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(Freitext: "Florian" und "Schmiedek")

The positive effect of pro-environmental behavior on eudaimonic well-being in young adults. A daily […] Caldaroni, Silvia; Gerbino, Maria; Schmiedek, Florian; Neubauer, Andreas B.; Manfredi, Lucia; […] Zeitschriftenbeitrag | In: Journal of Personality | 2026 46257 Endnote: Autor*innen: Caldaroni, Silvia; Gerbino, Maria; Schmiedek, Florian; Neubauer, Andreas B.; Manfredi, Lucia; Gregori, Fulvio; Pastorelli, Concetta; Corbelli, Giuseppe; Zuffianò, Antonio
Titel: The positive effect of pro-environmental behavior on eudaimonic well-being in young adults. A daily diary study using the within-person encouragement design
In: Journal of Personality, 94 (2026) 1, S. 124-136
DOI: 10.1111/jopy.13021
URL: https://onlinelibrary.wiley.com/doi/10.1111/jopy.13021
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract: Introduction: Existing literature has highlighted the relevance of Pro-environmental behaviors (PEBs)-actions intended to benefit the environment-to Eudaimonic well-being (EWB, i.e., meaning in life and connectedness to others). However, most research has focused on stable individual differences and utilized cross-sectional designs, giving limited attention to the momentary fluctuations of PEBs within individuals. This study aimed to investigate the daily impact of PEBs on EWB from a causal perspective, examining whether manipulating daily PEBs would result in higher levels of EWB on those days. Method: We adopted the Within-Person Encouragement Design, an experimental approach employing instrumental variable estimation, in a Dynamic Structural Equation Modeling framework. Participants were 63 Italian young adults assessed over 21 days and who received 11 randomized encouragements (i.e., "Today we ask you to implement more pro-environmental actions than you would normally enact on a typical day"). Results: A significant positive adherence effect of the encouragement on PEB, and a significant positive treatment effect of PEB on EWB was found. Conclusion: These findings are promising for advancing successful behavioral interventions designed to encourage daily PEBs in younger generations and highlight the importance of PEBs for experiencing a more meaningful life and enhanced connectedness with others. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Affective reactivity to upward social comparisons, rather than to social media use, drives young […] Irmer, Andrea; Schmiedek, Florian Verschiedenartige Dokumente | 2025 46944 Endnote: Autor*innen: Irmer, Andrea; Schmiedek, Florian
Titel: Affective reactivity to upward social comparisons, rather than to social media use, drives young adolescents' depressive symptoms
Erscheinungsvermerk: Charlottesville; VA: PsyArXiv, 2025
DOI: 10.31234/osf.io/auvts_v1
URL: https://osf.io/preprints/psyarxiv/auvts_v1
Dokumenttyp: Arbeitspapiere; dokumentarische und Diskussionsbeiträge; weitere Arbeits- und Diskussionspapiere
Sprache: Englisch
Abstract (english): Youths differ substantially in how they emotionally respond to daily experiences. Repeated episodes of heightened negative affect in daily life may accumulate over time and increase vulnerability for developing depressive disorders. This study examined whether individual differences in negative affective reactivity to digital experiences (i.e., social media use and upward social comparisons) predict changes in depressive symptoms over time. Using a 14-day diary design with 200 young adolescents (103 female; ages 10-14), we assessed daily social media use, daily upward social comparisons, daily negative affect, and depressive symptoms at pre- and posttest. We employed multilevel structural equation modeling, estimating the within-person coupling between daily social media use (Model 1) or daily upward social comparisons (Model 2) and negative affect and tested whether betweenperson differences in the strength of this coupling predicted average negative affect and depressive symptom change. Findings revealed that a stronger within-person coupling between upward social comparisons and negative affect, but not between social media use and negative affect, was associated with an increase in depressive symptoms via elevated negative affect across the study. These results highlight the importance of capturing dynamic affective responses to specific social media-related experiences when assessing psychological risk in early adolescence.
DIPF-Abteilung: Bildung und Entwicklung

Executive functions, metacognition, self-regulation, and self-regulated learning - what are we […] Theobald, Maria; Kerner auch Koerner, Julia; Breitwieser, Jasmin; Buhr, Lilly; Karbach, Julia; […] Verschiedenartige Dokumente | 2025 46847 Endnote: Autor*innen: Theobald, Maria; Kerner auch Koerner, Julia; Breitwieser, Jasmin; Buhr, Lilly; Karbach, Julia; Könen, Tanja; Nobbe, Lea; Reinelt, Tilman; Schaaf, Mirijam; Schmiedek, Florian; Wieland, Lena; Blume, Friederike
Titel: Executive functions, metacognition, self-regulation, and self-regulated learning - what are we talking about? A review and introduction of the EMERGE model
Erscheinungsvermerk: Charlottesville; VA: Open Science Framework, 2025
DOI: 10.1521/jscp.2011.30.6.616
URL: https://osf.io/preprints/psyarxiv/ug62w_v1
Dokumenttyp: Arbeitspapiere; dokumentarische und Diskussionsbeiträge; weitere Arbeits- und Diskussionspapiere
Sprache: Englisch
Abstract: As students progress through school, they are expected to increasingly regulate their attention, behaviour and learning. While some meet these demands with ease, others face ongoing challenges that can hinder their academic success. Research has identified four key concepts in this area: executive functions (EF), metacognition (MC), self-regulation (SR) and self-regulated learning (SRL). Although these constructs are conceptually related, they have often been examined in isolation due to disciplinary and methodological divides, resulting in fragmented accounts that obscure their dynamic interplay. This review addresses this issue by providing a comparative overview of EF, MC, SR and SRL in terms of their definitions, how they are operationalised and the research designs used. Based on this synthesis, we introduce the EMERGE model of learning, which positions these constructs along a continuum ranging from more biologically grounded mechanics (e.g. EF) to more culturally shaped pragmatics (e.g. strategy knowledge in SRL). The model highlights both shared mechanisms and distinct functions and conceptualises SR in learning situations as an integrative construct. Building on this framework, we propose two guiding hypotheses: the stage-setting hypothesis, which emphasises long-term developmental interplay; and the compensatory hypothesis, which focuses on short-term interactions that predict learning outcomes. Together, these perspectives highlight the need for longitudinal, experimental and hybrid designs to capture developmental and dynamic processes. The EMERGE model thus aims to bridge fragmented research traditions, improve diagnostics, and inform interventions that effectively support students in meeting the growing demands of self-regulated and adaptive learning. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

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

You know what I mean! Idiosyncratic cueing supports older couples' communication efficiency Rauers, Antje; Lindenberger, Ulman; Schmiedek, Florian; Riediger, Michaela Zeitschriftenbeitrag | In: Frontiers in Developmental Psychology | 2025 46871 Endnote: Autor*innen: Rauers, Antje; Lindenberger, Ulman; Schmiedek, Florian; Riediger, Michaela
Titel: You know what I mean! Idiosyncratic cueing supports older couples' communication efficiency
In: Frontiers in Developmental Psychology, 3 (2025) , S. 1649507
DOI: 10.3389/fdpys.2025.1649507
URL: https://www.frontiersin.org/journals/developmental-psychology/articles/10.3389/fdpys.2025.1649507/full
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract: Collaborating with others on cognitive tasks may allow individuals to perform better than when working alone. Therefore, researchers have argued that collaborative cognition may help individuals compensate for age-related cognitive decline. However, interacting with others also poses cognitive demands that become more challenging with aging. This study examined an interpersonal resource that can ease this quandary: familiar partners' spontaneous use of idiosyncratic cues in a communication-efficiency task. Idiosyncratic cues are references to the previously established, shared knowledge of familiar partners. The usage of such cues might alleviate cognitive load to a greater extent than references to generic knowledge. We therefore hypothesized that older adults' communication efficiency would be particularly enhanced with the use of idiosyncratic cues. Thirty-eight younger couples (76 individuals, Mage = 26.64 years) and forty older couples (80 individuals, Mage = 71.59 years) collaborated on a communication-efficiency task based on the game Taboo©. Partners explained target words to each other, using as few words as possible. A total of 1,763 cueing episodes were transcribed and content-coded for idiosyncratic cues (intraclass correlation = 0.91). Multilevel regression models showed that communication efficiency was enhanced with more idiosyncratic cueing in older, but not younger couples. However, the interaction effect between age group and idiosyncratic cueing was not statistically significant. When the analyses were repeated in a subsample of difficult target words, both age groups profited from idiosyncratic cueing. These results suggest that personally tailored cues based on shared knowledge may facilitate everyday communication if task demands are high-a resource situation that becomes more likely as people age.
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, 40 (2025) 6, S. 1060-1075
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