Endorsements by Elisabeth Rosa Pelikan

0000-0003-2317-9237

University Assistent, Department of Developmental and Educational Psychology, University of Vienna
self-regulated learning, evidence based eduation

Endorsements

Bayesian Thinking for Toddlers
exciting
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Own works

The Role of Parental Self-Efficacy Regarding Parental Support for Early Adolescents’ Coping, Self-Regulated Learning, Learning Self-Efficacy and Positive Emotions
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The Role of Basic Need Satisfaction for Motivation and Self-Regulated Learning During COVID-19
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Basic Psychological Needs and Agency and Communion During the COVID-19 Pandemic
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Digital Learning During Covid-19: An Intersectional Perspective on Secondary Students’ Motivation and Perceived Teacher Support
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Lernen unter COVID-19-Bedingungen – Onlinebefragung zur Situation Lernender in Österreich zu mehreren Messzeitpunkten von April bis Juni 2020
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The role of the Big Two in socially responsible behavior during the COVID-19 pandemic: Agency and communion in adolescents’ personal norm and behavioral adherence to instituted measures
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Selbstreguliertes Lernen im Studium: Bedarfsgerechte Unterstützung von Studierenden. Ein Kompendium für Lehrende und Studiengangsverantwortliche.
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Lernen unter COVID-19 Bedingungen – Zur Situation der Studierenden in Österreich.
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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
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Emergency Distance Learning in Austria during COVID-19: Selected Findings and Implications
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Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study
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Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation
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Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence
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Gender Differences in Digital Learning during COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement and Perceived Teacher Support
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Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being
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