TY - JOUR A1 - Muschalla, Beate T1 - Work-anxiety-coping intervention improves work-coping perception while a recreational intervention leads to deterioration BT - results from a randomized controlled trial JF - European journal of work and organizational psychology : the official journal of The European Association of Work and Organizational Psychology N2 - Work-anxieties are costly and need early intervention. The perception of being able to cope with work is a basic requirement for work ability. This randomized controlled trial investigates whether a cognitive behavioural, work-anxiety-coping group (WAG) intervention leads to better work-coping perception than an unspecific recreational group (RG). Heterogeneous people in medical rehabilitation, who were due to return to work, were interviewed concerning their work-anxieties, and either randomly assigned to a WAG (n=85) or a RG (n=95). The participants (with an average of 50years old [range 23-64]; 51% women; 70% workers or employees, 25% academics, 5% unskilled) followed the group intervention for four or six sessions. The perceived work-coping was assessed by self-rating (Inventory for Job-Coping and Return Intention JoCoRi) after each group session. Although participants had a slight temporary decrease in work-coping after group session two (from M-1=2.47 to M-2=2.28, d(Cohen)=-.22), the WAG led to the improvement of perceived work-coping over the intervention course (from M-1=2.47 to M-6=2.65, d(Cohen)=.18). In contrast, participants from the RG reported lower work-coping after six group sessions (from M-1=2.26 to M-6=2.02, d(Cohen)=-.18). It is considered that people with work-anxieties need training in work-coping. By focusing on recreation only, this may lead to deterioration of work-coping. Indeed, intervention designers should be aware of temporary deterioration (side effects) when confronting participants with work-coping. KW - Work-anxiety KW - work-coping KW - return to work KW - intervention KW - mental health Y1 - 2017 U6 - https://doi.org/10.1080/1359432X.2017.1384378 SN - 1359-432X SN - 1464-0643 VL - 26 IS - 6 SP - 858 EP - 869 PB - Taylor & Francis CY - Abingdon ER - TY - JOUR A1 - Wagner, Birgit A1 - Rosenberg, Nicole A1 - Hofmann, Laura A1 - Maaß, Ulrike T1 - Web-based bereavement care BT - a systematic review and meta-analysis JF - Frontiers in psychiatry N2 - Background: Web-based interventions have been introduced as novel and effective treatments for mental disorders and, in recent years, specifically for the bereaved. However, a systematic summary of the effectiveness of online interventions for people experiencing bereavement is still missing. Objective: A systematic literature search was conducted by four reviewers who reviewed and meta-analytically summarized the evidence for web-based interventions for bereaved people. Methods: Systematic searches (PubMed, Web of Science, PsycInfo, PsycArticles, Medline, and CINAHL) resulted in seven randomized controlled trials (N= 1,257) that addressed adults having experienced bereavement using internet-based interventions. We used random effects models to summarize treatment effects for between-group comparisons (treatmentvs.control at post) and stability over time (postvs.follow-up). Results: All web-based interventions were based on cognitive behavioral therapy (CBT). In comparison with control groups, the interventions showed moderate (g= .54) to large effects (g= .86) for symptoms of grief and posttraumatic stress disorder (PTSD), respectively. The effect for depression was small (g= .44). All effects were stable over time. A higher number of treatment sessions achieved higher effects for grief symptoms and more individual feedback increased effects for depression. Other moderators (i.e.dropout rate, time since loss, exposure) did not significantly reduce moderate degrees of heterogeneity between the studies. Limitations: The number of includable studies was low in this review resulting to lower power for moderator analyses in particular. Conclusions: Overall, the results of web-based bereavement interventions are promising, and its low-threshold approach might reduce barriers to bereavement care. Nonetheless, future research should further examine potential moderators and specific treatment components (e.g.exposure, feedback) and compare interventions with active controls. KW - grief KW - bereavement KW - depression KW - post-traumatic stress disorder KW - internet KW - e-health KW - intervention KW - psychotherapy Y1 - 2020 U6 - https://doi.org/10.3389/fpsyt.2020.00525 SN - 1664-0640 VL - 11 PB - Frontiers Media CY - Lausanne ER - TY - GEN A1 - Chaykovska, Lyubov A1 - Heunisch, Fabian A1 - von Einem, Gina A1 - Alter, Markus L. A1 - Hocher, Carl-Friedrich A1 - Tsuprykov, Oleg A1 - Dschietzig, Thomas A1 - Kretschmer, Axel A1 - Hocher, Berthold T1 - Urinary vitamin D binding protein and KIM-1 are potent new biomarkers of major adverse renal events in patients undergoing coronary angiography T2 - Postprints der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe N2 - Background Vitamin-D-binding protein (VDBP) is a low molecular weight protein that is filtered through the glomerulus as a 25-(OH) vitamin D 3/VDBP complex. In the normal kidney VDBP is reabsorbed and catabolized by proximal tubule epithelial cells reducing the urinary excretion to trace amounts. Acute tubular injury is expected to result in urinary VDBP loss. The purpose of our study was to explore the potential role of urinary VDBP as a biomarker of an acute renal damage. Method We included 314 patients with diabetes mellitus or mild renal impairment undergoing coronary angiography and collected blood and urine before and 24 hours after the CM application. Patients were followed for 90 days for the composite endpoint major adverse renal events (MARE: need for dialysis, doubling of serum creatinine after 90 days, unplanned emergency rehospitalization or death). Results Increased urine VDBP concentration 24 hours after contrast media exposure was predictive for dialysis need (no dialysis: 113.06 +/- 299.61ng/ml, n = 303; need for dialysis: 613.07 +/- 700.45 ng/ml, n = 11, Mean +/- SD, p < 0.001), death (no death during follow-up: 121.41 +/- 324.45 ng/ml, n = 306; death during follow-up: 522.01 +/- 521.86 ng/ml, n = 8; Mean +/- SD, p < 0.003) and MARE (no MARE: 112.08 +/- 302.00ng/ml, n = 298; MARE: 506.16 +/- 624.61 ng/ml, n = 16, Mean +/- SD, p < 0.001) during the follow-up of 90 days after contrast media exposure. Correction of urine VDBP concentrations for creatinine excretion confirmed its predictive value and was consistent with increased levels of urinary Kidney Injury Molecule1 (KIM-1) and baseline plasma creatinine in patients with above mentioned complications. The impact of urinary VDBP and KIM-1 on MARE was independent of known CIN risk factors such as anemia, preexisting renal failure, preexisting heart failure, and diabetes. Conclusions Urinary VDBP is a promising novel biomarker of major contrast induced nephropathy-associated events 90 days after contrast media exposure. T3 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 558 KW - acute kidney injury KW - cardiac surgery KW - molecule-1 KIM-1 KW - early diagnosis KW - failure KW - intervention KW - disease KW - NGAL Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-411928 SN - 1866-8372 IS - 558 ER - TY - JOUR A1 - Juang, Linda P. A1 - Moffitt, Ursula Elinor A1 - Schachner, Maja A1 - Pevec-Zimmer, Sharleen T1 - Understanding ethnic-racial identity in a context where "race" is taboo JF - Identity : an international journal of theory and research ; the journal of the Society for Research on Identity Formation N2 - Ethnic-racial identity (ERI) is an important aspect of youth development and has been well-studied for the last several decades. One issue less discussed is how the construct of ERI translates across different countries and cultures. The purpose of our paper is to describe the sociohistorical context of Germany and implications for the study of ethnic-racial identity in Europe. We discuss the German adaption of the Identity Project, an 8-week school-based ethnic-racial identity exploration intervention developed in the United States. We use this as a concrete example of how we thought through the focal construct of ERI to figure out how and whether it is a salient social identity category for youth in Germany where, in response to the history of racially motivated genocide, discussions of "race" are taboo. Digging into the ways ERI may not be directly transferable to different contexts can help us understand its nature as a socially constructed identity with real-life implications. Our hope with this paper is to further discussion, question our conceptualizations, and acknowledge how a detailed understanding of sociohistorical contexts is needed for the study of ERI. KW - Ethnic-racial identity KW - race KW - Germany KW - intervention Y1 - 2021 U6 - https://doi.org/10.1080/15283488.2021.1932901 SN - 1528-3488 SN - 1532-706X VL - 21 IS - 3 SP - 185 EP - 199 PB - Routledge, Taylor & Francis Group CY - Philadelphia, PA ER - TY - JOUR A1 - Juang, Linda P. A1 - Schachner, Maja Katharina A1 - Pevec-Zimmer, Sharleen A1 - Moffitt, Ursula Elinor T1 - The Identity Project intervention in Germany BT - creating a climate for reflection, connection, and adolescent identity development JF - New directions for child and adolescent development N2 - We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39% female, 83% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities. KW - adolescent KW - diversity climate KW - Germany KW - identity KW - intervention KW - school Y1 - 2020 U6 - https://doi.org/10.1002/cad.20379 SN - 1534-8687 VL - 173 SP - 65 EP - 82 PB - Wiley CY - San Fransisco ER - TY - JOUR A1 - Juang, Linda P. A1 - Schachner, Maja Katharina A1 - Pevec-Zimmer, Sharleen A1 - Moffitt, Ursula Elinor T1 - The Identity Project intervention in Germany BT - creating a climate for reflection, connection, and adolescent identity development JF - New directions for child and adolescent development N2 - We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39% female, 83% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities. KW - adolescent KW - diversity climate KW - Germany KW - identity KW - intervention KW - school Y1 - 2020 U6 - https://doi.org/10.1002/cad.20379 SN - 1534-8687 VL - 173 SP - 65 EP - 82 PB - Wiley CY - San Fransisco ER - TY - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Schubarth, Wilfried A1 - Wright, Michelle F. T1 - Students’ Willingness to Intervene in Bullying BT - Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Although school climate and self-efficacy have received some attention in the literature, as correlates of students’ willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students’ willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students’ willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students’ willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students’ willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students’ willingness to intervene in bullying; (2) efforts to increase students’ willingness to intervene in bullying should promote students’ confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students’ willingness to intervene in bullying. Recommendations are provided to help increase adolescents’ willingness to intervene in bullying and for future research. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 495 KW - bullying KW - intervention KW - willingness to intervene KW - verbal bullying KW - relational bullying KW - aggression KW - school KW - classroom climate KW - self-efficacy Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-421185 SN - 1866-8364 IS - 495 ER - TY - JOUR A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Schubarth, Wilfried A1 - Wright, Michelle F. T1 - Students’ Willingness to Intervene in Bullying BT - Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy JF - International journal of environmental research and public health : IJERPH N2 - Although school climate and self-efficacy have received some attention in the literature, as correlates of students’ willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students’ willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students’ willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students’ willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students’ willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students’ willingness to intervene in bullying; (2) efforts to increase students’ willingness to intervene in bullying should promote students’ confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students’ willingness to intervene in bullying. Recommendations are provided to help increase adolescents’ willingness to intervene in bullying and for future research. KW - bullying KW - intervention KW - willingness to intervene KW - verbal bullying KW - relational bullying KW - aggression KW - school KW - classroom climate KW - classroom cohesion KW - self-efficacy Y1 - 2018 U6 - https://doi.org/10.3390/ijerph15112577 SN - 1660-4601 SN - 1661-7827 VL - 15 PB - MDPI CY - Basel ER - TY - THES A1 - Teusner, Ralf T1 - Situational interventions and peer feedback in massive open online courses T1 - Situationsabhängige Interventionen und Peer-Feedback in Massive Open Online Courses BT - narrowing the gap between learners and instructors in online programming education N2 - Massive Open Online Courses (MOOCs) open up new opportunities to learn a wide variety of skills online and are thus well suited for individual education, especially where proffcient teachers are not available locally. At the same time, modern society is undergoing a digital transformation, requiring the training of large numbers of current and future employees. Abstract thinking, logical reasoning, and the need to formulate instructions for computers are becoming increasingly relevant. A holistic way to train these skills is to learn how to program. Programming, in addition to being a mental discipline, is also considered a craft, and practical training is required to achieve mastery. In order to effectively convey programming skills in MOOCs, practical exercises are incorporated into the course curriculum to offer students the necessary hands-on experience to reach an in-depth understanding of the programming concepts presented. Our preliminary analysis showed that while being an integral and rewarding part of courses, practical exercises bear the risk of overburdening students who are struggling with conceptual misunderstandings and unknown syntax. In this thesis, we develop, implement, and evaluate different interventions with the aim to improve the learning experience, sustainability, and success of online programming courses. Data from four programming MOOCs, with a total of over 60,000 participants, are employed to determine criteria for practical programming exercises best suited for a given audience. Based on over five million executions and scoring runs from students' task submissions, we deduce exercise difficulties, students' patterns in approaching the exercises, and potential flaws in exercise descriptions as well as preparatory videos. The primary issue in online learning is that students face a social gap caused by their isolated physical situation. Each individual student usually learns alone in front of a computer and suffers from the absence of a pre-determined time structure as provided in traditional school classes. Furthermore, online learning usually presses students into a one-size-fits-all curriculum, which presents the same content to all students, regardless of their individual needs and learning styles. Any means of a personalization of content or individual feedback regarding problems they encounter are mostly ruled out by the discrepancy between the number of learners and the number of instructors. This results in a high demand for self-motivation and determination of MOOC participants. Social distance exists between individual students as well as between students and course instructors. It decreases engagement and poses a threat to learning success. Within this research, we approach the identified issues within MOOCs and suggest scalable technical solutions, improving social interaction and balancing content difficulty. Our contributions include situational interventions, approaches for personalizing educational content as well as concepts for fostering collaborative problem-solving. With these approaches, we reduce counterproductive struggles and create a universal improvement for future programming MOOCs. We evaluate our approaches and methods in detail to improve programming courses for students as well as instructors and to advance the state of knowledge in online education. Data gathered from our experiments show that receiving peer feedback on one's programming problems improves overall course scores by up to 17%. Merely the act of phrasing a question about one's problem improved overall scores by about 14%. The rate of students reaching out for help was significantly improved by situational just-in-time interventions. Request for Comment interventions increased the share of students asking for help by up to 158%. Data from our four MOOCs further provide detailed insight into the learning behavior of students. We outline additional significant findings with regard to student behavior and demographic factors. Our approaches, the technical infrastructure, the numerous educational resources developed, and the data collected provide a solid foundation for future research. N2 - MOOCs (Massive Open Online Courses) ermöglichen es jedem Interessierten sich in verschiedenen Fachrichtungen online weiterzubilden. Sie fördern die persönliche individuelle Entwicklung und ermöglichen lebenslanges Lernen auch dort, wo geeignete Lehrer nicht verfügbar sind. Unsere Gesellschaft befindet sich derzeit in der sogenannten "digitalen Transformation". Von vielen Arbeitnehmern werden in diesem Zusammenhang zunehmend Fähigkeiten wie abstraktes Denken und logisches Schlussfolgern erwartet. Das Erlernen einer Programmiersprache ist eine geeignete Möglichkeit, diese Fähigkeiten zu erlangen. Obwohl Programmieren als geistige Disziplin angesehen wird, ist es zu einem gewissen Grad auch ein Handwerk, bei dem sich das individuelle Können insbesondere durch stetige praktische Anwendung entwickelt. Um Programmierkenntnisse effektiv in einem MOOC zu vermitteln, sollten daher praktische Aufgaben von vornherein in den Lehrstoff des Kurses integriert werden, um die vorgestellten Konzepte geeignet zu vertiefen und zu festigen. Neben den positiven Aspekten für die Lernenden weisen praktische Programmieraufgaben jedoch auch ein erhöhtes Frustpotential auf. Kryptische Fehlermeldungen und teils unbekannte Syntax überfordern insbesondere diejenigen Teilnehmer, welche zusätzlich mit konzeptionellen Missverständnissen zu kämpfen haben. Im Rahmen dieser Arbeit entwickeln und analysieren wir mehrere Interventionsmöglichkeiten um die Lernerfahrung und den Lernerfolg von Teilnehmern in Programmier-MOOCs zu verbessern. Daten von über 60.000 Teilnehmern aus vier Programmier-MOOCs bilden die Grundlage für eine Analyse von Kriterien für geeignete Programmieraufgaben für spezifische Teilnehmergruppen. Auf Basis von 5 Millionen Codeausführungen von Teilnehmern leiten wir Schwachstellen in Aufgaben und typische Herangehensweisen der Teilnehmer ab. Die Hauptschwierigkeit beim Lernen in einer virtuellen Umgebung ist die durch physische Isolation hervorgerufene soziale Entkopplung. Jeder Teilnehmer lernt alleine vor einem Bildschirm, ein gemeinsamer Stundenplan wie im klassischen Schulunterricht fehlt. Weiterhin präsentieren bestehende online Kurse den Teilnehmern in der Regel lediglich universell einsetzbare Lerninhalte, welche in keiner Weise auf die jeweiligen Bedürfnisse und Vorerfahrungen der individuellen Teilnehmer angepasst sind. Personalisierte Lerninhalte bzw. individuelles Feedback sind in MOOCs aufgrund der großen Anzahl an Teilnehmern und der nur kleinen Anzahl an Lehrenden oft nur schwer bzw. gar nicht zu realisieren. Daraus resultieren wiederum hohe Anforderungen an das individuelle Durchhaltevermögen und die Selbstmotivation der MOOC-Teilnehmer. Die soziale Entkopplung manifestiert sich sowohl zwischen den Teilnehmern untereinander als auch zwischen den Lehrenden und den Teilnehmern. Negative Folgen sind ein häufig verringertes Engagement und damit eine Gefährdung des Lernerfolgs. In dieser Arbeit schlagen wir als Gegenmaßnahme skalierbare technische Lösungen vor, um die soziale Interaktion zu verbessern und inhaltliche Schwierigkeiten zu überwinden. Unsere wissenschaftlichen Beiträge umfassen situationsabhängige Interventionen, Ansätze zur Personalisierung von Lerninhalten, sowie Konzepte und Anreize zur Verbesserung der Kollaboration der Teilnehmer untereinander. Mit diesen Maßnahmen schaffen wir es, kontraproduktive Blockaden beim Lernen zu lösen und stellen damit einen universell einsetzbaren Ansatz zur Verbesserung von zukünftigen Progammier-MOOCs bereit. Die aus unseren Experimenten gesammelten Daten zeigen, dass bei Programmierproblemen gewährtes Feedback von anderen Teilnehmern die Gesamtpunktzahl innerhalb des Teilnehmerfeldes durchschnittlich um bis zu 17% verbessert. Bereits das Formulieren des jeweiligen individuellen Problems verbesserte die Gesamtpunktzahl um etwa 14%. Durch situative Interventionen konnte weiterhin der Anteil der Teilnehmer, die nach Hilfe fragen, um bis zu 158% gesteigert werden. Die gesammelten Daten aus unseren vier MOOCs ermöglichen darüber hinaus detaillierte Einblicke in das Lernverhalten der Teilnehmer. Wir zeigen zusätzlich Erkenntnisse in Bezug auf das Verhalten der Teilnehmer und zu demografischen Faktoren auf. Die in dieser Arbeit beschriebenen Ansätze, die geschaffene technische Infrastruktur, das entworfene Lehrmaterial, sowie der umfangreiche gesammelte Datenbestand bilden darüber hinaus eine vielversprechende Grundlage für weitere zukünftige Forschung. KW - programming KW - MOOC KW - intervention KW - collaboration KW - peer feedback KW - Programmierung KW - MOOC KW - Interventionen KW - Kollaboration KW - Peer-feedback Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-507587 ER - TY - JOUR A1 - Seemann-Herz, Lisanne A1 - Kansok-Dusche, Julia A1 - Dix, Alexandra A1 - Wachs, Sebastian A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Schulze-Reichelt, Friederike A1 - Bilz, Ludwig T1 - Schulbezogene Programme zum Umgang mit Hatespeech T1 - School-related programs to address hate speech BT - eine kriteriengeleitete Bestandsaufnahme BT - a criteria-based review JF - Zeitschrift für Bildungsforschung N2 - Der vorliegende Beitrag informiert über 14 deutschsprachige Programme zur Prävention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5–12). Inhalte und Durchführungsmodalitäten der Programme sowie Ergebnisse einer kriteriengeleiteten Qualitätseinschätzung anhand von fünf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und erörtert. Der Überblick über Schwerpunkte, Stärken und Entwicklungspotentiale schulbezogener Hatespeech-Programme ermöglicht Leser*innen eine informierte Entscheidung über den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit. N2 - This article provides information on 14 German-language programs for the prevention and intervention of hate speech among children and adolescents (grades 5–12). The contents and implementation modalities of the programs as well as the results of a criteria-based quality assessment of five criteria are described and discussed regarding to their application in school practice. The overview of focal points, strengths and development potentials of school-related hate speech programs enables readers to make an informed decision about the use of the programs in schools and in open child and youth work. KW - Hatespeech KW - Schule KW - Prävention KW - Intervention KW - Kindes- und Jugendalter KW - hate speech KW - school KW - prevention KW - intervention KW - childhood and adolescence Y1 - 2022 U6 - https://doi.org/10.1007/s35834-022-00348-4 SN - 2190-6890 SN - 2190-6904 VL - 12 IS - 3 SP - 597 EP - 614 PB - Springer VS CY - Wiesbaden ER - TY - GEN A1 - Seemann-Herz, Lisanne A1 - Kansok-Dusche, Julia A1 - Dix, Alexandra A1 - Wachs, Sebastian A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Schulze-Reichelt, Friederike A1 - Bilz, Ludwig T1 - Schulbezogene Programme zum Umgang mit Hatespeech T1 - School-related programs to address hate speech BT - eine kriteriengeleitete Bestandsaufnahme BT - a criteria-based review T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Der vorliegende Beitrag informiert über 14 deutschsprachige Programme zur Prävention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5–12). Inhalte und Durchführungsmodalitäten der Programme sowie Ergebnisse einer kriteriengeleiteten Qualitätseinschätzung anhand von fünf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und erörtert. Der Überblick über Schwerpunkte, Stärken und Entwicklungspotentiale schulbezogener Hatespeech-Programme ermöglicht Leser*innen eine informierte Entscheidung über den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit. N2 - This article provides information on 14 German-language programs for the prevention and intervention of hate speech among children and adolescents (grades 5–12). The contents and implementation modalities of the programs as well as the results of a criteria-based quality assessment of five criteria are described and discussed regarding to their application in school practice. The overview of focal points, strengths and development potentials of school-related hate speech programs enables readers to make an informed decision about the use of the programs in schools and in open child and youth work. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 851 KW - Hatespeech KW - Schule KW - Prävention KW - Intervention KW - Kindes- und Jugendalter KW - hate speech KW - school KW - prevention KW - intervention KW - childhood and adolescence Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-602269 SN - 1866-8364 IS - 3 ER - TY - GEN A1 - Adani, Flavia A1 - Forgiarini, Matteo A1 - Guasti, Maria Teresa A1 - Van der Lely, Heather K. J. T1 - Number dissimilarities facilitate the comprehension of relative clauses in children with (Grammatical) Specific Language Impairment T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - This study investigates whether number dissimilarities on subject and object DPs facilitate the comprehension of subject-and object-extracted centre-embedded relative clauses in children with Grammatical Specific Language Impairment (G-SLI). We compared the performance of a group of English-speaking children with G-SLI (mean age: 12; 11) with that of two groups of younger typically developing (TD) children, matched on grammar and receptive vocabulary, respectively. All groups were more accurate on subject-extracted relative clauses than object-extracted ones and, crucially, they all showed greater accuracy for sentences with dissimilar number features (i.e., one singular, one plural) on the head noun and the embedded DP. These findings are interpreted in the light of current psycholinguistic models of sentence comprehension in TD children and provide further insight into the linguistic nature of G-SLI. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 525 KW - normally developing-children KW - speaking children KW - greek children KW - SLI KW - acquisition KW - english KW - intervention KW - dependencies KW - complexity KW - movement Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-415453 SN - 1866-8364 IS - 525 SP - 811 EP - 841 ER - TY - THES A1 - Baumgarten, Franz T1 - Nahrungsergänzungsmittel im Nachwuchssport - Interventionsempfehlungen vor dem Hintergrund der Theorie der Zielsysteme T1 - Nutritional supplements in youth sport - Recommendations for interventions using the theory of goal systems N2 - Aufgrund verschiedener wissenschaftlicher Erkenntnisse wird jungen Sporttreibenden vom Gebrauch von Nahrungsergänzungsmitteln (NEM) abgeraten. Diese Dissertation verfolgt vor dem Hintergrund der Theorie der Zielsysteme (TDZ) das Ziel der Erstellung anwendungsorientieren Handlungswissens, anhand dessen Interventionsempfehlungen zur Reduzierung des prävalenten NEM-Konsums im Nachwuchssport ableitbar sind. Insgesamt wurden sechs Untersuchungen durchgeführt. Die Versuchsteilnehmenden absolvierten in sämtlichen Studien eine Variante der lexikalischen Entscheidungsaufgabe. Diese Aufgabe diente der Operationalisierung von automatisch aktivier- und abrufbaren nahrungsergänzungsmittelbezogenen Ziel-Mittel-Relationen. In einer Stichprobe von Sportstudierenden zeigte sich, dass NEM mit dem Ziel Leistung assoziiert sind (Studie 1). Unter Berücksichtigung des NEM-Konsums wurde dieses Ergebnis für Nachwuchsathletinnen und -athleten aus dem Breitensport repliziert (Studie 2). Zusätzlich konnte in beiden Studien die Bedeutung dieser Ziel-Mittel-Relationen für das Verhalten nachgewiesen werden. In den nachfolgenden Untersuchungen wurden spezifische Veränderungsmechanismen der verhaltensleitenden Ziel-Mittel-Relation aus Leistung und NEM zunächst an Sportstudierenden experimentell evaluiert. Durch das Herausstellen der fehlenden leistungssteigernden Wirkung von NEM konnte diese Zielassoziation nicht modifiziert werden (Studie 3). Das Betonen gesundheitsschädigender Konsequenzen (Studie 4) und das Akzentuieren einer gesunden Ernährung (Studie 5) erwiesen sich demgegenüber als geeignet zur Veränderung der Ziel-Mittel-Relation. Das Herausstellen einer gesunden Ernährung führte deskriptiv bei Nachwuchsathletinnen und -athleten ebenfalls zur Modifikation der Zielassoziation (Studie 6). Die inferenzstatistische Bestätigung der Ergebnisse dieser Studie steht aufgrund der geringen Teststärke der Untersuchung noch aus. Insgesamt verdeutlichen die Ergebnisse, dass die auf Ebene automatischer Kognitionen bestehende und verhaltensleitende Assoziation des Gebrauchs von NEM mit Leistung durch die Akzentuierung gesundheitlicher Perspektiven experimentell verändert werden kann. Abschließend wird die theoretische und praktische Bedeutung des erstellten Handlungswissen für künftige Interventionsempfehlungen zur Reduzierung des Gebrauchs von NEM diskutiert. N2 - Various scientific findings discourage the use of nutritional supplements (NS) among young athletes. In light of the theory of goal systems (TGS) this doctoral thesis aims at the development of academically guided recommendations for intervention approaches that reduce the prevalent NS use. Within this framework, a total of six studies was conducted. In each study participants completed an adapted version of a lexical decision task. This task served to measure NS related goal-means associations that are proposed within the TGS and can be activated and retrieved automatically. In a sample of sport and exercise students NS were associated with the goal performance (study 1). These findings were replicated in a sample of NS using young athletes from amateur sports (study 2). In addition, both studies emphasized the importance of this particular goal-means association for behaviour. The following studies evaluated potential mechanisms for the modification of the behaviour influencing goal-means association between NS and performance in samples of sport and exercise students. Highlighting the lack of performance enhancing effects of NS did not alter the goal-means association between NS and performance (study 3). Rather, the emphasis on the harmful effects of health (study 4) and on healthy diet (study 5) led to significant changes of this particular goal-means association. Highlighting the positive effects of a healthy diet for athletic performance descriptively proved to be a potential mechanism for altering goal-means associations in a sample of young athletes from competitive sports (study 6). Due to the lack of statistical power, the confirmation of this trend using inferential statistics is still pending. Overall, the results of the completed studies illustrate that the automatic and behaviour influencing goal-means associations between NS and performance can be experimentally modified, especially by health-oriented messages. The theoretical and practical relevance of this thesis for future interventions in order to reduce the NS use among young athletes is discussed. KW - Nahrungsergänzungsmittel KW - Nachwuchssport KW - Theorie der Zielsysteme KW - automatische Prozesse KW - Intervention KW - nutritional supplements KW - young athletes KW - theory of goal systems KW - automatic processes KW - intervention Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-405652 ER - TY - JOUR A1 - Niproschke, Saskia A1 - Oertel, Lars A1 - Schubarth, Wilfried A1 - Ulbricht, Juliane A1 - Bilz, Ludwig T1 - More or Less Violence in Schools? A Replication Study from 1996-2014 in Saxon Schools JF - Zeitschrift für Soziologie der Erziehung und Sozialisation N2 - Der verbreiteten Annahme einer ständigen Gewaltzunahme an Schulen stehen bisher nur wenige Studien im Zeitvergleich gegenüber. Der vorliegende Beitrag will diese Lücke schließen, indem er Ergebnisse einer aktuellen Replikationsstudie vorstellt und damit die Frage beantwortet, ob die Gewalt an Schulen im Vergleich zur Mitte der 1990er Jahre zu- oder abgenommen hat. Anhand einer repräsentativen sächsischen Stichprobe zeigt sich, dass im Jahr 2014 im Vergleich zu 1996 über weniger Gewalt an Schulen berichtet wird. Dies betrifft die Gewalt unter Schü ler(inne)n und die Gewalt gegen Lehrkräfte. Parallel hat die Interventionsbereitschaft unter der Lehrer- und Schülerschaft zugenommen. Zugleich macht die Studie auf differente Entwicklungstrends zwischen den Schülergruppen aufmerksam. Trotz eines insgesamt niedrigen Gewaltniveaus im Vergleich zur Mitte der 1990er Jahre legen die Befunde den Schluss nahe, bei den Präventionsbemühungen nicht nachzulassen. Veryfew studies have investigated the widely held assumption that violence in schools has constantly increased in recent years. The current study aims to fill this gap by presenting results of a recent replication study in Germany, as well as answering the question as to whether violence in schools increased or decreased in comparison with the mid-1990s. Based on a representative sample of Saxon students, this study shows that less violence was reported in schools in 2014 compared to 1996. This relates to both violence among students and their violent actions against teachers. Moreover, the willingness of teachers and students to intervene has increased. At the same time, this study draws attention to developmental trends between groups of students. Despite a general low level of violence in schools compared to the mid-1990s, the findings suggest that prevention efforts must be continued. KW - Gewalt an Schulen, Mobbing an Schulen, Zeitvergleich, Schülergewalt, Intervention KW - violence in schools KW - bullying in schools KW - time trends KW - student violence KW - intervention Y1 - 2016 U6 - https://doi.org/10.3262/ZSE1601078 SN - 1436-1957 VL - 36 SP - 78 EP - 96 PB - Juventa-Verl. CY - Weinheim ER - TY - JOUR A1 - Klippert, Monika A1 - Stolpmann, Robert A1 - Grum, Marcus A1 - Thim, Christof A1 - Gronau, Norbert A1 - Albers, Albert T1 - Knowledge transfer quality improvement BT - the quality enhancement of knowledge transfers in product engineering JF - Procedia CIRP N2 - Developing a new product generation requires the transfer of knowledge among various knowledge carriers. Several factors influence knowledge transfer, e.g., the complexity of engineering tasks or the competence of employees, which can decrease the efficiency and effectiveness of knowledge transfers in product engineering. Hence, improving those knowledge transfers obtains great potential, especially against the backdrop of experienced employees leaving the company due to retirement, so far, research results show, that the knowledge transfer velocity can be raised by following the Knowledge Transfer Velocity Model and implementing so-called interventions in a product engineering context. In most cases, the implemented interventions have a positive effect on knowledge transfer speed improvement. In addition to that, initial theoretical findings describe factors influencing the quality of knowledge transfers and outline a setting to empirically investigate how the quality can be improved by introducing a general description of knowledge transfer reference situations and principles to measure the quality of knowledge artifacts. To assess the quality of knowledge transfers in a product engineering context, the Knowledge Transfer Quality Model (KTQM) is created, which serves as a basis to develop and implement quality-dependent interventions for different knowledge transfer situations. As a result, this paper introduces the specifications of eight situation-adequate interventions to improve the quality of knowledge transfers in product engineering following an intervention template. Those interventions are intended to be implemented in an industrial setting to measure the quality of knowledge transfers and validate their effect. KW - knowledge transfer KW - product generation engineering KW - improvement KW - quality KW - intervention Y1 - 2023 U6 - https://doi.org/10.1016/j.procir.2023.02.171 SN - 2212-8271 VL - 119 SP - 919 EP - 925 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Hess, Markus A1 - Wirtz, Susanne A1 - Allroggen, Marc A1 - Scheithauer, Herbert T1 - Intervention und Therapie für Täter und Opfer von Schulbullying BT - ein systematisches Review BT - a systematic review JF - Praxis der Kinderpsychologie und Kinderpsychiatrie : Ergebnisse aus Psychotherapie, Beratung und Psychiatrie N2 - Bullying ist eine Form wiederholten, aggressiven Verhaltens mit ernstzunehmenden Auswirkungen, unter denen Täter und Opfer häufig lange nach Ende des Bullying-Geschehens leiden. Dennoch ist die Therapie von Bullying und den damit einhergehenden Folgen ein bisher in der Forschung vernachlässigtes Thema. Im Rahmen eines systematischen Literaturüberblicks wurde daher untersucht, welche Therapieformen zur Behandlung von Bullying und dessen Folgen bei Opfern und bei Tätern bereits angewendet wurden. Eine systematische Suche in nationalen und internationalen Datenbanken führte zu 31 relevanten Publikationen, in denen 34 therapeutische Interventionen aus über 14 Ländern beschrieben wurden. In zehn Therapiestudien mit kontrolliertem Design zeigte sich, dass Behandlungsangebote, die sich sowohl an die betroffenen Personen als auch an ihr soziales Umfeld richten, besonders effektiv in der Behandlung von Bullying-Folgen sind. Die restlichen 24 Behandlungsansätze wurden keiner kontrollierten Evaluation unterzogen. Insgesamt zwei Drittel aller therapeutischen Interventionen wenden sich an die Gruppe der Opfer. Hier wird im Unterschied zur Behandlung von Tätern verstärkt auf Gruppentherapien zurückgegriffen. Unter der Bandbreite an Ansätzen ist die kognitive Verhaltenstherapie am häufigsten vertreten. Festzustellen bleibt ein Forschungsmangel an evidenzbasierten, gezielten Interventionen zur Behandlung von Bullying und dessen Folgen bei Opfern und Tätern. Unseres Wissens stellt diese Arbeit den ersten systematischen Überblick zu therapeutischen Interventionen bei Bullying für Kinder und Jugendliche dar. T2 - Intervention and Therapy for Perpetrators and Victims of Bullying KW - therapy KW - intervention KW - perpetrator KW - victim KW - bullying KW - Therapie KW - Intervention KW - Täter KW - Opfer Y1 - 2017 U6 - https://doi.org/10.13109/prkk.2017.66.10.740 SN - 0032-7034 SN - 2196-8225 VL - 66 IS - 10 SP - 740 EP - 755 PB - Vandenhoeck & Ruprecht CY - Göttingen ER - TY - THES A1 - Arntz, Fabian T1 - Intervention and moderation of physical fitness in children with physical fitness deficits - Results of the SMaRTER study T1 - Intervention und Moderation der körperlichen Fitness bei Kindern mit körperlichen Fitnessdefiziten - Ergebnisse der SMaRTER-Studie N2 - Background: Physical fitness is a key aspect of children’s ability to perform activities of daily living, engage in leisure activities, and is associated with important health characteristics. As such, it shows multi-directional associations with weight status as well as executive functions, and varies according to a variety of moderating factors, such as the child’s gender, age, geographical location, and socioeconomic conditions and context. The assessment and monitoring of children’s physical fitness has gained attention in recent decades, as has the question of how to promote physical fitness through the implementation of a variety of programs and interventions. However, these programs and interventions rarely focus on children with deficits in their physical fitness. Due to their deficits, these children are at the highest risk of suffering health impairments compared to their more average fit peers. In efforts to promote physical fitness, schools could offer promising and viable approaches to interventions, as they provide access to large youth populations while providing useful infrastructure. Evidence suggests that school-based physical fitness interventions, particularly those that include supplementary physical education, are useful for promoting and improving physical fitness in children with normal fitness. However, there is little evidence on whether these interventions have similar or even greater effects on children with deficits in their physical fitness. Furthermore, the question arises whether these measures help to sustainably improve the development/trajectories of physical fitness in these children. The present thesis aims to elucidate the following four objectives: (1) to evaluate the effects of a 14 week intervention with 2 x 45 minutes per week additional remedial physical education on physical fitness and executive function in children with deficits in their physical fitness; (2) to assess moderating effects of body height and body mass on physical fitness components in children with physical fitness deficits; (3) to assess moderating effects of age and skeletal growth on physical fitness in children with physical fitness deficits; and (4) to analyse moderating effects of different physical fitness components on executive function in children with physical fitness deficits. Methods: Using physical fitness data from the EMOTIKON study, 76 third graders with physical fitness deficits were identified in 11 schools in Brandenburg state that met the requirements for implementing a remedial physical education intervention (i.e., employing specially trained physical education teachers). The fitness intervention was implemented in a cross-over design and schools were randomly assigned to either an intervention-control or control-intervention group. The remedial physical education intervention consisted of a 14 week, 2 x 45 minutes per week remedial physical education curriculum supplemented by a physical exercise homework program. Assessments were conducted at the beginning and end of each intervention and control period, and further assessments were conducted at the beginning and end of each school year until the end of sixth grade. Physical fitness as the primary outcome was assessed using fitness tests implemented in the EMOTIKON study (i.e., lower body muscular strength (standing long jump), speed (20 m sprint), cardiorespiratory fitness (6 min run), agility (star run), upper body muscular strength (ball push test), and balance (one leg balance)). Executive functions as a secondary outcome were assessed using attention and psychomotor processing speed (digit symbol substitution test), mental flexibility and fine motor skills (trail making test), and inhibitory control (Simon task). Anthropometric measures such as body height, body mass, maturity offset, and body composition parameters, as well as socioeconomic information were recorded as potential moderators. Results: (1) The evaluation of possible effects of the remedial physical education intervention on physical fitness and executive functions of children with deficits in their physical fitness did not reveal any detectable intervention-related improvements in physical fitness or executive functions. The implemented analysis strategies also showed moderating effects of body mass index (BMI) on performance in 6 min run, star run, and standing long jump, with children with a lower BMI performing better, moderating effects of proximity to Berlin on performance in the 6 min run and standing long jump, better performances being found in children living closer to Berlin, and overall gendered differences in executive function test performance, with boys performing better compared to girls. (2) Analysing moderating effects of body height and body mass on physical fitness performance, better overall physical fitness performance was found for taller children. For body mass, a negative effect was found on performance in the 6 min run (linear), standing long jump (linear), and 20 m sprint (quadratic), with better performance associated with lighter children, and a positive effect of body mass on performance in the ball push test, with heavier children performing better. In addition, the analysis revealed significant interactions between body height and body mass on performance in 6 min run and 20 m sprint, with higher body mass being associated with performance improvements in larger children, while higher body mass was associated with performance declines in smaller children. In addition, the analysis revealed overall age-related improvements in physical fitness and was able to show that children with better overall physical fitness also elicit greater age-related improvements. (3) In the analysis of moderating effects of age and maturity offset on physical fitness performances, two unrotated principal components of z-transformed age and maturity offset values were calculated (i.e., relative growth = (age + maturity offset)/2; growth delay = (age - maturity offset)) to avoid colinearity. Analysing these constructs revealed positive effects of relative growth on performances in star run, 20 m sprint, and standing long jump, with children of higher relative growth performing better. For growth delay, positive effects were found on performances in 6 min run and 20 m sprint, with children having larger growth delays showing better performances. Further, the model revealed gendered differences in 6 min run and 20 m sprint performances with girls performing better than boys. (4) Analysing the effects of physical fitness tests on executive function revealed a positive effect of star run and one leg balance performance and a negative effect of 6 min run performance on reaction speed in the Simon task. However, these effects were not detectable when individual differences were accounted for. Then these effects showed overall positive effects, with better performances being associated with faster reaction speeds. In addition, the analysis revealed a positive correlation between overall reaction speed and effects of the 6 min run, suggesting that children with greater effects of 6 min run had faster overall reaction speeds. Negative correlations were found between star run effects and age effects on Simon task reaction speed, meaning that children with larger star run effects had smaller age effects, and between 6 min run effects and star run effects on Simon task reaction speed, meaning that children with larger 6 min run effects tended to have smaller star run effects on Simon task reaction speed and vice versa. Conclusions: (1) The lack of detectable intervention-related effects could have been caused by an insufficient intervention period, by the implementation of comprehensive and thus non- specific exercises, or by both. Accordingly, longer intervention periods and/or more specific exercises may have been more beneficial and could have led to detectable improvements in physical fitness and/or executive function. However, it remains unclear whether these interventions can benefit children with deficits in physical fitness, as it is possible that their deficits are not caused by a mere lack of exercise, but rather depend on the socioeconomic conditions of the children and their families and areas. Therefore, further research is needed to assess the moderation of physical fitness in children with physical fitness deficits and, in particular, the links between children’s environment and their physical fitness trajectories. (2) Findings from this work suggest that using BMI as a composite of body height and body mass may not be able to capture the variation associated with these parameters and their interactions. In particular, because of their multidirectional associations, further research would help elucidate how BMI and its subcomponents influence physical fitness and how they vary between children with and without physical fitness deficits. (3) The assessment of growth- related changes indicated negative effects associated with the growth spurt approaching age of peak height velocity, and furthermore showed significant differences in these effects between children. Thus, these effects and possible interindividual differences should be considered in the assessment of the development of physical fitness in children. (4) Furthermore, this work has shown that the associations between physical fitness and executive functions vary between children and may be moderated by children’s socioeconomic conditions and the structure of their daily activities. Further research is needed to explore these associations using approaches that account for individual variance. N2 - Hintergrund: Die körperliche Fitness ist ein zentraler Aspekt der Fähigkeit von Kindern, Aktivitäten des täglichen Lebens auszuführen, sich in der Freizeit zu betätigen, und wird mit wichtigen Gesundheitsmerkmalen in Verbindung gebracht. Als solche zeigt sie multidirektionale Assoziationen mit dem Gewichtsstatus sowie den exekutiven Funktionen und variiert in Abhängigkeit von einer Vielzahl moderierender Faktoren wie dem Geschlecht, dem Alter, dem geografischen Standort und den sozioökonomischen Bedingungen und Kontexten des Kindes. Die Bewertung und Beobachtung der körperlichen Fitness von Kindern hat in den letzten Jahrzehnten an Aufmerksamkeit gewonnen, ebenso wie die Frage, wie die körperliche Fitness durch die Umsetzung einer Vielzahl von Programmen und Maßnahmen gefördert werden kann. Allerdings konzentrieren sich diese Programme und Maßnahmen nur selten auf Kinder mit Defiziten in ihrer körperlichen Fitness. Aufgrund ihrer Defizite haben diese Kinder im Vergleich zu ihren durchschnittlich fitten Mitschülern das höchste Risiko, gesundheitliche Beeinträchtigungen zu erleiden. Bei Bemühungen zur Förderung der körperlichen Fitness könnten Schulen vielversprechende und praktikable Ansätze für Interventionen bieten, da sie Zugang zu großen Teilen der jüngeren Bevölkerung bieten und gleichzeitig eine nützliche Infrastruktur bereitstellen. Es gibt Hinweise darauf, dass schulische Maßnahmen zur Förderung der körperlichen Fitness, insbesondere solche, die einen zusätzlichen Sportunterricht beinhalten, für die Förderung und Verbesserung der körperlichen Fitness von Kindern mit normaler Fitness nützlich sind. Es gibt jedoch nur wenige Belege dafür, ob diese Maßnahmen ähnliche oder sogar größere Auswirkungen auf Kinder mit Defiziten in ihrer körperlichen Fitness haben. Darüber hinaus stellt sich die Frage, ob diese Maßnahmen dazu beitragen, die Entwicklung/den Verlauf der körperlichen Fitness dieser Kinder nachhaltig zu verbessern. Mit der vorliegenden Arbeit sollen die folgenden vier Ziele untersucht werden: (1) Evaluierung der Auswirkungen einer 14-wöchigen Intervention mit 2 x 45 Minuten pro Woche zusätzlichem Sportförderunterricht auf die körperliche Fitness und die exekutive Funktion bei Kindern mit Defiziten in der körperlichen Fitness; (2) Bewertung der moderierenden Effekte von Körperhöhe und Körpermasse auf die Komponenten der körperlichen Fitness bei Kindern mit Defiziten in der körperlichen Fitness; (3) Bewertung der moderierenden Effekte von Alter und Skelettwachstum auf die körperliche Fitness bei Kindern mit Defiziten in der körperlichen Fitness; und (4) Analyse der moderierenden Effekte der verschiedenen Komponenten der körperlichen Fitness auf die exekutive Funktion bei Kindern mit Defiziten in der körperlichen Fitness. Methoden: Anhand von Daten zur körperlichen Fitness aus der EMOTIKON-Studie wurden 76 Drittklässler mit Defiziten in der körperlichen Fitness in 11 Schulen im Land Brandenburg identifiziert, die die Voraussetzungen für die Durchführung einer Fördermaßnahme im Sportunterricht erfüllten (d. h. speziell ausgebildete Sportlehrer beschäftigten). Die Fitnessintervention wurde in einem Cross-over-Design durchgeführt, und die Schulen wurden nach dem Zufallsprinzip entweder einer Interventions-Kontroll- oder einer Kontroll-Interventionsgruppe zugewiesen. Der Sportunterricht bestand aus einem 14-wöchigen, 2 x 45 Minuten pro Woche dauernden Sportunterricht, der durch ein Hausaufgabenprogramm für körperliche Übungen ergänzt wurde. Messungen wurden zu Beginn und am Ende jedes Interventions- und Kontrollzeitraums sowie zu Beginn und am Ende eines jeden Schuljahres bis zum Ende der sechsten Klasse durchgeführt. Die körperliche Fitness als primäres Ergebnis wurde anhand von Fitnesstests ermittelt, die im Rahmen der EMOTIKON-Studie durchgeführt wurden (d. h. Muskelkraft der unteren Körperhälfte (Standweitsprung), Schnelligkeit (20-m-Sprint), kardiorespiratorische Fitness (6-Minuten-Lauf), Beweglichkeit (Sternlauf), Muskelkraft der oberen Körperhälfte (Kugelstoßtest) und Gleichgewicht (Einbeinstand)). Exekutive Funktionen als sekundäres Ergebnis wurden anhand der Aufmerksamkeit und der psychomotorischen Verarbeitungsgeschwindigkeit (Digit Symbol Substitution Test), der geistigen Flexibilität und der Feinmotorik (Trail Making Test) sowie der hemmenden Kontrolle (Simon Task) untersucht. Anthropometrische Maße wie Körperhöhe, Körpermasse, Maturity Offset und Parameter der Körperzusammensetzung sowie sozioökonomische Informationen wurden als potenzielle Moderatoren erfasst. Ergebnisse: (1) Die Evaluation möglicher Effekte der Sportförderunterrichts-Intervention auf die körperliche Fitness und die exekutiven Funktionen von Kindern mit Defiziten in der körperlichen Fitness ergab keine nachweisbaren interventionsbedingten Verbesserungen der körperlichen Fitness oder der exekutiven Funktionen. Die implementierten Analysestrategien zeigten auch moderierende Effekte des Body-Mass-Index (BMI) auf die Leistungen im 6-Minuten-Lauf, im Sternlauf und im Standweitsprung, wobei Kinder mit einem niedrigeren BMI bessere Leistungen erbrachten, moderierende Effekte der Nähe zu Berlin auf die Leistungen im 6-Minuten-Lauf und im Standweitsprung, wobei Kinder, die näher an Berlin wohnten, bessere Leistungen erbrachten, sowie allgemeine geschlechtsspezifische Unterschiede bei den Leistungen im Exekutivfunktionstest, wobei Jungen besser abschnitten als Mädchen. (2) Die Analyse der moderierenden Effekte von Körperhöhe und Körpermasse auf die körperliche Fitnessleistung ergab, dass größere Kinder insgesamt eine bessere körperliche Fitnessleistung erbrachten. Darüber hinaus ergab die Analyse signifikante Wechselwirkungen zwischen Körperhöhe und Körpermasse auf die Leistung im 6-Minuten-Lauf und im 20-Meter-Sprint, wobei eine höhere Körpermasse mit Leistungsverbesserungen bei größeren Kindern verbunden war, während eine höhere Körpermasse mit Leistungseinbußen bei kleineren Kindern einherging. Darüber hinaus ergab die Analyse altersbedingte Gesamtverbesserungen der körperlichen Fitness und konnte zeigen, dass Kinder mit einer besseren allgemeinen körperlichen Fitness auch größere altersbedingte Verbesserungen erzielen. (3) Bei der Analyse der moderierenden Effekte von Alter und Reifeverschiebung auf die körperlichen Fitnessleistungen wurden zwei nicht rotierte Hauptkomponenten der z-transformierten Werte von Alter und Reifeverschiebung berechnet (d. h. relatives Wachstum = (Alter + Reifeverschiebung)/2; Wachstumsverzögerung = (Alter - Reifeverschiebung)), um Kolinearität zu vermeiden. Die Analyse dieser Konstrukte ergab positive Auswirkungen des relativen Wachstums auf die Leistungen im Sternlauf, im 20-m-Sprint und im Standweitsprung, wobei Kinder mit einem höheren relativen Wachstum bessere Leistungen erzielten. Für die Wachstumsverzögerung wurden positive Effekte auf die Leistungen im 6-Minuten-Lauf und im 20-Meter-Sprint festgestellt, wobei Kinder mit einer größeren Wachstumsverzögerung bessere Leistungen zeigten. Darüber hinaus zeigte das Modell geschlechtsspezifische Unterschiede bei den Leistungen im 6-Minuten-Lauf und im 20-Meter-Sprint, wobei Mädchen besser abschnitten als Jungen. (4) Die Analyse der Effekte der körperlichen Fitnesstests auf die exekutive Funktion ergab einen positiven Effekt des Sternlaufs und der einbeinigen Gleichgewichtsleistung und einen negativen Effekt der 6-minütigen Laufleistung auf die Reaktionsgeschwindigkeit bei der Simon-Aufgabe. Diese Effekte waren jedoch nicht nachweisbar, wenn die individuellen Unterschiede im Modell berücksichtigt wurden. Dann zeigten diese Effekte insgesamt positive Auswirkungen, wobei bessere Leistungen mit schnelleren Reaktionsgeschwindigkeiten verbunden waren. Darüber hinaus ergab die Analyse eine positive Korrelation zwischen der Gesamtreaktionsgeschwindigkeit und den Effekten des 6-Minuten-Laufs, was darauf hindeutet, dass Kinder mit größeren Effekten des 6-Minuten-Laufs eine schnellere Gesamtreaktionsgeschwindigkeit aufwiesen. Negative Korrelationen wurden zwischen Sternlaufeffekten und Alterseffekten auf die Reaktionsgeschwindigkeit bei der Simon-Aufgabe gefunden, was bedeutet, dass Kinder mit größeren Sternlaufeffekten kleinere Alterseffekte hatten, und zwischen 6-Minuten-Laufeffekten und Sternlaufeffekten auf die Reaktionsgeschwindigkeit bei der Simon-Aufgabe, was bedeutet, dass Kinder mit größeren 6-Minuten-Laufeffekten tendenziell kleinere Sternlaufeffekte auf die Reaktionsgeschwindigkeit bei der Simon-Aufgabe hatten und umgekehrt. Fazit: (1) Das Fehlen nachweisbarer interventionsbezogener Effekte könnte durch eine unzureichende Interventionsdauer, durch die Durchführung umfassender und damit unspezifischer Übungen oder durch eine Kombination beider Faktoren verursacht worden sein. Dementsprechend könnten längere Interventionszeiträume und/oder spezifischere Übungen vorteilhafter gewesen sein und zu nachweisbaren Verbesserungen der körperlichen Fitness und/oder der exekutiven Funktionen geführt haben. Es bleibt jedoch unklar, ob diese Interventionen Kindern mit Defiziten in der körperlichen Fitness zugute kommen können, da es möglich ist, dass ihre Defizite nicht durch einen bloßen Bewegungsmangel verursacht werden, sondern vielmehr von den sozioökonomischen Bedingungen der Kinder und ihrer Familien und Gegenden abhängen. Daher sind weitere Untersuchungen erforderlich, um die Moderation der körperlichen Fitness bei Kindern mit Defiziten in der körperlichen Fitness und insbesondere die Zusammenhänge zwischen dem Umfeld der Kinder und ihrer Entwicklung der körperlichen Fitness zu analysieren. (2) Die Ergebnisse dieser Arbeit legen nahe, dass die Verwendung des BMI als Kompositum von Körperhöhe und Körpermasse möglicherweise nicht in der Lage ist, die mit diesen Parametern und ihren Wechselwirkungen verbundene Variation zu erfassen. Insbesondere aufgrund ihrer multidirektionalen Zusammenhänge würde weitere Forschung dazu beitragen, zu klären, wie der BMI und seine Unterkomponenten die körperliche Fitness beeinflussen und wie sie zwischen Kindern mit und ohne körperliche Fitnessdefizite variieren. (3) Die Bewertung der wachstumsbedingten Veränderungen deutete auf negative Auswirkungen im Zusammenhang mit dem Wachstumsschub hin, der sich dem Alter der Spitzen-Höhengeschwindigkeit nähert, und zeigte darüber hinaus signifikante Unterschiede bei diesen Auswirkungen zwischen Kindern. Daher sollten diese Effekte und mögliche interindividuelle Unterschiede bei der Bewertung der Entwicklung der körperlichen Fitness von Kindern berücksichtigt werden. (4) Darüber hinaus hat diese Arbeit gezeigt, dass die Zusammenhänge zwischen körperlicher Fitness und exekutiven Funktionen von Kind zu Kind unterschiedlich sind und möglicherweise durch die sozioökonomischen Bedingungen der Kinder und die Struktur ihrer täglichen Aktivitäten moderiert werden könnten. Weitere Forschung ist erforderlich, um diese Zusammenhänge mit Hilfe von Ansätzen zu untersuchen, die die individuelle Varianz berücksichtigen. KW - physical fitness KW - deficites KW - children KW - remedial physical education KW - intervention KW - linear mixed models KW - cognition KW - Kinder KW - Kognition KW - Defizit KW - Intervention KW - lineare gemischte Modelle KW - körperliche Fitness KW - Sportförderunterricht Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622607 ER - TY - JOUR A1 - Sallen, Jeffrey A1 - Hemming, Karen A1 - Richartz, Alfred T1 - Facilitating dual careers by improving resistance to chronic stress BT - effects of an intervention programme for elite student athletes JF - European journal of sport science : official journal of the European College of Sport Science N2 - The starting point of this contribution is the potential risk to health and performance from the combination of elite sporting careers with the pursuit of education. In European sport science and politics, structural measures to promote dual careers in elite sports have been discussed increasingly of late. In addition to organisational measures, there are calls for educational-psychological intervention programmes supporting the successful management of dual careers at the individual level. This paper presents an appropriate intervention programme and its evaluation: stress-resistance training for elite athletes (SRT-EA). It comprises 10 units, each lasting 90 minutes. It is intended for athletes and aims to improve their resistance to chronic stress. The evaluation was carried out in a quasi-experimental design, with three points of measurement (baseline, immediately after, and three months after) and two non-randomised groups: an intervention group (n=128) and an untreated control group (n=117). Participants were between 13 and 20 years of age (53.5% male) and represented various Olympic sports. Outcome variables were assessed with questionnaires. Significant short- and mid-term intervention effects were explored. The intervention increased stress-related knowledge, general self-efficacy, and stress sensitivity. Chronic stress level, stress symptoms, and stress reactivity were reduced. In line with the intention of the intervention, the results showed short- and mid-term, small to medium-sized effects. Accordingly, separate measurements at the end of the intervention and three months later showed mostly positive subjective experiences. Thus, the results reinforce the hope that educational-psychological stress-management interventions can support dual careers. KW - Chronic stress KW - stress-resistance KW - elite athletes KW - intervention KW - evaluation Y1 - 2017 U6 - https://doi.org/10.1080/17461391.2017.1407363 SN - 1746-1391 SN - 1536-7290 VL - 18 IS - 1 SP - 112 EP - 122 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - GEN A1 - Sallen, Jeffrey A1 - Hemming, Karen A1 - Richartz, Alfred T1 - Facilitating dual careers by improving resistance to chronic stress BT - effects of an intervention programme for elite student athletes T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - The starting point of this contribution is the potential risk to health and performance from the combination of elite sporting careers with the pursuit of education. In European sport science and politics, structural measures to promote dual careers in elite sports have been discussed increasingly of late. In addition to organisational measures, there are calls for educational-psychological intervention programmes supporting the successful management of dual careers at the individual level. This paper presents an appropriate intervention programme and its evaluation: stress-resistance training for elite athletes (SRT-EA). It comprises 10 units, each lasting 90 minutes. It is intended for athletes and aims to improve their resistance to chronic stress. The evaluation was carried out in a quasi-experimental design, with three points of measurement (baseline, immediately after, and three months after) and two non-randomised groups: an intervention group (n = 128) and an untreated control group (n = 117). Participants were between 13 and 20 years of age (53.5% male) and represented various Olympic sports. Outcome variables were assessed with questionnaires. Significant short- and mid-term intervention effects were explored. The intervention increased stress-related knowledge, general self-efficacy, and stress sensitivity. Chronic stress level, stress symptoms, and stress reactivity were reduced. In line with the intention of the intervention, the results showed short- and mid-term, small to medium-sized effects. Accordingly, separate measurements at the end of the intervention and three months later showed mostly positive subjective experiences. Thus, the results reinforce the hope that educational-psychological stress-management interventions can support dual careers. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 463 KW - chronic stress KW - stress-resistance KW - elite athletes KW - intervention KW - evaluation Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-412735 IS - 463 ER - TY - JOUR A1 - Warschburger, Petra A1 - Gmeiner, Michaela A1 - Morawietz, Marisa A1 - Rinck, Mike T1 - Evaluation of an approach-avoidance training intervention for children and adolescents with obesity BT - a randomized placebo-controlled prospective trial JF - European eating disorders review : the professional journal of the Eating Disorders Associatio N2 - This study evaluated the efficacy of approach-avoidance training as an additional treatment for children and adolescents with obesity seeking inpatient treatment. Two hundred thirty-two participants (8-16years, 53.9% girls) were randomly assigned either to multisession approach-avoidance (IG) or to placebo training (CG). As outcomes, cognitive biases post intervention, body mass index, eating behaviour, food intake, self-regulation, and weight-related quality of life were assessed, also at 6- and 12-month follow-up. Modification of approach-avoidance bias was observed, but lacked in transfer over sessions and in generalization to attention and association bias. After 6months, the IG reported less problematic food consumption, higher self-regulation, and higher quality of life; effects did not persist until the 12-month follow-up; no significant interaction effects were observed regarding weight course. Despite there was no direct effect on weight course, approach-avoidance training seems to be associated with promising effects on important pillars for weight loss. Further research concerning clinical effectiveness is warranted. KW - approach-avoidance training KW - child KW - cognitive bias modification KW - intervention KW - obesity Y1 - 2018 U6 - https://doi.org/10.1002/erv.2607 SN - 1072-4133 SN - 1099-0968 VL - 26 IS - 5 SP - 472 EP - 482 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Mühlbauer, Thomas A1 - Stürchler, M. A1 - Granacher, Urs T1 - Effects of climbing on core strength and mobility in adults JF - International journal of sports medicine N2 - The objective of this study was to examine the impact of an indoor climbing training and detraining program on core/handgrip strength and trunk mobility in men and women. 28 young sedentary adults participated in this study and were assigned to an intervention (30+/-3 years) or a control (29+/-2 years) group. The intervention group participated in 8 weeks (2 times/week) of indoor climbing training, followed by 8 weeks of detraining. Tests included the measurement of maximal isometric strength (MIS) of the trunk flexors/extensors, the assessment of trunk mobility in the sagittal (SAP) and the coronal (CRP) plane as well as testing of handgrip strength. After training, significant improvements were observed in MIS of the trunk flexors/extensors (similar to 19-22 %, all p<0.01), in trunk mobility in SAP/CRP (similar to 14-19 %, all p<0.01), and in handgrip strength (similar to 5 %, p<0.01). During detraining, MIS (similar to 12-13 %, all p<0.01) and trunk mobility (similar to 7-10%, all p<0.01) deteriorated significantly, whereas handgrip strength remained. This indoor climbing training program conducted in sedentary adults proved to be feasible (i.e., attendance rate of 89.4%) and effective. It is suggested that indoor climbing should be permanently conducted to maintain the observed improvements in core muscle strength and trunk mobility. KW - intervention KW - detraining KW - young adults KW - sedentary Y1 - 2012 U6 - https://doi.org/10.1055/s-0031-1301312 SN - 0172-4622 VL - 33 IS - 6 SP - 445 EP - 451 PB - Thieme CY - Stuttgart ER - TY - JOUR A1 - Käser, Tanja A1 - Baschera, Gian-Marco A1 - Kohn, Juliane A1 - Kucian, Karin A1 - Richtmann, Verena A1 - Grond, Ursina A1 - Gross, Markus A1 - von Aster, Michael G. T1 - Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition JF - Frontiers in psychology N2 - This article presents the design and a first pilot evaluation of the computer-based training program Calcularis for children with developmental dyscalculia (DD) or difficulties in learning mathematics. The program has been designed according to insights on the typical and atypical development of mathematical abilities. The learning process is supported through multimodal cues, which encode different properties of numbers. To offer optimal learning conditions, a user model completes the program and allows flexible adaptation to a child's individual learning and knowledge profile. Thirty-two children with difficulties in learning mathematics completed the 6-12-weeks computer training. The children played the game for 20 min per day for 5 days a week. The training effects were evaluated using neuropsychological tests. Generally, children benefited significantly from the training regarding number representation and arithmetic operations. Furthermore, children liked to play with the program and reported that the training improved their mathematical abilities. KW - learning KW - intervention KW - optimization KW - calculation KW - spatial representation KW - interactive learning environment Y1 - 2013 U6 - https://doi.org/10.3389/fpsyg.2013.00489 SN - 1664-1078 VL - 4 IS - 31 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Krahé, Barbara A1 - Busching, Robert T1 - Breaking the Vicious Cycle of Media Violence Use and Aggression: A Test of Intervention Effects Over 30 Months JF - Psychology of violence N2 - Objective: This study examined the sustained efficacy of a media violence intervention in reducing media violence use, normative acceptance of aggression, and aggressive behavior in adolescents. It used an experimental design to evaluate the effects of the intervention over a period of 30 months. Method: N = 627 German 7th and 8th graders were assigned to a 5-week school-based intervention to reduce media violence use or to a no-intervention control group. Media violence use, normative acceptance of aggression, and aggressive behavior were measured 3 months before the intervention (T1), 7 months post intervention (T2), and at 2 follow-ups 18 (T3) and 30 (T4) months after the intervention. This article focuses on the findings from the 2 follow-ups. Results: Controlling for baseline levels and various demographic covariates, media violence use at T2, T3, and T4 and self-reported physical aggression at T3 were significantly lower in the intervention group, and the indirect path from the intervention to T3 aggression via T2 media violence use was significant. Lower T2 media violence use predicted lower T3 normative acceptance of aggression among participants with lower initial aggression. No effects on nonviolent media use and relational aggression were observed. Conclusion: The findings show that a short class-based intervention can produce lasting changes in media violence use that are linked to a decrease in aggression. KW - aggression KW - experimental evaluation KW - intervention KW - longitudinal study KW - media violence Y1 - 2015 U6 - https://doi.org/10.1037/a0036627 SN - 2152-0828 SN - 2152-081X VL - 5 IS - 2 SP - 217 EP - 226 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Wachs, Sebastian A1 - Görzig, Anke A1 - Wright, Michelle F. A1 - Schubarth, Wilfried A1 - Bilz, Ludwig T1 - Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying BT - A Social Cognitive Approach JF - International Journal of Environmental Research and Public Health N2 - We applied the Social Cognitive Theory to investigate whether parent–child relationships, bullying victimization, and teacher–student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents’ willingness to intervene in a bullying incident. There were 2071 (51.3% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent–child relationships, bullying victimization, and teacher–student relationships were directly related to adolescents’ self-efficacy in social conflicts. Further, teacher–student relationships and bullying victimization were directly associated with adolescents’ willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students’ willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations. KW - bullying KW - intervention KW - willingness to intervene KW - bullying victimization KW - school KW - parent–child relationship KW - teacher–student relationship KW - self-efficacy Y1 - 2020 U6 - https://doi.org/10.3390/ijerph17020420 SN - 1660-4601 SN - 1661-7827 VL - 17 IS - 2 PB - MDPI AG CY - Basel ER - TY - GEN A1 - Wachs, Sebastian A1 - Görzig, Anke A1 - Wright, Michelle F. A1 - Schubarth, Wilfried A1 - Bilz, Ludwig T1 - Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying BT - A Social Cognitive Approach T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - We applied the Social Cognitive Theory to investigate whether parent–child relationships, bullying victimization, and teacher–student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents’ willingness to intervene in a bullying incident. There were 2071 (51.3% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent–child relationships, bullying victimization, and teacher–student relationships were directly related to adolescents’ self-efficacy in social conflicts. Further, teacher–student relationships and bullying victimization were directly associated with adolescents’ willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students’ willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 603 KW - bullying KW - intervention KW - willingness to intervene KW - bullying victimization KW - school KW - parent–child relationship KW - teacher–student relationship KW - self-efficacy Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-445458 SN - 1866-8364 IS - 603 ER -