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Institute
Based on stereotype threat and stereotype lift theory, this study explores implicit stereotype threat effects of gender stereotypes on the performance of primary school children in mathematics. Moreover, effects of implicit gender stereotypical cues (gender-specific task material) on motivational aspects were explored, which have revealed mixed results in stereotype threat research in the past. N = 151 German primary school children (47.7% female; mean age: M = 9.81, SD = 0.60) calculated either stereotypical or neutral mathematical text problems before motivational aspects were assessed. Contradicting our expectations, results neither revealed a stereotype threat effect on girls’ performance nor a lift effect on the boys. Instead, girls calculating stereotypical tasks outperformed girls in the control group, whereas boys’ performance did not significantly differ compared to the control group. Regarding motivational aspects, only traditional gender differences emerged as girls reported significantly more pressure and tension calculating the mathematical tasks. The discussion focuses on the way in which stereotypes can affect children’s cognitive performance and in turn, their mathematical performance.
Background: Hebb repetition learning is a form of long-term serial order learning that can occur when sequences of items in an immediate serial recall task are repeated. Repetition improves performance because of the gradual integration of serial order information from short-term memory into a more stable long-term memory trace.
Aims: The current study assessed whether adolescents with non-specific intellectual disabilities showed Hebb repetition effects, and if their magnitude was equivalent to those of children with typical development, matched for mental age.
Methods: Two immediate serial recall Hebb repetition learning tasks using verbal and visuospatial materials were presented to 47 adolescents with intellectual disabilities (11–15 years) and 47 individually mental age-matched children with typical development (4–10 years).
Results: Both groups showed Hebb repetition learning effects of similar magnitude, albeit with some reservations. Evidence for Hebb repetition learning was found for both verbal and visuospatial materials; for our measure of Hebb learning the effects were larger for verbal than visuospatial materials.
Conclusions: The findings suggested that adolescents with intellectual disabilities may show implicit long-term serial-order learning broadly commensurate with mental age level. The benefits of using repetition in educational contexts for adolescents with intellectual disabilities are considered.
Based on the stressor-detachment model, previous research has assumed that work-related ICT use in the evening impairs psychological detachment. However, since most of the studies to date have assessed cross-sectional relationships, little is known about the actual direction of effects. In this 5-day diary study, we implemented a day-level longitudinal model to shed light on the causal relationships between work-related ICT use, detachment, and task progress (N = 340 employees, N = 1289 day-level cases). We also investigated the role of unfinished work tasks because we assumed, based on boundary theory, that they are a driving force leading to impaired detachment and work-related ICT use in the evening. Contrary to current research consensus but in line with our expectations, we found that low psychological detachment increased work-related ICT use and task progress. We found no evidence for reversed lagged effects. These results applied both to planned and unplanned ICT use. Furthermore, our results support the notion that unfinished work tasks precede ICT use and detachment. Thus, our findings suggest that work-related ICT use should not be treated as a stressor in its own right in the stressor-detachment model. Instead, it needs to be investigated as a behavioral outcome that employees engage in when they cannot detach from work.
Auditory and visual percepts are integrated even when they are not perfectly temporally aligned with each other, especially when the visual signal precedes the auditory signal. This window of temporal integration for asynchronous audiovisual stimuli is relatively well examined in the case of speech, while other natural action-induced sounds have been widely neglected. Here, we studied the detection of audiovisual asynchrony in three different whole-body actions with natural action-induced sounds–hurdling, tap dancing and drumming. In Study 1, we examined whether audiovisual asynchrony detection, assessed by a simultaneity judgment task, differs as a function of sound production intentionality. Based on previous findings, we expected that auditory and visual signals should be integrated over a wider temporal window for actions creating sounds intentionally (tap dancing), compared to actions creating sounds incidentally (hurdling). While percentages of perceived synchrony differed in the expected way, we identified two further factors, namely high event density and low rhythmicity, to induce higher synchrony ratings as well. Therefore, we systematically varied event density and rhythmicity in Study 2, this time using drumming stimuli to exert full control over these variables, and the same simultaneity judgment tasks. Results suggest that high event density leads to a bias to integrate rather than segregate auditory and visual signals, even at relatively large asynchronies. Rhythmicity had a similar, albeit weaker effect, when event density was low. Our findings demonstrate that shorter asynchronies and visual-first asynchronies lead to higher synchrony ratings of whole-body action, pointing to clear parallels with audiovisual integration in speech perception. Overconfidence in the naturally expected, that is, synchrony of sound and sight, was stronger for intentional (vs. incidental) sound production and for movements with high (vs. low) rhythmicity, presumably because both encourage predictive processes. In contrast, high event density appears to increase synchronicity judgments simply because it makes the detection of audiovisual asynchrony more difficult. More studies using real-life audiovisual stimuli with varying event densities and rhythmicities are needed to fully uncover the general mechanisms of audiovisual integration.
Most human actions produce concomitant sounds. Action sounds can be either part of the action goal (GAS, goal-related action sounds), as for instance in tap dancing, or a mere by-product of the action (BAS, by-product action sounds), as for instance in hurdling. It is currently unclear whether these two types of action sounds—incidental or intentional—differ in their neural representation and whether the impact on the performance evaluation of an action diverges between the two. We here examined whether during the observation of tap dancing compared to hurdling, auditory information is a more important factor for positive action quality ratings. Moreover, we tested whether observation of tap dancing vs. hurdling led to stronger attenuation in primary auditory cortex, and a stronger mismatch signal when sounds do not match our expectations. We recorded individual point-light videos of newly trained participants performing tap dancing and hurdling. In the subsequent functional magnetic resonance imaging (fMRI) session, participants were presented with the videos that displayed their own actions, including corresponding action sounds, and were asked to rate the quality of their performance. Videos were either in their original form or scrambled regarding the visual modality, the auditory modality, or both. As hypothesized, behavioral results showed significantly lower rating scores in the GAS condition compared to the BAS condition when the auditory modality was scrambled. Functional MRI contrasts between BAS and GAS actions revealed higher activation of primary auditory cortex in the BAS condition, speaking in favor of stronger attenuation in GAS, as well as stronger activation of posterior superior temporal gyri and the supplementary motor area in GAS. Results suggest that the processing of self-generated action sounds depends on whether we have the intention to produce a sound with our action or not, and action sounds may be more prone to be used as sensory feedback when they are part of the explicit action goal. Our findings contribute to a better understanding of the function of action sounds for learning and controlling sound-producing actions.
Pathological grief has received increasing attention in recent years, as about 10% of the bereaved suffer from one kind of it. Pathological grief in the form of prolonged grief disorder (PGD) is a relatively new diagnostic category which will be included into the upcoming ICD-11. To date, various risk and protective factors, as well as treatment options for pathological grief, have been proposed. Nevertheless, empirical evidence in that area is still scarce. Our aim was to identify the association of interpersonal closeness with the deceased and bereavement outcome. Interpersonal closeness with the deceased in 54 participants (27 patients suffering from PGD and 27 bereaved healthy controls) was assessed as the overlap of pictured identities via the inclusion of the other in the self scale (IOS scale). In addition to that, data on PGD symptomatology, general mental distress and depression were collected. Patients suffering from PGD reported higher inclusion of the deceased in the self. By contrast, they reported feeling less close towards another living close person. Results of the IOS scale were associated with PGD severity, general mental distress and depression. Inclusion of the deceased in the self is a significant statistical predictor for PGD caseness.
Objectives: Interpersonal factors, such as impairments in social interaction or lack of social support, have an important share when it comes to the development, maintenance, and progression of various mental disorders.
Methods: Individuals suffering from prolonged grief disorder (PGD) and matched bereaved healthy controls (n = 54) underwent a thorough diagnostic procedure, further completed the Inventory of Interpersonal Problems (IIP-D-32), and participated in a finitely iterated prisoner's dilemma (FIPD).
Results: Individuals suffering from PGD reported significantly more interpersonal problems. Both groups behaved differently in the FIPD with healthy controls being more carefully, adapting their behavior more flexible, whereas PGD patients displayed a lower responsiveness, which may indicate an inability to adapt to changes in relationships.
Conclusion: We conclude that interpersonal problems appear to be a relevant feature of PGD. Future studies need to clarify the causal relation behind this link, and should also include measures of attachment, social support, and disconnectedness.
Mental imagery is a transdiagnostic feature that has been increasingly researched in mental disorders in the past years. This study is the first to investigate mental imagery in individuals suffering from Prolonged Grief Disorder (PGD), a new disorder which will be included into the new edition of the International Classification of Diseases and Related Health Problems (ICD-11).
Our objective was to find out to what extent patients suffering from PGD differ from healthy, but equally bereaved, controls in terms of mental imagery, and how mental imagery is related to psychopathology. Patients with PGD and matched bereaved healthy controls (n = 54) completed a mental imagery questionnaire specifically designed for the study, and other established measures of psychopathology. Patients suffering from PGD reported mental images more frequently, had less control over them, and described negative images as more vivid than did healthy controls. Also, in reaction to mental images, patients less frequently experienced joy, but more often grief, anger and guilt. Besides these group differences, significant correlations between mental imagery other psychopathological measures could be found. Mental imagery is clearly related to PGD. The underlying mechanisms on whether it is a developing or maintaining factor need to be addressed in future studies. Future research should also investigate in what way mental imagery might be used in therapeutic approaches.
The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging. The present work aimed to provide a first systematic overview of evidence-based studies on general and differential effects of COVID-19-related school closures in spring 2020 on student achievement in primary and secondary education. Results indicate a negative effect of school closures on student achievement, specifically in younger students and students from families with low socioeconomic status. Moreover, certain measures can be identified that might mitigate these negative effects. The findings are discussed in the context of their possible consequences for national educational policies when facing future school closures.
Computational estimation is an important skill in everyday life as well as in educational contexts. In the last decades, research has found that children use several strategies in computational estimation and that children’s strategy use depends on different parameters. Still, little is known about the underlying cognitive processes. In the present work, we addressed this issue by investigating (1) the influence of individual differences in children’s executive functions on their strategy use and (2) the influence of varying specific task and problem characteristics that are discussed to involve different cognitive processes.
In four studies, we asked third and fourth graders to solve computational estimation tasks by rounding the summands. Study 1 addressed the influence of working memory updating. The study found that efficient updating contributed to children’s strategy use and moderated relations with problem characteristics. A deliberate feature of Study 1 was to restrict participants’ strategy choice to the rounding-down and rounding-up strategies. Study 2 in turn investigated children’s strategy use when mixed-rounding was allowed. Results indicated that children did not consider unit digits of both operands jointly. Also, no influence of executive functions could be found. Consequently, in Study 3, children’s strategy selection when they could choose between three versus only two strategies was contrasted and the role of working memory updating was investigated. Indeed, children chose the best available strategy more often when three strategies were available. Importantly, relative strategy selection performance differed with children’s updating capacities.
Finally, Study 4 addressed another task variation that is important in everyday life and educational contexts. That is, presentation duration and modality were varied. Data showed that a permanent, written format was most beneficial for children’s strategy use and that children’s updating moderated presentation effects.
In sum, the results of the present work could shed some light onto cognitive processes in children’s strategy use in computational estimation. Specifically working memory updating
seems to contribute to third and fourth graders strategy use. Interpreting interactions with different task variations, updating most likely influences associative processes, long term memory consolidation and retrieval as well as encoding and calculation processes.
Der Aufbau des World Wide Web hat enorm dazu beigetragen, Wissen zu strukturieren, aufzubereiten und verfügbar zu machen. Die Art und Weise, wie Texte im Web miteinander in Verbindung stehen, kann jedoch das Lesen und Textverstehen stark beeinflussen. Die Dissertation „Demands and Cognitive Processes in Reading Digital Text“ untersucht daher individuelle kognitive Prozesse, die mit der Informationsverarbeitung beim Lesen digitaler Texte einhergehen. Hierzu wird im ersten Teil der Arbeit kurz in die Unterschiede zwischen linearen und nicht-linearen Text (sog. Hypertext) eingeführt. Hypertexte zeichnen sich dabei durch eine verzweigte Verbindungsstruktur zwischen einzelnen Textteilen (engl. nodes) aus. Diese Textteile sind untereinander durch Hyperlinks verbunden, über die sie angesteuert werden können. Das Auswahlprofil, in denen einzelne Textteile aufgerufen werden, wird hierbei als Navigationsverhalten bezeichnet. Entsprechend dieser Unterscheidung werden die Begriffe des linearen und digitalen Lesens eingeführt. Lesen ist nach konstruktivistischer Auffassung ein aktiver Prozess des Lesenden, in dem er ein propositionales Modell eines Textes mental erarbeitet und mit Wissen und Erfahrungen zu einem Situationsmodell anreichert. Digitales Lesen erfordert aber, dass Leserinnen und Leser neben dem eigentlichen Leseprozess zusätzliche kognitive Ressourcen aktivieren, um mit den besonderen Eigenschaften von Hypertext angemessen umzugehen.
Anhand eines Prozessmodells digitalen Lesens wurden zwei Forschungsfragen abgeleitet, die im zweiten Teil der Arbeit vorgestellt werden. Die erste Forschungsfrage konzentriert sich auf die Identifikation kognitiver Fähigkeiten, die das digitale Lesen konstituieren. Im Konkreten wurden Hypothesen über die Zusammenhänge digitalen Lesens mit (1) Lesefähigkeiten auf Wort-, Satz- und Textebene, (2) Arbeitsgedächtnisfähigkeiten, (3) Fähigkeiten, Online-Informationen hinsichtlich ihrer Passung für bestimmte Leseaufgaben zu bewerten, und (4) basalen Fähigkeiten im Umgang mit Computerumgebungen formuliert. Daran anknüpfend thematisiert die zweite Forschungsfrage, wie die angenommenen Beziehungen des digitalen Lesens mit seinen Konstituenten erklärt werden können. Hierzu wurde insbesondere die Informationsauswahl, die Lesende durch ihr Navigationsverhalten treffen, als zentrale vermittelnde Variable betrachtet.
Zur Beantwortung der beiden Forschungsfragen wurden drei Studien herangezogen, die im dritten Teil der Arbeit zusammengefasst dargestellt werden. In diesen Studien wurden kognitive Prozesse des digitalen Lesens mit Hilfe von Daten aus der Nationalen Begleitforschung zur Einführung computerbasierten Assessments (CBA) im Programme for International Student Assessment (PISA) 2012 untersucht. Die erste der drei Studien konzentriert sich auf die Rolle, die das Arbeitsgedächtnis beim Lesen digitaler Texte einnimmt. Die zweite Studie behandelt Einflüsse von ICT-bezogenen Fähigkeiten. Als ICT-bezogene Fähigkeitsvariablen wurden basale Computerfähigkeiten sowie Fähigkeiten zur kritischen Bewertung von Online-Informationen hinsichtlich ihrer Relevanz und Nützlichkeit betrachtet. Die Bewertung von Online-Informationen und ihre Auswahl von Ergebnisseiten aus Suchmaschinenabfragen (engl. search engine result pages) werden in der dritten Studie als Spezialfall digitalen Lesens herausgegriffen und gesondert betrachtet. Hierbei wurde untersucht, welche Rolle Lesefähigkeiten auf der Wort-, Satz- und Textebene bei der Bewertung von Online-Informationen einnehmen.
Im abschließenden vierten Teil der Arbeit werden grundlegende kognitive Prozesse der Informationsverarbeitung digitalen Textes diskutiert. Zusammengefasst zeigten die drei Studien, dass fähige Leser zielorientierter aufgabenrelevante Texte identifizieren und verarbeiten können. Schülerinnen und Schüler profitierten dabei von effizienten Arbeitsgedächtnisfunktionen – unabhängig davon, ob sie gute Leser waren oder nicht. Defizite des Arbeitsgedächtnisses wurden durch einen strategischen Umgang mit der Hypertextumgebung kompensiert. Das Textverstehen wurde zudem indirekt durch routinierte Fertigkeiten im Umgang mit Computern und direkt durch Fähigkeiten zur Bewertung von Online-Informationen unterstützt. Es wurde geschlussfolgert, dass kompetente Leser in der Lage sind, ihre kognitiven Ressourcen effizient zu verteilen. Als Resultat der gemeinsamen Betrachtung der drei Studien erscheint digitales Lesen als komplexes Fähigkeitsgemisch. Dieses beruht auf allgemeinen Lesefähigkeiten, auf einer effizienten Allokation kognitiver Ressourcen, auf der strategiegetriebenen Vorhersage von Informationen und auf rudimentären Fertigkeiten im Umgang mit Computerumgebungen. Dabei beschreibt digitales Lesen kein neues, aber ein zeitgenössisches Konstrukt, das sich als Reaktion auf aktuelle individuelle und gesellschaftliche Informationsbedürfnisse entwickelt hat und sich entsprechend der fortschreitenden technischen Weiterentwicklung verändern wird.
This systematic review investigated how successful children/adolescents with poor literacy skills learn a foreign language compared with their peers with typical literacy skills. Moreover, we explored whether specific characteristics related to participants, foreign language instruction, and assessment moderated scores on foreign language tests in this population. Overall, 16 studies with a total of 968 participants (poor reader/spellers: n = 404; control participants: n = 564) met eligibility criteria. Only studies focusing on English as a foreign language were available. Available data allowed for meta-analyses on 10 different measures of foreign language attainment. In addition to standard mean differences (SMDs), we computed natural logarithms of the ratio of coefficients of variation (CVRs) to capture individual variability between participant groups. Significant between-study heterogeneity, which could not be explained by moderator analyses, limited the interpretation of results. Although children/adolescents with poor literacy skills on average showed lower scores on foreign language phonological awareness, letter knowledge, and reading comprehension measures, their performance varied significantly more than that of control participants. Thus, it remains unclear to what extent group differences between the foreign language scores of children/adolescents with poor and typical literacy skills are representative of individual poor readers/spellers. Taken together, our results indicate that foreign language skills in children/adolescents with poor literacy skills are highly variable. We discuss the limitations of past research that can guide future steps toward a better understanding of individual differences in foreign language attainment of children/adolescents with poor literacy skills.
Reasoning may help solving problems and understanding personal experiences. Ruminative reasoning, however, is inconclusive, repetitive, and usually regards negative thoughts. We asked how reasoning as manifested in oral autobiographical narratives might differ when it is ruminative versus when it is adaptive by comparing two constructs from the fields of psychotherapy research and narrative research that are potentially beneficial: innovative moments (IMs) and autobiographical reasoning (AR). IMs captures statements in that elaborate on changes regarding an earlier personal previous problem of the narrator, and AR capture the connecting of past events with other parts of the narrator’s life or enduring aspects of the narrator. A total of N = 94 university students had been selected from 492 students to differ maximally on trait rumination and trait adaptive reflection, and were grouped as ruminators (N = 38), reflectors (N = 37), and a group with little ruminative and reflective tendencies (“unconcerned,” N = 19). Participants narrated three negative personal experiences (disappointing oneself, harming someone, and being rejected) and two self-related experiences of more mixed valence (turning point and lesson learnt). Reflectors used more IMs and more negative than positive autobiographical arguments (AAs), but not more overall AAs than ruminators. Group differences were not moderated by the valence of memories, and groups did not differ in the positive effect of narrating on mood. Trait depression/anxiety was predicted negatively by IMs and positively by AAs. Thus, IMs are typical for reflectors but not ruminators, whereas the construct of AR appears to capture reasoning processes irrespective of their ruminative versus adaptive uses.
Physical inactivity is discussed as one of the most detrimental influences for lifestyle-related medical complications such as obesity, heart disease, hypertension, diabetes and premature mortality in in- and outpatients with major depressive disorder (MDD). In contrast, intervention studies indicate that moderate-to-vigorous-intensity physical activity (MVPA) might reduce complications and depression symptoms itself. Self-reported data on depression [Beck-Depression-Inventory-II (BDI-II)], general habitual well-being (FAHW), self-esteem and physical self-perception (FAHW, MSWS) were administrated in a cross-sectional study with 76 in- and outpatients with MDD. MVPA was documented using ActiGraph wGT3X + ® accelerometers and fitness was measured using cardiopulmonary exercise testing (CPET). Subgroups were built according to activity level (low PA defined as MVPA < 30 min/day, moderate PA defined as MVPA 30–45 min/day, high PA defined as MVPA > 45 min/day). Statistical analysis was performed using a Mann–Whitney U and Kruskal–Wallis test, Spearman correlation and mediation analysis. BDI-II scores and MVPA values of in- and outpatients were comparable, but fitness differed between the two groups. Analysis of the outpatient group showed a negative correlation between BDI-II and MVPA. No association of inpatient MVPA and psychopathology was found. General habitual well-being and self-esteem mediated the relationship between outpatient MVPA and BDI-II. The level of depression determined by the BDI-II score was significantly higher in the outpatient low- and moderate PA subgroups compared to outpatients with high PA. Fitness showed no association to depression symptoms or well-being. To ameliorate depressive symptoms of MDD outpatients, intervention strategies should promote habitual MVPA and exercise exceeding the duration recommended for general health (≥ 30 min/day). Further studies need to investigate sufficient MVPA strategies to impact MDD symptoms in inpatient settings. Exercise effects seem to be driven by changes of well-being rather than increased physical fitness.
This dissertation discusses the mutual influence between leaders and followers on perception, emotion and behavior, using an attachment theory perspective. Some individuals are more likely to be seen as leaders than others. On the one hand this is determined by the characteristics or attributes as well as skills of the person in question. However, on the other hand, followers’ perception and expectations play a big role as well, in particular which expectations of an ideal leader can be fulfilled by followers’ current leader. Although attachment theory and – styles have only recently entered the organizational psychology literature, this dissertation advances that literature by looking at the role of attachment orientations between leaders and followers. In doing so, this dissertation answers several recent research calls on this topic. The three main subsequent chapters discuss the predictive role of attachment orientations with regard to leader preferences, the transference of behavioural expectations from one leader to another, and the perception of leader prototypicality in groups. The first chapter discusses the connection between implicit leader preferences and attachment orientations as predictors. Results show that avoidant attached individuals prefer a more autonomous and independent leadership style, whereas anxious attached individuals prefer a supportive and team-oriented leadership style. In the second chapter I study the transference of behavioural expectations from one leader to another. Results show that avoidant attached individuals are more likely to engage in this transference process. In addition, I discuss and empirically test the influence of culture with regard to leader transference. In the final chapter, I examine the behavioural influence of attachment orientations on how likely someone is perceived to be a leader in groups. Based on 57 project groups, I find that team members actually perceive avoidant attached individuals to be the most leader-like. Put differently, given certain environmental conditions, insecure attachment orientations can be perceived as leaders. These results show that it is even more important that leaders somewhat adapt to their followers’ preferences and not commit to merely one particular leadership style.
Mask induced airway resistance and carbon dioxide rebreathing is discussed to impact gas exchange and to induce discomfort and impairments in cognitive performance. N = 23 healthy humans (13 females, 10 males; 23.5 ± 2.1 years) participated in this randomized crossover trial (3 arms, 48-h washout periods). During interventions participants wore either a surgical face mask (SM), a filtering face piece (FFP2) or no mask (NM). Interventions included a 20-min siting period and 20 min steady state cycling on an ergometer at 77% of the maximal heart rate (HR). Hemodynamic data (HR, blood pressure), metabolic outcomes (pulse derived oxygen saturation, capillary carbon dioxide (pCO2), and oxygen partial pressure (pO2), lactate, pH, base excess), subjective response (ability to concentrate, arousal, perceived exertion) and cognitive performance (Stroop Test) were assessed. Compared to NM, both masks increased pCO2 (NM 31.9 ± 3.3 mmHg, SM = 35.2 ± 4.0 mmHg, FFP2 = 34.5 ± 3.8 mmHg, F = 12.670, p < 0.001) and decreased pH (NM = 7.42 ± 0.03, SM = 7.39 ± 0.03, FFP2 = 7.39 ± 0.04, F = 11.4, p < 0.001) during exercise. The FFP2 increased blood pressure during exercise (NM = 158 ± 15 mmHg, SM = 159 ± 16 mmHg, FFP2 = 162 ± 17 mmHg, F = 3.21, p = 0.050), the SM increased HR during sitting (NM = 70 ± 8 bpm, SM = 74 ± 8 bpm, FFP2 = 73 ± 8 bpm, F = 4.70, p = 0.014). No mask showed any comparative effect on other hemodynamic, metabolic, subjective, or cognitive outcomes. Mask wearing leads to slightly increased cardiovascular stress and elevated carbon dioxide levels during exercise but did not affect cognitive performance or wellbeing.
Die Fähigkeit, negative und belastende Ereignisse in Worte zu fassen und sich mit den damit verbundenen Emotionen und Gedanken auseinanderzusetzen, ist eine wichtige Entwicklungsaufgabe des Kindesalters, die entscheidend von den Eltern geprägt wird (Nelson & Fivush, 2004). Mit Hilfe von Emotionsworten, mentalen Verben (kognitiv, perzeptiv und volitional) und globalen Evaluationen, zusammengefasst unter dem Begriff internal state language (ISL), kann das innere Befinden während eines Ereignisses ausgedrückt werden. Neben der Verwendung von ISL wird auch die Entwicklung der Emotionsregulation im Kindesalter insbesondere durch die Eltern geprägt (Morris, Silk, Steinberg, Myers & Robinson, 2007). Während sowohl die Verwendung von ISL als auch die die mütterliche Unterstützung bei der Emotionsregulation im Kindesalter bislang vielfach untersucht wurde, fehlen mitunter Studien im Jugendalter. Dabei ist diese Entwicklungsphase von besonderer Bedeutung, da hier u.a. kognitive sowie Emotionsregulationsfähigkeiten ausreifen, ebenso wie die Geschlechtsidentität (z.B. Hill & Lynch, 1983; Powers & Casey, 2015).
Die vorliegende kumulative Dissertation beschäftigte sich daher zum einen mit der Frage, ob das Alter und Geschlecht der Jugendlichen einen Einfluss darauf haben, wie sie und ihre Mütter von emotionalen Erlebnissen erzählen. Zum anderen wurde untersucht, wie Mütter ihre jugendlichen Kinder bei der Verarbeitung dieser Erlebnisse unterstützen. Zur Beantwortung dieser Frage wurden 60 Mutter-Kind Paare im Jugendalter von 12, 15 und 18 Jahren (gleichverteilt über Geschlecht und Alter) gebeten, sowohl allein als auch gemeinsam von drei emotionalen Ereignissen (Traurigkeit, Ärger, Glück) zu erzählen.
Das erste Manuskript untersuchte die Verwendung von ISL in allein erzählten Emotionserzählungen der Jugendlichen und konnte zeigen, dass ältere Jugendliche weniger Emotionsworte und mehr mentale Verben verwenden als jüngere. Während die selbstempfundene Emotionsintensität über alle Altersgruppen hinweg gleich blieb, wirkten Trauer- und Ärgererzählungen von älteren Jugendlichen auf unabhängige Beurteiler emotionaler als von jüngeren. Die Verwendung von ISL korrelierte nicht mit der selbstempfundenen Emotionsintensität, die Verwendung von kognitiven Verben allerdings mit der von Beurteilern eingeschätzten Emotionalität. Die Ergebnisse deuten darauf hin, dass im Verlauf des Jugendalters zunehmend kognitive Verben die Aufgabe übernehmen, Emotionalität zu vermitteln.
Das zweite Manuskript untersuchte die Verwendung von ISL in allein erzählten Emotionserzählungen der Jugendlichen sowie in gemeinsamen Mutter-Kind Erzählungen. Entgegen der Erwartung verwendeten Mütter Emotionsworte und globale Evaluationen gleich häufig mit Töchtern und Söhnen, jedoch mehr mentale Verben mit Jungen als mit Mädchen. Zudem benannten sie Traurigkeit gleich häufig über beide Geschlechter, Ärger aber häufiger mit Töchtern als mit Söhnen. Ebenfalls entgegen der Erwartung verwendeten weibliche und männliche Jugendliche Emotionsworte und mentale Verben gleich häufig. Lediglich globale Evaluationen wurden von Mädchen häufiger verwendet als von Jungen, jedoch nur in den allein erzählten Emotionserzählungen. Traurigkeit und Ärger wurden von beiden Geschlechtern gleich häufig benannt. Die Ergebnisse deuten an, dass sich die Geschlechtsunterschiede des Kindesalters im Jugendalter aufzulösen scheinen.
Das dritte Manuskript untersuchte, wie Mütter ihre jugendlichen Kinder bei der narrativen Emotionsregulation unterstützen. Anhand der Trauererzählung einer 12- und eines 18-Jährigen konnte exemplarisch gezeigt werden, dass Mütter die narrative Emotionsregulation durch die Identifizierung und Rechtfertigung von Emotionen, als auch durch die Neubewertung der Ereignisse unterstützen. Die Ergebnisse verdeutlichen, dass Mütter auch im Jugendalter einen wichtigen Beitrag zur Emotionsregulation ihrer Kinder leisten.
Insgesamt tragen die Ergebnisse wesentlich zum Verständnis dessen bei, wie Jugendliche emotionale Erlebnisse sprachlich verarbeiten und wie Mütter sie bei der Verarbeitung dieser Erlebnisse unterstützen.
We aimed to assess executive functioning in children after liver transplantation compared with healthy controls and in relation to real-life school performance using the PedsQLTM Cognitive Functioning Scale (CogPedsQL) and the Childrens’ Color Trail Test (CCTT). One hundred and fifty five children (78f, median age 10.4 (1.2–18.3) years) underwent testing with CogPedsQL and/or CCTT 4.9 (0.1–17.0) years after transplantation. Results were compared to those of 296 healthy children (165f, median age 10.0 (2.0–18.0) years). Liver transplanted children displayed significantly reduced scores for cogPedsQL and CCTT1&2 compared to healthy controls. Overall, school performance was lower in patients compared to controls. In both patients and controls, results of CCTT2 and CogPedsQL correlated strongly with school performance. In contrast to controls, school performance in patients correlated with the level of maternal but not paternal primary education degree (r = −0.21, p = 0.03). None of the patient CCTT or CogPedsQL test results correlated with parental school education. Conclusion: CogPedsQL and CCTT 1&2 were easily applicable in children after OLT and revealed reduced executive functioning compared to controls. Results reflect real life school performance. The association of parental education with school performance is reduced in transplanted children, which possibly indicates the overriding impact of transplant-associated morbidity on cognitive outcomes.
Cultural and biographical influences on the expression of emotions manifest themselves in so-called “display rules.” These rules determine the time, intensity, and situations in which an emotion is expressed. To date, only a small number of empirical studies deal with this transformation of how migrants, who are faced with a new culture, may change their emotional expression. The present, cross-sectional study focuses on changes in anger expression as part of a complex acculturation process among Iranian migrants. To this end, Iranian citizens in Iran (n = 61), German citizens (n = 61), and Iranian migrants in Germany (n = 60) were compared in terms of anger expression behavior and acculturation strategy (assimilation, separation, integration, marginalization) was assessed among the migrants, using the Frankfurt Acculturation Scale (FRACC). A questionnaire developed in a preliminary study was used to measure anger expression via subjective anger experience and anger expression within 16 hypothetical situations. Multivariate Analyses of Variance (MANOVA) revealed that Iranians and Iranian migrants reported higher anger experience ratings than Germans and directed their anger more often inward (anger-in). Further findings suggest that transformation processes may have affected Iranian migrants in terms of suppressed anger (anger-in): Iranian migrants with a higher orientation toward German culture reported lower average anger-in scores. These results suggest that there was different emotional expression among Iranian migrants, depending on their acculturation. The results provide new insight into socio-cultural and individual adjustment processes.
Hintergrund: Ein Großteil der Rupturen des vorderen Kreuzbandes (VKB) ereignet sich ohne Gegnerkontakt. Misslungene Landungen zählen zu den häufigsten kontaktlosen Verletzungsursachen, insbesondere bei Spielsportler/-innen. Im Vergleich zu vorgeplanten/antizipierten Landungen reduzieren unvorhersehbare/nicht-antizipierte Landeanforderungen, bei denen die Entscheidung für das Landebein erst in der Luft getroffen wird, die biomechanische Landestabilität. Die veränderte Landecharakteristik wird mit einem gesteigerten VKB-Ruptur-Risiko in Verbindung gebracht.
Ziele: Diese Dissertation überprüft, ob VKB-rekonstruierte (VKBR) im Vergleich zu verletzungsfreien Testpersonen (KG) eine stärkere Abnahme der Lande- und Entscheidungsqualität unter nicht-antizipierten gegenüber antizipierten Landeanforderungen (höhere nicht-antizipierte Landekosten) aufweisen. Zudem wird innerhalb beider Gruppen untersucht, inwiefern die potenziell vorhandenen nicht-antizipierten Landekosten mit spezifischen niedrigeren und höheren kognitiven Funktionen assoziiert sind. Darüber hinaus werden die erfassten kognitiven Messgrößen auf Gruppenunterschiede überprüft.
Methode: Zehn VKBR-Testpersonen (28 ± 4 Jahre, alle männlich) und 20 Kontrolltestpersonen ohne VKB-Verletzungshistorie (27 ± 4 Jahre, alle männlich) führten jeweils 70 Counter-Movement-Jumps mit einbeinigen Landungen auf eine Druckmessplatte durch. Alle Probanden absolvierten in randomisierter Reihenfolge eine antizipierte (Landung auf links oder rechts bereits vor Absprung bekannt) und eine nicht-antizipierte/-vorplanbare (visuelle Landeinformation erst nach Absprung angezeigt; etwa 360 ms vor Bodenkontakt) Landebedingung (n = 35 jeweils). Die Operationalisierung der biomechanischen Landestabilität erfolgte anhand der maximalen vertikalen Bodenreaktionskraft (peak ground reaction force, pVGRF), Stabilisationszeit (time to stabilisation, TTS), posturalen Schwankung (center of pressure, COP) sowie der Standsicherheit (Anzahl an Standfehler; Bodenberührung mit Spielbein). Die Entscheidungsqualität wurde anhand der Landefehlerzahl (Landung mit falschem Fuß oder beidfüßig) bewertet. Zur Erfassung niedrigerer (z. B. Reaktionsgeschwindigkeit, visuelle Wahrnehmung) und höherer kognitiver Funktionen (z. B. kognitive Flexibilität, Arbeitsgedächtnis, Inhibitionskontrolle) kamen Computer- sowie Papier-und-Stiftbasierte Tests zum Einsatz.
Ergebnisse: Innerhalb beider Gruppen führte die nicht-antizipierte im Vergleich zur antizipierten Landebedingung zu höheren COP-Werten (KG: p < 0,01; d=1,1; VKBR: p < 0,01; d = 1,1) sowie zu mehr Stand- (KG: p < 0,001; d = 0,9; VKBR: p < 0,05; d = 0,6) und Lande-fehlern (KG: p < 0.01; d = 1,3; VKBR: p < 0,001; d = 1,9). Keine Unterschiede zeigten sich im Hinblick auf TTS und pVGRF (p > 0,05). Weder innerhalb noch zwischen den Bedingungen differierten die beiden Gruppen in einem der erfassten Lande-/Entscheidungsparameter systematisch (p > 0,05). Innerhalb der KG war die Zunahme der COP-Schwankungen mit einer geringeren Interferenzkontrolle assoziiert (r = 0,48; p < 0,05). Eine höhere Anzahl nicht-antizipierter Landefehler (geringere Entscheidungsqualität) stand in einem signifikanten Zusammenhang (Kovariate: Flugzeit/Sprungdauer) mit einer geringeren kognitiven Flexibilitäts-/Arbeitsgedächtnis- (r = 0,54; p < 0,05) und Kurzzeitgedächtnisleistung (r = -0,55; p < 0,05). Ähnlich verhielt es sich in der VKBR-Gruppe. Allerdings erreichten die Zusammenhänge hier keine statistische Signifikanz (p > 0,05). Innerhalb der VKBR-Gruppe war jedoch eine geringere Entscheidungsqualität mit einer verminderten Interferenz- (r = 0.67, p < 0,05) und Aufmerksamkeitskontrolle (r = 0.66, p < 0,05) korreliert. Im Gegensatz zu den nicht-antizipierten Landefehlern, ergab sich für KG im Hinblick auf die Zunahme der Standfehlerzahl (nicht-antizipierte Landekosten) ein umgekehrt proportionaler Zusammenhang mit einer höheren kognitiven Flexibilität-/ Arbeitsgedächtnis- (r = -0,48; p < 0,05) und Kurzzeitgedächtnisleistung (r = 0,50; p < 0,05). Im Vergleich zur KG, wiesen die VKBR-Testpersonen eine schnellere visuell-motorische Reaktionsgeschwindigkeit auf (p < 0,05). Ansonsten unterschieden sich die Gruppen in keiner der getesteten kognitiven Dimensionen signifikant.
Schlussfolgerungen: Den Ergebnissen dieser Dissertation zufolge, scheinen VKBR- im Vergleich zu Kontrolltestpersonen keine größeren Schwierigkeiten im Umgang mit den nicht-antizipierten Landeanforderungen aufzuweisen. Zudem liefern die Resultate erstmals Hinweise für die Relevanz der höheren kognitiven Funktionen für die Landesicherheit unter nicht-antizipierten Anforderungen. Diese Zusammenhänge sind insofern von besonderer Relevanz, als dass die in beiden Gruppen detektierten nicht-antizipierten Landekosten, Spielsporttreibende einem erhöhten Verletzungsrisiko aussetzen können. Die Verifizierung dieser Befunde durch zukünftige Studien bietet daher wertvolle primär- und sekundärpräventive Potenziale durch eine stärkere inhaltliche Ausrichtung der Trainings- und Therapiepraxis auf die komplexen kognitiv-motorischen Spielanforderungen.
Background: Standardized neuropsychological testing serves to quantify cognitive impairment in multiple sclerosis (MS) patients. However, the exact mechanism underlying the translation of cognitive dysfunction into difficulties in everyday tasks has remained unclear. To answer this question, we tested if MS patients with intact vs. impaired information processing speed measured by the Symbol Digit Modalities Test (SDMT) differ in their visual search behavior during ecologically valid tasks reflecting everyday activities.
Methods: Forty-three patients with relapsing-remitting MS enrolled in an eye-tracking experiment consisting of a visual search task with naturalistic images. Patients were grouped into “impaired” and “unimpaired” according to their SDMT performance. Reaction time, accuracy and eye-tracking parameters were measured.
Results: The groups did not differ regarding age, gender, and visual acuity. Patients with impaired SDMT (cut-off SDMT-z-score < −1.5) performance needed more time to find and fixate the target (q = 0.006). They spent less time fixating the target (q = 0.042). Impaired patients had slower reaction times and were less accurate (both q = 0.0495) even after controlling for patients' upper extremity function. Exploratory analysis revealed that unimpaired patients had higher accuracy than impaired patients particularly when the announced target was in unexpected location (p = 0.037). Correlational analysis suggested that SDMT performance is inversely linked to the time to first fixation of the target only if the announced target was in its expected location (r = −0.498, p = 0.003 vs. r = −0.212, p = 0.229).
Conclusion: Dysfunctional visual search behavior may be one of the mechanisms translating cognitive deficits into difficulties in everyday tasks in MS patients. Our results suggest that cognitively impaired patients search their visual environment less efficiently and this is particularly evident when top-down processes have to be employed.
The spread of the COVID-19 virus was met by a strict lockdown in many countries around the world, with the closure of all physical activity (PA) facilities and limitations on moving around freely. The aim of the present online survey was to assess the effect of lockdown on physical activity in Italy. Physical activity was assessed using the European Health Interview Survey questionnaire. A total of 1500 datasets were analyzed. Differences between conditions were tested with a chi2-based (χ2) test for categorical variables, and with the Student’s t-test for paired data. A fixed effects binary logistic regression analysis was conducted to identify relevant predictor variables to explain the compliance with World Health Organisation (WHO) recommendations. We found a substantial decline in all physical activity measures. Mean differences in walking and cycling metabolic equivalent of task minutes per week (METmin/week), respectively, were 344.4 (95% confidence interval (95% CI): 306.6–382.2; p < 0.001) and 148.5 (95% CI: 123.6–173.5; p < 0.001). Time spent in leisure time decreased from 160.8 to 112.6 min/week (mean difference 48.2; 95% CI: 40.4–56.0; p < 0.001). Compliance with WHO recommendations decreased from 34.9% to 24.6% (chi2 (1, 3000) = 38.306, p < 0.001, V = 0.11). Logistic regression showed a reduced chance (OR 0.640, 95% CI: 0.484–0.845; p = 0.001) to comply with WHO PA recommendations under lockdown conditions. Measures to promote physical activity should be intensified to limit detrimental health effects.
It is increasingly recognized that neuroscience has not delivered the revolutionary clinical possibilities for psychiatry that had been promised. Explanations differ, however: some proponents emphasize the divide between biopsychosocial psychiatry and mechanistic neurology. Others rely on further basic experimental neuroscience as only the most elementary level of explanation will allow us to fully understand and treat mental disorders. From a clinical-neuropsychological perspective, I shall argue that both views are mistaken. Diagnosis and treatment of neurological diseases demands a biopsychosocial perspective similar to psychiatry. Acknowledging this might help to bring both disciplines together and improve clinical outcome.
Agility, as the ability to react rapidly to unforeseen events, is an essential component of football performance. However, existing agility diagnostics often do not reflect the complex motor–cognitive interaction required on the field. Therefore, this study evaluates the criterion and ecological validity of a newly developed motor–cognitive dual-task agility approach in elite youth football players and compare it to a traditional reactive agility test. Twenty-one male youth elite football players (age:17.4 ±0 .6; BMI:23.2 ± 1.8) performed two agility tests (reactive agility, reactive agility with integrated multiple-object-tracking (Dual-Task Agility)) on the SKILLCOURT system. Performance was correlated to motor (sprint, jump), cognitive (executive functions, attention, reaction speed) and football specific tests (Loughborough soccer passing test (LSPT)) as well as indirect game metrics (coaches' rating, playing time). Reactive agility performance showed moderate correlations to attention and choice reaction times (r = 0.48−0.63), as well as to the LSPT (r = 0.51). The dual-task agility test revealed moderate relationships with attention and reaction speed (r = 0.47−0.58), executive functions (r = 0.45−0.63), as well as the game metrics (r = 0.51−0.61). Finally, the dual-task agility test significantly differentiated players based on their coaches' rating and playing time using a median split (p < 0.05; d = 0.8–1.28). Motor–cognitive agility performance in elite youth football players seems to be primarily determined by cognitive functions. The integration of multiple object tracking into reactive agility testing seems to be an ecologically valid approach for performance diagnostics in youth football.
Highlights
* The study introduces a novel motor–cognitive dual-task agility approach (incorporation of multiple-object-tracking in agility testing), evaluating its criterion and ecological validity in elite youth football players compared to a standard agility test.
* The standard agility test was shown to have moderate correlations with attention and choice reaction times, while the dual-task agility approach additionally incorporates executive functions
* While the agility test correlates to football-specific test performance, the dual-task agility test significantly discriminates players based on their potential ratings and in-season playing time, highlighting its potential as a valuable tool for assessing performance in youth football.
* The findings suggest that agility performance in elite youth football is primarily determined by cognitive functions
* Incorporating more complex cognitive elements such as multiple-object-tracking in agility testing may improve ecological validity and therefore the predictive value of the testing procedure.
Reduced social functioning in depression has been explained by different factors. Reduced social connectedness and prosocial motivation may contribute to interpersonal difficulties, particularly in chronic depression. In the present study, we tested whether social connectedness and prosocial motivation are reduced in chronic depression. Forty-seven patients with persistent depression and 49 healthy controls matched for age and gender completed the Inclusion of the Other in the Self Scale (IOS), the Compassionate Love Scale (CLS), the Beck Depression Inventory-II, and the Childhood Trauma Questionnaire. A Multivariate analysis of variance (MANOVA) with IOS and CLS as dependent variables revealed a highly significant difference between both groups. The IOS and the CLS-subscale Close Others were lower in persistent depression, whereas there was no difference in the CLS-subscale Strangers/Humanity. IOS and CLS-Close Others showed significant negative correlations with depressive symptoms. Connectedness to family members as measured by the IOS was negatively correlated with childhood trauma in patients with chronic depression. The results indicate that compassion and perceived social connection are reduced in depressed patients toward close others, but not to others in general. Implications for the treatment of depression are discussed.
Social identification is health-beneficial as social groups provide social support (i.e., the social cure effect). We study this social cure effect in diabetes patients by focusing on two relevant sources of social support, namely medical practitioners (MP) and fellow patients. As both groups have diabetes-specific knowledge, we predict that sharing an identity with them provides access to specific support, which, in turn, optimizes individuals’ diabetes management and reduces diabetes-related stress. We further predict that identifying with their MP or fellow patients will be more strongly related to perceived social support among individuals with lower diabetes-specific resilience because they pay more attention to supportive cues. We tested this moderated mediation model in a two-wave study with n = 200 diabetes patients. Identification with the MP related to more support, which, in turn, was related to better diabetes management and less diabetes-specific stress. Identification with fellow patients related to more support; however, social support was unrelated to diabetes management and stress. Resilience only moderated the relationship between MP identification and support, as people with lower resilience levels reported more support from their MP. This study shows the importance of social identification with the MP and other diabetes patients, especially for people with lower resilience levels.
The purpose of this study was to investigate which social groups are perceived as a threat target and which are perceived as a threat source during the COVID-19 outbreak. In a German sample (N = 1454) we examined perceptions of social groups ranging from those that are psychologically close and smaller (family, friends, neighbors) to those that are more distal and larger (people living in Germany, humankind). We hypothesized that psychologically closer groups would be perceived as less affected by COVID-19 as well as less threatening than more psychologically distal groups. Based on social identity theorizing, we also hypothesized that stronger identification with humankind would change these patterns. Furthermore, we explored how these threat perceptions relate to adherence to COVID-19 health guidelines. In line with our hypotheses, latent random-slope modelling revealed that psychologically distal and larger groups were perceived as more affected by COVID-19 and as more threatening than psychologically closer and smaller groups. Including identification with humankind as a predictor into the threat target model resulted in a steeper increase in threat target perception patterns, whereas identification with humankind did not predict differences in threat source perceptions. Additionally, an increase in threat source perceptions across social groups was associated with more adherence to health guidelines, whereas an increase in threat target perceptions was not. We fully replicated these findings in a subgroup from the original sample (N = 989) four weeks later. We argue that societal recovery from this and other crises will be supported by an inclusive approach informed by a sense of our common identity as human beings.
Objectives: To investigate whether citizens’ adherence to health-protective non-pharmaceutical interventions (NPIs) during the COVID-19 pandemic is predicted by identity leadership, wherein leaders are perceived to create a sense of shared national identity.
Design: Observational two-wave study. Hypotheses testing was conducted with structural equation modelling.
Setting: Data collection during the COVID-19 pandemic in China, Germany, Israel and the USA in April/May 2020 and four weeks later.
Participants: Adults in China (n=548, 66.6% women), Germany (n=182, 78% women), Israel (n=198, 51.0% women) and the USA (n=108, 58.3% women).
Measures: Identity leadership (assessed by the four-item Identity Leadership Inventory Short-Form) at Time 1, perceived shared national identification (PSNI; assessed with four items) and adherence to health-protective NPIs (assessed with 10 items that describe different health-protective interventions; for example, wearing face masks) at Time 2.
Results: Identity leadership was positively associated with PSNI (95% CI0.11 to 0.30, p<0.001) in all countries. This, in turn, was related to more adherence to health-protective NPIs in all countries (95% CI 0.03 to 0.36, 0.001≤p≤0.017) except Israel (95% CI−0.03 to 0.27, p=0.119). In Germany, the more people saw Chancellor Merkel as engaging in identity leadership, the more they adhered to health-protective NPIs (95% CI 0.04 to 0.18, p=0.002). In the USA, in contrast, the more people perceived President Trump as engaging in identity leadership, the less they adhered to health-protective NPIs (95% CI−0.17 to −0.04, p=0.002).
Conclusions: National leaders can make a difference by promoting a sense of shared identity among their citizens because people are more inclined to follow health-protective NPIs to the extent that they feel part of a united ‘us’. However, the content of identity leadership (perceptions of what it means to be a nation’s citizen) is essential, because this can also encourage people to disregard such recommendations.
The COVID-19 pandemic has triggered health-related anxiety in ways that undermine peoples’ mental and physical health. Contextual factors such as living in a high-risk area might further increase the risk of health deterioration. Based on the Social Identity Approach, we argue that social identities can not only be local that are characterized by social interactions, but also be global that are characterized by a symbolic sense of togetherness and that both of these can be a basis for health. In line with these ideas, we tested how identification with one’s family and with humankind relates to stress and physical symptoms while experiencing health-related anxiety and being exposed to contextual risk factors. We tested our assumptions in a representative sample (N = 974) two-wave survey study with a 4-week time lag. The results show that anxiety at Time 1 was positively related to stress and physical symptoms at Time 2. Feeling exposed to risk factors related to lower physical health, but was unrelated to stress. Family identification and identification with humankind were both negatively associated with subsequent stress and family identification was negatively associated with subsequent physical symptoms. These findings suggest that for social identities to be beneficial for mental health, they can be embodied as well as symbolic.
Nowadays, teachers are facing a more and more digitized world, as digital tools are being used by their students on a daily basis. This requires digital competencies in order to react in a professional manner to individual and societal challenges and to teach the students a purposeful use of those tools. Regarding the subject (e.g., STEM), this purpose includes specific content aspects, like data processing, or modeling and simulations of complex scientific phenomena. Yet, both pre-service and experienced teachers often consider their digital teaching competencies insufficient and wish for guidance in this field. Especially regarding immersive tools like augmented reality (AR), they do not have a lot of experience, although their willingness to use those modern tools in their lessons is high. The digital tool AR can target another problem in science lessons: students and teachers often have difficulties with understanding and creating scientific models. However, these are a main part of the scientific way of acquiring knowledge and are therefore embedded in curricula. With AR, virtual visualizations of model aspects can be superimposed on real experimental backgrounds in real time. It can help link models and experiments, which usually are not part of the same lesson and are perceived differently by students. Within the project diMEx (digital competencies in modeling and experimenting), a continuing professional development (CPD) for physics teachers was planned and conducted. Secondary school physics educators were guided in using AR in their lessons and their digital and modeling competencies for a purposeful use of AR experiments were promoted. To measure those competencies, various instruments with mixed methods were developed and evaluated. Among others, the teachers’ digital competencies have been assessed by four experts with an evaluation matrix based on the TPACK model. Technological, technical and design aspects as well as the didactical use of an AR experiment were assessed. The teachers generally demonstrate a high level of competency, especially in the first-mentioned aspects, and have successfully implemented their learnings from the CPD in the (re)design of their AR experiments.
Investigation of the sympathetic regulation in delayed onset muscle soreness: results of an RCT
(2021)
Sports-related pain and injury is directly linked to tissue inflammation, thus involving the autonomic nervous system (ANS). In the present experimental study, we disable the sympathetic part of the ANS by applying a stellate ganglion block (SGB) in an experimental model of delayed onset muscle soreness (DOMS) of the biceps muscle. We included 45 healthy participants (female 11, male 34, age 24.16 ± 6.67 years [range 18–53], BMI 23.22 ± 2.09 kg/m2) who were equally randomized to receive either (i) an SGB prior to exercise-induced DOMS (preventive), (ii) sham intervention in addition to DOMS (control/sham), or (iii) SGB after the induction of DOMS (rehabilitative). The aim of the study was to determine whether and to what extent sympathetically maintained pain (SMP) is involved in DOMS processing. Focusing on the muscular area with the greatest eccentric load (biceps distal fifth), a significant time × group interaction on the pressure pain threshold was observed between preventive SGB and sham (p = 0.034). There was a significant effect on pain at motion (p = 0.048), with post hoc statistical difference at 48 h (preventive SGB Δ1.09 ± 0.82 cm VAS vs. sham Δ2.05 ± 1.51 cm VAS; p = 0.04). DOMS mediated an increase in venous cfDNA -as a potential molecular/inflammatory marker of DOMS- within the first 24 h after eccentric exercise (time effect p = 0.018), with a peak at 20 and 60 min. After 60 min, cfDNA levels were significantly decreased comparing preventive SGB to sham (unpaired t-test p = 0.008). At both times, 20 and 60 min, cfDNA significantly correlated with observed changes in PPT. The 20-min increase was more sensitive, as it tended toward significance at 48 h (r = 0.44; p = 0.1) and predicted the early decrease of PPT following preventive stellate blocks at 24 h (r = 0.53; p = 0.04). Our study reveals the broad impact of the ANS on DOMS and exercise-induced pain. For the first time, we have obtained insights into the sympathetic regulation of pain and inflammation following exercise overload. As this study is of a translational pilot character, further research is encouraged to confirm and specify our observations.
Aims: This study aims to: (1) explore the links between past exposure to potentially traumatic events, fear of contracting COVID-19 and perceived stress; (2) investigate how the exposure to traumagenic experiences affects one's locus of control over their health; and (3) examine fear, stress reactions and differences in health locus of control across three different sociocultural contexts.
Methods: A total of 524 adult participants were recruited from Egypt, Germany, and Italy through online channels. Self-reporting instruments were used to assess previous exposure to potentially traumatic events, PTSD symptoms, fear of COVID-19, perceived stress, and health locus of control.
Results: Our findings highlight differences in reaction to COVID-19 in relation to past exposure to potentially traumatic events and country of residence, both of which may inform tailored community-based intervention practices.
Conclusion: The impact of COVID-19 might be particularly disruptive for people who survived potentially traumatic experiences. Nevertheless, the mass mental health impact of the COVID-19 pandemic varies across different sociocultural contexts.
Measuring teaching cross-culturally - the issue of measurement invariance and sources of bias
(2021)
Im Kontext der Globalisierung nimmt das Interesse daran, Unterricht vergleichend zwischen Bildungssystemen der ganzen Welt zu untersuchen, kontinuierlich zu (Paine et al., 2016). Unterricht ist einer der stärksten Prädiktoren für Lernergebnisse von Schülerinnen und Schülern (Hattie, 2009). Folglich bieten internationale Vergleiche die einmalige Möglichkeit von besonders erfolgreichen Bildungssystemen zu lernen und geben Auskunft über die Generalisierbarkeit beziehungsweise über die kulturellen Variationen von Unterricht und dessen Wirksamkeit. Gleichzeitig sind sie richtungsweisend für bildungspolitische Entscheidungen (Klieme, 2020). Zur Erfassung von Unterrichtsmerkmalen aus der Perspektive der beteiligten Lehrkräfte und Schülerinnen und Schüler werden häufig Fragebögen in internationalen Schulleistungsstudien eingesetzt. Erste empirische Befunde weisen jedoch daraufhin, dass die Fragebogenskalen oftmals nicht messinvariant sind (z.B. Desa, 2014; He & Kubacka, 2015; Nilsen & Gustafsson, 2016). Das bedeutet, dass Unterschiede in den Messwerten zwischen Bildungssystemen nicht automatisch genuine Unterschiede im gemessenen Konstrukt, wie beispielsweise Unterschiede in der Klassenführung, reflektieren. Stattdessen entstehen diese teilweise durch nicht intendierte kulturelle Variationen im Antwortprozess (Bias), beispielsweise durch kulturelle Unterschiede in der Bedeutung der Items zur Messung von Klassenführung oder durch kulturspezifische Antworttendenzen (van de Vijver & Leung, 1997). Eine fehlende Messinvarianz hat folgenreiche Konsequenzen, da valide (Mittelwerts-)Vergleiche von Unterrichtsmerkmalen zwischen Bildungssystemen nicht möglich sind und somit die umfangreichen Datensätze internationaler Studien nicht ausgeschöpft werden können (Davidov et al., 2018a). Dennoch mangelt es in der international vergleichenden Bildungsforschung bisher an empirischen Studien, die mit fortgeschrittenen Analysemethoden die Messinvarianz von Unterrichtsmerkmalen prüfen, sowie an empirisch-fundierten Erkenntnissen zu den Ursachen der oftmals fehlenden Invarianz. Mit einer Kombination aus quantitativen und qualitativen Methoden widmet sich die vorliegende Dissertation in drei Beiträgen der Aufarbeitung dieser Forschungslücke. Sie konzentriert sich auf Fragebogenskalen zur Messung von zwei generischen Unterrichtsmerkmalen aus der Perspektive von Schülerinnen und Schülern, der Unterrichtsqualität mit den Dimensionen Klassenführung, konstruktive Unterstützung und kognitive Aktivierung und den Unterrichtsmethoden mit den Dimensionen lehrerzentrierte und schülerzentrierte Methoden und Methoden des Assessments.
Beitrag I prüft die Messinvarianz von PISA Skalen zur Erfassung der drei Basisdimensionen der Unterrichtsqualität zwischen 15 Bildungssystemen. Zusätzlich wird untersucht, ob die kulturelle Ähnlichkeit (operationalisiert als ähnliche oder identische Sprache) der Bildungssysteme einen Einfluss auf das Ausmaß der Messinvarianz besitzt. Da die Modellannahmen der häufig eingesetzten konfirmatorischen Faktorenanalyse zunehmend als zu strikt für Messinvarianzprüfungen im interkulturellen Kontext kritisiert werden (Rutkowski & Svetina, 2014), wird mit Alignment (Asparouhov & Muthén, 2014) eine flexiblere und angemessenere Methode verwendet. Dennoch erreichen die drei Basisdimensionen nur metrische (identische Faktorenladungen) und nicht skalare Invarianz (identische Intercepts) zwischen den 15 Bildungssystemen. Folglich sind valide Vergleiche von Mittelwertsunterschieden in der Unterrichtsqualität zwischen den 15 Bildungssystemen nicht möglich. Innerhalb der fünf Cluster, bestehend aus jeweils drei Bildungssystemen mit ähnlicher oder identischer Sprache, wird im Gegensatz dazu skalare Invarianz bestätigt. Die Ergebnisse aus Beitrag I legen nahe, dass die untersuchten Fragebogenskalen zur Messung von Unterrichtsqualität unterschiedlich zwischen Bildungssystemen funktionieren. Eine höhere Vergleichbarkeit scheint jedoch mit einer kulturellen und sprachlichen Ähnlichkeit der Befragten einherzugehen. Wird diese Ähnlichkeit bei der Analyse berücksichtigt, sind valide Vergleiche von Mittelwertsunterschieden für eine Teilmenge an Bildungssystemen mit invarianter Messung möglich.
Beitrag II knüpft an Ergebnisse aus Beitrag I an und untersucht potenzielle Ursachen der fehlenden Invarianz. Der Fokus liegt auf kulturellen Variationen im Antwortprozess, die zu einer eingeschränkten Datenvergleichbarkeit führen können (z.B. Schwarz et al., 2010). Beitrag II konzentriert sich auf die erste und zweite Stufe des Antwortprozesses, der Item-Interpretation und der Assoziation des Item-Inhaltes mit persönlichen Erfahrungen (Tourangeau, 1984). Mit Hilfe von kognitiven Interviews wird untersucht, wie Schülerinnen und Schüler aus China (Shanghai) und Deutschland PISA Items zur Messung konstruktiver Unterstützung interpretieren und welche Unterrichtserfahrungen sie mit den Items assoziieren. Die Ergebnisse der strukturierenden qualitativen Inhaltanalyse nach Kuckartz (2018) zeigen zwar, dass sowohl chinesische als auch deutsche Schülerinnen und Schüler die Items mehrheitlich mit Unterrichtsmethoden assoziieren, die zur Kompetenzunterstützung beitragen (beispielsweise Methoden zur Beseitigung von Verständnisproblemen). Es zeigen sich jedoch auch deutliche interpretative Variationen, sowohl für statistisch nicht messinvariante (nicht vergleichbare) Items als auch für messinvariante (vergleichbare) Items. Diese können zum einen auf Eigenschaften der Messung zurückgeführt werden. Hierzu zählt eine unterschiedliche Übersetzung des Terms Lernen (in Deutschland Lernfortschritt in China Lernstand). Zudem finden sich Hinweise, dass komplexe und uneindeutige Itemformulierungen mehr Spielraum für kulturspezifische Interpretationen zulassen. Die zweite Ursache der interpretativen Variationen ist ein unterschiedliches Verständnis von konstruktiver Unterstützung, das durch kulturelle Unterschiede in der Unterrichtsgestaltung und -zielsetzung erklärt werden kann (Leung, 2001). Neben der Kompetenzunterstützung assoziieren die deutschen Schülerinnen und Schüler die Items mehrheitlich mit Methoden zur Unterstützung ihrer Autonomie und ihres sozial-emotionalen Erlebens im Unterricht, wohingegen die chinesischen Schülerinnen und Schüler die Items mehrheitlich mit Methoden zur Unterstützung ihrer akademischen Produktivität (z.B. ihrer Aufmerksamkeit) assoziieren. Die Ergebnisse aus Beitrag II legen nahe, dass die Interpretation von Fragebogenitems variieren kann, je nach dem in welchem kulturellen Kontext die Frage gestellt wird. Sie betonen zudem, dass quantitative und qualitative Methoden miteinander kombiniert werden sollten, um verlässliche Information über die interkulturelle Vergleichbarkeit von Fragebogenitems zu erhalten ...
Background: Multiple traumata such as child sexual and/or physical abuse often result in complex psychopathologies and a range of associated dysfunctional behaviors. Although evidence-based interventions exist, some therapists are concerned that trauma-focused psychotherapy with exposure-based elements may lead to the deterioration of associated dysfunctional behaviors in adolescents and young adults. Therefore, we examined the course of suicidal ideation, self-injury, aggressive behavior and substance use in a group of abuse-related posttraumatic stress disorder (PTSD) patients during phase-based, trauma-focused PTSD treatment.
Methods: Daily assessments from a randomized controlled trial (RCT) of Developmentally adapted Cognitive Processing Therapy (D-CPT) were analyzed to test for differences in the stated dysfunctional behaviors between the four treatment phases. We conducted multilevel modeling and repeated measure ANOVAs.
Results: We did not find any significant differences between the treatment phases concerning the stated dysfunctional behaviors, either at the level of urge or at the level of actual actions. On the contrary, in some primary outcomes (self-injury, aggressive behavior), as well as secondary outcomes (distress caused by trauma, joy), we observed significant improvements.
Discussion: Overall, during D-CPT, adolescents and young adults showed no deterioration in dysfunctional behaviors, while even showing improvements in some, suggesting that trauma-focused treatment preceded by skills building was not deleterious to this population. Hence, the dissemination of effective interventions such as D-CPT should be fostered, whilst the concerns of the therapists regarding exposure-based components need to be addressed during appropriate training. Nevertheless, further studies with momentary assessment, extended measurement methods, a control group and larger sample sizes are needed to confirm our preliminary findings.
Trial registration: The trial was registered at the German Clinical Trial Registry (GCTR), DRKS00004787, 18 March 2013, https://www.drks.de/DRKS00004787.
This software demonstration presents the possibilities for the construction, administration, and evaluation of criterion- referenced, computerized adaptive and nonadaptive tests with the R-based open-source KAT-HS app. This app enables users to apply the continuous item calibration strategy of Fink, Born, Spoden, and Frey (2018).
Im Rahmen der fortschreitenden Digitalisierung der Hochschullehre finden auch verstärkt elektronische Prüfungsformate Eingang in den Alltag von Hochschulen. Insbesondere elektronische Abschlussklausuren (E-Klausuren) bieten hier die Möglichkeit, die Prüfungsbelastung Hochschulehrender durch die Automatisierung weiter Teile der Klausurkonstruktion, -administration und -auswertung zu reduzieren. Die Integration digitaler Technologien in die Prüfungspraxis deutscher Hochschulen ermöglicht dabei nicht nur eine ökonomische Klausurkonstruktion, realitätsnähere Klausuren (z. B. durch die Nutzung fachspezifischer Standardsoftware), und den Einsatz innovativer Testbausteine (z. B. Integration von Multimediadateien in Items), sondern auch die Nutzung aktueller psychometrischer Methoden. Insbesondere die Konstruktion von Hochschulklausuren als kriteriumsorientierte, adaptive Tests (z. B. Spoden & Frey, 2021), hat das Potential Hochschulklausuren individualisierter, messpräzisier und fairer zu machen, sowie die Validität der aus der Klausurbearbeitung abgeleiteten Testwertinterpretationen zu steigern. Um kriteriumsorientierte, adaptive Hochschulklausuren in der Breite nutzbar zu machen, müssen allerdings zuvor einige Herausforderungen gemeistert werden, denen sich diese Arbeit widmet. Die in den vier Einzelarbeiten dieser Dissertation betrachteten Herausforderungen lassen sich auf einer psychometrischen, einer personalen und einer technischen Ebene verorten.
Auf der psychometrischen Ebene ist eine zentrale Herausforderung die ökonomische Kalibrierung des Itempools. Üblicherweise wird bei der Konstruktion adaptiver Tests eine dreistellige Anzahl an Items konstruiert und mittels einer separaten Kalibrierungsstudie im Vorlauf der operationalen Testanwendung mit mehreren hundert Testpersonen kalibriert. Die massierte Konstruktion vieler Items und die Durchführung einer zusätzlichen empirischen Studie lässt sich im Rahmen von Hochschulklausuren nur schwer realisieren. Im ersten Einzelbeitrag wird daher eine neuartige kontinuierliche Kalibrierungsstrategie (KKS) vorgestellt und im Rahmen einer Monte-Carlo-Simulation hinsichtlich ihrer psychometrischen Eigenschaften geprüft. Zusammenfassend ermöglicht die KKS, adaptive Tests während wiederkehrender Testanwendungen bei konstanter Berichtsmetrik, Kontrolle von Itemparameter-Drift und fortlaufender Ergänzung des Itempools zu kalibrieren. Es zeigt sich, dass die KKS selbst für sehr kleine Stichproben eine geeignete Methode darstellt, den Itempool über mehrere Testanwendungen hinweg fortlaufend zu kalibrieren.
Um die Berichtsmetrik dabei über die verschiedenen Testanwendungen hinweg konstant zu halten, und somit Vergleichbarkeit der Ergebnisse verschiedener Testzeitpunkte (z. B. Semester) zu gewährleisten, nutzt die KKS Equating-Methoden (z. B. Kolen & Brennan, 2014) zum Herstellen einer statistischen Verbindung zwischen Klausurdurchläufen. Die Qualität dieser statistischen Verbindung hängt dabei von verschiedenen Parametern ab. Im zweiten Einzelbeitrag werden daher verschiedene Konfigurationen der in die KKS implementierten Equating-Prozedur hinsichtlich ihres Einflusses auf die Qualität der Parameterschätzungen im Rahmen einer Monte-Carlo-Simulation untersucht und auf Basis der Ergebnisse praktische Empfehlungen abgleitet. Hierfür werden unter anderem die Schwierigkeitsverteilung der genutzten Linkitems sowie die verwendete Skalentransformationsmethode variiert. Es zeigt sich, dass die KKS unter verschiedenen Konfigurationen in der Lage ist, die Skala über mehrere Testzyklen hinweg konstant zu halten. Normal- beziehungsweise gleichverteile Schwierigkeitsverteilungen der Linkitems sowie die Stocking-Lord-Skalentransformationsmethode (Stocking & Lord, 1983) erweisen sich hierbei am vorteilhaftesten.
Auf personaler Ebene stellt die Akzeptanz seitens der Hochschullehrenden einen kritischen Erfolgsfaktor für die Implementation neuer E-Learning Systeme in Lehrveranstaltungen dar. Angelehnt an Technologieakzeptanzmodellen (z. B. Technology Acceptance Model; Davis, 1989) wird im dritten Einzelbeitrag ein empirisch prüfbares Modell – das Technology-based Exams Acceptance Model (TEAM) – zur Vorhersage der Intention zur Nutzung von adaptiven und nicht-adaptiven E-Klausursystemen seitens Hochschullehrender vorgeschlagen und anhand der Daten von N = 993 deutschen Hochschullehrenden empirisch geprüft. Das postulierte Modell weist einen guten Modellfit auf. Die Ergebnisse weisen die wahrgenommene Nützlichkeit als Schlüsselprädiktor für die Nutzungsintention aus. Medienbezogene Variablen haben indirekte Effekte auf die wahrgenommene Nützlichkeit, mediiert über vorherige Nutzungserfahrungen mit Bildungstechnologien. Darüber hinaus spielt die subjektive Norm eine wichtige Rolle bei der Erklärung der Akzeptanz von E-Klausuren...
In the course of a growing start-up market and strongly increasing investment volume, investors try to predict the success of a business as precisely as possible in advance. However, when assessing the personality of the founder or founding team, they still rely far too often on their gut feeling, thereby reducing the quality of their decisions. Our study therefore aimed at investigating whether there are any relationships between the founders' personality traits and their performance and thus justifying the need for more targeted and optimized diagnostics in the field of founder personality. With a total of 141 founders, clear correlations between personality traits (conscientiousness, emotional stability) and performance could be demonstrated in the present study. In addition, it became evident that perceived stress is also related to the founders’ personality (emotional stability negative, conscientiousness positive) and in turn has a negative effect on performance. Our findings contribute to raising awareness of the importance of personality as a predictor of founders' performance, improving decision-making, and, in the long run, replacing gut feeling as an inappropriate assessment criterion of investors.
The sudden impact of the COVID-19 pandemic challenged universities to provide students with online teaching and learning settings that were both immediately applicable and supportive of quality learning. This resulted in a broad variety of synchronous and asynchronous online settings of teaching and learning. While some courses balanced both kinds, others offered either predominantly synchronous or asynchronous teaching and learning. In a survey study with students (N=3,056) and teachers (N=396) from a large German university, we explored whether a predominance of synchronous or asynchronous teaching and learning settings in higher education was associated with certain student experiences and outcomes. Additionally, we examined how well these two types of teaching and learning settings support students’ basic psychological needs for autonomy, competence, and relatedness proposed by self-determination theory (SDT). Data were collected after the first online semester due to the COVID-19 pandemic. The results imply that from the students’ perspective, the teaching methods involved in the two settings of teaching and learning differ with regard to their potential to support social interaction and to support basic psychological needs as proposed by SDT. Students who studied mostly in synchronous settings reported more peer-centered activities such as feedback in comparison to students in mostly asynchronous settings. In contrast, teachers perceived fewer differences between teaching methods in synchronous and asynchronous settings, especially regarding feedback activities. Further, students in mostly synchronous settings reported greater support of their basic psychological needs for competence support and relatedness as well as a greater overall satisfaction with the online term compared to students in mostly asynchronous settings. Across all students, greater fulfillment of psychological needs and higher technology acceptance coincided with outcomes that are more favorable. Implications for the post-pandemic classroom are drawn.
Die Stichtagserhebung der Kriminologischen Zentralstelle (KrimZ) fragt jedes Jahr zum Stichtag am 31. März die Gegebenheiten in allen sozialtherapeutischen Einrichtungen deutschlandweit ab. Inzwischen liegen Daten aus 23 Erhebungsjahren vor und geben Aufschluss über die Entwicklungen der Versorgungslage (Anzahl der Einrichtungen bzw. Haftplätze), bezüglich der demografischen Daten der Gefangenen (Alter, Staatsbürgerschaft, Dauer der Haftstrafe, schwerste Straftat, Vorstrafen), über institutionelle Vorgänge (Aufnahmen, Abgänge und Nachbetreuung) sowie hinsichtlich von Daten zum Personal (Anzahl der Personalstellen und Frauenanteil). Die vorliegenden Auswertungen verdeutlichen die Entwicklungstrends in der Sozialtherapie zwischen 1997 und 2019 und legen nahe, dass nach einem starken Ausbau der sozialtherapeutischen Einrichtungen ab 1969 nun mit 71 Einrichtungen eine Sättigungsgrenze erreicht zu sein scheint. Die inhaftierten Personen werden zunehmend älter, sodass 2019 die über 50-Jährigen die größte Altersgruppe stellen. Schon seit 2003 liegt der Anteil derjenigen, die aufgrund eines Sexualdelikts inhaftiert sind, bei ca. 50 %, was gegenüber anderen Deliktgruppen eine deutliche Mehrheit darstellt. Ein Großteil der Gefangenen hat keine Haftlockerungen, wobei hier eine zunehmend restriktivere Praxis zu erkennen ist. Die Personalausstattung hat sich über die letzten 23 Jahre insofern verändert, als dass mehr Fachdienste und tendenziell weniger Stellen im allgemeinen Vollzugsdienst (AVD) eingerichtet wurden.
Research on collective resilience processes still lacks a detailed understanding of psychological mechanisms at work when groups cope with adverse conditions, i.e., long-term processes, and how such mechanisms affect physical and mental well-being. As collective resilience will play a crucial part in facing looming climate change-related events such as floods, it is important to investigate these processes further. To this end, this study takes a novel holistic approach by combining resilience research, social psychology, and an archeological perspective to investigate the role of social identity as a collective resilience factor in the past and present. We hypothesize that social identification buffers against the negative effects of environmental threats in participants, which increases somatic symptoms related to stress, in a North Sea region historically prone to floods. A cross-sectional study (N = 182) was conducted to analyze the moderating effects of social identification on the relations between perceived threat of North Sea floods and both well-being and life satisfaction. The results support our hypothesis that social identification attenuates the relationship between threat perception and well-being, such that the relation is weaker for more strongly identified individuals. Contrary to our expectations, we did not find this buffering effect to be present for life satisfaction. Future resilience studies should further explore social identity as a resilience factor and how it operates in reducing environmental stress put on individuals and groups. Further, to help communities living in flood-prone areas better cope with future environmental stress, we recommend implementing interventions strengthening their social identities and hence collective resilience.
Die vorliegende Dissertation beschäftigt sich mit der moderierenden Rolle der Elaboriertheit des sportbezogenen Selbstaspekts auf die Verarbeitung selbstrelevanter Informationen im Sport.
Im ersten Kapitel werden aus einer übergeordneten Perspektive heraus zunächst die beiden im Mittelpunkt der Dissertation stehenden Konstrukte Selbst und Identität in einen historischen Kontext gesetzt und begrifflich umrissen. Im Anschluss werden verschiedene Modelle des Selbst vorgestellt. Dabei wird aufgezeigt, dass insbesondere in der sportpsychologischen Forschung bislang eher Inhalte und weniger Strukturen und Prozesse des Selbstkonzepts im Mittelpunkt standen. In der vorliegenden Dissertation wird das Selbst bzw. die Identität als komplexes, dynamisches System aufgefasst, das sowohl die Informationsverarbeitung beeinflusst als auch durch Prozesse der Informationsverarbeitung beeinflusst wird. Im Anschluss stehen Theorien der Selbstwerterhöhung und der Selbstkonsistenz im Mittelpunkt, deren Vertreter unterschiedliche Vorhersagen für die Verarbeitung konsistenter und von der eigenen Selbsteinschätzung positiv abweichender Rückmeldungen postulieren: Während Selbstwerterhöhungstheorien eine Präferenz für positives Feedback vorhersagen, bevorzugen Personen laut Selbstkonsistenztheorien solches Feedback, das mit ihrer eigenen Selbsteinschätzung übereinstimmt. Anschließend werden mit der Art der Reaktion (affektiv vs. kognitiv) und der Elaboriertheit des betroffenen Selbstaspekts zwei Variablen vorgestellt, die moderieren, ob die Informationsverarbeitung eher konsistenztheoretischen (kognitive Reaktion, hohe Elaboriertheit) oder selbstwerterhöhenden (affektive Reaktion, geringe Elaboriertheit) Vorhersagen folgt.
Ausführlicher werden dann mit dem Exercise Self-Schema und der Exercise Identity zwei sportbezogene Konstrukte vorgestellt, die zur Operationalisierung der Elaboriertheit des entsprechenden Selbstaspekts genutzt werden können. Hierbei wird sowohl auf die Messung als auch auf den empirischen Forschungsstand eingegangen und es wird dargestellt, dass die beiden Konstrukte zwar unterschiedlichen theoretischen Denklinien entstammen, auf operationaler Ebene aber weitgehend austauschbar sind.
Das zweite Kapitel enthält einen Überblick über die drei durchgeführten quantitativen empirischen Studien. Studie 1 (N = 530) beschreibt die Übersetzung und Validierung der Exercise Identity Scale ins Deutsche. Dabei wird neben den beiden in der Literatur diskutierten Ein- und Zwei-Faktor-Modellen auch ein Bifaktor-Modell als mögliche Alternative geprüft. Zusätzlich wird die Invarianz der Skala über die Zeit (Abstand: 14 Tage) mit einer Teilstichprobe, die Invarianz zwischen Männern und Frauen mit der Gesamtstichprobe sowie die konvergente Validität über Korrelationen mit verwandten Konstrukten getestet.
Die Studien 2 und 3 widmen sich der eigentlichen Forschungsfrage nach der moderierenden Wirkung der Elaboriertheit auf die Verarbeitung von sportbezogenem selbstrelevantem Feedback. In Studie 2 (Onlinestudie) wird die Elaboriertheit über das Exercise Self-Schema operationalisiert (N = 472). In dieser Studie zeigt sich, dass Personen – unabhängig davon, ob sie ein Selbstschema im Bereich sportlichen Trainings aufweisen oder nicht – Feedback, das von ihrer eigenen Selbsteinschätzung positiv abweicht, gegenüber mit ihrer Selbsteinschätzung übereinstimmendem (konsistentem) Feedback vorziehen. In Studie 3 (Laborstudie, N = 215) werden einige Limitationen der Onlinestudie adressiert, indem u. a. das fingierte Feedback nach einem objektiveren (physiologischen) Test gegeben und die Elaboriertheit mithilfe der kontinuierlichen Exercise Identity Scale gemessen wird. Auch hier zeigt sich die vermutete moderierende Wirkung der Exercise Identity nicht: Bei der affektiven Reaktion dominiert das Selbstwerterhöhungsmotiv; bei der kognitiven zeigt sich zwar ein kleiner Effekt, der allerdings erwartungswidrig ausfällt (Personen mit geringerer Exercise Identity bevorzugten konsistentes gegenüber positivem Feedback). In beiden Studien zeigt sich darüber hinaus ein moderierender Effekt der Elaboriertheit des sportbezogenen Selbstaspekts hinsichtlich des zur Kontrolle mit in das Versuchsdesign einbezogenen negativen Feedbacks.
Im dritten Kapitel wird eine Gesamtdiskussion der Ergebnisse aus einer übergeordneten Perspektive vorgenommen. Die Befunde werden in den bisherigen empirischen Forschungsstand eingeordnet und es werden Grenzen der durchgeführten Studien diskutiert. Implikationen für zukünftige Forschung werden u. a. im Hinblick auf eine Verbindung zwischen der grundlagenorientierten kognitiv-motivationalen Perspektive der vorliegenden Arbeit und einer eher anwendungsorientierten Perspektive im Sinne der Förderung einer Bindung an sportliche Aktivität diskutiert.
Background: Protection against airborne infection is currently, due to the COVID-19-associated restrictions, ubiquitously applied during public transport use, work and leisure time. Increased carbon dioxide re-inhalation and breathing resistance may result thereof and, in turn, may negatively impact metabolism and performance.
Objectives: To deduce the impact of the surgical mask and filtering face piece type 2 (FFP2) or N95 respirator application on gas exchange (pulse-derived oxygen saturation (SpO2), carbon dioxide partial pressure (PCO2), carbon dioxide exhalation (VCO2) and oxygen uptake (VO2)), pulmonary function (respiratory rate and ventilation) and physical performance (heart rate HR, peak power output Wpeak).
Methods: Systematic review with meta-analysis. Literature available in Medline/Pubmed, the Cochrane Library and the Web of Knowledge with the last search on the 6th of May 2021. Eligibility criteria: Randomised controlled parallel group or crossover trials (RCT), full-text availability, comparison of the acute effects of ≥ 1 intervention (surgical mask or FFP2/N95 application) to a control/comparator condition (i.e. no mask wearing). Participants were required to be healthy humans and > 16 years of age without conditions or illnesses influencing pulmonary function or metabolism. Risk of bias was rated using the crossover extension of the Cochrane risk of bias assessment tool II. Standardised mean differences (SMD, Hedges' g) with 95% confidence intervals (CI) were calculated, overall and for subgroups based on mask and exercise type, as pooled effect size estimators in our random-effects meta-analysis.
Results: Of the 1499 records retrieved, 14 RCTs (all crossover trials, high risk of bias) with 25 independent intervention arms (effect sizes per outcome) on 246 participants were included. Masks led to a decrease in SpO2 during vigorous intensity exercise (6 effect sizes; SMD = − 0.40 [95% CI: − 0.70, − 0.09], mostly attributed to FFP2/N95) and to a SpO2-increase during rest (5 effect sizes; SMD = 0.34 [95% CI: 0.04, 0.64]); no general effect of mask wearing on SpO2 occurred (21 effect sizes, SMD = 0.34 [95% CI: 0.04, 0.64]). Wearing a mask led to a general oxygen uptake decrease (5 effect sizes, SMD = − 0.44 [95% CI: − 0.75, − 0.14]), to slower respiratory rates (15 effect sizes, SMD = − 0.25 [95% CI: − 0.44, − 0.06]) and to a decreased ventilation (11 effect sizes, SMD = − 0.43 [95% CI: − 0.74, − 0.12]). Heart rate (25 effect sizes; SMD = 0.05 [95% CI: − 0.09, 0.19]), Wpeak (9 effect sizes; SMD = − 0.12 [95% CI: − 0.39, 0.15]), PCO2 (11 effect sizes; SMD = 0.07 [95% CI: − 0.14, 0.29]) and VCO2 (4 effect sizes, SMD = − 0.30 [95% CI: − 0.71, 0.10]) were not different to the control, either in total or dependent on mask type or physical activity status.
Conclusion: The number of crossover-RCT studies was low and the designs displayed a high risk of bias. The within-mask- and -intensity-homogeneous effects on gas exchange kinetics indicated larger detrimental effects during exhausting physical activities. Pulse-derived oxygen saturation was increased during rest when a mask was applied, whereas wearing a mask during exhausting exercise led to decreased oxygen saturation. Breathing frequency and ventilation adaptations were not related to exercise intensity. FFP2/N95 and, to a lesser extent, surgical mask application negatively impacted the capacity for gas exchange and pulmonary function but not the peak physical performance.
Registration: Prospero registration number: CRD42021244634
Fitness and exercise may counteract the detrimental metabolic and mood adaptations during prolonged sitting. This study distinguishes the immediate effects of a single bout vs. work-load and intensity-matched repeated exercise breaks on subjective well-being, blood glucose, and insulin response (analyzed as area under the curve) during sedentary time; and assesses the influence of fitness and caloric intake on metabolic alterations during sedentariness. Eighteen women underwent cardiopulmonary exercise testing and three 4 h sitting interventions: two exercise interventions (70% VO2max, 30 min, cycle ergometer: (1) cycling prior to sitting; (2) sitting interrupted by 5 × 6 min cycling), and one control condition (sitting). Participants consumed one meal with ad libitum quantity (caloric intake), but standardized macronutrient proportion. Exercise breaks (4057 ± 2079 μU/mL·min) reduced insulin values compared to a single bout of exercise (5346 ± 5000 μU/mL·min) and the control condition (6037 ± 3571 μU/mL·min) (p ≤ 0.05). ANCOVA revealed moderating effects of caloric intake (519 ± 211 kilocalories) (p ≤ 0.01), but no effects of cardiorespiratory fitness (41.3 ± 4.2 mL/kg/min). Breaks also led to lower depression, but higher arousal compared to a no exercise control (p ≤ 0.05). Both exercise trials led to decreased agitation (p ≤ 0.05). Exercise prior to sitting led to greater peace of mind during sedentary behavior (p ≤ 0.05). Just being fit or exercising prior to sedentary behavior are not feasible to cope with acute detrimental metabolic changes during sedentary behavior. Exercise breaks reduce the insulin response to a meal. Despite their vigorous intensity, breaks are perceived as positive stimulus. Detrimental metabolic changes during sedentary time could also be minimized by limiting caloric intake.
Beneficial acute effects of resistance exercise on cognitive functions may be modified by exercise intensity or by habitual physical activity. Twenty-six participants (9 female and 17 male; 25.5 ± 3.4 years) completed four resistance exercise interventions in a randomized order on separate days (≥48 h washout). The intensities were set at 60%, 75%, and 90% of the one repetition maximum (1RM). Three interventions had matched workloads (equal resistance*nrepetitions). One intervention applied 75% of the 1RM and a 50% reduced workload (resistance*nrepetitions = 50%). Cognitive attention (Trail Making Test A—TMTA), task switching (Trail Making Test B—TMTB), and working memory (Digit Reading Spans Backward) were assessed before and immediately after exercise. Habitual activity was assessed as MET hours per week using the International Physical Activity Questionnaire. TMTB time to completion was significantly shorter after exercise with an intensity of 60% 1RM and 75% 1RM and 100% workload. Friedman test indicated a significant effect of exercise intensity in favor of 60% 1RM. TMTA performance was significantly shorter after exercise with an intensity of 60% 1RM, 90% 1RM, and 75% 1RM (50% workload). Habitual activity with vigorous intensity correlated positively with the baseline TMTB and Digit Span Forward performance but not with pre- to post-intervention changes. Task switching, based on working memory, mental flexibility, and inhibition, was beneficially influenced by acute exercise with moderate intensity whereas attention performance was increased after exercise with moderate and vigorous intensity. The effect of regular activity had no impact on acute exercise effects.
Beneficial acute effects of resistance exercise on cognitive functions may be modified by exercise intensity or by habitual physical activity. Twenty-six participants (9 female and 17 male; 25.5 ± 3.4 years) completed four resistance exercise interventions in a randomized order on separate days (≥48 h washout). The intensities were set at 60%, 75%, and 90% of the one repetition maximum (1RM). Three interventions had matched workloads (equal resistance*nrepetitions). One intervention applied 75% of the 1RM and a 50% reduced workload (resistance*nrepetitions = 50%). Cognitive attention (Trail Making Test A—TMTA), task switching (Trail Making Test B—TMTB), and working memory (Digit Reading Spans Backward) were assessed before and immediately after exercise. Habitual activity was assessed as MET hours per week using the International Physical Activity Questionnaire. TMTB time to completion was significantly shorter after exercise with an intensity of 60% 1RM and 75% 1RM and 100% workload. Friedman test indicated a significant effect of exercise intensity in favor of 60% 1RM. TMTA performance was significantly shorter after exercise with an intensity of 60% 1RM, 90% 1RM, and 75% 1RM (50% workload). Habitual activity with vigorous intensity correlated positively with the baseline TMTB and Digit Span Forward performance but not with pre- to post-intervention changes. Task switching, based on working memory, mental flexibility, and inhibition, was beneficially influenced by acute exercise with moderate intensity whereas attention performance was increased after exercise with moderate and vigorous intensity. The effect of regular activity had no impact on acute exercise effects.
Das Ziel der vorliegenden publikationsbasierten Dissertation liegt darin, ein Erhebungskonzept zu entwickeln, das es erlaubt, ICT-Skills – das heißt Fertigkeiten für das Lösen von Aufgaben in einer Informations- und Kommunikationstechnologie-Umgebung – theoretisch fundiert zu erheben sowie die Validität der intendierten Testwerteinterpretation empirisch zu untersuchen. Die Testwerte sollen als ICT-spezifische Fertigkeiten höherer Ordnung interpretiert werden.
Für die Erfassung von ICT-Skills kann auf keine lange Forschungstradition zurückgegriffen werden. Daher ist es das Ziel der ersten Arbeit, eine Rahmenkonzeption zur Messung von ICT-Skills zu erstellen. Dabei werden drei Ziele verfolgt: Erstens soll für die Itementwicklung spezifiziert werden, auf welchen generischen und ICT spezifischen Fertigkeiten ICT-Skills basieren. Mithilfe etablierter psychologischer Theorien aus den relevanten Fertigkeitsbereichen werden kognitive Schwierigkeiten bei der Bewältigung von ICT-Aufgaben beschrieben, die als Grundlage für die Entwicklung der Items dienen. Zweitens werden für die Implementierung der Items Rationale für deren Erstellung in einer simulationsbasierten Umgebung formuliert, die es erlauben sollen, die intendierten kognitiven Prozesse realitätsnah in den Items abzubilden. Obgleich diese Arbeit einen konzeptionellen Fokus hat, besteht das dritte Ziel darin, die Rahmenkonzeption empirisch zu erproben, um zu beurteilen, ob die Rahmenkonzeption zur Itementwicklung und -implementierung geeignet war.
Aus der Rahmenkonzeption, die ein breites Spektrum relevanter ICT-Aufgaben für die Erfassung sowie eine simulationsbasierte Erhebung vorsieht, resultieren sehr heterogene Items. Deshalb unterscheiden sich ICT-Skills-Items von eher homogenen Itempools, wie sie typischerweise zur Erfassung von Konstrukten der psychologischen Leistungsdiagnostik, etwa zur Intelligenzdiagnostik, verwendet werden. Aus diesem Grund ist für die Konstruktvalidierung der Testwerteinterpretation, die das Ziel der zweiten und dritten Arbeit darstellt, zunächst konzeptionelle Forschungsarbeit nötig, um angemessene Validierungsstrategien für heterogene Items zu entwickeln. Diese in der zweiten und dritten Arbeit erforderlichen konzeptionellen Beiträge bedingen die Struktur dieses Rahmentextes, in dem zunächst die konzeptionellen Beiträge aller drei Arbeiten vorgestellt und anschließend alle empirischen Ergebnisse berichtet werden. Die konzeptionellen Entwicklungen für die Validierung der intendierten Interpretation der Testwerte orientieren sich an Vorgehensweisen der psychologischen Leistungsdiagnostik, der nomothetischen Spanne und der Konstruktrepräsentation (vgl. Embretson, 1983). Mit diesen wird untersucht, inwiefern sich die zentralen Annahmen der Rahmenkonzeption aus der ersten Arbeit, nämlich die bei der Aufgabenlösung involvierten Fertigkeiten und kognitiven Prozesse, in den Testwerten widerspiegeln.
Das Ziel der zweiten Arbeit besteht darin, die nomothetische Spanne von ICT-Skills zu untersuchen und den postulierten Zusammenhang mit generischen und ICT-spezifischen Fertigkeiten empirisch zu untersuchen. Neben dem klassischen Ansatz, der Zusammenhänge über alle Items hinweg betrachtet, wird das Zusammenspiel verschiedener Fertigkeiten auch auf Itemebene analysiert. Darüber hinaus sollen potentielle Variationen in den Zusammenhängen über die sehr heterogenen Items durch Merkmale erklärt werden, welche für diese Heterogenität bezeichnend sind. Die empirischen Ergebnisse dienen – basierend auf den in der Rahmenkonzeption definierten Fertigkeiten – als Evidenzen für die Validität der Testwerteinterpretation.
Das Ziel der dritten Arbeit ist es, die Konstruktrepräsentation zu untersuchen, indem Evidenzen für die intendierten kognitiven Prozesse in der Itembearbeitung gesammelt werden. Klassischerweise werden in homogenen Itempools Itemmerkmale zwischen Items verglichen und wenn möglich quantifiziert, um die Schwierigkeit in Items zu beschreiben. Da die Items sehr heterogen sind, wurden zwei experimentelle Ansätze entwickelt, die diese kognitiven Prozesse in Itemvarianten verändern oder eliminieren. Die Auswirkungen dieser Manipulationen werden in Bezug auf die Itemschwierigkeit und den Zusammenhang mit anderen Konstrukten untersucht. Verändert werden die in der Rahmenkonzeption abgeleiteten schwierigkeitsdeterminierenden Merkmale, um zu untermauern, dass die ICT Skills Items ICT-spezifische Fertigkeiten erfordern. Eliminiert werden alle Merkmale die Fertigkeiten höherer Ordnung erfordern sollten. Mit diesen experimentellen Strategien können die zentralen Punkte der intendierten Testwerteinterpretation untersucht werden.
Neben den empirischen Ergebnissen zur Untermauerung der intendierten Testwerteinterpretation für den entwickelten ICT-Skills-Test ist der Erkenntnisgewinn dieser Arbeit auch in den konzeptionellen Beiträgen zu sehen. Mit diesen wurde exemplarisch gezeigt, wie ein Konstrukt wie ICT-Skills erfasst werden kann, indem man sich an den Vorgehensweisen der psychologischen Leistungsdiagnostik orientiert und dabei auf Annahmen kognitiver Prozesse zurückgreift.
Im Bobsport herrscht Konsens, dass die Startphase von zentraler Bedeutung für eine gute Endzeit ist. Dennoch hat sich die Sportwissenschaft mit der Frage, wie der Bobstart gelingt, bis dato kaum auseinandergesetzt. Der Beitrag holt dies in Form einer leibphänomenologischen Analyse der Startphase im Viererbob nach, indem er sein Augenmerk sowohl auf die leibliche Kommunikation der Athleten untereinander als auch zwischen ihnen und ihrem Sportgerät richtet. Theoretisches Fundament hierfür ist die Leibphänomenologie von Hermann Schmitz, empirische Grundlage sind problemzentrierte Interviews mit acht Kaderathleten des Bob- und Schlittenverbands für Deutschland (BSD). Zentrales Ergebnis der Untersuchung ist erstens, dass für das Gelingen des Viererbobstarts vor allem die antagonistisch-einseitige Einleibung der Athleten untereinander wie auch der Athleten mit dem Bob bedeutsam ist. Zweitens erweist sich die solidarische Einleibung der Athleten als wichtige Bedingung und gleichermaßen spürbarer Ausdruck eines gelungenen Viererbobstarts. Der Text präsentiert damit einen vollkommen neuen Blick auf den Bobsport. Mit seinem theoretisch-konzeptionellen Fokus auf leibliche Kommunikation im Sport liefert er darüber hinausgehend einen innovativen Beitrag zur phänomenologischen Sportforschung, wie er generell die fruchtbare Verbindung von Philosophie und empirischer Sportwissenschaft belegt.