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Author(s): Kramer, Andrea C.; Neubauer, Andreas B.; Stoffel, Martin; Voss, Andreas; Ditzen, Beate
Title: Tomorrow's gonna suck. Today's stress anticipation predicts tomorrow's post-awakening cortisol increase
In: Psychoneuroendocrinology, 106 (2019) , S. 38-46
DOI: 10.1016/j.psyneuen.2019.03.024
URN: urn:nbn:de:0111-dipfdocs-174748
URL: http://www.dipfdocs.de/volltexte/2020/17474/pdf/Kramer_2019_tomorrows_gonna_suck_A.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Stress; Psychophysiologie; Prognose; Wirkung; Tagesablauf; Bewältigung; Psychische Vorgänge; Junger Erwachsener; Messung; Schlaf; Dauer; Neuropsychologie
Abstract (english): The cortisol awakening response (a rapid rise in cortisol concentration shortly after awakening) is hypothesized to prepare the organism to cope with upcoming demands, suggesting a key role for anticipatory stress in its regulation. Yet, no thorough test of this hypothesis incorporating temporal dynamics of the underlying processes has been conducted so far. To address this gap in the literature, the present study investigated the effects of anticipated stress for the next day (assessed in the evening) on an estimate of the cortisol awakening response (assessed in the following morning). In an ambulatory assessment paradigm, 42 participants (69% female; mean age = 22.8, range = 18-30 years) completed 5 consecutive days of assessments in their daily lives, collecting saliva samples at awakening and 30 minutes later. Using hierarchical linear modeling, associations with anticipatory stress were examined separately on the within- and between-person level. In line with our expectations, anticipatory stress predicted the post-awakening cortisol increase on the within-person level, implying an elevated cortisol rise on days for which more stress than usual had been anticipated. In contrast, on the between-person level higher average anticipatory stress did not predict an increased cortisol rise. Taken together, the findings confirm a key role of anticipatory stress in the regulation of the cortisol awakening response on the within-person level. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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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
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Author(s): Neupert, Shevaun D.; Neubauer, Andreas B.; Scott, Stacey B.; Hyun, Jinshil; Sliwinski, Martin J.
Title: Back to the future. Examining age differences in processes before stressor exposure
In: Journals of Gerontology. Series B: Psychological Sciences and Social Sciences, 74 (2019) 1, S. 1-6
DOI: 10.1093/geronb/gby074
URN: urn:nbn:de:0111-dipfdocs-189687
URL: http://www.dipfdocs.de/volltexte/2020/18968/pdf/JGPS_2019_1_Neupert_et_al_Back_to_the_future_A.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Alltag; Alter Mensch; Altersgruppe; Bewältigung; Coping; Emotion; Erwartung; Junger Erwachsener; Kognition; Prognose; Resilienz; Strategie; Stress; Vergleich; Wirkung
Abstract: Although it is generally accepted that stress is associated with poorer health and cognitive functioning, previous work has focused on what happens after stressors occur [...]. In this special section, we present a novel conceptual framework and initial empirical work that integrates the temporal space of anticipation before stressors occur. Understanding processes that may prevent exposure to or reduce the effects of stressors can have tremendous benefits for longevity and successful aging. In this overview, we describe our conceptual framework and relevant aging theories that form the foundation for our predictions across studies. We also briefly introduce the data sets and study designs and propose preliminary implications. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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Author(s): Schmidt, Laura I.; Scheiter, Fabian; Neubauer, Andreas B.; Sieverding, Monika
Title: Anforderungen, Entscheidungsfreiräume und Stress im Studium. Erste Befunde zu Reliabilität und Validität eines Fragebogens zu strukturellen Belastungen und Ressourcen (StrukStud) in Anlehnung an den Job Content Questionnaire
In: Diagnostica, 65 (2019) 2, S. 63-74
DOI: 10.1026/0012-1924/a000213
URN: urn:nbn:de:0111-pedocs-180602
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-180602
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Studium; Universität; Stress; Belastung; Wohlbefinden; Gesundheit; Entscheidung; Freiheit; Unterstützung; Student; Selbsteinschätzung; Modell; Fragebogen; Psychometrie; Validität; Reliabilität; Faktorenanalyse; Itemanalyse; Empirische Untersuchung; Heidelberg; Deutschland
Abstract: Mit dem Demand-Control-Modell und dem dazugehörigen Job Content Questionnaire (JCQ) existiert im Arbeitsumfeld ein bewährtes Modell zur Vorhersage physischer und psychischer Gesundheitsrisiken. Um diese auch unter Studierenden theoriegeleitet vorhersagen zu können, passten wir den JCQ auf den Hochschulkontext an und untersuchten mittels unseres Fragebogens zu strukturellen Belastungen und Ressourcen im Studium (StrukStud) den Erklärungsbeitrag hinsichtlich Stresserleben und Wohlbefinden. In 4 Studien mit insgesamt 732 Studierenden (Psychologie, Lehramt, Soziale Arbeit, Wirtschaftsrecht und Erziehung & Bildung) wurden die Demand-Control-Dimensionen (StrukStud), Stresserleben (Heidelberger Stress-Index HEI-STRESS & Perceived Stress Questionnaire) und weitere Referenzkonstrukte wie Studienzufriedenheit und körperliche Beschwerden erfasst. Befunde zur Reliabilität und Validität werden vorgestellt. Die Ergebnisse belegen die psychometrische Qualität des StrukStud sowie dessen Potenzial zur Erklärung von Stress im Studium. Mit dem StrukStud liegt für den deutschsprachigen Raum erstmals ein ökonomisches Selbsteinschätzungsinstrument zur Erfassung von psychologischen Anforderungen und Entscheidungsfreiräumen im Studium vor.
Abstract (english): Karasek's demand-control model and the corresponding Job Content Questionnaire (JCQ) have greatly influenced research conducted on psychosocial factors at work and health. In our questionnaire on structural conditions (StrukStud), we applied the JCQ to the situation of university students in order to explore the contribution of the Karasek dimensions on outcomes such as psychological distress. In 4 studies of 732 university students (Psychology, Teaching, Social Work, Business Law, and Educational Science) we assessed the demand-control dimensions (StrukStud), stress (Heidelberg Stress Index [HEI-STRESS] and Perceived Stress Questionnaire), and related constructs such as study satisfaction and physical health complaints. Initial findings on reliability and validity are presented. Results demonstrate the psychometric properties of the StrukStud and its potential to explain study-related stress. For the German-speaking countries, the StrukStud is the first economic self-report measure for psychological demands and decision latitude in the context of higher education.
DIPF-Departments: Bildung und Entwicklung
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Author(s): Theobald, Maria; Bellhäuser, Henrik
Title: Mind the gap! Unmet time schedules predict university students' negative affect during the examination phase
In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 51 (2019) 4, S. 190-203
DOI: 10.1026/0049-8637/a000218
URL: https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000218
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Deutschland; Student; Prüfung; Lernzeit; Planung; Strategie; Einflussfaktor; Affekt; Stress; Wohlbefinden; Selbstregulation; Tagesablauf; Lernverhalten; Feedback; Einstellung <Psy>; Tagebuch; Mehrebenenanalyse
Abstract: In der vorliegenden Studie wurde das dynamische Zusammenspiel zwischen Affekt und Zeitinvestment während der Prüfungsphase untersucht. Studierende (N = 56) füllten täglich Lerntagebücher aus und berichteten eine gleichzeitige Zunahme von negativem Affekt, geplantem Zeitinvestment und tatsächlicher Lernzeit über den Erhebungszeitraum (30 Tage). Der Anstieg des negativen Affekts konnte teilweise durch den Anstieg in der Lernzeit zu Semesterende erklärt werden. Bessere Planungsstrategien waren mit geringerem negativem und höherem positivem Affekt assoziiert. Verfehlte Zeitpläne sagten einen höheren negativen und geringeren positiven Affekt voraus. Die Ergebnisse zeigten zudem kompensatorische Feedbackschleifen: Negativer Affekt am Abend sagte ein höheres geplantes Zeitinvestment am nächsten Morgen vorher, jedoch ohne Verbesserungen der Planungsstrategien. Die Ergebnisse legen nahe, dass verfehlte Zeitpläne zum Anstieg des negativen Affekts während der Prüfungsvorbereitung beitragen könnten. Interventionen sollten Planungsstrategien fördern, um Studierende darin zu unterstützen, die Differenz zwischen geplanter und echter Lernzeit zu reduzieren. (DIPF/Orig.)
Abstract (english): The goal of this study was to investigate the dynamic interplay of affect and time investment during exam preparation using daily learning diaries. University students (N = 56) reported a simultaneous increase in negative affect as well as intended and actual time investment over the course of the survey period (30 days). Cramming of study time partially accounted for the increase in negative affect. More planning strategies were associated with lower negative and more positive affect. Unmet time schedules predicted higher negative and lower positive affect. Results further revealed compensatory feedback loops: Higher negative affect in the evening predicted higher intended time investment on the next morning, but without improvements in planning strategies. Results suggest that unmet time schedules could contribute to the increase in negative affect during exam preparation. Interventions should promote students' planning to reduce the difference between intended and actual time investment. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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Author(s): Raffington, Laurel; Schmiedek, Florian; Heim, Christine; Shing, Yee Lee
Title: Cognitive control moderates parenting stress effects on children's diurnal cortisol
In: PLoS ONE, 13 (2018) 1, S. e0191215
DOI: 10.1371/journal.pone.0191215
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Eltern; Kind; Stress; Beeinflussung; Messung; Kognitive Prozesse; Kontrolle; Test; Computerunterstütztes Verfahren; Fragebogen; Empirische Untersuchung; Deutschland
Abstract: This study investigated associations between parenting stress in parents and self-reported stress in children with children's diurnal cortisol secretion and whether these associations are moderated by known stress-regulating capacities, namely child cognitive control. Salivary cortisol concentrations were assessed from awakening to evening on two weekend days from 53 6-to-7-year-old children. Children completed a cognitive control task and a self-report stress questionnaire with an experimenter, while parents completed a parenting stress inventory. Hierarchical, linear mixed effects models revealed that higher parenting stress was associated with overall reduced cortisol secretion in children, and this effect was moderated by cognitive control. Specifically, parenting stress was associated with reduced diurnal cortisol levels in children with lower cognitive control ability and not in children with higher cognitive control ability. There were no effects of self-reported stress in children on their cortisol secretion, presumably because 6-to-7-year-old children cannot yet self-report on stress experiences. Our results suggest that higher cognitive control skills may buffer the effects of parenting stress in parents on their children's stress regulation in middle childhood. This could indicate that training cognitive control skills in early life could be a target to prevent stress-related disorders. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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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
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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
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Editor(s) Seifried, Klaus; Drewes, Stefan; Hasselhorn, Marcus
Title: Handbuch Schulpsychologie. Psychologie für die Schule
Published: Stuttgart: Kohlhammer, 2016
Publication Type: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Begabung; Beratung; Evaluation; Förderung; Geschichte <Histor>; Gesundheit; Gewaltprävention; Handbuch; Inklusion; Integrationsklasse; Intervention; Junge; Klassenführung; Kommunikation; Konfliktlösung; Konzentrationsfähigkeit; Kooperation; Legasthenie; Lehrer; Lerntechnik; Mädchen; Migrationshintergrund; Mobbing; Organisation; Psychische Vorgänge; Psychodiagnostik; Qualitätssicherung; Rechenschwäche; Resilienz; Schulangst; Schule; Schüler; Schulklima; Schulleitung; Schulpsychologie; Schulversäumnis; Sonderpädagogischer Förderbedarf; Soziale Integration; Stress; Unterricht; Vernetzung
Abstract: Das Handbuch Schulpsychologie bietet einen aktuellen Überblick über die Schulpsychologie in ihren wichtigsten Arbeitsfeldern und über das psychologische Wissen für die pädagogische Arbeit in Schulen. Erfahrene Autorinnen und Autoren aus der schulpsychologischen Praxis sowie der Pädagogischen und Klinischen Psychologie spannen einen Bogen von den wissenschaftlichen Grundlagen und Methoden über die Bedingungen erfolgreichen Lehrens und Lernens bis hin zur Begabungsförderung, Inklusion, Förderung bei Lese-Rechtschreib- und Rechenschwäche, Klassenführung, Schuldistanz, Gewaltprävention und Krisenintervention, Supervision und Qualitätsmanagement. Neben den Grundlagen der Schulpsychologie stehen die Lernbedingungen einzelner Schülerinnen und Schüler sowie psychologisches Wissen für Lehrkräfte und Schulen im Fokus.(DIPF/Verlag)
DIPF-Departments: Bildung und Entwicklung
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Author(s): Dicke, Theresa; Holzberger, Doris; Kunina-Habenicht, Olga; Linninger, Christina; Schulze-Stocker, Franziska; Seidel, Tina; Terhart, Ewald; Leutner, Detlev; Kunter, Mareike
Title: "Doppelter Praxisschock" auf dem Weg ins Lehramt? Verlauf und potentielle Einflussfaktoren emotionaler Erschöpfung während des Vorbereitungsdienstes und nach dem Berufseintritt
In: Psychologie in Erziehung und Unterricht, 63 (2016) 4, S. 244-257
DOI: 10.2378/peu2016.art20d
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Arbeitsbedingungen; Belastung; Berufsanfänger; Berufsanforderung; Bewältigung; Deutschland; Einflussfaktor; Emotionaler Zustand; Empirische Untersuchung; Längsschnittuntersuchung; Lehramt; Lehrerausbildung; Messung; Nordrhein-Westfalen; Praxis; Quasi-Experiment; Referendariat; Reform; Schule; Stress; Veränderung
Abstract: Lehrkräfte am Anfang ihrer Berufstätigkeit werden häufig mit einem hohen Beanspruchungsniveau und dem sogenannten Praxisschock assoziiert. Obwohl der in Deutschland durchgeführte Vorbereitungsdienst einen schonenden Einstieg gewährleisten soll, unterliegt dieser häufig Kritik, sodass im Jahr 2009 eine umfassende Reform des Vorbereitungsdienstes beschlossen wurde. Die vorliegende Studie untersucht daher in einem quasi-experimentellen (Vergleich der Kohorte vor der Reform mit der danach) Prä-Post-Post-Design den Verlauf und potenzielle Einflussfaktoren auf emotionale Erschöpfung zu Beginn (Messzeitpunkt 1) und Ende (Messzeitpunkt 2) des Vorbereitungsdienstes sowie nach dem Berufseintritt (Messzeitpunkt 3) für Lehramtsanwärterinnen und -anwärter in Nordrhein-Westfalen (N = 1749). Es zeigte sich nach Abnahme der emotionalen Erschöpfung im Verlauf des Vorbereitungsdienstes ein Anstieg während des ersten Jahres als Lehrkraft, was als Indiz für das Vorliegen eines zweiten Praxisschocks angesehen werden kann. In Bezug auf Einflussfaktoren der subjektiv empfundenen Beanspruchung scheinen weder die Reform des Vorbereitungsdienstes noch die Schulform, an der die Lehramtsanwärterinnen und -anwärter unterrichten, einen Einfluss zu haben. (DIPF/Orig.)
Abstract (english): Beginning teachers are often associated with high strain and the so called reality shock. Although the German teacher induction process is supposed to ensure a smooth transition to becoming a teacher it is often a subject to criticism. Thus, in 2009 a reform of teacher induction was initiated. Applying a quasi-experimental (contrasting the last cohort before and the first after reform) pre-post-post design the current study examines the development of emotional exhaustion at the beginning (Time 1) and end (Time 2) of induction time, and after having worked as fully licensed teacher for one year (Time 3) for beginning teachers in North Rhine-Westphalia (N = 1,749). Results of latent change models provided evidence for a second reality shock; following an initial decrease during induction time, emotional exhaustion increased after the first year of fully licensed teaching. Neither the reform nor school type revealed any influencing effects on this development. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation