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Health sensitivity in the daily lives of younger and older adults. Correlates and longer-term […]
Potter, Sophie; Gerstorf, Denis; Schmiedek, Florian; Drewelis, Johanna; Wolff, Julia K.; […]
Zeitschriftenbeitrag
| In: Aging & Mental Health. | 2022
42564 Endnote
Autor*innen:
Potter, Sophie; Gerstorf, Denis; Schmiedek, Florian; Drewelis, Johanna; Wolff, Julia K.; Brose, Anette
Titel:
Health sensitivity in the daily lives of younger and older adults. Correlates and longer-term change in health
In:
Aging & Mental Health., 26 (2022) 6, S. 1261-1269
DOI:
10.1080/13607863.2021.1913475
URL:
https://www.tandfonline.com/doi/full/10.1080/13607863.2021.1913475
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Objectives: How susceptible older adults' affect is to fluctuations in health (i.e., health sensitivity) indicates how well they adapt to everyday health challenges. Theory and evidence are inconsistent as to whether older adults are more or less health sensitive than younger adults. The role of health burden as correlate and outcome of health sensitivity and age differences therein is also unclear. We thus move the study of health sensitivity ahead from longitudinal inquiry to examine age differences, the role of health burden, and long-term implications of daily life health sensitivity. Methods: We use data from COGITO where 101 younger adults (Mage = 25; range = 20-31) and 103 older adults (Mage = 71; range = 65-80) gave daily reports of physical symptoms and positive and negative affect during a ∼100-day micro-longitudinal phase, as well as reports of trait-level health two years before and after. Results: Extending earlier reports, older age and higher health burden were (independently) associated with lower health sensitivity in positive but not negative affect. Health sensitivity was unrelated to long-term changes in health burden. Conclusion: We take our findings to indicate successful aging (older adults are not more emotionally vulnerable to health issues) and discuss habituation as a process underlying how age and health burden may reduce health sensitivity. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Dynamic relations among COVID-19-related media exposure and worries during the COVID-19 pandemic
Schmidt, Andrea; Brose, Annette; Kramer, Andrea C.; Schmiedek, Florian; Witthöft, Michael; […]
Zeitschriftenbeitrag
| In: Psychology & Health | 2022
41620 Endnote
Autor*innen:
Schmidt, Andrea; Brose, Annette; Kramer, Andrea C.; Schmiedek, Florian; Witthöft, Michael; Neubauer, Andreas B.
Titel:
Dynamic relations among COVID-19-related media exposure and worries during the COVID-19 pandemic
In:
Psychology & Health, 37 (2022) 8, S. 933-947
DOI:
10.1080/08870446.2021.1912345
URL:
https://www.tandfonline.com/doi/full/10.1080/08870446.2021.1912345
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Objectives: This study investigated how COVID-19-related media exposure during the COVID-19 crisis was related to same-day and next-day COVID-19-related worries. Design: A 21-day diary study was conducted between late March and late April 2020 in Germany. Main Outcome Measures: Hypotheses were tested in a sample of 561 participants (Mage = 42.79, SDage = 6.12). Every evening, participants indicated their exposure to COVID-19-related media (e.g., TV, print, online) and their COVID-19-related worries. Results: Same-day analyses showed that participants reported more COVID-19-related worries on days with higher exposure to COVID-19-related media. Dynamical structural equation models provided evidence for a reciprocal cycle across days: Higher media exposure at one day predicted higher worries the next day, and higher worries at one day also predicted higher media exposure the next day. Individuals with high trait anxiety reported an enhanced general level of media exposure during the 21 days of assessment, and individuals high in neuroticism and anxiety reported an enhanced level of worries. Conclusion: These findings suggest a self-reinforcing cycle whereby consuming crisis-related media and worrying reciprocally influence each other across days, possibly amplifying adverse effects of the COVID-19 crisis and other crises alike on mental and physical health. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Genetic associations with learning over 100 days of practice
Youn, Cherry; Grotzinger, Andrew D.; Lill, Christina M.; Bertram, Lars; Schmiedek, Florian; […]
Zeitschriftenbeitrag
| In: npj Science of Learning | 2022
42744 Endnote
Autor*innen:
Youn, Cherry; Grotzinger, Andrew D.; Lill, Christina M.; Bertram, Lars; Schmiedek, Florian; Lövdén, Martin; Lindenberger, Ulman; Nivard, Michel; Harden, K. Paige; Tucker-Drob, Elliott M.
Titel:
Genetic associations with learning over 100 days of practice
In:
npj Science of Learning, 7 (2022) , S. #7
DOI:
10.1038/s41539-022-00121-2
URL:
https://www.nature.com/articles/s41539-022-00121-2
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Cognitive performance is both heritable and sensitive to environmental inputs and sustained practice over time. However, it is currently unclear how genetic effects on cognitive performance change over the course of learning. We examine how polygenic scores (PGS) created from genome-wide association studies of educational attainment and cognitive performance are related to improvements in performance across nine cognitive tests (measuring perceptual speed, working memory, and episodic memory) administered to 131 adults (N = 51, ages = 20-31, and N = 80, ages = 65-80 years) repeatedly across 100 days. We observe that PGS associations with performance on a given task can change over the course of learning, with the specific pattern of change in associations differing across tasks. PGS correlations with pre-test to post-test scores may mask variability in how soon learning occurs over the course of practice. The associations between PGS and learning do not appear to simply reconstitute patterns of association between baseline performance and subsequent learning. Associations involving PGSs, however, were small with large confidence intervals. Intensive longitudinal research such as that described here may be of substantial value for clarifying the genetics of learning when implemented as far larger scale. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Längsschnitt in der Schulforschung
Becker, Michael; Schmiedek, Florian
Sammelbandbeitrag
| Aus: Hascher, Tina; Idel, Till-Sebastian; Helsper, Werner (Hrsg.): Handbuch Schulforschung | Wiesbaden: Springer VS | 2022
40999 Endnote
Autor*innen:
Becker, Michael; Schmiedek, Florian
Titel:
Längsschnitt in der Schulforschung
Aus:
Hascher, Tina; Idel, Till-Sebastian; Helsper, Werner (Hrsg.): Handbuch Schulforschung, Wiesbaden: Springer VS, 2022 , S. 195-217
DOI:
10.1007/978-3-658-24729-4_8
URL:
https://link.springer.com/chapter/10.1007/978-3-658-24729-4_8
Dokumenttyp:
4. Beiträge in Sammelbänden; Lexika/Enzyklopädie o.ä.
Sprache:
Deutsch
Schlagwörter:
Datenanalyse; Datenerfassung; Forschungsdesign; Längsschnittuntersuchung; Messverfahren; Methode; Modell; Schulforschung; Stichprobe; Theorie; Variable; Vergleich; Zeit
Abstract:
Der Beitrag gibt einen konzeptuellen Überblick über längsschnittliche Studiendesigns in der Schulforschung. Es wird skizziert, welche längsschnittlichen Designs sich grundsätzlich unterscheiden lassen, welche Untersuchungsperspektiven und statistischen Ansätze zur Verfügung stehen sowie welche Probleme bei längsschnittlichen Designs grundlegend und spezifisch in der Schulforschung auftreten. Es wird ein Ausblick auf die Bedeutung längsschnittlicher Studien für Beschreiben und Erklären in der Schulforschung gegeben.
DIPF-Abteilung:
Bildung und Entwicklung; Struktur und Steuerung des Bildungswesens
Detrimental effects of daily worries on affective well-being and cognitive performance in […]
Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; […]
Forschungsdaten/Instrumente
| Center for Open Science | 2022
42925 Endnote
Autor*innen:
Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; Schmiedek, Florian
Titel:
Detrimental effects of daily worries on affective well-being and cognitive performance in elementary school children. An ambulatory assessment study
Erscheinungsvermerk:
: Center for Open Science, 2022
DOI:
10.17605/OSF.IO/V829S
URL:
https://osf.io/v829s/
Dokumenttyp:
6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Sprache:
Englisch; Deutsch
DIPF-Abteilung:
Bildung und Entwicklung
Effectiveness of a video-guided diaphragmatic breathing exercise. An ambulatory assessment study in […]
Kramer, Andrea C.; Neubauer, Andreas B.; Schmiedek, Florian
Forschungsdaten/Instrumente
| Center for Open Science | 2022
42798 Endnote
Autor*innen:
Kramer, Andrea C.; Neubauer, Andreas B.; Schmiedek, Florian
Titel:
Effectiveness of a video-guided diaphragmatic breathing exercise. An ambulatory assessment study in children and youth
Erscheinungsvermerk:
Charlottesville; VA: Center for Open Science, 2022
DOI:
10.17605/OSF.IO/UQNHD
URL:
https://osf.io/uqnhd/
Dokumenttyp:
6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Sprache:
Englisch; Deutsch
DIPF-Abteilung:
Bildung und Entwicklung
Homeschooling during the SARS-CoV-2 pandemic. The role of students' trait self-regulation and task […]
Blume, Friederike; Schmidt, Andrea; Kramer, Andrea C.; Schmiedek, Florian; Neubauer, Andreas B.
Zeitschriftenbeitrag
| In: Zeitschrift für Erziehungswissenschaft | 2021
40974 Endnote
Autor*innen:
Blume, Friederike; Schmidt, Andrea; Kramer, Andrea C.; Schmiedek, Florian; Neubauer, Andreas B.
Titel:
Homeschooling during the SARS-CoV-2 pandemic. The role of students' trait self-regulation and task attributes of daily learning tasks for students' daily self-regulation
In:
Zeitschrift für Erziehungswissenschaft, 24 (2021) 2, S. 367-391
DOI:
10.1007/s11618-021-01011-w
URL:
https://link.springer.com/article/10.1007/s11618-021-01011-w
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Pandemie; Schule; Unterrichtsausfall; Fernunterricht; Schüler; Selbstregulation; Eltern; Selbstständiges Lernen; Befragung; Deutschland
Abstract:
Um die SARS-CoV-2-Pandemie einzudämmen, wurden zwischen Mitte März und Ende April 2020 deutschlandweit alle Schulen geschlossen. Während dieser Zeit wurden die Schüler*innen zu Hause beschult ('Homeschooling') und arbeiteten an Lernaufgaben, die von ihren Lehrkräften bereitgestellt wurden. Bei der Anpassung an diese neuartige Beschulungssituation könnten sowohl die Selbstregulation der Schüler*innen als auch die Eigenschaften der Lernaufgaben eine wichtige Rolle gespielt haben. Es ist anzunehmen, dass diese insbesondere die tagtägliche Selbstregulation der Schüler*innen beim Bearbeiten der Lernaufgaben und damit die Selbstständigkeit, mit der sie an den Lernaufgaben arbeiteten beeinflusst haben. Die vorliegende Arbeit untersuchte, welche Rolle die dispositionelle Selbstregulation von Schüler*innen, die Schwierigkeit der Lernaufgaben und die Freude an den Aufgaben für die tagtägliche Selbstständigkeit der Bearbeitung der Aufgaben während des Homeschoolings spielten. Die dispositionelle Selbstregulation der Schüler*innen wurde zunächst über einen Eingangsfragebogen erfasst, der von den Eltern von 535 Kindern ausgefüllt wurde (MAlter = 9,69; SDAlter = 2,80). Die Eltern berichteten anschließend an 21 aufeinander folgenden Tagen über die tägliche Aufgabenschwierigkeit, die Freude an den Aufgaben und die Selbstständigkeit, mit der ihre Kinder die Lernaufgaben bearbeiteten. Die Ergebnisse zeigten, dass die dispositionelle Selbstregulation der Schüler*innen positiv mit ihrer täglichen Selbstständigkeit beim Lernen assoziiert war. Darüber hinaus war die tägliche Selbstständigkeit der Schüler*innen beim Lernen negativ mit der Aufgabenschwierigkeit und positiv mit der Freude an den Aufgaben verbunden. Die Ergebnisse werden im Hinblick auf die tägliche Selbstregulation der Schüler*innen während der Beschulung zu Hause diskutiert. Abschließend werden Implikationen für die Lehrpraxis während der pandemiebedingten Schulschließungen abgeleitet. (DIPF/Orig.)
Abstract (english):
As a means to counter the SARS-CoV‑2 pandemic, schools were closed throughout Germany between mid-March and end of April 2020. Schooling was translocated to the students' homes where students were supposed to work on learning tasks provided by their teachers. Students' self-regulation and attributes of the learning tasks may be assumed to have played important roles when adapting to this novel schooling situation. They may be predicted to have influenced students' daily self-regulation and hence the independence with which they worked on learning tasks. The present work investigated the role of students' trait self-regulation as well as task difficulty and task enjoyment for students' daily independence from their parents in learning during the homeschooling period. Data on children's trait self-regulation were obtained through a baseline questionnaire filled in by the parents of 535 children (Mage = 9.69, SDage = 2.80). Parents additionally reported about the daily task difficulty, task enjoyment, and students' learning independence through 21 consecutive daily online questionnaires. The results showed students' trait self-regulation to be positively associated with their daily learning independence. Additionally, students' daily learning independence was shown to be negatively associated with task difficulty and positively with task enjoyment. The findings are discussed with regard to students' daily self-regulation during the homeschooling period. Finally, implications for teaching practice during the pandemic-related school closures are derived. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Change in mental health symptoms during the COVID-19 pandemic. The role of appraisals and daily […]
Brose, Annette; Blanke, Elisabeth S.; Schmiedek, Florian; Kramer, Andrea C.; Schmidt, Andrea; […]
Zeitschriftenbeitrag
| In: Journal of Personality | 2021
40575 Endnote
Autor*innen:
Brose, Annette; Blanke, Elisabeth S.; Schmiedek, Florian; Kramer, Andrea C.; Schmidt, Andrea; Neubauer, Andreas B.
Titel:
Change in mental health symptoms during the COVID-19 pandemic. The role of appraisals and daily life experiences
In:
Journal of Personality, 89 (2021) 3, S. 468-482
DOI:
10.1111/jopy.12592
URL:
https://onlinelibrary.wiley.com/doi/10.1111/jopy.12592
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Affekt; Emotionaler Zustand; Bewertung; Pandemie; Stress; Wohlbefinden; Achtsamkeit; Psychohygiene; Alltag; Erfahrung; Empirische Untersuchung; Tagebuch; Pretest; Deutschland
Abstract:
Intro: When confronted with major threats, people often experience decline in well‐being. The central purpose of this study was to identify mechanisms underlying change of well‐being in times of threat, using the example of the COVID‐19 pandemic, with a focus on appraisals of the pandemic and affective states, stress, as well as mindfulness in daily life. Methods: We conducted a study across 3.5 weeks, including pretest, posttest, and a diary phase in‐between. We worked with a sample of 460 adults, pre‐ and post‐test information, as well as 7189 observations from the diary phase. Results: Results showed that deterioration in mental health symptoms across the duration of the study was associated with (a) change towards less fortunate appraisals of the pandemic and (b), more negative affect and less mindfulness in daily life. Furthermore, appraisals of the pandemic at pretest predicted experiences in daily life, with more negative appraisals of the pandemic predicting more negative affect and stressor occurrence as well as less mindfulness. Discussion: These findings speak to the dynamic nature of well‐being and appraisals in times of threat, and highlight the role of experiences in daily life in changes in well‐being. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Only some attempts at meaning-making are successful. The role of change-relatedness and positive […]
Huang, Manxia; Schmiedek, Florian; Habermas, Tilmann
Zeitschriftenbeitrag
| In: Journal of Personality | 2021
41066 Endnote
Autor*innen:
Huang, Manxia; Schmiedek, Florian; Habermas, Tilmann
Titel:
Only some attempts at meaning-making are successful. The role of change-relatedness and positive implications for the self
In:
Journal of Personality, 89 (2021) 2, S. 175-187
DOI:
10.1111/jopy.12573
URL:
https://onlinelibrary.wiley.com/doi/10.1111/jopy.12573
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Erwachsener; Eltern; Verlust; Trauer; Depression; Psychisches Trauma; Bewältigung; Biografie; Wandel; Akzeptanz; Bildungsbeteiligung; Dauer; Bildungsniveau; Einflussfaktor; Befragung; Fragebogen; China
Abstract:
Objective: Although meaning making and specifically autobiographical reasoning are expected to relate to well-being, findings tend to be mixed. Attempts at meaning making do not always lead to meaning made. We aimed to disentangle these complex relationships and also explore the role of level of education. Method: Ninety participants (mean age 36.73 years, SD = 7.27; 74.4% women, 25.6% men) who had experienced the loss of a parent through death, going missing, or Alzheimer's disease narrated this loss, a sad, a turning point, and a self-defining memory, and completed questionnaires assessing depression, trauma symptoms, and protracted grief. Three aspects of autobiographical reasoning (quantity, valence, and change-relatedness of self-event connections) were related to meaning made (sophistication of meaning making) and symptom level. Results: Years of education correlated both with positive implications of autobiographical reasoning and with meaning made. The quantity, positivity, and change-relatedness of attempts at meaning making (self-event connections) predicted accomplished meaning made, and positivity alone predicted less prolonged grief. Conclusions: Adapting the life story after a loss such that change of the self is acknowledged and positive change can be constructed helps finding meaning and lowering protracted grief. These changes in narrative identity are supported by more years of education. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's […]
Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; […]
Zeitschriftenbeitrag
| In: Psychological Assessment | 2021
41467 Endnote
Autor*innen:
Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; Schmiedek, Florian
Titel:
Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's daily life
In:
Psychological Assessment, 33 (2021) 9, S. 827-842
DOI:
10.1037/pas0001020
URN:
urn:nbn:de:0111-pedocs-243171
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-243171
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Kind; Denken; Wiederholung; Negativität; Kognition; Affekt; Wohlbefinden; Arbeitsgedächtnis; Leistung; Messverfahren; Validität; Psychometrie; Grundschüler; Fragebogen; Test; Smartphone; Empirische Untersuchung; Frankfurt a.M.; Deutschland
Abstract:
Rumination and worry are common forms of perseverative cognition in children. Research has started to target perseverative cognitions in the everyday life of children, however, valid measurement instruments reliably capturing rumination and worry in children's daily life are still missing. We conducted two ambulatory assessment studies validating short scales suitable for the measurement of rumination and worry in children's daily life. Results of the first study (N = 110, 8-11 year-olds, 31 days, up to 4 daily measurements) supported a unidimensional structure of the rumination scale. Rumination was associated with negative affect (but not positive affect) on the within- and on the between-person level. On the between-person level, children who ruminated more showed poorer working memory performance. In the second study (N = 84, 8-10 year-olds, 21 days, up to 3 daily measurements), findings of Study 1 were largely replicated. Moreover, we established a unidimensional worry scale in Study 2 reliably capturing worry in children's daily life. Importantly, Study 2 showed that worry and rumination share common variance but can be differentiated in children. On the within-person level, higher levels of worry were associated with higher levels of negative affect and lower levels of positive affect. On the between-person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life.person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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