References
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
- Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.
- D’Agostino, Jr., R. B. (2005). Propensity score. In B. S. Everitt & D. C. Howell (Eds.), Encyclopedia of statistics in behavioural science (pp. 1617–1619). Chichester: Wiley.
- Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The Self-determination theory perspective. Journal of Personality, 62, 119–142. doi:10.1111/j.1467-6494.1994.tb00797.x
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.10.1007/978-1-4899-2271-7
- Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264. doi:10.1007/s11409-008-9029-x
- Epstein, J. L. (1988). Effective schools or effective students: Dealing with diversity. In R. Haskins & D. MacRae (Eds.), Policies for America’s public schools: Teacher, equity and indicators (pp. 89–126). Norwood, NJ: Ablex.
- Faure, E., Herrera, F., Kaddoura, A.-R., Lopes, H., Petrovsky, A., Rahnema, M., & Ward, F. C. (1972). Learning to be. The world of education today and tomorrow. Paris: UNESCO.
- Field, J. (2012). Transitions in lifelong learning: Public issues, private troubles, liminal identities. Studies for the Learning Society, 2, 4–11. doi:10.2478/v10240-012-0001-6
- Finsterwald, M., Wagner, P., Schober, B., Lüftenegger, M., & Spiel, C. (2013). Fostering lifelong learning – Evaluation of a teacher education program for professional teachers. Teaching and Teacher Education, 29, 144–155. doi:10.1016/j.tate.2012.08.009
- Flay, B. R., Biglan, A., Boruch, R. F., Castro, F. G., Gottfredson, D., Kellam, S., … Ji, P. (2005). Standards of evidence: Criteria for efficacy, effectiveness and dissemination. Prevention Science, 6, 151–175. doi:10.1007/s11121-005-5553-y
- Gorard, S. (2009). The potential lifelong impact of schooling. In P. Jarvis (Ed.), The Routledge International Handbook of Lifelong Learning (pp. 91–101). New York, NY: Routledge.
- Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology/Psychologie canadienne, 49, 233–240. doi:10.1037/a0012758
- Hardré, P. L., & Sullivan, D. W. (2008). Teacher perceptions and individual differences: How they influence rural teachers’ motivating strategies. Teaching and Teacher Education, 24, 2059–2075. doi:10.1016/j.tate.2008.04.007
- Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99–136. doi:10.2307/1170605
- Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77, 81–112. doi:10.3102/003465430298487
- Hsu, H.-Y. (2009). Testing the effectiveness of various commonly used fit indices for detecting misspecifications in multilevel structural equation models (doctoral dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7411
- Klug, J., Krause, N., Schober, B., Finsterwald, M., & Spiel, C. (2014). How do teachers promote their students’ lifelong learning in class? Development and first application of the LLL Interview. Teaching and Teacher Education, 37, 119–129. doi:10.1016/j.tate.2013.09.004
- Krapp, A. (2002). Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12, 383–409. doi:10.1016/S0959-4752(01)00011-1
- Lüftenegger, M., Schober, B., van de Schoot, R., Wagner, P., Finsterwald, M., & Spiel, C. (2012). Lifelong learning as a goal – Do autonomy and self-regulation in school result in well prepared pupils? Learning and Instruction, 22, 27–36. doi:10.1016/j.learninstruc.2011.06.001
- Lüftenegger, M., van de Schoot, R., Schober, B., Finsterwald, M., & Spiel, C. (2014). Promotion of students’ mastery goal orientations: Does TARGET work? Educational Psychology, 34, 451–469. doi:10.1080/01443410.2013.814189
- Muthén, B. O., & Muthén, L. K. (1998–2010). Mplus (Version 6). Los Angeles, CA: Muthén & Muthén.
- Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom applying self-determination theory to educational practice. Theory and Research in Education, 7, 133–144. doi:10.1177/1477878509104318
- OECD. (1997). Lifelong learning for all. Paris: Author.
- Perels, F., Gürtler, T., & Schmitz, B. (2005). Training of self-regulatory and problem-solving competence. Learning and Instruction, 15, 123–139. doi:10.1016/j.learninstruc.2005.04.010
- Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40. doi:10.1037/0022-0663.82.1.33
- Rubin, D. (1977). Assignment to a treatment group on the basis of a covariate. Journal of Educational Statistics, 2(1), 1–26.
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi:10.1037/0003-066X.55.1.68
- Schafer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7, 147–177. doi:10.1037/1082-989X.7.2.147
- Schober, B., Finsterwald, M., Wagner, P., Lüftenegger, M., Aysner, M., & Spiel, C. (2007). TALK – A training program to encourage lifelong learning in school. Journal of Psychology, 215, 183–193. doi:10.1027/0044-3409.215.3.183
- Schober, B., Lüftenegger, M., Wagner, P., Finsterwald, M., & Spiel, C. (2013). Facilitating lifelong learning in school-age learners: Programs and recommendations. European Psychologist 2013, 18, 114–125. doi:10.1027/1016-9040/a000129
- Schunk, D. H., & Zimmerman, B. J. (Eds.). (2008). Motivation and self-regulated learning. Theory, research and applications. New York, NY: Routledge.
- Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79, 57–68. doi:10.1348/000709908X304398
- Spiel, C. (2009). Evidence-based practice: A challenge for European developmental psychology. European Journal of Developmental Psychology, 6, 11–33. doi:10.1080/17405620802485888
- Spiel, C., Lapka, D., Gradinger, P., Zodlhofer, E. M., Reimann, R., Schober, B., … von Eye, A. (2008). A euclidean distance-based matching procedure for nonrandomized comparison studies. European Psychologist, 13, 180–187. doi:10.1027/1016-9040.13.3.180
- Steuer, G., Rosentritt-Brunn, G., & Dresel, M. (2013). Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate. Contemporary Educational Psychology, 38, 196–210. doi:10.1016/j.cedpsych.2013.03.002
- Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81. doi:10.1006/ceps.1999.1015
- Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of achievement motivation. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology. Chichester: John Wiley & Sons.
- Winne, P. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33, 559–565. doi:10.1007/s11251-005-1280-9
- Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 299–315). New York, NY: Routledge.