@article{VollmeyerRollettRheinberg1997,
  author    = {Vollmeyer, Regina and Rollett, Wolfram and Rheinberg, Falko},
  title     = {How motivation affects learning},
  year      = {1997},
  language  = {en}
}
@article{VollmeyerRollettRheinberg1997,
  author    = {Vollmeyer, Regina and Rollett, Wolfram and Rheinberg, Falko},
  title     = {Motivation, Lernen und Reaktionslatenz auf T{\"o}ne beim Erwerb von Kompetenzen zur Steuerung eines komplexen Systems},
  year      = {1997},
  language  = {de}
}
@article{VollmeyerRollettRheinberg1998,
  author    = {Vollmeyer, Regina and Rollett, Wolfram and Rheinberg, Falko},
  title     = {Wirkt Feedback beim Lernen auf Motivation oder Kognition?},
  year      = {1998},
  language  = {de}
}
@article{VollmeyerRollettRheinberg1998,
  author    = {Vollmeyer, Regina and Rollett, Wolfram and Rheinberg, Falko},
  title     = {Motivation and learning in a complex system},
  isbn      = {3-931147- 82-7},
  year      = {1998},
  language  = {en}
}
@article{VollmeyerRheinbergBurns2002,
  author    = {Vollmeyer, Regina and Rheinberg, Falko and Burns, Bruce D.},
  title     = {Motivational patterns during hypermedia learning},
  year      = {2002},
  language  = {en}
}
@article{VollmeyerRheinbergBurns1998,
  author    = {Vollmeyer, Regina and Rheinberg, Falko and Burns, Bruce D.},
  title     = {Goals, strategies, and motivation},
  year      = {1998},
  language  = {en}
}
@article{VollmeyerRheinberg2006,
  author    = {Vollmeyer, Regina and Rheinberg, Falko},
  title     = {Motivational Effects on self-Regulated learning with different Tasks},
  series = {Educational psychology review},
  volume    = {18},
  journal   = {Educational psychology review},
  number    = {3},
  publisher = {Springer},
  address   = {New York},
  issn      = {1040-726X},
  doi       = {10.1007/s10648-006-9017-0},
  pages     = {239 -- 253},
  year      = {2006},
  abstract  = {In our cognitive motivational process model (Vollmeyer \& Rheinberg, Zeitschrift f{\"u}r P{\"a}dagogische Psychologie, 12:11-23, 1998) we assume that initial motivation affects performance via motivation during learning and learning strategies. These variables are also central for self-regulation theories (e.g., M. Boekaerts, European Psychologist, 1:100-122, 1996). In this article we discuss methods with which the model can be tested. Initial motivation with its four factors challenge, probability of success, interest, and anxiety was measured with the Questionnaire on Current Motivation (QCM; Rheinberg, Vollmeyer, \& Burns, Diagnostica, 47:57-66, 2001). As an indicator for the functional state we assessed flow with the FKS (Rheinberg, Vollmeyer, \& Engeser, Diagnostik von Motivation und Selbstkonzept [Diagnosis of Motivation and Self-Concept], Hogrefe, G{\"o}ttingen, Germany, 261-279, 2003). We also used different tasks, including a linear system, a hypermedia program, and university-level classes. In general, our methods are valid and with them we found support for our model.},
  language  = {en}
}
@article{VollmeyerRheinberg2005,
  author    = {Vollmeyer, Regina and Rheinberg, Falko},
  title     = {A surprising effect of feedback on learning},
  year      = {2005},
  abstract  = {As meta-analyses demonstrate feedback effects on performance, our study examined possible mediators. Based on our cognitive-motivational model [Vollmeyer, R., \& Rhemberg, F. (1998). Motivationale Einflusse auf Erwerb und Anwendung von Wissen in einem computersimulierten System [Motivational influences on the acquisition and application of knowledge in a simulated system]. Zeitschrift fur Padagogische Psychologie, 12, 11-23] we examined how feedback changed (1) strategies, and (2) motivation during learning, and by doing so improved (3) final performance. Students (N = 211) learned how a dynamic system works and how to reach given goal states for the system. One group received feedback (i.e., knowledge of performance) the other one did not. We expected learners to improve after they received the first feedback. However, we found that learners expecting feedback used better strategies right from the start. Thus, they acquired more knowledge over fewer trials. Although we had also expected effects of feedback on motivation during learning, we could not support this hypothesis. (c) 2005 Elsevier Ltd. All rights reserved},
  language  = {en}
}
@article{VollmeyerRheinberg2004,
  author    = {Vollmeyer, Regina and Rheinberg, Falko},
  title     = {Influence de la motivation sur l{\"i}apprentissage d{\"i}un syst{\`e}me lin{\´e}aire},
  issn      = {1705-0065},
  year      = {2004},
  language  = {en}
}
@article{VollmeyerRheinberg1998,
  author    = {Vollmeyer, Regina and Rheinberg, Falko},
  title     = {Motivationale Einfl{\"u}sse auf Erwerb und Anwendung von Wissen in einem computersimulierten System},
  year      = {1998},
  language  = {de}
}