Publicaties
2023
Wetenschappelijke publicaties
Bloem, J., Flunger, B., Stroet, K., & Hornstra, L. (2023). Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09831-w
van Leeuwen, A., Hornstra, T. E., & Flunger, B. (2023). Need Supportive Collaborative Learning: Are Teachers Necessary or Do Students Support each other’s Basic Psychological Needs. Educational Studies, 49(1), 131-146 . https://doi.org/10.1080/03055698.2020.1835613
2022
Wetenschappelijke publicaties
Ahmadi, A., Noetel, M., Parker, P. D., Ryan, R. O., Ntoumanis, N., Reeve, J., Beauchamp, M., Dicke, T., Yeung, A., Ahmadi, M., Bartolomew, K., Chiu, T. K. F., Curran, T., Erturan, G., Flunger, B., Frederick, C., Froiland, J. M., González-Cutre, D., Haerens, L., ... Lonsdale, C. (Accepted/In press). A Classification System for Teachers’ Motivational Behaviours Recommended in Self-Determination Theory Interventions. Journal of Educational Psychology. https://doi.org/10.31234/osf.io/4vrym
Flunger, B., Hollmann, L., Hornstra, L., & Murayama, K. (2022). It’s more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language. Learning and Instruction, 77, 1-13. [101500]. https://doi.org/10.1016/j.learninstruc.2021.101500
2021
Wetenschappelijke publicaties
Flunger, B., Gaspard, H., Häfner, I., Brisson, B. M., Dicke, A-L., Parrisius, C., Nagengast, B., & Trautwein, U. (2021). Relevance Interventions in the Classroom: A Means to Promote Students’ Homework Motivation and Behavior. AERA Open, 7(1), 1-20. https://doi.org/10.1177/23328584211052049
Cora, P., Gaspard, H., Flunger, B., Trautwein, U., & Nagengast, B. (2021). Gleiche Wirkung in jedem Klassenzimmer? Moderationseffekte durch motivationale Unterrichtspraktiken am Beispiel einer Nützlichkeitsintervention im Mathematikunterricht und damit einhergehende Herausforderungen. In R. Lazarides, & D. Raufelder (Eds.), Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten: Perspektiven aus Pädagogik, Psychologie und Fachdidaktiken (pp. 355-388). (Edition ZfE; Vol. 10). Springer. https://doi.org/10.1007/978-3-658-31064-6_13
Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2021). Using Multilevel Mixture Models in Educational Research: An Illustration With Homework Research. Journal of Experimental Education, 89(1), 209-236. https://doi.org/10.1080/00220973.2019.1652137
2020
Wetenschappelijke publicaties
Brisson, B. M., Hulleman, C. S., Häfner, I., Gaspard, H., Flunger, B., Dicke, A. L., Trautwein, U., & Nagengast, B. (2020). Wer hält sich an die Anweisungen – und macht es einen Unterschied? Determinanten und Wirkungen der Reaktion von Schüler*innen auf eine Motivationsintervention im Klassenzimmer. Zeitschrift fur Erziehungswissenschaft, 23(1), 121-144. https://doi.org/10.1007/s11618-019-00922-z
2019
Wetenschappelijke publicaties
Coppens, L. C., Hoogerheide, V., Snippe, E. M., Flunger, B., & van Gog, T. (2019). Effects of problem–example and example–problem pairs on gifted and nongifted primary school students’ learning. Instructional Science, 47(3), 279-297. https://doi.org/10.1007/s11251-019-09484-3
Piesch, H., Haefner, I., Gaspard, H., Flunger, B., Nagengast, B., & Harackiewicz, J. (2019). Helping parents support adolescents’ career orientation: Effects of a parent-based utility-value intervention. Unterrichtswissenschaft, 47(3), 271-293. https://doi.org/10.1007/s42010-018-0024-x
Flunger, B., Mayer, A., & Umbach, N. (2019). Beneficial for Some or for Everyone? Exploring the Effects of an Autonomy-Supportive Intervention in the Real-Life Classroom. Journal of Educational Psychology, 111(2), 210-234. https://doi.org/10.1037/edu0000284
2018
Wetenschappelijke publicaties
Berendes, K., Becker, M., Jacoby, J., Flunger, B., Nagengast, B., & Trautwein, U. (2018). Individuelle Entwicklungsverläufe beim Lesen: Macht das Geschlecht den Unterschied? Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie, 50(4), 192-208. https://doi.org/10.1026/0049-8637/a000202
Heissel, A., Pietrek, A., Flunger, B., Fydrich, T., Rapp, M. A., Heinzel, S., & Vansteenkiste, M. (2018). The Validation of the German Basic Psychological Need Satisfaction and Frustration Scale in the Context of Mental Health. European Journal of Health Psychology, 25(4), 119-132. https://doi.org/10.1027/2512-8442/a000017
Häfner, I., Flunger, B., Dicke, A. L., Gaspard, H., Brisson, B. M., Nagengast, B., & Trautwein, U. (2018). The Role of Family Characteristics for Students' Academic Outcomes: A Person-Centered Approach. Child Development, 89(4), 1405-1422. https://doi.org/10.1111/cdev.12809
2017
Wetenschappelijke publicaties
Brisson, B. M., Dicke, A. L., Gaspard, H., Häfner, I., Flunger, B., Nagengast, B., & Trautwein, U. (2017). Short Intervention, Sustained Effects: Promoting Students’ Math Competence Beliefs, Effort, and Achievement. American Educational Research Journal, 54(6), 1048-1078. https://doi.org/10.3102/0002831217716084
Häfner, I., Flunger, B., Dicke, A. L., Gaspard, H., Brisson, B. M., Nagengast, B., & Trautwein, U. (2017). Robin Hood effects on motivation in math: Family interest moderates the effects of relevance interventions. Developmental Psychology, 53(8), 1522-1539. https://doi.org/10.1037/dev0000337
Mayer, A., Umbach, N., Flunger, B., & Kelava, A. (2017). Effect Analysis Using Nonlinear Structural Equation Mixture Modeling. Structural Equation Modeling, 24(4), 556-570. https://doi.org/10.1080/10705511.2016.1273780
Itzek-Greulich, H., Flunger, B., Vollmer, C., Nagengast, B., Rehm, M., & Trautwein, U. (2017). Effectiveness of lab-work learning environments in and out of school: A cluster randomized study. Contemporary Educational Psychology, 48, 98-115. https://doi.org/10.1016/j.cedpsych.2016.09.005
Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2017). A person-centered approach to homework behavior: Students’ characteristics predict their homework learning type. Contemporary Educational Psychology, 48, 1-15. https://doi.org/10.1016/j.cedpsych.2016.07.002
2016
Wetenschappelijke publicaties
Guo, J., Nagengast, B., Marsh, H. W., Kelava, A., Gaspard, H., Brandt, H., Cambria, J., Flunger, B., Dicke, A. L., Häfner, I., Brisson, B. M., & Trautwein, U. (2016). Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes. AERA Open, 2(1), 1–20. https://doi.org/10.1177/2332858415626884
https://dspace.library.uu.nl/bitstream/handle/1874/346974/Probing.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/346974/Probing.pdf?sequence=1
Flunger, B., Marttinen, E., Tuominen-Soini, H., & Salmela-Aro, K. (2016). How Do Young Adults Orchestrate Their Multiple Achievement-Related Goals? Associations of Achievement Goal Orientations With Identity Formation and Goal Appraisals. Research in Human Development, 13(4), 342-362. https://doi.org/10.1080/15427609.2016.1234309
Gaspard, H., Dicke, A., Flunger, B., Haefner, I., Brisson, B. M., Trautwein, U., & Nagengast, B. (2016). Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains. AERA Open, 2(2), 1-14. https://doi.org/10.1177/2332858416649168
2015
Wetenschappelijke publicaties
Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2015). The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year. Learning and Instruction, 39, 97-106. https://doi.org/10.1016/j.learninstruc.2015.05.008
Gaspard, H., Dicke, A. L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663-677. https://doi.org/10.1037/edu0000003
Gaspard, H., Dicke, A. L., Flunger, B., Brisson, B. M., Häfner, I., Nagengast, B., & Trautwein, U. (2015). Fostering adolescents' value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51(9), 1226-1240. https://doi.org/10.1037/dev0000028
Friedrich, A., Flunger, B., Nagengast, B., Jonkmann, K., & Trautwein, U. (2015). Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement. Contemporary Educational Psychology, 41, 1-12. https://doi.org/10.1016/j.cedpsych.2014.10.006
Itzek-Greulich, H., Flunger, B., Vollmer, C., Nagengast, B., Rehm, M., & Trautwein, U. (2015). Effects of a science center outreach lab on school students' achievement - Are student lab visits needed when they teach what students can learn at school? Learning and Instruction, 38, 43-52. https://doi.org/10.1016/j.learninstruc.2015.03.003
2014
Wetenschappelijke publicaties
Pretsch, J., Heckmann, N., Flunger, B., & Schmitt, M. (2014). Agree or disagree? Influences on consensus in personality judgments. European Journal of Psychological Assessment, 30(1), 31-39. https://doi.org/10.1027/1015-5759/a000165
Schreier, B. M., Dicke, A. L., Gaspard, H., Häfner, I., Flunger, B., Lüdtke, O., Nagengast, B., & Trautwein, U. (2014). Der wert der mathematik im klassenzimmer-die bedeutung relevanzbezogener unterrichtsmerkmale für die wertüberzeugungen der schülerinnen und schüler. Zeitschrift für Erziehungswissenschaft, 17(2), 225-255. https://doi.org/10.1007/s11618-014-0537-y
2013
Wetenschappelijke publicaties
Flunger, B., Pretsch, J., Schmitt, M., & Ludwig, P. (2013). The role of explicit need strength for emotions during learning. Learning and Individual Differences, 23(1), 241-248. https://doi.org/10.1016/j.lindif.2012.10.001
Pretsch, J., Flunger, B., Heckmann, N., & Schmitt, M. (2013). Done in 60 s? Inferring teachers' subjective well-being from thin slices of nonverbal behavior. Social Psychology of Education, 16(3), 421-434. https://doi.org/10.1007/s11218-013-9223-9
2012
Wetenschappelijke publicaties
Pretsch, J., Flunger, B., & Schmitt, M. (2012). Resilience predicts well-being in teachers, but not in non-teaching employees. Social Psychology of Education, 15(3), 321-336. https://doi.org/10.1007/s11218-012-9180-8
2010
Wetenschappelijke publicaties
Flunger, B., & Ziebertz, H. G. (2010). Intercultural identity - Religion, values, in-group and out-group attitudes. JET : journal of empirical theology, 23(1), 1-28. https://doi.org/10.1163/157092510X503002