Burnett, P. C. (2002). Teacher feedback. Retrieved from http://eprints.qut.edu.au/26833/2/26833.pdf
Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105-121). New York: The Guildford Press.
Glen, T., Heath, N. L., Karagiannakis, A., & Hoida, D. (2004). Feedback practices in a sample of children with emotional and/or behavioral difficulties. Emotional and Behavioural Difficulties, 9(1), 54-69.
Gonzales-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17(2), 99-123.
Graham, S., & Weiner, B. (2012). Motivation: Past, present, and future. In K. R. Harris, S. Graham, & T. Urdan (Eds.), Educational psychology handbook (Vol. 1, pp. 367-397). Washington, DC: American Psychological Association.
Hattie, J. (2003). Why is it so difficult to enhance self-concept in the classroom: The power of feedback in the self-concept-achievement relationship. Paper presented at the International SELF conference, Sydney, Australia.
Hattie, J. A. C. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. London, New York: Routledge.
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Lenhard, W. & Schneider, W. (2006). ELFE 1-6. Ein Leseverständnistest für Erst- bis Sechstklässler [ELFE 1-6. A reading comprehension test for first to sixth graders]. Göttingen: Hogrefe.
Muthén, L. K. & Muthén, B. O. (1998-2010). Mplus User’s Guide (6th edition). Los Angeles, CA: Muthén & Muthén.
Schaffner, E., Schiefele, U., & Ulferts, H. (2013). Reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on reading comprehension. Reading Research Quarterly, 48(4), 369-385.
Strijbos, J.-W. & Müller, A. (2014). Personale Faktoren im Feedbackprozess [Personal factors in feedback processes]. In H. Ditton & A. Müller (Eds.), Feedback und Rückmeldungen. Theoretische Grundlagen, empirische Befunde, praktische Anwendungsfelder [Feedback. Theoretical principals, empirical findings, and practical fields of application] (S. 83-134). Münster: Waxmann.
Stutz, F., Schaffner, E., & Schiefele, U. (2014). Factor structure and construct validity of a reading motivation questionnaire for elementary school students (Development of an instrument measuring reading motivation in beginning readers). Unpublished Manuscript. Potsdam, Germany: University of Potsdam.
Teodorović, J. (2011). Classroom and school factors related to student achievement: what works for students? School Effectiveness and School Improvement, 22(2), 215-236.