1.Workload, time-on-task, and learning outcome in online learning for beginning students

作　　者：Tobias Kärner ;Marc Egloffstein ;Florian Binöder 等

出　　处：Journal of Ziya Gokalp Faculty of Education. 2015 ;.

出版社：Dicle University

文章 ID：185300519

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2.A mixed-methods study of physiological reactivity to domain-specific problem solving: methodological perspectives for process-accompanying research in VET

作　　者：Tobias Kärner

出　　处：Empirical Research in Vocational Education and Training. 2017 ;9(1):10-39.doi:10.1186/s40461-017-0054-3

出版社：Springer Verlag

文章 ID：201179467

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3.Functional relevance of students’ prior knowledge and situational uncertainty during verbal interactions in vocational classrooms: evidence from a mixed-methods study

作　　者：Tobias Kärner ;Julia Warwas

出　　处：Empirical Research in Vocational Education and Training. 2015 ;7(1):1-26.doi:10.1186/s40461-015-0023-7

出版社：Springer Verlag

文章 ID：254999292

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4.Emotional states during learning situations and students’ self-regulation: process-oriented analysis of person-situation interactions in the vocational classroom

作　　者：Tobias Kärner ;Kristina Kögler

出　　处：Empirical Research in Vocational Education and Training. 2016 ;8(1):1-23.doi:10.1186/s40461-016-0038-8

出版社：Springer Verlag

文章 ID：254999312

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5.Teachers’ experienced classroom demands and autonomic stress reactions: results of a pilot study and implications for process-oriented research in vocational education and training

作　　者：Tobias Kärner ;Jana Höning

出　　处：Empirical Research in Vocational Education and Training. 2021 ;13(1):1-22.doi:10.1186/s40461-021-00113-3

出版社：Springer Verlag

文章 ID：260766075

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6.Analysis of person-situation interactions in educational settings via cross-classified multilevel longitudinal modeling: illustrated with the example of students’ stress experience

作　　者：Tobias Kärner ;Detlef Sembill ;Christian Aßmann 等

出　　处：Frontline Learning Research. 2017 ;5(1).doi:10.14786/flr.v5i1.137

出版社：EARLI

文章 ID：1038088037

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7.An action-theoretical approach to the Happy Victimizer Pattern

作　　者：Karin Heinrichs ;Tobias Kärner ;Hannes Reinke

出　　处：Frontline Learning Research. 2020 ;8(5).doi:10.14786/flr.v8i5.386

出版社：EARLI

文章 ID：1038088141

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