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(Freitext: "Florian" und "Schmiedek")

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 | 2026 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, 2026
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

Selbstregulation Stirm, Philip; Schmiedek, Florian Verschiedenartige Dokumente | 2026 47751 Endnote: Autor*innen: Stirm, Philip; Schmiedek, Florian
Titel: Selbstregulation
Erscheinungsvermerk: 2026
URL: https://www.dipf.de/de/dipf-aktuell/mediathek-1/das-dipf-zum-nachhoeren/selbstregulation-folge-46-des-podcasts-sitzenbleiben
Dokumenttyp: Blogbeiträge; Pod-; Vidcasts; Pod-/Vidcasts
Sprache: Deutsch
Abstract: Prof. Dr. Florian Schmiedek macht deutlich, was Selbstregulation ist und warum es wichtig ist, sie bei Kindern und Jugendlichen zu fördern. Dabei klingt Selbstregulationskompetenzen eher nach einem technischen Begriff. Tatsächlich beschreibt er ein Bündel an Befähigungen, die wir dringend brauchen, um erfolgreich und resilient auf Herausforderungen zu reagieren. Letztlich geht es darum, seine Ziele zu erreichen. Diese Fähigkeiten sind so wichtig, dass die Nationale Akademie der Wissenschaften vor einiger Zeit sogar eine Stellungnahme zu dem Thema herausgegeben hat. Sie möchte, dass es eine Leitperspektive des deutschen Bildungssystems wird, die Selbstregulation bei Kindern und Jugendlichen zu fördern. Anlass genug, das Thema mit einem echten Experten zu besprechen: Prof. Dr. Florian Schmiedek forscht am DIPF nicht nur in leitender Position zur kognitiven Entwicklung - worunter auch das Herausbilden der Selbstregulation fällt. Er hat auch die Stellungnahme der Nationalen Akademie der Wissenschaften mitverfasst. Ein Gespräch über TikTok, psychische Gesundheit und Vokabel-Lernen.
DIPF-Abteilung: Öffentlichkeitsarbeit; Entwicklung in Bildungskontexten

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

Daily dynamics of pro-environmental behaviors and eudaimonic well-being among adolescents Caldaroni, Silvia; Gerbino, Maria; Schmiedek, Florian; Neubauer, Andreas; Beolchini, Elisabetta; […] Zeitschriftenbeitrag | In: Journal of Environmental Psychology | 2026 47775 Endnote: Autor*innen: Caldaroni, Silvia; Gerbino, Maria; Schmiedek, Florian; Neubauer, Andreas; Beolchini, Elisabetta; Teresa Virzì, Alessia; Lundie, David; Páll Jónsson, Ólafur; Paula Luengo Kanacri, Bernadette; Camps, Diana; Guttesen, Kristian; Isabel Barrero Toncel, Virginia; Gregori, Fulvio; Paz Quilodrán Fuentes, Valentina; Pastorelli, Concetta; Zuffianò, Antonio
Titel: Daily dynamics of pro-environmental behaviors and eudaimonic well-being among adolescents
In: Journal of Environmental Psychology, 112 (2026) 103065
DOI: 10.1016/j.jenvp.2026.103065
URL: https://www.sciencedirect.com/science/article/pii/S0272494426001660
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract: Research shows that engaging in pro-environmental behaviors (PEBs) might enhance individuals' eudaimonic well-being, including meaning in life (ML) and closeness to others (CO). Despite adolescents' potential role in shaping sustainable societies and their vulnerability to environmental issues, existing literature has not adequately addressed this age group. Additionally, most of the extant research is built on cross-sectional studies, which target between-person differences and fail to capture within-person fluctuations occurring in everyday life. To address these gaps, this study explored the association of daily PEB with adolescents' daily ML and CO, and whether variations in habitual PEB levels are positively associated with variations in habitual levels of these two dimensions. Additionally, we examined the moderating role of self-transcendence values in the PEB-ML and PEB-CO relations. The study included 78 Italian adolescents (MAge = 14.8, SD = .73, 29.5% females) from a larger cross-cultural research project. Participants completed a daily diary study, reporting their PEB, ML and CO once a day over 28 days. Using Dynamic Structural Equation Modeling, the results revealed a significant positive spillover effect from PEB to ML (B = .258; 95% CI: [.121, .402]), indicating that when individuals engaged in more PEB than usual, they experienced higher-than-usual ML the following day. On the other hand, the spillover from PEB to CO was non-significant (B = .099; 95% CI: [-.034, .226]). Moreover, no link was found between self-transcendence values and these spillover effects. These findings provide insights into possible short-term benefits of PEB for adolescents' ML and contribute to understanding the role of PEB in promoting youth well-being.
DIPF-Abteilung: Entwicklung in Bildungskontexten

From traits to trajectories. How changes in reactive temperament relate to the development of […] Heinze, Henning; Schmiedek, Florian; Brandt, Valerie; Daseking, Monika; Kerner auch Koerner, Julia Zeitschriftenbeitrag | In: Development and Psychopathology | 2026 47776 Endnote: Autor*innen: Heinze, Henning; Schmiedek, Florian; Brandt, Valerie; Daseking, Monika; Kerner auch Koerner, Julia
Titel: From traits to trajectories. How changes in reactive temperament relate to the development of externalizing symptoms
In: Development and Psychopathology, (2026) , S. online first
DOI: 10.1017/S0954579426101278
URL: https://www.cambridge.org/core/journals/development-and-psychopathology/article/from-traits-to-trajectories-how-changes-in-reactive-temperament-relate-to-the-development-of-externalizing-symptoms/0D29D9659AAD37A6C2B06E97F2CA3754
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
DIPF-Abteilung: Entwicklung in Bildungskontexten

Affective reactivity to upward social comparisons rather than social media use predicts increases […] Irmer, Andrea; Schmiedek, Florian Zeitschriftenbeitrag | In: Scientific Reports | 2026 47787 Endnote: Autor*innen: Irmer, Andrea; Schmiedek, Florian
Titel: Affective reactivity to upward social comparisons rather than social media use predicts increases in early adolescents' depressive symptoms
In: Scientific Reports, 16 (2026) , S. 19189
DOI: 10.1038/s41598-026-58879-z
URL: https://doi.org/10.1038/s41598-026-58879-z
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
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 daily social experiences (i.e., social media use and upward social comparisons) predict changes in depressive symptoms over two weeks. Using a 14-day diary design with 200 early 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 upward social comparisons (Model 2) and daily negative affect and tested whether between-person 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 daily social comparison processes when assessing psychological risk in early adolescence.
DIPF-Abteilung: Entwicklung in Bildungskontexten

Affective reactivity to upward social comparisons rather than social media use predicts increases […] Irmer, Andrea; Schmiedek, Florian Zeitschriftenbeitrag | In: Scientific Reports | im Druck 46944 Endnote: Autor*innen: Irmer, Andrea; Schmiedek, Florian
Titel: Affective reactivity to upward social comparisons rather than social media use predicts increases in young adolescents' depressive symptoms. [Preprint]
In: Scientific Reports, (im Druck)
DOI: 10.31234/osf.io/auvts_v1
URL: https://doi.org/10.31234/osf.io/auvts_v1
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
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 daily social experiences (i.e., social media use and upward social comparisons) predict changes in depressive symptoms over two weeks. Using a 14-day diary design with 200 early 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 upward social comparisons (Model 2) and daily negative affect and tested whether between-person 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 daily social comparison processes when assessing psychological risk in early adolescence.
DIPF-Abteilung: Entwicklung in Bildungskontexten

Executive functions, metacognition, self-regulation, and self-regulated learning - what are we […] Theobald, Maria; Kerner auch Koerner, Julia; Breitwieser, Jasmin; Buhr, Lilly; Karbach, Julia; […] Zeitschriftenbeitrag | In: Educational Psychology Review | 2026 47654 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 Maria; 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
In: Educational Psychology Review, 38 (2026) , S. 62
DOI: 10.1007/s10648-026-10157-0
URL: https://link.springer.com/article/10.1007/s10648-026-10157-0
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
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, 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-Abteilung: Entwicklung in Bildungskontexten

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