| Dokumenttyp | Erscheinungsjahr | Titel | Autoren | Herausgeber |
|---|
| article | 2025 | How Valid Is Bandura’s Social Cognitive Theory to Explain Physical Activity Behavior? | Egele, Viktoria Sophie; Klopp, Eric; Stark, Robin | |
| article | 2024 | Operationalization of the social cognitive theory to explain and predict physical activity in Germany: a scale development | Egele, Viktoria S.; Stark, Robin | |
| article | 2023 | Promoting future teachers’ evidence-informed reasoning scripts: Effects of different forms of instruction after problem-solving | Krause-Wichmann, Theresa; Greisel, Martin; Wekerle, Christina; Kollar, Ingo; Stark, Robin | |
| article | 2023 | Specific health beliefs mediate sex differences in food choice | Egele, Viktoria S.; Stark, Robin | |
| article | 2023 | Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an intervention | Klopp, Eric; Krause-Wichmann, Theresa; Stark, Robin | |
| article | 2022 | Scientific Controversies and Epistemological Sensitization - Effects of an Intervention on Psychology Students’ Epistemological Beliefs and Argumentation Skills | Klopp, Eric; Stark, Robin | |
| article | 2022 | Probleme evidenzorientierter Unterrichtspraxis - Anregungen und Lösungsvorschläge | Wilkes, Theresa; Stark, Robin | |
| article | 2022 | How to Change Epistemological Beliefs? Effects of Scientific Controversies, Epistemological Sensitization, and Critical Thinking Instructions on Epistemological Change | Klopp, Eric; Stark, Robin | |
| article | 2022 | Contrastive Video Examples in Teacher Education : A Matter of Sequence and Prompts | Wilkes, Theresa; Stark, Lisa; Trempler, Kati; Stark, Robin | |
| article | 2022 | Pre-service Teachers’ Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems? | Greisel, Martin; Wekerle, Christina; Wilkes, Theresa; Stark, Robin; Kollar, Ingo | |
| article | 2022 | Evaluating self-reported retrospective average daily fruit, vegetable, and egg intake: Trustworthy-Sometimes! | Egele, Viktoria S.; Klopp, Eric; Stark, Robin | |
| article | 2021 | Faking self-reports of health behavior: a comparison between a within- and a between-subjects design | Egele, Viktoria S.; Kiefer, Laura H.; Stark, Robin | |
| article | 2018 | Learning Scientific Explanations by Means of Worked Examples : Promoting Psychology Students’ Explanation Competence | Klopp, Eric; Stark, Robin | |
| article | 2018 | Reexamining the Factorial Validity of the 16-Item Scale Measuring Need for Cognition | Zhang, Ying; Klopp, Eric; Dietrich, Heike; Brünken, Roland; Krause, Ulrike-Marie; Spinath, Birgit; Stark, Robin; Spinath, Frank M. | |
| article | 2015 | „Conceptual Change“ als Basis gesundheitsbezogener Wissenskonstruktionen bei Kindern und Jugendlichen | Pieter, Andrea; Fröhlich, Michael; Stark, Robin; Emrich, Eike; Klein, Markus | |
| article | 2010 | Situated health promotion: reflections on implementing situated learning approaches in health promotion | Pieter, Andrea; Fröhlich, Michael; Emrich, Eike; Stark, Robin | |
| article | 2010 | Situierte Gesundheitsförderung | Pieter, Andrea; Emrich, Eike; Stark, Robin | |
