Marko Lüftenegger

Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness

Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality

Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

Family and Academic Stress and Their Impact on Students' Depression Level and Academic Performance

E-Learning Research Trends in Higher Education in Light of COVID-19: A Bibliometric Analysis

Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning

Prospers and Obstacles in Using Artificial Intelligence in Saudi Arabia Higher Education Institutions—The Potential of AI-Based Learning Outcomes

Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic

Video viewing in teacher education and professional development: A literature review

Online initial teacher education: a systematic review of the literature

The moderating effects of gender and need satisfaction on self-regulated learning through Artificial Intelligence (AI)

A comparison of high and low achieving students on self-regulated learning variables

Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence

Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement

Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support

Teachers’ Relationship Closeness with Students as a Resource for Teacher Wellbeing: A Response Surface Analytical Approach

Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals.

Lifelong learning as a goal – Do autonomy and self-regulation in school result in well prepared pupils?

Students' basic needs and well‐being during the COVID‐19 pandemic: A two‐country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderating role of self‐regulated learning

Fostering lifelong learning – Evaluation of a teacher education program for professional teachers