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The present diary study was conducted for the purpose of bridging and integrating empirical research on the antecedents and consequences of work-related ruminative processes in the evening. Based on the control theory, unfinished tasks and fatigue in the afternoon were considered as antecedents of affective rumination, while vitality was investigated as the outcome observed in the next morning to test for cyclical processes. During a 5-day diary study (including 3 weekdays and the weekend), 74 beginning teachers completed three diary entries per day. A total of 795 diary entries were obtained. Using multilevel structural equation modeling, the study supported that both fatigue and unfinished tasks explained unique shares of variance of affective rumination in the evening at the between- and within-person levels. Furthermore, affective rumination mediated the relationship between unfinished tasks and vitality as well as fatigue and vitality. However, this only held true at the between- and not the within-person level, as neither affective rumination nor fatigue and unfinished tasks predicted the following morning’s vitality at this level. The results offer insights into the antecedents of affective rumination and add to extant research on the negative consequences of affective rumination considering vitality as an outcome.
Mediennutzung
(2013)
Professionalization of service-learning in higher education – an academic development approach
(2018)
In an attempt to professionalize service-learning in higher education, teachers and their teaching skills are considered a determining factor and require particular attention. To promote the teaching skills necessary for service-learning courses, an academic development approach addressing these specific requirements has been implemented at Goethe University Frankfurt as part of the academic development program for teaching staff. This article presents the particularities of this approach and illustrates one of its central elements, i.e., the concept of a workshop on planning service-learning courses. Both practical and research implications are discussed.