Ergebnis der Suche in der DIPF Publikationendatenbank

Ihre Abfrage:

(Freitext: "Florian" und "Schmiedek")

Narrating lives across 16 years. Developmental trajectories of coherence and relations to […] Peters, Isabel; Schmiedek, Florian; Habermas, Tilmann Zeitschriftenbeitrag | In: Developmental Psychology | 2025 45457 Endnote: Autor*innen: Peters, Isabel; Schmiedek, Florian; Habermas, Tilmann
Titel: Narrating lives across 16 years. Developmental trajectories of coherence and relations to well-being in a lifespan sample
In: Developmental Psychology, 61 (2025) 5, S. 857-874
DOI: 10.1037/dev0001775
URL: https://psycnet.apa.org/doi/10.1037/dev0001775
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract: The ability to narrate a life coherently develops first in adolescence, but little is known about its course across adulthood and into old age. Also, the potential association of life narrative coherence with well-being has never been studied. Our aim was to investigate lifespan development of coherence and associations with well-being using data from the longitudinal MainLife study. A total of 172 urban Germans (8-80 years; 87 females) narrated their lives up to six times across 16 years (N = 803 brief entire life narratives). Most were highly educated, and the proportion of a migration background was typical for the local population. Life narratives were rated for three types of global coherence (temporal, causal-motivational, and thematic) and coded for two types of autobiographical arguments (stability maintaining and change engendering). Multilevel models were used to investigate their lifespan development and relations to well-being. While most life narrative measures increased up to emerging adulthood and then remained stable, thematic coherence continued to increase into middle adulthood. Only change-engendering autobiographical arguments slowly decreased from midlife onward. Unexpectedly, neither autobiographical arguments nor global coherence correlated significantly with well-being. Data exploration suggested an association between thematic coherence and self-continuity. We conclude that life narrative coherence may only be related to well-being if samples include cases with more extreme noncoherence (e,g., clinical disorders). Our findings add to understanding the development of the life story across the lifespan, especially in older age, and suggest studying relations of coherence, self-continuity, and well-being specifically in life crises and in clinical samples. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
DIPF-Abteilung: Bildung und Entwicklung

Which barriers do autistic and non-autistic children experience in inclusive classrooms? An […] Serratore, Theresa; Berdelmann, Kathrin; Schmiedek, Florian Zeitschriftenbeitrag | In: European Journal of Special Needs Education | 2025 46210 Endnote: Autor*innen: Serratore, Theresa; Berdelmann, Kathrin; Schmiedek, Florian
Titel: Which barriers do autistic and non-autistic children experience in inclusive classrooms? An experience sampling approach
In: European Journal of Special Needs Education, (2025) , S. online first
DOI: 10.1080/08856257.2025.2474842
URL: https://www.tandfonline.com/doi/full/10.1080/08856257.2025.2474842
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract: Autistic children face individual barriers to their participation in mainstream schools. A key challenge for the inclusion of autistic children is the identification, consideration, and elimination of such barriers at school. However, these barriers may also be relevant for non-autistic children. This feasibility study aimed to demonstrate and use an experience sampling approach to capture and study individual barriers experienced by children in the everyday classroom context. A total of 48 children (six autistic) from fourth to sixth grade of a German mainstream school implementing inclusive education and their four teachers participated. The study consisted of an introductory session at school, a 10-day period with daily assessments, and a feedback questionnaire. Children reported on which barriers from different categories they experienced. Results show that autistic and non-autistic children experienced barriers from various categories at school. Both, autistic and non-autistic children differed considerably in how many and which barriers they experienced, highlighting the heterogeneity of children in inclusive classrooms. The findings emphasise the feasibility of assessing individual barriers in everyday school life using smartphone-based assessments. Findings will be used to develop a smartphone app prototype that allows to support the identification of barriers and therefore inclusion of those children. (DIPF/Orig.)
DIPF-Abteilung: Bibliothek für Bildungsgeschichtliche Forschung; Bildung und Entwicklung

We are talking about working memory as a broad ability factor! Commentary on Burgoyne, Frank, & […] Wilhelm, Oliver; Thelen, Jasmin; Schmiedek, Florian Zeitschriftenbeitrag | In: Psychonomic Bulletin and Review | 2025 46825 Endnote: Autor*innen: Wilhelm, Oliver; Thelen, Jasmin; Schmiedek, Florian
Titel: We are talking about working memory as a broad ability factor! Commentary on Burgoyne, Frank, & Macnamara (2024)
In: Psychonomic Bulletin and Review, 32 (2025) 5, S. 2420-2423
DOI: 10.3758/s13423-025-02706-5
URL: https://link.springer.com/article/10.3758/s13423-025-02706-5
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract: Burgoyne, Frank, and Macnamara (Psychonomic Bulletin & Review, 2024) argued for a separation of updating and working memory factors. We agree that understanding variance across multiple different task classes and measures for the assessment of working memory is crucial. It is a strength of their contribution to include many and diverse subjects and also to study the convergent relation with fluid intelligence. In our view, however, their analysis and interpretation of findings is partly flawed, and other conclusions ought to be drawn from their data. More specifically, we argue that 1) the disengagement hypothesis is hardly convincing to account for their results, and 2) a reanalysis of the data supports other models more than the models put forward by Burgoyne et al. (2024). (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Förderung der Selbstregulationskompetenzen von Kindern und Jugendlichen in Kindertageseinrichtungen […] Buchmann, Johannes; Flor, Herta; Debatin, Klaus-Michael; Greven, Corina U.; […] Verschiedenartige Dokumente | 2024 46047 Endnote: Autor*innen: Buchmann, Johannes; Flor, Herta; Debatin, Klaus-Michael; Greven, Corina U.; Grüters-Kieslich, Annette; Gurevych, Iryna; Hertwig, Ralph; Hofmann, Stefan G.; Kreuter, Frauke; Lindenberger, Ulman; Metzinger, Thomas; Meyer-Lindenberg, Andreas; Schmiedek, Florian; Schneider, Silvia; Schneider, Wolfgang; Trautwein, Ulrich; Wessa, Michèle; Woll, Alexander
Titel: Förderung der Selbstregulationskompetenzen von Kindern und Jugendlichen in Kindertageseinrichtungen und Schulen
Erscheinungsvermerk: Halle (Saale): Leopoldina Nationale Akademie der Wissenschaften, 2024
DOI: 10.26164/leopoldina_03_01157
URL: https://www.leopoldina.org/publikationen/detailansicht/publication/foerderung-der-selbstregulationskompetenzen-von-kindern-und-jugendlichen-an-kindertageseinrichtungen-und-schulen/
Dokumenttyp: Arbeitspapiere; dokumentarische und Diskussionsbeiträge; Stellungnahme/Positionspapier
Sprache: Deutsch
Abstract: Kinder und Jugendliche sind die Zukunft unserer Gesellschaft und wie die psychologische und neurowissenschaftliche Forschung der letzten Jahre zeigt, sind ihre Selbstregulationskompetenzen von entscheidender Bedeutung für ihr Wohlergehen und ihre Entfaltungsmöglichkeiten, insbesondere für ihre psychische und körperliche Gesundheit, Bildung und soziale Teilhabe. Diese Kompetenzen umfassen kognitive, emotionale, motivationale und soziale Fähigkeiten, die es erlauben, persönliche Ziele zu erreichen und flexibel auf Veränderungen zu reagieren. Nun zeigen zahlreiche Studien beträchtliche Bedrohungen für das Wohlergehen und die Entfaltungsmöglichkeiten junger Menschen: Viele leiden unter erheblichen psychischen Problemen. Die grundlegenden Veränderungen in ihrer Lebenswelt, wie Kriege und Klimakrise, führen zu starken Sorgen und tiefen Zukunftsängsten. Die körperliche Gesundheit vieler junger Menschen ist ebenfalls gefährdet, vor allem durch ungesunde Ernährung und Bewegungsmangel. Im Bereich Bildung sind die niedrigen Kompetenzstände in den Bereichen Mathematik, Lesen und Naturwissenschaften besorgniserregend. Erhebliche Risikofaktoren für Kinder und Jugendliche sind psychisch erkrankte Eltern, ein niedriger sozioökonomischer Status der Familie, Flucht- und Zuwanderungshintergrund sowie Gewalt- und Mobbingerfahrungen. Auch digitale Medien und Techniken bergen - trotz ihrer Vorteile - erhebliche Risiken. Wegen der zentralen Bedeutung der Selbstregulationskompetenzen für das Wohlergehen und die Entfaltungsmöglichkeiten junger Menschen, empfiehlt diese Stellungnahme, deren Förderung zu einer weiteren Leitperspektive des deutschen Bildungssystems zu machen. Natürlich bleibt es weiterhin mehr als wichtig, die politischen, wirtschaftlichen und gesellschaftlichen Rahmenbedingungen zu verbessern.

It counts in every single lesson. Between- and within-person associations of teaching quality and […] Blume, Friederike; Schmiedek, Florian Zeitschriftenbeitrag | In: Learning and Instruction | 2024 44849 Endnote: Autor*innen: Blume, Friederike; Schmiedek, Florian
Titel: It counts in every single lesson. Between- and within-person associations of teaching quality and student self-regulation
In: Learning and Instruction, 91 (2024) , S. 101908
DOI: 10.1016/j.learninstruc.2024.101908
URL: https://www.sciencedirect.com/science/article/abs/pii/S0959475224000355
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract: Background The significant influence that classroom interactions have on the development of students' self-regulation has been acknowledged for a long time. Nonetheless, past research has emphasised their impact on differences in self-regulation amongst students, without considering intra-individual variations. Aims We examined whether there is a link between average and lesson-level student-perceived teaching quality, which includes student support, classroom management and cognitive activation, and student self-regulation in individual lessons. Moreover, we investigated whether the magnitude of the associations depended on students' dispositional self-regulation. Sample We analysed data collected from 61 students (recruited sample N = 64 students; Mage = 11.71, SDage = 0.93). Methods Participants completed a baseline questionnaire (demographics, dispositional self-regulation) as well as 15 daily diaries in which they reported on their own self-regulation and the perceived quality of teaching in the last lesson of the day. Results The findings revealed positive associations between student support and classroom management, both at the average and lesson level, and student self-regulation in individual lessons. No associations were found between the average and lesson level cognitive activation and students' self-regulation in individual lessons. The aforementioned associations were not moderated by students' dispositional self-regulation. Conclusions The findings emphasise the importance of student-perceived teaching quality at both the average and lesson-level for student self-regulation in individual lessons.
DIPF-Abteilung: Bildung und Entwicklung

Realizing the potential of mobile interventions for education Breitwieser, Jasmin; Neubauer, Andreas B.; Schmiedek, Florian; Brod, Garvin Zeitschriftenbeitrag | In: npj Science of Learning | 2024 45835 Endnote: Autor*innen: Breitwieser, Jasmin; Neubauer, Andreas B.; Schmiedek, Florian; Brod, Garvin
Titel: Realizing the potential of mobile interventions for education
In: npj Science of Learning, 9 (2024) , S. 76
DOI: 10.1038/s41539-024-00289-9
URL: https://www.nature.com/articles/s41539-024-00289-9
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract: Mobile devices are ubiquitous, but their potential for adaptive educational interventions remains largely untapped. We identify three key promises of mobile interventions for educational research and practice: 1) intervening when it is most beneficial (i.e., "just-in-time adaptivity"), 2) estimating causal effects of interventions in ecologically valid settings, 3) considering the impact of context on the effectiveness of interventions. We discuss the challenges and next steps to advance this field. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Causal effects of sedentary breaks on affective and cognitive parameters in daily life. A […] Giurgiu, Marco; Timm, Irina; Ebner-Priemer, Ulrich W.; Schmiedek, Florian; Neubauer, Andreas B. Zeitschriftenbeitrag | In: npj Mental Health Research | 2024 46069 Endnote: Autor*innen: Giurgiu, Marco; Timm, Irina; Ebner-Priemer, Ulrich W.; Schmiedek, Florian; Neubauer, Andreas B.
Titel: Causal effects of sedentary breaks on affective and cognitive parameters in daily life. A within-person encouragement design
In: npj Mental Health Research, 3 (2024) , S. 64
DOI: 10.1038/s44184-024-00113-7
URL: https://www.nature.com/articles/s44184-024-00113-7
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract: Understanding the complex relationship between sedentary breaks, affective well-being and cognition in daily life is critical as modern lifestyles are increasingly characterized by sedentary behavior. Consequently, the World Health Organization, with its slogan "every move counts", emphasizes a central public health goal: reducing daily time spent in sedentary behavior. Previous studies have provided evidence that short sedentary breaks are feasible to integrate into daily life and can improve affective and cognitive parameters. However, observational studies do not allow for causal interpretation. To overcome this limitation, we conducted the first empirical study that integrated the within-person encouragement approach to test the causal effects of short 3-min sedentary breaks on affective and cognitive parameters in daily life. The results suggest that brief sedentary breaks may have a beneficial impact on valence and energetic arousal. Moreover, our methodological approach powerfully demonstrated the possibility of moving towards causal effects in everyday life.
DIPF-Abteilung: Bildung und Entwicklung

State‐level working memory and dysregulated eating in children and adolescents. An exploratory […] Goldschmidt, Andrea; Goldstein, Stephanie; Schmiedek, Florian; Stalvey, Erin; Irizarry, Bailey; […] Zeitschriftenbeitrag | In: International Journal of Eating Disorders | 2024 44441 Endnote: Autor*innen: Goldschmidt, Andrea; Goldstein, Stephanie; Schmiedek, Florian; Stalvey, Erin; Irizarry, Bailey; Thomas, Graham
Titel: 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
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: 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-Abteilung: Bildung und Entwicklung

Agency and communion in brief entire life narratives adross the life span Kemper, Nina F.; Martin, Theresa; Cohrs, Lea; Schmiedek, Florian; Habermas, Tilmann Zeitschriftenbeitrag | In: Journal of Personality | 2024 46068 Endnote: Autor*innen: Kemper, Nina F.; Martin, Theresa; Cohrs, Lea; Schmiedek, Florian; Habermas, Tilmann
Titel: Agency and communion in brief entire life narratives adross the life span
In: Journal of Personality, (2024) , S. online first
DOI: 10.1111/jopy.12990
URL: https://onlinelibrary.wiley.com/doi/full/10.1111/jopy.12990
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract: Objective: The evolving life story is integral to personality, and motivational themes are central features of the life story. Personality implies individual differences that are relatively stable over time, but still allow for developmental processes. Thisstudy explored both long-term stability and developmental change in thematic content of the life story.Method: Fulfilled and unfulfilled agency and communion were studied in brief entire life narratives across 4 measurements in12 years in a cohort-sequential design including six cohorts (n = 172; age 8-77).Results: Fulfilled agency and communion, as well as unfulfilled agency exhibited moderate rank order stability over 4 and8 years, fulfilled communion showed even a modest 12-year stability, whereas unfulfilled communion displayed an unsystem-atic pattern. Developmentally, multilevel analyses revealed an inverted U-shaped association between age and both fulfilledand unfulfilled agency, peaking in mid-life. Fulfilled communion declined after emerging adulthood, but unexpectedly did notincrease again in old age. Unfulfilled communion showed no systematic age trends. Girls and women told life narratives withmore fulfilled and unfulfilled communion, whereas genders did not differ in either kind of agency.Conclusion: The content of the life story exhibits rank-order stability over time and systematic mean-level development across the life span
DIPF-Abteilung: Bildung und Entwicklung

Approaching academic adjustment on multiple time scales. Eine Annäherung an Anpassungsprozesse in […] Neubauer, Andreas B.; Schmiedek, Florian Zeitschriftenbeitrag | In: Zeitschrift für Erziehungswissenschaft | 2024 44070 Endnote: Autor*innen: Neubauer, Andreas B.; Schmiedek, Florian
Titel: Approaching academic adjustment on multiple time scales. Eine Annäherung an Anpassungsprozesse in Bildungskontexten auf verschiedenen zeitlichen Ebenen
In: Zeitschrift für Erziehungswissenschaft, 27 (2024) 1, S. 147-168
DOI: 10.1007/s11618-023-01182-8
URL: https://link.springer.com/article/10.1007/s11618-023-01182-8
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Anpassung; Datenanalyse; Datenerfassung; Deutschland; Empirische Untersuchung; Erfahrung; Erinnerung; Fragebogen; Längsschnittuntersuchung; Messverfahren; Online; Regressionsanalyse; Smartphone; Student; Studium; Zeit; Zufriedenheit
Abstract: In der Bildungsforschung wird der Prozess sozioemotionaler Anpassung häufig über Panel-Studien mit wiederholten Messungen über Monate und Jahre untersucht. Intensive Längsschnittdesigns wie Tagebuchstudien oder experience sampling Studien erlauben, diesen Prozess auf einer zeitlich kürzeren Ebene abzubilden. In diesem Beitrag zeigen wir anhand eines empirischen Beispiels, dass diese beiden Ansätze ähnliche, aber nicht redundante Informationen zum Prozess sozioemotionaler Anpassung bei Studierenden liefern. Ergebnisse aus einer intensiv-längsschnittlichen Studie mit 250 Studierenden zeigten (a) Mittelwertsunterschiede in berichteter Studienzufriedenheit in Abhängigkeit der zeitlichen Auflösung der Erfassung, (b) differenzielle Veränderung in Studienzufriedenheit über sieben Wochen in einem Semester, und (c) die prognostische Validität von wiederholten, wöchentlichen Messungen der Studienzufriedenheit bei der Vorhersage von retrospektiver Studienzufriedenheit. Die Ergebnisse zeigen den Nutzen der Kombination von Panel-Studien mit intensiven Längsschnittdesigns auf. Implikationen für die Erfassung von momentanem Erleben, erinnertem Erleben und Selbstüberzeugungen werden diskutiert. (DIPF/Orig.)
Abstract (english): In educational research, the process of socioemotional adaptation is often examined using panel studies with repeated assessments across months or years. Intensive longitudinal designs (e.g., daily diaries or experience sampling methods) allow to target this process on a shorter time scale (e.g., from day to day or week to week). In this contribution, we demonstrate that these two approaches yield similar but not interchangeable information about the process of socioemotional adaptation in university students. Results of an intensive longitudinal study with 250 university students revealed (a) mean level differences in reported study satisfaction depending on the time frame of the assessment, (b) differential change in study satisfaction for daily vs. weekly ratings across seven weeks in one semester, and (c) the prognostic utility of repeated weekly assessments of study satisfaction for retrospective assessments of study satisfaction. Findings illustrate the benefit of combining panel studies with intensive longitudinal studies. Implications for the assessment of experiences, memories of experiences, and global self-beliefs are discussed. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung