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Korlat S, Kollmayer M, Haider C, Hlavacs H, Martinek D, Pazour P, Spiel C. PhyLab - a virtual reality laboratory for experiments in physics: a pilot study on intervention effectiveness and gender differences. Front Psychol 2024; 15:1284597. [PMID: 38440245 PMCID: PMC10909838 DOI: 10.3389/fpsyg.2024.1284597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Accepted: 01/23/2024] [Indexed: 03/06/2024] Open
Abstract
Introduction New technologies have great potential to facilitate students' understanding and appreciation of one of the most abstract and challenging school subjects - physics. This study aimed to examine the effects of a game-based virtual reality teaching method on secondary school students' self-beliefs, interest, and performance in physics through a quasi-experimental design using pre- and post-test data. The evaluation is based on the systemic actiotope model that explains a person's goal-oriented actions by an interplay of their environment, action repertoire (i.e., students' performance and interest in physics), and subjective action space (i.e., students' self-efficacy, self-concept, and implicit theories regarding physics). Method A game-based virtual reality App to be used with Google cardboards was developed containing 10 teaching units from the secondary school physics class curriculum. Participants in the control group were taught using traditional teaching methods, while students in the experimental group went through the VR with the teacher and conducted the prepared VR experiments in addition to the traditionally presented content. Three tests measured students' physics performance during the semester. In addition, students answered questionnaires assessing their interest, self-efficacy, self-concept, and entity implicit theories regarding physics before and after the intervention, resulting in a Pretest-Posttest Control Group Design. Results There were no significant differences between the control and experimental group in test scores on the first and second tests but compared to the control group, the experimental group achieved higher scores on the third test. In addition, the results indicate differential effects of the game-based virtual reality teaching method on students' interest and self-efficacy regarding physics to the advantage of students identifying as male, but no effects on students' self-concept, and entity implicit theories regarding physics. Discussion The results of our pilot study suggest that incorporating innovative didactic methods into secondary school physics classes could potentially contribute to higher performance in and motivation for physics during this crucial period of adolescence when students develop educational and career aspirations. However, game-based virtual reality teaching methods seem to favor students identifying as male, which should be considered in their development and presentation. Other practical implications for practitioners and researchers are discussed.
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Affiliation(s)
- Selma Korlat
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Marlene Kollmayer
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Christian Haider
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Helmut Hlavacs
- Entertainment Computing, Faculty of Computer Science, University of Vienna, Vienna, Austria
| | - Daniel Martinek
- Entertainment Computing, Faculty of Computer Science, University of Vienna, Vienna, Austria
| | - Patrick Pazour
- Entertainment Computing, Faculty of Computer Science, University of Vienna, Vienna, Austria
| | - Christiane Spiel
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
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Wong N, Yanagida T, Spiel C, Graf D. The Association between Appetitive Aggression and Social Media Addiction Mediated by Cyberbullying: The Moderating Role of Inclusive Norms. Int J Environ Res Public Health 2022; 19:9956. [PMID: 36011592 PMCID: PMC9407729 DOI: 10.3390/ijerph19169956] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Revised: 08/07/2022] [Accepted: 08/10/2022] [Indexed: 06/15/2023]
Abstract
Appetitive aggression, i.e., the motivation to obtain rewards through aggressive behaviors, has been suggested as a key driver of cyberbullying. Due to the contextual properties of cyberspace (e.g., anonymity), it is assumed that the negative effects of cyberbullying are masked, leading to a preponderance of its positive outcomes (e.g., thrill). Since cyberbullying occurs predominantly in social media, reward-learning effects may lead to problematic social media use, such as addiction. Anti-cyberbullying inclusive norms might act as a buffering factor to break this chain. However, while inclusive norms are known to reduce cyberbullying in general, their influence on the indirect effect of appetitive aggression via cyberbullying on social media addiction is yet unknown. The present study examined this indirect effect, while taking the moderating role of inclusive norms into account. A total of 1064 adolescents (42.05% male, Mage = 14.07, SD = 2.15) completed questionnaires. Results revealed the indirect effect of appetitive aggression on social media addiction through cyberbullying as expected. Surprisingly, this indirect effect was amplified with increasing anti-cyberbullying inclusive norms. Our findings indicate that appetitive aggression, which manifests in cyberbullying, contributes to the development of social media addiction. The unexpected results and the implications of our findings were discussed.
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Affiliation(s)
- Natalie Wong
- Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong
| | - Takuya Yanagida
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Universitätsstraße 7, 1010 Vienna, Austria
| | - Christiane Spiel
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Universitätsstraße 7, 1010 Vienna, Austria
| | - Daniel Graf
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Universitätsstraße 7, 1010 Vienna, Austria
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Korlat S, Reiter J, Kollmayer M, Holzer J, Pelikan E, Schober B, Spiel C, Lüftenegger M. Basic Psychological Needs and Agency and Communion During the COVID-19 Pandemic. Journal of Individual Differences 2022. [DOI: 10.1027/1614-0001/a000378] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Despite the conceptual proximity between the basic needs and agency and communion and their similar function for psychological functioning, studies investigating their interplay are scarce. This study aims to investigate their joint role in hedonic and eudaimonic well-being in light of the COVID-19 pandemic. Self-reports were collected from 13,313 adolescents (Sample 1) and 1,707 young adults (Sample 2) from Austria. The results show the importance of both agency and communion for the fulfillment of different basic needs and their role in well-being, with a universal interaction effect between communion and perceived competence on intrinsic motivation (eudaimonic aspect) in both gender groups in adolescence, as well as on positive emotions (hedonic aspect) among young women. Theoretical and practical implications are discussed.
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Affiliation(s)
- Selma Korlat
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Austria
| | - Julia Reiter
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Austria
| | - Marlene Kollmayer
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Austria
| | - Julia Holzer
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Austria
| | - Elisabeth Pelikan
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Austria
| | - Barbara Schober
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Austria
| | - Christiane Spiel
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Austria
| | - Marko Lüftenegger
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Austria
- Department for Teacher Education, Centre for Teacher Education, University of Vienna, Austria
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Holzer J, Korlat S, Bürger S, Spiel C, Schober B. Profiles of School-Related Well-Being and Their Links to Self-Esteem and Academic Achievement. Zeitschrift für Psychologie 2022. [DOI: 10.1027/2151-2604/a000498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. School represents an essential developmental context for adolescents. Accordingly, understanding well-being in school is of utmost importance. While it has long been common to measure well-being on a general level, more recent conceptualizations emphasize its multidimensionality and context-specificity. Therefore, the present study took a person-oriented approach and investigated how profiles of adolescents’ school-related well-being differ regarding two relevant goals of schooling: academic achievement and self-esteem. School-related well-being was assessed along five dimensions: engagement, perseverance, optimism, connectedness, and happiness among Austrian students ( N = 1,484). By applying latent profile analyses, we obtained four profiles that differed primarily regarding their total school-related well-being scores and the expression of connectedness. Generally, groups with a higher total score displayed higher academic achievement and self-esteem. However, there are also exceptions standing out from that pattern. Different constellations are discussed, aiming to contribute to further differentiating research on well-being in the school-context.
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Affiliation(s)
- Julia Holzer
- Department of Developmental and Educational Psychology, University of Vienna, Austria
| | - Selma Korlat
- Department of Developmental and Educational Psychology, University of Vienna, Austria
| | - Sarah Bürger
- Department of Developmental and Educational Psychology, University of Vienna, Austria
| | - Christiane Spiel
- Department of Developmental and Educational Psychology, University of Vienna, Austria
| | - Barbara Schober
- Department of Developmental and Educational Psychology, University of Vienna, Austria
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Korlat S, Holzer J, Reiter J, Pelikan ER, Schober B, Spiel C, Lüftenegger M. The role of the Big Two in socially responsible behavior during the COVID-19 pandemic: Agency and communion in adolescents’ personal norm and behavioral adherence to instituted measures. PLoS One 2022; 17:e0269018. [PMID: 35679223 PMCID: PMC9182629 DOI: 10.1371/journal.pone.0269018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2022] [Accepted: 05/13/2022] [Indexed: 12/02/2022] Open
Abstract
The outbreak of the COVID-19 virus urged all members of the society to adopt COVID-responsible behavioral patterns and practice them in everyday life. Given the variability in its adoption, it is critical to understand psychological factors associated with socially responsible behavior during the pandemic. This might be even more important among adolescents, who are less endangered by the virus but contribute to its spread. In this article, we focus on adolescent boys’ and girls’ agency and communion orientations to explain the level of importance they attribute to the instituted measures to contain the spread of the COVID-19 virus (personal norm), as well as their behavioral adherence to those measures. In total, 12,552 adolescents (67.6% girls, Mage = 15.06, SDage = 2.44, age range 10–21) answered inventory assessing adolescents’ agentic and communal orientation (GRI-JUG) and items related to personal norm regarding the instituted measures and behavioral adherence to the measures. The results showed a small positive role of communion in both boys’ and girls’ personal norm and behavioral adherence, whereas agency played a very small negative role in boys’ and girls’ personal norm and boys’ behavioral adherence to measures. Nevertheless, these findings could indicate the importance of enhancing communal traits and behaviors in both genders in order to assure socially responsible behavior during the pandemic.
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Affiliation(s)
- Selma Korlat
- Faculty of Psychology, Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
- * E-mail:
| | - Julia Holzer
- Faculty of Psychology, Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Julia Reiter
- Faculty of Psychology, Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Elisabeth Rosa Pelikan
- Faculty of Psychology, Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Barbara Schober
- Faculty of Psychology, Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Christiane Spiel
- Faculty of Psychology, Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Marko Lüftenegger
- Faculty of Psychology, Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
- Department for Teacher Education, Centre for Teacher Education, University of Vienna, Vienna, Austria
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Korlat S, Holzer J, Schultes MT, Buerger S, Schober B, Spiel C, Kollmayer M. Benefits of Psychological Androgyny in Adolescence: The Role of Gender Role Self-Concept in School-Related Well-Being. Front Psychol 2022; 13:856758. [PMID: 35664189 PMCID: PMC9161024 DOI: 10.3389/fpsyg.2022.856758] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2022] [Accepted: 04/06/2022] [Indexed: 11/18/2022] Open
Abstract
It has been repeatedly shown that the extent to which individuals adopt stereotypically masculine and feminine traits in their self-concept impacts their health and well-being. This is especially important in adolescence, when developmental changes and social pressures to conform to stereotypical gender roles can affect psychological functioning. However, previous studies investigating relationship between gender role self-concept and well-being in adolescents focused mostly on general well-being rather than well-being in specific contexts. Given that school is one of the most important contexts for adolescents’ development and well-being, the aim of this study was to investigate differences between adolescents with different gender role self-concepts (masculine, feminine, androgynous and undifferentiated) in school-related well-being. In line with the new conceptualization of well-being uniting hedonic (pleasure attainment and pain avoidance) and eudemonic (self-actualization and having meaningful purpose in one’s life) approaches, the present study used a measure of school-related well-being encompassing five domains suggested in the EPOCH (Engagement, Perseverance, Optimism, Connectedness and Happiness) model as well as a superordinate well-being factor. A total of 999 Austrian adolescents (52.2% girls, Mage = 13.79, SDage = 1.53) answered inventories assessing adolescents’ gender role self-concept (GRI-JUG) and school-related well-being (EPOCH-G-S). The results supported the androgyny model of well-being, showing clear advantages of having both positive masculine and feminine qualities in one’s self-concept for optimal levels of school-related well-being. In addition, our results indicated the strong importance of femininity in adolescence and the school context. Theoretical and practical implications are discussed.
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Affiliation(s)
- Selma Korlat
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
- *Correspondence: Selma Korlat,
| | - Julia Holzer
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Marie-Therese Schultes
- Institute for Implementation Science in Health Care, University of Zurich, Zurich, Switzerland
| | - Sarah Buerger
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Barbara Schober
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Christiane Spiel
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Marlene Kollmayer
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
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7
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Korlat S, Schultes MT, Schober B, Spiel C, Kollmayer M. Gender Typicality and Prestige of Occupational Aspirations in Adolescents: The Relevance of Agency and Communion. Journal of Career Development 2022. [DOI: 10.1177/08948453221100744] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Occupational gender segregation is still a persistent problem in the labor market. This study investigates gender differences in gender typicality and prestige of occupational aspirations in early adolescence, as well as the role of agency and communion in these differences. In total, 2779 adolescents (age 11–15) reported their occupational aspirations, later coded for gender typicality and prestige. Participants also described themselves spontaneously with three attributes, then coded in terms of agency and communion. The results showed significant gender differences in a stereotypical direction for 40% of the occupations named, with boys expressing a clear preference for male-dominated and girls for female-dominated occupations. Conversely, the results revealed higher aspirations among girls regarding occupational prestige. Communion was found to be a significant mediator between gender and aspirations to typically feminine occupations, while agency mediated the relationship between gender and the prestige of aspirations. The findings’ implications for theory and practice are discussed.
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Affiliation(s)
| | - Marie-Therese Schultes
- University of Zurich, Institute for Implementation Science in Health Care, Zurich, Switzerland
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8
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Graf D, Yanagida T, Runions K, Spiel C. Why did you do that? Differential types of aggression in offline and in cyberbullying. Computers in Human Behavior 2022. [DOI: 10.1016/j.chb.2021.107107] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
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Pelikan ER, Korlat S, Reiter J, Holzer J, Mayerhofer M, Schober B, Spiel C, Hamzallari O, Uka A, Chen J, Välimäki M, Puharić Z, Anusionwu KE, Okocha AN, Zabrodskaja A, Salmela-Aro K, Käser U, Schultze-Krumbholz A, Wachs S, Friðriksson F, Gunnþórsdóttir H, Höller Y, Aoyama I, Ieshima A, Toda Y, Konjufca J, Llullaku N, Gedutienė R, Borg Axisa G, Avirovic Bundalevska I, Keskinova A, Radulovic M, Lewandowska-Walter A, Michałek-Kwiecień J, Plichta P, Pyżalski J, Walter N, Cautisanu C, Voda AI, Gao S, Islam S, Wistrand K, Wright MF, Lüftenegger M. Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination-a multi-country study. PLoS One 2021; 16:e0257346. [PMID: 34613978 PMCID: PMC8494346 DOI: 10.1371/journal.pone.0257346] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Accepted: 08/29/2021] [Indexed: 11/18/2022] Open
Abstract
Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT's claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.
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Affiliation(s)
- Elisabeth R. Pelikan
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Selma Korlat
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Julia Reiter
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Julia Holzer
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Martin Mayerhofer
- Department of Mathematics, Faculty of Mathematics, University of Vienna, Vienna, Austria
| | - Barbara Schober
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Christiane Spiel
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Oriola Hamzallari
- Department of Psychology, Faculty of Education, Aleksandër Moisiu University, Durrës, Albania
| | - Ana Uka
- Department of Educational Sciences, Faculty of Philology and Education, Bedër University, Tirana, Albania
| | - Jiarui Chen
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Maritta Välimäki
- Xiangya School of Nursing, Central South University, Changsha, China
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Zrinka Puharić
- Study of Nursing, University of Applied Sciences Bjelovar, Bjelovar, Croatia
| | | | - Angela Nkem Okocha
- Baltic Film, Media and Arts School, Tallinn University, Tallinn, Estonia
| | | | | | - Udo Käser
- Department of Psychology, University of Bonn, Bonn, Germany
| | | | - Sebastian Wachs
- Department of Educational Studies, University of Potsdam, Potsdam, Germany
| | | | | | - Yvonne Höller
- Faculty of Education, University of Akureyri, Akureyri, Iceland
| | - Ikuko Aoyama
- Department of Global Education, Tsuru University, Tsuru, Japan
| | - Akihiko Ieshima
- Career Center, Osaka University, Osaka University, Suita, Japan
| | - Yuichi Toda
- Graduate School of Education, Osaka Kyoiku University, Kashiwara, Japan
| | - Jon Konjufca
- Department of Psychology, Faculty of Philosophy, University of Prishtina ’Hasan Prishtina’, Pristina, Kosovo
| | - Njomza Llullaku
- Department of Social Work, Faculty of Philosophy, University of Pristina ’Hasan Prishtina’, Pristina, Kosovo
| | - Reda Gedutienė
- Department of Psychology, Faculty of Social Sciences and Humanities, Klaipėda University, Klaipėda, Lithuania
| | | | - Irena Avirovic Bundalevska
- Institute of Family Studies, Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje, Skopje, North Macedonia
| | - Angelka Keskinova
- Institute of Family Studies, Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje, Skopje, North Macedonia
| | - Makedonka Radulovic
- Institute of Family Studies, Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje, Skopje, North Macedonia
| | | | | | - Piotr Plichta
- Faculty of Historical and Pedagogical Sciences, University of Wrocław, Wrocław, Poland
| | - Jacek Pyżalski
- Faculty of Educational Studies, Adam Mickiewicz University, Poznań, Poland
| | - Natalia Walter
- Faculty of Educational Studies, Adam Mickiewicz University, Poznań, Poland
| | - Cristina Cautisanu
- CERNESIM Environmental Research Center, Alexandru Ioan Cuza University, Iași, România
| | - Ana Iolanda Voda
- Social Sciences and Humanities Research Department, Institute for Interdisciplinary Research, Alexandru Ioan Cuza University of Iași, Iași, România
| | - Shang Gao
- Department of Informatics, Örebro University School of Business, Örebro University, Örebro, Sweden
| | - Sirajul Islam
- Department of Informatics, Örebro University School of Business, Örebro University, Örebro, Sweden
| | - Kai Wistrand
- Department of Informatics, Örebro University School of Business, Örebro University, Örebro, Sweden
| | - Michelle F. Wright
- Faculty of Social Studies, Penn State University, State College, Pennsylvania, United States of America
| | - Marko Lüftenegger
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
- Department for Teacher Education, Centre for Teacher Education, University of Vienna, Vienna, Austria
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Holzer J, Korlat S, Haider C, Mayerhofer M, Pelikan E, Schober B, Spiel C, Toumazi T, Salmela-Aro K, Käser U, Schultze-Krumbholz A, Wachs S, Dabas M, Verma S, Iliev D, Andonovska-Trajkovska D, Plichta P, Pyżalski J, Walter N, Michałek-Kwiecień J, Lewandowska-Walter A, Wright MF, Lüftenegger M. Adolescent well-being and learning in times of COVID-19-A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation. PLoS One 2021; 16:e0251352. [PMID: 33979397 PMCID: PMC8115832 DOI: 10.1371/journal.pone.0251352] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Accepted: 04/23/2021] [Indexed: 12/03/2022] Open
Abstract
The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents' lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents' well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, autonomy, and relatedness were assumed to relate to active learning behavior (i.e., engagement and persistence), and negatively relate to passive learning behavior (i.e., procrastination), mediated via positive emotion and intrinsic learning motivation. Data were collected via online questionnaires in altogether eight countries from Europe, Asia, and North America (N = 25,305) and comparable results across countries were expected. Experienced competence was consistently found to relate to positive emotion and intrinsic learning motivation, and, in turn, active learning behavior in terms of engagement and persistence. The study results further highlight the role of perceived relatedness for positive emotion. The high proportions of explained variance speak in favor of taking these central results into account when designing distance education in times of COVID-19.
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Affiliation(s)
- Julia Holzer
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Selma Korlat
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Christian Haider
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Martin Mayerhofer
- Department of Mathematics, Faculty of Mathematics, University of Vienna, Vienna, Austria
| | - Elisabeth Pelikan
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Barbara Schober
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Christiane Spiel
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | | | | | - Udo Käser
- Department of Psychology, University of Bonn, Bonn, Germany
| | | | - Sebastian Wachs
- Department of Educational Studies, University of Potsdam, Potsdam, Germany
- National Anti-Bullying Research and Resource Centre, Dublin City University, Dublin, Ireland
| | | | - Suman Verma
- Department of Human Development & Family Relations, Government Home Science College, Panjab University, Chandigarh, India
| | - Dean Iliev
- Faculty of Education, St. Kliment Ohridski University, Bitola, North Macedonia
| | | | - Piotr Plichta
- Faculty of Historical and Pedagogical Sciences, University of Wrocław, Wrocław, Poland
| | - Jacek Pyżalski
- Faculty of Educational Studies, Adam Mickiewicz University, Poznań, Poland
| | - Natalia Walter
- Faculty of Educational Studies, Adam Mickiewicz University, Poznań, Poland
| | | | | | - Michelle F. Wright
- Department of Psychology, Penn State University, University Park, Pennsylvania, United States of America
- Faculty of Social Studies, Masaryk University, Brno, Czech Republic
| | - Marko Lüftenegger
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
- Department for Teacher Education, Centre for Teacher Education, University of Vienna, Vienna, Austria
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Holzer J, Lüftenegger M, Käser U, Korlat S, Pelikan E, Schultze-Krumbholz A, Spiel C, Wachs S, Schober B. Students' basic needs and well-being during the COVID-19 pandemic: A two-country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderating role of self-regulated learning. Int J Psychol 2021; 56:843-852. [PMID: 33939174 PMCID: PMC8239824 DOI: 10.1002/ijop.12763] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2020] [Accepted: 03/25/2021] [Indexed: 12/03/2022]
Abstract
COVID‐19 and its containment measures have uniquely challenged adolescent well‐being. Following self‐determination theory (SDT), the present research seeks to identify characteristics that relate to well‐being in terms of positive emotion and intrinsic learning motivation under distance schooling conditions and whether SDT's core postulates hold true in this exceptional situation. Feeling competent and autonomous concerning schoolwork, and socially related to others were hypothesised to relate to positive emotion and intrinsic learning motivation. The role of self‐regulated learning (SRL) as a moderator was considered. Self‐reports were collected from 19,967 secondary school students in Austria (Study 1) and Germany (Study 2). In both studies, structural equation modelling revealed that all basic needs were associated with positive emotion, and that competence and autonomy were associated with intrinsic learning motivation. Moderation effects of SRL were identified in Study 1 only: The association of autonomy and both outcomes and the association of competence and intrinsic learning motivation varied with the level of SRL. The results highlight the relevance of basic psychological need satisfaction and SRL in a situation in which adolescents are confronted with a sudden loss of daily routines.
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Affiliation(s)
- Julia Holzer
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Marko Lüftenegger
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria.,Department for Teacher Education, Centre for Teacher Education, University of Vienna, Vienna, Austria
| | - Udo Käser
- Department of Psychology, University of Bonn, Bonn, Germany
| | - Selma Korlat
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Elisabeth Pelikan
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
| | | | - Christiane Spiel
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Sebastian Wachs
- Department of Educational Studies, University of Potsdam, Potsdam, Germany.,National Anti-Bullying Research and Resource Centre, Dublin City University, Dublin, Ireland
| | - Barbara Schober
- Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria
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Korlat S, Kollmayer M, Holzer J, Lüftenegger M, Pelikan ER, Schober B, Spiel C. Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support. Front Psychol 2021; 12:637776. [PMID: 33868109 PMCID: PMC8043960 DOI: 10.3389/fpsyg.2021.637776] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2020] [Accepted: 02/26/2021] [Indexed: 11/17/2022] Open
Abstract
The spread of the COVID-19 pandemic quickly necessitated digital learning, which bore challenges for all pupils but especially for groups disadvantaged in a virtual classroom. As some studies indicate persistent differences between boys and girls in use of technologies and related skills, the aim of this study was to investigate gender differences in the digital learning environment students faced in spring 2020. Previous studies investigating gender differences in digital learning largely used biological sex as the only indicator of gender. This study includes both biological sex and gender role self-concept in order to investigate the role of gender in different components of this stereotyped domain in a more differentiated way. A total of 19,190 Austrian secondary school students (61.9% girls, Mage = 14.55, SDage = 2.49, age range 10–21) participated in an online study in April 2020 and answered questions regarding their competence beliefs, intrinsic value, engagement, and perceived teacher support in digital learning during the pandemic-induced school closures. Results showed higher perceived teacher support, intrinsic value, and learning engagement among girls than boys, while no significant sex differences were found in competence beliefs regarding digital learning. Furthermore, our results indicated clear benefits of an androgynous gender role self-concept for all studied components of digital learning. Implications of the findings for theory and practice are discussed.
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Affiliation(s)
- Selma Korlat
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Marlene Kollmayer
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Julia Holzer
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Marko Lüftenegger
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria.,Department for Teacher Education, Centre for Teacher Education, University of Vienna, Vienna, Austria
| | - Elisabeth Rosa Pelikan
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Barbara Schober
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Christiane Spiel
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
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Holzer J, Lüftenegger M, Korlat S, Pelikan E, Salmela-Aro K, Spiel C, Schober B. Higher Education in Times of COVID-19: University Students' Basic Need Satisfaction, Self-Regulated Learning, and Well-Being. AERA Open 2021; 7:23328584211003164. [PMID: 34192126 PMCID: PMC7961159 DOI: 10.1177/23328584211003164] [Citation(s) in RCA: 23] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students' well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students' well-being through distance learning, mitigating the negative effects of the situation.
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Korlat S, Foerst NM, Schultes MT, Schober B, Spiel C, Kollmayer M. Gender role identity and gender intensification: Agency and communion in adolescents’ spontaneous self-descriptions. European Journal of Developmental Psychology 2021. [DOI: 10.1080/17405629.2020.1865143] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Selma Korlat
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Nora Maria Foerst
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Marie-Therese Schultes
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Barbara Schober
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Christiane Spiel
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Marlene Kollmayer
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
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Pelikan ER, Lüftenegger M, Holzer J, Korlat S, Spiel C, Schober B. Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence. Z Erziehwiss 2021; 24:393-418. [PMID: 33686344 PMCID: PMC7931168 DOI: 10.1007/s11618-021-01002-x] [Citation(s) in RCA: 44] [Impact Index Per Article: 14.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 12/22/2020] [Accepted: 02/15/2021] [Indexed: 05/20/2023]
Abstract
UNLABELLED In March 2020 schools in Austria temporarily closed and switched to distance learning to contain the spread of the coronavirus (COVID-19). The resulting situation posed great challenges to teachers, guardians and students (Huber and Helm 2020). Research has shown that perceived competence (Deci and Ryan 2000) affects selfregulated learning (SRL), intrinsic motivation and procrastination, however few studies have considered these variables in context of distance learning among adolescents. This study investigated differences in students who perceived themselves as high vs. low in competence with respect to these constructs. In an online questionnaire, 2652 Austrian secondary school students answered closed questions regarding SRL, intrinsic motivation and procrastination as well as open-ended questions about challenges, successes and need for support in distance. Structural equation modeling was applied for the quantitative analysis which was complemented by thematic analysis for the qualitative questions (Braun and Clarke 2006). Results showed that students who experienced themselves as highly competent use SRL strategies (goal setting and planning, time management, metacognitive strategies) more often and are more intrinsically motivated than students with lower perceived competence. They also procrastinate less. Furthermore, qualitative analysis revealed that although all students face similar challenges (e.g., independent learning, time and task management, learning on the computer, lack of contact with teachers and peers), students who perceived themselves as highly competent seemed to cope better, and have less need for support. Implications for distance learning and future research are discussed. SUPPLEMENTARY INFORMATION The online version of this article (10.1007/s11618-021-01002-x) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Elisabeth Rosa Pelikan
- Educational Psychology, Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Universitätsstraße 7, 1010 Vienna, Austria
| | - Marko Lüftenegger
- Educational Psychology, Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Universitätsstraße 7, 1010 Vienna, Austria
- Department for Teacher Education, Centre for Teacher Education, University of Vienna, Porzellangasse 4, 1090 Vienna, Austria
| | - Julia Holzer
- Educational Psychology, Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Universitätsstraße 7, 1010 Vienna, Austria
| | - Selma Korlat
- Educational Psychology, Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Universitätsstraße 7, 1010 Vienna, Austria
| | - Christiane Spiel
- Educational Psychology, Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Universitätsstraße 7, 1010 Vienna, Austria
| | - Barbara Schober
- Educational Psychology, Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Universitätsstraße 7, 1010 Vienna, Austria
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Graf D, Yanagida T, Maschler A, Spiel C. A tool for investigating the differential functions of aggressive behavior in the face-to-face and cyber context: Extending the Cyber-Aggression Typology Questionnaire. Aggress Behav 2020; 46:380-390. [PMID: 32383267 PMCID: PMC7496625 DOI: 10.1002/ab.21894] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2019] [Revised: 04/07/2020] [Accepted: 04/20/2020] [Indexed: 12/25/2022]
Abstract
Aggressive behavior in the face‐to‐face and cyber contexts is driven by underlying aggression (i.e., functions of aggressive behavior). Common theories of aggression distinguish between reactive (e.g., rage) and proactive (e.g., seeking to achieve power and affiliation) aggression. However, according to the quadripartite violence typology, this distinction conflates aspects of motivational valence with self‐regulatory processes. The Cyber‐Aggression Typology Questionnaire (CATQ; Runions et al., 2017, Aggress Behav, 43(1), pp. 74–84) overcomes this weakness by identifying four types of cyber‐aggression (impulsive‐aversive/rage, controlled‐aversive/revenge, controlled‐appetitive/reward, and impulsive‐appetitive/recreation cyber‐aggression). However, the CATQ only considers aggression in cyberspace. We extended the CATQ to the face‐to‐face context by developing a corresponding Face‐to‐Face Aggression Typology Questionnaire (FATQ). The aim of this study was to investigate factorial and convergent validity and metric measurement invariance between four‐factorial cyber and face‐to‐face aggression. In total, 587 students from six Austrian universities filled out the CATQ, the FATQ, and additional scales during regular university lectures to examine convergent validity. Confirmatory factor analysis supported the four‐factor structure of both questionnaires, after excluding inconclusive items from the impulsive‐aversive/rage subscale of the FATQ. These items were also removed from the CATQ to obtain two symmetric questionnaires. Metric measurement invariance between the CATQ and the FATQ was confirmed. Convergent validity was largely observed. Our results support an extended four‐factor model of aggression. Having two parallel questionnaires, the FATQ and CATQ, enables future studies to investigate commonalities and differences in underlying drivers of aggressive behavior in the cyber and face‐to‐face contexts.
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Affiliation(s)
- Daniel Graf
- Department of Developmental and Educational Psychology, Faculty of PsychologyUniversity of Vienna Vienna Austria
| | - Takuya Yanagida
- Department of Developmental and Educational Psychology, Faculty of PsychologyUniversity of Vienna Vienna Austria
| | - Albert Maschler
- Department of Developmental and Educational Psychology, Faculty of PsychologyUniversity of Vienna Vienna Austria
| | - Christiane Spiel
- Department of Developmental and Educational Psychology, Faculty of PsychologyUniversity of Vienna Vienna Austria
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Abstract
Abstract. Since the beginning of the 21st century universities are increasingly requested to use the results produced by their first (teaching) and second mission (research) to help resolve the growing challenges societies and local communities are faced with. This obligation has been codified as the Third Mission of universities. However, research and its results often seem to remain in the so-called ivory tower and realization of successful transfer often failed. Empirical research clearly shows that the key factor for successful transfer is to involve an intensive cooperation between researchers, policymakers, and practitioners within a mutually respectful, collaborative process. However, the establishment of a high quality and fruitful cooperation among these different groups is difficult. In the paper, possible reasons for poor transfer of research findings on part of researchers, practitioners, and policymakers are discussed as well as demands for successful transfer. A systematic six-step procedure for policy impact from research is presented, which summarizes the most relevant actions to be taken and issues to be considered on the part of (individual) researchers for realizing successful transfer. Universities can provide a supportive environment through the development of a distinct Third Mission profile including criteria and incentives for transfer activities of single researchers. It is the intention of this paper to convince researchers from the field of education to go ahead in moving beyond the ivory tower and to engage in transfer of scientific knowledge. One reason is the high importance of education for society. Another reason is that the competences and experiences necessary for successful transfer of research to the wider field of policy and practice are core competences and experiences of researchers from the field of education.
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Affiliation(s)
- Christiane Spiel
- Universität Wien, Fakultät für Psychologie, Institut für Angewandte Psychologie: Arbeit, Bildung, Wirtschaft
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Bardach L, Lüftenegger M, Oczlon S, Spiel C, Schober B. Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals. Eur J Psychol Educ 2019. [DOI: 10.1007/s10212-019-00433-9] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Graf D, Yanagida T, Spiel C. Sensation Seeking's Differential Role in Face-to-Face and Cyberbullying: Taking Perceived Contextual Properties Into Account. Front Psychol 2019; 10:1572. [PMID: 31379651 PMCID: PMC6646735 DOI: 10.3389/fpsyg.2019.01572] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2019] [Accepted: 06/21/2019] [Indexed: 11/22/2022] Open
Abstract
Several studies have demonstrated a relationship between sensation seeking and aggression. However, few studies have examined the relationships between sensation seeking and face-to-face and cyberbullying. The few existing studies assessed sensation seeking with items partly referring to antisocial behavior. This could have led to tautological findings. Moreover, contextual properties that could account for differences between bullying contexts (face-to-face, cyberspace) were neglected. Therefore, the first goal of this study was to investigate the relationships between sensation seeking and face-to-face and cyberbullying in a way that avoids tautological findings. Thus, sensation seeking was operationalized as a motivational disposition encompassing the dimensions "need for stimulation" and "avoidance of rest." Furthermore, students' perceptions of the contextual properties of the face-to-face and cyber context and their relevance for the relationships between the dimensions of sensation seeking and face-to-face and cyberbullying were examined. A total of 523 students (M age = 17.83; SD = 2.13; ♀ = 37.4%) from four vocational schools answered online questionnaires on face-to-face and cyberbullying involvement, perceived contextual properties, and the two dimensions of sensation seeking during regular school hours. Structural equation modeling revealed positive associations between need for stimulation and both forms of bullying. Avoidance of rest, however, was positively related to cyberbullying only. The differences in all regression slopes between contexts were statistically significant. That is, the positive associations with the two dimensions of sensation seeking were stronger for cyberbullying than for face-to-face bullying. Dependent t-tests revealed differences in students' perceptions of contextual properties between contexts (face-to-face, cyberspace). Nevertheless, no significant relationships between either dimension of sensation seeking and either form of bullying were moderated by any perceived contextual property. Our results demonstrate sensation seeking's greater role in cyberbullying and confirm differences in perceived contextual properties between the face-to-face and cyber context. Furthermore, the fact that no perceived contextual property moderated the significant relationships between the dimensions of sensation seeking and face-to-face or cyberbullying shows the relatively greater role of a single person factor compared to single contextual properties.
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Affiliation(s)
- Daniel Graf
- Department of Applied Psychology, Work, Education and Economy, Faculty of Psychology, University of Vienna, Vienna, Austria
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Abstract
Evidence-based intervention programs have become highly important in recent years, especially in educational contexts. However, transferring these programs into practice and into the wider field of public policy often fails. As a consequence, the field of implementation research has emerged, several implementation frameworks have been developed, and implementation studies conducted. However, intervention research and implementation research have not yet been connected systematically and different traditions and research groups are involved. Implementation researchers are mostly given mandates by politicians to take on the implementation of already existing interventions. This might be one of the key reasons why there are still many problems in translating programs into widespread community practice. In this paper, we argue for a systematic integration of intervention and implementation research (“I3-Approach”) and recommend a six-step procedure (PASCIT). This requires researchers to design and develop intervention programs using a field-oriented and participative approach. In particular, the perspective of policymakers has to be included as well as an analysis of which factors support or hinder evidence-based policy in contrast to opinion-based policy. How this systematic connection between intervention and implementation research can be realized, is illustrated by means of the development and implementation of the ViSC school program, which intends to reduce aggressive behavior and bullying and to foster social and intercultural competencies.
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Affiliation(s)
- Christiane Spiel
- Faculty of Psychology, University of Vienna, Universitaetsstraße 7, 1010, Vienna, Austria.
| | - Barbara Schober
- Faculty of Psychology, University of Vienna, Universitaetsstraße 7, 1010, Vienna, Austria
| | - Dagmar Strohmeier
- School of Applied Health and Social Sciences, University of Applied Sciences Upper Austria, Linz, Austria
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Kollmayer M, Pfaffel A, Schultes MT, Lüftenegger M, Finsterwald M, Popper V, Jöstl G, Spiel C, Schober B. REFLECT – ein Interventionsprogramm zum Aufbau von Lehrkräftekompetenzen für Reflexive Koedukation. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 2019. [DOI: 10.1026/0049-8637/a000210] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Studien zeigen, dass geschlechterstereotype Annahmen und Erwartungen von Lehrkräften die Bildungskarrieren ihrer Schüler_innen beeinflussen. Systematisch evaluierte Interventionen, die Lehrkräfte dabei unterstützen, eigene Geschlechterstereotype zu reflektieren und Mädchen und Jungen gleichermaßen zu fördern, existieren jedoch kaum. Das Interventionsprogramm REFLECT zielt darauf ab, bei Lehrkräften die Kompetenzen für Reflexive Koedukation aufzubauen. Dazu setzt es an deren objektivem Handlungsrepertoire (Wissen, Unterrichtsgestaltung) und subjektivem Handlungsraum (Selbstwirksamkeitserwartung, Implizite Theorien über Geschlechtsunterschiede) an. In einer Pilotstudie wurde die Wirksamkeit von REFLECT anhand eines Zwei-Gruppen-Prä-Post-Designs evaluiert. Die 38 Lehrkräfte der Interventionsgruppe zeigten einen stärkeren Zuwachs im Wissen über Geschlechtsunterschiede und in der auf Autonomieförderung abzielenden Unterrichtsgestaltung als die 76 Lehrkräfte der Kontrollgruppe. Zudem war in der Interventionsgruppe ein stärkerer Zuwachs in der Selbstwirksamkeitserwartung bzgl. Motivationsförderung und eine stärkere Abnahme der Überzeugung, dass Geschlechtsunterschiede unveränderbar sind, zu beobachten. Insgesamt ist REFLECT ein vielversprechender Ansatz, um Lehrkräfte zu Reflexiver Koedukation zu befähigen und die Genderfairness der Schule zu erhöhen.
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Affiliation(s)
- Marlene Kollmayer
- Institut für Angewandte Psychologie: Arbeit, Bildung, Wirtschaft, Fakultät für Psychologie, Universität Wien
| | - Andreas Pfaffel
- Institut für Angewandte Psychologie: Arbeit, Bildung, Wirtschaft, Fakultät für Psychologie, Universität Wien
| | - Marie-Therese Schultes
- Institut für Angewandte Psychologie: Arbeit, Bildung, Wirtschaft, Fakultät für Psychologie, Universität Wien
| | - Marko Lüftenegger
- Institut für Angewandte Psychologie: Arbeit, Bildung, Wirtschaft, Fakultät für Psychologie, Universität Wien
| | - Monika Finsterwald
- Institut für Angewandte Psychologie: Arbeit, Bildung, Wirtschaft, Fakultät für Psychologie, Universität Wien
| | - Vera Popper
- Institut für Angewandte Psychologie: Arbeit, Bildung, Wirtschaft, Fakultät für Psychologie, Universität Wien
| | - Gregor Jöstl
- Institut für Angewandte Psychologie: Arbeit, Bildung, Wirtschaft, Fakultät für Psychologie, Universität Wien
| | - Christiane Spiel
- Institut für Angewandte Psychologie: Arbeit, Bildung, Wirtschaft, Fakultät für Psychologie, Universität Wien
| | - Barbara Schober
- Institut für Angewandte Psychologie: Arbeit, Bildung, Wirtschaft, Fakultät für Psychologie, Universität Wien
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Schultes MT, Kollmayer M, Mejeh M, Spiel C. Attitudes toward evaluation: An exploratory study of students' and stakeholders' social representations. Eval Program Plann 2018; 70:44-50. [PMID: 29936398 DOI: 10.1016/j.evalprogplan.2018.06.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2018] [Revised: 06/07/2018] [Accepted: 06/13/2018] [Indexed: 06/08/2023]
Abstract
Positive attitudes toward evaluation among stakeholders are an important precondition for successful evaluation processes. However, empirical studies focusing on stakeholders' attitudes toward evaluation are scarce. The present paper explores the approach of assessing social representations as indicators of people's attitudes toward evaluation. In an exploratory study, two groups were surveyed: University students (n = 60) with rather theoretical knowledge of evaluation and stakeholders (n = 61) who had shortly before taken part in participatory evaluation studies. Both groups were asked to name their free associations with the term "evaluation", which were subsequently analyzed lexicographically. The results indicate different social representations of evaluation in the two groups. The student group primarily saw evaluation as an "appraisal", whereas the stakeholders emphasized the "improvement" resulting from evaluation. Implications for further evaluation research and practice are discussed.
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Affiliation(s)
- Marie-Therese Schultes
- Department of Applied Psychology: Work, Education, Economy, Faculty of Psychology, University of Vienna, Austria; Department of Maternal and Child Health, Gillings School of Global Public Health, University of North Carolina at Chapel Hill, USA.
| | - Marlene Kollmayer
- Department of Applied Psychology: Work, Education, Economy, Faculty of Psychology, University of Vienna, Austria.
| | - Mathias Mejeh
- Department of Special Education with focus on Society, Participation, and Disability, Institute of Education, University of Zurich, Switzerland.
| | - Christiane Spiel
- Department of Applied Psychology: Work, Education, Economy, Faculty of Psychology, University of Vienna, Austria.
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Bardach L, Lüftenegger M, Yanagida T, Schober B, Spiel C. The role of within-class consensus on mastery goal structures in predicting socio-emotional outcomes. Br J Educ Psychol 2018; 89:239-258. [PMID: 29989155 PMCID: PMC6586063 DOI: 10.1111/bjep.12237] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2017] [Revised: 06/06/2018] [Indexed: 12/04/2022]
Abstract
Background Within‐class consensus on mastery goal structures describes the extent to which students agree in their perceptions of mastery goal structures. Research on (work) teams suggests that higher levels of consensus within a group indicate a well‐functioning social environment and are thus positively related to beneficial socio‐emotional outcomes. However, the potential of within‐class consensus to predict socio‐emotional outcomes has not yet been explored in research on mastery goal structures. Aims This study aimed to test whether within‐class consensus on the three mastery goal structures dimensions of task, autonomy, and recognition/evaluation has predictive power for socio‐emotional outcomes in terms of classroom climate, negative classmate reactions to errors, and cooperative learning. Sample A total of 1,455 Austrian secondary school students (65.70% female) in 157 classrooms participated in this study. Methods Students responded to items measuring their perceptions of mastery goal structures, classroom climate, error climate, and cooperative learning. Items assessing mastery goal structures, error climate, and cooperative learning referred to the subject of mathematics and items assessing classroom climate referred to positive classmate relations without focusing on a subject. Results Results from multilevel structural equation models revealed that within‐class consensus on all mastery goal structures dimensions predicted a less negative error climate. Additionally, consensus regarding task and autonomy predicted more frequent use of cooperative learning strategies, and consensus regarding task predicted a more positive classroom climate. Conclusions Our findings show that higher levels of within‐class consensus on mastery goal structures enhance beneficial socio‐emotional outcomes. Moreover, the results emphasize the value of expanding the scope of educational research to the study of within‐class consensus.
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Affiliation(s)
- Lisa Bardach
- Faculty of Psychology, Department of Applied Psychology: Work, Education, and Economy, University of Vienna, Austria
| | - Marko Lüftenegger
- Faculty of Psychology, Department of Applied Psychology: Work, Education, and Economy, University of Vienna, Austria.,Centre for Teacher Education, Department for Teacher Education, University of Vienna, Austria
| | - Takuya Yanagida
- Faculty of Psychology, Department of Applied Psychology: Work, Education, and Economy, University of Vienna, Austria
| | - Barbara Schober
- Faculty of Psychology, Department of Applied Psychology: Work, Education, and Economy, University of Vienna, Austria
| | - Christiane Spiel
- Faculty of Psychology, Department of Applied Psychology: Work, Education, and Economy, University of Vienna, Austria
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Kollmayer M, Schultes MT, Schober B, Hodosi T, Spiel C. Parents' Judgments about the Desirability of Toys for Their Children: Associations with Gender Role Attitudes, Gender-typing of Toys, and Demographics. Sex Roles 2018; 79:329-341. [PMID: 30147224 PMCID: PMC6096664 DOI: 10.1007/s11199-017-0882-4] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Parental toy selection and responses to toy play are important factors in children's gender socialization. Reinforcing play with same-gender-typed toys guides children's activities and limits their action repertoires in accordance with gender stereotypes. A survey of 324 Austrian parents of three- to six-year-old children was conducted to investigate parents' judgments about the desirability of different types of toys for their children and how these judgements relate to parents' gender-typing of toys, gender role attitudes, and demographics (age, education, gender). Results show that parents rated same-gender-typed and gender-neutral toys as more desirable for their children than cross-gender-typed toys. The traditionalism of parents' gender role attitudes was not associated with their desirability judgments of same-gender-typed toys, but was negatively related to their desirability judgments of cross-gender-typed toys. This indicates that egalitarian parents permit a greater range of interests and behaviors in their children than traditional parents do. Younger parents, parents with lower educational levels, and fathers reported more traditional gender role attitudes than did older parents, parents with higher educational levels, and mothers. However, no differences based on age, educational level or gender were found in parents' judgments of toy desirability. The present study demonstrates that parents' judgments about the desirability of toys for their children do not accurately reflect their gender role attitudes. This finding highlights the importance of simultaneously investigating different aspects of parents' gender-related attitudes in order to gain a better understanding of parental transmission of gender stereotypes.
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Affiliation(s)
- Marlene Kollmayer
- 1Department of Applied Psychology: Work, Education and Economy, University of Vienna, Vienna, Austria
| | - Marie-Therese Schultes
- 2Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC USA
| | - Barbara Schober
- 1Department of Applied Psychology: Work, Education and Economy, University of Vienna, Vienna, Austria
| | - Tanja Hodosi
- 1Department of Applied Psychology: Work, Education and Economy, University of Vienna, Vienna, Austria
| | - Christiane Spiel
- 1Department of Applied Psychology: Work, Education and Economy, University of Vienna, Vienna, Austria
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Kanka MH, Wagner P, Buchmann M, Spiel C. Gender-stereotyped preferences in childhood and early adolescence: A comparison of cross-sectional and longitudinal data. European Journal of Developmental Psychology 2017. [DOI: 10.1080/17405629.2017.1365703] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Margit H. Kanka
- Department of Business Administration and Economic Psychology, Ferdinand Porsche University of Applied Sciences, Wiener Neustadt, Austria
| | - Petra Wagner
- Department of Social Work, School of Medical Engineering and Applied Social Sciences, University of Applied Sciences Upper Austria, Linz, Austria
| | - Marlis Buchmann
- Department of Sociology, Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland
| | - Christiane Spiel
- Faculty of Psychology, Department of Applied Psychology: Work, Education, Economy, University of Vienna, Vienna, Austria
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Foerst NM, Klug J, Jöstl G, Spiel C, Schober B. Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies. Front Psychol 2017; 8:1288. [PMID: 28798713 PMCID: PMC5529389 DOI: 10.3389/fpsyg.2017.01288] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2017] [Accepted: 07/13/2017] [Indexed: 11/13/2022] Open
Abstract
University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK) was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a) lacked the time to use SRL strategies, (b) would not benefit from SRL strategies in the given situation, (c) would not be able to put the strategies to use effectively or (d) found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and well-being.
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Affiliation(s)
- Nora M Foerst
- Educational Psychology and Evaluation, Department of Applied Psychology: Work, Education, Economy, University of ViennaVienna, Austria
| | - Julia Klug
- Educational Psychology and Evaluation, Department of Applied Psychology: Work, Education, Economy, University of ViennaVienna, Austria
| | - Gregor Jöstl
- Educational Psychology and Evaluation, Department of Applied Psychology: Work, Education, Economy, University of ViennaVienna, Austria
| | - Christiane Spiel
- Educational Psychology and Evaluation, Department of Applied Psychology: Work, Education, Economy, University of ViennaVienna, Austria
| | - Barbara Schober
- Educational Psychology and Evaluation, Department of Applied Psychology: Work, Education, Economy, University of ViennaVienna, Austria
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Abstract
Abstract. The goals of the present study were (1) to examine parents’ and teachers’ opinions on bullying and cyberbullying prevention, and (2) to investigate whether the involvement of their children or students in bullying affects their opinions. Altogether, 959 adults (466 parents, 493 teachers) reported on their opinions. More than 95% of parents and teachers regarded bullying as an important topic. Cyberbullying was seen as the least serious form and physical bullying as the most serious one. Ninety-five percent of parents and 90% of teachers stated that they would accept a bullying prevention program; 61% of parents and 75% of teachers were willing to actively participate in bullying prevention; 34% of parents and 66% of teachers reported that their own children or students were victims of bullying. This involvement moderated teachers’ opinions. Teachers of students affected by bullying rated verbal and cyberbullying as more serious, accepted prevention programs more readily, and were more willing to actively participate in a program compared to teachers whose students were not involved.
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Affiliation(s)
- Petra Gradinger
- School of Medical Engineering and Social Sciences, University of Applied Social Sciences Upper Austria, Linz, Austria
| | - Dagmar Strohmeier
- School of Medical Engineering and Social Sciences, University of Applied Social Sciences Upper Austria, Linz, Austria
| | - Christiane Spiel
- Department of Applied Psychology: Work, Education and Economy, Faculty of Psychology, University of Vienna, Austria
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Abstract
Abstract. In prior research, goal structures have been measured as macroscopic and holistic constructs referring to all activities in the classroom setting associated with learning and performing on a meta-level. A more comprehensive approach for identifying concrete classroom structures that should foster students’ mastery goals is provided by the multidimensional TARGET framework with its six instructional dimensions (Task, Autonomy, Recognition, Grouping, Evaluation, Time). However, measurement instruments assessing students’ perceptions of all TARGET dimensions are largely lacking. The main aim of this study was to develop and validate a new student questionnaire for comprehensive assessment of the perceived TARGET classroom structure (the Goal Structure Questionnaire – GSQ). Scales were constructed using a rational-empirical strategy based on classical conceptions of the TARGET dimensions and prior empirical research. The instrument was tested in a study using a sample of 1,080 secondary school students. Findings indicate that the scales are reliable, internally valid, and externally valid in terms of relationships with students’ achievement goals. More concretely, analyses revealed that the TARGET mastery goal structure positively predicts mastery goals, performance approach goals, and an incremental implicit theory of intelligence. No associations were found with performance avoidance goals.
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Affiliation(s)
- Marko Lüftenegger
- Department of Applied Psychology: Work, Education and Economy, Faculty of Psychology, University of Vienna, Austria
| | - Ulrich S. Tran
- Department of Basic Psychological Research and Research Methods, Faculty of Psychology, University of Vienna, Austria
| | - Lisa Bardach
- Department of Applied Psychology: Work, Education and Economy, Faculty of Psychology, University of Vienna, Austria
| | - Barbara Schober
- Department of Applied Psychology: Work, Education and Economy, Faculty of Psychology, University of Vienna, Austria
| | - Christiane Spiel
- Department of Applied Psychology: Work, Education and Economy, Faculty of Psychology, University of Vienna, Austria
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Yanagida T, Strohmeier D, Spiel C. Dynamic Change of Aggressive Behavior and Victimization Among Adolescents: Effectiveness of the ViSC Program. Journal of Clinical Child & Adolescent Psychology 2016; 48:S90-S104. [DOI: 10.1080/15374416.2016.1233498] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Takuya Yanagida
- School of Medical Engineering and Applied Social Sciences, University of Applied Sciences Upper Austria
| | - Dagmar Strohmeier
- School of Medical Engineering and Applied Social Sciences, University of Applied Sciences Upper Austria
| | - Christiane Spiel
- Department of Applied Psychology: Work, Education, Economy, University of Vienna
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Schober B, Brandt L, Kollmayer M, Spiel C. Overcoming the ivory tower: Transfer and societal responsibility as crucial aspects of the Bildung-Psychology approach. European Journal of Developmental Psychology 2016. [DOI: 10.1080/17405629.2016.1231061] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Abstract
In most longitudinal studies, researchers take the stability of a latent dimension for granted.This article shows that items assumed to measure a given construct can change their meaning during developmental progress or across cohorts.The authors suggest that Rasch models offer a viable approach to assessing such aspects of dimensionality.First, they outline the general ideas of the Rasch model.Then, they discuss how mixed Rasch models, an exploratory approach for identifying latent classes of participants within which unidimensionality holds, can be used to assess the dimensionality of a given item set.To illustrate their ideas, the authors present data from a study on adolescents’ deductive reasoning that clearly show that the same test items can be measuring qualitatively different latent traits in different subsamples or at different time points.
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Abstract
The paper discusses three methodological approaches to measuring change in developmental research using item response models. To illustrate application, an empirical example using data from the Vienna Developmental Study is presented: 94 kindergarten students were presented twice with a set of k dichotomous item s measuring general developmental status. First, we analysed individual changes using a residual-analytic approach based on measures from the dichotomous Rasch Model. Second, in a confirmatory approach, we investigated group-specific changes in a quasi-experimental design using the Hybrid Linear Logistic Model with Relaxed Assumptions. Third, we presented an exploratory method to search for subgroups of subjects that differ systematically in developmental patterns using Mixed Rasch Models. The discussion focuses on the virtues and limitations of the three approaches.
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Affiliation(s)
- Marlene Kollmayer
- Faculty of Psychology, Department of Applied Psychology: Work, Education, Economy, University of Vienna, Vienna, Austria
| | - Barbara Schober
- Faculty of Psychology, Department of Applied Psychology: Work, Education, Economy, University of Vienna, Vienna, Austria
| | - Christiane Spiel
- Faculty of Psychology, Department of Applied Psychology: Work, Education, Economy, University of Vienna, Vienna, Austria
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Klug J, Lüftenegger M, Bergsmann E, Spiel C, Schober B. Secondary School Students' LLL Competencies, and Their Relation with Classroom Structure and Achievement. Front Psychol 2016; 7:680. [PMID: 27242594 PMCID: PMC4860562 DOI: 10.3389/fpsyg.2016.00680] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2016] [Accepted: 04/23/2016] [Indexed: 12/03/2022] Open
Abstract
There is a strong urge to foster lifelong learning (LLL) competencies with its key components - motivation and self-regulated learning - from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that decisive motivational determinants decrease the longer students stay in school. At present, the central sources of information about the situation in Austria are international monitoring studies, which only examine selected aspects of specific target groups, and their interpretability concerning mean values is constricted due to cultural differences. Thus, it is important to conduct additional and more differentiated national surveys of the actual state. This is why this study aimed at answering the following questions: (1) how well are Austrian students equipped for the future, in terms of their lifelong learning competencies, (2) can perceived classroom structure predict students' LLL, and (3) is there a correlation of students' LLL with their achievement in the school subjects math and German language. 5366 students (52.1% female) from 36 Austrian schools took part in the online-questionnaire (mean age 15.35 years, SD = 2.45), which measured their perceived LLL competencies in the subjects math and German language, their perceived classroom structure and their achievement. Results showed that the great majority of Austrian students - independent from domain and sex - know and are able to apply cognitive as well as metacognitive learning strategies. With regard to motivation the picture is less satisfactory: whilst students' self-efficacy is not the problem, there is a lack of interest in the school subjects and they often report to follow performance approach goals. Classroom structure positively predicted students' goals, interest, self-efficacy and learning strategies. Self-efficacy, performance approach goals, meta-cognitive and deep learning strategies in turn predicted achievement positively, and performance avoidance goals negatively.
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Affiliation(s)
- Julia Klug
- Department of Applied Psychology: Work, Education and Economy, University of ViennaVienna, Austria
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Lüftenegger M, Klug J, Harrer K, Langer M, Spiel C, Schober B. Students' Achievement Goals, Learning-Related Emotions and Academic Achievement. Front Psychol 2016; 7:603. [PMID: 27199836 PMCID: PMC4852289 DOI: 10.3389/fpsyg.2016.00603] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2016] [Accepted: 04/11/2016] [Indexed: 11/17/2022] Open
Abstract
In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed.
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Affiliation(s)
- Marko Lüftenegger
- Department of Applied Psychology: Work, Education and Economy, University of ViennaVienna, Austria
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36
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Gradinger P, Yanagida T, Strohmeier D, Spiel C. Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber-victimization: Class and individual level moderators. Aggress Behav 2016; 42:181-93. [PMID: 26879896 DOI: 10.1002/ab.21631] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2014] [Revised: 05/14/2015] [Accepted: 08/24/2015] [Indexed: 11/06/2022]
Abstract
We investigated whether the general anti-bullying program ViSC sustainably prevents cyberbullying and cyber-victimization. A longitudinal randomized control group design was used to examine (i) program effectiveness immediately after a 1 year implementation phase and (ii) sustainable program effects 6 months later taking several moderators on the class level (class climate and ethnic diversity) and on the individual level (gender, age, internet usage, traditional bullying/victimization) into account. Effectiveness (e.g., the change between waves 2 and 1) was examined in 2,042 students (47.6% girls), aged 11.7 years (SD = 0.88) enrolled in 18 schools and 103 classes. Sustainability (e.g., the change between waves 3 and 2) was examined in a sub-sample of 6 schools and 35 classes comprising 659 students. The self-assessment multiple-item scales showed longitudinal and multiple group invariance. Factor scores were extracted to compute difference scores for effectiveness (Posttest minus Pretest) and sustainability (Follow-up test minus Posttest) for cyberbullying and cyber-victimization. Multilevel Modeling was applied to examine (i) the effectiveness and (ii) the sustainability of the ViSC intervention controlling for several individual and class level variables. Controlling for covariates, it was demonstrated that the ViSC program is effective in preventing cyberbullying and cyber-victimization and that the effects are sustainable after 6 months. The consequences for cyberbullying prevention are discussed.
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Affiliation(s)
- Petra Gradinger
- School of Applied Health and Social Sciences; University of Applied Sciences Upper Austria; Linz Austria
| | - Takuya Yanagida
- School of Applied Health and Social Sciences; University of Applied Sciences Upper Austria; Linz Austria
| | - Dagmar Strohmeier
- School of Applied Health and Social Sciences; University of Applied Sciences Upper Austria; Linz Austria
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Bergsmann E, Schultes MT, Winter P, Schober B, Spiel C. Evaluation of competence-based teaching in higher education: From theory to practice. Eval Program Plann 2015; 52:1-9. [PMID: 25847854 DOI: 10.1016/j.evalprogplan.2015.03.001] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2014] [Revised: 02/12/2015] [Accepted: 03/01/2015] [Indexed: 06/04/2023]
Abstract
Competence-based teaching in higher education institutions and its evaluation have become a prevalent topic especially in the European Union. However, evaluation instruments are often limited, for example to single student competencies or specific elements of the teaching process. The present paper provides a more comprehensive evaluation concept that contributes to sustainable improvement of competence-based teaching in higher education institutions. The evaluation concept considers competence research developments as well as the participatory evaluation approach. The evaluation concept consists of three stages. The first stage evaluates whether the competencies students are supposed to acquire within the curriculum (ideal situation) are well defined. The second stage evaluates the teaching process and the competencies students have actually acquired (real situation). The third stage evaluates concrete aspects of the teaching process. Additionally, an implementation strategy is introduced to support the transfer from the theoretical evaluation concept to practice. The evaluation concept and its implementation strategy are designed for internal evaluations in higher education and primarily address higher education institutions that have already developed and conducted a competence-based curriculum.
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Affiliation(s)
- Evelyn Bergsmann
- University of Vienna, Faculty of Psychology, Department of Applied Psychology: Work, Education, Economy, Universitaetsstrasse 7, Vienna A-1010, Austria; University of Veterinary Medicine, Veterinaerplatz 1, Vienna A-1210, Austria.
| | - Marie-Therese Schultes
- University of Vienna, Faculty of Psychology, Department of Applied Psychology: Work, Education, Economy, Universitaetsstrasse 7, Vienna A-1010, Austria.
| | - Petra Winter
- University of Veterinary Medicine, Veterinaerplatz 1, Vienna A-1210, Austria.
| | - Barbara Schober
- University of Vienna, Faculty of Psychology, Department of Applied Psychology: Work, Education, Economy, Universitaetsstrasse 7, Vienna A-1010, Austria.
| | - Christiane Spiel
- University of Vienna, Faculty of Psychology, Department of Applied Psychology: Work, Education, Economy, Universitaetsstrasse 7, Vienna A-1010, Austria.
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Spiel C, Vogel D, Schlögl R, Rupprechter G, Suchorski Y. Spatially coupled catalytic ignition of CO oxidation on Pt: mesoscopic versus nano-scale. Ultramicroscopy 2015; 159 Pt 2:178-83. [PMID: 26021411 PMCID: PMC4691231 DOI: 10.1016/j.ultramic.2015.05.012] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2014] [Revised: 12/16/2014] [Accepted: 05/13/2015] [Indexed: 10/25/2022]
Abstract
Spatial coupling during catalytic ignition of CO oxidation on μm-sized Pt(hkl) domains of a polycrystalline Pt foil has been studied in situ by PEEM (photoemission electron microscopy) in the 10(-5) mbar pressure range. The same reaction has been examined under similar conditions by FIM (field ion microscopy) on nm-sized Pt(hkl) facets of a Pt nanotip. Proper orthogonal decomposition (POD) of the digitized FIM images has been employed to analyze spatiotemporal dynamics of catalytic ignition. The results show the essential role of the sample size and of the morphology of the domain (facet) boundary in the spatial coupling in CO oxidation.
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Affiliation(s)
- C Spiel
- Institute of Materials Chemistry, Vienna University of Technology, 1060 Vienna, Austria
| | - D Vogel
- Institute of Materials Chemistry, Vienna University of Technology, 1060 Vienna, Austria; Department of Inorganic Chemistry, Fritz-Haber-Institute of the Max-Planck-Society, 14195 Berlin, Germany
| | - R Schlögl
- Department of Inorganic Chemistry, Fritz-Haber-Institute of the Max-Planck-Society, 14195 Berlin, Germany
| | - G Rupprechter
- Institute of Materials Chemistry, Vienna University of Technology, 1060 Vienna, Austria
| | - Y Suchorski
- Institute of Materials Chemistry, Vienna University of Technology, 1060 Vienna, Austria.
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Lemmer G, Gollwitzer M, Schiller EM, Strohmeier D, Banse R, Spiel C. Errata. Aggress Behav 2015. [DOI: 10.1002/ab.21592] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Gunnar Lemmer
- Department of Psychology; Philipps-University Marburg; Germany
| | | | | | - Dagmar Strohmeier
- School of Applied Health and Social Sciences; University of Applied Sciences Upper Austria; Austria
| | - Rainer Banse
- Department of Psychology; University of Bonn; Germany
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Schober B, Klug J, Jöstl G, Spiel C, Dresel M, Steuer G, Schmitz B, Ziegler A. Gaining Substantial New Insights Into University Students’ Self-Regulated Learning Competencies. Zeitschrift für Psychologie 2015. [DOI: 10.1027/2151-2604/a000201] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Affiliation(s)
- Barbara Schober
- Department of Applied Psychology: Work, Education, and Economy, University of Vienna, Austria
| | - Julia Klug
- Department of Applied Psychology: Work, Education, and Economy, University of Vienna, Austria
| | - Gregor Jöstl
- Department of Applied Psychology: Work, Education, and Economy, University of Vienna, Austria
| | - Christiane Spiel
- Department of Applied Psychology: Work, Education, and Economy, University of Vienna, Austria
| | - Markus Dresel
- Department of Psychology, University of Augsburg, Germany
| | | | - Bernhard Schmitz
- Department of Human Sciences, Technical University of Darmstadt, Germany
| | - Albert Ziegler
- Department of Psychology, University of Erlangen-Nuremberg, Germany
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41
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Schultes MT, Stefanek E, van de Schoot R, Strohmeier D, Spiel C. Measuring Implementation of a School-Based Violence Prevention Program. Zeitschrift für Psychologie 2014. [DOI: 10.1027/2151-2604/a000165] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
When school-based prevention programs are put into practice, evaluation studies commonly only consider one indicator of program implementation. The present study investigates how two different aspects of program implementation – fidelity and participant responsiveness – jointly influence proximal outcomes of the school-based violence prevention program ViSC. The program was implemented in 20 schools across Austria. Trainers conducted in-school teacher trainings with varying implementation fidelity to the program schedule. In a two-wave evaluation study, 370 teachers provided data about their participant responsiveness and the program’s proximal outcomes. The latter comprised their self-efficacy to stop violence among students and their behavior in bullying situations. Multilevel analyses showed that teachers’ self-efficacy was significantly more enhanced in schools where the ViSC program had been implemented with high fidelity. Furthermore, only teachers with high participant responsiveness significantly changed their behavior in bullying situations. Implications for program developers and suggestions for further research on implementation are discussed.
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Affiliation(s)
| | | | - Rens van de Schoot
- Faculty of Social and Behavioral Sciences, University of Utrecht, The Netherlands
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Vogel D, Spiel C, Schmid M, Stöger-Pollach M, Schlögl R, Suchorski Y, Rupprechter G. The Role of Defects in the Local Reaction Kinetics of CO Oxidation on Low-Index Pd Surfaces. J Phys Chem C Nanomater Interfaces 2013; 117:12054-12060. [PMID: 23785524 PMCID: PMC3683887 DOI: 10.1021/jp312510d] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2012] [Revised: 05/17/2013] [Indexed: 05/28/2023]
Abstract
The role of artificially created defects and steps in the local reaction kinetics of CO oxidation on the individual domains of a polycrystalline Pd foil was studied by photoemission electron microscopy (PEEM), mass spectroscopy (MS), and scanning tunneling microscopy (STM). The defects and steps were created by STM-controlled Ar+ sputtering and the novel PEEM-based approach allowed the simultaneous determination of local kinetic phase transitions on differently oriented μm-sized grains of a polycrystalline sample. The independent (single-crystal-like) reaction behavior of the individual Pd(hkl) domains in the 10-5 mbar pressure range changes upon Ar+ sputtering to a correlated reaction behavior, and the reaction fronts propagate unhindered across the grain boundaries. The defect-rich surface shows also a significantly higher CO tolerance as reflected by the shift of both the global (MS-measured) and the local (PEEM-measured) kinetic diagrams toward higher CO pressure.
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Affiliation(s)
- D. Vogel
- Institute
of Materials Chemistry, Institute of Applied Physics, and University Service Center for Transmission
Electron Microscopy, Vienna University of
Technology, Vienna, Austria
- Fritz-Haber-Institut der Max-Planck-Gesellschaft,
Berlin, Germany
| | - C. Spiel
- Institute
of Materials Chemistry, Institute of Applied Physics, and University Service Center for Transmission
Electron Microscopy, Vienna University of
Technology, Vienna, Austria
| | - M. Schmid
- Institute
of Materials Chemistry, Institute of Applied Physics, and University Service Center for Transmission
Electron Microscopy, Vienna University of
Technology, Vienna, Austria
| | - M. Stöger-Pollach
- Institute
of Materials Chemistry, Institute of Applied Physics, and University Service Center for Transmission
Electron Microscopy, Vienna University of
Technology, Vienna, Austria
| | - R. Schlögl
- Fritz-Haber-Institut der Max-Planck-Gesellschaft,
Berlin, Germany
| | - Y. Suchorski
- Institute
of Materials Chemistry, Institute of Applied Physics, and University Service Center for Transmission
Electron Microscopy, Vienna University of
Technology, Vienna, Austria
| | - G. Rupprechter
- Institute
of Materials Chemistry, Institute of Applied Physics, and University Service Center for Transmission
Electron Microscopy, Vienna University of
Technology, Vienna, Austria
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Vogel D, Budinska Z, Spiel C, Schlögl R, Suchorski Y, Rupprechter G. Silicon Oxide Surface Segregation in CO Oxidation on Pd: An in situ PEEM, MS and XPS Study. Catal Letters 2013; 143:235-240. [PMID: 23482699 PMCID: PMC3584672 DOI: 10.1007/s10562-012-0955-5] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2012] [Accepted: 12/12/2012] [Indexed: 11/30/2022]
Abstract
ABSTRACT The effect of silicon oxide surface segregation on the locally-resolved kinetics of the CO oxidation reaction on individual grains of a polycrystalline Pd foil was studied in situ by PEEM, MS and XPS. The silicon oxide formation induced by Si-impurity segregation at oxidizing conditions, was monitored by XPS and its impact on the global and local (spatially resolved) kinetics of the CO oxidation was determined by MS and PEEM. The results reveal a drastic inhibiting effect of silicon oxide on the Pd reactivity towards CO oxidation, manifested both in the collapse of the global CO2 formation rate and in the modified local reactive properties of individual Pd micrograins. The presence of adsorbed oxygen on the Pd surface effectively enhances the silicon segregation to the Pd surface. GRAPHICAL ABSTRACT
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Affiliation(s)
- D. Vogel
- Institute of Materials Chemistry, Vienna University of Technology, Getreidemarkt 9, 1060 Vienna, Austria
- Fritz-Haber-Institut der Max-Planck-Gesellschaft, Faradayweg 4-6, 14195 Berlin, Germany
| | - Z. Budinska
- Institute of Materials Chemistry, Vienna University of Technology, Getreidemarkt 9, 1060 Vienna, Austria
| | - C. Spiel
- Institute of Materials Chemistry, Vienna University of Technology, Getreidemarkt 9, 1060 Vienna, Austria
| | - R. Schlögl
- Fritz-Haber-Institut der Max-Planck-Gesellschaft, Faradayweg 4-6, 14195 Berlin, Germany
| | - Y. Suchorski
- Institute of Materials Chemistry, Vienna University of Technology, Getreidemarkt 9, 1060 Vienna, Austria
| | - G. Rupprechter
- Institute of Materials Chemistry, Vienna University of Technology, Getreidemarkt 9, 1060 Vienna, Austria
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Abstract
Lifelong Learning (LLL) has been proclaimed a Europe-wide strategy as societies are faced with numerous changes making continuous development indispensable. Currently, LLL is often seen primarily as a topic for continuing education. However, schools play an essential role in laying the cornerstone for successful LLL: There is robust knowledge that persistent motivation to learn as well as corresponding learning skills are essential for LLL and that both could be influenced best during childhood and adolescence. Therefore, facilitating LLL is an important aspect of schools’ success. However, results from international studies show deficits for many students in LLL competencies. Consequently, a need for more systematic promotion of LLL in schools was identified. Based on this, the aim of this paper is to give an overview on the theoretical basis for promoting LLL in schools from the perspective of educational psychology. Derived from this, the necessity of enhancing LLL competencies in school is made obvious and present promotion programs are described. As an example, goals, structure, and evaluation results of the TALK training program, which aims to provide teachers with the competencies to systematically implement the enhancement of LLL into their regular educational responsibilities, are reported. Finally, general recommendations for realizing a systematic facilitation of LLL in school are illustrated.
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Affiliation(s)
| | | | - Petra Wagner
- Upper Austria University of Applied Sciences, Linz, Austria
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Gradinger P, Strohmeier D, Schiller EM, Stefanek E, Spiel C. Cyber-victimization and popularity in early adolescence: Stability and predictive associations. European Journal of Developmental Psychology 2012. [DOI: 10.1080/17405629.2011.643171] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Stefanek E, Strohmeier D, Fandrem H, Spiel C. Depressive symptoms in native and immigrant adolescents: the role of critical life events and daily hassles. Anxiety, Stress & Coping 2012; 25:201-17. [DOI: 10.1080/10615806.2011.605879] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Menesini E, Spiel C. Introduction: Cyberbullying: Development, consequences, risk and protective factors. European Journal of Developmental Psychology 2012. [DOI: 10.1080/17405629.2011.652833] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Dooley JJ, Gradinger P, Strohmeier D, Cross D, Spiel C. Cyber-Victimisation: The Association Between Help-Seeking Behaviours and Self-Reported Emotional Symptoms in Australia and Austria. ACTA ACUST UNITED AC 2012. [DOI: 10.1375/ajgc.20.2.194] [Citation(s) in RCA: 51] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
AbstractMany young people who are bullied do not tell anyone. School staff therefore are often unaware of which students are being victimised and when to provide support or assistance. A critical strategy to overcome this problem is to encourage victimised students to seek help and report this bullying. This study aims to examine the relationship between help-seeking behaviours and self-reported emotional symptoms in young people from Australia (n = 5959; M age = 12.36 years, SD = 1.46 years) and Austria (n = 1530; M age = 12.68 years, SD = .84 years) who reported being victimised (via cyber and traditional bullying). In both countries, students who were cyber-victimised compared to those who were victimised in more traditional methods were less likely to seek help. Girls in both countries were significantly more likely to seek help and endorse more emotional symptoms than boys. No relationship was found between help-seeking and emotional symptoms in students who had been cyber-victimised. These preliminary results have important implications for the types of strategies used to enhance the approachability of school staff and families to provide appropriate help and support for young people who are being bullied.
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Abstract
This study contributes to explaining psychological barriers in female university careers by examining the relation between the impostor phenomenon and research self-efficacy in the university context. The impostor phenomenon refers to people who are objectively competent but feel the opposite and therefore fear being unmasked. So far, there have been no data from German-speaking countries concerning the impostor phenomenon at universities; thus, the impostor phenomenon was examined in a sample of 631 (389 female) Austrian doctoral students. One-third of the sample reported moderate to strong impostor feelings. Female doctoral students both suffer more from impostor feelings and show lower research self-efficacy than male doctoral students do. Furthermore, the impostor phenomenon and research self-efficacy are associated with faculty membership. The most important finding is that the impostor phenomenon is negatively related to research self-efficacy. Research self-efficacy is an important indicator for successful university careers; hence, the impostor phenomenon was shown to be a psychological barrier for female university careers. Implications for support programs for female doctoral students are discussed.
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Affiliation(s)
- Gregor Jöstl
- Faculty of Psychology, Department of Applied Psychology: Work, Education, Economy, University of Vienna, Austria
| | - Evelyn Bergsmann
- Faculty of Psychology, Department of Applied Psychology: Work, Education, Economy, University of Vienna, Austria
| | - Marko Lüftenegger
- Faculty of Psychology, Department of Applied Psychology: Work, Education, Economy, University of Vienna, Austria
| | - Barbara Schober
- Faculty of Psychology, Department of Applied Psychology: Work, Education, Economy, University of Vienna, Austria
| | - Christiane Spiel
- Faculty of Psychology, Department of Applied Psychology: Work, Education, Economy, University of Vienna, Austria
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