| The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context of a long-term challenging task Y Karlen, F Suter, C Hirt, KM Merki Learning and Individual Differences 74, 101757, 2019 | 176 | 2019 |
| Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners Y Karlen The Journal of Educational Research 109 (3), 253-265, 2016 | 105 | 2016 |
| Teachers’ professional competences in self-regulated learning: An approach to integrate teachers’ competences as self-regulated learners and as agents of self-regulated … Y Karlen, S Hertel, CN Hirt Frontiers in Education 5, 159, 2020 | 65 | 2020 |
| Implicit theory of writing ability: Relationship to metacognitive strategy knowledge and strategy use in academic writing Y Karlen, M Compagnoni Psychology Learning & Teaching 16 (1), 47-63, 2017 | 61 | 2017 |
| The development of a new instrument to assess metacognitive strategy knowledge about academic writing and its relation to self-regulated writing and writing performance Y Karlen Journal of Writing Research 9 (1), 61-86, 2017 | 57 | 2017 |
| Reliability and validity analyses of a newly developed test to assess learning strategy knowledge KM Merki, E Ramseier, Y Karlen Journal of Cognitive Education and Psychology 12 (3), 391-408, 2013 | 48 | 2013 |
| Implicit theories of self‐regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition S Hertel, Y Karlen British Journal of Educational Psychology 91 (3), 972-996, 2021 | 44 | 2021 |
| Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition Y Karlen, CN Hirt, J Jud, A Rosenthal, TD Eberli Teaching and Teacher Education 125, 104055, 2023 | 36 | 2023 |
| The effect of individual differences in the development of metacognitive strategy knowledge Y Karlen, KM Merki, E Ramseier Instructional Science 42, 777-794, 2014 | 35 | 2014 |
| Mindsets and self-concepts about self-regulated learning: Their relationships with emotions, strategy knowledge, and academic achievement Y Karlen, CN Hirt, A Liska, F Stebner Frontiers in psychology 12, 661142, 2021 | 34 | 2021 |
| Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten M Compagnoni, Y Karlen, K Maag Merki Metacognition and Learning 14 (3), 291-314, 2019 | 33 | 2019 |
| What makes high achievers different from low achievers? Self-regulated learners in the context of a high-stakes academic long-term task CN Hirt, Y Karlen, KM Merki, F Suter Learning and Individual Differences 92, 102085, 2021 | 24 | 2021 |
| New ways in fostering self-regulated learning at university: How effective are web-based courses when compared to regular attendance-based courses? S Van Der Beek, H Bellhäuser, Y Karlen, S Hertel Zeitschrift für Pädagogische Psychologie, 2019 | 17 | 2019 |
| Teachers’ motivation: Exploring the success expectancies, values and costs of the promotion of self-regulated learning J Jud, CN Hirt, A Rosenthal, Y Karlen Teaching and Teacher Education 127, 104093, 2023 | 15 | 2023 |
| Perceived learning environments and metacognitive strategy knowledge at the upper secondary school level Y Karlen Journal for educational research online 8 (2), 212-232, 2016 | 13 | 2016 |
| Nutzungshäufigkeit von Lernstrategien und metakognitives Strategiewissen in der Oberstufe des Gymnasiums: Entwicklung und Zusammenhänge Y Karlen Zeitschrift für Bildungsforschung 2 (5), 159-175, 2015 | 11 | 2015 |
| Play it safe or play to learn: Mindsets and behavioral self-regulation in kindergarten. Metacognition and Learning, 14 (3), 291–314 M Compagnoni, Y Karlen, KM Merki | 10 | 2019 |
| Sind Gymnasiastinnen und Gymnasiasten mit mehr Grit erfolgreicher? Untersuchung der Zusammenhänge zwischen Grit, selbstreguliertem Lernen und Lernerfolg Y Karlen, K Maag Merki, CN Hirt, F Suter Unterrichtswissenschaft-Zeitschrift für Lernforschung 46 (4), 437-459, 2018 | 8 | 2018 |
| The power of implicit theories for learning in different educational contexts Y Karlen, S Hertel Frontiers in Education 6, 788759, 2021 | 7 | 2021 |
| The effects of self-regulation training on self-regulated learning competencies and cognitive load: Does socioeconomic status matter? F Stebner, C Schuster, T Dicke, Y Karlen, J Wirth, D Leutner Advances in cognitive load theory, 194-208, 2019 | 7 | 2019 |
