TY - GEN A1 - Arni, Patrick A1 - Caliendo, Marco A1 - Künn, Steffen A1 - Zimmermann, Klaus F. T1 - The IZA evaluation dataset survey BT - a scientific use file T2 - Postprints der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe N2 - This reference paper describes the sampling and contents of the IZA Evaluation Dataset Survey and outlines its vast potential for research in labor economics. The data have been part of a unique IZA project to connect administrative data from the German Federal Employment Agency with innovative survey data to study the out-mobility of individuals to work. This study makes the survey available to the research community as a Scientific Use File by explaining the development, structure, and access to the data. Furthermore, it also summarizes previous findings with the survey data. T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 122 KW - survey data KW - scientific use file KW - labor market policies KW - evaluation KW - migration KW - ethnicity KW - attitudes KW - behavior KW - skills Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-435204 SN - 1867-5808 IS - 122 ER - TY - JOUR A1 - Brand, Ralf A1 - Schweizer, Geoffrey T1 - Going to the Gym or to the Movies?: Situated Decisions as a Functional Link Connecting Automatic and Reflective Evaluations of Exercise With Exercising Behavior JF - Journal of sport & exercise psychology N2 - The goal of the present paper is to propose a model for the study of automatic cognition and affect in exercise. We have chosen a dual-system approach to social information processing to investigate the hypothesis that situated decisions between behavioral alternatives form a functional link between automatic and reflective evaluations and the time spent on exercise. A new questionnaire is introduced to operationalize this link. A reaction-time based evaluative priming task was used to test participants' automatic evaluations. Affective and cognitive reflective evaluations, as well as exercising time, were requested via self-report. Path analyses suggest that the affective reflective (beta =.71) and the automatic evaluation (beta =.15) independently explain situated decisions, which, in turn (beta =.60) explain time spent on exercise. Our findings highlight the concept of contextualized decisions. They can serve as a starting point from which the so far seldom investigations of automatic cognition and affect in exercise can be integrated with multitudinous results from studies on reflective psychological determinants of health behavior. KW - evaluative priming KW - attitudes KW - dual processing Y1 - 2015 U6 - https://doi.org/10.1123/jsep.2014-0018 SN - 0895-2779 SN - 1543-2904 VL - 37 IS - 1 SP - 63 EP - 73 PB - Human Kinetics Publ. CY - Champaign ER - TY - JOUR A1 - Börnert-Ringleb, Moritz A1 - Westphal, Andrea A1 - Zaruba, Nicole A1 - Gutmann, Franziska A1 - Vock, Miriam T1 - The relationship between attitudes toward inclusion, beliefs about teaching and learning, and subsequent automatic evaluations amongst student teachers JF - Frontiers in education N2 - Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. Previous evidence on the association of attitudes toward inclusion and beliefs about teaching and learning is solely based on explicit reports. Therefore, this study aims to examine the relationship between attitudes toward inclusion, beliefs about teaching and learning, and the subsequent automatic evaluations of pre-service teachers (N = 197). The results revealed differences between pre-service teachers' explicit attitudes/beliefs and their subsequent automatic evaluations. Differences in the relationship between attitudes toward inclusion and beliefs about teaching and learning occur when teachers focus either on explicit measures or automatic evaluations. These differences might be due to different facets of the same attitude object being represented. Relying solely on either explicit measures or automatic evaluations at the exclusion of the other might lead to erroneous assumptions about the relation of attitudes toward inclusion and beliefs about teaching and learning. KW - inclusion KW - attitudes KW - teaching KW - automatic evaluation KW - beliefs KW - implicit Y1 - 2020 U6 - https://doi.org/10.3389/feduc.2020.584464 SN - 2504-284X VL - 5 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Han, Sungju A1 - Kuhlicke, Christian T1 - Reducing Hydro-Meteorological Risk by Nature-Based Solutions: What Do We JF - Water N2 - Nature-based solutions (NBS) have recently received attention due to their potential ability to sustainably reduce hydro-meteorological risks, providing co-benefits for both ecosystems and affected people. Therefore, pioneering research has dedicated efforts to optimize the design of NBS, to evaluate their wider co-benefits and to understand promoting and/or hampering governance conditions for the uptake of NBS. In this article, we aim to complement this research by conducting a comprehensive literature review of factors shaping people’s perceptions of NBS as a means to reduce hydro-meteorological risks. Based on 102 studies, we identified six topics shaping the current discussion in this field of research: (1) valuation of the co-benefits (including those related to ecosystems and society); (2) evaluation of risk reduction efficacy; (3) stakeholder participation; (4) socio-economic and location-specific conditions; (5) environmental attitude, and (6) uncertainty. Our analysis reveals that concerned empirical insights are diverse and even contradictory, they vary in the depth of the insights generated and are often not comparable for a lack of a sound theoretical-methodological grounding. We, therefore, propose a conceptual model outlining avenues for future research by indicating potential inter-linkages between constructs underlying perceptions of NBS to hydro-meteorological risks. KW - disaster risk reduction KW - climate change adaptation KW - river restoration KW - green infrastructure KW - ecosystem services KW - acceptability KW - attitudes KW - co-benefits KW - preferences KW - participation Y1 - 2019 U6 - https://doi.org/10.3390/w11122599 SN - 2073-4441 VL - 11 IS - 12 PB - MDPI CY - Basel ER - TY - THES A1 - John, Linda T1 - Sprachliche und soziale Normen : quantitative Studie zum Einfluss von Abweichungen des sprachlichen Standards und ethnisch markierten Vornamen bei der Leistungsbewertung von Schulaufsätzen T1 - Linguistic and social norms : quantitative study on the influence of deviations from linguistic standard and ethnically marked first names on the grading of school essays N2 - Die vorliegende Masterarbeit hat in einer Einstellungsstudie untersucht, welchen Einfluss Einstellungen gegenüber sprachlichen Varietäten und gegenüber der wahrgenommenen ethnischen Herkunft von Sprecher*innen auf die Leistungsbewertung von Schulaufsätzen haben. In Anlehnung an die Debatte um Sprachideologien wurden Einstellungen gegenüber den sprachlichen Varietäten Kiezdeutsch und dominantes Deutsch sowie, aufbauend auf Studien zur Wahrnehmung von sozialer Information über Sprecher*innen, Einstellungen gegenüber türkisch und deutsch markierten Vornamen miteinander verglichen. 157 Lehramtsstudierenden der Universität Potsdam wurde je ein fiktiver Schulaufsatz vorgelegt, der die jeweiligen Einstellungsobjekte sprachliche Varietät und ethnisch markierter Vorname enthielt. Durch einen Vergleich der individuellen Leistungsbewertung der Aufsätze wurde untersucht, welche Unterschiede sich im schulischen Kontext in der Bewertung und damit der Einstellung gegenüber bestimmten Sprecher*innen und ihrem Sprachgebrauch feststellen ließen. Die Studie ergab, dass in den fiktiven Schulaufsätzen Kiezdeutsch stärker sanktioniert wurde als dominantes Deutsch. Dieses Ergebnis konnte verstärkt beobachtet werden, wenn der Schulaufsatz vermeintlich von einer*m Sprecher*in mit türkisch markiertem Vornamen stammte. Die Ergebnisse der Studie lassen vermuten, dass eine Bewertung von Schüler*innen von einer Vorstellung darüber abhängt, wie weit oder nah entfernt der oder die betreffende Schüler*in zur sprachlichen und sozialen Norm steht. N2 - The present master's thesis aimed to investigate whether attitudes towards linguistic varieties and a perceived ethnic background of speakers do influence the grading of school essays. 157 teacher trainees from the University of Potsdam had been asked to each grade an identical school essay which only differed in the attitude items ‘linguistic variety’ and ‘ethnically marked first name’. The study has shown that school essays containing the multiethnolect 'Kiezdeutsch' (Neighborhood German) – which is perceived by the media and the public opinion as a “poorly performed German spoken by adolescents from Turkish immigrant background” – are assessed worse than those containing structures of Dominant German. These results could be observed even more strongly when the essay supposedly came from a speaker who had a Turkish marked first name. The results indicate that the assessment of the performance of children and adolescents in school depends on the perception of how close or far the individual student is situated to the linguistic and social norm. KW - Standardsprachideologie KW - Multiethnolekt KW - Kiezdeutsch KW - Vornamen KW - Einstellungen KW - standard language ideology KW - multiethnolect KW - neighborhood German KW - first names KW - attitudes Y1 - 2014 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-71907 ER - TY - THES A1 - Justiz, Pia T1 - Der Zusammenhang von Einstellungsänderungen zum gemeinsamen Lernen und den Selbstwirksamkeitsänderungen von Kindern mit Unterstützungsbedarf T1 - The relationship between changes in attitudes towards inclusive learning and changes in self-efficacy of children with special educational needs BT - der Einfluss der Intervention “Soziale Entwicklung beim gemeinsamen Lernen“ in der Grundschule BT - the impact of the intervention "SEGEL" in primary schools N2 - Der gemeinsame Unterricht im Land Brandenburg ist bestrebt, Schule inklusiv zu gestalten, um alle Schüler:innen individuell bestmöglich zu fördern. Die Perspektive der Kinder mit Unterstützungsbedarf auf den gemeinsamen Unterricht wurde bislang nur selten erhoben, häufig sind Schüler:innen mit Unterstützungsbedarf eher Gegenstand der Untersuchungen. Mithilfe der Daten von N = 181 Viert- und Fünftklässler:innen sollten die Fragen beantwortet werden, wie sich Kinder mit (n = 61) und ohne (n = 120) Unterstützungsbedarf bezüglich der Einstellungen zum gemeinsamen Lernen unterscheiden, wie sich ihre allgemeine sowie gruppenspezifische Selbstwirksamkeit unterscheidet und verändert, wenn durch die Intervention „Soziale Entwicklung beim gemeinsamen Lernen“ eine Einstellungsverbesserung erreicht wurde. Dabei wurden die Kinder mit Unterstützungsbedarf nach den Gruppen Unterstützungsbedarf emotionale und soziale Entwicklung (n = 28) sowie Unterstützungsbedarfen Lernen und Sprache (n = 32) unterschieden, um eine differenzierte Darstellung zu erreichen. Der Vergleich der Mittelwertsunterschiede zwischen den Gruppen ergab signifikante Unterschiede in der allgemeinen Selbstwirksamkeit zugunsten der Kinder ohne Unterstützungsbedarf. Der Vergleich der Mittelwertsunterschiede zu den Messzeitpunkten vor und nach der Intervention ergab eine signifikante Verbesserung der Einstellungen von Kindern mit Unterstützungsbedarf, wobei sich durch eine Regressionsanalyse zeigte, dass diese keinen Einfluss auf die Selbstwirksamkeit der Schüler:innen hatte. Dennoch zeigt die vorliegende Arbeit auf, dass der gemeinsame Unterricht aus Schüler:innenperspektive differenzierter untersucht werden muss und die personalen Kompetenzen von Kindern mit Unterstützungsbedarf gestärkt werden müssen. N2 - Inclusive teaching in the state of Brandenburg aims to make schools inclusive and to provide the best possible individual support for all pupils. The perspective of children with special needs on shared teaching has rarely been investigated, whereas children with special needs have often been the subject of research. Using data from N = 181 fourth and fifth graders, I aimed to answer the following questions: How do children with (n = 61) and without (n = 120) special needs differ in their attitudes towards group learning, how do their general and group-specific self-efficacy differ, and how do their general and group-specific self-efficacy differ? Self-efficacy and group-specific self-efficacy differ and change when the Social Development in Collaborative Learning intervention is implemented. An improvement in attitudes was achieved. The children with support needs were grouped according to emotional and social development support needs (n = 28) and learning and language support needs (n = 32) in order to achieve a differentiated presentation. The comparison between the groups revealed significant differences in general self-efficacy in favour of the children without support needs. Self-efficacy in favour of the children without support needs. The comparison of the mean differences at the pre- and post-intervention measurement points showed a significant improvement in the attitudes of the children with support needs. Regression analysis showed that this had no influence on the self-efficacy of the pupils. Nevertheless, the present study shows that inclusive teaching needs to be studied in a more differentiated way and that the personal competences of children with special needs need to be strengthened. KW - Selbstwirksamkeit KW - Gemeinsamer Unterricht KW - Einstellungen KW - Kinder mit Unterstützungsbedarf KW - SEGEL - Intervention KW - self-efficacy KW - special needs KW - attitudes KW - inclusive teaching KW - intervention "SEGEL" Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-611614 ER - TY - GEN A1 - Schindler, Sebastian A1 - Wolff, Wanja T1 - Cerebral correlates of automatic associations towards performance enhancing substances T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - kein abstract vorh. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 421 KW - EEG/ERP KW - anti-doping KW - attitudes KW - Implicit Association Test (IAT) KW - indirect tests KW - substance abuse KW - Neuroenhancement (NE) Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-406279 IS - 421 ER - TY - JOUR A1 - Spörer, Nadine A1 - Lenkeit, Jenny A1 - Bosse, Stefanie A1 - Hartmann, Anne A1 - Ehlert, Antje A1 - Knigge, Michel T1 - Students’ perspective on inclusion BT - Relations of attitudes towards inclusive education and self-perceptions of peer relations JF - International journal of educational research N2 - The goal of the present study was to analyze how students' attitudes towards inclusive education develop over the course of a school year and how these attitudes relate to students' peer relations. Sixth- and seventh-graders of 44 inclusive classes filled out a questionnaire at two measurement points within one school year to assess attitudes towards inclusive education and peer relations. Applying multilevel regression analyses it turned out that changes in peer relations over time were positively predicted by students' attitudes towards instructional adaptations for students with behaviour difficulties. Further, students with self-perceived behavior difficulties reported lower scores for peer relations compared to students without self-perceived difficulties. Results are discussed with respect to structural factors and individual characteristics affecting inclusive education. KW - peer relations KW - inclusion KW - students KW - attitudes KW - special educational KW - needs Y1 - 2020 U6 - https://doi.org/10.1016/j.ijer.2020.101641 SN - 0883-0355 SN - 2666-3740 VL - 103 PB - Elsevier Science CY - Oxford ER -