@article{SteinmayrLazaridesWeidingeretal.2021, author = {Steinmayr, Ricarda and Lazarides, Rebecca and Weidinger, Anne Franziska and Christiansen, Hanna}, title = {Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes}, series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie}, volume = {35}, journal = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie}, number = {2-3}, publisher = {Hogrefe Verlag}, address = {G{\"o}ttingen}, issn = {1010-0652}, doi = {10.1024/1010-0652/a000306}, pages = {85 -- 106}, year = {2021}, abstract = {Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online survey and rated the following activities of teachers in mathematics, language arts (German), English, and science / biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunication tools with students and / or parents. Parents also reported student academic outcomes during the school lockdown (child's learning motivation, competent and independent learning, learning progress). Parents further reported student characteristics and social background variables: child's negative emotionality, school engagement, mathematical and language competencies, and child's social and cultural capital. Data were separately analyzed for elementary and secondary schools. In both samples, frequency of student-teacher communication was associated with all academic outcomes, except for learning progress in elementary school. Frequency of parent-teacher communication was associated with motivation and learning progress, but not with competent and independent learning, in both samples. Other distant teaching activities were differentially related to students' academic outcomes in elementary vs. secondary school. School engagement explained most additional variance in all students' outcomes during the school lockdown. Parent's highest school leaving certificate incrementally predicted students' motivation, and competent and independent learning in secondary school, as well as learning progress in elementary school. The variable "child has own bedroom" additionally explained variance in students' competent and independent learning during the school lockdown in both samples. Thus, both teaching activities during the school lockdown as well as children's characteristics and social background were independently important for students' motivation, competent and independent learning, and learning progress. Results are discussed with regard to their practical implications for realizing distant teaching.}, language = {en} } @article{LazaridesSchiepeTiska2022, author = {Lazarides, Rebecca and Schiepe-Tiska, Anja}, title = {Heterogeneity of motivational characteristics in classroom}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft}, volume = {25}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft}, number = {2}, publisher = {Springer}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-022-01082-3}, pages = {249 -- 267}, year = {2022}, abstract = {An effective handling of heterogeneous groups in classrooms is one of the main challenges that teachers face when planning their instruction. However, including means of adaptive teaching in classrooms also yields the chance to re-conceptualize classroom instruction. Researchers and practitioners often discuss the question of how different ability levels can be considered adequately in teaching and learning. Because motivation is a central source of competence development and self-regulated learning, the current article discusses how teaching can adapt to learners' different motivational states and traits. In a first step, we review theoretical and empirical perspectives on intra- and interindividual motivational differences in students and their relations to other dimensions of classroom heterogeneity such as gender, ethnic background, and socio-economic status. Against this background, we discuss how instruction can adapt effectively to learners' different motivational needs. We introduce a model of adaptive teaching that refers to students' intra- and interindividual motivational differences and derive conclusions for teacher education and instructional practice.}, language = {en} } @article{BoschSmimou2022, author = {Bosch, David and Smimou, Kamal}, title = {Traders' motivation and hedging pressure in commodity futures markets}, series = {Research in international business and finance}, volume = {59}, journal = {Research in international business and finance}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0275-5319}, doi = {10.1016/j.ribaf.2021.101529}, pages = {34}, year = {2022}, abstract = {This study seeks to explain the major drivers of trading activity in commodity futures markets and gage the effect of trading activity on commodity prices. Rather than concentrating on a specific commodity subgroup or a particular type of commodity traders, we provide an extensive overview of the behavior across all market participants and their influence on commodity prices by using a broad set of commodity futures contracts. Although commodity futures returns show co-movement with financial fundamentals (U.S. dollar index, equity, and bond markets), based on the Disaggregated Commitment of Traders Report (DCOT), this relationship cannot be attributed to trading activity. Pricing in commodity markets can be predominantly attributed to hedgers and influential speculators (money managers), whereas small speculators (nonreportable traders) are crucial to some soft commodity futures similar to dealers in metals commodity futures. Furthermore, we find limited cases where inventory changes exert a sizable influence on position changes of DCOT traders.}, language = {en} } @article{MichałowskiWiwatowskaWeymar2020, author = {Michałowski, Jarosław M. and Wiwatowska, Ewa and Weymar, Mathias}, title = {Brain potentials reveal reduced attention and error-processing during a monetary Go/No-Go task in procrastination}, series = {Scientific reports}, volume = {10}, journal = {Scientific reports}, number = {1}, publisher = {Macmillan Publishers Limited, part of Springer Nature}, address = {London}, issn = {2045-2322}, doi = {10.1038/s41598-020-75311-2}, pages = {12}, year = {2020}, abstract = {Procrastination is a self-regulatory problem of voluntarily and destructively delaying intended and necessary or personally important tasks. Previous studies showed that procrastination is associated with executive dysfunctions that seem to be particularly strong in punishing contexts. In the present event-related potential (ERP) study a monetary version of the parametric Go/No-Go task was performed by high and low academic procrastinators to verify the influence of motivational context (reward vs. punishment expectation) and task difficulty (easy vs. hard) on procrastination-related executive dysfunctions. The results revealed increased post-error slowing along with reduced P300 and error-related negativity (ERN) amplitudes in high (vs. low) procrastination participants-effects that indicate impaired attention and error-related processing in this group. This pattern of results did not differ as a function of task difficulty and motivation condition. However, when the task got more difficult executive attention deficits became even more apparent at the behavioral level in high procrastinators, as indexed by increased reaction time variability. The findings substantiate prior preliminary evidence that procrastinators show difficulties in certain aspects of executive functioning (in attention and error processing) during execution of task-relevant behavior, which may be more apparent in highly demanding situations.}, language = {en} } @article{MassoltBorowski2020, author = {Massolt, Joost Willem and Borowski, Andreas}, title = {Perceived relevance of university physics problems by pre-service physics teachers}, series = {International journal of science education}, volume = {42}, journal = {International journal of science education}, number = {2}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {0950-0693}, doi = {10.1080/09500693.2019.1705424}, pages = {167 -- 189}, year = {2020}, abstract = {Pre-service physics teachers often do not recognise the relevance for their future career in their university content knowledge courses. A lower perceived relevance can, however, have a negative effect on their motivation and on their academic success. Several intervention studies have been undertaken with the goal to increase this perceived relevance. A previous study shows that conceptual physics problems used in university physics courses are perceived by pre-service physics teachers as more relevant for their future career than regular, quantitative problems. It is however not clear, what the students' meaning of the construct 'relevance' is: what makes a problem more relevant to them than another problem? To answer this question, N = 7 pre-service teachers were interviewed using the repertory grid technique, based on the personal construct theory. Nine physics problems were discussed with regards to their perceived relevance and with regards to problem properties that distinguish these problems from each other. We are able to identify six problem properties that have a positive influence on the perceived relevance. Physics problems that are based on these properties should therefore potentially have a higher perceived relevance, which can have a positive effect on the motivation of the pre-service teachers who solve these problems.}, language = {en} } @article{Apelojg2020, author = {Apelojg, Benjamin}, title = {DieFelix-App}, series = {Bildung, Schule und Digitalisierung}, journal = {Bildung, Schule und Digitalisierung}, publisher = {Waxmann}, address = {M{\"u}nster}, isbn = {978-3-8309-4246-7}, doi = {10.31244/9783830992462}, pages = {133 -- 138}, year = {2020}, abstract = {Emotionen besitzen eine große Bedeutung bei Lernprozessen. Nach der „Control-Value"-Theorie wird davon ausgegangen, dass positive Emotionen sich positiv, nega tive Emotionen sich hingegen negativ auf den Lernprozess auswirken k{\"o}nnen. Die Felix-App greift solche Effekte auf, um das Befinden und die Bed{\"u}rfnisse von Lehrenden und Lernenden in Echtzeit zu erfassen und direkt in Form anschaulicher Grafiken zur{\"u}ck-zumelden. Der theoretische Hintergrund und Best-Practice-Beispiele werden erl{\"a}utert.}, language = {de} } @article{BrandEkkekakis2017, author = {Brand, Ralf and Ekkekakis, Panteleimon}, title = {Affective-Reflective Theory of physical inactivity and exercise}, series = {German Journal of Exercise and Sport Research}, volume = {48}, journal = {German Journal of Exercise and Sport Research}, number = {1}, publisher = {Springer}, address = {New York}, issn = {2509-3142}, doi = {10.1007/s12662-017-0477-9}, pages = {48 -- 58}, year = {2017}, abstract = {This article introduces a new theory, the Affective-Reflective Theory (ART) of physical inactivity and exercise. ART aims to explain and predict behavior in situations in which people either remain in a state of physical inactivity or initiate action (exercise). It is a dual-process model and assumes that exercise-related stimuli trigger automatic associations and a resulting automatic affective valuation of exercise (type-1 process). The automatic affective valuation forms the basis for the reflective evaluation (type-2 process), which can follow if self-control resources are available. The automatic affective valuation is connected with an action impulse, whereas the reflective evaluation can result in action plans. The two processes, in constant interaction, direct the individual towards or away from changing behavior. The ART of physical inactivity and exercise predicts that, when there is an affective-reflective discrepancy and self-control resources are low, behavior is more likely to be governed by the affective type-1 process. This introductory article explains the underlying concepts and main theoretical roots from which the ART of physical inactivity and exercise was developed (field theory, affective responses to exercise, automatic evaluation, evaluation-behavior link, dual-process theorizing). We also summarize the empirical tests that have been conducted to refine the theory in its present form.}, language = {en} } @article{SchiefeleLoeweke2018, author = {Schiefele, Ulrich and Loeweke, Sebastian}, title = {The Nature, Development, and Effects of Elementary Students' Reading Motivation Profiles}, series = {Reading research quarterly}, volume = {53}, journal = {Reading research quarterly}, number = {4}, publisher = {Wiley}, address = {Hoboken}, issn = {0034-0553}, doi = {10.1002/rrq.201}, pages = {405 -- 421}, year = {2018}, abstract = {The present study employed a longitudinal person-centered approach to examine the profiles of reading motivation in a sample of 405 elementary school students who were tested in grades 3 and 4. Two dimensions of intrinsic reading motivation (involvement and curiosity) and two dimensions of extrinsic reading motivation (recognition and competition) were considered. Latent profile analyses revealed the same set of four profiles across third and fourth grades: high intrinsic (i.e., high on involvement and curiosity, low on recognition and competition), high involvement (i.e., high on involvement, low on the remaining dimensions), high quantity (high on all dimensions), and moderate quantity (low to moderate on all dimensions). Further results showed that 35\% of the students changed their profile membership from third to fourth grade. We particularly observed an increased probability of students in the high-quantity, moderate-quantity, and high-involvement profiles to move to the high-intrinsic profile. Finally, the moderate-quantity profile proved to be significantly lower in reading amount than the other groups that did not differ significantly. Pertaining to reading comprehension, however, the two intrinsic profiles outperformed both the high- and moderate-quantity groups. The latter finding emphasizes the particular importance of intrinsic reading motivation.}, language = {en} } @article{SalzwedelReibisHeidleretal.2019, author = {Salzwedel, Annett and Reibis, Rona Katharina and Heidler, Maria-Dorothea and Wegscheider, Karl and V{\"o}ller, Heinz}, title = {Determinants of Return to Work After Multicomponent Cardiac Rehabilitation}, series = {Archives of Physical Medicine and Rehabilitation}, volume = {100}, journal = {Archives of Physical Medicine and Rehabilitation}, number = {12}, publisher = {Elsevier}, address = {Philadelphia}, issn = {0003-9993}, doi = {10.1016/j.apmr.2019.04.003}, pages = {2399 -- 2402}, year = {2019}, abstract = {Objectives: To explore predictors of return to work in patients after acute coronary syndrome and coronary artery bypass grafting, taking into account cognitive performance, depression, physical capacity, and self-assessment of the occupational prognosis. Design: Observational, prospective, bicentric. Setting: Postacute 3-week inpatient cardiac rehabilitation (CR). Participants: Patients (N=401) <65 years of age (mean 54.5 +/- 6.3y), 80\% men. Interventions: Not applicable. Main Outcome Measures: Status of return to work (RTW) 6 months after discharge from CR. Results: The regression model for RTW showed negative associations for depression (odds ratio 0.52 per SD, 95\% confidence interval 0.36-0.76, P=.001), age (odds ratio 0.72, 95\% confidence interval 0.52-1.00, P=.047), and in particular for a negative subjective occupational prognosis (expected incapacity for work odds ratio 0.19, 95\% confidence interval 0.06-0.59, P=.004; unemployment odds ratio 0.08, 95\% confidence interval 0.01-0.72, P=.024; retirement odds ratio 0.07, 95\% confidence interval 0.01-0.067, P=.021). Positive predictors were employment before the cardiac event (odds ratio 9.66, 95\% confidence interval 3.10-30.12, P<.001), capacity to work (fit vs unfit) at discharge from CR (odds ratio 3.15, 95\% confidence interval 1.35-7.35, P=.008), and maximum exercise capacity (odds ratio 1.49, 95\% confidence interval 1.06-2.11, P=.022). Cognitive performance had no effect.}, language = {en} } @article{SchinkoethBrand2020, author = {Schink{\"o}th, Michaela and Brand, Ralf}, title = {Automatic associations and the affective valuation of exercise}, series = {German Journal of Exercise and Sport Research}, volume = {50}, journal = {German Journal of Exercise and Sport Research}, number = {654}, publisher = {Springer}, address = {Berlin ; Heidelberg}, issn = {2509-3150}, doi = {10.1007/s12662-020-00664-9}, pages = {366 -- 376}, year = {2020}, abstract = {The decision to exercise is not only bound to rational considerations but also automatic affective processes. The affective-reflective theory of physical inactivity and exercise (ART) proposes a theoretical framework for explaining how the automatic affective process (type‑1 process) will influence exercise behavior, i.e., through the automatic activation of exercise-related associations and a subsequent affective valuation of exercise. This study aimed to empirically test this assumption of the ART with data from 69 study participants. A single-measurement study, including within-subject experimental variation, was conducted. Automatic associations with exercise were first measured with a single-target implicit association test. The somato-affective core of the participants' automatic valuation of exercise-related pictures was then assessed via heart rate variability (HRV) analysis, and the affective valence of the valuation was tested with a facial expression (FE; smile and frown) task. Exercise behavior was assessed via self-report. Multiple regression (path) analysis revealed that automatic associations predicted HRV reactivity (β = -0.24, p = .044); the signs of the correlation between automatic associations and the smile FE score was in the expected direction but remained nonsignificant (β = -0.21, p = .078). HRV reactivity predicted self-reported exercise behavior (β = -0.28, p = .013) (the same pattern of results was achieved for the frown FE score). The HRV-related results illustrate the potential role of automatic negative affective reactions to the thought of exercise as a restraining force in exercise motivation. For better empirical distinction between the two ART type‑1 process components, automatic associations and the affective valuation should perhaps be measured separately in the future. The results support the notion that automatic and affective processes should be regarded as essential aspects of the motivation to exercise.}, language = {en} }