@misc{VoltmerKieschkeSchwappachetal.2008, author = {Voltmer, Edgar and Kieschke, Ulf and Schwappach, David L.B. and Wirsching, Michael and Spahn, Claudia}, title = {Psychosocial health risk factors and resources of medical students and physicians}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {641}, issn = {1866-8364}, doi = {10.25932/publishup-43121}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-431211}, pages = {11}, year = {2008}, abstract = {Background Epidemiological data indicate elevated psychosocial health risks for physicians, e.g., burnout, depression, marital disturbances, alcohol and substance abuse, and suicide. The purpose of this study was to identify psychosocial health resources and risk factors in profession-related behaviour and experience patterns of medical students and physicians that may serve as a basis for appropriate health promoting interventions. Methods The questionnaire -Related Behaviour and Experience "Work administered in cross-sectional surveys to students in the first (n = 475) and in the fifth year of studies (n = 355) in required courses at three German universities and to physicians in early professional life in the vicinity of these universities (n = 381). Results Scores reflecting a healthy behaviour pattern were less likely in physicians (16.7\%) compared to 5th year (26.0\%) and 1st year students (35.1\%) while scores representing unambitious and resigned patterns were more common among physicians (43.4\% vs. 24.4\% vs. 41.0\% and 27.3\% vs. 17.2\% vs. 23.3 respectively). Female and male responders differed in the domains professional commitment, resistance to stress and emotional well-being. Female physicians on average scored higher in the dimensions resignation tendencies, satisfaction with life and experience of social support, and lower in career ambition. Conclusion The results show distinct psychosocial stress patterns among medical students and physicians. Health promotion and prevention of psychosocial symptoms and impairments should be integrated as a required part of the medical curriculum and be considered an important issue during the further training of physicians.}, language = {en} } @article{VoltmerSpahnSchaarschmidtetal.2011, author = {Voltmer, Edgar and Spahn, Claudia and Schaarschmidt, Uwe and Kieschke, Ulf}, title = {Work-related behavior and experience patterns of entrepreneurs compared to teachers and physicians}, series = {International archives of occupational and environmental health}, volume = {84}, journal = {International archives of occupational and environmental health}, number = {5}, publisher = {Springer}, address = {New York}, issn = {0340-0131}, doi = {10.1007/s00420-011-0632-9}, pages = {479 -- 490}, year = {2011}, abstract = {Purpose This study examined the status of health-related behavior and experience patterns of entrepreneurs in comparison with teachers and physicians to identify specific health risks and resources. Methods Entrepreneurs (n = 632), teachers (n = 5,196), and physicians (n = 549) were surveyed in a cross-sectional design. The questionnaire Work-related Behavior and Experience Patterns (AVEM) was used for all professions and, in addition, two scales (health prevention and self-confidence) from the Checklist for Entrepreneurs in the sample of entrepreneurs. Results The largest proportion of the entrepreneurs (45\%) presented with a healthy pattern (compared with 18.4\% teachers and 18.3\% physicians). Thirty-eight percent of entrepreneurs showed a risk pattern of overexertion and stress, followed by teachers (28.9\%) and physicians (20.6\%). Unambitious or burnout patterns were seen in only 9.3/8.2\% of entrepreneurs, respectively, and 25.3/27.3\% of teachers, and 39.6/21.5\% of physicians. While the distribution of patterns in teachers and physicians differed significantly between genders, a gender difference was not found among entrepreneurs. Entrepreneurs with the risk pattern of overexertion scored significantly (P < 0.01) lower in self-confidence and health care than those with the healthy pattern. Conclusions The development of a successful enterprise depends, in part, on the health of the entrepreneur. The large proportion of entrepreneurs with the healthy pattern irrespective of gender may support the notion that self-selection effects of healthy individuals in this special career might be important. At the same time, a large proportion was at risk for overexertion and might benefit from measures to cope with professional demands and stress and promote a healthy behavior pattern.}, language = {en} } @article{SpoererBrunsteinKieschke2009, author = {Sp{\"o}rer, Nadine and Brunstein, Joachim Clemens and Kieschke, Ulf}, title = {Improving students' reading comprehension skills : effects of strategy instruction and reciprocal teaching}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2008.05.003}, year = {2009}, abstract = {The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experiment-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed use than the control students who received traditional instruction groups on a standardized reading comprehension test.}, language = {en} } @article{SchaarschmidtKieschkeFischer1999, author = {Schaarschmidt, Uwe and Kieschke, Ulf and Fischer, Andreas W.}, title = {Beanspruchungsmuster im Lehrerberuf}, year = {1999}, language = {de} } @article{SchaarschmidtKieschke1999, author = {Schaarschmidt, Uwe and Kieschke, Ulf}, title = {Die Beanspruchungssituation von Lehrerinnen und Lehrern in Niedersachsen : Untersuchungsergebnisse aus dem Jahre 1998}, isbn = {3-929189-21-6}, year = {1999}, language = {de} } @article{AroldSchaarschmidtKieschke2000, author = {Arold, Helga and Schaarschmidt, Uwe and Kieschke, Ulf}, title = {Die Bew{\"a}ltigung psychischer Anforderungen durch Lehrkr{\"a}fte}, isbn = {3-486-91100-7}, year = {2000}, language = {de} } @article{Kieschke2000, author = {Kieschke, Ulf}, title = {Stile arbeitsbezogenen Bew{\"a}ltigungsverhaltens bei Lehrern}, isbn = {3-8300-0095-2}, year = {2000}, language = {de} } @phdthesis{Kieschke2003, author = {Kieschke, Ulf}, title = {Arbeit, Pers{\"o}nlichkeit und Gesundheit : Beitr{\"a}ge zu einer differentiellen Psychologie beruflichen Belastungsgeschehens}, publisher = {Logos-Verl.}, address = {Berlin}, isbn = {3-8325-0194-0}, pages = {378 S}, year = {2003}, language = {de} } @article{SchaarschmidtKieschke2004, author = {Schaarschmidt, Uwe and Kieschke, Ulf}, title = {Differentielle Psychologie im Arbeits- und Berufsbereich}, isbn = {3-8017-0534-X}, year = {2004}, language = {de} } @book{SchaarschmidtRickenKieschkeetal.2004, author = {Schaarschmidt, Uwe and Ricken, Gabi and Kieschke, Ulf and Preuß, Ulrich}, title = {Bildbasierter Intelligenztest f{\"u}r das Vorschulalter : BIVA}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, pages = {77 S.}, year = {2004}, language = {de} } @article{SchroederKieschke2006, author = {Schr{\"o}der, Eberhard and Kieschke, Ulf}, title = {Bew{\"a}ltigungsmuster im Lehramtsstudium : eine Untersuchung an der Universit{\"a}t M{\"u}nster und Potsdam}, isbn = {3- 937786-08-2}, year = {2006}, language = {de} } @article{SchaarschmidtKieschke2007, author = {Schaarschmidt, Uwe and Kieschke, Ulf}, title = {Arbeits-Bewertungs-Vheck f{\"u}r Lehrkr{\"a}fte (ABC-L) : Anhang 1}, isbn = {978-3-407-25465-8}, year = {2007}, language = {de} } @article{SchaarschmidtKieschke2007, author = {Schaarschmidt, Uwe and Kieschke, Ulf}, title = {Einf{\"u}hrung und {\"U}berblick}, isbn = {978-3-407-25465-8}, year = {2007}, language = {de} } @article{HeitzmannKieschkeSchaarschmidt2007, author = {Heitzmann, Berit and Kieschke, Ulf and Schaarschmidt, Uwe}, title = {Bedingungen der Lehrerarbeit}, isbn = {978-3-407-25465-8}, year = {2007}, language = {de} } @article{LauxKsienzykKreuzigerKieschke2007, author = {Laux, Anna and Ksienzyk-Kreuziger, Bianca and Kieschke, Ulf}, title = {Unterst{\"u}tzung von F{\"u}hrungsarbeit und Teamentwicklung an der Schule}, isbn = {978-3-407-25465-8}, year = {2007}, language = {de} } @article{SchaarschmidtKieschke2007, author = {Schaarschmidt, Uwe and Kieschke, Ulf}, title = {Arbeits-Bewertungs-Check f{\"u}r Lehrkr{\"a}fte (ABC-L)}, isbn = {978-3-407-25465-8}, year = {2007}, language = {de} } @article{SchroederKieschke2006, author = {Schr{\"o}der, Eberhard and Kieschke, Ulf}, title = {Bew{\"a}ltigungsmuster im Lehramtsstudium}, series = {Potsdamer Beitr{\"a}ge zur Lehrevaluation}, volume = {2}, journal = {Potsdamer Beitr{\"a}ge zur Lehrevaluation}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {3-937786-08-2}, issn = {1614-0273}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-21996}, pages = {261 -- 280}, year = {2006}, abstract = {Studierende der Lehr{\"a}mter wurden zu Studienbedingungen in der Lehrerbildung an je einem Ausbildungsort in den alten und neuen Bundesl{\"a}ndern befragt. Dabei wurden Einsch{\"a}tzungen zu Studium und Beruf sowie zu Gr{\"u}nden und Motiven der Studienwahl und zu Belastungen beim Studieren erhoben. Die pers{\"o}nlichen Ressourcen und das Belastungserleben der Studierenden wurden mit dem diagnostischen Inventar AVEM [Arbeitsbezogene Verhaltens- und Erlebensmuster, vgl. SCHAARSCHMIDT U. FISCHER 2003] bestimmt. Die empirischen Auswertungen folgten einer differentialpsychologischen Vorgehensweise, um den Einfluss person- und strukturbezogener Bedingungen genauer analysieren zu k{\"o}nnen. Die Ergebnisse zeigen pers{\"o}nlichkeitsgebundene Unterschiede bei der Bew{\"a}ltigung der Anforderungen in Studium und Beruf, und das insbesondere in Abh{\"a}ngigkeit von Studienort und -abschnitt. Weiterhin ergibt sich eine Wechselwirkung person- und strukturbezogener Bedingungen auf Gr{\"u}nde und Motive sowie auf Einsch{\"a}tzungen zu Studium und Beruf. Implikationen f{\"u}r eine psychologisch angeleitete Gestaltung der Lehrerbildung werden diskutiert.}, subject = {Qualit{\"a}tssicherung}, language = {de} }