@inproceedings{44694,
  author       = {{Böer, Nils Tobias and Weigelt, Matthias and Kunde, Wilfried and Güldenpenning, Iris}},
  booktitle    = {{Human Performance – Assessment, Intervention & Analysen. Abstractband der 55. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie (asp)}},
  editor       = {{Schott, Nadja and Klotzbier, Thomas  and Korbus, Heide and El-Rajab, I. and Holfelder, B. and Park, S-Y.}},
  keywords     = {{Perception, Action Preparation, Cognition}},
  location     = {{Stuttgart: Universität Stuttgart}},
  pages        = {{116--117}},
  publisher    = {{Universität Stuttgart}},
  title        = {{{The influence of effort instructions on the production of head fakes in basketball}}},
  year         = {{2023}},
}

@inproceedings{56993,
  author       = {{Schaffer, Michael and Lea, Budde and Schulte, Carsten and Buhl, Heike M.}},
  booktitle    = {{52nd DGPs Congress  - Abstracts}},
  editor       = {{Bermeitinger, Christina and  Greve, Werner}},
  keywords     = {{Cognition, Motivation, Technical Model, Mental Model, Explainer, Explainee, Qualitative Content Analysis}},
  location     = {{Hildesheim}},
  title        = {{{Die Anpassungen von Erklärungen an das Verständnis des Erklärgegenstandes der Gesprächspartner}}},
  year         = {{2022}},
}

@inproceedings{4463,
  abstract     = {{Academic success in Higher Education is influenced by a number of different factors. This paper tackles the question if the individual levels of motivation, anxiety, enjoyment and self-efficacy, measured immediately before entering university, influence the probability of academic success. Former studies have shown an influence of the high school grade, the learning environment and motivational variables. They do not investigate, however, the individual levels of the mentioned constructs before the beginning of the studies. This research was conducted at the University of St. Gallen/Switzerland. The sample includes 695 first-year students who provided information about the individual level of the mentioned constructs. 
Descriptive statistics show that on average the students are highly motivated, have a high level of self-efficacy and are looking forward to their studies before their beginning. Yet, there are students who have a high level of fear of failure in the study in spite of their high motivation and self-efficacy. A logistic regression shows that there is a significant effect of fear of failure on the probability of study success. This paper shows that fear of failure can increase the probability of academic failure and thus become a self-fulfilling prophecy. It confirms fear as an important factor for academic success. Furthermore, other important factors for academic success, for example the high school grade, could be confirmed in this study}},
  author       = {{Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}},
  keywords     = {{Quantitative methods, Student learning, Emotion and Cognition, Social sciences, Higher education, Motivation and Emotion, Fear of Failure}},
  location     = {{Zypern}},
  title        = {{{The self-fulfilling prophecy of fear of academic failure}}},
  year         = {{2015}},
}

@inproceedings{17253,
  author       = {{Vollmer, Anna-Lisa and Pitsch, Karola and Lohan, Katrin Solveig and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}},
  booktitle    = {{Development and Learning (ICDL), 2010 IEEE 9th International Conference on Development and Learning}},
  keywords     = {{tutoring interaction, social interaction, video signal processing, robot systems, paediatrics, neurophysiology, Learning, infant, feedback, biology computing, cognitive capabilities, cognition, children}},
  pages        = {{76--81}},
  title        = {{{Developing feedback: How children of different age contribute to a tutoring interaction with adults}}},
  year         = {{2010}},
}

@article{6070,
  abstract     = {{The Fehrer-Raab effect (simple reaction time is unaffected by metacontrast masking of the test stimulus) seems to imply that a stimulus can trigger a voluntary reaction without reaching a conscious representation. However, it is also possible that the mask triggers the reaction, and that the masked test stimulus causes a focussing of attention from which processing of the mask profits, thus reaching conscious representation earlier. This is predicted by the Weather Station Model of visual masking. Three experiments tested this explanation. Experiment 1 showed that the masked test stimulus caused a temporal shift of the mask. Experiment 2 showed that the reaction in the Fehrer-Raab effect was not exclusively triggered by a conscious representation of the test stimulus: the mask was involved in evoking the reaction. Experiment 3 again revealed a temporal shift of the mask. However, the shift was only about half as large as the Fehrer-Raab effect. The psychometric functions suggested tha}},
  author       = {{Neumann, Odmar and Scharlau, Ingrid}},
  issn         = {{0340-0727}},
  journal      = {{Psychological Research}},
  keywords     = {{Fehrer-Raab effect, Weather Station Model, visual backward masking, reaction time, metacontrast masking, conscious representation, Cognition, Humans, Perceptual Masking, Pilot Projects, Psychology, Experimental, Psychometrics, Reaction Time, Visual Perception, Models, Reaction Time, Visual Contrast, Visual Masking}},
  number       = {{6}},
  pages        = {{667 -- 677}},
  title        = {{{Experiments on the Fehrer-Raab effect and the 'Weather Station Model' of visual backward masking.}}},
  volume       = {{71}},
  year         = {{2007}},
}