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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 ...
Motor imagery is conceptualized as an internal simulation that uses motor-related parts of the brain as its substrate. Many studies have investigated this sharing of common neural resources between the two modalities of motor imagery and motor execution. They have shown overlapping but not identical activation patterns that thereby result in a modality-specific neural signature. However, it is not clear how far this neural signature depends on whether the imagined action has previously been practiced physically or only imagined. The present study aims to disentangle whether the neural imprint of an imagined manual pointing sequence within cortical and subcortical motor areas is determined by the nature of this prior practice modality. Each participant practiced two sequences physically, practiced two other sequences mentally, and did a behavioural pre-test without any further practice on a third pair of sequences. After a two-week practice intervention, participants underwent fMRI scans while imagining all six sequences. Behavioural data demonstrated practice-related effects as well as very good compliance with instructions. Functional MRI data confirmed the previously known motor imagery network. Crucially, we found that mental and physical practice left a modality-specific footprint during mental motor imagery. In particular, activation within the right posterior cerebellum was stronger when the imagined sequence had previously been practiced physically. We conclude that cerebellar activity is shaped specifically by the nature of the prior practice modality.
Background: Diet and physical activity (PA) have a major impact on physical and mental health. However, there is a lack of effective strategies for sustaining these health-protective behaviors. A shift to a microtemporal, within-person approach is needed to capture dynamic processes underlying eating behavior and PA, as they change rapidly across minutes or hours and differ among individuals. However, a tool that captures these microtemporal, within-person processes in daily life is currently not present.
Objective: The APPetite-mobile-app is developed for the ecological momentary assessment of microtemporal, within-person processes of complex dietary intake, objectively recorded PA, and related factors. This study aims to evaluate the feasibility and usability of the APPetite-mobile-app and the validity of the incorporated APPetite-food record.
Methods: The APPetite-mobile-app captures dietary intake event-contingently through a food record, captures PA continuously through accelerometers, and captures related factors (eg, stress) signal-contingently through 8 prompts per day. Empirical data on feasibility (n=157), usability (n=84), and validity (n=44) were collected within the Eat2beNICE-APPetite-study. Feasibility and usability were examined in healthy participants and psychiatric patients. The relative validity of the APPetite-food record was assessed with a subgroup of healthy participants by using a counterbalanced crossover design. The reference method was a 24-hour recall. In addition, the energy intake was compared with the total energy expenditure estimated from accelerometry.
Results: Good feasibility, with compliance rates above 80% for prompts and the accelerometer, as well as reasonable average response and recording durations (prompt: 2.04 min; food record per day: 17.66 min) and latencies (prompts: 3.16 min; food record: 58.35 min) were found. Usability was rated as moderate, with a score of 61.9 of 100 on the System Usability Scale. The evaluation of validity identified large differences in energy and macronutrient intake between the two methods at the group and individual levels. The APPetite-food record captured higher dietary intakes, indicating a lower level of underreporting, compared with the 24-hour recall. Energy intake was assessed fairly accurately by the APPetite-food record at the group level on 2 of 3 days when compared with total energy expenditure. The comparison with mean total energy expenditure (2417.8 kcal, SD 410) showed that the 24-hour recall (1909.2 kcal, SD 478.8) underestimated habitual energy intake to a larger degree than the APPetite-food record (2146.4 kcal, SD 574.5).
Conclusions: The APPetite-mobile-app is a promising tool for capturing microtemporal, within-person processes of diet, PA, and related factors in real time or near real time and is, to the best of our knowledge, the first of its kind. First evidence supports the good feasibility and moderate usability of the APPetite-mobile-app and the validity of the APPetite-food record. Future findings in this context will build the foundation for the development of personalized lifestyle modification interventions, such as just-in-time adaptive interventions.
The COVID-19 pandemic has called worldwide for strong governmental measures to contain its spread, associated with considerable psychological distress. This study aimed at screening a convenience sample in Germany during lockdown for perceived vulnerability to disease, knowledge about COVID-19, symptoms of depression and anxiety, and behavioral responses. In an online survey, 1358 participants completed the perceived vulnerability to disease scale (PVD), the Patient Health Questionnaire (PHQ-4), and questionnaires on knowledge about COVID-19 and self-perceived change in behaviors in response to COVID-19. Lower and upper quartiles of the PVD were used to classify individuals into low and high PVD. A confirmatory factor analysis supported three factors representing risk, preventive and adaptive behavior as behavioral responses to COVID-19 lockdown. A structural equation model showed that the score of the knowledge scale significantly predicted the self-reported increase in adaptive and preventive behavior. The score in the PVD-subscale Perceived Infectability predicted a self-reported increase in preventive behavior, whereas the Germ Aversion score predicted a self-reported increase in preventive and a decrease in risk behavior. The score in PHQ-4 predicted a higher score in the perceived infectability and germ aversion subscales, and a self-reported decrease in adaptive behavior. Low-, medium- and high-PVD groups reported distinct patterns of behavior, knowledge, and mental health symptoms. This study shows that perceived vulnerability to disease is closely linked to preventive behaviors and may enhance adaptation to COVID-19 pandemic.
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.
Previous research has demonstrated the efficacy of psychological interventions to foster resilience. However, little is known about whether the cultural context in which resilience interventions are implemented affects their efficacy on mental health. Studies performed in Western (k = 175) and Eastern countries (k = 46) regarding different aspects of interventions (setting, mode of delivery, target population, underlying theoretical approach, duration, control group design) and their efficacy on resilience, anxiety, depressive symptoms, quality of life, perceived stress, and social support were compared. Interventions in Eastern countries were longer in duration and tended to be more often conducted in group settings with a focus on family caregivers. We found evidence for larger effect sizes of resilience interventions in Eastern countries for improving resilience (standardized mean difference [SMD] = 0.48, 95% confidence interval [CI] 0.28 to 0.67; p < 0.0001; 43 studies; 6248 participants; I2 = 97.4%). Intercultural differences should receive more attention in resilience intervention research. Future studies could directly compare interventions in different cultural contexts to explain possible underlying causes for differences in their efficacy on mental health outcomes.
Children often perform worse than adults on tasks that require focused attention. While this is commonly regarded as a sign of incomplete cognitive development, a broader attentional focus could also endow children with the ability to find novel solutions to a given task. To test this idea, we investigated children’s ability to discover and use novel aspects of the environment that allowed them to improve their decision-making strategy. Participants were given a simple choice task in which the possibility of strategy improvement was neither mentioned by instructions nor encouraged by explicit error feedback. Among 47 children (8—10 years of age) who were instructed to perform the choice task across two experiments, 27.5% showed a full strategy change. This closely matched the proportion of adults who had the same insight (28.2% of n = 39). The amount of erroneous choices, working memory capacity and inhibitory control, in contrast, indicated substantial disadvantages of children in task execution and cognitive control. A task difficulty manipulation did not affect the results. The stark contrast between age-differences in different aspects of cognitive performance might offer a unique opportunity for educators in fostering learning in children.
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.
Background: Running is a popular sport with high injury rates. Although risk factors have intensively been investigated, synthesized knowledge about the differences in injury rates of female and male runners is scarce. Objective: To systematically investigate the differences in injury rates and characteristics between female and male runners. Methods: Database searches (PubMed, Web of Science, PEDro, SPORTDiscus) were conducted according to PRISMA guidelines using the keywords “running AND injur*”. Prospective studies reporting running related injury rates for both sexes were included. A random-effects meta-analysis was used to pool the risk ratios (RR) for the occurrence of injuries in female vs. male runners. Potential moderators (effect modifiers) were analysed using meta-regression. Results: After removal of duplicates, 12,215 articles were screened. Thirty-eight studies were included and the OR of 31 could be pooled in the quantitative analysis. The overall injury rate was 20.8 (95% CI 19.9–21.7) injuries per 100 female runners and 20.4 (95% CI 19.7–21.1) injuries per 100 male runners. Meta-analysis revealed no differences between sexes for overall injuries reported per 100 runners (RR 0.99, 95% CI 0.90–1.10, n = 24) and per hours or athlete exposure (RR 0.94, 95% CI 0.69–1.27, n = 6). Female sex was associated with a more frequent occurrence of bone stress injury (RR (for males) 0.52, 95% CI 0.36–0.76, n = 5) while male runners had higher risk for Achilles tendinopathies (RR 1. 86, 95% CI 1.25–2.79, n = 2). Meta-regression showed an association between a higher injury risk and competition distances of 10 km and shorter in female runners (RR 1.08, 95% CI 1.00–1.69). Conclusion: Differences between female and male runners in specific injury diagnoses should be considered in the development of individualised and sex-specific prevention and rehabilitation strategies to manage running-related injuries.
Background: Personal treatment goals (PTG) are important means to tailor psychotherapy to the needs of the patient, leading to increased engagement and greater improvement in relevant outcomes. According to lifespan developmental research, motivational goals in old age differ from goals of younger people, with management of losses rather than growth becoming more prevalent. However, this study is the first to systematically investigate age-specific differences in PTGs. Method: We used routine data from patients with major depression assessed at the beginning of outpatient cognitive behavioural therapy. Initial high-priority PTGs were assessed using the Bern Inventory of Treatment Goals (BIT-C). Older patients (≥60 years, n = 52) were matched to younger patients (<60 years, n = 52) with regard to severity of depression, number of comorbidities, gender and level of education. Results: Using a mixed method approach, high-priority PTGs of both age groups were focused most strongly on reducing depressive symptoms and, subsequently, anxiety. At the same time, older patients focused more strongly on PTGs related to well-being and functioning, while younger patients' emphasis was on personal growth. Furthermore, better coping with the ageing process and physical losses emerged as important PTGs for some older patients. Conclusion: Initial PTG themes are specific to diagnosis, but also seem to differ in regard to age. Thus, it is important to develop age-sensitive measures that allow appropriate and efficient tailoring of psychotherapy to meet older patients' needs and preferences.
The aim of this systematic review was to assess the effects of genetic variations and polymorphisms on endurance performance, muscle strength and injury susceptibility in competitive sports. The electronic databases PubMed and Web of Science were searched for eligible studies. The study quality was assessed using the RoBANS tool. Studies were included if they met the following criteria: (1) human study in English or German; (2) published in the period 2015–2019; (3) investigation of an association between genetic variants and endurance performance and/or muscle strength and/or endurance/strength training status as well as ligament, tendon, or muscle injuries; (4) participants aged 18–60 years and national or international competition participation; (5) comparison with a control group. Nineteen studies and one replication study were identified. Results revealed that the IGF-1R 275124 A>C rs1464430 polymorphism was overrepresented in endurance trained athletes. Further, genotypes of PPARGC1A polymorphism correlated with performance in endurance exercise capacity tests in athletes. Moreover, the RR genotype of ACTN3 R577X polymorphism, the C allele of IGF-1R polymorphism and the gene variant FTO T>A rs9939609 and/or their AA genotype were linked to muscle strength. In addition, gene variants of MCT1 (T1470A rs1049434) and ACVR1B (rs2854464) were also positively associated with strength athletes. Among others, the gene variants of the MMP group (rs591058 and rs679620) as well as the polymorphism COL5A1 rs13946 were associated with susceptibility to injuries of competitive athletes. Based on the identified gene variants, individualized training programs for injury prevention and optimization of athletic performance could be created for competitive athletes using gene profiling techniques.
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.
'THIS ISN'T ME!': the role of age-related self- and user images for robot acceptance by elders
(2020)
Although companion-type robots are already commercially available, little interest has been taken in identifying reasons for inter-individual differences in their acceptance. Elders’ age-related perceptions of both their own self (self-image) and of the general older robot user (user image) could play a relevant role in this context. Since little is known to date about elders’ companion-type robot user image, it is one aim of this study to investigate its age-related facets, concentrating on possibly stigmatizing perceptions of elder robot users. The study also addresses the association between elders’ age-related self-image and robot acceptance: Is the association independent of the user image or not? To investigate these research questions, N = 28 adults aged 63 years and older were introduced to the companion-type robot Pleo. Afterwards, several markers of robot acceptance were assessed. Actual and ideal self- and subjective robot user image were assessed by a study-specific semantic differential on the stereotype dimensions of warmth and competence. Results show that participants tended to stigmatize elder robot users. The self-images were not directly related to robot acceptance, but affected it in the context of the user image. A higher fit between self- and user image was associated with higher perceived usefulness, social acceptance, and intention to use the robot. To conclude, elders’ subjective interpretations of new technologies play a relevant role for their acceptance. Together with elders’ individual self-images, they need to be considered in both robot development and implementation. Future research should consider that associations between user characteristics and robot acceptance by elders can be complex and easily overlooked.
Background: Excessive unilateral joint loads may lead to overuse disorders. Bilateral training in archery is only performed as a supportive coordination training and as a variation of typical exercise. However, a series of studies demonstrated a crossover transfer of training-induced motor skills to the contralateral side, especially in case of mainly unilateral skills. We compared the cervical spine and shoulder kinematics of unilateral and bilateral training archers.
Methods: In this cross-sectional study, 25 (5 females, 48 ± 14 years) bilaterally training and 50 age-, sex- and level-matched (1:2; 47.3 ± 13.9 years) unilaterally training competitive archers were included. Cervical range of motion (RoM, all planes) and glenohumeral rotation were assessed with an ultrasound-based 3D motion analysis system. Upward rotation of the scapula during abduction and elevation of the arm were measured by means of a digital inclinometer and active shoulder mobility by means of an electronic caliper. All outcomes were compared between groups (unilaterally vs. bilaterally) and sides (pull-hand- vs. bow-hand-side).
Results: Unilateral and bilateral archers showed no between group and no side-to-side-differences in either of the movement direction of the cervical spine. The unilateral archers had higher pull-arm-side total glenohumeral rotation than the bilateral archers (mean, 95% CI), (148°, 144–152° vs. 140°, 135°-145°). In particular, internal rotation (61°, 58–65° vs. 56°, 51–61°) and more upward rotation of the scapula at 45 degrees (12°, 11–14° vs. 8°, 6–10°), 90 degrees (34°, 31–36° vs. 28°, 24–32°), 135 degrees (56°, 53–59° vs. 49°, 46–53°), and maximal (68°, 65–70° vs. 62°, 59–65°) arm abduction differed. The bow- and pull-arm of the unilateral, but not of the bilateral archers, differed in the active mobility of the shoulder (22 cm, 20–24 cm vs. 18 cm, 16–20 cm).
Conclusions: Unilaterally training archers display no unphysiologic movement behaviour of the cervical spine, but show distinct shoulder asymmetris in the bow- and pull-arm-side when compared to bilateral archers in glenohumeral rotation, scapula rotation during arm abduction, and active mobility of the shoulder. These asymmetries in may exceed physiological performance-enhancing degrees. Bilateral training may seems appropriate in archery to prevent asymmetries.
Fragestellung: Es existiert eine Vielzahl von Begriffen für Verhaltenssüchte, die Mängel in Operationalisierung, Bezug zum Verhalten, Kompatibilität mit internationalen Klassifikationen sowie nicht stigmatisierender Nutzung aufweisen. Daher werden einheitliche Begriffe für Verhaltenssüchte benötigt. Methode: Im Rahmen einer Leitlinie zur Diagnostik und Behandlung Internetbezogener Störungen wurden Lösungen in Form eines Expertenkonsens entwickelt. Ergebnisse: Als Grundlage wurde die Einteilung von Verhaltenssüchten in der 11. Revision der International Classification of Diseases (ICD-11) genutzt. Es wurden die Begriffe Computerspielstörung (CSS) und Glücksspielstörung (GSS) für die beiden in ICD-11 enthaltenen Verhaltenssüchte gewählt sowie drei weitere spezifizierte Verhaltenssüchte vorgeschlagen: Soziale-Netzwerke-Nutzungsstörung (SNS), Shoppingstörung (ShS) und Pornografie-Nutzungsstörung (PNS). Für CSS, GSS und ShS wird weiterhin zwischen vorwiegend online oder vorwiegend offline unterschieden. Als Oberbegriff wird Störungen aufgrund von Verhaltenssüchten vorgeschlagen. Für Störungen aufgrund von Verhaltenssüchten, die sich vorwiegend auf online ausgeübte Verhaltensweisen beziehen, kann alternativ der Oberbegriff Internetnutzungsstörungen verwendet werden. Schlussfolgerung: Die vorgeschlagenen Termini weisen Verbesserungen im Vergleich zu uneindeutigen oder aus anderen Gründen ungünstigen Begriffen dar. Gleichzeitig konnte eine Kompatibilität mit der ICD-11 ermöglicht werden.
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.
Understanding effects of emotional valence and stress on children’s memory is important for educational and legal contexts. This study disentangled the effects of emotional content of to-be-remembered information (i.e., items differing in emotional valence and arousal), stress exposure, and associated cortisol secretion on children’s memory. We also examined whether girls’ memory is more affected by stress induction. A total of 143 6- and 7-year-old children were randomly allocated to the Trier Social Stress Test for Children (n = 103) or a control condition (n = 40). At 25 min after stressor onset, children incidentally encoded 75 objects varying in emotional valence (crossed with arousal) together with neutral scene backgrounds. We found that response bias corrected memory was worse for low-arousing negative items than for neutral and positive items, with the latter two categories not being different from each other. Whereas boys’ memory was largely unaffected by stress, girls in the stress condition showed worse memory for negative items, especially the low-arousing ones, than girls in the control condition. Girls, compared with boys, reported higher subjective stress increases following stress exposure and had higher cortisol stress responses. Whereas a higher cortisol stress response was associated with better emotional memory in girls in the stress condition, boys’ memory was not associated with their cortisol secretion. Taken together, our study suggests that 6- and 7-year-old children, more so girls, show memory suppression for negative information. Girls’ memory for negative information, compared with that of boys, is also more strongly modulated by stress experience and the associated cortisol response.
Wörter flüssig und genau lesen zu können ist ein wichtiger Meilenstein beim Lesenlernen, den jedoch nicht alle Kinder erreichen. Schwachen Leser/innen bereitet es oft Schwierig-keiten, den Übergang vom buchstabenweisen Einlesen hin zur visuellen Worterkennung durch orthografische Vergleichsprozesse anhand größerer (sub-)lexikalischer Einheiten zu schaffen. Dabei ermöglicht die Silbe Kindern, die im Deutschen lesen lernen, den Einstieg in orthografische Vergleichsprozesse. Vor diesem Hintergrund untersuchte diese Replikations-studie in einem experimentellen Prä-Post-Design die Wirksamkeit eines silbenbasierten Le-setrainings auf die visuelle Worterkennung und das Leseverständnis von Zweitklässler/innen. Dazu wurden 101 Kinder, deren Worterkennungsleistung in einem standardisierten Lesetest im Vergleich zur Klassennorm unter dem Mittelwert lag, randomisiert der Experimental- oder Wartekontrollgruppe zugewiesen. Die Ergebnisse linearer Modelle nach Abschluss des 24 Sitzungen umfassenden Kleingruppentrainings zeigen signifikante Verbesserungen der orthografischen Vergleichsprozesse in der Experimentalgruppe. Demnach gelang es Kindern, die das Training des wiederholten Lesens und Segmentierens frequenter Silben erhalten hat-ten, Wörter schneller und genauer zu erkennen. Dieser Befund stellt einen weiteren Beleg für die Wirksamkeit des Trainings zur Förderung der Erkennung geschriebener Wörter dar.
Never good enough: the relation between the impostor phenomenon and multidimensional perfectionism
(2020)
The Impostor Phenomenon can be described as the tendency to attribute professional success not to one’s own abilities but to excessive effort or fortunate external circumstances. Individuals strongly experiencing those tendencies fear that one day they will be exposed as “impostors” as soon as their alleged incompetence can no longer be concealed. Typical characteristics of the Impostor Phenomenon outlined by Clance (1985) show a remarkable conceptual similarity to the personality construct of perfectionism. Thus, the present study aimed at investigating how the Impostor Phenomenon is related to various facets of dispositional perfectionism with respect to predominant conceptualizations of perfectionism by Frost et al. (1990), Hewitt and Flett (1991), as well as their combination within the bifactor model of Perfectionistic Strivings and Perfectionistic Concerns (Frost et al. 1993). A total of N = 274 individuals participated in an online survey including the Impostor Phenomenon Scale (CIPS; Clance 1988), the Frost Multidimensional Perfectionism Scale (FMPS; Frost et al. 1990), and the Hewitt und Flett Multidimensional Perfectionism Scale (MPS short form; Hewitt et al. 2008). Hierarchical regression analyses were conducted to determine the differential contributions of perfectionism dimensions and factors in predicting the Impostor Phenomenon. The perfectionism dimensions Doubts about Actions, Concern over Mistakes and Socially prescribed Perfectionism appeared to be efficient predictors of the Impostor Phenomenon. Contrary to Perfectionistic Strivings, Perfectionistic Concerns as a maladaptive perfectionism factor strongly contributed to the prediction of the Impostor Phenomenon. Theoretical and practical implications of the associations between the Impostor Phenomenon and multidimensional perfectionism are discussed.
Cross-sectional findings suggest that volumes of specific hippocampal subfields increase in middle childhood and early adolescence. In contrast, a small number of available longitudinal studies reported decreased volumes in most subfields over this age range. Further, it remains unknown whether structural changes in development are associated with corresponding gains in children’s memory. Here we report cross-sectional age differences in children’s hippocampal subfield volumes together with longitudinal developmental trajectories and their relationships with memory performance. In two waves, 109 participants aged 6–10 years (wave 1: MAge=7.25, wave 2: MAge=9.27) underwent high-resolution magnetic resonance imaging to assess hippocampal subfield volumes (imaging data available at both waves for 65 participants) and completed tasks assessing hippocampus dependent memory processes. We found that cross-sectional age-associations and longitudinal developmental trends in hippocampal subfield volumes were discrepant, both by subfields and in direction. Further, volumetric changes were largely unrelated to changes in memory, with the exception that increase in subiculum volume was associated with gains in spatial memory. Longitudinal and cross-sectional patterns of brain-cognition couplings were also discrepant. We discuss potential sources of these discrepancies. This study underscores that children’s structural brain development and its relationship to cognition cannot be inferred from cross-sectional age comparisons.