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  -