TY - JOUR A1 - Peitz, Diana A1 - Schulze, Julian A1 - Warschburger, Petra T1 - Getting a deeper understanding of mindfulness in the context of eating behavior BT - Development and validation of the Mindful Eating Inventory JF - Appetite : multidisciplinary research on eating and drinking N2 - Purpose: Current research supports the effectiveness of mindfulness-based interventions for maladaptive eating behaviors associated with obesity and eating disorders. To investigate potential underlying mechanisms at work, reliable and valid instruments that allow for an exhaustive assessment of the context-specific construct Mindful Eating (ME) are needed. Therefore, the current work aimed to develop a comprehensive inventory reflecting a wide range of ME attitudes and behaviors: The Mindful Eating Inventory (MEI). Methods & Results: Study 1 describes the item pool development for an initial version of the MEI comprising various steps (compilation of items, expert ratings, focus groups and think aloud protocols by laypersons). Within Study 2, the factor structure of this initial version was explored in an online sample of N = 828 participants and the item pool was shortened via a sequential process based on statistical and content-related considerations. Exploratory factor analyses yielded a seven-factor structure. This structure could be confirmed within Study 3 on an independent online sample of N = 612 participants using confirmatory factor analysis. Criterion validity was supported by hypotheses-confirming correlations with eating-specific and global health-relevant outcomes. Conclusion: Our findings demonstrate that the MEI is a valid and reliable (in terms of internal consistency and retest-reliability) tool, which allows for a comprehensive assessment of various ME attitudes and behaviors within one parsimonious inventory. It further enabled us to propose a so far missing, initial scientific operational definition of this eating-specific construct, that may help to advance future research and clinical application by clarifying mechanisms of action. KW - Mindful Eating KW - Mindfulness KW - Assessment KW - Maladaptive Eating Behavior Y1 - 2021 U6 - https://doi.org/10.1016/j.appet.2020.105039 SN - 0195-6663 SN - 1095-8304 VL - 159 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Schultebraucks, Katharina A1 - Deuter, Christian E. A1 - Duesenberg, Moritz A1 - Schulze, Lars A1 - Hellmann-Regen, Julian A1 - Domke, Antonia A1 - Lockenvitz, Lisa A1 - Kuehl, Linn K. A1 - Otte, Christian A1 - Wingenfeld, Katja T1 - Selective attention to emotional cues and emotion recognition in healthy subjects: the role of mineralocorticoid receptor stimulation JF - Psychopharmacology N2 - Selective attention toward emotional cues and emotion recognition of facial expressions are important aspects of social cognition. Stress modulates social cognition through cortisol, which acts on glucocorticoid (GR) and mineralocorticoid receptors (MR) in the brain. We examined the role of MR activation on attentional bias toward emotional cues and on emotion recognition. We included 40 healthy young women and 40 healthy young men (mean age 23.9 +/- 3.3), who either received 0.4 mg of the MR agonist fludrocortisone or placebo. A dot-probe paradigm was used to test for attentional biases toward emotional cues (happy and sad faces). Moreover, we used a facial emotion recognition task to investigate the ability to recognize emotional valence (anger and sadness) from facial expression in four graded categories of emotional intensity (20, 30, 40, and 80 %). In the emotional dot-probe task, we found a main effect of treatment and a treatment x valence interaction. Post hoc analyses revealed an attentional bias away from sad faces after placebo intake and a shift in selective attention toward sad faces compared to placebo. We found no attentional bias toward happy faces after fludrocortisone or placebo intake. In the facial emotion recognition task, there was no main effect of treatment. MR stimulation seems to be important in modulating quick, automatic emotional processing, i.e., a shift in selective attention toward negative emotional cues. Our results confirm and extend previous findings of MR function. However, we did not find an effect of MR stimulation on emotion recognition. KW - Selective attention KW - Emotion recognition KW - Fludrocortisone KW - Mineralocorticoid receptor KW - Stress KW - Cortisol Y1 - 2016 U6 - https://doi.org/10.1007/s00213-016-4380-0 SN - 0033-3158 SN - 1432-2072 VL - 233 SP - 3405 EP - 3415 PB - Springer CY - New York ER - TY - CHAP A1 - Froitzheim, Manuel A1 - Bergner, Nadine A1 - Schroeder, Ulrik A1 - Hurtienne, Dominik A1 - Spannagel, Christian A1 - Roderus, Simon A1 - Wienkop, Uwe A1 - Leonhardt, Thiemo A1 - Kwiecien, Alexandra A1 - Schmetz, Arno A1 - Bellgardt, Martin A1 - Naumann, Uwe A1 - Weßels, Doris A1 - Metzger, Christiane A1 - Längrich, Matthias A1 - Schulze, Jörg A1 - Jakoblew, Marcel A1 - Keil, Reinhard A1 - Winkelnkemper, Felix A1 - Engbring, Dieter A1 - Klar, Tilman-Mathies A1 - Kujath, Bertold A1 - Schütze, Christopher A1 - Fietkau, Julian A1 - Kindsmüller, Martin Christof A1 - Göttel, Timo A1 - Bergner, Nadine A1 - Taraschewski, Christian A1 - Vosseberg, Karin A1 - Czernik, Sofie A1 - Erb, Ulrike A1 - Vielhaber, Michael A1 - Schlierkamp, Kathrin A1 - Thurner, Veronika A1 - Bröker, Kathrin ED - Forbrig, Peter ED - Magenheim, Johannes T1 - HDI 2014 – Gestalten von Übergängen BT - 6. Fachtagung Hochschuldidaktik der Informatik ; 15.-16. September 2014, Universität Freiburg N2 - Die Tagung HDI 2014 in Freiburg zur Hochschuldidaktik der Informatik HDI wurde erneut vom Fachbereich Informatik und Ausbildung / Didaktik der Informatik (IAD) in der Gesellschaft für Informatik e. V. (GI) organisiert. Sie dient den Lehrenden der Informatik in Studiengängen an Hochschulen als Forum der Information und des Austauschs über neue didaktische Ansätze und bildungspolitische Themen im Bereich der Hochschulausbildung aus der fachlichen Perspektive der Informatik. Die HDI 2014 ist nun bereits die sechste Ausgabe der HDI. Für sie wurde das spezielle Motto „Gestalten und Meistern von Übergängen“ gewählt. Damit soll ein besonderes Augenmerk auf die Übergänge von Schule zum Studium, vom Bachelor zum Master, vom Studium zur Promotion oder vom Studium zur Arbeitswelt gelegt werden. T3 - Commentarii informaticae didacticae (CID) - 9 Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-74920 SN - 978-3-86956-313-8 PB - Universitätsverlag Potsdam CY - Potsdam ER -