@article{VietzeSchwarzenthalMoffittetal.2022, author = {Vietze, Jana and Schwarzenthal, Miriam and Moffitt, Ursula and Civitillo, Sauro}, title = {Beyond 'migrant background': how to select relevant, social justice oriented, and feasible social categories in educational research}, series = {European journal of psychology of education}, volume = {38}, journal = {European journal of psychology of education}, number = {1}, publisher = {Springer}, address = {New York}, issn = {0256-2928}, doi = {10.1007/s10212-022-00611-2}, pages = {389 -- 408}, year = {2022}, abstract = {Across continental Europe, educational research samples are often divided by 'migrant background', a binary variable criticized for masking participant heterogeneity and reinforcing exclusionary norms of belonging. This study endorses more meaningful, representative, and precise research by offering four guiding questions for selecting relevant, social justice oriented, and feasible social categories for collecting and analysing data in psychological and educational research. Using a preregistered empirical example, we first compare selected social categories ('migrant background', family heritage, religion, citizenship, cultural identification, and generation status) in their potential to reveal participant heterogeneity. Second, we investigate differences in means and relations between variables (discrimination experiences, perceived societal Islamophobia, and national identity) and academic motivation among 1335 adolescents in Germany (48\% female, M-age = 14.69). Regression analyses and multigroup SEM revealed differential experiences with and implications of discrimination for academic motivation. Results highlight the need for a deliberate, transparent use of social categories to make discrimination visible and centre participants' subjective experiences.}, language = {en} } @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} } @misc{MassoltBorowski2020, author = {Massolt, Joost Willem and Borowski, Andreas}, title = {Perceived relevance of university physics problems by pre-service physics teachers}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Mathematisch-Naturwissenschaftliche Reihe}, volume = {42}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Mathematisch-Naturwissenschaftliche Reihe}, number = {2}, issn = {1866-8372}, doi = {10.25932/publishup-51583}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-515838}, 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} } @misc{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 = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Mathematisch-Naturwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Mathematisch-Naturwissenschaftliche Reihe}, number = {3}, issn = {1866-8372}, doi = {10.25932/publishup-51769}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517696}, pages = {24}, 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} } @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} } @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{KuehlWohninsland2022, author = {K{\"u}hl, Tim and Wohninsland, Patrizia}, title = {Learning with the interactive whiteboard in the classroom}, series = {Education and information technologies : the official journal of the IFIP Technical Committee on Education}, volume = {27}, journal = {Education and information technologies : the official journal of the IFIP Technical Committee on Education}, number = {7}, publisher = {Springer}, address = {Dordrecht [u.a.]}, issn = {1360-2357}, doi = {10.1007/s10639-022-11004-9}, pages = {10387 -- 10404}, year = {2022}, abstract = {When used in a sensible way, Interactive Whiteboards (IWB) are supposed to motivate and engage students in learning in the classroom. Thereby, they might also stimulate students who are usually more restrained, such as more anxious students. However, the body of research on the impact of IWB lessons is rather small. The present study investigated whether a 45-minute lesson with the IWB compared to a conceptual identical 45-minute lesson without the IWB would support learning and motivation within the subject English as a foreign language for German students. Moreover, the study examined whether the 45-minute lesson with the IWB compared to the 45-minute lesson without the IWB would be better able to counteract the detrimental effects of foreign language classroom anxiety (FLCA). One hundred and two eighth graders from two secondary schools in Germany took part in this study and were either taught with the IWB (condition IWB; n = 53) or without the IWB (condition No-IWB; n = 50). Results showed that students in the IWB condition stated to be higher motivated and performed better in a vocabulary test than their counterparts in the No-IWB condition. FLCA was negatively correlated with performance in the vocabulary test. Other than expected, learning with the IWB did not compensate the detrimental effect of FLCA, meaning that learning with the IWB was more beneficial than learning without the IWB irrespective of a student's FLCA. Implications of the study will be discussed.}, language = {en} } @phdthesis{Timme2023, author = {Timme, Sinika}, title = {Affective responses during exercise and situated exercise-related decision-making}, doi = {10.25932/publishup-61432}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-614323}, school = {Universit{\"a}t Potsdam}, pages = {V, 123}, year = {2023}, abstract = {The field of exercise psychology has established robust evidence on the health benefits of physical activity. However, interventions to promote sustained exercise behavior have often proven ineffective. This dissertation addresses challenges in the field, particularly the neglect of situated and affective processes in understanding and changing exercise behavior. Dual process models, considering both rational and affective processes, have gained recognition. The Affective Reflective Theory of Physical Inactivity and Exercise (ART) is a notable model in this context, positing that situated processes in-the-moment of choice influence exercise decisions and subsequent exercise behavior. The dissertation identifies current challenges within exercise psychology and proposes methodological and theoretical advancements. It emphasizes the importance of momentary affective states and situated processes, offering alternatives to self-reported measures and advocating for a more comprehensive modeling of individual variability. The focus is on the affective processes during exercise, theorized to reappear in momentary decision-making, shaping overall exercise behavior. The first publication introduces a new method by using automated facial action analysis to measure variable affective responses during exercise. It explores how these behavioral indicators covary with self-reported measures of affective valence and perceived exertion. The second publication delves into situated processes at the moment of choice between exercise and non-exercise options, revealing that intraindividual factors play a crucial role in explaining exercise-related choices. The third publication presents an open-source research tool, the Decisional Preferences in Exercising Test (DPEX), designed to capture repeated situated decisions and predict exercise behavior based on past experiences. The findings challenge previous assumptions and provide insights into the complex interplay of affective responses, situated processes, and exercise choices. The dissertation underscores the need for individualized interventions that manipulate affective responses during exercise and calls for systematic testing to establish causal links to automatic affective processes and subsequent exercise behavior. This dissertation highlights the necessity for methodological and conceptual refinements in understanding and promoting exercise behavior, ultimately contributing to the broader goal of combating increasing inactivity trends.}, language = {en} } @phdthesis{Kwarikunda2023, author = {Kwarikunda, Diana}, title = {Interest, motivation, and learning strategies use during physics learning}, doi = {10.25932/publishup-60931}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-609311}, school = {Universit{\"a}t Potsdam}, pages = {viii, 221}, year = {2023}, abstract = {The purpose of this thesis was to investigate the developmental dynamics between interest, motivation, and learning strategy use during physics learning. The target population was lower secondary school students from a developing country, given that there is hardly in research that studies the above domain-specific concepts in the context of developing countries. The aim was addressed in four parts. The first part of the study was guided by three objectives: (a) to adapt and validate the Science Motivation Questionnaire (SMQ-II) for the Ugandan context; (b) to examine whether there are significant differences in motivation for learning Physics with respect to students' gender; and (c) to establish the extent to which students' interest predicts their motivation to learn Physics. Being a pilot study, the sample comprised 374 randomly selected students from five schools in central Uganda who responded to anonymous questionnaires that included scales from the SMQ-II and the Individual Interest Questionnaire. Data were analysed using confirmatory factor analyses, t-tests and structural equation modelling in SPSS-25 and Mplus-8. The five-factor model solution of the SMQ-II fitted adequately with the study data, with deletion of one item. The modified SMQ-II exhibited invariant factor loadings and intercepts (i.e., strong measurement invariance) when administered to boys and girls. Furthermore, on assessing whether motivation for learning Physics varied with gender, no significant differences were noted. On assessing the predictive effects of individual interest on students' motivation, individual interest significantly predicted all motivational constructs, with stronger predictive strength on students' self-efficacy and self-determination in learning Physics. In the second part whilst using comprised 934 Grade 9 students from eight secondary schools in Uganda, Latent profile analysis (LPA) - a person-centred approach was used to investigate motivation patterns that exist in lower secondary school students during physics learning. A three-step approach to LPA was used to answer three research questions: RQ1, which profiles of secondary school students exist with regards to their motivation for Physics learning; RQ2, are there differences in students' cognitive learning strategies in the identified profiles; and RQ3, does students' gender, attitudes, and individual interest predict membership in these profiles? Six motivational profiles were identified: (i) low-quantity motivation profile (101 students; 10.8\%); (ii) moderate-quantity motivation profile (246 students; 26.3\%); (iii) high-quantity motivation profile (365 students; 39.1\%); (iv) primarily intrinsically motivated profile (60 students,6.4\%); (v) mostly extrinsically motivated profile (88 students, 9.4\%); and (vi) grade-introjected profile (74 students, 7.9\%). Low-quantity and grade introjected motivated students mostly used surface learning strategies whilst the high-quantity and primarily intrinsically motivated students used deep learning strategies. On examining the predictive effect of gender, individual interest, and students' attitudes on the profile membership, unlike gender, individual interest and students' attitudes towards Physics learning strongly predicted profile membership. In the third part of the study, the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender was examined. Data were collected from 576 9th grade student. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students' use of elaboration and organization strategies to learn Physics, in favour of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4 - 2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, whilst higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Lastly, in the fourth part, changes in secondary school students' physics motivation and cognitive learning strategies use during physics learning across time were examined. Two waves of data were collected from initially 954 9th students through to their 10th grade. A three-step approach to Latent transition analysis was used. Generally, students' motivation decreased from 9th to 10th grade. Qualitative students' motivation profiles indicated strong with-in person stability whilst the quantitative profiles were relatively less stable. Mostly, students moved from the high quantity motivation profile to the extrinsically motivated profiles. On the other hand, the cognitive learning strategies use profiles were moderately stable; with higher with-in person stability in the deep-level learner profile. None of the struggling users and surface-level learners transitioned into the deep-level learners' profile. Additionally, students who perceived increased support for autonomy from their teachers had higher membership likelihood into the competent users' profiles whilst those with an increase in individual interest score had higher membership likelihood into the deep-level learner profile.}, language = {en} } @misc{TimmeBrandRaboldt2023, author = {Timme, Sinika and Brand, Ralf and Raboldt, Michaela}, title = {Exercise or not?}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {834}, issn = {1866-8364}, doi = {10.25932/publishup-58863}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-588638}, pages = {10}, year = {2023}, abstract = {Objective: Individuals' decisions to engage in exercise are often the result of in-the-moment choices between exercise and a competing behavioral alternative. The purpose of this study was to investigate processes that occur in-the-moment (i.e., situated processes) when individuals are faced with the choice between exercise and a behavioral alternative during a computerized task. These were analyzed against the background of interindividual differences in individuals' automatic valuation and controlled evaluation of exercise. Method: In a behavioral alternatives task 101 participants were asked whether they would rather choose an exercise option or a behavioral alternative in 25 trials. Participants' gaze behavior (first gaze and fixations) was recorded using eye-tracking. An exercise-specific affect misattribution procedure (AMP) was used to assess participants' automatic valuation of exercise before the task. After the task, self-reported feelings towards exercise (controlled evaluation) and usual weekly exercise volume were assessed. Mixed effects models with random effects for subjects and trials were used for data analysis. Results: Choosing exercise was positively correlated with individuals' automatic valuation (r = 0.20, p = 0.05), controlled evaluation (r = 0.58, p < 0.001), and their weekly exercise volume (r = 0.43, p < 0.001). Participants showed no bias in their initial gaze or number of fixations towards the exercise or the non-exercise alternative. However, participants were 1.30 times more likely to fixate on the chosen alternative first and more frequently, but this gaze behavior was not related to individuals' automatic valuation, controlled evaluation, or weekly exercise volume. Conclusion: The results suggest that situated processes arising from defined behavioral alternatives may be independent of individuals' general preferences. Despite one's best general intention to exercise more, the choice of a non-exercise alternative behavior may seem more appealing in-the-moment and eventually be chosen. New psychological theories of health behavior change should therefore better consider the role of potentially conflicting alternatives when it comes to initiating physical activity or exercise.}, language = {en} } @article{TimmeBrandRaboldt2023, author = {Timme, Sinika and Brand, Ralf and Raboldt, Michaela}, title = {Exercise or not?}, series = {Frontiers in psychology}, volume = {14}, journal = {Frontiers in psychology}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2023.1049356}, pages = {10}, year = {2023}, abstract = {Objective: Individuals' decisions to engage in exercise are often the result of in-the-moment choices between exercise and a competing behavioral alternative. The purpose of this study was to investigate processes that occur in-the-moment (i.e., situated processes) when individuals are faced with the choice between exercise and a behavioral alternative during a computerized task. These were analyzed against the background of interindividual differences in individuals' automatic valuation and controlled evaluation of exercise. Method: In a behavioral alternatives task 101 participants were asked whether they would rather choose an exercise option or a behavioral alternative in 25 trials. Participants' gaze behavior (first gaze and fixations) was recorded using eye-tracking. An exercise-specific affect misattribution procedure (AMP) was used to assess participants' automatic valuation of exercise before the task. After the task, self-reported feelings towards exercise (controlled evaluation) and usual weekly exercise volume were assessed. Mixed effects models with random effects for subjects and trials were used for data analysis. Results: Choosing exercise was positively correlated with individuals' automatic valuation (r = 0.20, p = 0.05), controlled evaluation (r = 0.58, p < 0.001), and their weekly exercise volume (r = 0.43, p < 0.001). Participants showed no bias in their initial gaze or number of fixations towards the exercise or the non-exercise alternative. However, participants were 1.30 times more likely to fixate on the chosen alternative first and more frequently, but this gaze behavior was not related to individuals' automatic valuation, controlled evaluation, or weekly exercise volume. Conclusion: The results suggest that situated processes arising from defined behavioral alternatives may be independent of individuals' general preferences. Despite one's best general intention to exercise more, the choice of a non-exercise alternative behavior may seem more appealing in-the-moment and eventually be chosen. New psychological theories of health behavior change should therefore better consider the role of potentially conflicting alternatives when it comes to initiating physical activity or exercise.}, 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{LazaridesRubachIttel2016, author = {Lazarides, Rebecca and Rubach, Charlott and Ittel, Angela}, title = {Adolescents' perceptions of socializers' beliefs, career-related conversations, and motivation in mathematics}, series = {Developmental psychology}, volume = {53}, journal = {Developmental psychology}, number = {3}, publisher = {American Psychological Association}, address = {Washington}, issn = {0012-1649}, doi = {10.1037/dev0000270}, pages = {525 -- 539}, year = {2016}, abstract = {Research based on the Eccles model of parent socialization demonstrated that parents are an important source of value and ability information for their children. Little is known, however, about the bidirectional effects between students' perceptions of their parents' beliefs and behaviors and the students' own domain-specific values. This study analyzed how students' perceptions of parents' beliefs and behaviors and students' mathematics values and mathematics-related career plans affect each other bidirectionally, and analyzed the role of students' gender as a moderator of these relations. Data from 475 students in 11th and 12th grade (girls: 50.3\%; 31 classrooms; 12 schools), who participated in 2 waves of the study, were analyzed. Results of longitudinal structural equation models demonstrated that students' perceptions of their parents' mathematics value beliefs at Time 1 affected the students' own mathematics utility value at Time 2. Bidirectional effects were not shown in the full sample but were identified for boys. The paths within the tested model varied for boys and girls. For example, boys', not girls', mathematics intrinsic value predicted their reported conversations with their fathers about future occupational plans. Boys', not girls', perceived parents' mathematics value predicted the mathematics utility value. Findings are discussed in relation to their implications for parents and teachers, as well as in relation to gendered motivational processes.}, 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} } @masterthesis{Dahl2021, type = {Bachelor Thesis}, author = {Dahl, Dorothee Sophie}, title = {Let's have FUN! Gamification im Mathematikunterricht}, doi = {10.25932/publishup-51593}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-515937}, school = {Universit{\"a}t Potsdam}, pages = {78}, year = {2021}, abstract = {Spiele und spieltypische Elemente wie das Sammeln von Treuepunkten sind aus dem Alltag kaum wegzudenken. Zudem werden sie zunehmend in Unternehmen oder in Lernumgebungen eingesetzt. Allerdings ist die Methode Gamification bisher f{\"u}r den p{\"a}dagogischen Kontext wenig klassifiziert und f{\"u}r Lehrende kaum zug{\"a}nglich gemacht worden. Daher zielt diese Bachelorarbeit darauf ab, eine systematische Strukturierung und Aufarbeitung von Gamification sowie innovative Ans{\"a}tze f{\"u}r die Verwendung spieltypischer Elemente im Unterricht, konkret dem Mathematikunterricht, zu pr{\"a}sentieren. Dies kann eine Grundlage f{\"u}r andere Fachgebiete, aber auch andere Lehrformen bieten und so die Umsetzbarkeit von Gamification in eigenen Lehrveranstaltungen aufzeigen. In der Arbeit wird begr{\"u}ndet, weshalb und mithilfe welcher Elemente Gamification die Motivation und Leistungsbereitschaft der Lernenden langfristig erh{\"o}hen, die Sozial- und Personalkompetenzen f{\"o}rdern sowie die Lernenden zu mehr Aktivit{\"a}t anregen kann. Zudem wird Gamification explizit mit grundlegenden mathematikdidaktischen Prinzipien in Verbindung gesetzt und somit die Relevanz f{\"u}r den Mathematikunterricht hervorgehoben. Anschließend werden die einzelnen Elemente von Gamification wie Punkte, Level, Abzeichen, Charaktere und Rahmengeschichte entlang einer eigens f{\"u}r den p{\"a}dagogischen Kontext entwickelten Klassifikation „FUN" (Feedback - User specific elements - Neutral elements) schematisch beschrieben, ihre Funktionen und Wirkung dargestellt sowie Einsatzm{\"o}glichkeiten im Unterricht aufgezeigt. Dies beinhaltet Ideen zu lernf{\"o}rderlichem Feedback, Differenzierungsm{\"o}glichkeiten und Unterrichtsrahmengestaltung, die in Lehrveranstaltungen aller Art umsetzbar sein k{\"o}nnen. Die Bachelorarbeit umfasst zudem ein spezifisches Beispiel, einen Unterrichtsentwurf einer gamifizierten Mathematikstunde inklusive des zugeh{\"o}rigen Arbeitsmaterials, anhand dessen die Verwendung von Gamification deutlich wird. Gamification offeriert oftmals Vorteile gegen{\"u}ber dem traditionellen Unterricht, muss jedoch wie jede Methode an den Inhalt und die Zielgruppe angepasst werden. Weiterf{\"u}hrende Forschung k{\"o}nnte sich mit konkreten motivationalen Strukturen, personenspezifischen Unterschieden sowie mit mathematischen Inhalten wie dem Probleml{\"o}sen oder dem Wechsel zwischen verschiedenen Darstellungen hinsichtlich gamifizierter Lehrformen besch{\"a}ftigen.}, language = {de} } @article{TheoharovaDemmer2018, author = {Theoharova, Simona and Demmer, Ralf}, title = {Wie klingt Motivation?}, series = {Sucht - Zeitschrift f{\"u}r Wissenschaft und Praxis}, volume = {64}, journal = {Sucht - Zeitschrift f{\"u}r Wissenschaft und Praxis}, number = {4}, publisher = {Hogrefe}, address = {Bern}, issn = {0939-5911}, doi = {10.1024/0939-5911/a000552}, pages = {207 -- 215}, year = {2018}, abstract = {Zusammenfassung.Hintergrund/Fragestellung: W{\"a}hrend einer erfolgreichen Psychotherapie - so Miller und Rollnick (2013) - initiiert der Therapeut ein lautes Nachdenken {\"u}ber Ver{\"a}nderung (change talk), das eine Verhaltens{\"a}nderung einleitet und verschiedene Facetten der Motivation eines Patienten spiegelt. Auf den preparatory change talk (desire, ability, reasons, need) folgt der mobilizing change talk (commitment, activation, taking steps) und schließlich die Verhaltens{\"a}nderung. Die vorliegende Studie ist ein erster Versuch, deutsche Begriffe und Redewendungen zu analysieren, um Therapeuten die Einsch{\"a}tzung der Motivation eines Patienten zu erleichtern. Methodik: Das schrittweise Vorgehen entsprach weitgehend einem in der englischsprachigen Literatur beschriebenen Verfahren zur Einsch{\"a}tzung von Begriffen und Redewendungen hinsichtlich der Motivation eines Sprechers (vgl. Amrhein, 2009): (1) Generierung einer Sammlung relevanter Begriffe und Redewendungen, (2) Einsch{\"a}tzung der St{\"a}rke einer Formulierung durch 430 Probanden, (3) Bestimmung der Retestreliabilit{\"a}t anhand der Einsch{\"a}tzungen von 63 Probanden, (4) Kategorisierung von 140 Begriffen und Redewendungen durch drei Experten. Ergebnisse: Die ausgew{\"a}hlten Begriffe und Phrasen lassen sich zuverl{\"a}ssig den von Miller und Rollnick (2013) beschriebenen Kategorien Preparatory Change Talk oder Mobilizing Change Talk zuordnen, κ = .83 (95 \% CI, .80 ≤ κ≤ .85), p < .001, und spiegeln dar{\"u}ber hinaus verschiedene Auspr{\"a}gungen der Motivation eines Sprechers wider. Die Einsch{\"a}tzungen der St{\"a}rke einer Formulierung sind jedoch nicht stabil (Retestreliabilit{\"a}t: .21 ≤ rtt ≤.70). Schlussfolgerungen: Die Beachtung typischer Schl{\"u}sselw{\"o}rter kann das richtige Timing einer Intervention erleichtern und dar{\"u}ber hinaus Auskunft {\"u}ber die „Entschlossenheit" eines Patienten geben. Im Rahmen von Forschungsprojekten k{\"o}nnten auf der Basis erweiterter Sammlungen relevanter Begriffe und Redewendungen Algorithmen entwickelt werden, die eine Einsch{\"a}tzung der Motivation und damit prognostisch bedeutsame Aussagen erlauben.}, language = {de} } @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{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{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{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} }