Sabine Schweder
Biographic Data
| ID | 6509140 |
|---|---|
| NAME | Sabine Schweder |
| GIVEN NAMES | Sabine |
| FAMILY NAME | Schweder |
| SIGNATURE | SCHWEDER S |
| AFFILIATIONS | Universitätsmedizin Greifswald |
| ORCID | 0000-0002-9110-9559 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Motivational ecologies in AI ‐supported classrooms
BACKGROUND: Generative artificial intelligence (GenAI) tools such as ChatGPT are increasingly integrated into classroom practice, yet their motivational-emotional implications remain insufficiently understood. Situated expectancy-value theory (SEVT) conceptualizes motivation and emotion as embedded in contextual affordances, raising the question of how AI-supported learning environments reorganize motivation. AIMS: This study examined motivationa…
Transitions in motivation across self-directed and teacher-directed learning
This study examined the motivational profiles of 754 students (grades 6–9) under Self-Determination Theory, analyzing transitions across self-directed learning (SDL) and teacher-directed instruction (TDI). Using latent profile and transition analysis, five profiles emerged: high-quality, high-quantity, low-quality, low-quantity, and moderately motivated. Results showed that shifts depended on psychological need fulfillment—autonomy, competence, r…
Adolescents' expectancy–value profiles in school context
INTRODUCTION: Using the situated expectancy-value theory, it becomes possible to explain motivational functioning across alternating learning conditions not only at a particular moment but also over time. The situated expectancy-value theory provides evidence for the critical role of context. The present research examines how adolescents' success expectancies, task values, and effort develop when the conditions of the academic environment change.…
Adolescents' enjoyment and effort in class
Needs satisfaction and motivation among adolescent boys and girls during self‐directed learning intervention ☆
INTRODUCTION: Self-directed learning (SDL) fosters adolescents' needs satisfaction. According to self-determination theory, meeting adolescents' needs for autonomy, competence and relatedness is essential for their motivation. However, students' needs satisfaction and motivation tend to decrease during adolescence and the rate of decrease varies by gender. Prior research within the self-determination theory literature has described adolescents in…
Interest, flow and learning strategies how the learning context affects the moderating function of flow
Using a sample of 787 German students in 6th/7th grades (Mage = 12.9; SD = .70; 53.6% female) latent means of interest, flow experience, and learning strategies (elaboration, control strategies, and persistence) were compared from two contrasting learning contexts [teacher-directed learning (TDL) and making (self-directed learning)], and based on this, the interplay of the variables was compared, taking into account the moderating role of flow ex…
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Needs satisfaction and motivation among adolescent boys and girls during self‐directed learning intervention ☆
INTRODUCTION: Self-directed learning (SDL) fosters adolescents' needs satisfaction. According to self-determination theory, meeting adolescents' needs for autonomy, competence and relatedness is essential for their motivation. However, students' needs satisfaction and motivation tend to decrease during adolescence and the rate of decrease varies by gender. Prior research within the self-determination theory literature has described adolescents in…
Interest, flow and learning strategies how the learning context affects the moderating function of flow
Using a sample of 787 German students in 6th/7th grades (Mage = 12.9; SD = .70; 53.6% female) latent means of interest, flow experience, and learning strategies (elaboration, control strategies, and persistence) were compared from two contrasting learning contexts [teacher-directed learning (TDL) and making (self-directed learning)], and based on this, the interplay of the variables was compared, taking into account the moderating role of flow ex…
Adolescents' expectancy–value profiles in school context
INTRODUCTION: Using the situated expectancy-value theory, it becomes possible to explain motivational functioning across alternating learning conditions not only at a particular moment but also over time. The situated expectancy-value theory provides evidence for the critical role of context. The present research examines how adolescents' success expectancies, task values, and effort develop when the conditions of the academic environment change.…
Adolescents' enjoyment and effort in class
Transitions in motivation across self-directed and teacher-directed learning
This study examined the motivational profiles of 754 students (grades 6–9) under Self-Determination Theory, analyzing transitions across self-directed learning (SDL) and teacher-directed instruction (TDI). Using latent profile and transition analysis, five profiles emerged: high-quality, high-quantity, low-quality, low-quantity, and moderately motivated. Results showed that shifts depended on psychological need fulfillment—autonomy, competence, r…
Motivational ecologies in AI ‐supported classrooms
BACKGROUND: Generative artificial intelligence (GenAI) tools such as ChatGPT are increasingly integrated into classroom practice, yet their motivational-emotional implications remain insufficiently understood. Situated expectancy-value theory (SEVT) conceptualizes motivation and emotion as embedded in contextual affordances, raising the question of how AI-supported learning environments reorganize motivation. AIMS: This study examined motivationa…
Psychology (5 works) · Education, Achievement, and Giftedness (4 works) · Social Psychology (4 works) · Developmental psychology (3 works) · Innovative Teaching and Learning Methods (3 works) · Motivation and Self-Concept in Sports (3 works) · Self-determination theory (3 works) · Autonomy (2 works) · Computer Science (2 works) · Context (archaeology) (2 works)