@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} } @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{LazaridesRaufelder2016, author = {Lazarides, Rebecca and Raufelder, Diana}, title = {Longitudinal Effects of Student-Perceived Classroom Support on Motivation}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395695}, pages = {11}, year = {2016}, abstract = {This two-wave longitudinal study examined how developmental changes in students' mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students' intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students' motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54\% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students' academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students' perceptions of competence in class when aiming to enhance students' academic effort in secondary school classrooms.}, 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} } @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{BrandUlrich2019, author = {Brand, Ralf and Ulrich, Lukas}, title = {I Can See It in Your Face.}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {597}, issn = {1866-8364}, doi = {10.25932/publishup-44448}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-444481}, pages = {13}, 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} } @misc{RheinbergVollmeyer2003, author = {Rheinberg, Falko and Vollmeyer, Regina}, title = {Flow-Erleben in einem Computerspiel unter experimentell variierten Bedingungen}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-6205}, year = {2003}, abstract = {Berichtet wird {\"u}ber eine M{\"o}glichkeit, Flow-Erleben unter experimentell kontrollierten Bedingungen systematisch zu variieren. Dabei werden die T{\"a}tigkeit (das Computerspiel Roboguard) und die Situationsbedingungen konstant gehalten. Variiert wird lediglich die Schwierigkeitsstufe, auf der gespielt wird. Als abh{\"a}ngiges Maß wurde die Flow-Kurzskala (FKS, Rheinberg, Vollmeyer \& Engeser, 2002) verwandt. Es zeigten sich die vorhergesagten kurvilinearen Beziehungen zwischen Anforderungsstufe und Flow mit Effektst{\"a}rken um 1 und gr{\"o}ßer. Zusammenh{\"a}nge zwischen habitueller Zielorientierung (Hayamizu \& Weiner, 1991) und Flow zeigten sich nur bei den flow-ausl{\"o}senden Schwierigkeitsstufen. Es gab keine negative Beziehung zwischen Zielorientierung und Flow, vielmehr korrelierten sowohl die learning- als auch die performance goal orientation positiv mit der Flowkomponente Absorbiertheit. Aus diesem Befund wird eine Arbeitshypothese zur Beziehung von Motivation und Flow hergeleitet, wonach unter optimalen Bedingungen Besonderheiten der Initialmotivation vielleicht dann keine Rolle mehr spielen, wenn die Person erst einmal im Flow-Zustand ist.}, language = {de} } @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} } @misc{Vogel2011, type = {Master Thesis}, author = {Vogel, Dominik}, title = {Dem Gemeinwohl verpflichtet? - Was motiviert die Besch{\"a}ftigten des {\"o}ffentlichen Dienstes?}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-51554}, school = {Universit{\"a}t Potsdam}, year = {2011}, abstract = {Die Arbeit befasst sich theoretisch und empirisch mit der so genannten Public Service Motivation (PSM) und ihrem Zusammenhang zu anderen psychologischen Motivationstheorien. Die Public Service Motivation geht davon aus, dass {\"o}ffentlich Besch{\"a}ftigte unter anderem dadurch motiviert sind, dass sie in ihrer Arbeit einen Dienst am Gemeinwohl sehen. Auf Basis einer empirischen Erhebung konnte dieses Konstrukt auch f{\"u}r Besch{\"a}ftigte in Deutschland nachgewiesen und der Einfluss soziodemographischer Variablen best{\"a}tigt werden. Dar{\"u}ber hinaus gibt die Arbeit erste Hinweise auf Zusammenh{\"a}nge zu verschiedenen Prozesstheorien der Motivation. Empirisch zeigt sich vor allem zur Gleichheitstheorie und dem darauf aufbauenden Equity Sensitivity Construct ein starker Zusammenhang.}, language = {de} } @misc{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 = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {465}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-412662}, pages = {28}, 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} } @phdthesis{Schinkoeth2020, author = {Schink{\"o}th, Michaela}, title = {Automatic affective reactions to exercise-related stimuli}, doi = {10.25932/publishup-47111}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-471115}, school = {Universit{\"a}t Potsdam}, pages = {II, 117}, year = {2020}, abstract = {Even though the majority of individuals know that exercising is healthy, a high percentage struggle to achieve the recommended amount of exercise. The (social-cognitive) theories that are commonly applied to explain exercise motivation refer to the assumption that people base their decisions mainly on rational reasoning. However, behavior is not only bound to reflection. In recent years, the role of automaticity and affect for exercise motivation has been increasingly discussed. In this dissertation, central assumptions of the affective-reflective theory of physical inactivity and exercise (ART; Brand \& Ekkekakis, 2018), an exercise-specific dual-process theory that emphasizes the role of a momentary automatic affective reaction for exercise-decisions, were examined. The central aim of this dissertation was to investigate exercisers and non-exercisers automatic affective reactions to exercise-related stimuli (i.e., type-1 process). In particular, the two components of the ART's type-1 process, that are, automatic associations with exercise and the automatic affective valuation to exercise, were under study. In the first publication (Schinkoeth \& Antoniewicz, 2017), research on automatic (evaluative) associations with exercise was summarized and evaluated in a systematic review. The results indicated that automatic associations with exercise appeared to be relevant predictors for exercise behavior and other exercise-related variables, providing evidence for a central assumption of the ART's type-1 process. Furthermore, indirect methods seem to be suitable to assess automatic associations. The aim of the second publication (Schinkoeth, Weymar, \& Brand, 2019) was to approach the somato-affective core of the automatic valuation of exercise using analysis of reactivity in vagal HRV while viewing exercise-related pictures. Results revealed that differences in exercise volume could be regressed on HRV reactivity. In light of the ART, these findings were interpreted as evidence of an inter-individual affective reaction elicited at the thought of exercise and triggered by exercise-stimuli. In the third publication (Schinkoeth \& Brand, 2019, subm.), it was sought to disentangle and relate to each other the ART's type-1 process components—automatic associations and the affective valuation of exercise. Automatic associations to exercise were assessed with a recoding-free variant of an implicit association test (IAT). Analysis of HRV reactivity was applied to approach a somatic component of the affective valuation, and facial reactions in a facial expression (FE) task served as indicators of the automatic affective reaction's valence. Exercise behavior was assessed via self-report. The measurement of the affective valuation's valence with the FE task did not work well in this study. HRV reactivity was predicted by the IAT score and did also statistically predict exercise behavior. These results thus confirm and expand upon the results of publication two and provide empirical evidence for the type-1 process, as defined in the ART. This dissertation advances the field of exercise psychology concerning the influence of automaticity and affect on exercise motivation. Moreover, both methodical implications and theoretical extensions for the ART can be derived from the results.}, language = {en} } @misc{KienzlerPechKreibichetal.2014, author = {Kienzler, Sarah and Pech, I. and Kreibich, Heidi and M{\"u}ller, M. and Thieken, Annegret}, title = {After the extreme flood in 2002}, series = {Postprints der Universit{\"a}t Potsdam : Mathematisch Naturwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Mathematisch Naturwissenschaftliche Reihe}, number = {488}, issn = {1866-8372}, doi = {10.25932/publishup-40805}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-408056}, pages = {505 -- 526}, year = {2014}, abstract = {In the aftermath of the severe flooding in Central Europe in August 2002, a number of changes in flood policies were launched in Germany and other European countries, aiming at improved risk management. The question arises as to whether these changes have already had an impact on the residents' ability to cope with floods, and whether flood-affected private households are now better prepared than they were in 2002. Therefore, computer-aided telephone interviews with private households in Germany that suffered from property damage due to flooding in 2005, 2006, 2010 or 2011 were performed and analysed with respect to flood awareness, precaution, preparedness and recovery. The data were compared to a similar investigation conducted after the flood in 2002. After the flood in 2002, the level of private precautions taken increased considerably. One contributing factor is the fact that, in general, a larger proportion of people knew that they were at risk of flooding. The best level of precaution was found before the flood events in 2006 and 2011. The main reason for this might be that residents had more experience with flooding than residents affected in 2005 or 2010. Yet, overall, flood experience and knowledge did not necessarily result in building retrofitting or flood-proofing measures, which are considered as mitigating damages most effectively. Hence, investments still need to be stimulated in order to reduce future damage more efficiently. Early warning and emergency responses were substantially influenced by flood characteristics. In contrast to flood-affected people in 2006 or 2011, people affected by flooding in 2005 or 2010 had to deal with shorter lead times and therefore had less time to take emergency measures. Yet, the lower level of emergency measures taken also resulted from the people's lack of flood experience and insufficient knowledge of how to protect themselves. Overall, it was noticeable that these residents suffered from higher losses. Therefore, it is important to further improve early warning systems and communication channels, particularly in hilly areas with rapid-onset flooding.}, 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} }