SEARCH

SEARCH BY CITATION

References

  • Aartsen, M. J., Smits, C. H. M., van Tilburg, T., Knipscheer, K. C. P. M., & Deeg, D. J. H. (2002). Activity in older adults: Cause or consequence of cognitive functioning? A longitudinal study on everyday activities and cognitive performance in older adults. Journal of Gerontology: Psychological Sciences , 57, 153162.
  • Acee, T. W., Kim, H., Kim, H. J., Kim, J.-I., Chu, H.-N. R., Kim, M., Wicker, F. W. (2010). Academic boredom in under- and over-challenging situations. Contemporary Educational Psychology , 35, 1727.
  • Allen, T. D., Herst, D. E., Bruck, C. S., & Sutton, M. (2000). Consequences associated with work-to-family conflict: A review and agenda for future research. Journal of Occupational Health Psychology , 5, 278308.
  • Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin , 103, 411423.
  • Baumeister, R. F., Gailliot, M., DeWall, C. N., & Oaten, M. (2006). Self-regulation and personality: How interventions increase regulatory success, and how depletion moderates the effects of traits on behavior. Journal of Personality , 74, 17731801.
  • Baumeister, R. F., Heatherton, T. F., & Tice, D. M. (1994). Losing control: How and why people fail at self-regulation . San Diego : Academic Press.
  • Baumeister, R. F., Leith, K. P., Muraven, M., & Bratslavsky, E. (1998). Self-regulation as a key to success in life. In D. Pushkar, W. M. Bukowski, A. E. Schwartzman, D. M. Stack, & D. R. White (Eds.), Improving competence across the lifespan: Building interventions based on theory and research (pp. 117133). New York : Plenum Press.
  • Beitchman, J. H., & Corradini, A. (1988). Self-report measures for use with children: A review and comment. Journal of Clinical Psychology , 44, 477490.
  • Bertrams, A., & Dickhäuser, O. (2009a). High-school students' need for cognition, self-control capacity, and school achievement: Testing a mediation hypothesis. Learning and Individual Differences , 19, 135138.
  • Bertrams, A., & Dickhäuser, O. (2009b). Messung dispositioneller Selbstkontroll-Kapazität. Eine deutsche Adaptation der Kurzform der Self-Control Scale (SCS-K-D) [Measuring dispositional self-control capacity. A German adaptation of the short form of the Self-Control Scale (SCS-K-D)]. Diagnostica , 55, 210.
  • Burkholder, G. J., & Harlow, L. L. (2003). An illustration of a longitudinal cross-lagged design for larger structural equation models. Structural Equation Modeling , 10, 465486.
  • Clark, S. R. (2002). The impact of self-regulated attention control on the amount of time spent in flow (Doctoral dissertation, Northern Arizona University, 2002). Dissertation Abstracts International , 63, 2615.
  • Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: Experiencing flow in work and play . San Francisco : Jossey-Bass Inc.
  • Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience . NewYork : Harper Perennial.
  • Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life . New York : Basic Books.
  • Csikszentmihalyi, M., & Larson, R. (1984). Being adolescent: Conflict and growth in the teenage years . New York : Basic Books.
  • Csikszentmihalyi, M., & LeFevre, J. (1989). Optimal experience in work and leisure. Journal of Personality and Social Psychology , 56, 815822.
  • Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure . Cambridge , UK : Cambridge University Press.
  • Dickhäuser, O., & Plenter, I. (2005). “Letztes Halbjahr stand ich zwei”. Zur Akkuratheit selbst berichteter Noten [On the accuracy of self-reported school marks]. Zeitschrift für Pädagogische Psychologie , 19, 219224.
  • Dietz, F., Hofer, M., & Fries, S. (2007). Individual values, learning routines, and academic procrastination. British Journal of Educational Psychology , 77, 893906.
  • Duckworth, A. L., Quinn, P. D., & Goldman, S. (2010). What no child left behind leaves behind: A comparison of the predictive validity of self-control and IQ for standardized test scores and report card grades . Manuscript submitted for publication.
  • Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science , 16, 939944.
    Direct Link:
  • Duckworth, A. L., & Seligman, M. E. P. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology , 98, 198208.
  • Elliott, J. (2004). Multimethod approaches in educational research. International Journal of Disability, Development and Education , 51, 135149.
  • Engeser, S., Rheinberg, F., Vollmeyer, R., & Bischoff, J. (2005). Motivation, Flow-Erleben und Lernleistung in universitären Lernsettings [Motivation, flow experience, and performance in university learning settings]. Zeitschrift für Pädagogische Psychologie , 19, 159172.
  • Farrell, A. D. (1996). Structural equation modeling with longitudinal data: Strategies for examining group differences and reciprocal relationships. Journal of Consulting and Clinical Psychology , 62, 477487.
  • Flammer, A., Alsaker, F. D., & Noack, P. (1999). Time use by adolescents in an international perspective. I: The case of leisure activities. In F. D. Alsaker, & A. Flammer (Eds.), The adolescent experience (pp. 3359). Mahwah , NJ : Erlbaum.
  • Fries, S., Dietz, F., & Schmid, S. (2008). Motivational interference in learning: The impact of leisure alternatives on subsequent self-regulation. Contemporary Educational Psychology , 33, 119133.
  • Fries, S., Schmid, S., Dietz, F., & Hofer, M. (2005). Conflicting values and their impact on learning. European Journal of Psychology of Education , 20, 259274.
  • Frucot, V. G., & Cook, G. L. (1994). Further research on the accuracy of students’ self-reported grade point averages, SAT scores, and course grades. Perceptual and Motor Skills , 79, 743–746.
  • Gailliot, M., Plant, E. A., Butz, D. A., & Baumeister, R. F. (2007). Increasing self-regulatory strength via exercise can reduce the depleting effect of suppressing stereotypes. Personality and Social Psychology Bulletin , 33, 281294.
  • Greenhaus, J. H., Collins, K. M., & Shaw, J. D. (2003). The relation between work-family balance and quality of life. Journal of Vocational Behavior , 63, 510531.
  • Gröpel, P. (2005). On the Theory of Life Balance: The relation to subjective well-being and the role of self-regulation . Unpublished Dissertation Thesis. Osnabrück : University of Osnabrück .
  • Gröpel, P., & Kuhl, J. (2006). Having time for life activities. Life balance and self-regulation. Zeitschrift für Gesundheitspsychologie , 14, 5463.
  • Heckhausen, H. (1991). Motivation and action . New York : Springer.
  • Hofer, M., & Peetsma, T. (2005). Societal values and school motivation. Students’ goals in different life domains. European Journal of Psychology of Education , 20, 203208.
  • Hofer, M., Schmid, S., Fries, S., Dietz, F., Clausen, M., & Reinders, H. (2007). Individual values, motivational conflicts, and learning for school. Learning and Instruction , 17, 1728.
  • Hofferth, S. L., & Sandberg, J. F. (2001). How American children spend their time. Journal of Marriage and Family , 63, 295308.
  • Jackson, S, Martin, A, & Eklund, R. (2008). Long and short measures of flow: Examining construct validity of the FSS-2, DFS-2, and new brief counterparts. Journal of Sport & Exercise Psychology , 30, 561587.
  • Jex, S. M., & Elacqua, T. C. (1999). Time management as a moderation of relations between stressors and employee strain. Work & Stress , 13, 182191.
  • Kendall, P. C., & Wilcox, L. E. (1979). Self-control in children: Development of a rating scale. Journal of Consulting and Clinical Psychology , 47, 10201029.
  • Krapp, A. (2003). Interest and human development: An educational-psychological perspective. British Journal of Educational Psychology, Monograph Series II (2); Development and Motivation , 5784.
  • Kuhnle, C., Hofer, M., & Kilian, B. (2010). The relationship of value orientations, self-control, frequency of goal conflicts in school and leisure, and life-balance in adolescence. Learning and Individual Differences , 20, 251255.
  • Lerner, R. M., Freund, A. M., De Stefanis, I., & Habermas, T. (2001). Understanding developmental regulation in adolescence: The use of the selection, optimization, and compensation model. Human Development , 44, 2950.
  • Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling , 9, 151173.
  • Marsh, H. W., Hau, K. T., Balla, J. R., & Grayson, D. (1998). Is more ever too much? The number of indicators per factor in confirmatory factor analysis. Multivariate Behavioral Research , 33, 181220.
  • Marsh, H. W., & Hocevar, D. (1988). A new, more powerful approach to multitrait-multimethod analyses: Application of second-order confirmatory factor analysis. Journal of Applied Psychology , 73, 107117.
  • Martin, A. J., & Jackson, S. A. (2008). Brief approaches to assessing task absorption and enhanced subjective experience: Examining ‘short’ and ‘core’ flow in diverse performance domains. Motivation & Emotion , 32, 141157.
  • McLaughlin, T. F. (1976). Self-control in the classroom. Review of Educational Research , 46, 631663.
  • Mischel, W., & Ayduk, O. (2002). Self-regulation in a cognitive-affective personality system: Attentional control in the service of the self. Self and Identity , 1, 113120.
  • Motl, R. W., McAuley, E., Birnbaum, A. S., & Lytle, L. A. (2006). Naturally occurring changes in time spent watching television are inversely related to frequency of physical activity during early adolescence. Journal of Adolescence , 29, 1932.
  • Muthén, L. K., & Muthén, B. O. (2007). Mplus user's guide (5th ed.). Los Angeles , CA : Muthén & Muthén.
  • Muthén, L. K., & Muthén, B. O. (2009). Chi-square difference testing using the S-B scaled chi-square . Retrieved from http://www.statmodel.com/chidiff.html
  • Muthén, B. O., & Satorra, A. (1995). Complex sample data in structural equation modeling. In P. V. Marsden (Ed.), Sociological methodology (pp. 267316). Washington , DC : American Sociological Association.
  • Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 89105). Oxford , UK : Oxford University Press.
  • Ratelle, C. F., Vallerand, R. J., Senécal, C., & Provencher, P. (2005). The relationship between school-leisure conflict and educational and mental health indexes: A motivational analysis. Journal of Applied Social Psychology , 35, 18001823.
  • Rheinberg, F., & Vollmeyer, R. (2003). Flow-Erleben in einem Computerspiel unter experimentell variierten Bedingungen [Flow experience in a computer game under experimentally controlled conditions]. Zeitschrift für Psychologie , 211, 161170.
  • Rheinberg, F., Vollmeyer, R., & Engeser, S. (2003). Die Erfassung des Flow-Erlebens [The assessment of flow]. In J. Stiensmeier-Pelster & F. Rheinberg (Eds.), Diagnostik von Motivation und Selbstkonzept [Diagnosis of motivation and self-concept] (pp. 261279). Göttingen, Germany : Hogrefe.
  • Robinson, J. P., & Godbey, G. (1997). Time for life: The surprising ways Americans use their time . State College : The Pennsylvania State University Press.
  • Rohrbeck, C. A., Azar, S. T., & Wagner, P. E. (1991). Child Self-Control Rating Scale: Validation of a child self-report measure. Journal of Clinical Child Psychology , 20, 179183.
  • Salmela-Aro, K., Aunola, K., & Nurmi, J.-E. (2007). Personal goals during emerging adulthood. A 10-year follow up. Journal of Adolescent Research , 22, 690715.
  • Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrica , 66, 507514.
  • Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist , 55, 514.
  • Shoda, Y., Mischel, W., & Peake, P. (1990). Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental Psychology , 26, 978986.
  • Steinberg, L. (2002). Adolescence (6th ed.). Boston : McGraw-Hill.
  • Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality , 72, 271322.
  • Wolfe, R. N., & Johnson, S. D. (1995). Personality as a predictor of college performance. Educational & Psychological Measurement , 55, 177185.
  • Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist , 38, 189205.
  • Wong, M. M.-H., & Csikszentmihalyi, M. (1991). Motivation and academic achievement: The effects of personality traits and the quality of experience. Journal of Personality , 59, 539574.
  • Wrosch, C., & Freund, A. M. (2001). Self-regulation of normative and non-normative developmental challenges. Human Development , 44, 264283.