| Mastery goals, positive emotions and learning behavior in self-directed vs. teacher-directed learning S Schweder European Journal of Psychology of Education 35 (1), 205-223, 2020 | 76 | 2020 |
| Positive emotions, learning behavior and teacher support in self-directed learning during adolescence: Do age and gender matter? S Schweder, D Raufelder Journal of Adolescence 73, 73-84, 2019 | 72 | 2019 |
| Needs satisfaction and motivation among adolescent boys and girls during self-directed learning intervention S Schweder, D Raufelder Journal of Adolescence 88, 1-13, 2021 | 48 | 2021 |
| How the learning context affects adolescents’ goal orientation, effort, and learning strategies S Schweder, D Raufelder, S Kulakow, T Wulff The Journal of Educational Research 112 (5), 604-614, 2019 | 33 | 2019 |
| The role of control strategies, self-efficacy, and learning behavior in self-directed learning S Schweder International Journal of School & Educational Psychology 7 (sup1), 29-41, 2019 | 19 | 2019 |
| Adolescents' expectancy–value profiles in school context: The impact of self‐directed learning intervals S Schweder, D Raufelder Journal of Adolescence 94 (4), 569-586, 2022 | 18 | 2022 |
| Examining positive emotions, autonomy support and learning strategies: self-directed versus teacher-directed learning environments S Schweder, D Raufelder Learning Environments Research 25 (2), 507-522, 2022 | 15 | 2022 |
| Students’ interest and self-efficacy and the impact of changing learning environments S Schweder, D Raufelder Contemporary Educational Psychology 70, 102082, 2022 | 13 | 2022 |
| Interest, flow and learning strategies how the learning context affects the moderating function of flow S Schweder, D Raufelder The Journal of Educational Research 114 (2), 196-209, 2021 | 13 | 2021 |
| Projekt: Unterricht: Projektunterricht und Professionalisierung in Lehrerbildung und Schulpraxis T Hill, U Weyland, S Boller, W Emer, L Rosa, S Schweder, W Steiner Vandenhoeck & Ruprecht, 2013 | 13 | 2013 |
| Validation and reliability of the German version of the school burnout inventory F Hoferichter, D Raufelder, S Schweder, K Salmela-Aro Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 2022 | 11 | 2022 |
| Adolescents’ goals, self-efficacy, and positive emotions–how important is the learning context? S Schweder, D Raufelder, T Wulff International Journal of School & Educational Psychology 10 (1), 1-17, 2022 | 11 | 2022 |
| Adolescents' enjoyment and effort in class: Influenced by self-directed learning intervals S Schweder, D Raufelder Journal of School Psychology 95, 72-89, 2022 | 9 | 2022 |
| Interest and learning strategies. The moderating function of flow in different learning contexts S Schweder, D Raufelder The Journal of Educational Research 114 (2), 196-209, 2021 | 9 | 2021 |
| SCHOLA-21 als erweiterte Lernumgebung für den Projektunterricht Untersuchungen zum Einsatz einer Lernplattform bei unterschiedlichen didaktischen Konzepten S Schweder | 9* | 2008 |
| Does changing learning environments affect student motivation? S Schweder, D Raufelder Learning and Instruction 89, 101829, 2024 | 8 | 2024 |
| Forschendes Lernen strukturiert planenund durchfuehren S Schweder Pädagogik, 2012 | 5* | 2012 |
| Self-directed learning in formal education: Longitudinal analysis of multiple goal profiles S Schweder, D Raufelder Available at SSRN 4321341, 2023 | 2 | 2023 |
| Motivationale Beziehungen, fachspezifisches Interesse und Lernstrategien bei Mädchen und Jungen im Deutschunterricht S Schweder, D Raufelder Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten …, 2022 | 2 | 2022 |
| Wie Mädchen und Jungen an Gymnasien sich im Zusammenspiel von sozialer Eingebundenheit, schulischem Selbstkonzept und Leistung in der Adoleszenz unterscheiden S Schweder, D Raufelder Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und Lehrer …, 2020 | 2 | 2020 |
