@article{VollmeyerRollettRheinberg1997,
  author    = {Vollmeyer, Regina and Rollett, Wolfram and Rheinberg, Falko},
  title     = {How motivation affects learning},
  year      = {1997},
  language  = {en}
}
@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{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{SchiefeleRheinberg1997,
  author    = {Schiefele, Ulrich and Rheinberg, Falko},
  title     = {Motivation and knowledge acquisition : searching for mediating processes},
  year      = {1997},
  language  = {en}
}
@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{RheinbergVollmeyerBurns2000,
  author    = {Rheinberg, Falko and Vollmeyer, Regina and Burns, Bruce D.},
  title     = {Motivation and self-regulated learning},
  year      = {2000},
  language  = {en}
}
@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{Rheinberg1998,
  author    = {Rheinberg, Falko},
  title     = {Theory of interest and research on motivation to learn},
  isbn      = {3-89088-131-9},
  year      = {1998},
  language  = {en}
}
@article{Rheinberg2020,
  author    = {Rheinberg, Falko},
  title     = {Intrinsic motivation and flow},
  series = {Motivation Science},
  volume    = {6},
  journal   = {Motivation Science},
  number    = {3},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {2333-8113},
  doi       = {10.1037/mot0000165},
  pages     = {199 -- 200},
  year      = {2020},
  abstract  = {From the beginning of his work as a researcher, Heinz Heckhausen was interested in activities that are performed for their own sake and not only for some rewarding consequences-later addressed with the term "intrinsic motivation." One of his conceptual contributions to this area was the systematization of the bewildering heterogeneity of differentiations between various concepts of intrinsic and extrinsic motivation. In the conception, he himself preferred, intrinsic motivation could include incentives of actions outcome if the goal is thematically identical with the action. Doing so the per se goal directed achievement motivation could be understood as intrinsically motivated. This understanding of achievement motivation was productively utilized in educational psychology. His interest in intrinsic motivation stimulated research on activity specific incentives. One of these incentives is the total emergence with a smooth-running activity-an incentive Csikszentmihalyi had already described as "flow experience."},
  language  = {en}
}
@article{GoernVollmeyerRheinberg2001,
  author    = {G{\"o}rn, A. and Vollmeyer, Regina and Rheinberg, Falko},
  title     = {Effects of motivational orientation and perceived ability on performance},
  year      = {2001},
  language  = {en}
}
@article{GrundFriesRheinberg2018,
  author    = {Grund, Axel and Fries, Stefan and Rheinberg, Falko},
  title     = {Know Your Preferences},
  series = {Review of general psychology},
  volume    = {22},
  journal   = {Review of general psychology},
  number    = {4},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {1089-2680},
  doi       = {10.1037/gpr0000159},
  pages     = {437 -- 451},
  year      = {2018},
  abstract  = {Theory and research on self-regulation is dominated by a social-cognitive perspective that places an emphasis on postdecisional (i.e., volitional) control processes of goal-maintenance in response to dual-motive conflict. In the current contribution, we focus on research on self-regulation that acknowledges the affective fundamentals of motivated action, and we highlight processes of goal selection as vital parts of self-regulation. From our perspective of motivational competence, affective and cognitive processes work together rather than oppose each other in self-regulation, rendering effortless rather than effortful goal pursuit as the hallmark of efficient human action. A precondition for such motive- and self-congruent goal pursuits is that individuals have insight into their basic preferences and (can) act accordingly. Therefore, we address capacities, such as mindfulness, which may take effect in predecisional (i.e., motivational) action phases, thereby determining all subsequent action processes.},
  language  = {en}
}
@article{EngeserRheinbergMoeller2009,
  author    = {Engeser, Stefan and Rheinberg, Falko and Moeller, Matthias},
  title     = {Achievement motive imagery in German schoolbooks : a pilot study testing McClelland's hypothesis},
  issn      = {0092-6566},
  doi       = {10.1016/j.jrp.2008.12.001},
  year      = {2009},
  abstract  = {McClelland [McClelland, D.C. (1961). The achieving society. Princeton, NJ: Van Nostrand] observed that the amount of achievement imagery in children's books predicted the economic development of societies. He argued that achievement imagery is an indicator of a motivational climate, and when children grow up in a society that emphasizes the striving for achievement, they will be more economically productive later on. We tested McClelland's hypothesis by coding school textbooks for achievement imagery from two German federal states (Baden-Wurttemberg and Bremen) with pronounced differences in economic and educational conditions. As expected, the schoolbooks from the state with the more advantageous conditions contained more achievement imagery.},
  language  = {en}
}
@article{EngeserWendlandRheinberg2006,
  author    = {Engeser, Stefan H. and Wendland, Mirko and Rheinberg, Falko},
  title     = {Nonconscious activation of behavioral goals, a methodologically refined replication},
  issn      = {0033-2941},
  doi       = {10.2466/Pro.99.3.963-970},
  year      = {2006},
  language  = {en}
}