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(Personen: "Dirk," und "Judith")

Situational impact on L&I Dirk, Judith; Nett, Ulrike E. (Hrsg.) Compilation Book | Amsterdam: Elsevier | 2022 43683 Endnote: Editor(s) Dirk, Judith; Nett, Ulrike E.
Title: Situational impact on L&I
Published: Amsterdam: Elsevier, 2022 (Learning and Instruction, 81)
URL: https://www.sciencedirect.com/journal/learning-and-instruction/vol/81/suppl/C
Publication Type: 2. Herausgeberschaft; Zeitschriftensonderheft
Language: Englisch
DIPF-Departments: Bildung und Entwicklung

Day‐to‐day variation in students' academic Success. The role of self‐regulation, working memory, […] Blume, Friederike; Irmer, Andrea; Dirk, Judith; Schmiedek, Florian Journal Article | In: Developmental Science | 2022 42883 Endnote: Author(s): Blume, Friederike; Irmer, Andrea; Dirk, Judith; Schmiedek, Florian
Title: Day‐to‐day variation in students' academic Success. The role of self‐regulation, working memory, and achievement goals
In: Developmental Science, 25 (2022) 6, S. e13301
DOI: 10.1111/desc.13301
URL: https://onlinelibrary.wiley.com/doi/full/10.1111/desc.13301
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Abstract: Self-regulation was found to be positively associated with school performance. Interrelations between self-regulation, working memory (WM), and achievement goals, in particular mastery goals, have been established, as well as associations with academic outcomes. It stands to reason that self-regulation, WM, achievement goals, and academic success are related on a daily level. However, previous research rarely considered this level of analysis. Here, we therefore addressed the relations of daily self-regulation, WM, and achievement goals, and their relevance for daily and general academic success. Data were obtained through ambulatory assessments in 90 students before (Study 1; Mage = 9.83, SDage = 0.50) and 108 students after their transition to secondary school (Study 2; Mage = 10.12, SDage = 0.45) across 20 school days. Students reported about daily achievement goals prior to school, self-regulation at school, and perceived academic success after school, as well as report card grades. Daily WM was assessed at school. Study 1 showed positive associations between daily mastery goals and self-regulation, but not with WM. Together, daily performance-approach goals and self-regulation, but not other goals or WM uniquely contributed to daily perceived academic success. Study 2 showed positive associations between daily mastery goals and self-regulation, but not with WM. Average daily mastery goals predicted daily WM. Together, daily mastery goals and self-regulation, but not WM, uniquely contributed to daily perceived academic success. In both studies, average levels of WM, but not achievement goals or self-regulation predicted report card grades. Results thus corroborate theoretical considerations on the importance of distinguishing self-regulation processes at between- and within-person levels. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Uncovering the situational impact in educational settings. Studies on motivational and emotional […] Dirk, Judith; Nett, Ulrike E. Journal Article | In: Learning and Instruction | 2022 44719 Endnote: Author(s): Dirk, Judith; Nett, Ulrike E.
Title: Uncovering the situational impact in educational settings. Studies on motivational and emotional experiences
In: Learning and Instruction, 81 (2022) , S. 101661
DOI: 10.1016/j.learninstruc.2022.101661
URL: https://www.sciencedirect.com/science/article/abs/pii/S0959475222000822
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
DIPF-Departments: Bildung und Entwicklung

Dynamic reciprocal relations of achievement goal goals with daily experiences of academic success […] Neubauer, Andreas B.; Schmidt, Andrea; Schmiedek, Florian; Dirk, Judith Journal Article | In: Learning and Instruction | 2022 42666 Endnote: Author(s): Neubauer, Andreas B.; Schmidt, Andrea; Schmiedek, Florian; Dirk, Judith
Title: Dynamic reciprocal relations of achievement goal goals with daily experiences of academic success and failure. An ambulatory assessment study
In: Learning and Instruction, 81 (2022) , S. 101617
DOI: 10.1016/j.learninstruc.2022.101617
URL: https://www.sciencedirect.com/science/article/pii/S095947522200038X?via%3Dihub
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Abstract: Achievement goals have been linked to achievement in various educational settings. The present work explored day-to-day variations in achievement goals (mastery, performance-approach, performance-avoidance) and their associations with daily experiences of academic success and failure. Ambulatory assessment data from 108 students in Grade 5 were collected, with daily assessments of achievement goals in the morning and end-of-day reports of academic success and failure. Dynamic structural equation models revealed reciprocal within-person effects between mastery goals and academic success. Academic success was further associated with higher mastery and performance-approach goals in the next morning. Academic failure was linked to both performance goals, though this association was not robust in all sensitivity analyses. Higher average daily academic success and lower average academic failure were linked to better academic achievement one year later. Findings suggest meaningful within-person dynamics among goals and daily academic success and failure. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Detrimental effects of daily worries on affective well-being and cognitive performance in […] Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; […] Research Data, Diagnostic Instruments | Center for Open Science | 2022 42925 Endnote: Author(s): Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; Schmiedek, Florian
Title: Detrimental effects of daily worries on affective well-being and cognitive performance in elementary school children. An ambulatory assessment study
Published: : Center for Open Science, 2022
DOI: 10.17605/OSF.IO/V829S
URL: https://osf.io/v829s/
Publication Type: 6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Language: Englisch; Deutsch
DIPF-Departments: Bildung und Entwicklung

Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's […] Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; […] Journal Article | In: Psychological Assessment | 2021 41467 Endnote: Author(s): Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; Schmiedek, Florian
Title: Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's daily life
In: Psychological Assessment, 33 (2021) 9, S. 827-842
DOI: 10.1037/pas0001020
URN: urn:nbn:de:0111-pedocs-243171
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-243171
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Kind; Denken; Wiederholung; Negativität; Kognition; Affekt; Wohlbefinden; Arbeitsgedächtnis; Leistung; Messverfahren; Validität; Psychometrie; Grundschüler; Fragebogen; Test; Smartphone; Empirische Untersuchung; Frankfurt a.M.; Deutschland
Abstract: Rumination and worry are common forms of perseverative cognition in children. Research has started to target perseverative cognitions in the everyday life of children, however, valid measurement instruments reliably capturing rumination and worry in children's daily life are still missing. We conducted two ambulatory assessment studies validating short scales suitable for the measurement of rumination and worry in children's daily life. Results of the first study (N = 110, 8-11 year-olds, 31 days, up to 4 daily measurements) supported a unidimensional structure of the rumination scale. Rumination was associated with negative affect (but not positive affect) on the within- and on the between-person level. On the between-person level, children who ruminated more showed poorer working memory performance. In the second study (N = 84, 8-10 year-olds, 21 days, up to 3 daily measurements), findings of Study 1 were largely replicated. Moreover, we established a unidimensional worry scale in Study 2 reliably capturing worry in children's daily life. Importantly, Study 2 showed that worry and rumination share common variance but can be differentiated in children. On the within-person level, higher levels of worry were associated with higher levels of negative affect and lower levels of positive affect. On the between-person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life.person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Reciprocal relations of subjective sleep quality and affective well-being in late childhood Neubauer, Andreas B.; Kramer, Andrea C.; Schmidt, Andrea; Könen, Tanja; Dirk, Judith; […] Journal Article | In: Developmental Psychology | 2021 41323 Endnote: Author(s): Neubauer, Andreas B.; Kramer, Andrea C.; Schmidt, Andrea; Könen, Tanja; Dirk, Judith; Schmiedek, Florian
Title: Reciprocal relations of subjective sleep quality and affective well-being in late childhood
In: Developmental Psychology, 57 (2021) 8, S. 1372-1386
DOI: 10.1037/dev0001209
URN: urn:nbn:de:0111-pedocs-252136
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252136
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Deutschland; Kind; Grundschulalter; Schlaf; Qualität; Wirkung; Wohlbefinden; Negativität; Subjektivität; Affekt; Tagesablauf; Emotionaler Zustand; Messverfahren; Test; Mehrebenenanalyse; Strukturgleichungsmodell
Abstract: High sleep quality has been associated with beneficial outcomes across the life span. Intensive longitudinal studies suggest that these beneficial effects can also be observed on a day-to-day level. However, the dynamic interplay between subjective sleep quality and affective well-being in children's daily life has only rarely been investigated. The aims of the present work were (a) to replicate findings from a prior ambulatory assessment study in this area (Könen et al., 2016), (b) to explore the effect of subjective sleep quality on well-being throughout the day, and (c) to examine the reciprocal relation between subjective sleep quality and well-being in more detail. Data from two ambulatory assessment studies with children between 8 and 11 years (N = 108/84, with assessments over 28/21 consecutive days) consistently showed that positive affect was higher and negative affect was lower after nights with better sleep quality, and that the effects of subjective sleep quality were stronger on well-being assessed in the morning compared with later in the day. Results from dynamic structural equation models revealed reciprocal effects of subjective sleep quality and positive affect. Negative affect was not consistently related to worse subsequent sleep quality after controlling for positive affect and prior night's sleep quality. Results suggest a close relation of sleep quality and positive affect, which strengthens the idea behind interventions targeting both, children's sleep and well-being. Differences between children in the dynamic interplay between sleep and affect may be important predictors of long-term outcomes. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Evaluating sociometer theory in children's everyday lives. Inclusion, but not exclusion by peers at […] Schmidt, Andrea; Dirk, Judith; Neubauer, A. B.; Schmiedek, Florian Journal Article | In: European Journal of Personality | 2021 40786 Endnote: Author(s): Schmidt, Andrea; Dirk, Judith; Neubauer, A. B.; Schmiedek, Florian
Title: Evaluating sociometer theory in children's everyday lives. Inclusion, but not exclusion by peers at school is related to within-day change in self-esteem
In: European Journal of Personality, 35 (2021) 5, S. 736-753
DOI: 10.1177/0890207020962328
URN: urn:nbn:de:0111-dipfdocs-236877
URL: https://www.pedocs.de/volltexte/2022/23687/pdf/EJP_2021_5_Schmidt_et_al_Evaluating_sociometer_theory_A.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Selbstwertgefühl; Soziale Anerkennung; Soziale Integration; Soziale Ausgrenzung; Einflussfaktor; Schule; Peer Group; Selbstbeurteilung; Soziometrie; Theorie; Längsschnittstudie; Deutschland
Abstract: Sociometer theory proposes that a person's self-esteem is a permanent monitor of perceived social inclusion and exclusion in a given situation. Despite this within-person perspective, respective research in children's everyday lives is lacking. In three intensive longitudinal studies, we examined whether children's self-esteem was associated with social inclusion and exclusion by peers at school. Based on sociometer theory, we expected social inclusion to positively predict self-esteem and social exclusion to negatively predict self-esteem on within- and between-person levels. Children aged 9-12 years reported state self-esteem twice per day (morning and evening) and social inclusion and exclusion once per day for two (Study 1) and four weeks (Studies 2-3). Consistently across studies, we found that social inclusion positively predicted evening self-esteem on within- and between-person levels. By contrast, social exclusion was not associated with evening self-esteem on the within-person level. On the between-person level, social exclusion was negatively linked to evening self-esteem only in Study 1. Multilevel latent change score models revealed that children's self-esteem changed from mornings (before school) to evenings (after school) depending on their perceived daily social inclusion, but not exclusion. The findings are discussed in light of sociometer theory and the bad-is-stronger-than-good phenomenon.
DIPF-Departments: Bildung und Entwicklung

The power of everyday peer relatedness in predicting subjective well-being after school transition Schmidt, Andrea; Dirk, Judith; Schmiedek, Florian Journal Article | In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2021 41619 Endnote: Author(s): Schmidt, Andrea; Dirk, Judith; Schmiedek, Florian
Title: The power of everyday peer relatedness in predicting subjective well-being after school transition
In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 52 (2021) 3/4, S. 64-74
DOI: 10.1026/0049-8637/a000220
URL: https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000220
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Gymnasium; Weiterführende Schule; Übergang; Schüler; Wohlbefinden; Peergroup; Soziale Beziehung; Gemeinschaft; Ausgrenzung; Affekt; Emotion; Anpassung; Verhaltensauffälligkeit; Schulangst; Zufriedenheit; Frustration; Forschungsprojekt; Schuljahr 05; Messung; Smartphone; Lehrer; Fragebogen; Datenanalyse; Strukturgleichungsmodell; Mehrebenenanalyse; Hessen; Deutschland
Abstract: Der Übergang an die weiterführende Schule stellt ein kritisches Lebensereignis für viele Kinder dar. Diese Studie untersuchte 108 Kinder (M=10.11 Jahre, SD=0.44) in Deutschland innerhalb der ersten 12 Wochen nach dem Übergang ans Gymnasium. Tägliche Erfüllung und Frustration des Bedürfnisses nach sozialer Zugehörigkeit in die Klassengemeinschaft dienten als Prädiktoren der Verläufe kindlichen Wohlbefindens sowie psychologischer Anpassung/Psychopathologie. Subjektives Wohlbefinden wurde in den Wochen 3 - 4 sowie in Woche 11 des Schuljahres erhoben. Dazwischen berichteten Kinder über 4 Wochen hinweg täglich ihre wahrgenommene soziale Eingebundenheit und Ausgrenzung in der Schule. Lehrkräfte berichteten die psychologische Anpassung/Psychopathologie jedes Kindes in den Wochen 11 - 12. Tägliche soziale Eingebundenheit ging mit einem Anstieg des positiven Affekts von Woche 3/4 zu Woche 11 einher, während tägliche soziale Ausgrenzung Anstiege des negativen Affekts und der Schulangst vorhersagte. Höhere soziale Eingebundenheit hing mit geringeren Lehrkraft-berichteten emotionalen Symptomen und Problemen mit Gleichaltrigen zusammen, während höhere soziale Ausgrenzung stärkere Verhaltensprobleme und Hyperaktivität-Unaufmerksamkeit vorhersagte. (DIPF/Orig.)
Abstract (english): The transition from primary to secondary school represents a challenging life event. This study examined 108 children (age M = 10.11 years, SD = 0.44) in Germany during the first 12 weeks at a new school. Daily satisfaction and frustration of the basic need for relatedness were examined as predictors of subjective well-being versus ill-being and adjustment versus psychopathology. Subjective well-being or ill-being was assessed at weeks 3 - 4 and week 11 of the school year. In between, there was a 4-week period of daily assessments of perceived relatedness satisfaction and frustration. Teachers indicated each child's psychological adjustment or psychopathology (e. g., emotional symptoms) in weeks 11 - 12. Daily relatedness satisfaction was associated with increases in positive affect from weeks 3 - 4 to week 11, while daily relatedness frustration was linked to an increase in negative affect and school anxiety. Furthermore, daily relatedness satisfaction was negatively linked to teacher-reported emotional symptoms and peer problems at weeks 11 - 12, and daily relatedness frustration was positively associated with teacher-reported conduct problems and hyperactivity-inattention. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

ADHD symptoms in adolescents' everyday life. Fluctuations and symptom structure within and between […] Schmid, Johanna; Stadler, Gertraud; Dirk, Judith; Fiege, Christiane; Gawrilow, Caterina Journal Article | In: Journal of Attention Disorders | 2020 36907 Endnote: Author(s): Schmid, Johanna; Stadler, Gertraud; Dirk, Judith; Fiege, Christiane; Gawrilow, Caterina
Title: ADHD symptoms in adolescents' everyday life. Fluctuations and symptom structure within and between individuals
In: Journal of Attention Disorders, 24 (2020) 8, S. 1169-1180
DOI: 10.1177/1087054716629214
URL: http://journals.sagepub.com/doi/pdf/10.1177/1087054716629214
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Beobachtung; Bericht; Bewertung; Deutschland; Jugendlicher; Längsschnittuntersuchung
Abstract: Objective: This study investigated whether self-reported ADHD symptoms fluctuate substantially within adolescents from day to day, and examined the underlying symptom factor structure on a within- and between-person level. Method: Adolescents (N = 166) rated their ADHD symptoms over the phone on eight consecutive evenings (total ratings: n = 1,264). Results: ADHD symptoms showed substantial fluctuations within adolescents from day to day, as indicated by within-person standard deviations and intraclass correlation coefficients. Both a two-level factor model with three correlated factors (inattention, hyperactivity, impulsivity) and a two-level bifactor model with a general ADHD symptom factor and a specific inattention factor provided acceptable to good accounts of the structure underlying daily ADHD symptom ratings on the between- and the within-person level. Conclusion: The study demonstrates that adolescents' ADHD symptoms fluctuate from day to day and highlights the need for intensive diagnostic processes with repeated symptom assessments and interventions that address symptom fluctuations. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung