TY - GEN A1 - Rheinberg, Falko A1 - Vollmeyer, Regina T1 - Flow-Erleben in einem Computerspiel unter experimentell variierten Bedingungen T1 - Flow experience in a computer game under experimentally controlled conditions N2 - Berichtet wird über eine Möglichkeit, Flow-Erleben unter experimentell kontrollierten Bedingungen systematisch zu variieren. Dabei werden die Tätigkeit (das Computerspiel Roboguard) und die Situationsbedingungen konstant gehalten. Variiert wird lediglich die Schwierigkeitsstufe, auf der gespielt wird. Als abhängiges Maß wurde die Flow-Kurzskala (FKS, Rheinberg, Vollmeyer & Engeser, 2002) verwandt. Es zeigten sich die vorhergesagten kurvilinearen Beziehungen zwischen Anforderungsstufe und Flow mit Effektstärken um 1 und größer. Zusammenhänge zwischen habitueller Zielorientierung (Hayamizu & Weiner, 1991) und Flow zeigten sich nur bei den flow-auslösenden Schwierigkeitsstufen. Es gab keine negative Beziehung zwischen Zielorientierung und Flow, vielmehr korrelierten sowohl die learning- als auch die performance goal orientation positiv mit der Flowkomponente Absorbiertheit. Aus diesem Befund wird eine Arbeitshypothese zur Beziehung von Motivation und Flow hergeleitet, wonach unter optimalen Bedingungen Besonderheiten der Initialmotivation vielleicht dann keine Rolle mehr spielen, wenn die Person erst einmal im Flow-Zustand ist. N2 - The study presents a technique how to manipulate flow-experience via the computer game Roboguard. Under experimentally controlled conditions all parameters of the game and the situation were kept constant except the difficulty level the participants had to play on. Flow was assessed with the Flow Short Scale (FKS, Rheinberg et al., 2002). As predicted we received the highest Flow score on the medium/optimal level in comparison with an easy and difficult level (d > 1.0). We could not confirm the predicted negative effect of approval seeking goals (AGT, Hayamizu & Weiner, 1991) on Flow experience. Instead all three AGT subscales correlated positively with the FKS-subscale absorption. Perhaps qualitative differences in initial motivation loose their influence if participants experience Flow under optimal conditions. KW - Flow-Erleben KW - Flow-Kurz-Skala KW - Motivation KW - Zielorientierung KW - flow-experience KW - flow-short-scale KW - goal orientation KW - motivation Y1 - 2003 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-6205 ER - TY - THES A1 - Vogel, Dominik T1 - Dem Gemeinwohl verpflichtet? - Was motiviert die Beschäftigten des öffentlichen Dienstes? T1 - Committed to the common good? - What motivates public employees? N2 - Die Arbeit befasst sich theoretisch und empirisch mit der so genannten Public Service Motivation (PSM) und ihrem Zusammenhang zu anderen psychologischen Motivationstheorien. Die Public Service Motivation geht davon aus, dass öffentlich Beschäftigte unter anderem dadurch motiviert sind, dass sie in ihrer Arbeit einen Dienst am Gemeinwohl sehen. Auf Basis einer empirischen Erhebung konnte dieses Konstrukt auch für Beschäftigte in Deutschland nachgewiesen und der Einfluss soziodemographischer Variablen bestätigt werden. Darüber hinaus gibt die Arbeit erste Hinweise auf Zusammenhänge zu verschiedenen Prozesstheorien der Motivation. Empirisch zeigt sich vor allem zur Gleichheitstheorie und dem darauf aufbauenden Equity Sensitivity Construct ein starker Zusammenhang. N2 - This thesis theoretically and empirically addresses the construct of Public Service Motivation (PSM) and its relationship to other psychological motivation theories. The concept of Public Service Motivation states that employees working in the public sector are primarily motivated by serving the common good. Based on an empirical study this construct was applied to public employees in Germany. Moreover the thesis collects evidence for the relationship between Public Service Motivation and process theories of motivation. As a key result, strong correlations were found between the PSM and the Equity Sensitivity Construct, a modification of equity theory. T3 - Schriftenreihe für Public und Nonprofit Management - 4 KW - Public Service Motivation KW - Motivation KW - Zieltheorie KW - Gleichheitstheorie KW - Attributionstheorie KW - Public Service Motivation KW - motivation KW - goal theory KW - equity theory KW - attributional theory Y1 - 2011 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-51554 ER - TY - GEN A1 - Kienzler, Sarah A1 - Pech, I. A1 - Kreibich, Heidi A1 - Müller, M. A1 - Thieken, Annegret T1 - After the extreme flood in 2002 BT - changes in preparedness, response and recovery of flood-affected residents in Germany between 2005 and 2011 T2 - Postprints der Universität Potsdam : Mathematisch Naturwissenschaftliche Reihe N2 - In the aftermath of the severe flooding in Central Europe in August 2002, a number of changes in flood policies were launched in Germany and other European countries, aiming at improved risk management. The question arises as to whether these changes have already had an impact on the residents' ability to cope with floods, and whether flood-affected private households are now better prepared than they were in 2002. Therefore, computer-aided telephone interviews with private households in Germany that suffered from property damage due to flooding in 2005, 2006, 2010 or 2011 were performed and analysed with respect to flood awareness, precaution, preparedness and recovery. The data were compared to a similar investigation conducted after the flood in 2002. After the flood in 2002, the level of private precautions taken increased considerably. One contributing factor is the fact that, in general, a larger proportion of people knew that they were at risk of flooding. The best level of precaution was found before the flood events in 2006 and 2011. The main reason for this might be that residents had more experience with flooding than residents affected in 2005 or 2010. Yet, overall, flood experience and knowledge did not necessarily result in building retrofitting or flood-proofing measures, which are considered as mitigating damages most effectively. Hence, investments still need to be stimulated in order to reduce future damage more efficiently. Early warning and emergency responses were substantially influenced by flood characteristics. In contrast to flood-affected people in 2006 or 2011, people affected by flooding in 2005 or 2010 had to deal with shorter lead times and therefore had less time to take emergency measures. Yet, the lower level of emergency measures taken also resulted from the people's lack of flood experience and insufficient knowledge of how to protect themselves. Overall, it was noticeable that these residents suffered from higher losses. Therefore, it is important to further improve early warning systems and communication channels, particularly in hilly areas with rapid-onset flooding. T3 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 488 KW - mitigation behavior KW - private households KW - risk perceptions KW - damage KW - motivation KW - people Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-408056 SN - 1866-8372 IS - 488 SP - 505 EP - 526 ER - TY - GEN A1 - Lazarides, Rebecca A1 - Raufelder, Diana T1 - Longitudinal Effects of Student-Perceived Classroom Support on Motivation BT - A Latent Change Model N2 - This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 321 KW - classroom characteristics KW - autonomy KW - competence KW - relatedness KW - motivation KW - latent change model KW - adolescence Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-395695 ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Rubach, Charlott A1 - Ittel, Angela T1 - Adolescents’ perceptions of socializers’ beliefs, career-related conversations, and motivation in mathematics JF - Developmental psychology N2 - Research based on the Eccles model of parent socialization demonstrated that parents are an important source of value and ability information for their children. Little is known, however, about the bidirectional effects between students’ perceptions of their parents’ beliefs and behaviors and the students’ own domain-specific values. This study analyzed how students’ perceptions of parents’ beliefs and behaviors and students’ mathematics values and mathematics-related career plans affect each other bidirectionally, and analyzed the role of students’ gender as a moderator of these relations. Data from 475 students in 11th and 12th grade (girls: 50.3%; 31 classrooms; 12 schools), who participated in 2 waves of the study, were analyzed. Results of longitudinal structural equation models demonstrated that students’ perceptions of their parents’ mathematics value beliefs at Time 1 affected the students’ own mathematics utility value at Time 2. Bidirectional effects were not shown in the full sample but were identified for boys. The paths within the tested model varied for boys and girls. For example, boys’, not girls’, mathematics intrinsic value predicted their reported conversations with their fathers about future occupational plans. Boys’, not girls’, perceived parents’ mathematics value predicted the mathematics utility value. Findings are discussed in relation to their implications for parents and teachers, as well as in relation to gendered motivational processes. KW - parents’ beliefs KW - parent–child conversations KW - motivation KW - mathematics KW - gender Y1 - 2016 U6 - https://doi.org/10.1037/dev0000270 SN - 0012-1649 SN - 1939-0599 VL - 53 IS - 3 SP - 525 EP - 539 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Brunner, Martin A1 - Keller, Ulrich A1 - Wenger, Marina A1 - Fischbach, Antoine A1 - Lüdtke, Oliver T1 - Between-School Variation in Students' Achievement, Motivation, Affect, and Learning Strategies BT - Results from 81 Countries for Planning Group-Randomized Trials in Education JF - Journal of research on educational effectiveness / Society for Research on Educational Effectiveness (SREE) N2 - To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated. KW - student achievement KW - motivation KW - affect KW - learning styles KW - intraclass correlation KW - large-scale assessment KW - multilevel models KW - design parameters Y1 - 2017 U6 - https://doi.org/10.1080/19345747.2017.1375584 SN - 1934-5747 SN - 1934-5739 VL - 11 IS - 3 SP - 452 EP - 478 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - GEN A1 - Brunner, Martin A1 - Keller, Ulrich A1 - Wenger, Marina A1 - Fischbach, Antoine A1 - Lüdtke, Oliver T1 - Between-school variation in students' achievement, motivation, affect, and learning strategies BT - results from 81 countries for planning group-randomized trials in education T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 465 KW - student achievement KW - motivation KW - affect KW - learning styles KW - intraclass correlation KW - large-scale assessment KW - multilevel models KW - design parameters Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-412662 IS - 465 ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Raufelder, Diana T1 - Longitudinal Effects of Student-Perceived Classroom Support on Motivation BT - A Latent Change Model JF - Frontiers in psychology N2 - This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms. KW - classroom characteristics KW - autonomy KW - competence KW - relatedness KW - motivation KW - latent change model KW - adolescence Y1 - 2017 U6 - https://doi.org/10.3389/fpsyg.2017.00417 SN - 1664-1078 VL - 8 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Theoharova, Simona A1 - Demmer, Ralf T1 - Wie klingt Motivation? T1 - The sound of motivation BT - Eine Analyse deutschsprachiger Begriffe und Redewendungen zur Tabakentwöhnung BT - an analysis of German-language terms and phrases on smoking cessation JF - Sucht - Zeitschrift für Wissenschaft und Praxis N2 - Zusammenfassung.Hintergrund/Fragestellung: Während einer erfolgreichen Psychotherapie – so Miller und Rollnick (2013) – initiiert der Therapeut ein lautes Nachdenken über Veränderung (change talk), das eine Verhaltensänderung einleitet und verschiedene Facetten der Motivation eines Patienten spiegelt. Auf den preparatory change talk (desire, ability, reasons, need) folgt der mobilizing change talk (commitment, activation, taking steps) und schließlich die Verhaltensänderung. Die vorliegende Studie ist ein erster Versuch, deutsche Begriffe und Redewendungen zu analysieren, um Therapeuten die Einschätzung der Motivation eines Patienten zu erleichtern. Methodik: Das schrittweise Vorgehen entsprach weitgehend einem in der englischsprachigen Literatur beschriebenen Verfahren zur Einschätzung von Begriffen und Redewendungen hinsichtlich der Motivation eines Sprechers (vgl. Amrhein, 2009): (1) Generierung einer Sammlung relevanter Begriffe und Redewendungen, (2) Einschätzung der Stärke einer Formulierung durch 430 Probanden, (3) Bestimmung der Retestreliabilität anhand der Einschätzungen von 63 Probanden, (4) Kategorisierung von 140 Begriffen und Redewendungen durch drei Experten. Ergebnisse: Die ausgewählten Begriffe und Phrasen lassen sich zuverlässig den von Miller und Rollnick (2013) beschriebenen Kategorien Preparatory Change Talk oder Mobilizing Change Talk zuordnen, κ = .83 (95 % CI, .80 ≤ κ≤ .85), p < .001, und spiegeln darüber hinaus verschiedene Ausprägungen der Motivation eines Sprechers wider. Die Einschätzungen der Stärke einer Formulierung sind jedoch nicht stabil (Retestreliabilität: .21 ≤ rtt ≤.70). Schlussfolgerungen: Die Beachtung typischer Schlüsselwörter kann das richtige Timing einer Intervention erleichtern und darüber hinaus Auskunft über die „Entschlossenheit“ eines Patienten geben. Im Rahmen von Forschungsprojekten könnten auf der Basis erweiterter Sammlungen relevanter Begriffe und Redewendungen Algorithmen entwickelt werden, die eine Einschätzung der Motivation und damit prognostisch bedeutsame Aussagen erlauben. N2 - Background/Aim: According to Miller and Rollnick (2013), successful treatment for mental illness and substance abuse, respectively, involves change talk about client motivation. A complete conversation about motivation comprises both preparatory (desire, ability, reasons, need) and mobilizing change talk (commitment. activation, taking steps). The present study seeks to adopt a well-established English-language assessment instrument used to classify clients change talk. Method: Therefore, 150 German-language phrases reflecting motivation for change were presented to 430 volunteers and three experts in motivational interviewing. Results: Assignment of phrases to the distinct categories of change talk was highly reliable, kappa = .83 (95% CI, .80 <= kappa <= .85), p < .001 . Most phrases reflected a modest level of motivation. Test-retest reliabilities of strength ratings ranged from r(tau tau) = .21 to r(tau tau) = .70. Conclusions: Careful listening to specific phrases reflecting client motivation may enable counsellors to adopt interventions to clients level of motivation. Future research may seek to expand the data basis of linguistic analyses by including a wider range of German-language phrases. An increased item pool may facilitate the identification of terms and phases related to subsequent behaviour change. KW - motivation KW - motivational interviewing KW - language KW - tobacco dependence Y1 - 2018 U6 - https://doi.org/10.1024/0939-5911/a000552 SN - 0939-5911 SN - 1664-2856 VL - 64 IS - 4 SP - 207 EP - 215 PB - Hogrefe CY - Bern ER - TY - JOUR A1 - Grund, Axel A1 - Fries, Stefan A1 - Rheinberg, Falko T1 - Know Your Preferences BT - Self-Regulation as Need-Congruent Goal Selection JF - Review of general psychology N2 - Theory and research on self-regulation is dominated by a social-cognitive perspective that places an emphasis on postdecisional (i.e., volitional) control processes of goal-maintenance in response to dual-motive conflict. In the current contribution, we focus on research on self-regulation that acknowledges the affective fundamentals of motivated action, and we highlight processes of goal selection as vital parts of self-regulation. From our perspective of motivational competence, affective and cognitive processes work together rather than oppose each other in self-regulation, rendering effortless rather than effortful goal pursuit as the hallmark of efficient human action. A precondition for such motive- and self-congruent goal pursuits is that individuals have insight into their basic preferences and (can) act accordingly. Therefore, we address capacities, such as mindfulness, which may take effect in predecisional (i.e., motivational) action phases, thereby determining all subsequent action processes. KW - goal pursuit KW - motivation KW - self-regulation KW - volition Y1 - 2018 U6 - https://doi.org/10.1037/gpr0000159 SN - 1089-2680 SN - 1939-1552 VL - 22 IS - 4 SP - 437 EP - 451 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Bogdanova, Oksana Yu A1 - Miklashevsky, Alex A. A1 - Bogdanova, Elena L. A1 - Soldatenkova, O. B. T1 - Academic Achievement in Math and Foreign Language: Individual Characteristics and Gender Stereotypes JF - Sibirskiy psikholoicheskiy zurnal - Siberian of Journal psychology N2 - The study aims to investigate the contribution of individual characteristics and gender stereotypes of secondary school pupils in academic achievement in math and foreign language. A sample of pupils reported in 6th and 7th grades (three waves) their self-perceived ability and motivation for math and foreign language learning, math and foreign language gender stereotypes, implicit theories of intelligence; academic achievement (grades) in math in foreign language is also included in the analysis. Regression analysis and Mann Whitney U Test demonstrated that self-perceived ability in math and incremental theory of intelligence are significant predictors for academic achievement in maths. Boys are characterised by higher level of self-perceived abilities and motivation for learning math. However, academic achievement of girls in maths and foreign languages are higher as compared to boys. Pupils learning two foreign languages demonstrate higher level of self-perceived abilities for motivation and learning math and less expressed gender stereotypes about success in learning math and foreign languages. Study findings can be used for designing educational programmes for mathematics and foreign languages, professional development and finding solutions for individualized approach in school education. KW - self-perceived ability KW - motivation KW - gender stereotype KW - implicit theory of intelligence KW - mathematics KW - foreign language KW - academic achievement Y1 - 2019 U6 - https://doi.org/10.17223/17267080/73/11 SN - 1726-7080 SN - 2411-0809 IS - 73 SP - 176 EP - 196 PB - Tomsk state univ CY - Tomsk ER - TY - GEN A1 - Brand, Ralf A1 - Ulrich, Lukas T1 - I Can See It in Your Face. BT - Affective Valuation of Exercise in More or Less Physically Active Individuals T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - The purpose of this study was to illustrate that people’s affective valuation of exercise can be identified in their faces. The study was conducted with a software for automatic facial expression analysis and it involved testing the hypothesis that positive or negative affective valuation occurs spontaneously when people are reminded of exercise. We created a task similar to an emotional Stroop task, in which participants responded to exercise-related and control stimuli with a positive or negative facial expression (smile or frown) depending on whether the photo was presented upright or tilted. We further asked participants how much time they would normally spend for physical exercise, because we assumed that the affective valuation of those who exercise more would be more positive. Based on the data of 86 participants, regression analysis revealed that those who reported less exercise and a more negative reflective evaluation of exercise initiated negative facial expressions on exercise-related stimuli significantly faster than those who reported exercising more often. No significant effect was observed for smile responses. We suspect that responding with a smile to exercise-related stimuli was the congruent response for the majority of our participants, so that for them no Stroop interference occurred in the exercise-related condition. This study suggests that immediate negative affective reactions to exercise-related stimuli result from a postconscious automatic process and can be detected in the study participants’ faces. It furthermore illustrates how methodological paradigms from social–cognition research (here: the emotional Stroop paradigm) can be adapted to collect and analyze biometric data for the investigation of exercisers’ and non-exercisers’ automatic valuations of exercise. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 597 KW - motivation KW - exercise KW - emotion KW - automatic facial expression analysis KW - Stroop effect Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-444481 SN - 1866-8364 IS - 597 ER - TY - JOUR A1 - Brand, Ralf A1 - Cheval, Boris T1 - Theories to explain exercise motivation and physical inactivity BT - ways of expanding our current theoretical perspective JF - Frontiers in psychology KW - exercise KW - motivation KW - affect KW - automaticity KW - physical inactivity Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2019.01147 SN - 1664-1078 VL - 10 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Kretschmann, Julia A1 - Vock, Miriam A1 - Lüdtke, Oliver A1 - Jansen, Malte A1 - Gronostaj, Anna T1 - Effects of grade retention on students’ motivation: A longitudinal study over 3 years of secondary school JF - The journal of educational psychology N2 - Despite the fact that grade retention is now seen as controversial in many quarters, it remains common practice in numerous countries. Previous research on the effects of grade retention on student development has, however, generated ambiguous results, particularly in terms of motivational outcomes. This ambiguity has been attributed in part to a lack of high-quality studies including a longitudinal design, a suitable comparison group, and adequate statistical control of preretention differences. Based on longitudinal data of N = 3,288 German students over 3 years of secondary school, we examined differences in their academic self-concept, scholarly interests, learning motivation, and achievement motivation between those being retained in the 6th grade (n = 61) and those of the same age being promoted annually. To account for confounding variables, we applied full propensity score matching on baseline measures of the dependent variables, as well as various other covariates that have been found to be associated with the risk of retention (e.g., cognitive ability, academic performance, and family background variables). Results reveal a steep decline in students’ academic self-concept, interests, and learning motivation during the last months spent in the original class, just before retention. For those measures that were available, negative effects were still partly significant after 1 year, but had diminished 2 years after grade retention. Contrary to predictions suggested by the big-fish-little-pond effect, we found no positive effects of retention on students’ academic self-concept. KW - grade retention KW - secondary school KW - academic self-concept KW - motivation KW - propensity score matching Y1 - 2019 U6 - https://doi.org/10.1037/edu0000353 SN - 0022-0663 SN - 1939-2176 VL - 111 IS - 8 SP - 1432 EP - 1446 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Brand, Ralf A1 - Ulrich, Lukas T1 - I Can See It in Your Face. BT - Affective Valuation of Exercise in More or Less Physically Active Individuals JF - Frontiers in Psychology N2 - The purpose of this study was to illustrate that people’s affective valuation of exercise can be identified in their faces. The study was conducted with a software for automatic facial expression analysis and it involved testing the hypothesis that positive or negative affective valuation occurs spontaneously when people are reminded of exercise. We created a task similar to an emotional Stroop task, in which participants responded to exercise-related and control stimuli with a positive or negative facial expression (smile or frown) depending on whether the photo was presented upright or tilted. We further asked participants how much time they would normally spend for physical exercise, because we assumed that the affective valuation of those who exercise more would be more positive. Based on the data of 86 participants, regression analysis revealed that those who reported less exercise and a more negative reflective evaluation of exercise initiated negative facial expressions on exercise-related stimuli significantly faster than those who reported exercising more often. No significant effect was observed for smile responses. We suspect that responding with a smile to exercise-related stimuli was the congruent response for the majority of our participants, so that for them no Stroop interference occurred in the exercise-related condition. This study suggests that immediate negative affective reactions to exercise-related stimuli result from a postconscious automatic process and can be detected in the study participants’ faces. It furthermore illustrates how methodological paradigms from social–cognition research (here: the emotional Stroop paradigm) can be adapted to collect and analyze biometric data for the investigation of exercisers’ and non-exercisers’ automatic valuations of exercise. KW - motivation KW - exercise KW - emotion KW - automatic facial expression analysis KW - Stroop effect Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2019.02901 SN - 1664-1078 VL - 10 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Ertl, Bernhard A1 - Luttenberger, Silke A1 - Lazarides, Rebecca A1 - Jones, M. Gail A1 - Paechter, Manuela T1 - Editorial: Gendered Paths into STEM. Disparities Between Females and Males in STEM Over the Life-Span T2 - Frontiers in psychology KW - attributions KW - self-concept KW - motivation KW - gender-sensitive didactics KW - occupational choices Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2019.02758 SN - 1664-1078 VL - 10 PB - Frontiers Research Foundation CY - Lausanne ER - TY - THES A1 - Schinköth, Michaela T1 - Automatic affective reactions to exercise-related stimuli BT - towards a better understanding of exercise motivation BT - für ein besseres Verständnis der Sportmotivation N2 - Even though the majority of individuals know that exercising is healthy, a high percentage struggle to achieve the recommended amount of exercise. The (social-cognitive) theories that are commonly applied to explain exercise motivation refer to the assumption that people base their decisions mainly on rational reasoning. However, behavior is not only bound to reflection. In recent years, the role of automaticity and affect for exercise motivation has been increasingly discussed. In this dissertation, central assumptions of the affective–reflective theory of physical inactivity and exercise (ART; Brand & Ekkekakis, 2018), an exercise-specific dual-process theory that emphasizes the role of a momentary automatic affective reaction for exercise-decisions, were examined. The central aim of this dissertation was to investigate exercisers and non-exercisers automatic affective reactions to exercise-related stimuli (i.e., type-1 process). In particular, the two components of the ART’s type-1 process, that are, automatic associations with exercise and the automatic affective valuation to exercise, were under study. In the first publication (Schinkoeth & Antoniewicz, 2017), research on automatic (evaluative) associations with exercise was summarized and evaluated in a systematic review. The results indicated that automatic associations with exercise appeared to be relevant predictors for exercise behavior and other exercise-related variables, providing evidence for a central assumption of the ART’s type-1 process. Furthermore, indirect methods seem to be suitable to assess automatic associations. The aim of the second publication (Schinkoeth, Weymar, & Brand, 2019) was to approach the somato-affective core of the automatic valuation of exercise using analysis of reactivity in vagal HRV while viewing exercise-related pictures. Results revealed that differences in exercise volume could be regressed on HRV reactivity. In light of the ART, these findings were interpreted as evidence of an inter-individual affective reaction elicited at the thought of exercise and triggered by exercise-stimuli. In the third publication (Schinkoeth & Brand, 2019, subm.), it was sought to disentangle and relate to each other the ART’s type-1 process components—automatic associations and the affective valuation of exercise. Automatic associations to exercise were assessed with a recoding-free variant of an implicit association test (IAT). Analysis of HRV reactivity was applied to approach a somatic component of the affective valuation, and facial reactions in a facial expression (FE) task served as indicators of the automatic affective reaction’s valence. Exercise behavior was assessed via self-report. The measurement of the affective valuation’s valence with the FE task did not work well in this study. HRV reactivity was predicted by the IAT score and did also statistically predict exercise behavior. These results thus confirm and expand upon the results of publication two and provide empirical evidence for the type-1 process, as defined in the ART. This dissertation advances the field of exercise psychology concerning the influence of automaticity and affect on exercise motivation. Moreover, both methodical implications and theoretical extensions for the ART can be derived from the results. N2 - Obwohl die meisten Menschen wissen, dass Sport gesund ist, hat ein hoher Prozentsatz Mühe, die empfohlenen Bewegungsumfänge zu erreichen. Sozial-kognitive Theorien, die üblicherweise zur Erklärung von Sportmotivation angewendet werden, stützen sich auf die Annahme, dass Menschen ihre Entscheidungen hauptsächlich auf Grund rationaler Überlegungen treffen. Unser Verhalten ist jedoch nicht immer rational. In den letzten Jahren ist die Rolle von Automatizität und Affekt für die Sportmotivation daher zunehmend diskutiert worden. In dieser Dissertation wurden zentrale Annahmen der affective–reflective theory zur Erklärung von körperlicher Inaktivität und Sporttreiben (ART; Brand & Ekkekakis, 2018), einer sportspezifischen Zwei-Prozesstheorie, die die Rolle einer momentanen automatischen affektiven Reaktion für Sportentscheidungen betont, überprüft. Das zentrale Ziel dieser Dissertation war die Untersuchung automatisch affektiver Reaktionen von Sportlern und Nicht-Sportlern auf sportbezogene Stimuli (i.e., Typ-1-Prozess). Insbesondere wurden die beiden in der ART beschrieben Komponenten dieser automatisch affektiven Reaktion, d.h. die automatischen Assoziationen zu Sport und die automatische affektive Valuation von Sport, untersucht. In der ersten Publikation (Schinkoeth & Antoniewicz, 2017) wurde die Forschung zu automatischen Assoziationen zu Sport in einem systematischen Review zusammengefasst und evaluiert. Die Ergebnisse deuteten darauf hin, dass automatische Assoziationen relevante Prädiktoren für das Sportverhalten und andere sportbezogene Variablen zu sein scheinen, was den Beweis für eine zentrale Annahme des Typ-1-Prozesses der ART lieferte. Darüber hinaus scheinen indirekte Methoden geeignet zu sein um automatische Assoziationen zu messen. Das Ziel der zweiten Publikation (Schinkoeth, Weymar, & Brand, 2019) war es, sich dem somato-affektiven Kern der automatischen Valuation von Sport mittels Analyse der Reaktivität der vagalen HRV bei Betrachtung von Sportbildern zu nähern. Die Ergebnisse zeigten, dass die HRV-Reaktivität Unterschiede im Sportumfang hervorsagen konnte. Im Licht der ART wurden diese Befunde als Hinweis auf eine interindividuelle affektive Reaktion interpretiert, die beim bloßen Gedanken an Sport hervorgerufen und durch die Sportbilder ausgelöst wurde. In der dritten Publikation (Schinkoeth & Brand, 2019, subm.) wurde versucht, die Typ-1-Prozesskomponenten der ART - automatische Assoziationen und die affektive Valuation von Sport - zu trennen und in Beziehung zueinander zu setzen. Automatische Assoziationen zu Sport wurden mit einer rekodierungsfreien Variante eines impliziten Assoziationstests (IAT) gemessen. Die Analyse der HRV-Reaktivität wurde genutzt, um sich einer somatischen Komponente der affektiven Valuation zu nähern, und Gesichtsreaktionen in einer Mimikaufgabe (GR) dienten als Indikatoren für die Valenz der automatischen affektiven Reaktion. Das Bewegungsverhalten wurde mittels Selbstbericht bewertet. Die Messung der Valenz der affektiven Valuation mit der GR-Aufgabe funktionierte in dieser Studie nicht. Es konnte aber gezeigt werden, dass die HRV-Reaktivität durch den IAT-Score hervorgesagt werden konnte und wiederum das selbstberichtete Sportverhalten statistisch vorhersagen konnte. Diese Ergebnisse bestätigen und erweitern somit die Ergebnisse der Publikation zwei und liefern empirische Evidenz für den Typ-1-Prozess, wie er in der ART definiert ist. Die Ergbenisse dieser Dissertation tragen dazu bei die Forschung Rund um den Einfluss von Automatizität und Affekt auf die Sportmotivation entscheidend voran zu treiben. Darüber hinaus lassen sich aus den Ergebnissen sowohl methodische Implikationen als auch theoretische Erweiterungen für die ART ableiten. T2 - Automatisch affektive Reaktionen auf Sportstimuli KW - exercise KW - motivation KW - affect KW - automatic KW - dual-process KW - Sport KW - Motivation KW - Affekt KW - Automatizität KW - Zwei-Prozess Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-471115 ER - TY - JOUR A1 - Brand, Ralf A1 - Timme, Sinika A1 - Nosrat, Sanaz T1 - When pandemic hits BT - exercise frequency and subjective well-being during COVID-19 pandemic JF - Frontiers in psychology N2 - The governmental lockdowns related to the COVID-19 pandemic have forced people to change their behavior in many ways including changes in exercise. We used the brief window of global lockdown in the months of March/April/May 2020 as an opportunity to investigate the effects of externally imposed restrictions on exercise-related routines and related changes in subjective well-being. Statistical analyses are based on data from 13,696 respondents in 18 countries using a cross-sectional online survey. A mixed effects modeling approach was used to analyze data. We tested whether exercise frequency before and during the pandemic would influence mood during the pandemic. Additionally, we used the COVID-19 pandemic data to build a prediction model, while controlling for national differences, to estimate changes in exercise frequency during similar future lockdown conditions depending on prelockdown exercise frequency. According to the prediction model, those who rarely exercise before a lockdown tend to increase their exercise frequency during it, and those who are frequent exercisers before a lockdown tend to maintain it. With regards to subjective well-being, the data show that those who exercised almost every day during this pandemic had the best mood, regardless of whether or not they exercised prepandemic. Those who were inactive prepandemic and slightly increased their exercise frequency during the pandemic, reported no change in mood compared to those who remained inactive during the pandemic. Those who reduced their exercise frequency during the pandemic reported worse mood compared to those who maintained or increased their prepandemic exercise frequency. This study suggests that under similar lockdown conditions, about two thirds of those who never or rarely exercise before a lockdown might adopt an exercise behavior or increase their exercise frequency. However, such changes do not always immediately result in improvement in subjective well-being. These results may inform national policies, as well as health behavior and exercise psychology research on the importance of exercise promotion, and prediction of changes in exercise behavior during future pandemics. KW - mood KW - motivation KW - physical activity KW - habit KW - health Y1 - 2020 U6 - https://doi.org/10.3389/fpsyg.2020.570567 SN - 1664-1078 VL - 11 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Kuhlicke, Christian A1 - Seebauer, Sebastian A1 - Hudson, Paul A1 - Begg, Chloe A1 - Bubeck, Philip A1 - Dittmer, Cordula A1 - Grothmann, Torsten A1 - Heidenreich, Anna A1 - Kreibich, Heidi A1 - Lorenz, Daniel F. A1 - Masson, Torsten A1 - Reiter, Jessica A1 - Thaler, Thomas A1 - Thieken, Annegret A1 - Bamberg, Sebastian T1 - The behavioral turn in flood risk management, its assumptions and potential implications JF - WIREs Water N2 - Recent policy changes highlight the need for citizens to take adaptive actions to reduce flood-related impacts. Here, we argue that these changes represent a wider behavioral turn in flood risk management (FRM). The behavioral turn is based on three fundamental assumptions: first, that the motivations of citizens to take adaptive actions can be well understood so that these motivations can be targeted in the practice of FRM; second, that private adaptive measures and actions are effective in reducing flood risk; and third, that individuals have the capacities to implement such measures. We assess the extent to which the assumptions can be supported by empirical evidence. We do this by engaging with three intellectual catchments. We turn to research by psychologists and other behavioral scientists which focus on the sociopsychological factors which influence individual motivations (Assumption 1). We engage with economists, engineers, and quantitative risk analysts who explore the extent to which individuals can reduce flood related impacts by quantifying the effectiveness and efficiency of household-level adaptive measures (Assumption 2). We converse with human geographers and sociologists who explore the types of capacities households require to adapt to and cope with threatening events (Assumption 3). We believe that an investigation of the behavioral turn is important because if the outlined assumptions do not hold, there is a risk of creating and strengthening inequalities in FRM. Therefore, we outline the current intellectual and empirical knowledge as well as future research needs. Generally, we argue that more collaboration across intellectual catchments is needed, that future research should be more theoretically grounded and become methodologically more rigorous and at the same time focus more explicitly on the normative underpinnings of the behavioral turn. KW - capacities KW - effectiveness KW - motivation KW - resources KW - risk governance KW - vulnerability Y1 - 2020 U6 - https://doi.org/10.1002/wat2.1418 SN - 2049-1948 VL - 7 IS - 3 SP - 1 EP - 22 PB - Wiley-Blackwell CY - Hoboken ER - TY - GEN A1 - Kuhlicke, Christian A1 - Seebauer, Sebastian A1 - Hudson, Paul A1 - Begg, Chloe A1 - Bubeck, Philip A1 - Dittmer, Cordula A1 - Grothmann, Torsten A1 - Heidenreich, Anna A1 - Kreibich, Heidi A1 - Lorenz, Daniel F. A1 - Masson, Torsten A1 - Reiter, Jessica A1 - Thaler, Thomas A1 - Thieken, Annegret A1 - Bamberg, Sebastian T1 - The behavioral turn in flood risk management, its assumptions and potential implications T2 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe N2 - Recent policy changes highlight the need for citizens to take adaptive actions to reduce flood-related impacts. Here, we argue that these changes represent a wider behavioral turn in flood risk management (FRM). The behavioral turn is based on three fundamental assumptions: first, that the motivations of citizens to take adaptive actions can be well understood so that these motivations can be targeted in the practice of FRM; second, that private adaptive measures and actions are effective in reducing flood risk; and third, that individuals have the capacities to implement such measures. We assess the extent to which the assumptions can be supported by empirical evidence. We do this by engaging with three intellectual catchments. We turn to research by psychologists and other behavioral scientists which focus on the sociopsychological factors which influence individual motivations (Assumption 1). We engage with economists, engineers, and quantitative risk analysts who explore the extent to which individuals can reduce flood related impacts by quantifying the effectiveness and efficiency of household-level adaptive measures (Assumption 2). We converse with human geographers and sociologists who explore the types of capacities households require to adapt to and cope with threatening events (Assumption 3). We believe that an investigation of the behavioral turn is important because if the outlined assumptions do not hold, there is a risk of creating and strengthening inequalities in FRM. Therefore, we outline the current intellectual and empirical knowledge as well as future research needs. Generally, we argue that more collaboration across intellectual catchments is needed, that future research should be more theoretically grounded and become methodologically more rigorous and at the same time focus more explicitly on the normative underpinnings of the behavioral turn. T3 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 1440 KW - capacities KW - effectiveness KW - motivation KW - resources KW - risk governance KW - vulnerability Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517696 SN - 1866-8372 IS - 3 ER -