Maja Flaig
Biographic Data
| ID | 9708880 |
|---|---|
| NAME | Maja Flaig |
| GIVEN NAMES | Maja |
| FAMILY NAME | Flaig |
| SIGNATURE | FLAIG M |
| AFFILIATIONS | Hector Research Institute of Education Sciences and Psychology, Universität Tübingen, Tübingen, Germany |
| ORCID | 0000-0002-9061-5740 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Domain-specific prior knowledge and learning
Who’s bored in school
In the literature, general cognitive ability has been discussed as one critical factor that shapes students’ boredom. In this study, we investigated the relationship between academic boredom and general cognitive ability in primary school students while also considering intrinsic value. We analyzed data from N = 2849 third graders from 188 German classrooms. We used structural equation models with latent variables to test for whether general cogn…
Peer Feedback Improves Students’ Academic Self-Concept in Higher Education
Peer feedback has been shown to be an effective strategy to improve academic achievement. However, little evidence is available about the effects of peer feedback on academic outcomes other than achievement, such as academic self-concept (ASC). ASC and achievement are reciprocally related and thus mutual reinforce themselves. The present study focuses on the effect of a four week long structured web-based peer feedback intervention on ASC in the …
No prominent works on this page.
Peer Feedback Improves Students’ Academic Self-Concept in Higher Education
Peer feedback has been shown to be an effective strategy to improve academic achievement. However, little evidence is available about the effects of peer feedback on academic outcomes other than achievement, such as academic self-concept (ASC). ASC and achievement are reciprocally related and thus mutual reinforce themselves. The present study focuses on the effect of a four week long structured web-based peer feedback intervention on ASC in the …
Domain-specific prior knowledge and learning
Who’s bored in school
In the literature, general cognitive ability has been discussed as one critical factor that shapes students’ boredom. In this study, we investigated the relationship between academic boredom and general cognitive ability in primary school students while also considering intrinsic value. We analyzed data from N = 2849 third graders from 188 German classrooms. We used structural equation models with latent variables to test for whether general cogn…
Psychology (2 works) · Social Psychology (2 works) · Academic achievement (1 works) · Academic writing (1 works) · Boredom (1 works) · Cognition (1 works) · Computer Science (1 works) · Developmental psychology (1 works) · Education, Achievement, and Giftedness (1 works) · Evaluation of Teaching Practices (1 works)