![]() ![]() | 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. ![]() |
![]() ![]() | 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 ![]() |
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 ![]() |
GRUND, A., & Steuer, G. (2023). Motivation und Selbstregulation. Germany: UTB. ![]() |
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. ![]() |
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. ![]() |
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. ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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., 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 ![]() |
![]() ![]() | 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 ![]() |
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. |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 |
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. |
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. |
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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |
![]() ![]() | 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 ![]() |