1. Astleitner, H. (2000): Designing emotionally sound instruction: The FEASP-approach. Instructional Science, 28, 169–198.
2. Astleitner, H. (2001): Die Gestaltung von emotional stimmigem Unterricht: Eine Validierung des FEASP-Ansatzes. Salzburger Beiträge zur Erziehungswissenschaft, 5, 65–76.
3. Berking, M./ Znoj, H.J. (2006): Achtsamkeit und Emotionsregulation — When east meets west. Psychotherapie im Dialog, 7(3), 307–312.
4. Black, A. E./ Deci, E. L. (2000): The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740–756.
5. Boekaerts, M. (2001): Context sensitivity: Activated motivational beliefs, current concerns and emotional arousal. In: Volet, S./ Järvelä, S. (Hrsg.): Motivation in learning contexts: Theoretical advances and methodological implications, 17–31. New York: Pergamon.