@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{Brunstein2003,
  author    = {Brunstein, Joachim Clemens},
  title     = {Implizite Motive und motivationale Selbstbilder : zwei Pr{\"a}diktoren mit unterschiedlichen G{\"u}ltigkeitsbereichen},
  year      = {2003},
  language  = {de}
}
@article{BrunsteinHoyer2002,
  author    = {Brunstein, Joachim Clemens and Hoyer, Sven},
  title     = {Implizites versus explizites Leistungsstreben : Befunde zur Unabh{\"a}ngigkeit zweier Motivationssysteme},
  year      = {2002},
  language  = {de}
}
@article{BrunsteinMaier2002,
  author    = {Brunstein, Joachim Clemens and Maier, G{\"u}nter},
  title     = {Das Streben nach pers{\"o}nlichen Zielen : Emotionales Wohlbefinden und proaktive Entwicklung {\"u}ber die Lebensspanne},
  year      = {2002},
  language  = {de}
}
@article{SchultheissBrunstein2002,
  author    = {Schultheiss, Oliver and Brunstein, Joachim Clemens},
  title     = {Inhibited power motivation and persuasive communication : a lens model analysis},
  year      = {2002},
  language  = {en}
}
@article{SchuenemannSpoererVoellingeretal.2017,
  author    = {Sch{\"u}nemann, Nina and Sp{\"o}rer, Nadine and Voellinger, Vanessa A. and Brunstein, Joachim Clemens},
  title     = {Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups},
  series = {Instructional Science},
  volume    = {45},
  journal   = {Instructional Science},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {0020-4277},
  doi       = {10.1007/s11251-017-9409-1},
  pages     = {395 -- 415},
  year      = {2017},
  abstract  = {The goal of this research was to highlight the role social regulatory processes play in making students' teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher's role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing students' reading comprehension achievements. Because previous research (Sch{\"u}nemann et al. in Contemp Educ Psychol 38:289-305, 2013) has shown that procedures of self-regulated learning (SRL) augment the effects of RT methods, we further assumed that such procedures would promote the quality of students' collaborative efforts. In a cluster-randomized trial, students in 12 fifth-grade classes practiced a strategic approach to reading either in a RT condition or in a RT + SRL condition. In one of the 14 sessions, students' interactive behavior was videotaped. Strategy use and reading comprehension were assessed at pretest, posttest, and maintenance. Performance differences between conditions were reliable only at maintenance. A multilevel mediation analysis showed that relative to RT students, RT + SRL students were better able to provide their teammates with informative feedback and organize their group work in a task-focused manner. Only feedback quality mediated the sustainability of treatment effects on strategy use and reading comprehension. In essence, this research suggests that effective reading comprehension trainings should integrate explicit instruction and practice in reading strategies, SRL, and focus on supportive peer processes in small groups with extensive instruction and practice in peer feedback.},
  language  = {en}
}
@article{PoehlmannBrunstein1997,
  author    = {P{\"o}hlmann, Karin and Brunstein, Joachim Clemens},
  title     = {GOALS : ein Fragebogen zur Messung von Lebenszielen},
  year      = {1997},
  language  = {de}
}
@article{SchultheissBrunstein1997,
  author    = {Schultheiss, Oliver and Brunstein, Joachim Clemens},
  title     = {Motivation},
  year      = {1997},
  language  = {de}
}
@article{Brunstein1997,
  author    = {Brunstein, Joachim Clemens},
  title     = {Vier Thesen zur Lehramtsausbildung im Fach Psychologie},
  year      = {1997},
  language  = {de}
}
@article{SpoererBrunsteinKieschke2009,
  author    = {Sp{\"o}rer, Nadine and Brunstein, Joachim Clemens and Kieschke, Ulf},
  title     = {Improving students' reading comprehension skills : effects of strategy instruction and reciprocal teaching},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2008.05.003},
  year      = {2009},
  abstract  = {The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experiment-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed use than the control students who received traditional instruction groups on a standardized reading comprehension test.},
  language  = {en}
}