TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Rollett, Wolfram
A1  - Rheinberg, Falko
T1  - How motivation affects learning
Y1  - 1997
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Rollett, Wolfram
A1  - Rheinberg, Falko
T1  - Motivation, Lernen und Reaktionslatenz auf Töne beim Erwerb von Kompetenzen zur Steuerung eines komplexen Systems
Y1  - 1997
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Rollett, Wolfram
A1  - Rheinberg, Falko
T1  - Wirkt Feedback beim Lernen auf Motivation oder Kognition?
Y1  - 1998
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Rollett, Wolfram
A1  - Rheinberg, Falko
T1  - Motivation and learning in a complex system
Y1  - 1998
SN  - 3-931147- 82-7
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Rheinberg, Falko
A1  - Burns, Bruce D.
T1  - Motivational patterns during hypermedia learning
Y1  - 2002
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Rheinberg, Falko
A1  - Burns, Bruce D.
T1  - Goals, strategies, and motivation
Y1  - 1998
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Rheinberg, Falko
T1  - Motivational Effects on self-Regulated learning with different Tasks
JF  - Educational psychology review
N2  - In our cognitive motivational process model (Vollmeyer & Rheinberg, Zeitschrift für Pädagogische 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, Göttingen, 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.
Y1  - 2006
UR  - http://springerlink.com/content/8447080584073022/
U6  - https://doi.org/10.1007/s10648-006-9017-0
SN  - 1040-726X
SN  - 1573-336X
VL  - 18
IS  - 3
SP  - 239
EP  - 253
PB  - Springer
CY  - New York
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Rheinberg, Falko
T1  - A surprising effect of feedback on learning
N2  - 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
Y1  - 2005
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Rheinberg, Falko
T1  - Influence de la motivation sur lïapprentissage dïun système linéaire
Y1  - 2004
SN  - 1705-0065
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Rheinberg, Falko
T1  - Motivationale Einflüsse auf Erwerb und Anwendung von Wissen in einem computersimulierten System
Y1  - 1998
ER  -