@article{BakadorovaLazaridesRaufelder2020, author = {Bakadorova, Olga and Lazarides, Rebecca and Raufelder, Diana}, title = {Effects of social and individual school self-concepts on school engagement during adolescence}, series = {European journal of psychology of education : a journal of education and development}, volume = {35}, journal = {European journal of psychology of education : a journal of education and development}, number = {1}, publisher = {Springer Nature}, address = {Lisboa}, issn = {0256-2928}, doi = {10.1007/s10212-019-00423-x}, pages = {73 -- 91}, year = {2020}, abstract = {While school self-concept is an important facilitator of a student's school engagement, previous studies rarely investigated whether it may also explain the change in students' school engagement during secondary school. Moreover, as social relations play an increasingly important role in adolescence, the current research distinguishes between the social and individual school self-concepts of a student. Whereas individual school self-concept uses the perception of a student's own ability in the past in order to estimate perceived current ability, social school self-concept refers to the comparison of a student's own perceived current ability with the current perceived abilities of others. We examined the role of students' individual and social school self-concepts in the development of behavioral and emotional school engagement during the period from grade 8 to grade 9. The sample consisted of 1088 German adolescents at the first measurement time (M-age = 13.70, SD = 0.53; 53.9\% girls). The findings suggested a significant decline in both emotional and behavioral school engagement over the span of 1.5 years. In addition, social-but not individual-school self-concept was associated with the change in both dimensions of school engagement over time, such as it may intensify a student's decline in school engagement levels. This might be due to the fact that students with a high social school self-concept tend to increasingly emphasize competition and comparison and strive for high grades, which lowers students' school participation and identification in the long term.}, language = {en} } @article{HagemannAbramova2023, author = {Hagemann, Linus and Abramova, Olga}, title = {Sentiment, we-talk and engagement on social media}, series = {Internet research}, volume = {33}, journal = {Internet research}, number = {6}, publisher = {Emeral}, address = {Bingley}, issn = {1066-2243}, doi = {10.1108/INTR-12-2021-0885}, pages = {2058 -- 2085}, year = {2023}, abstract = {Purpose Given inconsistent results in prior studies, this paper applies the dual process theory to investigate what social media messages yield audience engagement during a political event. It tests how affective cues (emotional valence, intensity and collective self-representation) and cognitive cues (insight, causation, certainty and discrepancy) contribute to public engagement. Design/methodology/approach The authors created a dataset of more than three million tweets during the 2020 United States (US) presidential elections. Affective and cognitive cues were assessed via sentiment analysis. The hypotheses were tested in negative binomial regressions. The authors also scrutinized a subsample of far-famed Twitter users. The final dataset, scraping code, preprocessing and analysis are available in an open repository. Findings The authors found the prominence of both affective and cognitive cues. For the overall sample, negativity bias was registered, and the tweet's emotionality was negatively related to engagement. In contrast, in the sub-sample of tweets from famous users, emotionally charged content produced higher engagement. The role of sentiment decreases when the number of followers grows and ultimately becomes insignificant for Twitter participants with many followers. Collective self-representation ("we-talk") is consistently associated with more likes, comments and retweets in the overall sample and subsamples. Originality/value The authors expand the dominating one-sided perspective to social media message processing focused on the peripheral route and hence affective cues. Leaning on the dual process theory, the authors shed light on the effectiveness of both affective (peripheral route) and cognitive (central route) cues on information appeal and dissemination on Twitter during a political event. The popularity of the tweet's author moderates these relationships.}, language = {en} } @inproceedings{HagemannAbramova2022, author = {Hagemann, Linus and Abramova, Olga}, title = {Crafting audience engagement in social media conversations}, series = {Proceedings of the 55th Hawaii International Conference on System Sciences}, booktitle = {Proceedings of the 55th Hawaii International Conference on System Sciences}, publisher = {HICSS Conference Office University of Hawaii at Manoa}, address = {Honolulu}, isbn = {978-0-9981331-5-7}, pages = {3222 -- 3231}, year = {2022}, abstract = {Observing inconsistent results in prior studies, this paper applies the elaboration likelihood model to investigate the impact of affective and cognitive cues embedded in social media messages on audience engagement during a political event. Leveraging a rich dataset in the context of the 2020 U.S. presidential elections containing more than 3 million tweets, we found the prominence of both cue types. For the overall sample, positivity and sentiment are negatively related to engagement. In contrast, the post-hoc sub-sample analysis of tweets from famous users shows that emotionally charged content is more engaging. The role of sentiment decreases when the number of followers grows and ultimately becomes insignificant for Twitter participants with a vast number of followers. Prosocial orientation ("we-talk") is consistently associated with more likes, comments, and retweets in the overall sample and sub-samples.}, language = {en} } @article{PerugiaPaetzelPruesmannAlanenpaeaeetal.2021, author = {Perugia, Giulia and Paetzel-Pr{\"u}smann, Maike and Alanenp{\"a}{\"a}, Madelene and Castellano, Ginevra}, title = {I can see it in your eyes}, series = {Frontiers in robotics and AI}, volume = {8}, journal = {Frontiers in robotics and AI}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2296-9144}, doi = {10.3389/frobt.2021.645956}, pages = {18}, year = {2021}, abstract = {Over the past years, extensive research has been dedicated to developing robust platforms and data-driven dialog models to support long-term human-robot interactions. However, little is known about how people's perception of robots and engagement with them develop over time and how these can be accurately assessed through implicit and continuous measurement techniques. In this paper, we explore this by involving participants in three interaction sessions with multiple days of zero exposure in between. Each session consists of a joint task with a robot as well as two short social chats with it before and after the task. We measure participants' gaze patterns with a wearable eye-tracker and gauge their perception of the robot and engagement with it and the joint task using questionnaires. Results disclose that aversion of gaze in a social chat is an indicator of a robot's uncanniness and that the more people gaze at the robot in a joint task, the worse they perform. In contrast with most HRI literature, our results show that gaze toward an object of shared attention, rather than gaze toward a robotic partner, is the most meaningful predictor of engagement in a joint task. Furthermore, the analyses of gaze patterns in repeated interactions disclose that people's mutual gaze in a social chat develops congruently with their perceptions of the robot over time. These are key findings for the HRI community as they entail that gaze behavior can be used as an implicit measure of people's perception of robots in a social chat and of their engagement and task performance in a joint task.}, 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} } @misc{SchiefeleSchaffnerMoelleretal.2012, author = {Schiefele, Ulrich and Schaffner, Ellen and M{\"o}ller, Jens and Wigfield, Allan}, title = {Dimensions of reading motivation and their relation to reading behavior and competence}, series = {Reading research quarterly}, volume = {47}, journal = {Reading research quarterly}, number = {4}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {0034-0553}, doi = {10.1002/RRQ.030}, pages = {427 -- 463}, year = {2012}, abstract = {This review of research examines the constructs of reading motivation and synthesizes research findings of the past 20 years on the relationship between reading motivation and reading behavior (amount, strategies, and preferences), and the relationship between reading motivation and reading competence (reading skills and comprehension). In addition, evidence relating to the causal role of motivational factors and to the role of reading behavior as a mediator of the effects of motivation on reading competence is examined. We identify seven genuine dimensions of reading motivation: curiosity, involvement, competition, recognition, grades, compliance, and work avoidance. Evidence for these dimensions comes from both quantitative and qualitative research. Moreover, evidence from previous studies confirms the positive contribution of intrinsic reading motivation, and the relatively small or negative contribution of extrinsic reading motivation, to reading behavior and reading competence. The positive contribution of intrinsic motivation is particularly evident in relation to amount of reading for enjoyment and reading competence and holds even when accounting for relevant control variables. However, the causal role of reading motivation and the mediating role of reading behavior remain largely unresolved issues.}, language = {en} }