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(Schlagwörter: "Selbstbestimmung")

From music making to affective well-being in everyday life. The mediating role of need satisfaction Koehler, Friederike; Neubauer, Andreas B. Journal Article | In: Psychology of Aesthetics, Creativity, and the Arts | 2020 39212 Endnote: Author(s): Koehler, Friederike; Neubauer, Andreas B.
Title: From music making to affective well-being in everyday life. The mediating role of need satisfaction
In: Psychology of Aesthetics, Creativity, and the Arts, 14 (2020) 4, S. 493-505
DOI: 10.1037/aca0000261
URN: urn:nbn:de:0111-pedocs-230916
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-230916
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Musik; Wirkung; Gesundheit; Wohlbefinden; Singen; Musikinstrument; Zufriedenheit; Emotionaler Zustand; Selbstkompetenz; Musiktherapie; Tagesablauf; Tagebuch; Selbstbestimmung; Messverfahren; Befragung; Strukturgleichungsmodell; Deutschland
Abstract (english): How music can provide a pathway to affective well-being has mostly been investigated with regard to listening to music or music therapy. Comparatively, less is known about the effects of active music making on well-being in everyday life or its underlying mechanisms. Self-Determination Theory emphasizes the importance of fulfillment of the needs for autonomy, competence, and relatedness for well-being and offers a valuable framework for explaining the postulated link between music making and well-being. In the present daily diary study, 1,042 hobby musicians (age range 13 to 82 years; 65.3% female) completed online assessments of their music making, need fulfillment, and positive and negative affect each day for 10 consecutive days. Results showed that need satisfaction and positive affect were higher, while need dissatisfaction and negative affect were lower on days when participants reported music making. Multilevel structural equation models indicated that the effect of music making on positive affect was mediated by satisfaction of all three needs, with statistically significant indirect effects via autonomy and competence at both the within- and between person level, and relatedness only at the between-person level. There were no statistically significant mediation effects for negative affect. This study is the first to provide evidence for higher affective well-being of hobby musicians on days of music making. Results further suggest satisfaction of basic psychological needs as a mediating mechanism and emphasize the importance to distinguish between indicators of positive functioning (positive affect, need satisfaction) and negative functioning (negative affect, need dissatisfaction). (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

What do you (think you) need? Perceived vs. experienced effects of need fulfillment on well-being Neubauer, Andreas B.; Lerche, Veronika; Koehler, Friederike; Voss, Andreas Journal Article | In: Journal of Research in Personality | 2020 39959 Endnote: Author(s): Neubauer, Andreas B.; Lerche, Veronika; Koehler, Friederike; Voss, Andreas
Title: What do you (think you) need? Perceived vs. experienced effects of need fulfillment on well-being
In: Journal of Research in Personality, 86 (2020) , S. 103938
DOI: 10.1016/j.jrp.2020.103938
URN: urn:nbn:de:0111-dipfdocs-204966
URL: https://nbn-resolving.org/urn:nbn:de:0111-dipfdocs-204966
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Bedürfnisbefriedigung; Grundbedürfnis; Frustration; Wirkung; Wohlbefinden; Emotion; Individuum; Unterschied; Vergleichsuntersuchung; Selbstbeobachtung; Tagebuch; Selbstbestimmungstheorie
Abstract (english): We compared two approaches towards assessing inter-individual differences in the effect of satisfaction and frustration of basic needs (autonomy, competence, relatedness) on well-being: perceived need effects (beliefs about the effect of need fulfillment on one's well-being) and experienced need effects (the within-person coupling of need fulfillment and well-being). In two studies (total N = 1281), participants reported perceived need effects in a multidimensional way. In Study 2, daily need fulfillment and affective well-being were additionally assessed (daily-diary study; ten days). Associations between perceived and experienced need effects were significant (albeit small) for all three frustration dimensions, but only for one satisfaction dimension (relatedness), suggesting that they capture different constructs and might be related to different outcomes. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

The bright and the dark side of peer relationships. Differential effects of relatedness […] Schmidt, Andrea; Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian Journal Article | In: Developmental Psychology | 2020 40172 Endnote: Author(s): Schmidt, Andrea; Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian
Title: The bright and the dark side of peer relationships. Differential effects of relatedness satisfaction and frustration at school on affective well-being in children's daily lives
In: Developmental Psychology, 56 (2020) 8, S. 1532-1546
DOI: 10.1037/dev0000997
URL: https://content.apa.org/fulltext/2020-34331-001.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Gleichaltriger; Beziehung; Bedürfnis; Gefühlsleben; Wohlbefinden; Selbstbestimmung; Theorie; Schule; Tagebuch; Grundschule; Schüler; Schuljahr 04; Schuljahr 05; Schuljahr 06; Empirische Untersuchung; Frankfurt am Main; Deutschland
Abstract (english): Satisfaction and frustration of the basic psychological need for relatedness have been postulated to play a vital role for affective well-being. Yet, this prediction has not been thoroughly tested in school children's everyday lives. In this work, we examined the association between relatedness satisfaction and frustration at school on daily and average positive affect (PA) and negative affect (NA) using ambulatory assessment in three intensive longitudinal studies with children aged 9-12 (total N = 317). In Study 1, fourth to sixth graders reported their PA and NA two times daily and their relatedness satisfaction and frustration once a day for two weeks. In Study 2 (Study 3), fourth graders (fifth graders) reported their PA and NA four times daily and their relatedness satisfaction and frustration once a day for four weeks. Across the three studies, relatedness satisfaction and frustration were psychometrically separable and exhibited differential effects such that relatedness satisfaction was significantly associated primarily with PA, and relatedness frustration was significantly associated only with NA at between- and within-person levels. Explaining inter-individual differences suggested that the association between daily relatedness and affective well-being was weaker for generally highly integrated children and stronger for usually rather excluded children.
DIPF-Departments: Bildung und Entwicklung

Together is better. Higher committed relationships increase life satisfaction and reduce loneliness Bucher, Alica; Neubauer, Andreas B.; Voss, Andreas; Oetzbach, Carolin Journal Article | In: Journal of Happiness Studies | 2019 38757 Endnote: Author(s): Bucher, Alica; Neubauer, Andreas B.; Voss, Andreas; Oetzbach, Carolin
Title: Together is better. Higher committed relationships increase life satisfaction and reduce loneliness
In: Journal of Happiness Studies, 20 (2019) 8, S. 2445-2469
DOI: 10.1007/s10902-018-0057-1
URN: urn:nbn:de:0111-dipfdocs-181365
URL: http://www.dipfdocs.de/volltexte/2020/18136/pdf/Bucher_etal_2019_Together_is_better_A.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Zwischenmenschliche Beziehung; Partnerschaft; Status; Zufriedenheit; Emotion; Einsamkeit; Bedürfnis; Wohlbefinden; Selbstbestimmung; Fragebogenerhebung; Online; Datenanalyse; Längsschnittuntersuchung; Empirische Untersuchung; Deutschland
Abstract (english): Recently, the term mingle was introduced for persons with an intimate relationship who do not define themselves as romantic partners. This study examines differences between single, mingle and partnered adults in terms of life satisfaction and loneliness. Furthermore, need fulfillment is investigated as a mediator concerning the link between relationship status with life satisfaction and emotional loneliness. Lastly, a longitudinal analysis examined whether increases in commitment lead to higher well-being. A total of 764 participants completed an online questionnaire. Mingles fell in between singles and partnered adults regarding emotional loneliness and life satisfaction. With regard to female participants, relatedness and competence need fulfillment fully mediated the link between relationship status and life satisfaction whereas the association between relationship status and emotional loneliness was specifically mediated by the relatedness and autonomy component. Finally, shifting into more committed forms of relationship increased well-being regarding the longitudinal analysis. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Die Offenheit der wissenschaftlichen Ausbildung: Potenziale von offenen Lehr-/Lernpraktiken für […] Heck, Tamara; Heudorfer, Anna Journal Article | In: MedienPädagogik | 2018 38744 Endnote: Author(s): Heck, Tamara; Heudorfer, Anna
Title: Die Offenheit der wissenschaftlichen Ausbildung: Potenziale von offenen Lehr-/Lernpraktiken für forschendes Lernen
In: MedienPädagogik, 32 (2018) , S. 72-95
DOI: 10.21240/mpaed/32/2018.10.25.X
URL: https://www.medienpaed.com/article/view/615
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Deutsch
Keywords: Hochschullehre; Offenes Lernen; Forschendes Lernen; Selbstregulation; Student; Open Educational Resources; Selbstbestimmung; Medieneinsatz; Soziales Lernen; Netzwerk; Kompetenz; Konzeption
Abstract: Dieser Artikel befasst sich mit zwei Lehr-/Lernansätzen, die aktuell stark diskutiert werden. Beiden ist gemeinsam, dass sie die Selbstständigkeit und die hohe Aktivität der Lernenden in den Mittelpunkt stellen (selbstreguliertes Lernen) und einen Fokus auf das kollaborative Arbeiten (soziales Lernen) legen. Forschendes Lernen zeichnet sich dadurch aus, dass es die wissenschaftliche Ausbildung an Hochschulen durch forschende Tätigkeiten der Studierenden umsetzen will. Offene Lehr-/Lernpraktiken (Open Educational Practices) werden in Zusammenhang mit der Öffnung von Lehre diskutiert, beinhalten in der Umsetzung jedoch auch Aspekte, die für eine offene Wissenschaft (Open Science) von Bedeutung sind. Sollen Studierende durch forschendes Lernen in Wissenschaft hineinwachsen, so spielt die Öffnung der Wissenschaft auch für sie eine Rolle. In unserem Beitrag diskutieren wir den Begriff der Offenheit aus diesen unterschiedlichen Perspektiven und gehen der Frage nach, inwieweit sich Aspekte offener Lehr-/Lernpraktiken in das Konzept des forschenden Lernens integrieren lassen. Wir schlagen eine Matrix vor, um die Offenheit im forschenden Lernen anhand der Merkmale offener Lehr-/Lernpraktiken sowie verschiedener Varianten forschenden Lernens zu vergleichen und diskutieren die Relevanz der Ansätze für die offene Wissenschaft. Die Zusammenführung von offenen Lehr-/Lernpraktiken und forschendem Lernen kann erste Einblicke geben, wie sich die an Hochschulen stattfindenden Öffnungsprozesse auf die wissenschaftliche Ausbildung auswirken. (DIPF/Orig.)
Abstract (english): This article describes the commonalities of open educational practices (OEP) and research-based learning. Both concepts focus on the learners' high activity (self-regulated learning) as well as collaborative aspects (social learning). Research-based Learning aims to base education on the principles of research and to let students experience what it means to practice research. Open educational practices are discussed within the principles of open education and at the same time refer to practices in open science. Assuming that students are supposed to become part of the science system by Research-based Learning the process of opening science affects them as well. We will discuss the term 'openness' from different perspectives and investigate how we can integrate aspects of open educational practices into concepts of research-based learning. We propose a matrix to compare and evaluate openness in research-based learning based on characteristics of open educational practices. We as well discuss its relevance for open science. The integration of open educational practices into research-based learning concepts gives first insights on how open education impacts and contributes to the teaching and learning of research literacies for future scientists. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Qualitätsmerkmale in Ganztagsangeboten aus Perspektive der Schüler/innen Sauerwein, Markus Journal Article | In: Schulpädagogik heute | 2016 36048 Endnote: Author(s): Sauerwein, Markus
Title: Qualitätsmerkmale in Ganztagsangeboten aus Perspektive der Schüler/innen
In: Schulpädagogik heute, 7 (2016) 13
URN: urn:nbn:de:0111-pedocs-193299
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-193299
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Deutsch
Keywords: Aktives Lernen; Anerkennung; Befragung; Bildungsangebot; Deutschland; Empirische Untersuchung; Faktorenanalyse; Ganztagsschule; Ganztagsunterricht; Klassenführung; Lebenswelt; Lehrer; Medienangebot; Partizipation; Qualität; Schüler; Selbstbestimmung
Abstract: In bisherigen empirischen Studien wurde die Qualität von Ganztagsangeboten über aus der Unterrichtsforschung adaptierte Qualitätsdimensionen erfasst. Durch diesen Ansatz werden allerdings die Potenziale außerschulischer Bildungsarrangements in der Ganztagsschule nicht genügend berücksichtigt. Daher sollten weitere, aus der Jugendarbeit übernommene, Qualitätskriterien in Ganztagsangeboten mit einbezogen werden. Basierend auf einer Teilstudie der Studie zur Entwicklung von Ganztagsschulen (StEG-S) kann gezeigt werden, dass über Schülerfragebogen sechs voneinander zu trennende Qualitätsdimensionen in Ganztagsangeboten zu erfassen sind. Drei dieser Qualitätsdimensionen sind aus der Unterrichtsforschung (Classroom Management, kognitive Aktivierung und Autonomieunterstützung) und drei aus der Jugendarbeit (Lebensweltorientierung, Partizipation und Anerkennung) entnommen, wobei die Dimension Anerkennung nochmals in drei Teilaspekte unterteilt wird. (DIPF/Orig.)
Abstract (english): So far, empirical studies have assessed the quality of extracurricular activities based on dimensions of quality adapted from teaching research. This approach has been criticized because of a possible loss of the extracurricular potential contained in all-day opportunities. Rather, additional quality criteria should be considered for extracurricular activities, taken from youth work. Drawing on a part study from the Study on the Development of All-day Schools (StEG-S), it is possible to demonstrate that via student questionnaire, six separate quality dimensions can be assessed for extracurricular activities. Three of these dimensions are rooted in teaching quality research (classroom management, cognitive activation and autonomy support), the other three are taken from youth work (lifeworld orientation, participation and recognition), whereas recognition can subdivide in three separate parts. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Anxiety in late adulthood. Associations with gender, education, and physical and cognitive […] Tetzner, Julia; Schuth, Morten Journal Article | In: Psychology and Aging | 2016 37030 Endnote: Author(s): Tetzner, Julia; Schuth, Morten
Title: Anxiety in late adulthood. Associations with gender, education, and physical and cognitive functioning
In: Psychology and Aging, 31 (2016) 5, S. 532-544
DOI: 10.1037/pag0000108
URN: urn:nbn:de:0111-pedocs-165921
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-165921
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Alter Mensch; Altern; Angst; Bildungsniveau; Empirische Untersuchung; Erwachsener; Europa; Frau; Geschlechtsspezifischer Unterschied; Interview; Kognitive Entwicklung; Körperliche Entwicklung; Krankheit; Mann; Selbstbestimmung; Strukturgleichungsmodell
Abstract (english): Anxiety is common in late adulthood and can complicate adjustment in several areas. This study used data from 2 measurement points of a representative European longitudinal study (Survey of Health, Ageing, and Retirement in Europe) with a large sample size (N 28,326) and a broad age range (45-90) to examine age effects on cross-sectional mean levels of anxiety as well as longitudinal mean-level changes over 2 years with respect to gender, education, and changes in physical and cognitive functioning. Furthermore, we analyzed generalizability of the findings for different European countries. Latent change models and locally weighted smoothing curves revealed 3 main findings: (1) Mean levels of anxiety were relatively stable over the course of middle adulthood and increased during late adulthood, (2) women and individuals with less education were more anxious than men and individuals with more education, and (3) increases in anxiety in late adulthood were associated with age-associated losses in physical and cognitive functioning. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

ICT engagement in learning environments Goldhammer, Frank; Gniewosz, Gabriela; Zylka, Johannes Book Chapter | Aus: Kuger,Susanne;Klieme,Eckhard;Jude,Nina;Kaplan,David (Hrsg.): Assessing contexts of learning: An international perspective | Cham: Springer | 2016 36716 Endnote: Author(s): Goldhammer, Frank; Gniewosz, Gabriela; Zylka, Johannes
Title: ICT engagement in learning environments
In: Kuger,Susanne;Klieme,Eckhard;Jude,Nina;Kaplan,David (Hrsg.): Assessing contexts of learning: An international perspective, Cham: Springer, 2016 (Methodology of educational measurement and assessment), S. 331-351
DOI: 10.1007/978-3-319-45357-6_13
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Englisch
Keywords: Digitalisierung; Informationsgesellschaft; Informationstechnologie; Lernen; Lernumgebung; Computerunterstütztes Lernen; Informationstechnologische Bildung; Informationskompetenz; Selbstbestimmung; Motivation; Verhalten; Kognition; Interesse; Kompetenz; Autonomie; Soziale Interaktion; Wahrnehmung
Abstract: Learning throughout the life span relies more and more on using information and communication technology (ICT) to acquire new knowledge and skills in both formal and informal learning environments. Thus, learning to use ICT and using ICT to learn have become major premises for successful participation in educational, professional, social, cultural, and civic life. To keep pace with the rapid development of ICT, people need to be able to update their ICT knowledge and skills continuously. A major conditioning personal characteristic that affects the development and adaptation of ICT skills in a self-regulated way is considered to be ICT engagement. This chapter descibes the conceptual origins of this multifaceted construct. At the behavioral level it represents the use of ICT in various contexts, such as at home or school. Most importantly, from a cognitive-motivational perspective it covers the factors that foster the self-determined and self-regulated use of ICT, such as interest in ICT, ICT self-concept, perceived autonomy in ICT use, and social relatedness in using ICT. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Warum das psychologische Konstrukt der Motivation keine Lösung für das pädagogisch zu bearbeitende […] Jornitz, Sieglinde; Leser, Christoph Journal Article | In: Vierteljahrsschrift für wissenschaftliche Pädagogik | 2015 36077 Endnote: Author(s): Jornitz, Sieglinde; Leser, Christoph
Title: Warum das psychologische Konstrukt der Motivation keine Lösung für das pädagogisch zu bearbeitende Problem der Sache ist
In: Vierteljahrsschrift für wissenschaftliche Pädagogik, 91 (2015) 4, S. 562-578
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Dialektik; Lehrer; Lernen; Lernpsychologie; Motivation; Mündigkeit; Pädagogik; Pädagogisches Handeln; Schüler; Selbstbestimmung; Theorie; Unterricht
Abstract: Im Beitrag soll gezeigt werden, inwiefern die Übernahme der psychologischen Kategorie der Motivation in das pädagogische Handlungsfeld nicht dazu führt, letzteres zu erhellen oder über seine Probleme hinwegzuhelfen, sondern seine antinomische oder dialektische Struktur zu dethematisieren und dadurch gerade zu verschärfen. Die vermeintlichen Lösungsversuche, die Motivation der Schülerinnen und Schüler mit Hilfe lernpsychologischer Erkenntnisse zu fördern, führt gerade nicht zu einem verbesserten Zugang der Schülerinnen und Schüler zum Unterrichtsstoff, sondern verlangt von ihnen, sich diesem rein instrumentell zuzuwenden. [...] Inwieweit das psychologische Konstrukt der Motivation für das pädagogische Handlungsproblem der Vermittlung einer Sache in der hier spezifischen Form untauglich ist, versuchen die Ausführungen zu zeigen. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Overregulation in physical education. Teaching behavior effects on self-regulated motor learning Lindberg, Sven; Hasselhorn, Marcus; Lehmann, Martin Journal Article | In: International Journal of Learning & Development | 2013 33473 Endnote: Author(s): Lindberg, Sven; Hasselhorn, Marcus; Lehmann, Martin
Title: Overregulation in physical education. Teaching behavior effects on self-regulated motor learning
In: International Journal of Learning & Development, 3 (2013) 3, S. 19-40
URL: http://www.macrothink.org/journal/index.php/ijld/article/view/3557/3062
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Befragung; Bewegung <Motorische>; Deutschland; Einstellung <Psy>; Fremdeinschätzung; Interesse; Interview; Lehrer; Motorisches Lernen; Schüler; Schüler-Lehrer-Beziehung; Sekundarbereich; Selbstbestimmung; Selbsteinschätzung; Selbstregulation; Sportunterricht; Unterrichtsgestaltung; Verhalten; Zufriedenheit
Abstract (english): This study examines students' use of self-regulated motor learning strategies related to a congruent or incongruent teacher-student fit-constellation of perceived and preferred teaching behavior. In a cross-sectional study in German grammar schools, 1452 students and 18 physical education teachers participated. The results of the study indicate that students apply more self-regulated motor learning strategies in specific fit-constellation. In addition, when the teachers' self-perception of teaching behavior exceeds the respective perception and preference of the students, this overregulation impairs the satisfaction with and interest in physical education as well as self-regulated motor learning
DIPF-Departments: Bildung und Entwicklung