@article{BrunsteinSpoerer2018,
  author    = {Brunstein, Joachim C. and Sp{\"o}rer, Nadine},
  title     = {Selbstgesteuertes Lernen},
  series = {Handw{\"o}rterbuch p{\"a}dagogische Psychologie},
  journal   = {Handw{\"o}rterbuch p{\"a}dagogische Psychologie},
  edition   = {5., {\"u}berarbeitete und erweiterte Auflage},
  publisher = {Weinheim},
  address   = {Beltz},
  isbn      = {978-3-621-28297-0},
  pages     = {742 -- 749},
  year      = {2018},
  language  = {de}
}
@article{BrunsteinSchmitt2004,
  author    = {Brunstein, Joachim Clemens and Schmitt, C. H.},
  title     = {Assessing individual differences in achievement motivation with the Implicit Association Test},
  issn      = {0092-6566},
  year      = {2004},
  abstract  = {The authors examined the validity of an Implicit Association Test (Greenwald, McGhee, \& Schwartz, 1998) for assessing individual differences in achievement tendencies. Eighty-eight students completed an IAT and explicit self- ratings of achievement orientation, and were then administered a mental concentration test that they performed either in the presence or in the absence of achievement-related feedback. Implicit and explicit measures of achievement orientation were uncorrelated. Under feedback, the IAT uniquely predicted students' test performance but failed to predict their self-reported task enjoyment. Conversely, explicit self-ratings were unrelated to test performance but uniquely related to subjective accounts of task enjoyment. Without feedback, individual differences in both performance and enjoyment were independent of differences in either of the two achievement orientation measures. (C) 2004 Elsevier Inc. All rights reserved},
  language  = {en}
}
@article{VoellingerSpoererLubbeetal.2018,
  author    = {V{\"o}llinger, Vanessa A. and Sp{\"o}rer, Nadine and Lubbe, Dirk and Brunstein, Joachim C.},
  title     = {A path analytic test of the reading strategies mediation model},
  series = {The Journal of Educational Research},
  volume    = {111},
  journal   = {The Journal of Educational Research},
  number    = {6},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0022-0671},
  doi       = {10.1080/00220671.2017.1412930},
  pages     = {733 -- 745},
  year      = {2018},
  abstract  = {This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements.},
  language  = {en}
}