Selbstkonzept, Kausalattributionen und Leistungsangst - Institut für ...

Selbstkonzept, Kausalattributionen und Leistungsangst im Rechtschreiben
Boekaerts, M. (1994). Action control: How relevant is it for classroom learning? In J. Kuhl & J.
Beckmann (Eds.), Volition and personality. Action versus state orientation (pp. 427-435). Seattle:
Hogrefe and Huber Publishers.
Boersma, F.J. & Chapman, J.W. (1978). Comparison of Students' Perception of Ability Scale with
Piers-Harris Children's Self-Concept Scale. Perceptual and Motor Skills, 47, 827-832.
Boersma, F.J., Chapman, J.W. & Maguire, T.O. (1979). The Student's Perception of Ability Scale:
An instrument for measuring academic self-concept in elementary school children. Educational
and Psychological Measurement, 39, 1035-1041.
Bövers, S. & Schulz, W. (2005). Integrative Lerntherapie bei Kindern mit Lese- und Rechtschreibschwierigkeiten:
Ergebnisse einer katamnestischen Studie. Kindheit und Entwicklung, 14, 191-
200.
Boggiano, A.K., Main, D.S., Flink, C., Barrett, M., Silvern, L. & Katz, P. (1989). A model of achievement
in children: The role of controlling strategies in helplessness and affect. In R. Schwarzer,
H.M. van der Ploeg & C.D. Spielberger (Eds.), Advances in test anxiety research. Volume 6 (pp.
13-26). Lisse: Swets and Zeitlinger.
Borchert, J. (1996). Pädagogisch-therapeutische Interventionen bei sonderpädagogischem Förderbedarf.
Göttingen: Hogrefe.
Borchert, J., Knopf-Jerchow, H. & Dahbashi, A. (1991). Testdiagnostische Verfahren in Vor-, Sonder-
und Regelschulen. Ein kritisches Handbuch für Praktiker. Heidelberg: Asanger.
Borkowski, J.G., Johnston, M.B. & Reid, M.K. (1987). Metacognition, motivation, and controlled
performance. In S.J. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects
of learning disabilities. Volume 2 (pp. 147-173). Hillsdale: Erlbaum.
Bornholt, L.J. (2005). Aspects of self-knowledge about activities: An integrated model of self-concepts.
European Journal of Psychological Assessment, 21, 156-164.
Bossong, B. (1994). Scholastic stressors and achievement-related anxiety. In J. Kuhl & J. Beckmann
(Eds.), Volition and personality. Action versus state orientation (pp. 397-406). Seattle: Hogrefe
and Huber Publishers.
Breuninger, H. (2000). Aus dem Teufelskreis Lernstörung befreien. In P. Haase (Hrsg.), Schreiben
und Lesen sicher lehren und lernen. Voraussetzungen, Risikofaktoren, Hilfen bei Schwierigkeiten
(S. 209-227). Dortmund: borgmann publishing.
Buff, A. (1991). Persönlichkeitsentwicklung im Umfeld des Übertritts in die Sekundarstufe I (unter
besonderer Berücksichtigung des Selbstkonzepts). Zürich: Administration und Druck AG.
Burden, R. (2005). Dyslexia and self-concept. Seeking a dyslexic identity. London: Whurr.
Butkowsky, I.S. & Willows, D.M. (1980). Cognitive-motivational characteristics of children varying
in reading ability: Evidence for learned helplessness in poor readers. Journal of Educational
Psychology, 72, 408-422.
Byrne, B.M. (1984). The general/academic self-concept nomological network: A review of construct
validation research. Review of Educational Research, 54, 427-456.
Byrne, B.M. (1996). Academic self-concept: Its structure, measurement, and relation to academic
achievement. In B.A. Bracken (Ed.), Handbook of self-concept (pp. 287-316). New York: Wiley.
Carroll, J.M., Maughan, B., Goodman, R. & Meltzer, H. (2005). Literacy difficulties and psychiatric
disorders: evidence for comorbidity. Journal of Child Psychology and Psychiatry, 46, 524-532.
81