@misc{Wagner2005, author = {Wagner, Dieter}, title = {Personal als Erfolgspotential}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-6651}, year = {2005}, abstract = {Das Personal stellt zweifellos ein Erfolgspotenzial dar. Es verk{\"o}rpert eine wertvolle Ressource. Angesichts der Tatsache, dass viele Aufgaben komplexer und dynamischer werden, ist zu bedenken, dass diese eben nur von Menschen erledigt werden k{\"o}nnen und technische Hilfsmittel letztlich Selbstzweck sind. Ganz gleich, ob in der Privatwirtschaft oder in {\"o}ffentlichen Unternehmen.}, subject = {Personalpolitik}, language = {de} } @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} } @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} } @misc{TheoharovaDemmel2018, author = {Theoharova, Simona and Demmel, Ralf}, title = {Wie klingt Motivation?}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {635}, issn = {1866-8364}, doi = {10.25932/publishup-44147}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-441471}, pages = {207 -- 215}, year = {2018}, abstract = {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{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} } @article{SchinkoethWeymarBrand2019, author = {Schink{\"o}th, Michaela and Weymar, Mathias and Brand, Ralf}, title = {Listening to the heart}, series = {Psychology of sport and exercise}, volume = {45}, journal = {Psychology of sport and exercise}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1469-0292}, doi = {10.1016/j.psychsport.2019.101541}, pages = {4}, year = {2019}, abstract = {Objective: The affective-reflective theory of physical inactivity and exercise suggests that the mere thought of exercise can lead to an immediate somato-affective response which, if negative, will drive a physically inactive person to maintain his or her current exercise-avoidant behavior. This study aimed to test the assumption that the somatic core of this affective response can be identified by means of heart rate variability (HRV) analysis. Design: This study followed a within-subject experimental design. Method. Participants were 91 adult men and women whose HR and HRV were monitored whilst they viewed exercise-related and control pictures in a laboratory setting. Results: Analyses revealed a decrease in HRV during the viewing of exercise-related pictures in less physically active participants. These participants reported that the same pictures elicited feelings with relatively low affective valence and arousal. There were no changes in HR.}, language = {en} } @article{SchinkoethBrand2020, author = {Schink{\"o}th, Michaela and Brand, Ralf}, title = {Automatic associations and the affective valuation of exercise}, series = {German Journal of Exercise and Sport Research}, volume = {50}, journal = {German Journal of Exercise and Sport Research}, number = {654}, publisher = {Springer}, address = {Berlin ; Heidelberg}, issn = {2509-3150}, doi = {10.1007/s12662-020-00664-9}, pages = {366 -- 376}, year = {2020}, abstract = {The decision to exercise is not only bound to rational considerations but also automatic affective processes. The affective-reflective theory of physical inactivity and exercise (ART) proposes a theoretical framework for explaining how the automatic affective process (type‑1 process) will influence exercise behavior, i.e., through the automatic activation of exercise-related associations and a subsequent affective valuation of exercise. This study aimed to empirically test this assumption of the ART with data from 69 study participants. A single-measurement study, including within-subject experimental variation, was conducted. Automatic associations with exercise were first measured with a single-target implicit association test. The somato-affective core of the participants' automatic valuation of exercise-related pictures was then assessed via heart rate variability (HRV) analysis, and the affective valence of the valuation was tested with a facial expression (FE; smile and frown) task. Exercise behavior was assessed via self-report. Multiple regression (path) analysis revealed that automatic associations predicted HRV reactivity (β = -0.24, p = .044); the signs of the correlation between automatic associations and the smile FE score was in the expected direction but remained nonsignificant (β = -0.21, p = .078). HRV reactivity predicted self-reported exercise behavior (β = -0.28, p = .013) (the same pattern of results was achieved for the frown FE score). The HRV-related results illustrate the potential role of automatic negative affective reactions to the thought of exercise as a restraining force in exercise motivation. For better empirical distinction between the two ART type‑1 process components, automatic associations and the affective valuation should perhaps be measured separately in the future. The results support the notion that automatic and affective processes should be regarded as essential aspects of the motivation to exercise.}, language = {en} } @misc{SchinkoethBrand2020, author = {Schink{\"o}th, Michaela and Brand, Ralf}, title = {Automatic associations and the affective valuation of exercise}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, issn = {1866-8364}, doi = {10.25932/publishup-47552}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-475522}, pages = {366 -- 376}, year = {2020}, abstract = {The decision to exercise is not only bound to rational considerations but also automatic affective processes. The affective-reflective theory of physical inactivity and exercise (ART) proposes a theoretical framework for explaining how the automatic affective process (type‑1 process) will influence exercise behavior, i.e., through the automatic activation of exercise-related associations and a subsequent affective valuation of exercise. This study aimed to empirically test this assumption of the ART with data from 69 study participants. A single-measurement study, including within-subject experimental variation, was conducted. Automatic associations with exercise were first measured with a single-target implicit association test. The somato-affective core of the participants' automatic valuation of exercise-related pictures was then assessed via heart rate variability (HRV) analysis, and the affective valence of the valuation was tested with a facial expression (FE; smile and frown) task. Exercise behavior was assessed via self-report. Multiple regression (path) analysis revealed that automatic associations predicted HRV reactivity (β = -0.24, p = .044); the signs of the correlation between automatic associations and the smile FE score was in the expected direction but remained nonsignificant (β = -0.21, p = .078). HRV reactivity predicted self-reported exercise behavior (β = -0.28, p = .013) (the same pattern of results was achieved for the frown FE score). The HRV-related results illustrate the potential role of automatic negative affective reactions to the thought of exercise as a restraining force in exercise motivation. For better empirical distinction between the two ART type‑1 process components, automatic associations and the affective valuation should perhaps be measured separately in the future. The results support the notion that automatic and affective processes should be regarded as essential aspects of the motivation to exercise.}, 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{SchiefeleSchaffnerMoelleretal.2012, author = {Schiefele, Ulrich and Schaffner, Ellen and M{\"o}ller, Jens and Wigfield, Allan}, title = {Dimensions of reading motivation and their relation to reading behavior and competence}, series = {Reading research quarterly}, volume = {47}, journal = {Reading research quarterly}, number = {4}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {0034-0553}, doi = {10.1002/RRQ.030}, pages = {427 -- 463}, year = {2012}, abstract = {This review of research examines the constructs of reading motivation and synthesizes research findings of the past 20 years on the relationship between reading motivation and reading behavior (amount, strategies, and preferences), and the relationship between reading motivation and reading competence (reading skills and comprehension). In addition, evidence relating to the causal role of motivational factors and to the role of reading behavior as a mediator of the effects of motivation on reading competence is examined. We identify seven genuine dimensions of reading motivation: curiosity, involvement, competition, recognition, grades, compliance, and work avoidance. Evidence for these dimensions comes from both quantitative and qualitative research. Moreover, evidence from previous studies confirms the positive contribution of intrinsic reading motivation, and the relatively small or negative contribution of extrinsic reading motivation, to reading behavior and reading competence. The positive contribution of intrinsic motivation is particularly evident in relation to amount of reading for enjoyment and reading competence and holds even when accounting for relevant control variables. However, the causal role of reading motivation and the mediating role of reading behavior remain largely unresolved issues.}, language = {en} } @article{SchiefeleLoeweke2018, author = {Schiefele, Ulrich and Loeweke, Sebastian}, title = {The Nature, Development, and Effects of Elementary Students' Reading Motivation Profiles}, series = {Reading research quarterly}, volume = {53}, journal = {Reading research quarterly}, number = {4}, publisher = {Wiley}, address = {Hoboken}, issn = {0034-0553}, doi = {10.1002/rrq.201}, pages = {405 -- 421}, year = {2018}, abstract = {The present study employed a longitudinal person-centered approach to examine the profiles of reading motivation in a sample of 405 elementary school students who were tested in grades 3 and 4. Two dimensions of intrinsic reading motivation (involvement and curiosity) and two dimensions of extrinsic reading motivation (recognition and competition) were considered. Latent profile analyses revealed the same set of four profiles across third and fourth grades: high intrinsic (i.e., high on involvement and curiosity, low on recognition and competition), high involvement (i.e., high on involvement, low on the remaining dimensions), high quantity (high on all dimensions), and moderate quantity (low to moderate on all dimensions). Further results showed that 35\% of the students changed their profile membership from third to fourth grade. We particularly observed an increased probability of students in the high-quantity, moderate-quantity, and high-involvement profiles to move to the high-intrinsic profile. Finally, the moderate-quantity profile proved to be significantly lower in reading amount than the other groups that did not differ significantly. Pertaining to reading comprehension, however, the two intrinsic profiles outperformed both the high- and moderate-quantity groups. The latter finding emphasizes the particular importance of intrinsic reading motivation.}, language = {en} } @article{SalzwedelReibisHeidleretal.2019, author = {Salzwedel, Annett and Reibis, Rona Katharina and Heidler, Maria-Dorothea and Wegscheider, Karl and V{\"o}ller, Heinz}, title = {Determinants of Return to Work After Multicomponent Cardiac Rehabilitation}, series = {Archives of Physical Medicine and Rehabilitation}, volume = {100}, journal = {Archives of Physical Medicine and Rehabilitation}, number = {12}, publisher = {Elsevier}, address = {Philadelphia}, issn = {0003-9993}, doi = {10.1016/j.apmr.2019.04.003}, pages = {2399 -- 2402}, year = {2019}, abstract = {Objectives: To explore predictors of return to work in patients after acute coronary syndrome and coronary artery bypass grafting, taking into account cognitive performance, depression, physical capacity, and self-assessment of the occupational prognosis. Design: Observational, prospective, bicentric. Setting: Postacute 3-week inpatient cardiac rehabilitation (CR). Participants: Patients (N=401) <65 years of age (mean 54.5 +/- 6.3y), 80\% men. Interventions: Not applicable. Main Outcome Measures: Status of return to work (RTW) 6 months after discharge from CR. Results: The regression model for RTW showed negative associations for depression (odds ratio 0.52 per SD, 95\% confidence interval 0.36-0.76, P=.001), age (odds ratio 0.72, 95\% confidence interval 0.52-1.00, P=.047), and in particular for a negative subjective occupational prognosis (expected incapacity for work odds ratio 0.19, 95\% confidence interval 0.06-0.59, P=.004; unemployment odds ratio 0.08, 95\% confidence interval 0.01-0.72, P=.024; retirement odds ratio 0.07, 95\% confidence interval 0.01-0.067, P=.021). Positive predictors were employment before the cardiac event (odds ratio 9.66, 95\% confidence interval 3.10-30.12, P<.001), capacity to work (fit vs unfit) at discharge from CR (odds ratio 3.15, 95\% confidence interval 1.35-7.35, P=.008), and maximum exercise capacity (odds ratio 1.49, 95\% confidence interval 1.06-2.11, P=.022). Cognitive performance had no effect.}, 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{Reuss2021, type = {Master Thesis}, author = {Reuß, Florian}, title = {Entwicklung eines Prototyps einer Lernumgebung f{\"u}r interaktive Funktionsanalyse-{\"U}bungen nach einem Gamification- Ansatz}, doi = {10.25932/publishup-51904}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-519041}, school = {Universit{\"a}t Potsdam}, pages = {VII, 71}, year = {2021}, abstract = {In vielen Studieng{\"a}ngen kommt es durch die oft heterogenen Vorkenntnisse in der Studieneingangsphase zu mangelnder Motivation durch {\"U}ber- oder Unterforderung. Dieses Problem tritt auch in der musiktheoretischen Grundausbildung an Hochschulen auf. Durch Einsatz von Elementen, die aus dem Unterhaltungskontext gel{\"a}ufig sind, kann eine Steigerung der Motivation erreicht werden. Die Nutzung solcher Elemente wird als Gamification bezeichnet. Das Ziel der vorliegenden Arbeit ist es, am Fallbeispiel der musiktheoretischen Grundausbildung zu analysieren, ob Lerngelegenheiten durch einen gamifizierten interaktiven Prototyp einer Lernumgebung unterst{\"u}tzt werden k{\"o}nnen. Dazu wird die folgende Forschungsfrage gestellt: Inwieweit wirkt Gamification auf die Motivation bei den Lernenden zur Besch{\"a}ftigung mit dem Thema (musikalische) Funktionsanalyse? Um die Forschungsfragen zu beantworten, wurde zun{\"a}chst ein systematisches, theoriegeleitetes Vorgehensmodell zur Gamification von Lernumgebungen entwickelt und angewandt. Der so entstandene Prototyp wurde anschließend um alle Game-Design-Elemente reduziert und im Rahmen einer experimentellen Studie mit zwei unabh{\"a}ngigen Versuchsgruppen mit der gamifizierten Variante verglichen. Die Untersuchung zeigte, dass die Gamification einer Lernanwendung nach dem entwickelten Vorgehensmodell grunds{\"a}tzlich das Potenzial besitzt, manche Aspekte des Nutzungserlebnisses (UX) positiv zu beeinflussen. Insbesondere hatte die Gamification positive Effekte auf die Joy of Use und die Immersivit{\"a}t. Allerdings blieb das Ausmaß der beobachteten Effekte deutlich hinter den Erwartungen zur{\"u}ck, die auf Basis verschiedener Motivationstheorien getroffen wurden. Daher erscheint Gamification besonders in außeruniversit{\"a}ren Kontexten vielversprechend, in denen der Fokus auf einer Erh{\"o}hung der Joy of Use oder einer Steigerung der Immersivit{\"a}t liegt. Allerdings lassen sich durch die Untersuchung neue Erkenntnisse zur emotionalen Wirkung von Gamification und zu einem systematischen Vorgehen bei der Gamification von Lernanwendungen herausstellen. Weiterf{\"u}hrende Forschung k{\"o}nnte an diese Erkenntnisse ankn{\"u}pfen, indem sie die emotionale Wirkung von Gamification und deren Einfluss auf die Motivation n{\"a}her untersucht. Dar{\"u}ber hinaus sollte sie Gamification auch aus einer entscheidungstheoretischen Perspektive betrachten und Analysemethoden entwickeln, mit denen entschieden werden kann, ob der Einsatz von Gamification zur Motivationssteigerung in einem spezifischen Anwendungsfall zielf{\"u}hrend ist. Unter Verwendung des entwickelten Vorgehensmodells kann es sinnvoll sein, n{\"a}her zu untersuchen, welche Faktoren insgesamt f{\"u}r das Gelingen einer Gamification-Maßnahme in Bildungskontexten entscheidend sind. Die Erkenntnisse einer solchen Untersuchung k{\"o}nnten entscheidend zur Verbesserung und Validierung des Vorgehensmodells beitragen. }, language = {de} } @article{MichałowskiWiwatowskaWeymar2020, author = {Michałowski, Jarosław M. and Wiwatowska, Ewa and Weymar, Mathias}, title = {Brain potentials reveal reduced attention and error-processing during a monetary Go/No-Go task in procrastination}, series = {Scientific reports}, volume = {10}, journal = {Scientific reports}, number = {1}, publisher = {Macmillan Publishers Limited, part of Springer Nature}, address = {London}, issn = {2045-2322}, doi = {10.1038/s41598-020-75311-2}, pages = {12}, year = {2020}, abstract = {Procrastination is a self-regulatory problem of voluntarily and destructively delaying intended and necessary or personally important tasks. Previous studies showed that procrastination is associated with executive dysfunctions that seem to be particularly strong in punishing contexts. In the present event-related potential (ERP) study a monetary version of the parametric Go/No-Go task was performed by high and low academic procrastinators to verify the influence of motivational context (reward vs. punishment expectation) and task difficulty (easy vs. hard) on procrastination-related executive dysfunctions. The results revealed increased post-error slowing along with reduced P300 and error-related negativity (ERN) amplitudes in high (vs. low) procrastination participants-effects that indicate impaired attention and error-related processing in this group. This pattern of results did not differ as a function of task difficulty and motivation condition. However, when the task got more difficult executive attention deficits became even more apparent at the behavioral level in high procrastinators, as indexed by increased reaction time variability. The findings substantiate prior preliminary evidence that procrastinators show difficulties in certain aspects of executive functioning (in attention and error processing) during execution of task-relevant behavior, which may be more apparent in highly demanding situations.}, language = {en} } @article{MassoltBorowski2020, author = {Massolt, Joost Willem and Borowski, Andreas}, title = {Perceived relevance of university physics problems by pre-service physics teachers}, series = {International journal of science education}, volume = {42}, journal = {International journal of science education}, number = {2}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {0950-0693}, doi = {10.1080/09500693.2019.1705424}, 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} } @article{LazaridesSchiepeTiska2022, author = {Lazarides, Rebecca and Schiepe-Tiska, Anja}, title = {Heterogeneity of motivational characteristics in classroom}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft}, volume = {25}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft}, number = {2}, publisher = {Springer}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-022-01082-3}, pages = {249 -- 267}, year = {2022}, abstract = {An effective handling of heterogeneous groups in classrooms is one of the main challenges that teachers face when planning their instruction. However, including means of adaptive teaching in classrooms also yields the chance to re-conceptualize classroom instruction. Researchers and practitioners often discuss the question of how different ability levels can be considered adequately in teaching and learning. Because motivation is a central source of competence development and self-regulated learning, the current article discusses how teaching can adapt to learners' different motivational states and traits. In a first step, we review theoretical and empirical perspectives on intra- and interindividual motivational differences in students and their relations to other dimensions of classroom heterogeneity such as gender, ethnic background, and socio-economic status. Against this background, we discuss how instruction can adapt effectively to learners' different motivational needs. We introduce a model of adaptive teaching that refers to students' intra- and interindividual motivational differences and derive conclusions for teacher education and instructional practice.}, 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} } @phdthesis{Engeser2005, author = {Engeser, Stefan Hermann}, title = {Lernmotivation und volitionale Handlungssteuerung : eine L{\"a}ngsschnittsuntersuchung beim Statistik Lernen im Psychologiestudium}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-2401}, school = {Universit{\"a}t Potsdam}, year = {2005}, abstract = {Statistik Lernen im Rahmen des Psychologiestudiums wurde als Untersuchungsgegenstand zur empirischen {\"U}berpr{\"u}fung der angenommenen Wirkung volitionaler Handlungsregulation herangezogen. Neben f{\"a}higkeitsbezogenen und motivationalen Faktoren sollten bei dieser von vielen Studierenden aversiv erlebten T{\"a}tigkeit die Aspekte der volitionalen Handlungsregulation entscheidend sein. Nur Personen, die sich trotz des aversiven T{\"a}tigkeitserlebens zum Statistik Lernen "zwingen" k{\"o}nnen, sollten erfolgreich sein. Auf dem Hintergrund des Prozessmodells der Lernmotivation wurden die angenommenen Wirkungen der volitionalen Faktoren denen der motivationalen Einflussgr{\"o}ßen zugeordnet und in einem l{\"a}ngsschnittlichen Design an zwei aufeinander folgenden Wintersemestern an der Universit{\"a}t Potsdam und an der TU Berlin empirisch {\"u}berpr{\"u}ft (N = 273). Die Annahmen zu den f{\"a}higkeits- und motivationsrelevanten Faktoren des analyseleitenden Prozessmodells der Lernmotivation konnten weitgehend best{\"a}tigt werden. Die Personenmerkmale (f{\"a}higkeitsbezogene Merkmale, Leistungsmotiv und Commitment f{\"u}r das Psychologiestudium) bedingen zu einem wesentlichen Teil die Aspekte der aktuellen Motivation f{\"u}r das Statistik Lernen. Letztere wurde durch die Komponenten des Erweiterten Kognitiven Motivationsmodells (EKM) und anhand der Lernintentionen erfasst. Dabei zeigt sich, dass die aktuelle Motivation f{\"u}r das Statistik Lernen insgesamt g{\"u}nstig ausgepr{\"a}gt ist. Die Aspekte der aktuellen Motivation beeinflussen wiederum Prozessvariablen wie den Lernaufwand, das emotionale Erleben und den Funktionszustand w{\"a}hrend des Lernens. Der Lernaufwand und das Flow-Erleben (als Indikator f{\"u}r den Funktionszustand) sowie deren Interaktion sagen die Klausurleistung am Ende des Semesters vorher (dies auch, wenn f{\"a}higkeitsbezogene Merkmale mit ber{\"u}cksichtigt werden). Vor dem Hintergrund des insgesamt theoriekonsistenten Gesamtbildes ergeben sich dennoch einige Abweichungen von den theoretischen Annahmen. Diese werden eingehend diskutiert. Entgegen der zentralen Annahme, tragen die dem Prozessmodell der Lernmotivation zugeordneten volitionalen Faktoren insgesamt betrachtet kaum zu einem weitergehenden Verst{\"a}ndnis des Lernprozesses bei. Die theoretischen Annahmen k{\"o}nnen weitgehend nicht best{\"a}tigt werden. So sagen die volitionalen Faktoren nicht, wie angenommen, bei hoher instrumenteller Handlungsveranlassung und gleichzeitig aversivem T{\"a}tigkeitserleben Prozessmerkmale des Lernens vorher. Ausf{\"u}hrlich diskutiert wird, inwieweit dies auf falsche theoretische Annahmen oder auf eine mangelnde Operationalisierung und Auswertung zur{\"u}ck geht. Zus{\"a}tzlich zum Prozessmodell der Lernmotivation wurden weitergehende Annahmen zur Wirkung des impliziten und expliziten Leistungsmotivs {\"u}berpr{\"u}ft. Dabei zeigt sich erwartungsgem{\"a}ß, dass sich das implizite Leistungsmotiv beim Statistik Lernen bei einer individuellen Bezugsnorm f{\"o}rderlich auswirkt. Die moderierende Wirkung der sozialen Bezugsnorm f{\"u}r das explizite Leistungsmotiv kann anhand der vorliegenden Daten nicht best{\"a}tigt werden. F{\"u}r das implizite Leistungsmotiv zeigt sich {\"u}ber die Annahmen hinaus eine f{\"o}rderliche Wirkung auf die Klausurteilnahme. F{\"u}r Personen mit einem hohen impliziten Leistungsmotiv findet sich eine h{\"o}here Wahrscheinlichkeit, die Klausur mitzuschreiben. Dieser Befund macht den in der Leistungsmotivationsforschung gefundenen Zusammenhang zwischen Leistungsmotiv und Karriereerfolg "im Kleinen" verst{\"a}ndlich. Theoretische Arbeiten legen nahe, dass die volitionale Handlungssteuerung nicht eine unabh{\"a}ngige, sondern eine zum Teil von dem Zusammenwirken der impliziten und expliziten Motivsysteme abh{\"a}ngige Gr{\"o}ße darstellt. F{\"u}r das Leistungsmotiv konnte dies best{\"a}tigt werden. So wirkt sich eine hohe Auspr{\"a}gung des expliziten Leistungsmotivs dann positiv auf die volitionale Handlungssteuerung aus, wenn das implizite Leistungsmotiv hoch ausgepr{\"a}gt ist. Die Ergebnisse bei den Machtmotivsystemen zeigen, dass nicht immer eine {\"U}bereinstimmung der Motive f{\"o}rderlich ist. Eine funktionale Perspektive scheint hier angemessen und weiterf{\"u}hrend. Die Arbeit schließt mit der Frage, welche Motivkonstellationen im Sinne einer volitionalen Handlungssteuerung ideal sind. Dabei wird postuliert, dass das Wissen {\"u}ber implizite Vorlieben einer Person helfen sollte, f{\"u}r sie passende Situationen aktiv aufzusuchen oder herzustellen und dadurch eine volitionale Handlungssteuerung besser gelingt sowie diese Art der Steuerung weniger n{\"o}tig macht.}, subject = {Motivation}, language = {de} } @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{BrandEkkekakis2017, author = {Brand, Ralf and Ekkekakis, Panteleimon}, title = {Affective-Reflective Theory of physical inactivity and exercise}, series = {German Journal of Exercise and Sport Research}, volume = {48}, journal = {German Journal of Exercise and Sport Research}, number = {1}, publisher = {Springer}, address = {New York}, issn = {2509-3142}, doi = {10.1007/s12662-017-0477-9}, pages = {48 -- 58}, year = {2017}, abstract = {This article introduces a new theory, the Affective-Reflective Theory (ART) of physical inactivity and exercise. ART aims to explain and predict behavior in situations in which people either remain in a state of physical inactivity or initiate action (exercise). It is a dual-process model and assumes that exercise-related stimuli trigger automatic associations and a resulting automatic affective valuation of exercise (type-1 process). The automatic affective valuation forms the basis for the reflective evaluation (type-2 process), which can follow if self-control resources are available. The automatic affective valuation is connected with an action impulse, whereas the reflective evaluation can result in action plans. The two processes, in constant interaction, direct the individual towards or away from changing behavior. The ART of physical inactivity and exercise predicts that, when there is an affective-reflective discrepancy and self-control resources are low, behavior is more likely to be governed by the affective type-1 process. This introductory article explains the underlying concepts and main theoretical roots from which the ART of physical inactivity and exercise was developed (field theory, affective responses to exercise, automatic evaluation, evaluation-behavior link, dual-process theorizing). We also summarize the empirical tests that have been conducted to refine the theory in its present form.}, language = {en} } @article{BoschSmimou2022, author = {Bosch, David and Smimou, Kamal}, title = {Traders' motivation and hedging pressure in commodity futures markets}, series = {Research in international business and finance}, volume = {59}, journal = {Research in international business and finance}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0275-5319}, doi = {10.1016/j.ribaf.2021.101529}, pages = {34}, year = {2022}, abstract = {This study seeks to explain the major drivers of trading activity in commodity futures markets and gage the effect of trading activity on commodity prices. Rather than concentrating on a specific commodity subgroup or a particular type of commodity traders, we provide an extensive overview of the behavior across all market participants and their influence on commodity prices by using a broad set of commodity futures contracts. Although commodity futures returns show co-movement with financial fundamentals (U.S. dollar index, equity, and bond markets), based on the Disaggregated Commitment of Traders Report (DCOT), this relationship cannot be attributed to trading activity. Pricing in commodity markets can be predominantly attributed to hedgers and influential speculators (money managers), whereas small speculators (nonreportable traders) are crucial to some soft commodity futures similar to dealers in metals commodity futures. Furthermore, we find limited cases where inventory changes exert a sizable influence on position changes of DCOT traders.}, language = {en} } @article{Apelojg2020, author = {Apelojg, Benjamin}, title = {DieFelix-App}, series = {Bildung, Schule und Digitalisierung}, journal = {Bildung, Schule und Digitalisierung}, publisher = {Waxmann}, address = {M{\"u}nster}, isbn = {978-3-8309-4246-7}, doi = {10.31244/9783830992462}, pages = {133 -- 138}, year = {2020}, abstract = {Emotionen besitzen eine große Bedeutung bei Lernprozessen. Nach der „Control-Value"-Theorie wird davon ausgegangen, dass positive Emotionen sich positiv, nega tive Emotionen sich hingegen negativ auf den Lernprozess auswirken k{\"o}nnen. Die Felix-App greift solche Effekte auf, um das Befinden und die Bed{\"u}rfnisse von Lehrenden und Lernenden in Echtzeit zu erfassen und direkt in Form anschaulicher Grafiken zur{\"u}ck-zumelden. Der theoretische Hintergrund und Best-Practice-Beispiele werden erl{\"a}utert.}, language = {de} } @inproceedings{Apelojg2019, author = {Apelojg, Benjamin}, title = {What´s going on?! Needs and emotions during classes}, series = {9th International Conference on Society and Information Technologies (ICSIT 2018)}, booktitle = {9th International Conference on Society and Information Technologies (ICSIT 2018)}, number = {1}, publisher = {Curran Associates}, address = {Red Hook}, isbn = {978-1-5108-9702-1}, pages = {85 -- 88}, year = {2019}, abstract = {The "output-orientation" is omnipresent in teacher education. In order to evaluate teachers' and students' performances, a wide range of different quantitative questionnaires exist worldwide. One important goal of teaching evaluation is to increase the quality of teaching and learning. The author argues, that standard evaluations which are typically made at the end of the semester are problematic due to two reasons. The first one is that some of the questions are too general and don`t offer concrete ideas as to what kind of actions can be taken to make the courses better. The second problem is that the evaluation is mostly made when the course is already over. Because of this criticism, Apelojg invented the Felix-App which offers the possibility to give feedback in real-time by asking for the emotions and needs that occur during different learning situations. The idea is very simple: positive emotions and satisfied needs are helpful for the learning process. Negative emotions and unsatisfied needs have negative effects on the learning process. First descriptive results show, that "managing emotions" during classes can have positive effects on both motivation and emotions.}, language = {en} }