@incollection{Apelojg2024, author = {Apelojg, Benjamin}, title = {I need to move it, move It!}, series = {Emotion in organizations}, booktitle = {Emotion in organizations}, editor = {Ashkanasy, Neal M. and Troth, Ashlea C. and Humphrey, Ronald H.}, publisher = {Emerald Publishing Limited}, address = {Bingley}, isbn = {978-1-83797-251-7}, doi = {10.1108/S1746-979120240000019002}, pages = {13 -- 35}, year = {2024}, abstract = {Purpose Student interest and learning success is an important component of teaching learning research. However, while the impact of emotions and psychological needs on students' achievements has been a focus of research, the impact of their physiological needs has been under studied. In this explorative study, I examine what impact the physiological and psychological needs of student teachers have on their feelings, motivation, and interest in different learning settings. Approach The research method used was the daily reconstruction method and included the Felix-App, a new digital research and feedback tool that allows the measurement of feelings, needs, motivation, and interest in real time. Findings The results suggest the importance of physiological needs for perceived emotions, motivation, and interest in the learning subject. The psychological needs, on the other hand, are of less importance. Originality The Felix-App is an innovative tool to learn more about learners' emotions and needs in real learning settings. The importance of physiological needs has been known since Maslow, but should be considered much more in the context of teaching and learning research in the future. There is a need for further research on the importance of physical aspects in learning.}, language = {en} } @article{BogdanovaMiklashevskyBogdanovaetal.2019, author = {Bogdanova, Oksana Yu and Miklashevsky, Alex A. and Bogdanova, Elena L. and Soldatenkova, O. B.}, title = {Academic Achievement in Math and Foreign Language: Individual Characteristics and Gender Stereotypes}, series = {Sibirskiy psikholoicheskiy zurnal - Siberian of Journal psychology}, journal = {Sibirskiy psikholoicheskiy zurnal - Siberian of Journal psychology}, number = {73}, publisher = {Tomsk state univ}, address = {Tomsk}, issn = {1726-7080}, doi = {10.17223/17267080/73/11}, pages = {176 -- 196}, year = {2019}, abstract = {The study aims to investigate the contribution of individual characteristics and gender stereotypes of secondary school pupils in academic achievement in math and foreign language. A sample of pupils reported in 6th and 7th grades (three waves) their self-perceived ability and motivation for math and foreign language learning, math and foreign language gender stereotypes, implicit theories of intelligence; academic achievement (grades) in math in foreign language is also included in the analysis. Regression analysis and Mann Whitney U Test demonstrated that self-perceived ability in math and incremental theory of intelligence are significant predictors for academic achievement in maths. Boys are characterised by higher level of self-perceived abilities and motivation for learning math. However, academic achievement of girls in maths and foreign languages are higher as compared to boys. Pupils learning two foreign languages demonstrate higher level of self-perceived abilities for motivation and learning math and less expressed gender stereotypes about success in learning math and foreign languages. Study findings can be used for designing educational programmes for mathematics and foreign languages, professional development and finding solutions for individualized approach in school education.}, language = {ru} } @article{BrandCheval2019, author = {Brand, Ralf and Cheval, Boris}, title = {Theories to explain exercise motivation and physical inactivity}, series = {Frontiers in psychology}, volume = {10}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2019.01147}, pages = {4}, year = {2019}, language = {en} } @article{BrandTimmeNosrat2020, author = {Brand, Ralf and Timme, Sinika and Nosrat, Sanaz}, title = {When pandemic hits}, series = {Frontiers in psychology}, volume = {11}, journal = {Frontiers in psychology}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2020.570567}, pages = {10}, year = {2020}, abstract = {The governmental lockdowns related to the COVID-19 pandemic have forced people to change their behavior in many ways including changes in exercise. We used the brief window of global lockdown in the months of March/April/May 2020 as an opportunity to investigate the effects of externally imposed restrictions on exercise-related routines and related changes in subjective well-being. Statistical analyses are based on data from 13,696 respondents in 18 countries using a cross-sectional online survey. A mixed effects modeling approach was used to analyze data. We tested whether exercise frequency before and during the pandemic would influence mood during the pandemic. Additionally, we used the COVID-19 pandemic data to build a prediction model, while controlling for national differences, to estimate changes in exercise frequency during similar future lockdown conditions depending on prelockdown exercise frequency. According to the prediction model, those who rarely exercise before a lockdown tend to increase their exercise frequency during it, and those who are frequent exercisers before a lockdown tend to maintain it. With regards to subjective well-being, the data show that those who exercised almost every day during this pandemic had the best mood, regardless of whether or not they exercised prepandemic. Those who were inactive prepandemic and slightly increased their exercise frequency during the pandemic, reported no change in mood compared to those who remained inactive during the pandemic. Those who reduced their exercise frequency during the pandemic reported worse mood compared to those who maintained or increased their prepandemic exercise frequency. This study suggests that under similar lockdown conditions, about two thirds of those who never or rarely exercise before a lockdown might adopt an exercise behavior or increase their exercise frequency. However, such changes do not always immediately result in improvement in subjective well-being. These results may inform national policies, as well as health behavior and exercise psychology research on the importance of exercise promotion, and prediction of changes in exercise behavior during future pandemics.}, language = {en} } @article{BrandUlrich2019, author = {Brand, Ralf and Ulrich, Lukas}, title = {I Can See It in Your Face.}, series = {Frontiers in Psychology}, volume = {10}, journal = {Frontiers in Psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2019.02901}, pages = {11}, year = {2019}, abstract = {The purpose of this study was to illustrate that people's affective valuation of exercise can be identified in their faces. The study was conducted with a software for automatic facial expression analysis and it involved testing the hypothesis that positive or negative affective valuation occurs spontaneously when people are reminded of exercise. We created a task similar to an emotional Stroop task, in which participants responded to exercise-related and control stimuli with a positive or negative facial expression (smile or frown) depending on whether the photo was presented upright or tilted. We further asked participants how much time they would normally spend for physical exercise, because we assumed that the affective valuation of those who exercise more would be more positive. Based on the data of 86 participants, regression analysis revealed that those who reported less exercise and a more negative reflective evaluation of exercise initiated negative facial expressions on exercise-related stimuli significantly faster than those who reported exercising more often. No significant effect was observed for smile responses. We suspect that responding with a smile to exercise-related stimuli was the congruent response for the majority of our participants, so that for them no Stroop interference occurred in the exercise-related condition. This study suggests that immediate negative affective reactions to exercise-related stimuli result from a postconscious automatic process and can be detected in the study participants' faces. It furthermore illustrates how methodological paradigms from social-cognition research (here: the emotional Stroop paradigm) can be adapted to collect and analyze biometric data for the investigation of exercisers' and non-exercisers' automatic valuations of exercise.}, language = {en} } @article{BrunnerKellerWengeretal.2017, author = {Brunner, Martin and Keller, Ulrich and Wenger, Marina and Fischbach, Antoine and L{\"u}dtke, Oliver}, title = {Between-School Variation in Students' Achievement, Motivation, Affect, and Learning Strategies}, series = {Journal of research on educational effectiveness / Society for Research on Educational Effectiveness (SREE)}, volume = {11}, journal = {Journal of research on educational effectiveness / Society for Research on Educational Effectiveness (SREE)}, number = {3}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1934-5747}, doi = {10.1080/19345747.2017.1375584}, pages = {452 -- 478}, year = {2017}, abstract = {To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated.}, language = {en} } @misc{ErtlLuttenbergerLazaridesetal.2019, author = {Ertl, Bernhard and Luttenberger, Silke and Lazarides, Rebecca and Jones, M. Gail and Paechter, Manuela}, title = {Editorial: Gendered Paths into STEM. Disparities Between Females and Males in STEM Over the Life-Span}, series = {Frontiers in psychology}, volume = {10}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2019.02758}, pages = {4}, year = {2019}, language = {en} } @article{GrundFriesRheinberg2018, author = {Grund, Axel and Fries, Stefan and Rheinberg, Falko}, title = {Know Your Preferences}, series = {Review of general psychology}, volume = {22}, journal = {Review of general psychology}, number = {4}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {1089-2680}, doi = {10.1037/gpr0000159}, pages = {437 -- 451}, year = {2018}, abstract = {Theory and research on self-regulation is dominated by a social-cognitive perspective that places an emphasis on postdecisional (i.e., volitional) control processes of goal-maintenance in response to dual-motive conflict. In the current contribution, we focus on research on self-regulation that acknowledges the affective fundamentals of motivated action, and we highlight processes of goal selection as vital parts of self-regulation. From our perspective of motivational competence, affective and cognitive processes work together rather than oppose each other in self-regulation, rendering effortless rather than effortful goal pursuit as the hallmark of efficient human action. A precondition for such motive- and self-congruent goal pursuits is that individuals have insight into their basic preferences and (can) act accordingly. Therefore, we address capacities, such as mindfulness, which may take effect in predecisional (i.e., motivational) action phases, thereby determining all subsequent action processes.}, language = {en} } @article{KretschmannVockLuedtkeetal.2019, author = {Kretschmann, Julia and Vock, Miriam and L{\"u}dtke, Oliver and Jansen, Malte and Gronostaj, Anna}, title = {Effects of grade retention on students' motivation: A longitudinal study over 3 years of secondary school}, series = {The journal of educational psychology}, volume = {111}, journal = {The journal of educational psychology}, number = {8}, publisher = {American Psychological Association}, address = {Washington}, issn = {0022-0663}, doi = {10.1037/edu0000353}, pages = {1432 -- 1446}, year = {2019}, abstract = {Despite the fact that grade retention is now seen as controversial in many quarters, it remains common practice in numerous countries. Previous research on the effects of grade retention on student development has, however, generated ambiguous results, particularly in terms of motivational outcomes. This ambiguity has been attributed in part to a lack of high-quality studies including a longitudinal design, a suitable comparison group, and adequate statistical control of preretention differences. Based on longitudinal data of N = 3,288 German students over 3 years of secondary school, we examined differences in their academic self-concept, scholarly interests, learning motivation, and achievement motivation between those being retained in the 6th grade (n = 61) and those of the same age being promoted annually. To account for confounding variables, we applied full propensity score matching on baseline measures of the dependent variables, as well as various other covariates that have been found to be associated with the risk of retention (e.g., cognitive ability, academic performance, and family background variables). Results reveal a steep decline in students' academic self-concept, interests, and learning motivation during the last months spent in the original class, just before retention. For those measures that were available, negative effects were still partly significant after 1 year, but had diminished 2 years after grade retention. Contrary to predictions suggested by the big-fish-little-pond effect, we found no positive effects of retention on students' academic self-concept.}, language = {en} } @article{KuhlickeSeebauerHudsonetal.2020, author = {Kuhlicke, Christian and Seebauer, Sebastian and Hudson, Paul and Begg, Chloe and Bubeck, Philip and Dittmer, Cordula and Grothmann, Torsten and Heidenreich, Anna and Kreibich, Heidi and Lorenz, Daniel F. and Masson, Torsten and Reiter, Jessica and Thaler, Thomas and Thieken, Annegret and Bamberg, Sebastian}, title = {The behavioral turn in flood risk management, its assumptions and potential implications}, series = {WIREs Water}, volume = {7}, journal = {WIREs Water}, number = {3}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {2049-1948}, doi = {10.1002/wat2.1418}, pages = {1 -- 22}, year = {2020}, abstract = {Recent policy changes highlight the need for citizens to take adaptive actions to reduce flood-related impacts. Here, we argue that these changes represent a wider behavioral turn in flood risk management (FRM). The behavioral turn is based on three fundamental assumptions: first, that the motivations of citizens to take adaptive actions can be well understood so that these motivations can be targeted in the practice of FRM; second, that private adaptive measures and actions are effective in reducing flood risk; and third, that individuals have the capacities to implement such measures. We assess the extent to which the assumptions can be supported by empirical evidence. We do this by engaging with three intellectual catchments. We turn to research by psychologists and other behavioral scientists which focus on the sociopsychological factors which influence individual motivations (Assumption 1). We engage with economists, engineers, and quantitative risk analysts who explore the extent to which individuals can reduce flood related impacts by quantifying the effectiveness and efficiency of household-level adaptive measures (Assumption 2). We converse with human geographers and sociologists who explore the types of capacities households require to adapt to and cope with threatening events (Assumption 3). We believe that an investigation of the behavioral turn is important because if the outlined assumptions do not hold, there is a risk of creating and strengthening inequalities in FRM. Therefore, we outline the current intellectual and empirical knowledge as well as future research needs. Generally, we argue that more collaboration across intellectual catchments is needed, that future research should be more theoretically grounded and become methodologically more rigorous and at the same time focus more explicitly on the normative underpinnings of the behavioral turn.}, language = {en} }