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(Schlagwörter: "Emotionaler Zustand")
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Capturing affective well‑being in daily life with the day reconstruction method. A refined view on […]
Möwisch, Dave; Schmiedek, Florian; Richter, David; Brose, Annette
Journal Article
| In: Journal of Happiness Studies | 2019
39084 Endnote
Author(s):
Möwisch, Dave; Schmiedek, Florian; Richter, David; Brose, Annette
Title:
Capturing affective well‑being in daily life with the day reconstruction method. A refined view on positive and negative affect
In:
Journal of Happiness Studies, 20 (2019) 2, S. 641-663
DOI:
10.1007/s10902-018-9965-3
URL:
https://link.springer.com/article/10.1007%2Fs10902-018-9965-3
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alltag; Wohlbefinden; Zufriedenheit; Emotionaler Zustand; Freude; Messung; Messverfahren; Stress; Angst; Tagesablauf; Veränderung; Unterschied; Indikator; Modell; Panel; Strukturgleichungsmodell; Deutschland
Abstract:
In the last years, there has been a shift from traditional measurements of affective well-being to approaches such as the day reconstruction method (DRM). While the traditional approaches often assess trait level differences in well-being, the DRM allows examining affective dynamics in everyday contexts. The latter may ultimately explain why some people feel more happy than others (e.g., because they experience more gratification during everyday experiences). Even though DRM research has increased in the last years, little is known about the structure of affective well-being in everyday life, and potential structural differences of affect at the within- and between-person level have rarely been considered. We thus thoroughly examined the structure of affective well-being in daily life, using data from a nationally representative sample (N = 2401) of the German Socioeconomic Panel Innovation Sample that were obtained with the DRM. Multilevel structural equation models revealed that (1) affective well-being in daily life cannot be reduced to the two global dimensions positive and negative affect (PA and NA) but that the structure of NA is more nuanced; (2) the emerging subfacets of NA have distinct associations with global indicators of well-being (e.g., life satisfaction); (3) there are structural differences of affective well-being at the within- and between-person level, and (4) the relationships between affect subfacets and activities such as "work" can be opposed at the within- and between-person level. These results show that a more differentiated view on the structure of affect contributes to a better understanding of affective well-being in everyday life. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Momentary working memory performance is coupled with different dimensions of affect for different […]
Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian
Journal Article
| In: Developmental Psychology | 2019
38831 Endnote
Author(s):
Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian
Title:
Momentary working memory performance is coupled with different dimensions of affect for different children: A mixture model analysis of ambulatory assessment data.
In:
Developmental Psychology, 55 (2019) 4, S. 754-766
DOI:
10.1037/dev0000668
URN:
urn:nbn:de:0111-pedocs-181292
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181292
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Grundschüler; Arbeitsgedächtnis; Schuljahr 03; Schuljahr 04; Leistungsfähigkeit; Tagesablauf; Unterschied; Messung; Wohlbefinden; Affekt; Emotionaler Zustand; Wirkung; Kognitive Prozesse; Umwelteinfluss; Einflussfaktor; Faktorenanalyse
Abstract (english):
Elementary schoolchildren's working memory performance (WMP) fluctuates from moment to moment and day to day, yet the underlying mechanisms are not well understood. In the present study, affective states were investigated as predictors of these fluctuations. Interindividual differences in the intraindividual affect-WMP associations were expected, and their structure was explored. One hundred nine children (8-11 years) were investigated in an ambulatory assessment. Affective states (positive affect [PA], negative affect [NA], activation, deactivation) and WMP were assessed 3 times daily for up to 31 consecutive days. In the whole sample, WMP was lower at occasions with higher NA or deactivation, while there was no overall effect of PA or activation. Results of a mixture model analysis revealed meaningful heterogeneity in these effects: Approximately half of the children showed comparably weaker effects of affect on WMP, while the other three groups showed (1) comparably stronger negative effects of NA and deactivation; (2) a comparably stronger positive effect of activation; or (3) comparably stronger negative effects of NA and deactivation and stronger positive effects of PA and activation. Findings emphasize the importance of explicitly considering interindividual differences in intraindividual associations. They are discussed in the context of current frameworks of interindividual differences in environmental sensitivity. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Dancing salsa with machines - filling the gap of dancing learning solutions
Romano, Gianluca; Schneider, Jan; Drachsler, Hendrik
Journal Article
| In: Sensors | 2019
39401 Endnote
Author(s):
Romano, Gianluca; Schneider, Jan; Drachsler, Hendrik
Title:
Dancing salsa with machines - filling the gap of dancing learning solutions
In:
Sensors, 19 (2019) 17, S. 3661
DOI:
10.3390/s19173661
URN:
urn:nbn:de:0111-pedocs-189614
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-189614
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Tanz; Musik; Lernprozess; Analyse; Feedback; Online; Rhythmus; Verstehen; Coaching; Computerunterstütztes Lernen; Emotionaler Zustand; Gestik; Mimik; Tool; Evaluation
Abstract (english):
Dancing is an activity that positively enhances the mood of people that consists of feeling the music and expressing it in rhythmic movements with the body. Learning how to dance can be challenging because it requires proper coordination and understanding of rhythm and beat. In this paper, we present the first implementation of the Dancing Coach (DC), a generic system designed to support the practice of dancing steps, which in its current state supports the practice of basic salsa dancing steps. However, the DC has been designed to allow the addition of more dance styles. We also present the first user evaluation of the DC, which consists of user tests with 25 participants. Results from the user test show that participants stated they had learned the basic salsa dancing steps, to move to the beat and body coordination in a fun way. Results also point out some direction on how to improve the future versions of the DC. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
The importance of peer relatedness at school for affective well‐being in children. Between‐ and […]
Schmidt, Andrea; Dirk, Judith; Schmiedek, Florian
Journal Article
| In: Social Development | 2019
39187 Endnote
Author(s):
Schmidt, Andrea; Dirk, Judith; Schmiedek, Florian
Title:
The importance of peer relatedness at school for affective well‐being in children. Between‐ and within‐person associations
In:
Social Development, 28 (2019) 4, S. 873-892
DOI:
10.1111/sode.12379
URL:
https://onlinelibrary.wiley.com/doi/full/10.1111/sode.12379
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Mehrebenenanalyse; Längsschnittuntersuchung; Deutschland; Schüler; Schüler-Schüler-Beziehung; Einflussfaktor; Wohlbefinden; Zufriedenheit; Grundschule; Gymnasium; Schuljahr 03; Schuljahr 04; Schuljahr 05; Schuljahr 06; Peergroup; Stimmung; Emotionaler Zustand; Soziale Interaktion; Tagesablauf; Messung; Unterschied; Reliabilität
Abstract (english):
Two intensive longitudinal studies examining the association between children's feeling of relatedness to peers at school and their affective well‐being were performed. In Study 1, 110 third and fourth graders reported on their positive affect (PA) and negative affect (NA) 4 times daily and on their peer relatedness once a day over 4 weeks. Multilevel analyses revealed that children who reported higher peer relatedness on average also reported higher PA and lower NA (between‐person associations). Moreover, on days when children reported higher peer relatedness than usual, they also reported higher PA, but they did not necessarily report lower NA (within‐person associations). In Study 2, 55 fourth, fifth, and sixth graders indicated their PA, NA, and peer relatedness once a day over 2 weeks. We replicated the findings of Study 1 on both levels. The studies showed that feeling related to peers is associated with high PA at school and at home on a daily basis, illustrating the function of peer relatedness in promoting positive well‐being. The findings further demonstrated the necessity of intensive longitudinal studies focusing on within‐person associations and the importance of measuring both PA and NA in order to capture effects on affective well‐being thoroughly. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Why are you so optimistic? Effects of sociodemographic factors, individual experiences and peer […]
Tetzner, Julia; Becker, Michael
Journal Article
| In: Journal of Personality | 2019
39305 Endnote
Author(s):
Tetzner, Julia; Becker, Michael
Title:
Why are you so optimistic? Effects of sociodemographic factors, individual experiences and peer characteristics on optimism in early adolescents
In:
Journal of Personality, 87 (2019) 3, S. 661-675
DOI:
10.1111/jopy.12424
URN:
urn:nbn:de:0111-dipfdocs-190638
URL:
http://www.dipfdocs.de/volltexte/2021/19063/pdf/JP_2019_3_Tetzner_Becker_Why_are_you_so_optimistic_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch; Deutsch
Keywords:
Emotionaler Zustand; Freude; Jugendlicher; Schüler; Schuljahr 07; Sozioökonomische Lage; Eltern; Einflussfaktor; Peergroup; Schüler-Schüler-Beziehung; Akzeptanz; Persönlichkeitsmerkmal; Wohlbefinden; Einstellung <Psy>; Verhalten; Lernerfolg; Kognitive Kompetenz; Leistungstest; Längsschnittuntersuchung; Deutschland
Abstract (english):
Objective: Although a growing body of research has confirmed the manifold advantages of being an optimist, only a limited body of previous research has addressed the antecedents of optimism in real‐life situations. This study examined whether parental socioeconomic status (SES), age‐salient experiences (i.e., doing well in school and perceiving acceptance from peers), and aspects of the student composition at school contribute to changes in the optimism of early adolescents. Method: We followed a large sample of German seventh graders (N = 7,272; 2.9% females; baseline Mage = 14.1) at two measurement points over a period of 5 months and estimated latent regression models. Results: First, optimism showed medium‐sized rank‐order stability between both measurement points. Second, parental SES predicted changes in optimism, but this effect was fully mediated by age‐salient experiences. Third, positive age‐salient experiences (i.e., academic achievement and perceived peer acceptance) predicted positive changes in early adolescents' optimism. Fourth, our results suggested no effects of school peer composition. Conclusions: The findings broaden our current knowledge about antecedents of changes in optimism during early adolescence by highlighting the effects of positive age‐salient experiences, namely, academic achievement and perceived acceptance from peers. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Do you want to be a superhero? Boosting emotional states with the booth
Schneider, Jan; Boerner, Dirk; van Rosmalen, Peter; Specht, Marcus
Journal Article
| In: Journal of Universal Computer Science | 2018
38546 Endnote
Author(s):
Schneider, Jan; Boerner, Dirk; van Rosmalen, Peter; Specht, Marcus
Title:
Do you want to be a superhero? Boosting emotional states with the booth
In:
Journal of Universal Computer Science, 24 (2018) 2, S. 85-107
URN:
urn:nbn:de:0111-dipfdocs-167931
URL:
http://www.dipfdocs.de/volltexte/2019/16793/pdf/Schneider_2018_super_hero_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Emotionaler Zustand; Beeinflussung; Emotion; Belastung; Computerunterstütztes Lernen; Kommunikation; Fertigkeit; Vortrag; Vorbereitung; Tool; Evaluation; Fragebogen
Abstract (english):
Educational practitioners have stressed the relevance of providing learners with a set of 21th century skills that will allow them to face current life challenges. Among others this includes communication and social skills such as public speaking, argumentation, negotiation, etc. Besides the acquisition of knowledge and techniques, these skills have the special characteristic that their performance is usually conducted under emotionally charged and stressful situations. Recent advances in technology have allowed the creation of digital applications to support learners with the development of techniques for this type of skills. However, supporting learners on the preparation of a mindset that allows them to perform well under emotionally charged circumstances is an area that technology enhanced learning has practically overlooked. To examine this gap, we developed the Booth, an application designed to get learners into a powerful and resourceful emotional state. In this article we present a two-step user study. Results of the first evaluation show that the use of the Booth induced a positive emotional state on users. Results from the second step suggest that using the Booth helps learners to emotionally prepare for public speaking. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Think positive? Examining the impact of optimism on academic achievement in early adolescents
Tetzner, Julia; Becker, Michael
Journal Article
| In: Journal of Personality | 2018
38273 Endnote
Author(s):
Tetzner, Julia; Becker, Michael
Title:
Think positive? Examining the impact of optimism on academic achievement in early adolescents
In:
Journal of Personality, 86 (2018) 2, S. 283-295
DOI:
10.1111/jopy.12312
URN:
urn:nbn:de:0111-dipfdocs-155511
URL:
http://www.dipfdocs.de/volltexte/2020/15551/pdf/Think_positive_Tetzner_2018_b_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Jugendlicher; Selbstwertgefühl; Einflussfaktor; Lernerfolg; Emotionaler Zustand; Wohlbefinden; Wirkung; Schuljahr 07; Messverfahren; Mathematikunterricht; Leistungstest; Veränderung; Regression; Modell; Empirische Untersuchung
Abstract (english):
Objective: Although optimism's beneficial role for various life areas is well documented, previous findings regarding its significance for students' achievement at school are inconclusive. This study examined the relation between optimism and academic achievement in early adolescents. It investigated the functional form of this relation, addressed whether the initial achievement level moderates this association, and compared this with effects on self-esteem. Method: We used a large German sample (N56,010; 53.2% females; baseline Mage514.1) with two measurement points over a period of 5 months (middle and end of 7th grade). Estimating LOESS curves and latent change-regression models revealed three main findings. Results: (a) Optimism showed a nonlinear association with subsequent changes in academic achievement: Optimism promoted academic achievement, but this positive association reached a plateau in above-average optimism ranges and a minimum value in below-average ranges of optimism. (b) The achievement level at t1 moderated this relation so that high optimism exerted a more positive effect for high-achieving adolescents. (c) By contrast, optimism had an overall positive effect on self-esteem. Conclusions: The results therefore broaden the evidence on benefits of optimism by linking optimism to academic success in early adolescents but indicate only small and nonlinear associations. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Assessing and understanding the role of everyday emotion and affect in relation to stress and health
Smyth, Joshua M.; Neubauer, Andreas B.; Russell, Michael A.
Journal Article
| In: Emotion Researcher, ISRE's Sourcebook for Research on Emotion and Affect | 2018
38817 Endnote
Author(s):
Smyth, Joshua M.; Neubauer, Andreas B.; Russell, Michael A.
Title:
Assessing and understanding the role of everyday emotion and affect in relation to stress and health
In:
Emotion Researcher, ISRE's Sourcebook for Research on Emotion and Affect, (2018)
URL:
http://emotionresearcher.com/assessing-and-understanding-the-role-of-everyday-emotion-and-affect-in-relation-to-stress-and-health/
Publication Type:
3b. Beiträge in weiteren Zeitschriften; wissenschaftsorientiert
Language:
Englisch
Keywords:
Emotion; Emotionaler Zustand; Alltag; Umwelteinfluss; Stress; Gesundheit; Messung; Messverfahren; Einflussfaktor; Validität; Tagesablauf; Unterschied
Abstract:
EMA [Ecological Momentary Assessment] offers some notable features for the study of emotions in everyday life; we see these as advantages/strengths of EMA, although of course their relevance and utility depend upon the purpose of study. There are many comprehensive reviews and chapters that outline the potential benefits of EMA in general (e.g., see Shiffman, Stone, & Hufford, 2008; Smyth et al., 2017; Trull & Ebner-Priemer, 2013), so we will not duplicate those arguments here. Rather, we focus on a few features of EMA approaches, and the resultant data one obtains, that seem of particular importance and interest for researchers interested in emotional states, emotional processes, and health. Namely, the opportunity to study emotional processes as they unfold in natural settings in everyday life (i.e., ecological validity, broadly defined) and the capacity to collect repeated observations from the same individuals over time and across varying contexts and situations (i.e., the capacity to capture data on - and model appropriately - both between- and within-person parameters, including time/temporal processes). We then outline several important opportunities and challenges regarding the use of EMA for emotion-health research that we hope will help inspire future research. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Capturing context-related change in emotional dynamics via fixed moderated time series analysis
Adolf, Janne K.; Voelkle, Manuel C.; Brose, Annette; Schmiedek, Florian
Journal Article
| In: Multivariate Behavioral Research | 2017
37830 Endnote
Author(s):
Adolf, Janne K.; Voelkle, Manuel C.; Brose, Annette; Schmiedek, Florian
Title:
Capturing context-related change in emotional dynamics via fixed moderated time series analysis
In:
Multivariate Behavioral Research, 52 (2017) 4, S. 499-531
DOI:
10.1080/00273171.2017.1321978
URN:
urn:nbn:de:0111-dipfdocs-192052
URL:
http://www.dipfdocs.de/volltexte/2020/19205/pdf/MBR_2017_4_Adolf_et_al_Capturing_context-related_change_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Einflussfaktor; Emotionaler Zustand; Heterogenität; Messung; Modell; Motivation; Selbstregulation; Stress; Strukturgleichungsmodell; Tagesablauf; Umwelteinfluss; Veränderung
Abstract:
Much of recent affect research relies on intensive longitudinal studies to assess daily emotional experiences. The resulting data are analyzed with dynamic models to capture regulatory processes involved in emotional functioning. Daily contexts, however, are commonly ignored. This may not only result in biased parameter estimates and wrong conclusions, but also ignores the opportunity to investigate contextual effects on emotional dynamics. With fixed moderated time series analysis, we present an approach that resolves this problem by estimating context-dependent change in dynamic parameters in single-subject time series models. The approach examines parameter changes of known shape and thus addresses the problem of observed intra-individual heterogeneity (e.g., changes in emotional dynamics due to observed changes in daily stress). In comparison to existing approaches to unobserved heterogeneity, model estimation is facilitated and different forms of change can readily be accommodated. We demonstrate the approach's viability given relatively short time series by means of a simulation study. In addition, we present an empirical application, targeting the joint dynamics of affect and stress and how these co-vary with daily events. We discuss potentials and limitations of the approach and close with an outlook on the broader implications for understanding emotional adaption and development.
DIPF-Departments:
Bildung und Entwicklung
Social and dimensional comparisons in math and verbal test anxiety. Within- and cross-domain […]
Arens, A. Katrin; Becker, Michael; Möller, Jens
Journal Article
| In: Contemporary Educational Psychology | 2017
38115 Endnote
Author(s):
Arens, A. Katrin; Becker, Michael; Möller, Jens
Title:
Social and dimensional comparisons in math and verbal test anxiety. Within- and cross-domain relations with achievement and the mediating role of academic self-concept
In:
Contemporary Educational Psychology, 51 (2017) , S. 240-252
DOI:
10.1016/j.cedpsych.2017.08.005
URN:
urn:nbn:de:0111-pedocs-217546
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-217546
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Angst; Einflussfaktor; Emotionaler Zustand; Empirische Untersuchung; Leistungstest; Lernerfolg; Mathematikunterricht; Mündliche Leistung; Schülerleistung; Schuljahr 07; Selbsteinschätzung; Selbstkonzept; Strukturgleichungsmodell; Vergleich
Abstract:
The present study builds on two strands of research: (1) the recently established generalized internal/external frame of reference (GI/E) model assuming social (comparing one's achievement in one domain with the achievement of one's peers in the same domain) and dimensional (comparing one's achievement in one domain with one's achievement in another domain) comparison processes in the formation of motivational constructs and self-perceptions, and (2) research on domain-specific facets of test anxiety. Using a sample of 5135 German seventh grade students, it is tested whether and how both comparison processes are involved in the formation of domain-specific facets of test anxiety when considering both the emotionality and worry components of test anxiety, and whether the relation between achievement and test anxiety is mediated through academic self-concept. When applying the GI/E model to test anxiety, the results showed negative relations between achievement and test anxiety within math and verbal (German) domains, but partially positive relations across domains. This pattern of relations emerged for both the worry and emotionality components while stronger achievement relations were found for worry. These findings indicate that dimensional achievement comparison processes operate in the formation of domain-specific test anxiety. Domain-specific academic self-concepts were found to mediate the relations between achievement and test anxiety within and across domains, the mediation being stronger for worry than for emotionality as an outcome. Boys and girls did not differ regarding direct and indirect relations among constructs. Implications for research on dimensional comparison processes and test anxiety are discussed. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung; Struktur und Steuerung des Bildungswesens
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