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T

Tino Endres

university of zurich

13H指数
49论文数
667被引数
收录论文 11
发表时间
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Is changing your mind enough? Growth mindset intervention fails to translate to implicit measures改变想法就足够了吗？成长型思维干预未能转化为内隐测量
errLearning and Motivation
IF1.8
err2026-05-01
err0
errOAAI
errZeeb, Helene; Endres, Tino; Becker, Manuel; Weyreter, Steffen; Lengsfeld, Stephan; Renkl, Alexander
err分享
err收藏
Generative and Retrieval Tasks: Does the Sequence Matter and Do Sequence Effects Depend on Learning Task Delay?生成和检索任务：序列顺序重要吗？序列效应是否取决于学习任务延迟？
errApplied Cognitive Psychology
IF1.8
err2026-03-10
err0
PREAI
errObergassel, Niklas; Renkl, Alexander; Endres, Tino; Nuckles, Matthias; Carpenter, Shana K.; Roelle, Julian
err分享
err收藏
How to conceptualize teaching quality in the future: some confirming, some complementary, and some critical remarks, and some of them hopefully helpful如何在未来概念化教学质量：一些确认性、补充性和批判性的评论，希望其中一些会有所帮助
errSCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
IF2.8
err2025-05-13
err2
errOAAI
errAlexander Renkl; Tino Endres
err分享
err收藏
Sustaining focus when It's hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives在最具挑战性的时候保持专注：情感设计强化持续学习，尤其是在存在吸引人的替代方案的环境中
errCOMPUTERS & EDUCATION
IF10.5
err2025-04-29
err0
PREAI
errEndres, Tino; Voessing, Charlotte; Renninger, K. Ann; Eitel, Alexander; Renkl, Alexander
err分享
err收藏
Combining Generative Tasks and Retrieval Tasks结合生成任务和检索任务
errJOURNAL OF EDUCATIONAL PSYCHOLOGY
IF6.4
err2025-04-24
err1
errOAAI
errObergassel, Niklas; Renkl, Alexander; Endres, Tino; Nueckles, Matthias; Carpenter, Shana K.; Roelle, Julian
err分享
err收藏
How to Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples
errEDUCATIONAL PSYCHOLOGY REVIEW
IF8.8
err2024-09-07
err0
errOAAI
errWaldeyer, Julia; Endres, Tino; Roelle, Julian; Baars, Martine; Renkl, Alexander
err分享
err收藏
Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks
errEDUCATIONAL PSYCHOLOGY REVIEW
IF8.8
err2023-10-13
err15
errOAAI
errRoelle, Julian; Endres, Tino; Abel, Roman; Obergassel, Niklas; Nueckles, Matthias; Renkl, Alexander
err分享
err收藏
Can prior knowledge increase task complexity? - Cases in which higher prior knowledge leads to higher intrinsic cognitive load
errbritish journal of educational technology
IF3.6
err2022-11-27
err20
errOAAI
errEndres, Tino; Lovell, Oliver; Morkunas, David; Riess, Werner; Renkl, Alexander
err分享
err收藏
Students' Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences学生在自我调节学习中使用检索: 对监控和调节努力学习经历的影响
errEDUCATIONAL PSYCHOLOGY REVIEW
IF8.8
err2020-08-05
err40
PREAI
errCarpenter, Shana K.; Endres, Tino; Hui, Luotong
err分享
err收藏
Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details
errEDUCATIONAL PSYCHOLOGY REVIEW
IF8.8
err2020-08-03
err41
PREAI
errEitel, Alexander; Endres, Tino; Renkl, Alexander
err分享
err收藏
When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence
errcomputer assisted language learning
IF4.6
err2020-02-20
err44
errOAAI
errEndres, Tino; Weyreter, Steffen; Renkl, Alexander; Eitel, Alexander
err分享
err收藏

研究方向

暂时未获取到该数据
合作学者
合作期刊
A
Alexander Renkl
H 指数: 66 · 论文数: 389
K
K. Ann Renninger
H 指数: 41 · 论文数: 164
S
Shana K. Carpenter
H 指数: 33 · 论文数: 112
M
Matthias Nückles
H 指数: 32 · 论文数: 173
J
Julian Roelle
H 指数: 25 · 论文数: 111
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