@article{Vollmeyer1994, author = {Vollmeyer, Regina}, title = {Positive and negative mood in solving a resource dilemma}, year = {1994}, language = {en} } @article{VollmeyerHolyoak1994, author = {Vollmeyer, Regina and Holyoak, Keith J.}, title = {Zielspezifit{\"a}t beim Probleml{\"o}sen}, year = {1994}, language = {de} } @article{VollmeyerHolyoakBurns1994, author = {Vollmeyer, Regina and Holyoak, Keith J. and Burns, Bruce D.}, title = {Goal specificity in hypothesis testing and problem solving}, year = {1994}, language = {en} } @article{VollmeyerBurnsBruce1995, author = {Vollmeyer, Regina and Burns, Bruce D. and Bruce, R.}, title = {Die Wirkung von Zielspezifit{\"a}t und Hypothesentesten auf das Lernen einer Probleml{\"o}seaufgabe}, year = {1995}, language = {de} } @article{VollmeyerBurns1995, author = {Vollmeyer, Regina and Burns, Bruce D.}, title = {Does hypothesis-instruction improve learning}, year = {1995}, language = {en} } @article{VollmeyerBurns1996, author = {Vollmeyer, Regina and Burns, Bruce D.}, title = {Hypotheseninstruktion und Zielspezifit{\"a}t : Bedingungen, die das Erlernen und Kontrollieren eines komplexen Systems beeinflussen}, year = {1996}, language = {de} } @article{VollmeyerRheinberg1996, author = {Vollmeyer, Regina and Rheinberg, Falko}, title = {Beeinflussen motivationale Faktoren die Bearbeitungsweise eines komplexen Systems?}, year = {1996}, language = {de} } @article{VollmeyerBurnsHolyoak1996, author = {Vollmeyer, Regina and Burns, Bruce D. and Holyoak, Keith J.}, title = {The impact of goal on strategy use and the acquisition of problem structure}, year = {1996}, language = {en} } @article{BurnsVollmeyer1996, author = {Burns, Bruce D. and Vollmeyer, Regina}, title = {Goals and problem solving : learning as search of three spaces}, year = {1996}, language = {en} } @article{VollmeyerRollettRheinberg1997, author = {Vollmeyer, Regina and Rollett, Wolfram and Rheinberg, Falko}, title = {How motivation affects learning}, year = {1997}, language = {en} } @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{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{Vollmeyer1998, author = {Vollmeyer, Regina}, title = {Competition as problem solving : better modeling of an opponent leads to higher performance}, isbn = {3-933151-18-X}, year = {1998}, 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{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{VollmeyerRollettRheinberg1998, author = {Vollmeyer, Regina and Rollett, Wolfram and Rheinberg, Falko}, title = {Wirkt Feedback beim Lernen auf Motivation oder Kognition?}, year = {1998}, language = {de} } @article{VollmeyerRheinbergBurns1998, author = {Vollmeyer, Regina and Rheinberg, Falko and Burns, Bruce D.}, title = {Goals, strategies, and motivation}, year = {1998}, language = {en} } @article{BurnsVollmeyer1998, author = {Burns, Bruce D. and Vollmeyer, Regina}, title = {Modeling the opponent facilitates adverserial problem solving}, year = {1998}, 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{BurnsVollmeyer1998, author = {Burns, Bruce D. and Vollmeyer, Regina}, title = {Modeling the adversary and success in competition}, year = {1998}, language = {en} } @article{LehnikVollmeyer1999, author = {Lehnik, A. and Vollmeyer, Regina}, title = {Der Einfluss von Selbstwirksamkeit auf Leistung}, isbn = {3-933151-82-1}, year = {1999}, language = {de} } @article{VollmeyerFunke1999, author = {Vollmeyer, Regina and Funke, Joachim}, title = {Person and task within complex problem solving = Personen- und Aufgabenmerkmale beim komplexen Probleml{\"o}sen}, issn = {0033-3042}, year = {1999}, language = {de} } @article{VollmeyerRheinberg1999, author = {Vollmeyer, Regina and Rheinberg, Falko}, title = {Motivation and metacognition when learning a complex system}, year = {1999}, 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{VollmeyerBurns1999, author = {Vollmeyer, Regina and Burns, Bruce D.}, title = {Probleml{\"o}sen und Hypothesentesten}, isbn = {3-8244-4327-9}, year = {1999}, language = {de} } @article{VollmeyerFunke1999, author = {Vollmeyer, Regina and Funke, Joachim}, title = {Komplexes Probleml{\"o}sen als Identifikation und Kontrolle linearer Strukturgleichungsmodelle}, year = {1999}, language = {de} } @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{VollmeyerRheinberg2000, author = {Vollmeyer, Regina and Rheinberg, Falko}, title = {Does motivation affect performance via persistence}, year = {2000}, 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{RheinbergVollmeyerBurns2000, author = {Rheinberg, Falko and Vollmeyer, Regina and Burns, Bruce D.}, title = {Motivation and self-regulated learning}, 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{BurnsVollmeyer2000, author = {Burns, Bruce D. and Vollmeyer, Regina}, title = {Problem solving : phenomena in search of a thesis}, isbn = {0-8058-3879-1}, 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{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{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{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{BurnsVollmeyer2002, author = {Burns, Bruce D. and Vollmeyer, Regina}, title = {Goal specificity effets on hypothesis testing in problem solving}, issn = {0272-4987}, year = {2002}, 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{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{VollmeyerBurns2002, author = {Vollmeyer, Regina and Burns, Bruce D.}, title = {Goal specificity and learning with a hypermedia program}, year = {2002}, language = {en} } @article{GoernVollmeyerRheinberg2003, author = {G{\"o}rn, A. and Vollmeyer, Regina and Rheinberg, Falko}, title = {Auswirkungen von Lehr-Erwartungen auf Motivation und Lernen mit Hypermedia}, year = {2003}, 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{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{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{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{KistnerVollmeyerBurnsetal.2016, author = {Kistner, Saskia and Vollmeyer, Regina and Burns, Bruce D. and Kortenkamp, Ulrich}, title = {Model development in scientific discovery learning with a computer-based physics task}, series = {Computers in human behavior}, volume = {59}, journal = {Computers in human behavior}, publisher = {Elsevier}, address = {Oxford}, issn = {0747-5632}, doi = {10.1016/j.chb.2016.02.041}, pages = {446 -- 455}, year = {2016}, abstract = {Based on theories of scientific discovery learning (SDL) and conceptual change, this study explores students' preconceptions in the domain of torques in physics and the development of these conceptions while learning with a computer-based SDL task. As a framework we used a three-space theory of SDL and focused on model space, which is supposed to contain the current conceptualization/model of the learning domain, and on its change through hypothesis testing and experimenting. Three questions were addressed: (1) What are students' preconceptions of torques before learning about this domain? To do this a multiple-choice test for assessing students' models of torques was developed and given to secondary school students (N = 47) who learned about torques using computer simulations. (2) How do students' models of torques develop during SDL? Working with simulations led to replacement of some misconceptions with physically correct conceptions. (3) Are there differential patterns of model development and if so, how do they relate to students' use of the simulations? By analyzing individual differences in model development, we found that an intensive use of the simulations was associated with the acquisition of correct conceptions. Thus, the three-space theory provided a useful framework for understanding conceptual change in SDL.}, language = {en} } @article{KistnerBurnsVollmeyeretal.2016, author = {Kistner, Saskia and Burns, Bruce D. and Vollmeyer, Regina and Kortenkamp, Ulrich}, title = {The importance of understanding: Model space moderates goal specificity effects}, series = {The quarterly journal of experimental psychology}, volume = {69}, journal = {The quarterly journal of experimental psychology}, publisher = {Optical Society of America}, address = {Abingdon}, issn = {1747-0218}, doi = {10.1080/17470218.2015.1076865}, pages = {1179 -- 1196}, year = {2016}, abstract = {The three-space theory of problem solving predicts that the quality of a learner's model and the goal specificity of a task interact on knowledge acquisition. In Experiment 1 participants used a computer simulation of a lever system to learn about torques. They either had to test hypotheses (nonspecific goal), or to produce given values for variables (specific goal). In the good- but not in the poor-model condition they saw torque depicted as an area. Results revealed the predicted interaction. A nonspecific goal only resulted in better learning when a good model of torques was provided. In Experiment 2 participants learned to manipulate the inputs of a system to control its outputs. A nonspecific goal to explore the system helped performance when compared to a specific goal to reach certain values when participants were given a good model, but not when given a poor model that suggested the wrong hypothesis space. Our findings support the three-space theory. They emphasize the importance of understanding for problem solving and stress the need to study underlying processes.}, language = {en} }