Richard Göllner
Richard Göllner
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Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship
K Aldrup, U Klusmann, O Lüdtke, R Göllner, U Trautwein
Learning and instruction 58, 126-136, 2018
Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power.
W Wagner, R Göllner, S Werth, T Voss, B Schmitz, U Trautwein
Journal of Educational Psychology 108 (5), 705, 2016
Construct validity of student perceptions of instructional quality is high, but not perfect: Dimensionality and generalizability of domain-independent assessments
W Wagner, R Göllner, A Helmke, U Trautwein, O Luedtke
Learning and Instruction 28, 1-11, 2013
Low self-esteem prospectively predicts depression in the transition to young adulthood: A replication of Orth, Robins, and Roberts (2008).
S Rieger, R Göllner, U Trautwein, BW Roberts
Journal of personality and social psychology 110 (1), e16, 2016
Whose “storm and stress” is it? Parent and child reports of personality development in the transition to early adolescence
R Göllner, BW Roberts, RI Damian, O Lüdtke, K Jonkmann, U Trautwein
Journal of personality 85 (3), 376-387, 2017
Social support and classroom management are related to secondary students’ general school adjustment: A multilevel structural equation model using student and teacher ratings.
K Aldrup, U Klusmann, O Lüdtke, R Göllner, U Trautwein
Journal of Educational Psychology 110 (8), 1066, 2018
Feedback on patient progress and clinical support tools for therapists: Improved outcome for patients at risk of treatment failure in psychosomatic in-patient therapy under the …
T Probst, MJ Lambert, TH Loew, RW Dahlbender, R Göllner, K Tritt
Journal of Psychosomatic Research 75 (3), 255-261, 2013
The development of work values during the transition to adulthood: A two-country study
CM Lechner, FM Sortheix, R Göllner, K Salmela-Aro
Journal of Vocational Behavior 99, 52-65, 2017
Attentive or not? Toward a machine learning approach to assessing students’ visible engagement in classroom instruction
P Goldberg, Ö Sümer, K Stürmer, W Wagner, R Göllner, P Gerjets, ...
Educational Psychology Review 33 (1), 27-49, 2021
Students’ idiosyncratic perceptions of teaching quality in mathematics: A result of rater tendency alone or an expression of dyadic effects between students and teachers?
R Göllner, W Wagner, JS Eccles, U Trautwein
Journal of Educational Psychology 110 (5), 709, 2018
Is doing your homework associated with becoming more conscientious?
R Göllner, RI Damian, N Rose, M Spengler, U Trautwein, B Nagengast, ...
Journal of Research in Personality 71, 1-12, 2017
Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity
F Blume, R Göllner, K Moeller, T Dresler, AC Ehlis, C Gawrilow
Learning and Instruction 61, 138-147, 2019
Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality.
B Fauth, W Wagner, C Bertram, R Göllner, J Roloff, O Lüdtke, MS Polikoff, ...
Journal of Educational Psychology 112 (6), 1284, 2020
Self‐esteem development in the school context: The roles of intrapersonal and interpersonal social predictors
J Wagner, O Lüdtke, A Robitzsch, R Göllner, U Trautwein
Journal of Personality 86 (3), 481-497, 2018
Cognitive behavioral therapy versus progressive muscle relaxation training for multiple somatoform symptoms: results of a randomized controlled trial
A Schröder, J Heider, A Zaby, R Göllner
Cognitive therapy and research 37 (2), 296-306, 2013
Who sees what?: conceptual considerations on the measurement of teaching quality from different perspectives
B Fauth, R Göllner, G Lenske, AK Praetorius, W Wagner
Zeitschrift für Pädagogik. Beiheft 66 (1), 138-155, 2020
It’s not only who you are but who you are with: High school composition and individuals’ attainment over the life course
R Göllner, RI Damian, B Nagengast, BW Roberts, U Trautwein
Psychological Science 29 (11), 1785-1796, 2018
The nonlinear interaction of person and situation (NIPS) model: Theory and empirical evidence
GS Blum, JF Rauthmann, R Göllner, T Lischetzke, M Schmitt
European Journal of Personality 32 (3), 286-305, 2018
Social cognitive constructs are just as stable as the Big Five between grades 5 and 8
S Rieger, R Göllner, M Spengler, U Trautwein, B Nagengast, BW Roberts
AERA Open 3 (3), 2332858417717691, 2017
The development of narcissistic admiration and machiavellianism in early adulthood.
MP Grosz, R Göllner, N Rose, M Spengler, U Trautwein, JF Rauthmann, ...
Journal of personality and social psychology 116 (3), 467, 2019
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