Publikationen von Gabriele Oettingen

Gollwitzer, A., Olcaysoy Okten, I., Pizarro, A. O., & Oettingen, G. (2022). Discordant knowing: A social cognitive structure underlying fanaticism. Journal of Experimental Psychology: General, 151(11), 2846–2878. https://doi.org/10.1037/xge0001219

Oettingen, G., Gollwitzer, A., Jung, J., & Olcaysoy Okten, I. (2022). Misplaced certainty in the context of conspiracy theories. Current Opinion in Psychology, 46, Article 101393. https://doi.org/10.1016/j.copsyc.2022.101393

Olcaysoy Okten, I., Gollwitzer, A., & Oettingen, G. (2022). When knowledge is blinding: The dangers of being certain about the future during uncertain societal events. Personality and Individual Differences, 195, Article 111606. https://doi.org/10.1016/j.paid.2022.111606

Little, T. D., Miyashita, T., Karasawa, M., Mashima, M., Oettingen, G., Azuma, H., & Baltes, P. B. (2003). The links among action-control beliefs, intellective skill, and school performance in Japanese, US, and German school children. International Journal of Behavioral Development, 27(1), 41–48.

Little, T. D., Lopez, D. F., Oettingen, G., & Baltes, P. B. (2001). A comparative-longitudinal study of action-control beliefs and school performance: On the role of context. International Journal of Behavioral Development, 25(3), 237–245.

Oettingen, G., Schnetter, K., & Pak, H.-J. (2001). Self-regulation of goal setting: Turning free fantasies about the future into binding goals. Journal of Personality and Social Psychology, 80(5), 736–753.

Oettingen, G. (2000). Expectancy effects on behavior depend on self-regulatory thought. Social Cognition, 18(2), 101–129.

Stetsenko, A., Little, T. D., Gordeeva, T. O., Grasshof, M., & Oettingen, G. (2000). Gender effects in children's beliefs about school performance: A cross-cultural study. Child Development, 71(2), 517–527.

Gollwitzer, P. M., & Oettingen, G. (1998). The emergence and implementation of health goals. Psychology & Health, 13(4), 687–715.

Lopez, D. F., Little, T. D., Oettingen, G., & Baltes, P. B. (1998). Self-regulation and school performance: Is there optimal level of action-control? Journal of Experimental Child Psychology, 70, 54–74.