Profil

GRUND Axel

University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET

ORCID
0000-0002-8448-2072
Main Referenced Co-authors
Fries, Stefan (33)
Senker, Kerstin (11)
Roelle, Julian (5)
Berthold, Kirsten (4)
COLLING, Joanne  (4)
Main Referenced Keywords
Mindfulness (7); Motivation (7); self-regulation (7); motivational conflict (6); motivational interference (6);
Main Referenced Unit & Research Centers
Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) (7)
Main Referenced Disciplines
Education & instruction (44)
Social, industrial & organizational psychology (11)
Theoretical & cognitive psychology (6)
Social & behavioral sciences, psychology: Multidisciplinary, general & others (2)

Publications (total 57)

The most downloaded
449 downloads
Lenz, T., Backes, S., Colling, J., Esch, P., Fischbach, A., Gezer, E. T., Grund, A., Keller, U., & Ugen, S. (2023). European Public School Report 2023: Preliminary results on student population, educational trajectories, mathematics achievement, and stakeholder perceptions. Esch/Alzette, Luxembourg: Luxembourg Centre for Educational Testing (LUCET) & Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT). doi:10.48746/eps2023 https://hdl.handle.net/10993/55481

The most cited

70 citations (Scopus®)

Klingsieck, K. B., Grund, A., Schmid, S., & Fries, S. (2013). Why Students Procrastinate: A Qualitative Approach. Journal of College Student Development, 54 (4), 397-412. doi:10.1353/csd.2013.0060 https://hdl.handle.net/10993/43304

Grund, A., Senker, K., & Galla, B. (In press). Mindfulness and Motivational Conflict: Discovering the Diagnostic Function of Feeling Torn. In B. Ostafin, M. Robinson, ... B. Meier, The Handbook of Mindfulness and Self-Regulation: Cognitive Neuroscience, Social Personality, Clinical, and Applied Perspectives (2nd ed). Springer.
Peer reviewed

GRUND, A., Fries, S., Nückles, M., Renkl, A., & Roelle, J. (March 2024). When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective. Educational Psychology Review, 36 (1). doi:10.1007/s10648-024-09852-7
Peer Reviewed verified by ORBi

GRUND, A., & PIT-TEN CATE, I. (2024). IFEN INSPIRE PODCAST: Raumgestaltung.

GRUND, A., PIT-TEN CATE, I., & FISCHBACH, A. (23 December 2023). (How) do self-concept, interest, and conscientiousness function together in academic motivation? A typological approach developed and replicated in two large-scale samples. Learning and Instruction, 90, 101868. doi:10.1016/j.learninstruc.2023.101868
Peer Reviewed verified by ORBi

GRUND, A., & Steuer, G. (2023). Motivation und Selbstregulation. Germany: UTB.
Editorial reviewed

GALANO, D., GRUND, A., & EMSLANDER, V. (09 November 2023). Investigating pre-service teachers’ attitudes towards lesbian, gay, and bisexual students in Luxembourg [Paper presentation]. LUXERA 2023 Emerging Researcher’s Conference.
Peer reviewed

COLLING, J., GRUND, A., KELLER, U., ESCH, P., FISCHBACH, A., & UGEN, S. (November 2023). Mathematics Achievement in Primary and Secondary Schools: A Comparison Between Students in European Public Schools and Students in Schools Following the Luxembourgish Curriculum [Paper presentation]. LuxERA Emerging Researchers' Conference 2023.
Peer reviewed

Galano, D., Grund, A., & Emslander, V. (2023). Investigating Preservice Teachers’ Attitudes Toward Lesbian, Gay, and Bisexual Students in Luxembourg. (1). ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/55917. doi:10.31234/osf.io/wq7fp

Lenz, T., Backes, S., Colling, J., Esch, P., Fischbach, A., Gezer, E. T., Grund, A., Keller, U., & Ugen, S. (2023). European Public School Report 2023: Preliminary results on student population, educational trajectories, mathematics achievement, and stakeholder perceptions. Esch/Alzette, Luxembourg: Luxembourg Centre for Educational Testing (LUCET) & Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT). doi:10.48746/eps2023

Colling, J., Grund, A., Keller, U., Esch, P., & Ugen, S. (2023). Mathematics Achievement at Primary and Secondary School Level: A Comparison Between Curricula. In European Public School Report 2023: Preliminary Results on Student Population, Educational Trajectories, Mathematics Achievement, and Stakeholder Perceptions (pp. 98 - 149). Luxembourg: LUCET & SCRIPT. doi:10.48746/EPS2023-4

Ugen, S., Lenz, T., Colling, J., Grund, A., Keller, U., Esch, P., Backes, S., Gezer, E. T., Hoffmann, D., Elisa, M., Weis, L., & Fischbach, A. (2023). Conclusion and Implications. In European Public School Report 2023: Preliminary Results on Student Population, Educational Trajectories, Mathematics Achievement, and Stakeholder Perceptions (pp. 150 - 162). Luxembourg: LUCET & SCRIPT. doi:10.48746/EPS2023-5

Senker, K., & GRUND, A. (10 May 2023). "Eigentlich sollte ich noch…" - Motivationale Konflikte und Achtsamkeit am Tag als Prädiktoren von abendlichem Stresserleben im Studium [Poster presentation]. 2. Deutscher Psychotherapie Kongress 2023.
Peer reviewed

Grund, A., Senker, K., Galla, B., & Fries, S. (2023). Is motivational conflict always bad? The diagnostic function of feeling torn between competing action alternatives [Paper presentation]. INTERNATIONAL CONVENTION OF PSYCHOLOGICAL SCIENCE (ICPS), Brussels, Belgium.

Warren, M. T., Galla, B. M., & Grund, A. (2023). Using Whole Trait Theory to unite trait and state mindfulness. Journal of Research in Personality, 104, 104372. doi:10.1016/j.jrp.2023.104372
Peer Reviewed verified by ORBi

Capelle, J.-D., Senker, K., Fries, S., & GRUND, A. (2023). Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach. Frontiers in Psychology. doi:10.3389/fpsyg.2023.1224533
Peer Reviewed verified by ORBi

Nahrgang, R., Großmann, N., Hettmann, M., Fries, S., Wilde, M., Vom Hofe, R., & GRUND, A. (2023). Vom Motivationsproblem zur Lösung Ansätze zur Förderung der Motivation im MINT-Unterricht. Die Materialwerkstatt. doi:10.11576/dimawe-6356
Peer reviewed

Galano, D., Grund, A., & Emslander, V. (2022). Investigating Pre-service Teachers’ Attitudes Towards LGB Students in Luxembourg. doi:10.17605/OSF.IO/24AJG

Stojanovic, M., Grund, A., & Fries, S. (2022). Context Stability in Habit Building Increases Automaticity and Goal Attainment. Frontiers in Psychology. doi:10.3389/fpsyg.2022.883795
Peer Reviewed verified by ORBi

Grund, A., & Niepel, C. (2022). From self-concept to -knowledge to -regulation: A proposal based on students’ domain-specific academic self-concepts and achievements [Paper presentation]. SELF 2022, Toronto (online conference), Canada.

Grund, A., Galla, B., & Fries, S. (June 2022). Achievement motivation in students' everyday lives: Its relationship to momentary positive and negative activation and the moderating role of mindfulness. Learning and Individual Differences, 97, 102176. doi:10.1016/j.lindif.2022.102176
Peer Reviewed verified by ORBi

Grund, A., Senker, K., & Fries, S. (2022). Motivationale Konflikte und Achtsamkeit als Bedingungen von Stress: Eine Experience-Sampling Studie im Alltag Studierender [Paper presentation]. Gesellschaft für Empirische Bildungsforschung, Bamberg, Germany.

Heitmann, S., Grund, A., Fries, S., Berthold, K., & Roelle, J. (2022). The quizzing effect depends on hope of success and can be optimized by cognitive load-based adaptation. Learning and Instruction, 77 (online first), 101526. doi:10.1016/j.learninstruc.2021.101526
Peer Reviewed verified by ORBi

Hofer, M., Fries, S., & Grund, A. (2022). Zielkonflikte zwischen Lernen und Freizeit. In H. Reinders, D. Bergs-Winkels, A. Prochnow, ... I. Post, Empirische Bildungsforschung: Eine elementare Einführung. Wiesbaden, Germany: VS Verlag für Sozialwissenschaften. doi:10.1007/978-3-658-27277-7

Heitmann, S., Obergassel, N., Fries, S., Grund, A., Berthold, K., & Roelle, J. (2021). Adaptive Practice Quizzing in a University Lecture: A Pre-Registered Field Experiment. Journal of Applied Research in Memory and Cognition. doi:10.1016/j.jarmac.2021.07.008
Peer reviewed

Senker, K., Fries, S., & Grund, A. (2021). Daily mindfulness, motivational conflict, and stress in university students: An experience-sampling study [Paper presentation]. Society for Ambulatory Assessment Conference 2021, Zürich (online), Switzerland.

Stojanovic, M., Grund, A., & Fries, S. (2021). Self-Efficacy in Habit Building: How General and Habit-Specific Self-Efficacy Influ-ence Behavioral Automatization and Motivational Interference. Frontiers in Psychology. doi:10.3389/fpsyg.2021.643753
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Senker, K., Dietrich, J., Fries, S., & Grund, A. (2021). Mindfulness and Academic Emotions: A Field Study During a Lecture. Learning and Individual Differences. doi:10.1016/j.lindif.2021.102079
Peer Reviewed verified by ORBi

Grund, A., Senker, K., Dietrich, J., Fries, S., & Galla, B. (2021). The Comprehensive Mindfulness Experience: A Typological Approach to the Potential Benefits of Mindfulness for Dealing with Motivational Conflicts. Motivation Science. doi:10.1037/mot0000239
Peer reviewed

Brassler, N., Grund, A., Dedic, M., Wilmer, E., & Fries, S. (2021). Interfered by unaccomplished academic tasks: The role of success expectations. Learning and Motivation, 76. doi:10.1016/j.lmot.2021.101763
Peer Reviewed verified by ORBi

Grund, A. (2020). MOTIVAID: Motivationally and digitally enhanced development by self-insight [Paper presentation]. Colloquium, Esch, Luxembourg.

Grund, A. (2020). Motivationally and digitally enhanced development by self-insight [Paper presentation]. Colloquium, Trier, Germany.

Senker, K., Fries, S., & Grund, A. (2020). Mindfulness in everyday life: Between- and within-person relationships to motivational conflicts. Current Psychology. doi:10.1007/s12144-020-00760-x
Peer reviewed

Stojanovic, M., Grund, A., & Fries, S. (2020). App-Based Habit Building Reduces Motivational Impairments During Studying - An Event Sampling Study. Frontiers in Psychology, 11, 167-15. doi:10.3389/fpsyg.2020.00167
Peer Reviewed verified by ORBi

Grund, A. (2019). Motivation and self-regulation [Postdoctoral thesis & other thesis, Bielefeld University]. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/43068doi:10.4119/unibi/2939237

Senker, K., Fries, S., & Grund, A. (2019). Between „want“ and „should“. The relationship between motivational conflicts, mindfulness, and stress in everyday life at the university [Paper presentation]. Gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PaEpsy), Leipzig, Germany.

Nahrgang, R., Hettmann, M., Fries, S., vom Hofe, R., Grund, A., & Salle, A. (2019). Erfolgserlebnisse für alle in Mathematik: Selbstwirksamkeitssteigerung in inklusiven Settings [Paper presentation]. Gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PaEpsy), Leipzig, Germany.

Heitmann, S., Grund, A., Fries, S., Berthold, K., & Roelle, J. (2019). The influence of achievement motives and adaptivity on practice quizzing [Paper presentation]. Gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PaEpsy), Leipzig, Germany.

Grund, A. (2019). Inwiefern kann eine achtsame Haltung lernförderlich sein? Eine empirische Studie zur Entwicklung des situationalen Interesses beim Lesen eines Sachtexts.

Grund, A., & Carstens, C.-A. (2019). Self-control motivationally reconsidered: "Acting" self-controlled is different to "being good" at self-control. Motivation and Emotion, 43 (1), 63-81. doi:10.1007/s11031-018-9721-3
Peer reviewed

Koudela-Hamila, S., Grund, A., Santangelo, P., & Ebner-Priemer, U. W. (2019). Valence and Motivation as Predictors of Student Time Use in Everyday Life: An Experience Sampling Study. Frontiers in Psychology, 10, 1430-13. doi:10.3389/fpsyg.2019.01430
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Grund, A., Schaefer, N., Sohlau, S., Uhlich, J., & Schmid, S. (2019). Mindfulness and situational interest. Educational Psychology, 39 (3), 353-369. doi:10.1080/01443410.2018.1553296
Peer reviewed

Grund, A., Fries, S., & Rheinberg, F. (2018). Know Your Preferences: Self-Regulation as Need-Congruent Goal Selection. REVIEW OF GENERAL PSYCHOLOGY, 22 (4), 437-451. doi:10.1037/gpr0000159
Peer reviewed

Grund, A., & Fries, S. (2018). Understanding procrastination: A motivational approach. Personality and Individual Differences, 121, 120-130. doi:10.1016/j.paid.2017.09.035
Peer Reviewed verified by ORBi

Heitmann, S., Grund, A., Berthold, K., Fries, S., & Roelle, J. (2018). Testing Is More Desirable When It Is Adaptive and Still Desirable When Compared to Note-Taking. Frontiers in Psychology, 9, 2596-13. doi:10.3389/fpsyg.2018.02596
Peer Reviewed verified by ORBi

Grund, A., & Senker, K. (2018). Motivational foundations of self-control and mindfulness and their role in study-leisure conflicts. LEARNING AND INDIVIDUAL DIFFERENCES, 68, 72-84. doi:10.1016/j.lindif.2018.10.007
Peer reviewed

Hofer, M., Fries, S., & Grund, A. (2017). Multiple Goals and Motivation at School: The Theory of Motivational Action Conflicts. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE, 31 (1), 69-85. doi:10.1024/1010-0652/a000197
Peer reviewed

Gorges, J., & Grund, A. (2017). Aiming at a Moving Target: Theoretical and Methodological Considerations in the Study of Intraindividual Goal Conflict between Personal Goals. Frontiers in Psychology, 8, 2011-14. doi:10.3389/fpsyg.2017.02011
Peer Reviewed verified by ORBi

Grund, A., Brassier, N. K., & Fries, S. (2016). The long arm of work: A motivational conflict perspective on teacher strain. Teaching and Teacher Education, 60, 153-163. doi:10.1016/j.tate.2016.08.013
Peer reviewed

Brassler, N. K., Grund, A., Hilckmann, K., & Fries, S. (2016). Impairments in learning due to motivational conflict: situation really matters. Educational Psychology, 36 (7), 1323-1336. doi:10.1080/01443410.2015.1113235
Peer reviewed

Grund, A., Grunschel, C., Bruhn, D., & Fries, S. (2015). Torn between want and should: An experience-sampling study on motivational conflict, well-being, self-control, and mindfulness. Motivation and Emotion, 39 (4), 506-520. doi:10.1007/s11031-015-9476-z
Peer reviewed

Grund, A., Schmid, S., & Fries, S. (2015). Studying against your will: Motivational interference in action. Contemporary Educational Psychology, 41, 209-217. doi:10.1016/j.cedpsych.2015.03.003
Peer reviewed

Grund, A., Brassler, N. K., & Fries, S. (2014). Torn Between Study and Leisure: How Motivational Conflicts Relate to Students' Academic and Social Adaptation. Journal of Educational Psychology, 106 (1), 242-257. doi:10.1037/a0034400
Peer Reviewed verified by ORBi

Grund, A., & Fries, S. (2014). Study and leisure interference as mediators between students' self-control capacities and their domain-specific functioning and general well-being. Learning and Instruction, 31, 23-32. doi:10.1016/j.learninstruc.2013.12.005
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Grund, A. (2013). Motivational profiles in study-leisure conflicts: Quality and quantity of motivation matter. Learning and Individual Differences, 26, 201-211. doi:10.1016/j.lindif.2013.01.009
Peer reviewed

Klingsieck, K. B., Grund, A., Schmid, S., & Fries, S. (2013). Why Students Procrastinate: A Qualitative Approach. Journal of College Student Development, 54 (4), 397-412. doi:10.1353/csd.2013.0060
Peer reviewed

Grund, A., Schmid, S., Klingsieck, K. B., & Fries, S. (2012). Students delay their duties, but also personal projects: Types of students' delayed and completed everyday actions. Zeitschrift für Entwicklungspsychologie und Padagogische Psychologie, 44 (4), 192-208. doi:10.1026/0049-8637/a000073
Peer reviewed

Grund, A., & Fries, S. (2012). Motivational interference in study-leisure conflicts: how opportunity costs affect the self-regulation of university students. Educational Psychology, 32 (5), 589-612. doi:10.1080/01443410.2012.674005
Peer reviewed

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