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Muth, J., & Lüftenegger, M. (2024). Associations between Autonomy-Supportive Teaching, the Use of Non-Academic ICTs, and Student Motivation in English Language Learning. Sustainability, 16(3), 1337. https://doi.org/10.3390/su16031337
Mayerhofer, M., Lüftenegger, M., & Eichmayr, M. (2024). The development of mathematics expectancy-value profiles during the secondary-tertiary transition into STEM fields. International Journal of STEM Education 11, 31. https://doi.org/10.1186/s40594-024-00491-6
Holzer, J., Grützmacher, L., Ludwig, S., Bacher, J., Dumont, H., Kampa, N., Krainer, K., Lüftenegger, M., Maaz, K., Pant, H. A., Prenzel, M., Spiel, C., & Schober, B. (2024). Bildung gemeinsam gestalten: Empfehlungen für Projekte in Kooperation zwischen Wissenschaft, Politik und Praxis. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-024-01273-0
Khajavy, G. H., & Lüftenegger, M. (2024). Pride in Foreign Language Learning: A Conceptual Framework and Empirical Evidence. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2024.2361652
Holzer, J., Grützmacher, L., Lüftenegger, M., Prenzel, M., & Schober, B. (2024). Shedding light on relations between teacher emotions, instructional behavior, and student school well-being - Evidence from disadvantaged schools. Learning and Instruction, 92, 101926. https://doi.org/10.1016/j.learninstruc.2024.101926
Holzer, J., Korlat, S., Pelikan, E., Schober, B., Spiel, C., & Lüftenegger, M. (2024). The Role of Parental Self-Efficacy Regarding Parental Support for Early Adolescents' Coping, Self-Regulated Learning, Learning Self-Efficacy and Positive Emotions. The Journal of Early Adolescence, 44(2), 171-197. https://doi.org/10.1177/02724316231162306
Oczlon, S., Boda, Z., Schwab, S., Bardach, L., Lehofer, M., & Lüftenegger, M. (2023). Ethnic In-and Out-Group Friendships Going Into Early Adolescence: Prevalence, Quality, Stability, and the Role of the Network Structure. Journal of Early Adolescence, 43(7), 867-907. https://doi.org/10.1177/02724316221130439
Grützmacher, L., Holzer, J., Lüftenegger, M., Schober, B., & Prenzel, M. (2023). The stimulation of school improvement processes: The orientation of development perspectives. School Effectiveness and School Improvement, 34(4), 442-462. https://doi.org/10.1080/09243453.2023.2246950
Daumiller, M., Rinas, R., Schoon, I., & Lüftenegger, M. (2023). How did COVID-19 Affect Education and What can be Learned Moving Forward? A Systematic Meta-Review of Systematic Reviews and Meta-Analyses. Zeitschrift für Psychologie, 231(3), 177-191. https://doi.org/10.1027/2151-2604/a000527
Mayerhofer, M., Lüftenegger, M., & Eichmayr, M. (2023). Impact of a mathematics bridging course on the motivation of beginning university students. International Journal of Research in Undergraduate Mathematics Education, XX(X), XXX-XX. https://doi.org/10.1007/s40753-023-00224-0
Pelikan, E. R., Grützmacher, L., Hager, K., Holzer, J., Korlat, S., Mayerhofer, M., Schober, B., Spiel, C., & Lüftenegger, M. (2023). The Role of Basic Need Satisfaction for Motivation and Self-Regulated Learning During COVID-19. Zeitschrift für Psychologie, 231(3), 228-238. https://doi.org/10.1027/2151-2604/a000531
Lüftenegger, M., Daumiller, M., & Schoon, I. (2023). Navigating the Pandemic and Future Crises: Insights From Developmental and Educational Psychology. Zeitschrift für Psychologie, 231(3), 175-176. https://doi.org/10.1027/2151-2604/a000526
Muth, J., & Lüftenegger, M. (2023). Teaching to the Test-Praktiken aus Schüler:innenperspektive. Schulheft, 2023(189), 116-125. https://schulheft.at/heft-189
Schützhofer, B., Rauch, J., Söllner, M., Krammer-Kritzer, B., Soukup, B., Panian, T., & Lüftenegger, M. (2023). Vom Wissen zum Verstehen zum Anwenden? Implikationen für die sichere Straßenverkehrsteilnahme von Kindern. Zeitschrift für Verkehrssicherheit, 2023(2), 86-95. https://doi.org/10.53184/ZVS2-2023-6
Bardach, L., Daumiller, M., & Lüftenegger, M. (2023). Multiple Social and Academic Achievement Goals: Students' Goal Profiles and Their Linkages. The Journal of Experimental Education, 91(4), 655-675. https://doi.org/10.1080/00220973.2022.2081959
Lüftenegger, M. (2023). Führungsverhalten in der Pandemie. Schulverwaltung Aktuell, 2023(1), 2-3.
Holzer, J., Sessig, E., & Lüftenegger, M. (2023). When educator-learner perceptions of instruction diverge: Teachers' perspectives. Educational Research, 65(1), 99-120. https://doi.org/10.1080/00131881.2022.2116348
Korlat, S., Reiter, J., Kollmayer, M., Holzer, J., Pelikan, E., Schober, B., Spiel, C., & Lüftenegger, M. (2022). Basic Psychological Needs and Agency and Communion During the COVID-19 Pandemic Gender Differentials and the Role of Well-Being in Adolescence and Early Adulthood. Journal of Individual Differences, 44(1), 18-35. https://doi.org/10.1027/1614-0001/a000378
Bardach, L., Yanagida, T., Klassen, R.M., & Lüftenegger, M. (2022). Testing normative and appearance performance-approach goal structures: Two-level factor structure and interplay with achievement and achievement goals.The Journal of Experimental Education, 90, 130-145. https://doi.org/10.1080/00220973.2020.1729081
Holzer, J., Bürger, S., Lüftenegger, M. & Schober, B. (2022). Revealing associations between students' school-related well-being, achievement goals, and academic achievement. Learning and Individual Differences, 95, 102140. https://doi.org/10.1016/j.lindif.2022.102140
Lüftenegger, M., Holzer, J., & Schober, B. (2021). Implizite Fähigkeitstheorien, akademisches Selbstkonzept und schulisches Wohlbefinden. Unterrichtswissenschaft, 49, 567-584. https://doi.org/10.1007/s42010-021-00130-x
Pelikan, E. R., Hager, K., Holzer, J., Korlat, S., Spiel, C., Schober, B., & Lüftenegger, M. (2021). Emergency Distance Learning in Austria during COVID-19: Selected Findings and Implications. Digital Psychology, 2(2), 19-22. https://doi.org/10.24989/dp.v2i2.2018
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, 177, 51-75. https://doi.org/10.1002/cad.20412
Pelikan, E. R., Korlat, S., Reiter, J., Holzer, J., Mayerhofer, M., Schober, B., Spiel, C., Hamzallari, O., Uka, A., Chen, J., Välimäki, M., Puharic, 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), e0257346. https://doi.org/10.1371/journal.pone.0257346
Holzer, J., Korlat, 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., Pyzalski, 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), e0251352. https://doi.org/10.1371/journal.pone.0251352
Holzer, J., Lüftenegger, M., Käser, U., Korlat, S., Pelikan, E., Schultze-Krumbholz, A., Spiel, C., Wachs, S., & Schober, B. (2021). Students' Basic Need Satisfaction and Well-Being During the COVID-19 Pandemic. International Journal of Psychology, 56(6), 843-852. https://doi.org/10.1002/ijop.12763
Bardach, L., Yanagida, T., Morin, A. J. S., & Lüftenegger, M. (2021). Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures. Learning and Instruction, 71, Article 101400. https://doi.org/10.1016/j.learninstruc.2020.101400
Holzer, J., Lüftenegger, M., Korlat, S., Pelikan, E., Salmela-Aro, K., Spiel, C., & Schober, B. (2021). Higher Education in Times of COVID-19: University Students' Basic Need Satisfaction, Self-Regulated Learning, and Well-Being. AERA Open, 7(1), 1-13. https://doi.org/10.1177/23328584211003164
Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, 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, 393-418. https://doi.org/10.1007/s11618-021-01002-x
Korlat, 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, Article 63776. https://doi.org/10.3389/fpsyg.2021.637776
Bardach, L., Yanagida, T., & Lüftenegger M. (2020). Studying classroom climate effects in the context of multi-level structural equation modelling: An application-focused theoretical discussion and empirical demonstration. International Journal of Research & Method in Education, 43, 348-363. https://doi.org/10.1080/1743727X.2020.1791071
Bardach, L., Oczlon, S., Pietschnig, J., & Lüftenegger, M. (2020). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. Journal of Educational Psychology, 112, 1197-1220. https://doi.org/10.1037/edu0000419
Kollmayer, M., Schultes, M.-T., Lüftenegger, M., Finsterwald, M., Spiel, C., & Schober, B. (2020). REFLECT - A Teacher Training Program to Promote Gender Equality in Schools. Frontiers in Education, 5, Article 136. https://doi.org/10.3389/feduc.2020.00136
Bardach, L., Graf, D., Yanagida, T., Kollmayer, M., Spiel, C., & Lüftenegger, M. (2020). Gendered pathways to bullying via social achievement goals - Mediating effects of sense of belonging and non-inclusive group norms. Journal of School Violence, 19, 248-263. https://doi.org/10.1080/15388220.2019.1660883
Bardach, L., Lüftenegger, M., Oczlon, S., Spiel., C., & Schober, B. (2020). Context-related problems and university students' drop out intentions. The buffering effect of personal best goals. European Journal of Psychology of Education, 35(2), 477-493. https://doi.org/10.1007/s10212-019-00433-9
Kollmayer, M., Pfaffel, A., Schultes, M.-T., Lüftenegger, M., Finsterwald, M., Popper, V., Jöstl, G., Spiel, C., & Schober, B. (2019). REFLECT - ein Interventionsprogramm zum Aufbau von Lehrkräftekompetenzen für Reflexive Koedukation. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 51, 110-122. https://doi.org/10.1026/0049-8637/a000210
Bardach, L., Yanagida, T., Schober, B., & Lüftenegger, M. (2019). Students' and teachers' perceptions of goal structures - Will they ever converge? Exploring changes in student-teacher agreement and reciprocal relations to self-concept and achievement. Contemporary Educational Psychology, 59, Article 101799. https://doi.org/10.1016/j.cedpsych.2019.101799
Bardach, L., Popper, V. Hochfellner, E., & Lüftenegger, M. (2019). Associations between vocational students' perceptions of goal structures, mastery goals, and self-efficacy in five subjects - Practical relevance as a potential mediator. Empirical Research in Vocational Education and Training, 11, Article 9. https://doi.org/10.1186/s40461-019-0084-0
Janke, S., Bardach, L., Oczlon, S., & Lüftenegger, M. (2019). Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers' achievement goal orientations. Teaching and Teacher Education, 83, 1-11. https://doi.org/10.1016/j.tate.2019.04.003
Lüftenegger, M., Bardach, L., Bergsmann, E., Schober, B., & Spiel, C. (2019). A Citizen Science Approach to Measuring Students' Achievement Goals. International Journal of Educational Research, 95, 36-51. https://doi.org/10.1016/j.ijer.2019.03.003
Vogel, S., Kollmayer, M., Schober, B., & Lüftenegger, M. (2019). Soziale Repräsentationen von "Hochbegabung" und "besonderer Begabung" bei österreichischen Lehramtsstudierenden. Erziehung und Unterricht, 169, 65-74.
Bardach, L., Lüftenegger, M., Yanagida, T., Spiel, C., & Schober, B. (2019). Achievement or agreement - Which comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures. Learning and Instruction, 61, 72-83. https://doi.org/10.1016/j.learninstruc.2019.01.003
Bardach, L., Lüftenegger, M., Yanagida, T., Schober, B., & Spiel, C. (2019). The role of within-class consensus on mastery goal structures in predicting socio-emotional outcomes. British Journal of Educational Psychology, 89, 239-258. https://doi.org/10.1111/bjep.12237
Bardach, L., & Lüftenegger, M. (2019). Lernzielstrukuren als adaptive Klassenumwelten. Stimmen Lehrkräfte und Schüler/innen in ihrer Wahrnehmung überein? Begabt & Exzellent: Zeitschrift für Begabtenförderung und Begabungsforschung, 48, 43-47.
Bardach, L., Yanagida, T., Schober, B., & Lüftenegger, M. (2018). Within-class consensus on classroom goal structures - Relations to achievement and achievement goals in mathematics and language classes. Learning and Individual Differences, 67, 68-90. https://doi.org/10.1016/j.lindif.2018.07.002
Pietschnig, J., Gittler, G., Stieger, S., Forster, M., Gadek, N., Gartus, A., Kocsis-Bogar, K., Kubicek, B., Lüftenegger, M., Olsen, J., Prem, R., Ruiz, N., Serfas, B., & Voracek, M. (2018). Indirect (implicit) and direct (explicit) self-esteem measures are virtually unrelated: A meta-analysis of the initial preference task. PLoS ONE, 13(9), Article e0202873. https://doi.org/10.1371/journal.pone.0202873
Bardach, L., Khajavy, G.H., Hamedi, S.M., Schober, B., & Lüftenegger, M. (2018). Student-teacher agreement on classroom goal structures and potential predictors. Teaching and Teacher education, 74, 249-260. https://doi.org/10.1016/j.tate.2018.05.010
Khajavy, G.H., Bardach, L., Hamedi, S.M., & Lüftenegger, M. (2018). Broadening the nomological network of classroom goal structures using doubly latent multilevel modeling. Contemporary Educational Psychology, 52, 61-73. https://doi.org/10.1016/j.cedpsych.2017.10.004
Lüftenegger, M., & Chen, A. J. (2017). Conceptual Issues and Assessment of Implicit Theories. Zeitschrift für Psychologie, 225(2), 99-106. https://doi.org/10.1027/2151-2604/a000286
Lüftenegger, M., & Chen, A. J. (2017). Implicit Theories. International Perspectives From Multiple Domains. Zeitschrift für Psychologie, 225(2), 97-98. https://doi.org/10.1027/2151-2604/a000285
Lüftenegger, M., Tran, U.S., Bardach, L., Schober, B., & Spiel, C. (2017). Measuring a Classroom Mastery Goal Structure using the TARGET dimensions: Development and validation of a classroom goal structure scale. Zeitschrift für Psychologie, 225(1), 64-75. https://doi.org/10.1027/2151-2604/a000277
Schützhofer, B., Lüftenegger, M., Knessl, G., & Mogl, B. (2017). Evaluation of the FASIKI traffic safety programme for parents of cycling children. Transportation Research Part F: Psychology and Behaviour, 46, 500-508. https://doi.org/10.1016/j.trf.2016.08.004
Lüftenegger, M., Finsterwald, M., Klug, J., Bergsmann, E., Schoot, R. van de, Schober, B., & Wagner, P. (2016). Fostering pupils' lifelong learning competencies in the classroom: evaluation of a training programme using a multivariate multilevel growth curve approach. European Journal of Developmental Psychology, 13(6), 719-736. https://doi.org/10.1080/17405629.2015.1077113
Lüftenegger, M., & Bardach, L. (2016). Motivationsförderung im Klassenzimmer - Empirische Ergebnisse und Empfehlungen für die Unterrichtspraxis. News & Science: Begabtenförderung und Begabungsforschung, 40, 14-17.
Klug, J., Lüftenegger, M., Bergsmann, E., Spiel, C., & Schober, B. (2016). Secondary School Students' LLL Competencies, and Their Relation with Classroom Structure and Achievement. Frontiers in Psychology,7 , Article 680. https://doi.org/10.3389/fpsyg.2016.00680
Lüftenegger, M., Klug, J., Harrer, K., Langer, M., Spiel, C., & Schober, B. (2016). Students' Achievement Goals, Learning-Related Emotions and Academic Achievement. Frontiers in Psychology, 7, Article 603. https://doi.org/10.3389/fpsyg.2016.00603
Milatz, A., Lüftenegger, M., & Schober, B. (2015). Teachers' relationship closeness with students as a resource for teacher wellbeing: A response surface analytical approach. Frontiers in Psychology, 6, Article 1949 https://doi.org/10.3389/fpsyg.2015.01949
Lüftenegger, M., Kollmayer, M., Bergsmann, E., Jöstl, G., Spiel, C., & Schober, B. (2015). Mathematically Gifted Students and High Achievement: The Role of Motivation and Classroom Structure. High Ability Studies, 26(2), 227-243. https://doi.org/10.1080/13598139.2015.1095075
Panzbenböck, E., Nechtelberger, M., Renner, W., Nechtelberger, A., & Lüftenegger, M. (2015). Designing a Feedback Questionnaire for the Evaluation of Postgraduate Courses. Journal of the Indian Academy of Applied Psychology, 41(2), 299-305.
Lüftenegger, M., Van de Schoot, R., Schober, B., Finsterwald, M., & Spiel, C. (2014). Promotion of Students' Mastery Goal Orientations: Does TARGET work?. Educational Psychology, 34(4), 451-469. https://doi.org/10.1080/01443410.2013.814189
Bergsmann, E., Lüftenegger, M., Jöstl, G., Schober, B., & Spiel, C. (2013). The role of classroom structure in fostering students' school functioning: A comprehensive and application-oriented approach. Learning and Individual Differences, 26, 131-138. https://doi.org/10.1016/j.lindif.2013.05.005
Schober, B., Lüftenegger, M., Wagner, P., Finsterwald, M., & Spiel, C. (2013). Facilitating lifelong learning in school-age students: Programs and Recommendations. European Psychologist, 18, 114-125. https://doi.org/10.1027/1016-9040/a000129
Finsterwald, M., Wagner, P., Schober, B., Lüftenegger, M., & Spiel, C. (2013). Fostering Lifelong Learning - Evaluation of a Teacher Education Program for Professional Teachers. Teaching and Teacher education, 29, 144-155. https://doi.org/10.1016/j.tate.2012.08.009
Spiel, C., Schober, B., Wagner, P., Finsterwald, M., Lüftenegger, M., Strohmeier, D., & Reimann, R. (2012). Bildungspsychologie: Lebenslanges Lernen und Anwendungsperspektive im Zentrum. Psychologie in Österreich, 32, 383-389.
Jöstl, G., Bergsmann, E., Lüftenegger, M., Schober, B., & Spiel, C. (2012). When will they blow my cover: The impostor phenomenon as a psychological barrier in female university careers. Zeitschrift für Psychologie / Journal of Psychology, 220, 109-120. https://doi.org/10.1027/2151-2604/a000102
Lüftenegger, M., Schober, B., Van de Schoot, R., Wagner, P., Finsterwald, M., & Spiel, C. (2012). Lifelong Learning as a goal - do autonomy and self-regulation in school result in well prepared pupils? Learning and Instruction, 22, 27-36. https://doi.org/10.1016/j.learninstruc.2011.06.001
Lüftenegger, M., & Langer, G.A. (2008). Qualitätssicherung bei Nachschulungskursen. Psychologie in Österreich, 28(3-4), 282-287.
Schober, B., Finsterwald, M., Wagner, P., Aysner, M., & Lüftenegger, M. (2008). Lifelong Learning (LLL) as an educational goal: Theoretical specification and promotion. International Journal of Psychology, 43(3-4), 4.
Schober, B., Finsterwald, M., Wagner, P., Lüftenegger, M., Aysner, M., & Spiel, C. (2007). TALK - A training program to encourage lifelong learning in school. Zeitschrift für Psychologie / Journal of Psychology, 215, 183-193. https://doi.org/10.1027/0044-3409.215.3.183
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Spiel, C., Lüftenegger, M., Schober, B. & Finsterwald, M. (2019). Lebenslang erfolgreich lernen - die LehrerInnen legen den Grundstein. In B. Kracke & P. Noack (Hrsg.), Handbuch Entwicklungs- und Erziehungspsychologie (S. 335-350). Berlin: Springer. https://doi.org/10.1007/978-3-642-53968-8_15
Spiel, C., Lüftenegger, M., & Schober, B. (2018). Das Jugendalter - Herausforderungen für die Schule. In B. Gniewosz & P. Titzmann (Hrsg.), Psychologische Sichtweisen auf Veränderungen in der Adoleszenz. Kohlhammer.
Lüftenegger, M. (2015). Lebenslanges Lernen: Relevanz für die Generation Y. In E. Lackner (Hrsg.), Die Generationen Y und Z zwischen Kultur und Wirtschaft (S. 71-82). Studienverlag.
Wagner, P., Lüftenegger, M., Finsterwald, M., Schober, B., & Spiel, C. (2012). Multi-method Evaluation am Beispiel des Lehrkräftetrainingsprogramms TALK. In M. Gläser-Zikuda, T. Seidel, C. Rohlfs, A. Gröschner & S. Ziegelbauer (Hrsg.), Mixed Methods in der empirischen Bildungsforschung (S. 243-258). Waxmann.
Spiel, C., Schober, B., Finsterwald, M., Lüftenegger, M., & Wagner, P. (2012). Der Beitrag der Schule zur Förderung von Bildungsmotivation und Lernen. In: J. Franz & C. Franz (Hrsg.), Carinthische Dialoge 2007-2011 (S. 118-137). Carinthische Dialoge.
Lüftenegger, M., Schober, B., Finsterwald, M., Wagner, P., & Spiel, C. (2011). Wahrgenommene Autonomie und Feedback im Unterricht als Determinanten von Motivation und Leistung in der Schule. In M. Dresel & L. Lämmle (Hrsg.), Motivation, Selbstregulation und Leistungsexzellenz (S. 199-217). LIT-Verlag.
Spiel, C., Lüftenegger, M., Wagner, P., Schober, B., & Finsterwald, M. (2011). Förderung von Lebenslangem Lernen - eine Aufgabe der Schule. In O. Zlatkin-Troitschanskaia (Hrsg.), Stationen Empirischer Bildungsforschung: Traditionslinien und Perspektiven (S. 305-319). Verlag für Sozialwissenschaften.
Spiel, C., Schober, B., Finsterwald, M., Lüftenegger, M., Wagner, P. & Reimann, R. (2011). Bildungspsychologie: Konzeption und Potential. In E. Witte & J. Doll (Hrsg.), Sozialpsychologie, Sozialisation und Schule (S. 53-76). Pabst Verlag.
Spiel, C., Gradinger, P., & Lüftenegger, M. (2010). Grundlagen der Evaluationsforschung. In H. Holling & B. Schmitz (Hrsg.), Handbuch Statistik, Methoden und Evaluation (S. 223-232). Hogrefe.
Spiel, C., Lüftenegger, M., Gradinger, P., & Reimann, R. (2010). Zielexplikation und Standards in der Evaluationsforschung. In H. Holling & B. Schmitz (Hrsg.), Handbuch Statistik, Methoden und Evaluation (S. 252-260). Hogrefe.
Lüftenegger, M., Wagner, P., Finsterwald, M., Schober, B., & Spiel, C. (2010). TALK - Ein Trainingsprogramm für Lehrkräfte zur Förderung
von Lebenslangem Lernen in der Schule. In F. H. Müller, A. Eichenberger, M. Lüders, & J. Mayr (Eds.), Lehrerinnen und Lehrer lernen. Konzepte und Befunde zur Lehrerfortbildung (pp. 327-343). Waxmann.
Finsterwald, M., Schober, B., Wagner, P., Aysner, M., Lüftenegger, M., & Spiel, C. (2010). TALK - Trainingsprogramm zum Aufbau von LehrerInnenkompetenzen zur Förderung von Bildungsmotivation und Lebenslangem Lernen. In C. Spiel, R. Reimann, B. Schober, & P. Wagner (Eds.), Bildungspsychologie. Hogrefe.
Nechtelberger, M., Langer, G.A., & Lüftenegger, M. (2008). The continuously accompanied evaluation of rehabilitation programmes. In Nickel, W.R., & Korán M. (Eds.), FIT TO DRIVE - 3rd International Traffic Expert Congress Prag 2008. Kirschbaum.
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Lüftenegger, M., Muth, J., Schober, B., & Holzer, H. (2023). (2023, April). The Role of Parental Self-Efficacy Regarding Support for Adolescents' Coping, Self-Regulated Learning, Self-Efficacy, and Emotions [Paper presentation]. Annual Meeting of the American Educational Research Association (AERA), Chicago, USA.
Manfred Prenzel, M., Lüftenegger, M., & Huber, M. (2021, February 25). Der Einstieg in den Lehrberuf in Österreich: Ergebnisse aus der Evaluation der Induktionsphase. ÖFEB Sektionstagung 2021: Einstiege, Umstiege, Aufstiege - Was wissen wir über die Professionalisierungsprozesse von Lehrpersonen und pädagogischen Fachkräften?, Linz, Österreich.
Lüftenegger, M. (2020, October 6). Lernen unter COVID-19 Bedingungen [Eingeladener Vortrag]. Symposium Bildungsungleichheit und Diversität in Zeiten von Corona, Wien,Österreich.
Lüftenegger, M. (2020, June 29-July 1). Lernen unter COVID-19 - Herausforderung für die Selbstregulation [Eingeladener Vortrag]. Leben mit Corona: Interaktives interdisziplinäres Symposium, Wien, Österreich.
Lüftenegger, M., & Fassl, F. (2020, May 8). Prokrastination im Betriebssport [Eingeladener Vortrag]. 2. wissenschaftliche Fachtagung des österreichischen Betriebssportverband, Wien, Österreich.
Lüftenegger, M., Oczlon, S., Yanagida, T., Schober, B. & Bardach, L., (2020, April). Exploring Changes in Student-Teacher Agreement on Goal Structures and Reciprocal Relations to Self-Concept and Achievement [Paper presentation]. Annual Meeting of the American Educational Research Association (AERA), San Francisco, USA.
Oczlon, S., Lüftenegger M., Graf. D., Kollmayer, M., Yanagida, T., & Bardach, L. (2020, April). Social Achievement Goals and Bullying - Mediating Effects of Sense of Belonging and Non-inclusive Group Norms [Paper presentation]. Annual Meeting of the American Educational Research Association (AERA), San Francisco, USA.
Bardach, L., Lüftenegger M., Graf, D., Yanagida, T., Spiel. C., & Kollmayer, M., (2020, March). Cool sein, Freundschaften pflegen, nicht sozial unbeholfen wirken - Soziale Ziele von Jugendlichen als Prädiktoren von Bullying [Paper presentation]. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Potsdam, Germany.
Lüftenegger, M. (2019, November). Soziale Repräsentationen von Hochbegabung und besonderer Begabung bei österreichischen Lehramtsstudierenden [Paper presentation]. 10.ÖZBF-Kongress, Salzburg, Österreich.
Oczlon, S., Schwab, S., Yanagida, T., Trauntschnig, M., & Lüftenegger, M. (2019, September). Protecting factors for academic performance in immigrant children before transitioning to secondary school: A longlitudinal multilevel investigation [Poster presentation]. 19th European Conference on Developmental Psychology, Athens, Greece.
Yanagida, T., Kollmayer, M., Bardach, L., Graf, D., Spiel, C., & Lüftenegger, M. (2019, September). Gendered pathways to bullying via social achievement goals: conformity climate and sense of belonging as potential mediators[Poster presentation]. 19th European Conference on Developmental Psychology, Athens, Greece.
Lüftenegger, M., Oczlon, S., Pietschnig, J., & Bardach, L. (2019, September). Testing Achievement Goal Theory - A Meta-Analysis of the relation between Goal Structures and Personal Achievement Goals[Poster presentation]. 19th European Conference on Developmental Psychology, Athens, Greece.
Bardach, L., Yanagida, T., Schober, B., & Lüftenegger M. (2019, August). Exploring changes in student-teacher agreement on goal structures [Paper presentation]. 18th Biennial Conference for Research on Learning and Instruction (EARLI), Aachen, Germany.
Lüftenegger, M., Bardach, L., Oczlon, S., & Pietschnig, J. (2019, August). A Meta-Analysis on Goal Structures and Personal Achievement Goals [Paper presentation]. 18th Biennial Conference for Research on Learning and Instruction (EARLI), Aachen, Germany.
Oczlon, S., Bardach, L., Pietschnig, J., & Lüftenegger, M. (2019, April). Has Achievement Goal Theory Been Right? A Meta-Analysis on Goal Structures and Personal Achievement Goals [Paper presentation]. Annual Meeting of the American Educational Research Association (AERA), Toronto, Canada.
Bardach, L., Oczlon, S., Lüftenegger M., Spiel., C., & Schober, B. (2019, April). The Interaction Between Context-Related Problems and Personal Best Goals Predicts University Students' Dropout Intentions [Paper presentation]. Annual Meeting of the American Educational Research Association (AERA), Toronto, Canada.
Schober, B., Kollmayer, M., Lüftenegger, M., & Spiel, C. (2019, März). Begabungs- und Exzellenzförderung aus der Sicht der Motivations- und Selbstregulationsforschung [Vortrag]. Workshop Begabungsforschung & Exzellenzförderung: Herausforderung für das Bildungssystem und die Gesellschaft, Linz, Österreich.
Bardach, L., Lüftenegger, M., Yanagida, T., Spiel, C., & Schober, B. (2018, August). The role of students' shared perceptions on goal structures in predicting socio-emotional outcomes [Paper presentation]. 16th International Conference on Motivation (EARLI - SIG 8), Aarhus, Denmark.
Lüftenegger, M., Bardach, L., Schober, B., & Spiel, C. (2018, August). A Participatory Approach to Measure Students' Achievement Goals [Paper presentation]. 16th International Conference on Motivation (EARLI - SIG 8), Aarhus, Denmark.
Oczlon, S., Bardach, L., & Lüftenegger, M. (2018, August). Does Within-class Consensus on Classroom Goal Structures predict Achievement and Achievement Goals? [Paper presentation]. 16th International Conference on Motivation (EARLI - SIG 8), Aarhus, Denmark.
Bardach, L., Lüftenegger, M., Khajavy, G. H., & Schober, B. (2018, July). Do teachers and students agree in their perceptions of classroom goal structures? [Paper presentation]. EARLI JURE conference, Antwerp, Belgium.
Lüftenegger, M., Bardach, L., Schober, B., & Spiel, C. (2018, April). A Participatory Approach to Measure Students' Achievement Goals [Vortrag]. 13.Tagung der Österreichischen Gesellschaft für Psychologie (ÖGP), Linz, Österreich.
Bardach, L., Lüftenegger, M., Khajavy, G. H., & Schober, B. (2018, April). Do teachers and students agree in their perceptions of classroom goal structures? [Vortrag]. 13.Tagung der Österreichischen Gesellschaft für Psychologie (ÖGP), Linz, Österreich.
Bardach, L., Knoos, M., & Lüftenegger, M. (2018, Februar). Grit - Prädiktor von Erfolg im Studium? Eine kritische Betrachtung [Vortrag]. 6. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Basel, Schweiz.
Lüftenegger, M., Bardach, L., Khajavy, G.H., & Hamedi, S.M. (2017, August). Broadening Classroom Goal Structures Nomological Network Using Doubly Latent Multilevel Modeling [Paper presentation]. 17th Biennial Conference for Research on Learning and Instruction (EARLI), Tampere, Finland.
Kollmayer, M., Lüftenegger, M., & Schober, B. (2017, März 13-15). Don't be so hard on yourselves, ladies! Impostor Phänomen, Self-Compassion und Geschlecht [Vortrag]. 5. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Heidelberg, Deutschland.
Schober, B. Kollmayer, M., & Lüftenegger, M. (2017, March). When scientists feel like frauds. The Impostor Phenomenon as an obstacle in (women's) academic careers? [Paper presentation]. International Convention of Psychological Science (ICPS), Vienna, Austria.
Lüftenegger, M., Kollmayer, M., Tran, U., & Bardach, L. (2016, August). Measuring a Classroom Mastery Goal Structure using the TARGET dimensions: Development and validation of a classroom goal structure scale [Paper presentation]. 15th International Conference on Motivation (EARLI - SIG 8), Thessaloniki, Greece.
Klug, J., Lüftenegger, M., Schober, B., & Spiel, C. (2016, August). Austrian students' LLL competencies and their relation with classroom structure and achievement [Paper presentation]. 15th International Conference on Motivation (EARLI - SIG 8), Thessaloniki, Greece.
Lüftenegger, M., Kollmayer, M., Bergsmann, E., Jöstl, G., Spiel, C., & Schober, B. (2016, April). Giftedness in Mathematics and Peak Performance. Can motivation or classroom structure make a difference? [Paper presentation]. Annual Meeting of the American Educational Research Association (AERA), Washington DC, USA.
Klug, J., Lüftenegger, M., Schober, B., & Spiel, C. (2016, März). LLL, Unterrichtsstruktur und Leistung - die Lage bei österreichischen SchülerInnen [Vortrag]. 9. Tagung der Österreichischen Gesellschaft für Psychologie (ÖGP), Innsbruck, Österreich.
Schober, B., Lüftenegger, M., Jöstl, G., Kollmayer, M., & Spiel, C. (2015, September). Motivationsförderung und Begabungsentwicklung aus bildungspsychologischer Perspektive [Vortrag]. 5. Münsterschen Bildungskongress, Münster, Deutschland.
Lüftenegger, M., Schober, B., & Spiel, C. (2015, August). The intricate Interplay of Achievement Goals, Emotions and Academic Performance [Paper presentation]. 16th Biennial Conference for Research on Learning and Instruction (EARLI), Limassol, Cyprus.
Lüftenegger, M., Schober, B., & Spiel, C. (2015, April). Students' Achievement Goals, Learning-Related Emotions and Academic Performance [Paper presentation]. Annual Meeting of the American Educational Research Association (AERA), Chicago, USA.
Lüftenegger, M., Finsterwald, M., Schober, B., & Spiel, C. (2014, October) Can a supportive classroom structure foster a positive development of students learning motivation? Evidence from two studies [Poster presentation]. Special topic meeting of the Society for Research in Child Development (SRCD-PYD), Prag, Czeck Republic.
Schober, B., Finsterwald, M., Jöstl, G., Lüftenegger, M. & Spiel, C. (2014, July 10). Enhancing lifelong learning in schools: Evidence based teacher training programs and parameters for their success [Paper presentation]. 28th International Congress of Applied Psychology, Paris, France.
Spiel, G., Lüftenegger, M., & Finsterwald, M.(2014, July). Bullying in institutions assisting adolescents with mental health problems: A longlitudinal study [Paper presentation]. International Congress of Applied Psychology (ICAP), Paris, France.
Lüftenegger, M., Langer, M., Harrer, K., Schober, B., & Spiel, C. (2014, June). Achievement goals, emotions and academic performance: A closer look at their associations [Poster presentation]. 14th International Conference on Motivation (EARLI - SIG 8) in Helsinki, Finland.
Lüftenegger, M., Harrer, K., Langer, M., Schober, B., & Spiel, C. (2014, April). Relations between achievement goals and achievement emotions [Poster presentation]. 11. Tagung der Österreichischen Gesellschaft für Psychologie (ÖGP), Wien, Österreich.
Spiel, G., Lüftenegger, M., & Finsterwald, M. (2014, March). Can institutions assisting adolescents with mental health problems prevent continued bullying? [Poster presentation]. Society for Research on Adolescence (SRA) biennial meeting, Austin, USA.
Spiel, C., Schober, B., Lüftenegger, M. Finsterwald, M., van de Schoot, R., Bergsmann, E., & Wagner, P. (2014, March 20-22). Fostering Learning Motivation by Supportive Classroom Structure [Paper presentation]. Society for Research on Adolescence (SRA) biennial meeting, Austin, USA.
Bergsmann, E., Lüftenegger, M., & Spiel, C. (2012, September). The effects of classroom structure on adolescents' lifelong learning competencies and achievement [Paper presentation]. 13th Biennal Conference of the European Association for Research on Adolescence, Spetses, Greece.
Jöstl, G., Schober, B., Bergsmann, E., Lüftenegger, M., & Spiel, C. (2012, April). When will they blow my cover: The impostor phenomenon as a psychological barrier in female university careers [Vortrag]. 10. Tagung der Österreichischen Gesellschaft für Psychologie (ÖGP), Graz, Österreich.
Lüftenegger, M., Schober, B., Van de Schoot, R., Finsterwald, M., Wagner, P., & Spiel, C. (2011, April). Can a Classroom structured by the TARGET framework promote Students' Mastery Goal Orientation? [Paper presentation]. Annual Meeting of the American Educational Research Association (AERA), New Orleans, USA.
Lüftenegger, M., Schober, B., Finsterwald, M., Wagner, P., & Spiel, C. (2010, September). "Multi-method" Evaluation am Beispiel des Lehrkräftetrainingsprogramms TALK [Vortrag]. 74. Tagung der Arbeitsgemeinschaft für empirische pädagogische Forschung (AEPF), Jena, Deutschland.
Lüftenegger, M., Schober, B., Finsterwald, M., Wagner, P., & Spiel, C. (2010, September). Changes in Pupils' Competencies for Lifelong Learning: The Impact of Autonomy in the Classroom [Paper presentation]. 12th International Conference on Motivation (EARLI - SIG 8), Porto, Portugal.
Lüftenegger, M., Schober, B., Finsterwald, M., Wagner, P., & Spiel, C. (2010, April). TALK [Vortrag]. 9. Tagung der Österreichischen Gesellschaft für Psychologie (ÖGP), Salzburg, Österreich.
Finsterwald, M., Schober, B., Lüftenegger, M., Wagner, P., & Spiel, C. (2010). Evaluation eines Trainingsprogramms für LehrerInnen zur
Förderung von Lebenslangem Lernen in der Schule [Poster presentation]. 47. Kongress der Deutschen Gesellschaft für Psychologie, Bremen, Deutschland.
Lüftenegger, M., Schober, B., Finsterwald, M., Wagner, P., & Spiel, C. (2010, April). Erfolgreiches Lebenslanges Lernen als Ziel- Welchen Beitrag können Autonomie und
Förderung von Selbstregulation im Unterricht dazu leisten? [Poster presentation]. 9. Tagung der Österreichischen Gesellschaft für Psychologie (ÖGP), Salzburg, Österreich.
Finsterwald, M., Bergsmann, E., Jöstl, G., Lüftenegger, M., Schober, B., Wagner, P. & Spiel, C. (2010, April). Lebenslanges Lernen: Von der Politik über die Wissenschaft in die Schule [Poster presentation]. 9. Tagung der Österreichischen Gesellschaft für Psychologie (ÖGP), Salzburg, Österreich.
Lüftenegger, M., Finsterwald, M., Van de Schoot, R., Schober, B., Wagner, P., & Spiel, C. (2009, September). Veränderungen in den Kompetenzen zum Lebenslangen
Lernen: Welche Rolle spielt der Unterricht? [Vortrag]. 12. Fachtagung der Fachgruppe Pädagogische Psychologie (DGP), Saarbrücken, Deutschland.
Finsterwald, M., Schober, B., Lüftenegger, M., Wagner, P., & Spiel, C. (2009, August). Promoting lifelong learning in schools: challenges, implementation, results [Paper presentation]. XIV Conference of the European Society for Developmental Psychology (ESDP), Vilnius, Lithuania.
Schober, B., Finsterwald, M., Lüftenegger, M., Wagner, P., & Spiel, C. (2009, August). A Training program for teachers: Promoting competencies for lifelong learning in schools [Paper presentation]. 13th Biennial Conference for Research on Learning and Instruction (EARLI), Amsterdam, The Netherlands.
Lüftenegger, M., Finsterwald, M., Schober, B., Wagner, P., & Spiel, C. (2009, April).How to encourage lifelong learning (LLL) in school? Theoretical specifications and implementation of a training program [Paper presentation]. Annual Meeting of the American Educational Research Association (AERA), San Diego, USA.
Lüftenegger, M., & Langer, G.A. (2008, Oktober). Die Kontinuierliche Evaluation von Nachschulungsprogrammen [Eingeladener Vortrag]. 2. Tagung der Österreichischen Gesellschaft für Verkehrspsychologie, Wien, Österreich.
Schober, B., Finsterwald, M., Wagner, P., Aysner, M., Lüftenegger, M., & Spiel, C. (2008, July). Lifelong Learning (LLL) as an educational goal -- theoretical specification and promotion [Paper presentation]. XXIXth International Congress of Psychology (ICP), Berlin, Germany.
Lüftenegger, M., Finsterwald, M., Schober, B., Wagner, P., Aysner, M., & Spiel, C. (2008, May). Changes in Students' Competencies for Lifelong Learning: The Impact of the Classroom Context [Paper presentation]. XIth Biennial EARA (European Association for Research on Adolescence) Conference, Torino, Italy.
Finsterwald, M., Schober, B., Wagner, P., Aysner, M., Lüftenegger, M., & Spiel, C. (2008, April). TALK- Ein Trainingsprogramm zur Förderung von Lebenslangem Lernen in der Schule: Erste Evaluationsergebnisse [Poster presentation]. 8. Tagung der Österreichischen Gesellschaft für Psychologie (ÖGP), Linz, Österreich.
Lüftenegger, M., Finsterwald, M., Aysner, M., Schober, B., Wagner, P., & Spiel, C. (2007 September). Gut gerüstet? Haben SchülerInnen die motivationalen Voraussetzungen für Lifelong Learning? [Poster presentation]. 11. Fachtagung Pädagogische Psychologie (DGPs), Berlin, Deutschland.
Finsterwald, M., Schober, B., Wagner, P., Aysner, M., Lüftenegger, M., & Spiel, C. (2007, März). Lebenslanges Lernen lehren - Ein Trainingsprogramm für LehrerInnen [Vortrag]. 4. Tagung der Sektion Empirische Bildungsforschung der Deutschen Gesellschaft für Erziehungswissenschaft
(DGfE), Wuppertal, Deutschland.
Lüftenegger, M., Schickhofer, E., Langer, G.A., Nechtelberger, F., & Nechtelberger, M. (2007, März). Kontinuierliche Evaluation von Nachschulungsprogrammen [Vortrag]. 34.Kongress der Deutschen Gesellschaft für Verkehrsmedizin (DGVM), Heidelberg, Deutschland.
Finsterwald, M., Aysner, M., Schober, B., Wagner, P., Lüftenegger, M., & Spiel, C. (2007, September). Trainingsprogramm für Lehrkräfte zur Förderung von Life Long Learning - Erste Ergebnisse [Vortrag]. 11. Fachtagung Pädagogische Psychologie (DGPs), Berlin, Deutschland.
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