Selbstkonzept, Kausalattributionen und Leistungsangst - Institut für ...

Günter Faber
Chapman, J.W. & Lawes, M.M. (1984). Consistency of causal attributions for expected and actual
examination outcome: A study of the expectancy confirmation and egotism models. British Journal
of Educational Psychology, 54, 177-188.
Chapman, J.W., Silva, P.A. & Boersma, F.J. (1983). Student's Perception of Ability Scale: Development
of a short form. Perceptual and Motor Skills, 57, 799-802.
Chapman, J.W. & Tunmer, W.E. (1995). Development of young children's reading self-concepts:
An examination of emerging subcomponents and their relationship with reading achievement.
Journal of Educational Psychology, 87, 154-167.
Chapman, J.W. & Tunmer, W.E. (1997). A longitudinal study of beginning reading achievement
and reading self-concept. British Journal of Educational Psychology, 67, 279-291.
Chapman, J.W. & Tunmer, W.E. (2003). Reading difficulties, reading-related self-perceptions, and
strategies for overcoming negative self-beliefs. Reading and Writing Quarterly, 19, 5-24.
Chapman, J.W., Tunmer, W.E. & Prochnow, J.E. (2000). Early reading-related skills and performance,
reading self-concept, and the development of academic self-concept: A longitudinal study.
Journal of Educational Psychology, 92, 703-708.
Clifford, M.M. (1990). Student motivation and academic achievement. In P. Vedder (Ed.), Fundamental
studies in educational research (pp. 59-89). Lisse: Swets and Zeitlinger.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Erlbaum.
Covington, M.V. (1984). The self-worth theory of achievement motivation: Findings and implications.
Elementary School Journal, 85, 5-20.
Covington, M.V. (1992). Making the grade. A self-worth perspective on motivation and school reform.
New York: Cambridge University Press.
Covington, M.V., Omelich, C.L. & Schwarzer, R. (1986). Anxiety, aspirations, and self-concept in
the achievement process: A longitudinal model with latent variables. Motivation and Emotion,
10, 71-88.
Deffenbacher, J.L. (1980). Worry and emotionality in test anxiety. In I.G. Sarason (Ed.), Test anxiety:
Theory, research and applications (pp. 111-128). Hillsdale: Erlbaum.
Dew, K.M.H., Galassi, J.P. & Galassi, M.D. (1984). Math anxiety: Relation with situational test anxiety,
performance, physiological arousal, and math avoidance behavior. Journal of Counseling
Psychology, 31, 580-583.
Dickhäuser, O. (2003). Überprüfung des erweiterten Modells des internal/external frame of reference.
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 35, 200-207.
Diehl, J.M. & Arbinger, R. (1990). Einführung in die Inferenzstatistik. Eschborn: Klotz.
Diener, C.I. & Dweck, C.S. (1978). An analysis of learned helplessness: Continuous changes in performance,
strategy, and achievement cognitions following failure. Journal of Personality and
Social Psychology, 36, 451-462.
Diener, C.I. & Dweck, C.S. (1980). An analysis of learned helplessness: II. The processing of success.
Journal of Personality and Social Psychology, 39, 940-952.
Downing, J., DeStefano, J., Rich, G. & Bell, A. (1984). Children's views of spelling. Elementary
School Journal, 85, 185-198.
Dumke, D. & Heidbrink, H. (1980). Auswirkungen unterschiedlicher Förderung auf die Persönlichkeitsstruktur
lernschwacher Schüler. Psychologie in Erziehung und Unterricht, 27, 1-9.
82