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German pre-service teachers' evaluations of and reactions to interethnic social exclusion scenarios
Beißert, Hanna; Bonefeld, Meike
Journal Article
| In: Frontiers in Education | 2020
40848 Endnote
Author(s):
Beißert, Hanna; Bonefeld, Meike
Title:
German pre-service teachers' evaluations of and reactions to interethnic social exclusion scenarios
In:
Frontiers in Education, (2020) , S. 5:586962
DOI:
10.3389/feduc.2020.586962
URN:
urn:nbn:de:0111-pedocs-231031
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-231031
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Schüler; Soziale Ausgrenzung; Ethnischer Aspekt; Lehramtsstudent; Bewertung; Reaktion; Intervention; Befragung; Szenarium; Deutschland
Abstract (english):
This study investigated pre-service teachers' evaluations, reactions, and interventions with regard to interethnic exclusion scenarios in Germany. More specifically, we focused on pre-service teachers (N = 145, 99 female, Mage= 21.34) in the role of observers of exclusion among students. Using hypothetical scenarios in which either a German or a Turkish boy was excluded by other children of his class, we assessed teachers' evaluations of this exclusion behavior. This included evaluating how likely teachers were to intervene in the situation and what they would specifically do. The aim of this research was to examine whether the origin of an excluded student represents a relevant category for teachers' evaluations of and reactions to social exclusion. In addition, we aimed to determine whether teachers include aspects related to group functioning in their considerations. The analyses demonstrated that teachers generally reject social exclusion, with female participants rejecting exclusion even more than male participants. Further, participants evaluated the exclusion of a Turkish protagonist as more reprehensible than the exclusion of a German protagonist. Regarding the likelihood of intervention, the origin of the excluded person was only relevant for male participants; i.e., they were less likely to intervene when the excluded person was German than when the excluded person was Turkish. Analyses of teachers' reasoning revealed their strong focus on inclusion as a social norm, especially in cases of interethnic exclusion. That is, when participants reasoned about the exclusion of the Turkish protagonist, they referred to the social norm of inclusion much more than when talking about the German protagonist. In contrast, aspects related to group functioning were scarcely of importance. In terms of the specific actions that participants would undertake as a reaction to the exclusion situation, no differences related to the origin of the excluded person were found. Hence, the origin of the excluded person factored into both the evaluation of the exclusion and the likelihood of intervention, but once the decision to intervene was made, there were no differences in the specific actions. The results are discussed in light of practical implications and teacher training as well as in terms of implications for future research.
DIPF-Departments:
Bildung und Entwicklung
Social inclusion of refugee and native peers among adolescents. It is the language that matters!
Beißert, Hanna; Gönültaş, Seçil; Mulvey, Kelly Lynn
Journal Article
| In: Journal of Research on Adolescence | 2020
39287 Endnote
Author(s):
Beißert, Hanna; Gönültaş, Seçil; Mulvey, Kelly Lynn
Title:
Social inclusion of refugee and native peers among adolescents. It is the language that matters!
In:
Journal of Research on Adolescence, 30 (2020) 1, S. 219-233
DOI:
10.1111/jora.12518
URN:
urn:nbn:de:0111-dipfdocs-191435
URL:
http://www.dipfdocs.de/volltexte/2020/19143/pdf/jora_2020_1_Beissert_Goenueltas_Mulvey_Social_inclusion_of_refugee_and_native_peers_among_adolescents_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Flüchtlingsjugend; Sprachkompetenz; Einflussfaktor; Soziale Interaktion; Peergroup; Jugendlicher; Migrationshintergrund; Inklusion; Ausgrenzung; Akkulturation; Soziale Integration; Wirkung; Gesundheit; Wohlbefinden; Kommunikation; Entscheidung; Gymnasium; Sekundarstufe I; Herkunftsland; Befragung; Syrien; Deutschland
Abstract (english):
This study investigated the role of refugee status and language skills for adolescents' inclusion or exclusion decisions in hypothetical intergroup scenarios. 100 German adolescents (Mage = 13.65 years, SD = 1.93) were presented three scenarios in which groups of adolescents are planning leisure time activities, and peers from their own country (Germany) versus another country (Syrian refugees) with either good or bad German skills want to join them. Whereas adolescents' inclusion decisions did not differ between the German protagonist and the Syrian one with good German skills, the Syrian protagonist with bad German skills was less likely to be included than either of the other two. These findings have implications for understanding the role of language in adolescents' inclusion decisions. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Teacher perceptions of learning motivation and classroom behavior. The role of student […]
Brandmiller, Cornelius; Dumont, Hanna; Becker, Michael
Journal Article
| In: Contemporary Educational Psychology | 2020
40747 Endnote
Author(s):
Brandmiller, Cornelius; Dumont, Hanna; Becker, Michael
Title:
Teacher perceptions of learning motivation and classroom behavior. The role of student characteristics
In:
Contemporary Educational Psychology, 63 (2020) , S. 101893
DOI:
10.1016/j.cedpsych.2020.101893
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0361476X20300588?via%3Dihub
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Lehrer; Wahrnehmung; Erwartung; Schüler; Kognitive Kompetenz; Lernmotivation; Verhalten; Sozioökonomische Lage; Soziale Herkunft; Migrationshintergrund; Gender; Einflussfaktor; Ungleichheit; Schuljahr 04; Leistungstest; Eltern; Lehrer; Befragung; Statistische Methode; Strukturgleichungsmodell; Deutschland
Abstract (english):
The present study investigates whether teacher perceptions of students' cognitive skills, their learning motivation, and their classroom behavior differ according to students' socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers' perceptions of students' learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Traditionelle Hausaufgaben oder integrierte Lernzeiten? Ein Vergleich der Erfahrungen und […]
Brisson, Brigitte Maria; Theis, Désirée
Journal Article
| In: Psychologie in Erziehung und Unterricht | 2020
39743 Endnote
Author(s):
Brisson, Brigitte Maria; Theis, Désirée
Title:
Traditionelle Hausaufgaben oder integrierte Lernzeiten? Ein Vergleich der Erfahrungen und Leistungsentwicklungen von Schülerinnen und Schülern mit unterschiedlichen Übungsformaten
In:
Psychologie in Erziehung und Unterricht, 67 (2020) 4, S. 294-312
DOI:
10.2378/peu2020.art22d
URL:
https://www.reinhardt-journals.de/index.php/peu/article/view/153000
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Deutsch
Keywords:
Deutschland; Hausaufgabe; Übung; Lernzeit; Ganztagsschule; Schuljahr 05; Wirkung; Schülerleistung; Integrierte Gesamtschule; Belastung; Wohlbefinden; Englischunterricht; Mathematikunterricht; Test; Erfahrung; Vergleich; Befragung; Regressionsanalyse
Abstract:
More and more all-day schools in Germany are integrating study periods into compulsory education, but traditional homework is also common in many all-day schools. Which study format works better? The present study examined differences in contextual and individual characteristics during task completion and in performance of students doing either homework or study tasks in class. Overall, 301 students in Grade 5 at five German comprehensive schools participated in ambulatory assessments on task perception and completion, as well as standardized tests in English and mathematics. Regression analyses showed benefits of study periods versus homework in terms of perceived task quality, competence, cost, and well-being during task completion. Despite more noise in study periods, students studying in class did not differ in concentration and effort from their peers with homework. However, they made less progress in mathematics over a school year. Benefits and challenges of study periods are discussed. (DIPF/Orig.)
Abstract (english):
Immer mehr Ganztagsschulen integrieren feste Übungsphasen in den Pflichtunterricht (Lernzeiten). Doch auch traditionelle Hausaufgaben haben einen hohen Stellenwert an Ganztagsschulen. Welches Übungsformat ist erfolgreicher? Die vorliegende Studie untersuchte Unterschiede in kontextuellen und individuellen Merkmalen bei der Aufgabenbearbeitung und der Leistungsentwicklung von Schülerinnen und Schülern, die entweder Hausaufgaben oder Lernzeit-Aufgaben in der Klasse erledigten. Insgesamt 301 Kinder der Jahrgangsstufe 5 an fünf integrierten Gesamtschulen nahmen an wiederholten situationsbezogenen Erhebungen zur Aufgabenwahrnehmung und -bearbeitung sowie an Leistungstests in Englisch und Mathematik teil. Die Ergebnisse von Regressionsanalysen deuten auf Vorteile der Lernzeiten gegenüber Hausaufgaben in Bezug auf die wahrgenommene Aufgabenqualität sowie Kompetenzerleben, Belastung und Wohlbefinden bei der Bearbeitung hin. Trotz mehr Lärm und Unruhe bei der Aufgabenbearbeitung unterschieden sich Schülerinnen und Schüler mit Lernzeiten nicht in Konzentration und Anstrengung von ihren Peers mit Hausaufgaben, jedoch war ihr Lernzuwachs in Mathematik über ein Schuljahr hinweg geringer. Chancen und Herausforderungen von Lernzeiten werden diskutiert. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Can you only diagnose what you know? The relation between teachers' self-regulation of learning […]
Dignath, Charlotte; Sprenger, Lara
Journal Article
| In: Frontiers in Education | 2020
40920 Endnote
Author(s):
Dignath, Charlotte; Sprenger, Lara
Title:
Can you only diagnose what you know? The relation between teachers' self-regulation of learning concepts and their assessment of students' self-regulation
In:
Frontiers in Education, (2020) , S. 5:585683
DOI:
10.3389/feduc.2020.585683
URN:
urn:nbn:de:0111-pedocs-252165
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252165
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Schüler; Selbst gesteuertes Lernen; Lehrer; Förderung; Lernmethode; Bewertung; Kompetenz; Wissen; Diagnostik; Konzeptualisierung; Befragung; Leitfadeninterview; Codierung; Qualitative Forschung; Grundschule; Deutschland
Abstract (english):
Self-regulation of learning (SRL) positively affects achievement and motivation. Therefore, teachers are supposed to foster students' SRL by providing them with strategies. However, two preconditions have to be met: teachers need to diagnose their students' SRL to take instructional decisions about promoting SRL. To this end, teachers need knowledge about SRL to know what to diagnose. Only little research has investigated teachers' knowledge about SRL and its assessment yet. Thus, the aim of this study was to identify teachers' conceptions about SRL, to investigate their ideas about how to diagnose their students' SRL, and to test relationships between both. To this end, we developed two systematic coding schemes to analyze the conceptions about SRL and the ideas about assessing SRL in the classroom among a sample of 205 teachers. The coding schemes for teachers' open answers were developed based on models about SRL and were extended by deriving codes from the empirical data and produced satisfactory interrater reliability (conceptions about SRL: κ = 0.85, SE = 0.03; ideas about assessing SRL: κ = 0.63, SE = 0.05). The results showed that many teachers did not refer to any regulation procedure at all and described SRL mainly as student autonomy and self-directedness. Only few teachers had a comprehensive conception of the entire SRL cycle. We identified three patterns of teachers' conceptualizations of SRL: a motivation-oriented, an autonomy-oriented, and a regulation-oriented conceptualization of SRL. Regarding teachers' ideas about assessing their students' SRL, teachers mainly focused on cues that are not diagnostic of SRL. Yet, many teachers knew about portfolios to register SRL among students. Finally, our results suggest that, partly, teachers' ideas about assessing SRL varied as a function of their SRL concept: teachers with an autonomy-oriented conceptualization of SRL were more likely to use cues that are not diagnostic of SRL, such as unsystematic observation or off-task behavior. The results provide insights into teachers' conceptions of SRL and of its assessment. Implications for future research in the field of SRL will be drawn, in particular about how to support teachers in diagnosing and fostering SR among their students.
DIPF-Departments:
Bildungsqualität und Evaluation
Außerunterrichtliche Lern- und Förderarrangements an Ganztagsschulen. Bundesweite Trendanalysen und […]
Gaiser, Johanna M.; Sauerwein, Markus; Kielblock, Stephan
Journal Article
| In: Psychologie in Erziehung und Unterricht | 2020
40591 Endnote
Author(s):
Gaiser, Johanna M.; Sauerwein, Markus; Kielblock, Stephan
Title:
Außerunterrichtliche Lern- und Förderarrangements an Ganztagsschulen. Bundesweite Trendanalysen und vertiefende Fallstudien
In:
Psychologie in Erziehung und Unterricht, 67 (2020) 4, S. 243-261
DOI:
10.2378/peu2020.art23d
URL:
https://reinhardt-journals.de/index.php/peu/article/view/152995/0
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Deutschland; Ganztagsschule; Außerunterrichtliche Aktivität; Bildungsangebot; Ganztagsbetreuung; Lernen; Schüler; Förderung; Hausaufgabe; Unterstützung; Schulform; Sekundarbereich; Lehrer; Schulleiter; Befragung; Fallstudie
Abstract:
Durch erweiterte Zeitfenster haben Ganztagsschulen die Möglichkeit, außerunterrichtliche Lern- und Unterstützungsangebote von Schülerinnen und Schülern anders zu orchestrieren. Durch die Auswertung von repräsentativen Trenddaten einer bundesweiten Schulleitungsbefragung (N=3509) können drei unterschiedliche Klassen der Organisation von Lern- und Förderangeboten an Ganztagsschulen gefunden werden. Zu diesen drei Klassen wird jeweils eine Fallstudie präsentiert, die ein vertiefendes Verständnis des jeweiligen Lern- und Förderarrangements ermöglicht. Neben Schulen, die sich im Kern auf die Hausaufgabenbetreuung fokussieren (singuläres Arrangement), gibt es auch Schulen, die zusätzlich eine größere Bandbreite an Lern- und Förderangeboten bereithalten. Hier erscheint eine inhaltlich-konzeptionelle Vernetzung mit anderen Lern- und Förderangeboten schwierig umzusetzen (paralleles Arrangement). Die dritte Klasse von Schulen sind solche, die ein breites Lern- und Förderangebot mit Lernzeiten kombinieren, wobei sich in der Fallstudie besondere Möglichkeiten einer Vernetzung der unterschiedlichen Lern- und Förderangebote zeigten (vernetztes Arrangement). (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Open science practices in higher education. Discussion of survey results from research and teaching […]
Heck, Tamara; Peters, Isabella; Mazarakis, Athanasios; Scherp, Ansgar; Blümel, Ina
Journal Article
| In: Education for Information | 2020
39841 Endnote
Author(s):
Heck, Tamara; Peters, Isabella; Mazarakis, Athanasios; Scherp, Ansgar; Blümel, Ina
Title:
Open science practices in higher education. Discussion of survey results from research and teaching staff in Germany
In:
Education for Information, 36 (2020) 3, S. 301-323
DOI:
10.3233/EFI-190272
URN:
urn:nbn:de:0111-dipfdocs-190330
URL:
http://www.dipfdocs.de/volltexte/2020/19033/pdf/Heck_2020_Open_Science_in_Higher_Education_Preprint_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Open Science; Open Educational Resources; Hochschullehre; Hochschullehrer; Offenes Lernen; Praxis; Befragung; Online; Empirische Untersuchung; Empfehlung; Deutschland
Abstract (english):
Aspects of open science and scholarly practices are often discussed with a focus on research and research dissemination processes. There is currently less discussion on open science and its influence on learning and teaching in higher education, and reversely. This paper discusses open science in relation to educational practices and resources and reports on a study to investigate current educational practices from the perspective of open science. We argue that offering students opportunities via open educational practices raises their awareness of future open science goals and teaches them the skills needed to reach those goals. We present online survey results from 210 participants with teaching responsibility at higher education institutions in Germany. While some of them try to establish more open learning and teaching settings, the majority applies rather traditional ways of learning and teaching. 60 % do not use open educational resources - many have not even heard of them - nor do they make their courses open for an online audience. Participants' priority lies in resource accuracy and quality and we still see a gap between the benefit of open practices and their practicability and applicability. The paper contributes to the general discussion of open practices in higher education by looking at open science practices and their adaptation into the learning and teaching environment. It formulates recommendations for improvements of open practice support and infrastructure. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Effects of student composition in school on young adults' educational pathways
Keyserlingk, Luise von; Becker, Michael; Jansen, Malte; Maaz, Kai
Journal Article
| In: Journal of Educational Psychology | 2020
40922 Endnote
Author(s):
Keyserlingk, Luise von; Becker, Michael; Jansen, Malte; Maaz, Kai
Title:
Effects of student composition in school on young adults' educational pathways
In:
Journal of Educational Psychology, 112 (2020) 6, S. 1261-1272
DOI:
10.1037/edu0000411
URL:
https://doi.apa.org/doiLanding?doi=10.1037%2Fedu0000411
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schüler; Zusammensetzung; Sekundarbereich; Wirkung; Junger Erwachsener; Bildungsbiografie; Bildungserfolg; Einflussfaktor; Fähigkeit; Selbstkonzept; Schülerleistung; Sozioökonomische Lage; Schuljahr 12; Hochschulbildung; Hochschulabschluss; Befragung; Fragebogen; Leistungstest; Panel; Längsschnittuntersuchung; Strukturgleichungsmodell; Faktorenanalyse; Empirische Untersuchung; Deutschland
Abstract (english):
Which factors help young adults choose educational pathways leading to higher educational attainment? Academic self-concept (ASC), achievement, and socioeconomic background have all been found to be important predictors of postsecondary educational choices and success. Although research has shown that student composition in secondary school may affect some of these predictors, only a few studies (mostly from the United States) have investigated the effects of student composition on postsecondary educational outcomes. The results showed that students with similar individual achievement had lower postsecondary educational attainment if they graduated from secondary schools with higher mean achievement. It has been proposed that social comparison processes explain this negative context effect (big-fish-little-pond effect [BFLPE]). In contrast, students with the same individual socioeconomic status (SES) had higher postsecondary educational attainment if they graduated from secondary schools with a higher mean SES. In the present study, we investigated the effects of achievement-related and socioeconomic student composition on subsequent educational outcomes using data from a longitudinal study in Germany. Contrary to previous studies, our results showed that student composition had little relevance for later educational pathways. There was a small, long-lasting, indirect BFLPE of achievement-related composition in secondary school on postsecondary educational outcomes through students' ASC. Furthermore, individual SES was strongly related to postsecondary educational outcomes, whereas being in an academic-track school with a higher or lower mean SES was not relevant for postsecondary educational pathways.
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Die Entwicklung multiprofessioneller Kooperation an Ganztagsschulen aus der Perspektive von […]
Kielblock, Stephan; Reinert, Martin; Gaiser, Johanna M.
Journal Article
| In: Journal for Educational Research Online | 2020
39968 Endnote
Author(s):
Kielblock, Stephan; Reinert, Martin; Gaiser, Johanna M.
Title:
Die Entwicklung multiprofessioneller Kooperation an Ganztagsschulen aus der Perspektive von Expertinnen und Experten
In:
Journal for Educational Research Online, 12 (2020) 1, S. 47-66
DOI:
10.25656/01:19118
URN:
urn:nbn:de:0111-pedocs-191181
URL:
https://www.pedocs.de/frontdoor.php?source_opus=19118
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Ganztagsschule; Lehrpersonal; Profession; Vielfalt; Kooperation; Schulentwicklung; Expertenbefragung; Inhaltsanalyse; Qualitative Analyse; Qualitative Forschung; Deutschland
Abstract:
Die vorliegende Studie geht davon aus, dass die Verbesserung der multiprofessionellen Kooperation zum Kernanliegen der Ganztagsschulentwicklung gehört. Die Bandbreite an Forschungsergebnissen in diesem Bereich hat in den letzten Jahren erheblich zugenommen und mittlerweile wird eine Vielzahl an Aspekten der ganztagsschulischen Praxis als relevant für die Entwicklung von Kooperation angesehen. Um deutlicher hervorheben zu können, welche dieser Aspekte von praktischer Bedeutung sind, wurden Schulentwicklungsexpertinnen und -experten mehrfach dazu befragt, wie - aus ihrer Sicht - die multiprofessionelle Kooperation an Ganztagsschulen entwickelt werden kann. Die Auswertung dieses Expertinnen- und Expertenwissens mittels Qualitativer Inhaltsanalyse (Mayring) ergab sechs Kategorien: pädagogische Akteure, pädagogische Arbeit im Team, schriftliche Vereinbarungen, raum-zeitliche Schnittstellen, Kontextmerkmale sowie Routinen des grundständigen Informationsaustauschs. (DIPF/Orig.)
Abstract (english):
The present study starts at the assumption that developing all-day schools is only possible, if multiprofessional collaboration amongst practitioners with different backgrounds is developed. A vast range of empirical studies is available, yet, it seems that studies have emphasized nearly all aspects of all-day schools as being of major importance for developing better collaboration amongst practitioners from different backgrounds. In order to extract the relevant factors, this study investigated experts on school development. These experts have been asked how multiprofessional collaboration can be developed and their answers were analyzed using Content Analysis (Mayring). As a result, six major categories could be extracted from the data: pedagogical practitioners, pedagogical team-practices, written agreements, space and time for collaboration, context, and routines of exchanging information. These aspects are described and discussed. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
From music making to affective well-being in everyday life. The mediating role of need satisfaction
Koehler, Friederike; Neubauer, Andreas B.
Journal Article
| In: Psychology of Aesthetics, Creativity, and the Arts | 2020
39212 Endnote
Author(s):
Koehler, Friederike; Neubauer, Andreas B.
Title:
From music making to affective well-being in everyday life. The mediating role of need satisfaction
In:
Psychology of Aesthetics, Creativity, and the Arts, 14 (2020) 4, S. 493-505
DOI:
10.1037/aca0000261
URN:
urn:nbn:de:0111-pedocs-230916
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-230916
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Musik; Wirkung; Gesundheit; Wohlbefinden; Singen; Musikinstrument; Zufriedenheit; Emotionaler Zustand; Selbstkompetenz; Musiktherapie; Tagesablauf; Tagebuch; Selbstbestimmung; Messverfahren; Befragung; Strukturgleichungsmodell; Deutschland
Abstract (english):
How music can provide a pathway to affective well-being has mostly been investigated with regard to listening to music or music therapy. Comparatively, less is known about the effects of active music making on well-being in everyday life or its underlying mechanisms. Self-Determination Theory emphasizes the importance of fulfillment of the needs for autonomy, competence, and relatedness for well-being and offers a valuable framework for explaining the postulated link between music making and well-being. In the present daily diary study, 1,042 hobby musicians (age range 13 to 82 years; 65.3% female) completed online assessments of their music making, need fulfillment, and positive and negative affect each day for 10 consecutive days. Results showed that need satisfaction and positive affect were higher, while need dissatisfaction and negative affect were lower on days when participants reported music making. Multilevel structural equation models indicated that the effect of music making on positive affect was mediated by satisfaction of all three needs, with statistically significant indirect effects via autonomy and competence at both the within- and between person level, and relatedness only at the between-person level. There were no statistically significant mediation effects for negative affect. This study is the first to provide evidence for higher affective well-being of hobby musicians on days of music making. Results further suggest satisfaction of basic psychological needs as a mediating mechanism and emphasize the importance to distinguish between indicators of positive functioning (positive affect, need satisfaction) and negative functioning (negative affect, need dissatisfaction). (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
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