TY - JOUR A1 - Bromme, Rainer A1 - Rheinberg, Falko A1 - Minsel, Beate A1 - Winteler, Adi A1 - Weidenmann, Bernd T1 - Die Erziehenden und Lehrenden Y1 - 2006 SN - 978-3-621-27564-4 ER - TY - JOUR A1 - Engeser, Stefan H. A1 - Wendland, Mirko A1 - Rheinberg, Falko T1 - Nonconscious activation of behavioral goals, a methodologically refined replication Y1 - 2006 UR - http://www.amsciepub.com/loi/pr0 U6 - https://doi.org/10.2466/Pro.99.3.963-970 SN - 0033-2941 ER - TY - JOUR A1 - Engeser, Stefan A1 - Rheinberg, Falko A1 - Moeller, Matthias T1 - Achievement motive imagery in German schoolbooks : a pilot study testing McClelland's hypothesis N2 - 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. Y1 - 2009 UR - http://www.sciencedirect.com/science/journal/00926566 U6 - https://doi.org/10.1016/j.jrp.2008.12.001 SN - 0092-6566 ER - TY - GEN A1 - Engeser, Stefan A1 - Rheinberg, Falko A1 - Vollmeyer, Regina A1 - Bischoff, Jutta T1 - Motivation, Flow-Erleben und Lernleistung in universitären Lernsettings T1 - Motivation, flow-experience and achievement in learning settings at university N2 - Im kognitiv-motivationalen Prozessmodell des Lernens wird angenommen, dass der Lernerfolg von der Qualität und der Dauer ausgeführter Lernaktivitäten, aber auch vom Funktionszustand des Lerners während der Lernphase abhängt. Es wird vermutet, dass eine von mehreren Variablen des Funktionszustandes der Flow-Zustand während des Lernens ist. In einer Untersuchung in universitären Fremdsprachenkursen zeigte sich in der Tat, dass Flow-Erleben während des Unterrichts die späteren Lernleistungen auch dann vorhersagt, wenn der Leistungseffekt relevanter Lernkompetenzvariablen vorweg berücksichtigt wird. Gemäß dem kognitiv-motivationalen Prozessmodell wird Flow-Erleben seinerseits über die aktuelle Motivation vor der Lernphase vorhergesagt, wobei die wiederum von einer allgemeineren Motivationsvariablen zu Semesterbeginn abhängt. Diese Struktur wurde in einer zweiten Untersuchung repliziert und zwar an Studenten im Verlauf ihrer Statistikausbildung im Fach Psychologie. Beide Ergebnisse sprechen dafür, dass Flow- Erleben während des Lernens eine leistungsrelevante Variable des Funktionszustandes beim Lernen ist, die sich in ihrer Beziehungsstruktur erwartungsgemäß in das kognitivmotivationale Prozessmodell einpassen lässt. N2 - According to the cognitive-motivational model of learning, achievement depends on the quality and quantity of learning activities as well as on the functional state during learning. We assumed that the flow-experience is one indicator of the functional state. In a study conducted in foreign language courses we demonstrated that flow-experience predicts achievement, even when controlled for ability. In accordance with the cognitive-motivational model, flow-experience was predicted by the actual motivational state, which was itself dependent on students' motivation at the beginning of the semester. This pattern of relationships was replicated in a second study conducted in a course on elementary statistics for psychology students. The results of both studies indicate that flow-experience is an indicator of the functional state relevant for learning outcome. The general pattern of the results also fits nicely with the proposed relationships of the cognitive-motivational model of learning. KW - Lernmotivation KW - Flow-Erleben KW - Interesse KW - Lernen KW - Leistung KW - Learning motivation KW - Flow-Experience KW - Interest KW - Learning KW - Achievement Y1 - 2005 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-6324 ER - TY - JOUR A1 - Fries, Stefan A1 - Lund, Brigitte A1 - Rheinberg, Falko T1 - Läßt sich durch gleichzeitige Motivförderung das Training des induktiven Denkens optimieren? Y1 - 1999 ER - TY - JOUR A1 - Grott, Saskia A1 - Peter, Martin G. A1 - Linker, Torsten A1 - Sefkow, Michael A1 - Kroll, Jürgen A1 - Koetz, Joachim A1 - Laschewsky, André A1 - Lokatis, Siegfried A1 - Rheinberg, Falko A1 - Manig, Yvette T1 - Portal = Chemie: Werkstoffe, Wirkstoffe, Lebensvorgänge BT - Die Potsdamer Universitätszeitung N2 - Aus dem Inhalt: - Chemie: Werkstoffe, Wirkstoffe, Lebensvorgänge - Institut für Kirchenrecht gegründet - Computerlinguisten erstellen digitales Wörterbuch - Vom Spaß am Graffiti-Sprayen T3 - Portal: Das Potsdamer Universitätsmagazin - 01-02/2003 Y1 - 2003 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-439713 SN - 1618-6893 IS - 01-02/2003 ER - TY - JOUR A1 - Grund, Axel A1 - Fries, Stefan A1 - Rheinberg, Falko T1 - Know Your Preferences BT - Self-Regulation as Need-Congruent Goal Selection JF - Review of general psychology N2 - 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. KW - goal pursuit KW - motivation KW - self-regulation KW - volition Y1 - 2018 U6 - https://doi.org/10.1037/gpr0000159 SN - 1089-2680 SN - 1939-1552 VL - 22 IS - 4 SP - 437 EP - 451 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Görn, A. A1 - Vollmeyer, Regina A1 - Rheinberg, Falko T1 - Auswirkungen von Lehr-Erwartungen auf Motivation und Lernen mit Hypermedia Y1 - 2003 ER - TY - JOUR A1 - Görn, A. A1 - Vollmeyer, Regina A1 - Rheinberg, Falko T1 - Effects of motivational orientation and perceived ability on performance Y1 - 2001 ER - TY - JOUR A1 - Helmke, Andreas A1 - Rheinberg, Falko T1 - Anstrengungsvermeidung : Morphologie eines Konstruktes Y1 - 1996 ER -