@article{WendlandBergerRheinberg2003,
  author    = {Wendland, Mirko and Berger, Anja and Rheinberg, Falko},
  title     = {Flow-Erleben und Leistung in einem Onlinespiel},
  isbn      = {3-89967-035-3},
  year      = {2003},
  language  = {de}
}
@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}
}
@article{VollmeyerRheinberg1996,
  author    = {Vollmeyer, Regina and Rheinberg, Falko},
  title     = {Beeinflussen motivationale Faktoren die Bearbeitungsweise eines komplexen Systems?},
  year      = {1996},
  language  = {de}
}
@article{VollmeyerRheinberg2000,
  author    = {Vollmeyer, Regina and Rheinberg, Falko},
  title     = {Does motivation affect performance via persistence},
  year      = {2000},
  language  = {en}
}
@article{VollmeyerRheinberg1999,
  author    = {Vollmeyer, Regina and Rheinberg, Falko},
  title     = {Motivation and metacognition when learning a complex system},
  year      = {1999},
  language  = {en}
}
@article{VollmeyerBurnsRheinberg2000,
  author    = {Vollmeyer, Regina and Burns, Bruce D. and Rheinberg, Falko},
  title     = {Goal-specifity and learning with multimedia program},
  isbn      = {0-8058-3879-1},
  year      = {2000},
  language  = {en}
}
@article{VollmeyerBurnsRheinberg1999,
  author    = {Vollmeyer, Regina and Burns, Bruce D. and Rheinberg, Falko},
  title     = {Zielspezifit{\"a}t, Strategien und Motivation},
  year      = {1999},
  language  = {de}
}
@article{SchiefeleRheinberg1997,
  author    = {Schiefele, Ulrich and Rheinberg, Falko},
  title     = {Motivation and knowledge acquisition : searching for mediating processes},
  year      = {1997},
  language  = {en}
}
@article{RollettVollmeyerRheinberg1998,
  author    = {Rollett, Wolfram and Vollmeyer, Regina and Rheinberg, Falko},
  title     = {Die Bedeutung des Faktors Herausforderung f{\"u}r den Erkl{\"a}rungswert motivationaler Faktoren beim Erlernen und Steuern eines komplexen Systems},
  year      = {1998},
  language  = {de}
}
@article{RollettVollmeyerRheinberg1997,
  author    = {Rollett, Wolfram and Vollmeyer, Regina and Rheinberg, Falko},
  title     = {Die Neigung zur Anstrengungsvermeidung als relevanter Pr{\"a}diktor beim Erlernen und Steuern eines komplexen Systems},
  year      = {1997},
  language  = {de}
}
@article{RheinbergVollmeyerRollett2000,
  author    = {Rheinberg, Falko and Vollmeyer, Regina and Rollett, Wolfram},
  title     = {Motivation and learning in a computer-simulated system},
  year      = {2000},
  language  = {en}
}
@article{RheinbergVollmeyerRollett2000,
  author    = {Rheinberg, Falko and Vollmeyer, Regina and Rollett, Wolfram},
  title     = {Motivation and action in self-regulated learning},
  isbn      = {0-12-109890-7},
  year      = {2000},
  language  = {en}
}
@article{RheinbergVollmeyerLehnik2000,
  author    = {Rheinberg, Falko and Vollmeyer, Regina and Lehnik, A.},
  title     = {Selbstkonzept der Begabung, Erfolgserwartung und Lernleistung},
  isbn      = {3-8017-1419-5},
  year      = {2000},
  language  = {de}
}
@article{RheinbergVollmeyerBurns2000,
  author    = {Rheinberg, Falko and Vollmeyer, Regina and Burns, Bruce D.},
  title     = {Motivation and self-regulated learning},
  year      = {2000},
  language  = {en}
}
@article{RheinbergVollmeyerBruns2001,
  author    = {Rheinberg, Falko and Vollmeyer, Regina and Bruns, Bruce D.},
  title     = {FAM : ein Fragebogen zur Erfassung aktueller Motivation in Lern- und Leistungssituationen},
  year      = {2001},
  language  = {de}
}
@article{RheinbergVollmeyer2004,
  author    = {Rheinberg, Falko and Vollmeyer, Regina},
  title     = {Flow-Erleben bei der Arbeit und in der Freizeit},
  isbn      = {3-8017-1782-8},
  year      = {2004},
  language  = {de}
}
@article{RheinbergVollmeyer2002,
  author    = {Rheinberg, Falko and Vollmeyer, Regina},
  title     = {Aktuelle Motivation und Motivation im Lernverlauf},
  isbn      = {3-8017-1674-0},
  issn      = {0720-4000},
  year      = {2002},
  language  = {de}
}
@article{RheinbergVollmeyer2000,
  author    = {Rheinberg, Falko and Vollmeyer, Regina},
  title     = {Sachinteresse und leistungsthematische Herausforderung - zwei verschiedenartige Motivationskomponenten und ihr Zusammenwirken beim Lernen},
  year      = {2000},
  language  = {de}
}
@article{RheinbergTramp2006,
  author    = {Rheinberg, Falko and Tramp, Nadine},
  title     = {Anreizanalyse intensiver Nutzung von Computern in der Freizeit},
  issn      = {0044-3409},
  doi       = {10.1026/0044-3409.214.2.97},
  year      = {2006},
  abstract  = {What makes computer users spend their free time working with the computer? Are there different types of users and, if so, in what ways do they differ? N = 271 subjects took part in an online survey concerning the incentives for computer use in free time. Selected mailing lists were used to identify highly committed users (A4 3.9 hours of free time a day spent working with computers). The following incentive factors were found for these users: community/ affiliation; sense of competence; flexibility/utility; avoidance of boredom; rebellious tendency to illegality. Depending on their favorite use of the computer, three types of users were found: Purposeful users (58\%), hackers (entering other networks without intention to cause damage) (22\%), and crackers (entering other networks with intention to cause damage) (20\%). There are significant differences in the incentive profiles of these types of users. Hacking and cracking, but not purposeful use, are correlated with flow experience and positive activation. These findings are not representative for all leisure time computer users. They refer to a sample of highly committed users who can be reached in special associations (e.g., relevant student networks, the Chaos Computer Club)},
  language  = {de}
}
@article{RheinbergTramp2006,
  author    = {Rheinberg, Falko and Tramp, N},
  title     = {Analysis of the incentive for intensive leisue-time use of computers},
  year      = {2006},
  abstract  = {What makes computer users spend their free time working with the computer? Are there different types of users and, if so, in what ways do they differ? N = 271 subjects took part in an online survey concerning the incentives for computer use in free time. Selected mailing lists were used to identify highly committed users (A4 3.9 hours of free time a day spent working with computers). The following incentive factors were found for these users: community/ affiliation; sense of competence; flexibility/utility; avoidance of boredom; rebellious tendency to illegality. Depending on their favorite use of the computer, three types of users were found: Purposeful users (58\%), hackers (entering other networks without intention to cause damage) (22\%), and crackers (entering other networks with intention to cause damage) (20\%). There are significant differences in the incentive profiles of these types of users. Hacking and cracking, but not purposeful use, are correlated with flow experience and positive activation. These findings are not representative for all leisure time computer users. They refer to a sample of highly committed users who can be reached in special associations (e.g., relevant student networks, the Chaos Computer Club)},
  language  = {en}
}
@article{RheinbergSchneider1996,
  author    = {Rheinberg, Falko and Schneider, K.},
  title     = {Erlebnissuche und Risikomotivation},
  year      = {1996},
  language  = {de}
}
@article{RheinbergManig2003,
  author    = {Rheinberg, Falko and Manig, Yvette},
  title     = {Die Schrift an der Wand : Motivationsanalysen zum Graffitysprayen},
  year      = {2003},
  language  = {de}
}
@article{RheinbergManMares2001,
  author    = {Rheinberg, Falko and Man, Frantisek and Mares, Jiri},
  title     = {Ovlivnovani ucebni motivace},
  year      = {2001},
  language  = {mul}
}
@article{RheinbergLandscheidt1996,
  author    = {Rheinberg, Falko and Landscheidt, Karl},
  title     = {Motivationale Rekonstruktion strafbarer Handlungen bei Jugendlichen mit unterschiedlicher Kriminalit{\"a}tsbelastung},
  isbn      = {3-931147-29-0},
  year      = {1996},
  language  = {de}
}
@article{RheinbergIserPfauser1997,
  author    = {Rheinberg, Falko and Iser, I. and Pfauser, S.},
  title     = {Freude am Tun und/oder zweckorientiertes Schaffen? : zur transsituativen Konsistenz und konvergenten Validit{\"a}t der AF-Skala},
  year      = {1997},
  language  = {de}
}
@article{RheinbergGuenther2005,
  author    = {Rheinberg, Falko and G{\"u}nther, A.},
  title     = {Ein Unterrichtsbeispiel zum lehrplanabgestimmten Einsatz individueller Bezugsnormen},
  isbn      = {3-8017-1905-7},
  year      = {2005},
  language  = {de}
}
@article{RheinbergFries2005,
  author    = {Rheinberg, Falko and Fries, Stefan},
  title     = {Motivationale Optimierung eines Trainings zur Denkf{\"o}rderung},
  isbn      = {3-8017-1905-7},
  year      = {2005},
  language  = {de}
}
@article{RheinbergFries1998,
  author    = {Rheinberg, Falko and Fries, Stefan},
  title     = {F{\"o}rderung der Lernmotivation : Ansatzpunkte, Strategien und Effekte},
  year      = {1998},
  language  = {de}
}
@article{RheinbergFries2000,
  author    = {Rheinberg, Falko and Fries, Stefan},
  title     = {Motivationstraining},
  isbn      = {3801713474},
  year      = {2000},
  language  = {de}
}
@article{RheinbergDickhaeuserEngeser2002,
  author    = {Rheinberg, Falko and Dickh{\"a}user, O. and Engeser, Stefan H.},
  title     = {Bezugsnormorientierung : Erfassung, Probleme, Perspektiven},
  isbn      = {3-8017-1674-0},
  issn      = {0720-4000},
  year      = {2002},
  language  = {de}
}
@article{RheinbergBromme2001,
  author    = {Rheinberg, Falko and Bromme, Rainer},
  title     = {Lehrende in Schulen},
  year      = {2001},
  language  = {de}
}
@article{Rheinberg2017,
  author    = {Rheinberg, Falko},
  title     = {Von Bochum {\"u}ber Heidelberg bis Potsdam},
  series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie},
  volume    = {31},
  journal   = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie},
  number    = {3-4},
  publisher = {Hogrefe},
  address   = {Bern},
  issn      = {1010-0652},
  doi       = {10.1024/1010-0652/a000206},
  pages     = {175 -- 189},
  year      = {2017},
  abstract  = {Dem Text liegt ein Vortrag zugrunde, der auf dem 31. Motivationspsychologischen Kolloquium (MPK) in Heidelberg 2015 gehalten wurde. Im ersten Teil bietet er einen {\"U}berblick {\"u}ber die Motivationsforschung am Bochumer Heckhausen-Lehrstuhl in den 70er-Jahren („Bochumer Schule"). Dabei werden neben Heinz Heckhausen einzelne Mitarbeiter und ihre Schwerpunkte vorgestellt sowie das stimulierende Arbeitsklima an diesem Lehrstuhl beschrieben. Entsprechend der Vortragseinladung wird im Anschluss die Entwicklung der eigenen Forschungsschwerpunkte skizziert. Noch unter Heckhausens Leitung waren dies zun{\"a}chst die Forschung zur Bezugsnormorientierung und die Einzelfallanalysen zur Lernmotivation mit dem Erweiterten Kognitiven Motivationsmodell. Danach geht der Vortrag auf Forschungsthemen ein, die dann in Heidelberg und Potsdam dazukamen. Hier geht es um die Erforschung von T{\"a}tigkeitsanreizen und um das Flow-Erleben. Abschließend wird der Potsdamer Versuch skizziert, herauszufinden, auf welche Weise unterschiedliche Motivationsqualit{\"a}ten den Lernprozess und seine Resultate beeinflussen.},
  language  = {de}
}
@article{Rheinberg2007,
  author    = {Rheinberg, Falko},
  title     = {F{\"o}rderung realistischen Selbstvertrauens},
  year      = {2007},
  language  = {de}
}
@article{Rheinberg2006,
  author    = {Rheinberg, Falko},
  title     = {Motivationsdiagnostik},
  isbn      = {3-8017-1911-1},
  year      = {2006},
  language  = {de}
}
@article{Rheinberg2006,
  author    = {Rheinberg, Falko},
  title     = {Bezugsnorm-Orientierung},
  year      = {2006},
  language  = {de}
}
@article{Rheinberg2006,
  author    = {Rheinberg, Falko},
  title     = {Bezugsnormorientierung},
  year      = {2006},
  language  = {de}
}
@article{Rheinberg2006,
  author    = {Rheinberg, Falko},
  title     = {Intrinsische Motivation und Flow-Erleben},
  year      = {2006},
  language  = {de}
}
@article{Rheinberg2006,
  author    = {Rheinberg, Falko},
  title     = {Motivationstraining und Motivierung},
  year      = {2006},
  language  = {de}
}
@article{Rheinberg2006,
  author    = {Rheinberg, Falko},
  title     = {Paradoxe Effekte von Lob und Tadel},
  year      = {2006},
  language  = {de}
}
@article{Rheinberg2005,
  author    = {Rheinberg, Falko},
  title     = {Trainings auf der Grundlage "klassischer" Motivationspsychologie},
  isbn      = {3-8017-1905-7},
  year      = {2005},
  language  = {de}
}
@article{Rheinberg2005,
  author    = {Rheinberg, Falko},
  title     = {Abschließende Wertung der Interventionsstudien und Ausblick},
  isbn      = {3-8017-1905-7},
  year      = {2005},
  language  = {de}
}