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(Schlagwörter: "Beeinflussung")

Reading persuasive texts affects preservice teachers' beliefs about cultural diversity in the […] Dignath, Charlotte; Fink, Jonathan; Kunter, Mareike Journal Article | In: Journal of Teacher Education | 2022 40972 Endnote: Author(s): Dignath, Charlotte; Fink, Jonathan; Kunter, Mareike
Title: Reading persuasive texts affects preservice teachers' beliefs about cultural diversity in the classroom
In: Journal of Teacher Education, 73 (2022) 2, S. 188-200
DOI: 10.1177/00224871211002460
URL: https://journals.sagepub.com/doi/10.1177/00224871211002460
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Lehramtsstudent; Lehramtsstudentin; Lehrerausbildung; Überzeugung; Vorwissen; Text; Lektüre; Beeinflussung; Einstellung <Psy>; Vielfalt; Experiment; Experimentell-empirische Methode; Deutschland
Abstract (english): Research has suggested that teachers' beliefs toward culturally diverse classrooms are affected during teacher education. Text reading, as one of the major learning activities in initial teacher education, is supposed to affect teachers' educational concepts and beliefs. We conducted two experiments to test the impact of reading a positively or negatively oriented persuasive text about diversity on preservice teachers' belief change. In Study 1 (N = 42), we found that belief change varied significantly as a function of the direction of the text, and that the reading of the texts led to a significantly stronger belief change if the text was in alignment with participants' prior beliefs. Study 2 (N = 57) revealed a middle-sized, but non-significant moderator effect for prior knowledge (p = .08, ƞp2 = .06), suggesting that participants with more prior knowledge were less likely to be persuaded by the text. The results provide new insights into factors that affect the development of preservice teachers' diversity beliefs.
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Unblack the Box. Anregungen für eine (selbst)bewusste Auseinandersetzung mit digitaler Bildung Hartong, Sigrid; Allert, Heidrun; Amos, Karin; Bleckmann, Paula; Czarnorjan, Izabela; […] Book Chapter | Aus: Lankau, Ralf (Hrsg.): Autonom und mündig am Touchscreen: Für eine konstruktive Medienarbeit in der Schule | Weinheim: Beltz | 2021 41434 Endnote: Author(s): Hartong, Sigrid; Allert, Heidrun; Amos, Karin; Bleckmann, Paula; Czarnorjan, Izabela; Förschler, Annina; Jornitz, Sieglinde; Reinhard, Manuel; Sander, Ina
Title: Unblack the Box. Anregungen für eine (selbst)bewusste Auseinandersetzung mit digitaler Bildung
In: Lankau, Ralf (Hrsg.): Autonom und mündig am Touchscreen: Für eine konstruktive Medienarbeit in der Schule, Weinheim: Beltz, 2021 , S. 201-212
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Digitale Medien; Medieneinsatz; Schule; Unterricht; Schüler; Lehrer; Selbstbewusstsein; Medienkompetenz; Digitalisierung; Medienwirkung; Daten; Lernplattform; Datenverarbeitung; Modellierung; Bildungsangebot; Tool; Beeinflussung; Medienverhalten; Nutzerverhalten; Mündigkeit
Abstract: Die Initiative "Unblack the Box" stellt Anregungen zu einem (selbst)bewussten Umgang mit digitalen Medien in der Schule vor. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Effects of implicit fear of failure on cognitive processing. A diffusion model analysis Lerche, Veronika; Neubauer, Andreas B.; Voss, Andreas Journal Article | In: Motivation and emotion | 2018 38308 Endnote: Author(s): Lerche, Veronika; Neubauer, Andreas B.; Voss, Andreas
Title: Effects of implicit fear of failure on cognitive processing. A diffusion model analysis
In: Motivation and emotion, 42 (2018) 3, S. 396-402
DOI: 10.1007/s11031-018-9691-5
URN: urn:nbn:de:0111-pedocs-160811
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-160811
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Deutschland; Kognitive Prozesse; Angst; Misserfolg; Wirkung; Frustration; Leistung; Motiv <Psy>; Experimentelle Untersuchung; Feedback; Beeinflussung; Modellbildung; Statistische Methode; Analyse; Experimentelle Psychologie
Abstract (english): Whereas previous studies suggest that individuals with high implicit fear of failure (FF) perform worse on various indicators of general performance, the underlying mechanisms of this effect have not yet been understood. In our experimental study, 280 participants worked on a binary color discrimination task. Half of the participants were frustrated by means of negative performance feedback, while the control group received mainly positive feedback. We employed a diffusion model analysis (Ratcliff in Psychol Rev 85(2):59-108, 1978) to disentangle the different components involved in the execution of the task. Results revealed that participants in the frustration condition adopted more conservative decision settings (threshold separation parameter of the diffusion model). Besides, high implicit FF was related to slow information accumulation (drift), and this relation was stronger in the frustration condition. Participants with higher FF further showed reduced learning rates during the task. Task related intrusive thoughts are discussed as mechanism for reduced performance of high FF individuals. We conclude that diffusion model analyses can contribute to a better understanding of the mechanisms underlying the effects of psychological motives. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Cognitive control moderates parenting stress effects on children's diurnal cortisol Raffington, Laurel; Schmiedek, Florian; Heim, Christine; Shing, Yee Lee Journal Article | In: PLoS ONE | 2018 38239 Endnote: 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

Do you want to be a superhero? Boosting emotional states with the booth Schneider, Jan; Boerner, Dirk; van Rosmalen, Peter; Specht, Marcus Journal Article | In: Journal of Universal Computer Science | 2018 38546 Endnote: Author(s): Schneider, Jan; Boerner, Dirk; van Rosmalen, Peter; Specht, Marcus
Title: Do you want to be a superhero? Boosting emotional states with the booth
In: Journal of Universal Computer Science, 24 (2018) 2, S. 85-107
URN: urn:nbn:de:0111-dipfdocs-167931
URL: http://www.dipfdocs.de/volltexte/2019/16793/pdf/Schneider_2018_super_hero_A.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Emotionaler Zustand; Beeinflussung; Emotion; Belastung; Computerunterstütztes Lernen; Kommunikation; Fertigkeit; Vortrag; Vorbereitung; Tool; Evaluation; Fragebogen
Abstract (english): Educational practitioners have stressed the relevance of providing learners with a set of 21th century skills that will allow them to face current life challenges. Among others this includes communication and social skills such as public speaking, argumentation, negotiation, etc. Besides the acquisition of knowledge and techniques, these skills have the special characteristic that their performance is usually conducted under emotionally charged and stressful situations. Recent advances in technology have allowed the creation of digital applications to support learners with the development of techniques for this type of skills. However, supporting learners on the preparation of a mindset that allows them to perform well under emotionally charged circumstances is an area that technology enhanced learning has practically overlooked. To examine this gap, we developed the Booth, an application designed to get learners into a powerful and resourceful emotional state. In this article we present a two-step user study. Results of the first evaluation show that the use of the Booth induced a positive emotional state on users. Results from the second step suggest that using the Booth helps learners to emotionally prepare for public speaking. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Variability in children's working memory is coupled with perceived disturbance. An ambulatory […] Dirk, Judith; Schmiedek, Florian Journal Article | In: Research in Human Development | 2017 37726 Endnote: Author(s): Dirk, Judith; Schmiedek, Florian
Title: Variability in children's working memory is coupled with perceived disturbance. An ambulatory assessment study in the school and out-of-school context
In: Research in Human Development, 14 (2017) 3, S. 200-218
DOI: 10.1080/15427609.2017.1340051
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Kind; Kognitive Prozesse; Leistung; Arbeitsgedächtnis; Lärm; Beeinflussung; Wahrnehmung; Veränderung; Schule; Freizeit; Schuljahr 03; Schuljahr 04; Smartphone; Aufgabe; Messung; Längsschnittuntersuchung; Empirische Untersuchung
Abstract: The detrimental effect of noise on cognitive performance particularly for younger children has been repeatedly demonstrated in numerous experimental and few field studies. We examined whether children's daily working memory (WM) performance is affected by daily perceived disturbance in the school and out-of-school context. In an ambulatory assessment study, 110 third and fourth grade students completed WM tasks and reported on their perceived disturbance on smartphones three times daily in and out of school for four weeks. Disturbance varied systematically within children and increased levels of disturbance were associated with decreased WM performance, independent of context. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Power and disempowerment in German experimental schools. Politicization, parental demands and […] Ketelhut, Klemens; Reh, Sabine Journal Article | In: Jahrbuch für Historische Bildungsforschung | 2016 36636 Endnote: Author(s): Ketelhut, Klemens; Reh, Sabine
Title: Power and disempowerment in German experimental schools. Politicization, parental demands and teacher reactions in the early 20th century
In: Jahrbuch für Historische Bildungsforschung, 21 (2016) , S. 175-191
URN: urn:nbn:de:0111-pedocs-129921
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-129921
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Beeinflussung; Berlin; Einflussfaktor; Eltern; Elternbeirat; Elternmitwirkung; Erziehung; Erziehungsstil; Fallbeispiel; Familie; Hamburg; Konflikt; Kooperation; Lehrer; Öffentliche Schule; Politik; Preußen; Privatschule; Rechtsgrundlage; Reformpädagogik; Schule; Schulleiter; Strafe; Unterrichtsinhalt; Weimarer Republik
Abstract: Debates concerning the relationship between home and school had continued throughout the 19th century, they culminated at the turn of the 20th century, leading up to the time of the Weimar Republic. This is […] the time which [the authors] wish to examine more closely in [this article] because it shows a complex fabric of contradictory interests. [The authors] suspect that questions of influence among teachers and parents arose time and again in the field of progressively oriented schools, which aspired to implement changes with respect to lessons as well as school organisation. Progressive schools furthermore propagated participation in the Free School Community. These schools were particularly dependent on parents, regardless of whether the school was a private or test school that had to be politically approved. [The authors] will exemplarily depict activities and discussions of headmasters and parents and between teaching staff and parent councils at two Prussian schools. One school is a private school with what one could call progressive teaching: Berthold-Otto Schule in Berlin-Lichterfelde. The other is a progressive oriented "Sammelschule", i.e. a school based on a newly initiated comprehensive form, which was also understood as an endorsement of progressive teaching. [The authors'] choice of these schools was guided by the assumption that these schools considered themselves progressive, which forced them to find new ways to develop their cooperation with parents. First [the authors] would like to explain the historical background in Prussia from a legal perspective, how legislation evolved concerning parent councils (which were legally recognized in 1919), and which reactions this provoked on the teachers' side. Given the two examples, [they] will show how parents positioned themselves in relation to teachers and in what way and in what areas they gained power in the Foucauldian sense of influence. Finally, [the authors] will briefly discuss the question of whether this should be conceived of as a disempowerment of teachers, and if so, in what respect. (DIPF/Orig.)
DIPF-Departments: Bibliothek für Bildungsgeschichtliche Forschung

Functional bodies. On scientific educational film during the Cold War Klinger, Kerrin Journal Article | In: Medien-Impulse | 2016 37349 Endnote: Author(s): Klinger, Kerrin
Title: Functional bodies. On scientific educational film during the Cold War
In: Medien-Impulse, (2016) 4, S. 1-9
URN: urn:nbn:de:0111-pedocs-193044
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-193044
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Beeinflussung; Bildungsgeschichte; Deutschland-DDR; Filmanalyse; Lehrmittel; Mediengeschichte; Naturwissenschaftlicher Unterricht; Sozialistische Erziehung; Unterrichtsfilm
Abstract: Der materiale Ausgangspunkt dieses Beitrags ist eine Sammlung von 16mm-Lehrfilmen aus dem Bestand der ehemaligen Schulbildstelle Weimar, die im Zeitraum zwischen 1950 und 1990 produziert und in den Schulen der DDR genutzt wurden. Der Bestand umfasst insgesamt 258 verschiedene Filmtitel, vor allem aus dem Bereich der Naturwissenschaften, aber auch Filme zu geographischen, historischen, literarischen Themen oder zum Arbeitsschutz; sowie einige Unterhaltungsfilme für Kinder sind darunter. Mit den meisten Kopien ist der Lehrfilm zum Geiger-Müller-Zählrohr (Teil I und II, DDR 1963) in der Sammlung vorhanden. Es ist davon auszugehen, dass diese Filmbilder noch immer Teil des sozialen Gedächtnisses und der kollektiven Identität des östlichen Teils Deutschlands sind. Dieser Beitrag fragt: Inwiefern repräsentieren die Filmcharaktere und -körper politische Modelle? (DIPF/Orig.)
Abstract (english): Starting point of this contribution is a collection of 16mm scientific educational films. Originally, the School Educational Image Hire Service of Weimar maintained the collection of now 258 different film titles. Those films were produced and used between 1950 and 1990 in GDR schools. Most of these films in the Weimar collection deal with natural sciences, but there are also films on history, geography, and safety standards in industry or simple entertainment for children. The film with the most copies is the one on the Geiger-Müller counter (in part I and II, GDR 1963). It can be assumed that these film pictures are still part of the social memory and collective identity in the eastern part of Germany. This paper asks: To what extent do the represented film characters and bodies reflect political models? (DIPF/Orig.)
DIPF-Departments: Bibliothek für Bildungsgeschichtliche Forschung

Early adolescents show sustained susceptibility to cognitive interference by emotional distractors Heim, Sabine; Ihssen, Niklas; Hasselhorn, Marcus; Keil, Andreas Journal Article | In: Cognition and Emotion | 2013 33567 Endnote: Author(s): Heim, Sabine; Ihssen, Niklas; Hasselhorn, Marcus; Keil, Andreas
Title: Early adolescents show sustained susceptibility to cognitive interference by emotional distractors
In: Cognition and Emotion, 27 (2013) 4, S. 696-706
DOI: 10.1080/02699931.2012.736366
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Aufmerksamkeit; Beeinflussung; Bild; Deutschland; Emotion; Entscheidung; Experimentelle Untersuchung; Jugendlicher; Mädchen; Test; Wort
Abstract (english): A child's ability to continuously pay attention to a cognitive task is often challenged by distracting events. Distraction is especially detrimental in a learning or classroom environment in which attended information is typically associated with establishing skills and knowledge. Here we report a study examining the effect of emotional distractors on performance in a subsequent visual lexical decision task in 11- to 13-year-old students (n30). Lexical decisions about neutral verbs and verblike pseudowords (i.e., targets) were analysed as a function of the preceding distractor type (pleasant, neutral, or unpleasant photos) and the picturetarget stimulus-onset asynchrony (SOA; 200 or 600 ms). Across distractor categories, emotionally arousing pictures prolonged decisions about word targets when compared to neutral pictures, irrespective of the SOA. The present results demonstrate that similar to adults, early adolescent students exhibit sustained susceptibility to cognitive interference by irrelevant emotional events.
DIPF-Departments: Bildung und Entwicklung

The neural representation of intrusive thoughts Kühn, Simone; Schmiedek, Florian; Brose, Annette; Schott, Björn H.; Lindenberger, Ulman; […] Journal Article | In: Social cognitive and affective neuroscience | 2013 33821 Endnote: Author(s): Kühn, Simone; Schmiedek, Florian; Brose, Annette; Schott, Björn H.; Lindenberger, Ulman; Lövden, Martin
Title: The neural representation of intrusive thoughts
In: Social cognitive and affective neuroscience, 8 (2013) 6, S. 688-693
DOI: 10.1093/scan/nss047
URL: http://scan.oxfordjournals.org/content/8/6/688
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Beeinflussung; Denken; Hirnforschung; Junger Erwachsener; Längsschnittuntersuchung; Neurowissenschaften; Senior; Sprachgebrauch
Abstract: Based on the philosophical notion that language embodies thought we investigated whether a habitual tendency for intrusive thought that younger and older participants report over a period of 100 sessions, spread out over about 6 months, is associated with brain regions related to language production. In favour of this hypothesis, we found that individual differences in habitual intrusive thoughts are correlated with activity in the left inferior frontal gyrus (IFG, Brocas area) as well as the cingulate cortex (CC) during a two-choice reaction-time task in fMRI. Participants who habitually tended to experience intrusive thoughts showed greater activity during task-free (baseline) compared to task periods in brain regions involved in language production. Task performance was unrelated to individual differences in intrusive thoughts. We conclude that intrusive thoughts may be represented in a language-like format and that individuals reporting a habitually higher tendency for intrusive thoughts may have stronger and more habitual inner speech processes.
DIPF-Departments: Bildung und Entwicklung