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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

University instructors’ achievement goals for teaching.
Martin Daumiller, Oliver Dickhäuser, Markus Dresel
Journal of Educational Psychology (2018) Vol. 111, Iss. 1, pp. 131-148
Open Access | Times Cited: 131

Showing 1-25 of 131 citing articles:

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
Martin Daumiller, Raven Rinas, Julia Hein, et al.
Computers in Human Behavior (2021) Vol. 118, pp. 106677-106677
Open Access | Times Cited: 224
Guiding attention in the classroom: An eye‐tracking study on the associations between preservice teachers' goals and noticing of student interactions
Martin Daumiller, Ricardo Böheim, Aldin Alijagic, et al.
British Journal of Educational Psychology (2025)
Open Access | Times Cited: 2
Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions
Martin Daumiller, Robert H. Stupnisky, Stefan Janke
International Journal of Educational Research (2019) Vol. 99, pp. 101502-101502
Open Access | Times Cited: 103
Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences
Martin Daumiller, Stefan Janke, Julia Hein, et al.
Learning and Instruction (2021) Vol. 76, pp. 101458-101458
Open Access | Times Cited: 60
Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement
Carlton J. Fong, Jendayi Dillard, Molly Hatcher
International Journal of Educational Research (2019) Vol. 98, pp. 91-105
Closed Access | Times Cited: 69
Academics’ motivations in professional training courses: effects on learning engagement and learning gains
Martin Daumiller, Raven Rinas, Daria Olden, et al.
The International Journal for Academic Development (2020) Vol. 26, Iss. 1, pp. 7-23
Closed Access | Times Cited: 56
Do achievement goals and self-efficacy matter for feedback use?
Melanie V. Keller, Markus Dresel, Martin Daumiller
Learning and Instruction (2024) Vol. 93, pp. 101948-101948
Open Access | Times Cited: 6
Effects of performance goals and social norms on academic dishonesty in a test
Martin Daumiller, Stefan Janke
British Journal of Educational Psychology (2019) Vol. 90, Iss. 2, pp. 537-559
Open Access | Times Cited: 54
Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance
Xinqiao Liu, Xueheng Gao, Siqing Ping
Sustainability (2019) Vol. 11, Iss. 3, pp. 775-775
Open Access | Times Cited: 53
Researchers’ achievement goals: Prevalence, structure, and associations with job burnout/engagement and professional learning
Martin Daumiller, Markus Dresel
Contemporary Educational Psychology (2020) Vol. 61, pp. 101843-101843
Open Access | Times Cited: 49
Teaching and research: Specificity and congruence of university faculty achievement goals
Martin Daumiller, Markus Dresel
International Journal of Educational Research (2020) Vol. 99, pp. 101460-101460
Open Access | Times Cited: 48
From teachers' personal achievement goals to students’ perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices
Martin Daumiller, Michaela S. Fasching, Gabriele Steuer, et al.
Teaching and Teacher Education (2022) Vol. 111, pp. 103617-103617
Closed Access | Times Cited: 28
Teaching Quality in Higher Education
Martin Daumiller, Stefan Janke, Julia Hein, et al.
European Journal of Psychological Assessment (2022) Vol. 39, Iss. 3, pp. 176-181
Open Access | Times Cited: 24
Identifying the motivational and demotivational factors influencing students’ academic achievements in language education
Shiva Zeynali, Reza Pishghadam, Azar Hosseini Fatemi
Learning and Motivation (2019) Vol. 68, pp. 101598-101598
Closed Access | Times Cited: 42
Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations
Stefan Janke, Lisa Bardach, Sophie Oczlon, et al.
Teaching and Teacher Education (2019) Vol. 83, pp. 1-11
Closed Access | Times Cited: 39
Motivation of higher education faculty: (How) it matters!
Helen M. G. Watt, Paul Richardson
International Journal of Educational Research (2020) Vol. 100, pp. 101533-101533
Closed Access | Times Cited: 38
A neglected tenet of achievement goal theory: Associations between life aspirations and achievement goal orientations
Stefan Janke, Oliver Dickhäuser
Personality and Individual Differences (2019) Vol. 142, pp. 90-99
Open Access | Times Cited: 37
Exploring University Instructors’ Achievement Goals and Discrete Emotions
Raven Rinas, Markus Dresel, Julia Hein, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 35
Digital Competence of Lecturers and Its Impact on Student Learning Value in Higher Education
Tran Dong Dang, Thanh Tú Phan, Thi Nhu Quynh Vu, et al.
Heliyon (2024) Vol. 10, Iss. 17, pp. e37318-e37318
Open Access | Times Cited: 4
Prospective effects of motivation for enrollment on well-being and motivation at university
Stefan Janke
Studies in Higher Education (2019) Vol. 45, Iss. 12, pp. 2413-2425
Closed Access | Times Cited: 31
Humor in university teaching: role of teachers’ achievement goals and self-efficacy for their use of content-related humor
Martin Daumiller, Sonja Bieg, Oliver Dickhäuser, et al.
Studies in Higher Education (2019) Vol. 45, Iss. 12, pp. 2619-2633
Open Access | Times Cited: 31
Elite athletes’ achievement goals, burnout levels, psychosomatic stress symptoms, and coping strategies
Martin Daumiller, Raven Rinas, Jennifer Breithecker
International Journal of Sport and Exercise Psychology (2021) Vol. 20, Iss. 2, pp. 416-435
Open Access | Times Cited: 25
Antecedents and consequences of teachers’ goal profiles in Australia and Israel
Helen M. G. Watt, Ruth Butler, Paul Richardson
Learning and Instruction (2021) Vol. 76, pp. 101491-101491
Closed Access | Times Cited: 24
Multiple Social and Academic Achievement Goals: Students’ Goal Profiles and Their Linkages
Lisa Bardach, Martin Daumiller, Marko Lüftenegger
The Journal of Experimental Education (2022) Vol. 91, Iss. 4, pp. 655-675
Closed Access | Times Cited: 19
Relevance of Students’ Goals for Learning Engagement and Knowledge Gains in an Online Learning Course
Martin Daumiller, Raven Rinas, Markus Dresel
Behavioral Sciences (2023) Vol. 13, Iss. 2, pp. 161-161
Open Access | Times Cited: 10
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