVID-19 and Mental Health (1 work) · Distance education (1 work) · Education, Achievement, and Giftedness (1 work)