| Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms JL Berger, SA Karabenick Learning and instruction 21 (3), 416-428, 2011 | 452 | 2011 |
| Teaching experience, teachers’ beliefs, and self-reported classroom management practices: A coherent network JL Berger, C Girardet, C Vaudroz, M Crahay SAGE open 8 (1), 2158244017754119, 2018 | 223 | 2018 |
| Help seeking as a self-regulated learning strategy SA Karabenick, JL Berger Applications of self-regulated learning across diverse disciplines: A …, 2012 | 195 | 2012 |
| Becoming a VET teacher as a second career: Investigating the determinants of career choice and their relation to perceptions about prior occupation JL Berger, Y D'Ascoli Asia-Pacific journal of teacher education 40 (3), 317-341, 2012 | 150 | 2012 |
| Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement F Lauermann, JL Berger Learning and Instruction 76, 101441, 2021 | 134 | 2021 |
| Teacher professional identity as multidimensional: mapping its components and examining their associations with general pedagogical beliefs JL Berger, K Lê Van Educational Studies 45 (2), 163-181, 2019 | 110 | 2019 |
| Construct validity of self-reported metacognitive learning strategies JL Berger, SA Karabenick Educational assessment 21 (1), 19-33, 2016 | 97 | 2016 |
| Motivation to become a teacher: A Norwegian validation of the factors influencing teaching choice scale K Nesje, C Brandmo, JL Berger Scandinavian Journal of Educational Research 62 (6), 813-831, 2018 | 91 | 2018 |
| Les motivations à devenir enseignant: revue de la question chez les enseignants de première et deuxième carrière JL Berger, Y D’ascoli Revue française de pédagogie 177 (2), 113-146, 2011 | 89 | 2011 |
| Motivations to become vocational education and training educators: a person-oriented approach JL Berger, Y D’Ascoli Vocations and Learning 5, 225-249, 2012 | 72 | 2012 |
| Vocational teachers’ classroom management style: the role of motivation to teach and sense of responsibility JL Berger, C Girardet European Journal of Teacher Education 44 (2), 200-216, 2021 | 63 | 2021 |
| Métacognition et croyances motivationnelles: un mariage de raison JL Berger, F Büchel Revue française de pédagogie 179 (2), 95-128, 2012 | 59 | 2012 |
| Strategy acquisition by children with general learning difficulties through metacognitive training MS Bosson, MGP Hessels, C Hessels-Schlatter, JL Berger, NM Kipfer, ... Australian Journal of Learning Difficulties 15 (1), 13-34, 2010 | 53 | 2010 |
| Fostering self-regulated learning in intervention and regular teaching C Brandmo, JL Berger Journal of Cognitive Education and Psychology 12 (2), 127-137, 2013 | 34* | 2013 |
| Uncovering vocational students’ multiple goal profiles in the learning of professional mathematics: differences in learning strategies, motivational beliefs and cognitive abilities JL Berger Educational Psychology, 2012 | 32 | 2012 |
| The determinants of VET educators’ occupational choice JL Berger, C Girardet Education+ Training 57 (1), 108-126, 2015 | 29 | 2015 |
| L'autorégulation de l'apprentissage: perspectives théoriques et applications JL Berger, FP Büchel Ovadia, 2013 | 28 | 2013 |
| Strategy motivation and strategy use: Role of student appraisals of utility and cost SA Karabenick, JL Berger, E Ruzek, K Schenke Metacognition and Learning 16 (2), 345-366, 2021 | 25 | 2021 |
| Factors influencing the evolution of vocational teachers' beliefs and practices related to classroom management during teacher education C Girardet, B Jean-Louis Australian Journal of Teacher Education (Online) 43 (4), 138-158, 2018 | 25 | 2018 |
| Group assessment of learning potential of pupils in mainstream primary education and special education classes MPG Hessels, JL Berger, M Bosson Journal of Cognitive Education and Psychology 7 (1), 43-69, 2008 | 25 | 2008 |
Céline GirardetUniversité de Genève在 unige.ch 的电子邮件经过验证
