Assoz. Prof. Dr. Marko Lüftenegger, Privatdoz.

Portraitfoto von Marko Lüftenegger

Universitätsstraße 7 (NIG)

1010 Wien

 

+43-1-4277-60030

marko.lueftenegger[at]univie.ac.at

Forschungsschwerpunkte

  • Motivationsentwicklung und -förderung im Bildungsbereich
  • Klassen(ziel)strukturen
  • Evaluation von Maßnahmen im Kontext von Bildung, Gesundheit und Verkehr
  • Burn Out bei Lehrkräften

Wissenschaftliches Profil

Link zum Curriculum Vitae.

Publikationen

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Pelikan, E., Korlat Ikanovic, S., Reiter, J., Holzer, J., Mayerhofer, M., Schober, B., Spiel, C., Hamzallari, O., Uka, A., Chen, J., Välimäki, M., Puharić, Z., Anusionwu, K. E., Okocha, A. N., Zabrodskaja, A., Salmela-Aro, K., Käser, U., Schultze-Krumbholz, A., Wachs, S., ... Lüftenegger, M. (2021). 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. PLoS ONE, 16(10), Artikel e0257346. https://doi.org/10.1371/journal.pone.0257346
Holzer, J., Korlat Ikanovic, S., Haider, C., Mayerhofer, M., Pelikan, E., Schober, B., Spiel, C., Toumazi, T., Salmela-Aro, K., Käser, U., Schultze-Krumbholz, A., Wachs, S., Dabas, M., Verma, S., Iliev, D., Andonovska-Trajkovska, D., Plichta, P., Pyżalski, J., Walter, N., ... Lüftenegger, M. (2021). 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. PLoS ONE, 16(5), Artikel e0251352. https://doi.org/10.1371/journal.pone.0251352
Oczlon, S., Bardach, L., & Lüftenegger, M. (2021). Immigrant adolescents’ perceptions of cultural pluralism climate: Relations to self-esteem, academic self-concept, achievement and discrimination. New Directions for Child and Adolescent Development, 2021(177), 51-75. https://doi.org/10.1002/cad.20412
Pelikan, E., Lüftenegger, M., Holzer, J., Korlat Ikanovic, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: The role of self-regulated learning, motivation and procrastination for perceived competence. Zeitschrift für Erziehungswissenschaft, 24(2), 393-418. https://doi.org/10.1007/s11618-021-01002-x
Korlat Ikanovic, S., Kollmayer, M., Holzer, J., Lüftenegger, M., Pelikan, E., Schober, B., & Spiel, C. (2021). Gender Differences in Digital Learning during COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement and Perceived Teacher Support. Frontiers in Psychology, 12, Artikel 637776. https://doi.org/10.3389/fpsyg.2021.637776
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