Maximilian Pfost
Biographic Data
| ID | 8958393 |
|---|---|
| NAME | Maximilian Pfost |
| GIVEN NAMES | Maximilian |
| FAMILY NAME | Pfost |
| SIGNATURE | PFOST M |
| AFFILIATIONS | University of Bamberg |
| ORCID | 0000-0002-7066-0456 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Explaining academic risk-taking: The role of motivation and locus of control
Academic risk-taking denotes the individual tendency to choose demanding rather than easy learning tasks that entail the risk of making a visible error and ultimately appearing less competent in front of others. Academic risk-taking has been shown to be beneficial for learning outcomes, but students’ reluctance is oftentimes high. The purpose of our study is to investigate whether motivation to study and locus of control are linked to students’ p…
Perceived social support, attachment representations, and academic risk-taking in higher education
Academic risk-taking (ART) refers to the students’ tendency to engage in challenging learning tasks for which there is uncertainty about the correctness of the outcome, and which carry the risk of making an error visible. Since coping with such an outcome can be considered a stressful event, we ask whether students’ perception of the availability of social support is related to their ART. The analyses are based on a sample of 341 German universit…
Leap, learn, earn: Exploring academic risk taking and learning success across gender and socioeconomic groups
Background The positive learning effects of academic risk taking (ART) in higher education has been discussed since the 1980s. However, this may not apply equally for all social groups. Men and women may differ in the way they use ART to construct their gender identity. Students with different socioeconomic status (SES) may differ in their ability to navigate academic risks due to differences in available cultural capital. Aims This study examine…
University students’ beliefs about errors predict their willingness to take academic risks
Students’ beliefs about errors have become a field of interest within higher education research. Studies show that these are associated with students’ GPA as well as their learning strategies. Whether students’ beliefs about errors are associated with their willingness to engage in learning situations in which making errors is likely, is still an open question. To address this research gap, we measured error beliefs on three dimensions (affect, c…
Affektive Perspektivenübernahme beim Verstehen literarischer Texte im Grundschulalter und ihre Bedeutung für Leseeinstellungen und Textverstehen
Ziel der Studie ist es, den Stand der Fähigkeiten von Grundschulkindern zur affektiven Perspektivenübernahme beim Verstehen literarischer Texte, als empathisches Textverstehen, und ihre Zusammenhänge mit Textverstehen und Leseeinstellungen zu untersuchen. Die Erhebung dieser Merkmale erfolgte anhand von Tests und Fragebögen im Anschluss an Lesungen. Die Befunde verdeutlichen, dass Kinder (N = 160), insbesondere Mädchen, substantielle Fähigkeiten …
Mechanisms mediating the relation between reading self-concept and reading comprehension
Reading self-concept is an important predictor of reading comprehension and vice versa. However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading motivation should function as mediating variables in the relation between reading self-concept and reading…
Individual Differences in Reading Development: A Review of 25 Years of Empirical Research on Matthew Effects in Reading
The idea of Matthew effects in reading—the widening achievement gap between good and poor readers—has attracted considerable attention in education research in the past 25 years. Despite the popularity of the topic, however, empirical studies that have analyzed the core assumption of Matthew effects in reading have produced inconsistent results. This review summarizes the empirical findings on the development of early interindividual differences …
No prominent works on this page.
Individual Differences in Reading Development: A Review of 25 Years of Empirical Research on Matthew Effects in Reading
The idea of Matthew effects in reading—the widening achievement gap between good and poor readers—has attracted considerable attention in education research in the past 25 years. Despite the popularity of the topic, however, empirical studies that have analyzed the core assumption of Matthew effects in reading have produced inconsistent results. This review summarizes the empirical findings on the development of early interindividual differences …
Affektive Perspektivenübernahme beim Verstehen literarischer Texte im Grundschulalter und ihre Bedeutung für Leseeinstellungen und Textverstehen
Ziel der Studie ist es, den Stand der Fähigkeiten von Grundschulkindern zur affektiven Perspektivenübernahme beim Verstehen literarischer Texte, als empathisches Textverstehen, und ihre Zusammenhänge mit Textverstehen und Leseeinstellungen zu untersuchen. Die Erhebung dieser Merkmale erfolgte anhand von Tests und Fragebögen im Anschluss an Lesungen. Die Befunde verdeutlichen, dass Kinder (N = 160), insbesondere Mädchen, substantielle Fähigkeiten …
Mechanisms mediating the relation between reading self-concept and reading comprehension
Reading self-concept is an important predictor of reading comprehension and vice versa. However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading motivation should function as mediating variables in the relation between reading self-concept and reading…
University students’ beliefs about errors predict their willingness to take academic risks
Students’ beliefs about errors have become a field of interest within higher education research. Studies show that these are associated with students’ GPA as well as their learning strategies. Whether students’ beliefs about errors are associated with their willingness to engage in learning situations in which making errors is likely, is still an open question. To address this research gap, we measured error beliefs on three dimensions (affect, c…
Leap, learn, earn: Exploring academic risk taking and learning success across gender and socioeconomic groups
Background The positive learning effects of academic risk taking (ART) in higher education has been discussed since the 1980s. However, this may not apply equally for all social groups. Men and women may differ in the way they use ART to construct their gender identity. Students with different socioeconomic status (SES) may differ in their ability to navigate academic risks due to differences in available cultural capital. Aims This study examine…
Explaining academic risk-taking: The role of motivation and locus of control
Academic risk-taking denotes the individual tendency to choose demanding rather than easy learning tasks that entail the risk of making a visible error and ultimately appearing less competent in front of others. Academic risk-taking has been shown to be beneficial for learning outcomes, but students’ reluctance is oftentimes high. The purpose of our study is to investigate whether motivation to study and locus of control are linked to students’ p…
Perceived social support, attachment representations, and academic risk-taking in higher education
Academic risk-taking (ART) refers to the students’ tendency to engage in challenging learning tasks for which there is uncertainty about the correctness of the outcome, and which carry the risk of making an error visible. Since coping with such an outcome can be considered a stressful event, we ask whether students’ perception of the availability of social support is related to their ART. The analyses are based on a sample of 341 German universit…
Education, Achievement, and Giftedness (4 works) · German (4 works) · Psychology (4 works) · Social Psychology (3 works) · Academic achievement (2 works) · Cognitive psychology (2 works) · Communication in Education and Healthcare (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Educational psychology (2 works)