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(Personen: "Schmiedek," und "Florian")
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Self-regulation prompts promote the achievement of learning goals - but only briefly. Uncovering […]
Breitwieser, Jasmin; Neubauer, Andreas B; Schmiedek, Florian; Brod, Garvin
Journal Article
| In: Learning and Instruction | 2022
42051 Endnote
Author(s):
Breitwieser, Jasmin; Neubauer, Andreas B; Schmiedek, Florian; Brod, Garvin
Title:
Self-regulation prompts promote the achievement of learning goals - but only briefly. Uncovering hidden dynamics in the effects of a psychological intervention
In:
Learning and Instruction, 80 (2022) , S. 101560
DOI:
10.1016/j.learninstruc.2021.101560
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0959475221001195
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract (english):
Most psychological interventions have to be administered repeatedly to be effective, but what is the optimal frequency? The answer will depend on how quickly the effects build up and wear off between intervention prompts. We investigated these temporal dynamics in a popular self-regulation intervention: implementation intentions. We combined a novel intervention design with objective high-resolution data of students' learning success during 40 days of preparation for an exam. Students (n = 223) received intervention prompts on half of the days, alternating between 2 and 3 consecutive days of prompting and no-prompting. These students outperformed a no-prompt control group (n = 116) in the final exam (d = 0.21). However, the beneficial effect of prompting on learning success increased over consecutive days of prompting and decreased when prompting was discontinued. These results suggest that the beneficial effects of self-regulation prompts on learning success are highly volatile and might benefit from regular repetitions. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Integrating state dynamics and trait change. A tutorial using the example of stress reactivity and […]
Brose, Annette; Neubauer, Andreas B.; Schmiedek, Florian
Journal Article
| In: European Journal of Personality | 2022
41321 Endnote
Author(s):
Brose, Annette; Neubauer, Andreas B.; Schmiedek, Florian
Title:
Integrating state dynamics and trait change. A tutorial using the example of stress reactivity and change in well-being
In:
European Journal of Personality, 36 (2022) 2, S. 180-199
DOI:
10.1177/08902070211014055
URL:
https://journals.sagepub.com/doi/10.1177/08902070211014055
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Mehrebenenanalyse; Stress; Reaktion; Wirkung; Wohlbefinden; Emotionaler Zustand; Veränderung; Persönlichkeitsmerkmal; Messverfahren; Methode; Modellierung; Simulation; Strukturgleichungsmodell; Regressionsanalyse
Abstract:
Recent theoretical accounts on the causes of trait change emphasize the potential relevance of states. In the same vein, reactions to daily stress have been shown to prospectively predict change in well-being, speaking for the proposition that state dynamics can be a precursor to long-term change in more stable individual-differences characteristics. A common analysis approach towards linking state dynamics such as stress reactivity and change in some more stable individual differences characteristic has been a two-step approach, modeling state dynamics and trait change separately. In this paper, we elaborate on one-step procedures to simultaneously model state dynamics and trait change, realized in the multilevel structural equation modeling framework. We highlight three distinct advantages over the two-step approach which pre-exists in the methodological literature, and we disseminate these advantages to a larger audience. We target a readership of substantive researchers interested in the relationships between state dynamics and traits or trait change, and we provide them with a tutorial style paper on state-of-the-art methods on these topics. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Academic motivation and emotions are experienced in learning situations, so let's study them. […]
Dietrich, Julia; Schmiedek, Florian; Möller, Julia
Journal Article
| In: Learning and Instruction | 2022
42838 Endnote
Author(s):
Dietrich, Julia; Schmiedek, Florian; Möller, Julia
Title:
Academic motivation and emotions are experienced in learning situations, so let's study them. Introduction to the special issue
In:
Learning and Instruction, 81 (2022) , S. 101623
DOI:
10.1016/j.learninstruc.2022.101623
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0959475222000445
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
The learning process is affected by manifold individual and contextual influences, among them motivation and emotion. Rather than being stable over time and the same under all circumstances, academic motivation and emotions vary and change in complex and dynamic ways. Understanding such processes requires research approaches that capture students' inthe-moment experiences with situation-specific assessments. This endeavor is at the core of the present Special Issue. Based on intensive longitudinal data, the articles aim to shed light on the situational impact on students' motivational and emotional experiences and behavior. This introduction summarizes reasons why situational assessments and situation-aware analyses are needed and points out the challenges accompanying such situation-focused methods. As an avenue for future method and theory development, we then propose integrating some dynamic systems ideas when studying the short-term dynamics of emotions and motivation in learning situations. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Der wechselseitige Einfluss von Selbstkonzept und Leistung bei Grundschulkindern im Lichte […]
Ehm, Jan-Henning; Hasselhorn, Marcus; Schmiedek, Florian
Journal Article
| In: Zeitschrift für Pädagogische Psychologie | 2022
41007 Endnote
Author(s):
Ehm, Jan-Henning; Hasselhorn, Marcus; Schmiedek, Florian
Title:
Der wechselseitige Einfluss von Selbstkonzept und Leistung bei Grundschulkindern im Lichte verschiedener längsschnittlicher Analysemethoden
In:
Zeitschrift für Pädagogische Psychologie, 36 (2022) 4, S. 279-288
DOI:
10.1024/1010-0652/a000303
URL:
https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000303
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Grundschüler; Schuljahr 01; Schuljahr 02; Schuljahr 03; Selbstkonzept; Leistung; Mathematik; Beziehung; Reziprozität; Modell; Längsschnittuntersuchung; Deutschland
Abstract:
Der Zusammenhang zwischen dem akademischen Selbstkonzept und der Leistung wird als reziprok angesehen. Während eine große Anzahl von Studienergebnissen im Sinne einer bidirektionalen Beziehung interpretiert wurden, basieren bisherige Analysen zumeist auf Variationen des klassischen Cross-Lagged-Panel-Modells und beziehen oft nur einen Leistungsindikator in die Modelle mit ein. Ergebnisse basierend auf neueren Modellen, wie beispielsweise dem Random-Intercept Cross-Lagged Panel Model liegen bisher kaum vor. Das Ziel der vorliegenden Studie bestand darin, die längsschnittliche Beziehung zwischen Selbstkonzept und Leistung mit unterschiedlichen Modellen zu analysieren, um herauszufinden, ob die Modelle zu vergleichbaren Ergebnissen hinsichtlich der wechselseitigen Effekte kommen. Basierend auf einer Stichprobe von 1952 Grundschulkindern von Klasse eins bis drei, ergaben sich deutliche Unterschiede. Während Effekte von der Leistung auf das Selbstkonzept in allen Modellen nachgewiesen werden konnten, ist die Evidenz für umgekehrte Effekte eher schwach. Die Ergebnisse werden vor dem Hintergrund theoretischer Annahmen und der Angemessenheit methodischer Verfahren zur Analyse von längschnittlichen Daten diskutiert. (DIPF/Orig.)
Abstract (english):
The association between academic self-concept and achievement is assumed to be reciprocal. Although a large amount of research has been interpreted as demonstrating a bidirectional association, these results are typically based on variants of the classical cross-lagged panel model and often include only one achievement indicator in the models. Results with more recently developed methodological approaches, for example, the random-intercept cross-lagged panel model, are hardly found so far. The present study aimed to test the association between math self-concept and math achievement with different models to evaluate whether positive cross effects can be demonstrated with the alternative models. Drawing on a sample of 1952 elementary students from Grade 1 to Grade 3, results of structural equation modeling yielded noticeable differences. While effects of achievement on self-concept can be demonstrated in all models, the evidence for the reverse effects is rather weak. The results are discussed with regard to the theoretical assumptions and appropriate methodological approaches. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Daily fluctuations in children's working memory accuracy and precision. Variability at multiple […]
Galeano-Keiner, Elena M.; Neubauer, Andreas B.; Irmer, Andrea; Schmiedek, Florian
Journal Article
| In: Cognitive Development | 2022
43063 Endnote
Author(s):
Galeano-Keiner, Elena M.; Neubauer, Andreas B.; Irmer, Andrea; Schmiedek, Florian
Title:
Daily fluctuations in children's working memory accuracy and precision. Variability at multiple time scales and links to daily sleep behavior and fluid intelligence
In:
Cognitive Development, 64 (2022) , S. 101260
DOI:
10.1016/j.cogdev.2022.101260
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0885201422001083?via%3Dihub
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Children often experience better and worse days when performing cognitive tasks. Whether such fluctuations are systematic and how they are linked to fluctuations at faster time scales within days is less clear. To fill these gaps, we probed N = 108 fifth graders on WM tasks twice daily in morning and afternoon sessions, and also assessed nightly sleep behavior, over a period of four weeks using ambulatory assessment. Children systematically fluctuated in their recall of visuospatial and numerical information in WM across multiple time scales. These fluctuations showed consistencies but also discrepancies among each other. Especially, fast variability of memory precision across moments was related to load and fluid intelligence. Daily WM accuracy was positively coupled to sleep quality, but only in a subset of children with larger daily WM fluctuations. We propose that short-term WM fluctuations and their couplings to other time-varying constructs could help to explain long-term cognitive development. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Stressor anticipation and subsequent affective well-being. A link potentially explained by […]
Kramer, Andrea C.; Neubauer, Andreas B.; Scott, Stacey B.; Schmiedek, Florian; […]
Journal Article
| In: Emotion | 2022
40751 Endnote
Author(s):
Kramer, Andrea C.; Neubauer, Andreas B.; Scott, Stacey B.; Schmiedek, Florian; Sliwinski, Martin J.; Smyth, Joshua M.
Title:
Stressor anticipation and subsequent affective well-being. A link potentially explained by perseverative cognitions
In:
Emotion, 22 (2022) 8, S. 1787-1800
DOI:
10.1037/emo0000954
URL:
https://doi.apa.org/record/2021-21141-001
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract (english):
Anticipatory stress can prospectively and negatively influence diverse outcomes, including cognitive performance and emotional well-being. It has been suggested that perseverative cognitions (e.g., worry, rumination) during the anticipation period constitute a key mechanism driving these effects. The present study investigated the temporal dynamics among stressor anticipation, perseverative cognitions and affective well-being. To accurately test the suggested mechanism, we focused on how these dynamics unfold within individuals over time. To that end, we analyzed data from an ecological momentary assessment study in an ethnically diverse sample (N = 243, 25-65 year olds, 68.7% Hispanic or non-Hispanic Black; 14 days, 5 measurement occasions per day) using dynamic structural equation modeling. Anticipating an upcoming stressor was linked to higher levels of perseverative cognitions approximately three hours later. At times when individuals reported higher levels of recent perseverative cognitions than typical for them, they also reported higher levels of negative affect and lower levels of positive affect. Mediational modeling indicated that perseverative cognitions accounted for the persistent effects of previous stressor anticipation on negative as well as positive affect several hours later. These findings suggest that perseverative cognitions may play an important role in explaining the detrimental effects of stress anticipation on subsequent emotional well-being.
DIPF-Departments:
Bildung und Entwicklung
Between-person and within-person associations of sleep and working memory in the everyday lives of […]
Lücke, Anna J.; Wrzus, Cornelia; Gerstorf, Denis; Kunzmann, Ute; Katzorreck, Martin; […]
Journal Article
| In: Sleep | 2022
42563 Endnote
Author(s):
Lücke, Anna J.; Wrzus, Cornelia; Gerstorf, Denis; Kunzmann, Ute; Katzorreck, Martin; Schmiedek, Florian; Hoppmann, Christiane; Schilling, Oliver K.
Title:
Between-person and within-person associations of sleep and working memory in the everyday lives of old and very old adults: Initial level, learning, and variability.
In:
Sleep, 45 (2022) 1, S. zsab279
DOI:
10.1093/sleep/zsab279
URL:
https://academic.oup.com/sleep/article-abstract/45/1/zsab279/6433636
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Study Objectives: Sleep duration affects various aspects of cognitive performance, such as working-memory and learning, among children and adults. However, it remains open, whether similar or even stronger associations exist in old and very old age when changes in sleep and cognitive decrements are common. Methods: Using repeated daily-life assessments from a sample of 121 young-old (66-69 years old) and 39 old-old adults (84-90 years old), we assessed links between sleep duration and different aspects of working-memory (initial level, practice-related learning, and residualized variability) between and within persons. Participants reported their sleep durations every morning and performed a numerical working-memory updating task six times a day for seven consecutive days. Results: Both people who slept longer and those who slept shorter than the sample average showed lower initial performance levels, but a stronger increase of WM over time (i.e. larger learning effects), relative to people with average sleep. Sleep duration did not predict performance variability. Within-person associations were found for people sleeping relatively little on average: For them, working-memory performance was lower on days with shorter than average sleep, yet higher on days with longer than average sleep. Except for lower initial levels of working-memory in old-old adults, no differences between young-old and old-old adults were observed. Conclusion: We conclude that sufficient sleep remains important for working-memory performance in older adults and that it is relevant to include different aspects of working-memory performance, because effects differed for initial performance and learning. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Assessing domain-general need fulfillment in children and adults. Introducing the general need […]
Neubauer, Andreas B.; Kramer, Andrea C.; Schmiedek, Florian
Journal Article
| In: Psychological Assessment | 2022
43335 Endnote
Author(s):
Neubauer, Andreas B.; Kramer, Andrea C.; Schmiedek, Florian
Title:
Assessing domain-general need fulfillment in children and adults. Introducing the general need satisfaction and frustration scale
In:
Psychological Assessment, 34 (2022) 11, S. 1022-1035
DOI:
10.1037/pas0001169
URL:
https://psycnet.apa.org/record/2022-97312-001
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Fulfillment of basic psychological needs has been postulated to be essential for mental health across the human life span. So far, validated domain-general instruments using the same items to assess these constructs in different age groups are lacking. To close this gap, we introduce the General Need Satisfaction and Frustration scale, a multidimensional instrument to capture fulfillment of the basic psychological needs for autonomy, competence, and relatedness in children and adults. The factor structure and correlates of this new instrument are examined in two cross-sectional studies with children (N = 185, age range = 7-14) and adults (N = 380, age range = 18-77), and one ambulatory assessment study with children (N = 84, age range = 8-10). Confirmatory factor analyses suggest adequate fit of the postulated six-dimensional measurement model (three needs, each split into satisfaction and frustration). Need satisfaction was linked to higher well-being, and need frustration was linked to higher ill-being in both children and adults. Findings suggest that the instrument introduced in this work is suitable to capture between-person differences as well as day-to-day fluctuations in the fulfillment of the basic needs for autonomy, competence, and relatedness in children and adults. The measurement instrument therefore is a useful tool to capture core ingredients for mental health in samples across a broad range of the human life span. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Dynamic reciprocal relations of achievement goal goals with daily experiences of academic success […]
Neubauer, Andreas B.; Schmidt, Andrea; Schmiedek, Florian; Dirk, Judith
Journal Article
| In: Learning and Instruction | 2022
42666 Endnote
Author(s):
Neubauer, Andreas B.; Schmidt, Andrea; Schmiedek, Florian; Dirk, Judith
Title:
Dynamic reciprocal relations of achievement goal goals with daily experiences of academic success and failure. An ambulatory assessment study
In:
Learning and Instruction, 81 (2022) , S. 101617
DOI:
10.1016/j.learninstruc.2022.101617
URL:
https://www.sciencedirect.com/science/article/pii/S095947522200038X?via%3Dihub
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Abstract:
Achievement goals have been linked to achievement in various educational settings. The present work explored day-to-day variations in achievement goals (mastery, performance-approach, performance-avoidance) and their associations with daily experiences of academic success and failure. Ambulatory assessment data from 108 students in Grade 5 were collected, with daily assessments of achievement goals in the morning and end-of-day reports of academic success and failure. Dynamic structural equation models revealed reciprocal within-person effects between mastery goals and academic success. Academic success was further associated with higher mastery and performance-approach goals in the next morning. Academic failure was linked to both performance goals, though this association was not robust in all sensitivity analyses. Higher average daily academic success and lower average academic failure were linked to better academic achievement one year later. Findings suggest meaningful within-person dynamics among goals and daily academic success and failure. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Health sensitivity in the daily lives of younger and older adults. Correlates and longer-term […]
Potter, Sophie; Gerstorf, Denis; Schmiedek, Florian; Drewelies, Johanna; Wolff, Julia K.; […]
Journal Article
| In: Aging & Mental Health | 2022
42748 Endnote
Author(s):
Potter, Sophie; Gerstorf, Denis; Schmiedek, Florian; Drewelies, Johanna; Wolff, Julia K.; Brose, Annette
Title:
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
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
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 sensitivit 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-Departments:
Bildung und Entwicklung
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