Motivation and action in self-regulated learning.

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The Development of Ability Conceptions (2002, background): “Rheinberg et al. (2000) also incorporated values into their model.”
Motivation During an Excessively Challenging Reading Task: The Buffering Role of Relative Topic Interest (2011, background): “, Snow, Corno, & Jackson, 1996), is regarded as predecisional (Heckhausen & Kuhl, 1985), influencing the decision to engage in tasks and which goals receive commitment (Rheinberg et al., 2000).”
Hands-on Activities and Their Influence on Students’ Interest (2010, background): “While consequencerelated incentives refer to future events that are expected to happen when the action is finished successfully, activity-specific incentives refer to the (emotional) experiences while performing an activity regardless of its consequences (cf. Rheinberg et al. 2000).”
Self-Regulation in the Classroom: A Perspective on Assessment and Intervention (2005, unknown): “Rheinberg, Vollmeyer, and Rollett (2000) constructed a complex computer-simulation system called The Biology Lab.”
Motivational beliefs, values, and goals. (2002, background): “SGM LaTeX2e(2001/05/10)P1: GJB MOTIVATIONAL BELIEFS, VALUES, AND GOALS 127 Some models of self-regulation include a consideration of achievement values (e.g., Rheinberg et al. 2000, Schunk & Ertmer 2000).”