@article{BrunnerKellerStallaschetal.2022,
  author    = {Brunner, Martin and Keller, Lena and Stallasch, Sophie E. and Kretschmann, Julia and Hasl, Andrea and Preckel, Franzis and Luedtke, Oliver and Hedges, Larry},
  title     = {Meta-analyzing individual participant data from studies with complex survey designs},
  series = {Research synthesis methods},
  volume    = {14},
  journal   = {Research synthesis methods},
  number    = {1},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {1759-2879},
  doi       = {10.1002/jrsm.1584},
  pages     = {5 -- 35},
  year      = {2022},
  abstract  = {Descriptive analyses of socially important or theoretically interesting phenomena and trends are a vital component of research in the behavioral, social, economic, and health sciences. Such analyses yield reliable results when using representative individual participant data (IPD) from studies with complex survey designs, including educational large-scale assessments (ELSAs) or social, health, and economic survey and panel studies. The meta-analytic integration of these results offers unique and novel research opportunities to provide strong empirical evidence of the consistency and generalizability of important phenomena and trends. Using ELSAs as an example, this tutorial offers methodological guidance on how to use the two-stage approach to IPD meta-analysis to account for the statistical challenges of complex survey designs (e.g., sampling weights, clustered and missing IPD), first, to conduct descriptive analyses (Stage 1), and second, to integrate results with three-level meta-analytic and meta-regression models to take into account dependencies among effect sizes (Stage 2). The two-stage approach is illustrated with IPD on reading achievement from the Programme for International Student Assessment (PISA). We demonstrate how to analyze and integrate standardized mean differences (e.g., gender differences), correlations (e.g., with students' socioeconomic status [SES]), and interactions between individual characteristics at the participant level (e.g., the interaction between gender and SES) across several PISA cycles. All the datafiles and R scripts we used are available online. Because complex social, health, or economic survey and panel studies share many methodological features with ELSAs, the guidance offered in this tutorial is also helpful for synthesizing research evidence from these studies.},
  language  = {en}
}
@article{PeitzSchulzeWarschburger2021,
  author    = {Peitz, Diana and Schulze, Julian and Warschburger, Petra},
  title     = {Getting a deeper understanding of mindfulness in the context of eating behavior},
  series = {Appetite : multidisciplinary research on eating and drinking},
  volume    = {159},
  journal   = {Appetite : multidisciplinary research on eating and drinking},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0195-6663},
  doi       = {10.1016/j.appet.2020.105039},
  pages     = {15},
  year      = {2021},
  abstract  = {Purpose: Current research supports the effectiveness of mindfulness-based interventions for maladaptive eating behaviors associated with obesity and eating disorders. To investigate potential underlying mechanisms at work, reliable and valid instruments that allow for an exhaustive assessment of the context-specific construct Mindful Eating (ME) are needed. Therefore, the current work aimed to develop a comprehensive inventory reflecting a wide range of ME attitudes and behaviors: The Mindful Eating Inventory (MEI). Methods \& Results: Study 1 describes the item pool development for an initial version of the MEI comprising various steps (compilation of items, expert ratings, focus groups and think aloud protocols by laypersons). Within Study 2, the factor structure of this initial version was explored in an online sample of N = 828 participants and the item pool was shortened via a sequential process based on statistical and content-related considerations. Exploratory factor analyses yielded a seven-factor structure. This structure could be confirmed within Study 3 on an independent online sample of N = 612 participants using confirmatory factor analysis. Criterion validity was supported by hypotheses-confirming correlations with eating-specific and global health-relevant outcomes. Conclusion: Our findings demonstrate that the MEI is a valid and reliable (in terms of internal consistency and retest-reliability) tool, which allows for a comprehensive assessment of various ME attitudes and behaviors within one parsimonious inventory. It further enabled us to propose a so far missing, initial scientific operational definition of this eating-specific construct, that may help to advance future research and clinical application by clarifying mechanisms of action.},
  language  = {en}
}
@article{MkaouerHammoudiNassibAmaraetal.2018,
  author    = {Mkaouer, Bessem and Hammoudi-Nassib, Sarra and Amara, Samiha and Chaabene, Helmi},
  title     = {Evaluating the physical and basic gymnastics skills assessment for International Gymnastics Federation},
  series = {Biology of Sport},
  volume    = {35},
  journal   = {Biology of Sport},
  number    = {4},
  publisher = {Inst Sport},
  address   = {Warsaw},
  issn      = {0860-021X},
  doi       = {10.5114/biolsport.2018.78059},
  pages     = {383 -- 392},
  year      = {2018},
  abstract  = {This study aimed to determine the specific physical and basic gymnastics skills considered critical in gymnastics talent identification and selection as well as in promoting men's artistic gymnastics performances. Fifty-one boys from a provincial gymnastics team (age 11.03 ± 0.95 years; height 1.33 ± 0.05 m; body mass 30.01 ± 5.53 kg; body mass index [BMI] 16.89 ± 3.93 kg/m²) regularly competing at national level voluntarily participated in this study. Anthropometric measures as well as the men's artistic gymnastics physical test battery (i.e., International Gymnastics Federation [FIG] age group development programme) were used to assess the somatic and physical fitness profile of participants, respectively. The physical characteristics assessed were: muscle strength, flexibility, speed, endurance, and muscle power. Test outcomes were subjected to a principal components analysis to identify the most representative factors. The main findings revealed that power speed, isometric and explosive strength, strength endurance, and dynamic and static flexibility are the most determinant physical fitness aspects of the talent selection process in young male artistic gymnasts. These findings are of utmost importance for talent identification, selection, and development.},
  language  = {en}
}
@article{PetzoldBischoffRogolletal.2017,
  author    = {Petzold, Moritz B. and Bischoff, Sophie and Rogoll, Janina and Plag, Jens and Teran, Christina and Brand, Ralf and Str{\"o}hle, Andreas},
  title     = {Physical activity in outpatients with mental disorders: status, measurement and social cognitive determinants of health behavior change},
  series = {European archives of psychiatry and clinical neuroscience : official organ of the German Society for Biological Psychiatry},
  volume    = {267},
  journal   = {European archives of psychiatry and clinical neuroscience : official organ of the German Society for Biological Psychiatry},
  publisher = {Springer},
  address   = {Heidelberg},
  issn      = {0940-1334},
  doi       = {10.1007/s00406-017-0772-3},
  pages     = {639 -- 650},
  year      = {2017},
  abstract  = {Physical activity (PA) can play an important role in improving the mental and physical health in patients with mental disorders but is not well studied in this population. The aim of this study was to assess the status of PA in outpatients with mental disorders, compare the convergence of self-rating and accelerometer measurement and examine the influence of social cognitive variables from the Motivation-Volition (MoVo) model and clinical measures on PA. Eighty-four patients were recruited from three psychiatric outpatient clinics and local psychiatrists (Distribution of ICD-10-Diagnoses: F3.x = 59.5\%, F4.x = 20.2\%, F2.x = 17.9\%, F1.x = 2.4\%). PA, Self-efficacy, Outcome-expectancies, Intention, Self-concordance, Action- and Coping-planning, Health-related Quality of Life (SF-12) and Psychiatric Symptoms (SCL-27) were assessed through questionnaires. PA was assessed objectively by accelerometers. Most of the participants did not reach PA recommendations. Subjective and objective measurement of PA showed good accordance for total PA on group level but lower accordance on individual level. Motivational and volitional determinants of health behavior change showed a similar pattern of correlations with PA as in populations without mental disorders. Outpatients with mental disorders have the ability and are willing to perform PA but a large proportion of our sample did not meet PA recommendations. To assess group levels of PA, subjective and objective measurement seem equally apt, for individual diagnostics, a combination of both should be considered. Social cognitive determinants of health behavior change seem to be as helpful for the design of PA interventions for patients with mental disorders as they are in other populations.},
  language  = {en}
}
@article{NehringNowakUpmeierZuBelzenetal.2015,
  author    = {Nehring, Andreas and Nowak, Kathrin H. and Upmeier Zu Belzen, Annette and Tiemann, R{\"u}diger},
  title     = {Predicting Students' Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables},
  series = {International journal of science education},
  volume    = {37},
  journal   = {International journal of science education},
  number    = {9},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0950-0693},
  doi       = {10.1080/09500693.2015.1035358},
  pages     = {1343 -- 1363},
  year      = {2015},
  abstract  = {Research on predictors of achievement in science is often targeted on more traditional content-based assessments and single student characteristics. At the same time, the development of skills in the field of scientific inquiry constitutes a focal point of interest for science education. Against this background, the purpose of this study was to investigate to which extent multiple student characteristics contribute to skills of scientific inquiry. Based on a theoretical framework describing nine epistemological acts, we constructed and administered a multiple-choice test that assesses these skills in lower and upper secondary school level (n=780). The test items contained problem-solving situations that occur during chemical investigations in school and had to be solved by choosing an appropriate inquiry procedure. We collected further data on 12 cognitive, motivational, and sociodemographic variables such as conceptual knowledge, enjoyment of chemistry, or language spoken at home. Plausible values were drawn to quantify students' inquiry skills. The results show that students' characteristics predict their inquiry skills to a large extent (55\%), whereas 9 out of 12 variables contribute significantly on a multivariate level. The influence of sociodemographic traits such as gender or the social background becomes non-significant after controlling for cognitive and motivational variables. Furthermore, the performance advance of students from upper secondary school level can be explained by controlling for cognitive covariates. We discuss our findings with regard to curricular aspects and raise the question whether the inquiry skills can be considered as an autonomous trait in science education research.},
  language  = {en}
}
@article{KrausEngbertDollingeretal.2012,
  author    = {Kraus, Uta and Engbert, Kai and Dollinger, Anika and Heiss, Christian and Brand, Ralf},
  title     = {Evaluation of a mitial interview guide for sport psychology counseling},
  series = {Zeitschrift f{\"u}r Sportpsychologie},
  volume    = {19},
  journal   = {Zeitschrift f{\"u}r Sportpsychologie},
  number    = {4},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {1612-5010},
  doi       = {10.1026/1612-5010/a000080},
  pages     = {145 -- 162},
  year      = {2012},
  abstract  = {The initial interview is important for psychological counseling regarding the acquisition of diagnostic information and in terms of establishing a professional counseling relationship. In applied sports psychology there so far exist no clear guidelines to structure this process. To improve the quality of sports psychological consultations, the present study introduces and evaluates a semi-structured guideline for an initial interview in which the content and form of the consultation are determined, the concerns of the client are systematically explored, and the objectives of the collaboration and the further process are defined. Eleven sport psychology trainees participated in our study and conducted initial interviews with actors. One interview was conducted by using the initial interview guide and the other interview was created individually by each sport psychology trainee based on his own expertise. The results showed that the quality of the interview process (i.e., formal requirements, use of open questions) as well as the satisfaction of the consultant with the interview was significantly higher when following the guideline. No differences were found regarding the quality of the consultation findings and the satisfaction of the athletes with the interview. The results are discussed with respect to their theoretical and practical implications.},
  language  = {de}
}