Steegh, A., Höffler, T., Keller, M. & Parchmann, I. (2019). Gender differences in mathematics and science competitions: A systematic review in : Journal of Research in Science Teaching. 56, 10, S. 1431-1460. |
Goetz, T., Keller, M., Lüdtke, O., Nett, U. E. & Lipnevich, A. A.(2019). The dynamics of real-time classroom emotions: Appraisals mediate the relation between students' perceptions of teaching and their emotions. In : Journal of Educational Psychology. |
Sorge, S., Keller, M., Neumann, K. & Möller, J. (2019). Investigating the relationship between pre-service physics teachers’ professional knowledge, self-concept, and interest. In: Journal of Research in Science Teaching. 56, 7, S. 937-955. |
Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of teacher pedagogical content knowledge and motivation on students’ achievement and interest: Investigating physics classrooms. Journal of Research in Science Teaching, 54(5), 586–614. doi:10.1002/tea.21378 |
Nett, U. E., Bieg, M., & Keller, M. M. (2017). How much trait is captured by measures of academic state emotions? A latent state-trait analysis. European Journal of Psychological Assessment, 33(4), 239–255. doi:10.1027/1015-5759/a000416 |
Keller, M. M., Woolfolk Hoy, A. E., Goetz, T., & Frenzel, A. C. (2016). Teacher enthusiasm: Reviewing and redefining a complex construct. Educational Psychology Review, 28(4), 743-769. doi:10.1007/s10648-015-9354-y |