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(Personen: "Voelkerling,(ignoriert!)" und "Andrea")

State‐level working memory and dysregulated eating in children and adolescents. An exploratory […] Goldschmidt, Andrea; Goldstein, Stephanie; Schmiedek, Florian; Stalvey, Erin; Irizarry, Bailey; […] Journal Article | In: International Journal of Eating Disorders | 2024 44441 Endnote: Author(s): Goldschmidt, Andrea; Goldstein, Stephanie; Schmiedek, Florian; Stalvey, Erin; Irizarry, Bailey; Thomas, Graham
Title: State‐level working memory and dysregulated eating in children and adolescents. An exploratory ecological momentary assessment study
In: International Journal of Eating Disorders, 57 (2024) 1, S. 93-103
DOI: 10.1002/eat.24087
URL: https://onlinelibrary.wiley.com/doi/10.1002/eat.24087
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Background: Children with loss of control (LOC) eating and overweight/obesity have relative deficiencies in trait-level working memory (WM), which may limit adaptive responding to intra- and extra-personal cues related to eating. Understanding of how WM performance relates to eating behavior in real-time is currently limited. Methods: We studied 32 youth (ages 10-17 years) with LOC eating and overweight/obesity (LOC-OW; n = 9), overweight/obesity only (OW; n = 16), and non-overweight status (NW; n = 7). Youth completed spatial and numerical WM tasks requiring varying degrees of cognitive effort and reported on their eating behavior daily for 14 days via smartphone-based ecological momentary assessment. Linear mixed effects models estimated group-level differences in WM performance, as well as associations between contemporaneously completed measures of WM and dysregulated eating. Results: LOC-OW were less accurate on numerical WM tasks compared to OW and NW (ps < .01); groups did not differ on spatial task accuracy (p = .41). Adjusting for between-subject effects (reflecting differences between individuals in their mean WM performance and its association with eating behavior), within-subject effects (reflecting variations in moment-to-moment associations) revealed that more accurate responding on the less demanding numerical WM task, compared to one's own average, was associated with greater overeating severity across the full sample (p = .013). There were no associations between WM performance and LOC eating severity (ps > .05). Conclusions: Youth with LOC eating and overweight/obesity demonstrated difficulties mentally retaining and manipulating numerical information in daily life, replicating prior laboratory-based research. Overeating may be related to improved WM, regardless of LOC status, but temporality and causality should be further explored.
DIPF-Departments: Bildung und Entwicklung

From the automated assessment of student essay content to highly informative feedback. A case study Gombert, Sebastian; Fink, Aron; Giorgashvili, Tornike; Jivet, Ioana; Di Mitri, Daniele; Yau, Jane; […] Journal Article | In: International Journal of Artificial Intelligence in Education | 2024 44752 Endnote: Author(s): Gombert, Sebastian; Fink, Aron; Giorgashvili, Tornike; Jivet, Ioana; Di Mitri, Daniele; Yau, Jane; Frey, Andreas; Drachsler, Hendrik
Title: From the automated assessment of student essay content to highly informative feedback. A case study
In: International Journal of Artificial Intelligence in Education, (2024) , S. online first
DOI: 10.1007/s40593-023-00387-6
URL: https://link.springer.com/article/10.1007/s40593-023-00387-6
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Various studies empirically proved the value of highly informative feedback for enhancing learner success. However, digital educational technology has yet to catch up as automated feedback is often provided shallowly. This paper presents a case study on implementing a pipeline that provides German-speaking university students enrolled in an introductory-level educational psychology lecture with content-specific feedback for a lecture assignment. In the assignment, students have to discuss the usefulness and educational grounding (i.e., connection to working memory, metacognition or motivation) of ten learning tips presented in a video within essays. Through our system, students received feedback on the correctness of their solutions and content areas they needed to improve. For this purpose, we implemented a natural language processing pipeline with two steps: (1) segmenting the essays and (2) predicting codes from the resulting segments used to generate feedback texts. As training data for the model in each processing step, we used 689 manually labelled essays submitted by the previous student cohort. We then evaluated approaches based on GBERT, T5, and bag-of-words baselines for scoring them. Both pipeline steps, especially the transformer-based models, demonstrated high performance. In the final step, we evaluated the feedback using a randomised controlled trial. The control group received feedback as usual (essential feedback), while the treatment group received highly informative feedback based on the natural language processing pipeline. We then used a six items long survey to test the perception of feedback. We conducted an ordinary least squares analysis to model these items as dependent variables, which showed that highly informative feedback had positive effects on helpfulness and reflection. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Responsiveness, social connection, hope, and life satisfaction in everyday social interaction. An […] Merolla, Andy J.; Neubauer, Andreas B.; Otmar, Christopher D. Journal Article | In: Journal of Happiness Studies | 2024 44800 Endnote: Author(s): Merolla, Andy J.; Neubauer, Andreas B.; Otmar, Christopher D.
Title: Responsiveness, social connection, hope, and life satisfaction in everyday social interaction. An experience sampling study
In: Journal of Happiness Studies, 25 (2024) 1/2, S. Article 7
DOI: 10.1007/s10902-024-00710-5
URL: https://link.springer.com/article/10.1007/s10902-024-00710-5
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: What are the specific everyday communication experiences-from across people's social networks-that contribute to well-being? In the present work, we focus on the effects of perceived partner responsiveness in social interactions on various well-being outcomes. We hypothesized that everyday moments of responsiveness indirectly support two key estimates of well-being (hope and life satisfaction) through feelings of social connection. Data were obtained in an experience sampling study collected across ten days (N = 120). Results of dynamic structural equation modeling (DSEM) showed that responsive interaction predicted increases in hope (but not life satisfaction) through social connection. Results also identified reciprocal within-person links between responsive interaction and social connection throughout the day. These findings underscore the importance of responsive everyday communication for fostering social connection across different types of relationships and for supporting people's capacity for a hopeful life. We discuss the implications of these results for continued research of responsiveness, hope theory, and well-being from a social interaction lens. On a practical level, the mediation pathway involving hope suggests how small changes in our patterns of everyday social interaction can be consequential to the quality of our lives. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Interaktionsqualität im Spiegel des Deutschen Bildungsservers Völkerling, Andrea Journal Article | In: Frühe Bildung | 2024 44741 Endnote: Author(s): Völkerling, Andrea
Title: Interaktionsqualität im Spiegel des Deutschen Bildungsservers
In: Frühe Bildung, 13 (2024) 1, S. 57-59
URL: https://www.bildungsserver.de/fruehe-bildung-1-2024-interaktionsqualitaet-13074-de.html
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Language: Deutsch
Abstract: Zum Schwerpunktthema Interaktionsqualität des aktuellen Heftes der Fachzeitschrift "Frühe Bildung" wurden verschiedene online verfügbare wissenschaftliche Arbeiten und Materialien zusammengestellt: Vier Dissertationen, die sich mit unterschiedlichen Aspekten der Interaktionsqualität in der frühen Bildung und Erziehung befassen, sowie weitere Fachtexte zum Thema, außerdem empfehlenswerte Materialien und Podcasts.
DIPF-Departments: Informationszentrum Bildung

Digitale Medien und Elternarbeit Völkerling, Andrea Working Papers | 2024 44811 Endnote: Author(s): Völkerling, Andrea
Title: Digitale Medien und Elternarbeit
Published: Frankfurt am Main: DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, 2024
URL: https://www.bildungsserver.de/digitale-medien-und-elternarbeit-12889-de.html
Publication Type: 5. Arbeits- und Diskussionspapiere; Online Dossiers
Language: Deutsch
Abstract: In der sich rasant entwickelnden digitalen Welt sind Eltern oftmals verunsichert und fühlen sich nicht ausreichend informiert über die Lebenswelt ihrer Kinder. Pädagogische Fachkräfte können hier Mittler zwischen den Generationen sein. Die medienpädagogische Elternarbeit spielt eine zentrale Rolle, damit Eltern Jugendliche in ihrem Aufwachsen begleiten können, aber auch, um Eltern in Bezug auf den eigenen Medienumgang zu sensibilisieren. Auf dieser Seite finden sich Elternratgeber zu Medienerziehung, Mediennutzung und übermäßigem Medienkonsum. Webseiten und Materialien rund um den Jugendmedienschutz unterstützen die Präventionsarbeit. Außerdem erhalten pädagogische Fachkräfte Tipps für die Elternberatung, beispielsweise im Hinblick auf den Umgang mit Kinderfotos.
DIPF-Departments: Informationszentrum Bildung

Medienpädagogik & digitale Medien. Weiterbildung für pädagogische Fachkräfte Völkerling, Andrea Working Papers | 2024 44852 Endnote: Author(s): Völkerling, Andrea
Title: Medienpädagogik & digitale Medien. Weiterbildung für pädagogische Fachkräfte
Published: Frankfurt am Main: DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, 2024
URL: https://www.bildungsserver.de/medienpaedagogische-weiterbildung-12919-de.html
Publication Type: 5. Arbeits- und Diskussionspapiere; Online Dossiers
Language: Deutsch
Abstract: Damit Sozialarbeiter*innen und pädagogische Fachkräfte Kinder und Jugendliche sowie Eltern kompetent in der Medienwelt begleiten können, benötigen sie meist selbst medienpädagogische Fortbildungen. Auf dieser Seite können sie sich zu verschiedenen Anbietern medienpädagogischer Weiterbildungen informieren. Einzelne Fortbildungsangebote und Online-Kurse zu Medienpädagogik und Medienkompetenz sind ebenso verlinkt. Infoportale bieten außerdem die Möglichkeit, sich zu aktuellen Themen wie Mediensucht, Jugendschutz und digitaler Jugendarbeit auf dem Laufenden zu halten.
DIPF-Departments: Informationszentrum Bildung

Die datafizierte Schule Bock, Annekatrin; Breiter, Andreas; Hartong, Sigrid; Jarke, Juliane; Jornitz, Sieglinde; […] (Hrsg.) Compilation Book | Wiesbaden: Springer VS | 2023 43748 Endnote: Editor(s) Bock, Annekatrin; Breiter, Andreas; Hartong, Sigrid; Jarke, Juliane; Jornitz, Sieglinde; Lange, Angelina; Macgilchrist, Felicitas
Title: Die datafizierte Schule
Published: Wiesbaden: Springer VS, 2023
DOI: 10.1007/978-3-658-38651-1
URL: https://link.springer.com/book/10.1007/978-3-658-38651-1
Publication Type: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language: Deutsch
Abstract: Mit dem Buch die datafizierte Schule wird zurück auf dreieinhalb Jahre intensiver Arbeit innerhalb des vom Bundesministerium für Bildung und Forschung geförderten Forschungsverbundes DATAFIED: DATA For and In Education geblickt. Wir - das sind die Kolleg*innen der vier Teilprojekte, die sich an vier Schnittstellen des Schulsystems mit Datenpraktiken und Datafizierung befasst haben. Sigrid Hartong und Vito Dabisch von der Helmut-Schmidt-Universität Hamburg widmeten sich der Schnittstelle der Schulaufsicht und Schule. Andreas Breiter, Juliane Jarke, Angelina Lange, Tjark Raabe und Irina Zakharova vom Institut für Informationsmanagement in Bremen nahmen die Schnittstelle des Schulmanagements und der Schulinformationssysteme in den Blick. Felicitas Macgilchrist, Jasmin Troeger und Annekatrin Bock vom Leibniz-Institut für Bildungsmedien | Georg-Eckert-Institut in Braunschweig befassten sich mit der Schnittstelle der digitalen Lernsoftware und des Unterrichts und Sieglinde Jornitz und Ben Mayer vom DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation in Frankfurt am Main forschten an der Schnittstelle zwischen Lehrkräften und Schüler*innen im Unterricht mit digitalen Medien. (DIPF/Autor)
DIPF-Departments: Informationszentrum Bildung

Fluid intelligence is (much) more than working memory capacity: An experimental analysis Hagemann, Dirk; Ihmels, Max; Bast, Nico; Neubauer, Andreas B.; Schankin, Andrea; Schubert, Anna-Lena Journal Article | In: Journal of Intelligence | 2023 43771 Endnote: Author(s): Hagemann, Dirk; Ihmels, Max; Bast, Nico; Neubauer, Andreas B.; Schankin, Andrea; Schubert, Anna-Lena
Title: Fluid intelligence is (much) more than working memory capacity: An experimental analysis
In: Journal of Intelligence, 11 (2023) 4, S. 70
DOI: 10.3390/jintelligence11040070
URL: https://www.mdpi.com/2079-3200/11/4/70
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Empirical evidence suggests a great positive association between measures of fluid intelligence and working memory capacity, which implied to some researchers that fluid intelligence is little more than working memory. Because this conclusion is mostly based on correlation analysis, a causal relationship between fluid intelligence and working memory has not yet been established. The aim of the present study was therefore to provide an experimental analysis of this relationship. In a first study, 60 participants worked on items of the Advanced Progressive Matrices (APM) while simultaneously engaging in one of four secondary tasks to load specific components of the working memory system. There was a diminishing effect of loading the central executive on the APM performance, which could explain 15% of the variance in the APM score. In a second study, we used the same experimental manipulations but replaced the dependent variable with complex working memory span tasks from three different domains. There was also a diminishing effect of the experimental manipulation on span task performance, which could now explain 40% of the variance. These findings suggest a causal effect of working memory functioning on fluid intelligence test performance, but they also imply that factors other than working memory functioning must contribute to fluid intelligence. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Associations between youth's daily social media use and well-being are mediated by upward […] Irmer, Andrea; Schmiedek, Florian Journal Article | In: Communications Psychology | 2023 44024 Endnote: Author(s): Irmer, Andrea; Schmiedek, Florian
Title: Associations between youth's daily social media use and well-being are mediated by upward comparisons
In: Communications Psychology, 1 (2023) , S. 12
DOI: 10.1038/s44271-023-00013-0
URL: https://www.nature.com/articles/s44271-023-00013-0
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract (english): Studies examining the associations between social media use and subjective well-being have revealed inconsistent results and mainly refer to the between-person level. We conducted a 14-day diary study among 200 youths ages 10 to 14 to examine within- and between-person associations of social media use (Instagram, TikTok, and YouTube), subjective well-being (positive/negative self-worth, positive/negative affect), and upward social comparisons (general impression of others being better off). Multilevel structural equation models showed that social media use was linked to lower positive and higher negative self-worth on a daily basis, and that upward social comparisons were linked to diminished subjective well-being on all dimensions. Furthermore, our findings were consistent with (partial) mediation of the effect of social media use on subjective well-being by upward social comparisons on the between- and within-person levels. Youths' feelings that others are better off than themselves may help explain part of the heterogeneity of previous findings. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

How accurately do children indicate their smartphone social media use? A comparison of subjective […] Irmer, Andrea; Schmiedek, Florian Journal Article | In: Zeitschrift für Psychologie | 2023 44304 Endnote: Author(s): Irmer, Andrea; Schmiedek, Florian
Title: How accurately do children indicate their smartphone social media use? A comparison of subjective and objective reports in children's everyday lives
In: Zeitschrift für Psychologie, 231 (2023) 4, S. 243-251
DOI: 10.1027/2151-2604/a000535
URL: https://econtent.hogrefe.com/doi/10.1027/2151-2604/a000535
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Empirical research revealed that subjective time estimates of social media use show rather low accuracy as compared to objective log measures of use. The present work examined a different subjective measure, that is, intensity of use indicated on a 5-point scale and tested its congruence with an objective measure. A daily diary study with 200 children (103 female; Mage = 11.71, SDage = 1.02) was conducted, with children reporting their daily subjective and objective smartphone use of Instagram, TikTok, and YouTube. On the between-person and within-person level, subjective and objective use of the three social media platforms were positively associated with each other, with explained variance (based on pseudo-R2) ranging from 77% to 95% on between-person levels and from 36% to 58% on within-person levels. Furthermore, we identified person-level variables and daily characteristics of social media use that were linked to higher or lower congruence of subjective and objective measures.
DIPF-Departments: Bildung und Entwicklung