[{"publication":"HLZ – Herausforderung Lehrer*innenbildung","abstract":[{"text":"Emotionen und der Umgang mit Emotionen sind besonders für angehende Lehrkräfte von hoher Bedeutsamkeit. Die Fähigkeit von angehenden Lehrkräften, aktiv mit ihren Emotionen umzugehen, bildet einen entscheidenden Faktor für die Entwicklung von Lehrprofessionalität sowie für die psychische Gesundheit im künftigen Beruf. Der Umgang von angehenden Lehrkräften mit Emotionen wurde in der Lehrkräftebildung bislang nur eingeschränkt bzw. punk-tuell aufgegriffen. Das Praxissemester stellt eine Phase der Lehrkräftebildung dar, die aufgrund der neuen Herausforderungen und Aufgaben für die Studierenden stark emotionsgeladen sein kann. Die vorliegende Tagebuchstudie untersucht spezifische emotionsauslösende Situationen im Berufsalltag von Praxissemesterstudierenden (n=10). In diesem Zusammenhang wurden zudem die Valenz (positiv – negativ) der erlebten Emotionen sowie die situationsspezifische Emotionsregulation untersucht. Die Praxissemesterstudierenden wurden instruiert, anzugeben, ob sie eine Emotion situationsspezifisch reguliert haben, indem sie diese kognitiv neu bewertet, expressiv unterdrückt oder frei herausgelassen haben. Insgesamt wurden 126 emotionsauslösende berufliche Situationen im Praxissemester genannt, welche sich in einen schulischen, (privat-)beruflichen und Ausbildungskontext unterteilen lassen. Die Praxissemesterstudierenden gaben an, mehr positive als negative Emotionen situationsspezifisch erlebt zu haben. Das freie Herauslassen von Emotionen wurde in den meisten Fällen als Emotionsregulationsstrategie eingesetzt.","lang":"ger"}],"keyword":["emtions","emotion regulation","Emotionsregulation","Emotion","Praxissemester","Lehrerbildung","Lehrer:innenbildung"],"language":[{"iso":"ger"}],"quality_controlled":"1","issue":"1","year":"2024","date_created":"2024-11-29T15:53:01Z","title":"Emotionales Erleben und Emotionsregulation von Studierenden im Praxissemester – Eine Tagebuchstudie","type":"journal_article","status":"public","_id":"57527","department":[{"_id":"208"}],"user_id":"71994","article_type":"original","publication_status":"published","intvolume":"         7","page":"451–468","citation":{"apa":"Will, A., &#38; Jenert, T. (2024). Emotionales Erleben und Emotionsregulation von Studierenden im Praxissemester – Eine Tagebuchstudie. <i>HLZ – Herausforderung Lehrer*innenbildung</i>, <i>7</i>(1), 451–468. <a href=\"https://doi.org/10.11576/HLZ-6300\">https://doi.org/10.11576/HLZ-6300</a>","mla":"Will, Alexander, and Tobias Jenert. “Emotionales Erleben und Emotionsregulation von Studierenden im Praxissemester – Eine Tagebuchstudie.” <i>HLZ – Herausforderung Lehrer*innenbildung</i>, vol. 7, no. 1, 2024, pp. 451–468, doi:<a href=\"https://doi.org/10.11576/HLZ-6300\">10.11576/HLZ-6300</a>.","bibtex":"@article{Will_Jenert_2024, title={Emotionales Erleben und Emotionsregulation von Studierenden im Praxissemester – Eine Tagebuchstudie}, volume={7}, DOI={<a href=\"https://doi.org/10.11576/HLZ-6300\">10.11576/HLZ-6300</a>}, number={1}, journal={HLZ – Herausforderung Lehrer*innenbildung}, author={Will, Alexander and Jenert, Tobias}, year={2024}, pages={451–468} }","short":"A. Will, T. Jenert, HLZ – Herausforderung Lehrer*innenbildung 7 (2024) 451–468.","chicago":"Will, Alexander, and Tobias Jenert. “Emotionales Erleben und Emotionsregulation von Studierenden im Praxissemester – Eine Tagebuchstudie.” <i>HLZ – Herausforderung Lehrer*innenbildung</i> 7, no. 1 (2024): 451–468. <a href=\"https://doi.org/10.11576/HLZ-6300\">https://doi.org/10.11576/HLZ-6300</a>.","ieee":"A. Will and T. Jenert, “Emotionales Erleben und Emotionsregulation von Studierenden im Praxissemester – Eine Tagebuchstudie,” <i>HLZ – Herausforderung Lehrer*innenbildung</i>, vol. 7, no. 1, pp. 451–468, 2024, doi: <a href=\"https://doi.org/10.11576/HLZ-6300\">10.11576/HLZ-6300</a>.","ama":"Will A, Jenert T. Emotionales Erleben und Emotionsregulation von Studierenden im Praxissemester – Eine Tagebuchstudie. <i>HLZ – Herausforderung Lehrer*innenbildung</i>. 2024;7(1):451–468. doi:<a href=\"https://doi.org/10.11576/HLZ-6300\">10.11576/HLZ-6300</a>"},"oa":"1","date_updated":"2024-11-29T15:56:27Z","volume":7,"author":[{"first_name":"Alexander","id":"38528","full_name":"Will, Alexander","last_name":"Will"},{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994","full_name":"Jenert, Tobias"}],"doi":"10.11576/HLZ-6300","main_file_link":[{"open_access":"1","url":"https://doi.org/10.11576/hlz-6300"}]},{"extern":"1","keyword":["Quantitative methods","Student learning","Emotion and Cognition","Social sciences","Higher education","Motivation and Emotion","Fear of Failure"],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4463","status":"public","abstract":[{"text":"Academic success in Higher Education is influenced by a number of different factors. This paper tackles the question if the individual levels of motivation, anxiety, enjoyment and self-efficacy, measured immediately before entering university, influence the probability of academic success. Former studies have shown an influence of the high school grade, the learning environment and motivational variables. They do not investigate, however, the individual levels of the mentioned constructs before the beginning of the studies. This research was conducted at the University of St. Gallen/Switzerland. The sample includes 695 first-year students who provided information about the individual level of the mentioned constructs. \r\nDescriptive statistics show that on average the students are highly motivated, have a high level of self-efficacy and are looking forward to their studies before their beginning. Yet, there are students who have a high level of fear of failure in the study in spite of their high motivation and self-efficacy. A logistic regression shows that there is a significant effect of fear of failure on the probability of study success. This paper shows that fear of failure can increase the probability of academic failure and thus become a self-fulfilling prophecy. It confirms fear as an important factor for academic success. Furthermore, other important factors for academic success, for example the high school grade, could be confirmed in this study","lang":"eng"}],"type":"conference","conference":{"end_date":"2015-08-29","location":"Zypern","name":"16th Biennial EARLI Conference for Research on Learning and Instruction","start_date":"2015-08-25"},"title":"The self-fulfilling prophecy of fear of academic failure","author":[{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"},{"first_name":"Tobias","full_name":"Jenert, Tobias","id":"71994","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert"},{"first_name":"Dietrich","last_name":"Wagner","full_name":"Wagner, Dietrich"}],"date_created":"2018-09-18T12:52:45Z","date_updated":"2022-01-06T07:01:05Z","citation":{"ieee":"T. Brahm, T. Jenert, and D. Wagner, “The self-fulfilling prophecy of fear of academic failure,” presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern, 2015.","chicago":"Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Self-Fulfilling Prophecy of Fear of Academic Failure,” 2015.","ama":"Brahm T, Jenert T, Wagner D. The self-fulfilling prophecy of fear of academic failure. In: ; 2015.","apa":"Brahm, T., Jenert, T., &#38; Wagner, D. (2015). The self-fulfilling prophecy of fear of academic failure. Presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern.","short":"T. Brahm, T. Jenert, D. Wagner, in: 2015.","bibtex":"@inproceedings{Brahm_Jenert_Wagner_2015, title={The self-fulfilling prophecy of fear of academic failure}, author={Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}, year={2015} }","mla":"Brahm, Taiga, et al. <i>The Self-Fulfilling Prophecy of Fear of Academic Failure</i>. 2015."},"year":"2015"},{"year":"2015","citation":{"apa":"Brahm, T., Wagner, D., &#38; Jenert, T. (2015). A person-centred approach to students’ transition into Higher Education. Presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern.","mla":"Brahm, Taiga, et al. <i>A Person-Centred Approach to Students’ Transition into Higher Education</i>. 2015.","bibtex":"@inproceedings{Brahm_Wagner_Jenert_2015, title={A person-centred approach to students’ transition into Higher Education}, author={Brahm, Taiga and Wagner, Dietrich and Jenert, Tobias}, year={2015} }","short":"T. Brahm, D. Wagner, T. Jenert, in: 2015.","ieee":"T. Brahm, D. Wagner, and T. Jenert, “A person-centred approach to students’ transition into Higher Education,” presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern, 2015.","chicago":"Brahm, Taiga, Dietrich Wagner, and Tobias Jenert. “A Person-Centred Approach to Students’ Transition into Higher Education,” 2015.","ama":"Brahm T, Wagner D, Jenert T. A person-centred approach to students’ transition into Higher Education. In: ; 2015."},"date_updated":"2022-01-06T07:01:05Z","author":[{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"first_name":"Dietrich","last_name":"Wagner","full_name":"Wagner, Dietrich"},{"last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","id":"71994","full_name":"Jenert, Tobias","first_name":"Tobias"}],"date_created":"2018-09-18T12:56:31Z","title":"A person-centred approach to students' transition into Higher Education","conference":{"name":"16th Biennial EARLI Conference for Research on Learning and Instruction","start_date":"2015-08-25","end_date":"2015-08-29","location":"Zypern"},"type":"conference","abstract":[{"lang":"eng","text":"A highly selective first study phase in many Swiss study programs leads to a rather competitive climate among students. However, the atmosphere at the university is an important factor for students' transition into Higher Education. An important question in this context is whether students' are equipped with different dispositions influencing how they cope with this transition. Other research has already shown that different groups of students can be identified regarding their student behavior. Yet, so far little is known about patterns of variables characterizing students, transitioning successfully. The paper takes advantage of a person-centered approach, i.e. the latent-class analysis, which makes it possible to identify groups of individuals, sharing common attributes. The research was conducted as a longitudinal study during their first year at a Swiss university. The return rate was about 67%, with 820 utilizable questionnaires at t1. Based on the analysis of students' anxiety, intrinsic motivation and self-efficacy, three distinct classes of students could be identified. The first class can be called the \"highly motivated and self-confident\" students. The second class is characterized by the same pattern, however, on a more intermediate level and the last class can be described as the \"least motivated and most anxious\" group of students. This study contributes to research and theory on students' transition into higher education and could be a first hint that students' experiences of this transition can vary substantially."}],"status":"public","_id":"4464","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"keyword":["Quantitative methods","Self-efficacy","Higher education","Motivation and Emotion"],"extern":"1"},{"citation":{"chicago":"Polevoy, Gleb, and Mathijs M. de Weerdt. “Improving Human Interaction in Crowdsensing.” In <i>Proceedings of the 2014 International Conference on Autonomous Agents and Multi-Agent Systems</i>, 1741–42. AAMAS ’14. Richland, SC: International Foundation for Autonomous Agents and Multiagent Systems, 2014.","ieee":"G. Polevoy and M. M. de Weerdt, “Improving Human Interaction in Crowdsensing,” in <i>Proceedings of the 2014 International Conference on Autonomous Agents and Multi-agent Systems</i>, 2014, pp. 1741–1742.","ama":"Polevoy G, de Weerdt MM. Improving Human Interaction in Crowdsensing. In: <i>Proceedings of the 2014 International Conference on Autonomous Agents and Multi-Agent Systems</i>. AAMAS ’14. Richland, SC: International Foundation for Autonomous Agents and Multiagent Systems; 2014:1741-1742.","short":"G. Polevoy, M.M. de Weerdt, in: Proceedings of the 2014 International Conference on Autonomous Agents and Multi-Agent Systems, International Foundation for Autonomous Agents and Multiagent Systems, Richland, SC, 2014, pp. 1741–1742.","mla":"Polevoy, Gleb, and Mathijs M. de Weerdt. “Improving Human Interaction in Crowdsensing.” <i>Proceedings of the 2014 International Conference on Autonomous Agents and Multi-Agent Systems</i>, International Foundation for Autonomous Agents and Multiagent Systems, 2014, pp. 1741–42.","bibtex":"@inproceedings{Polevoy_de Weerdt_2014, place={Richland, SC}, series={AAMAS ’14}, title={Improving Human Interaction in Crowdsensing}, booktitle={Proceedings of the 2014 International Conference on Autonomous Agents and Multi-agent Systems}, publisher={International Foundation for Autonomous Agents and Multiagent Systems}, author={Polevoy, Gleb and de Weerdt, Mathijs M.}, year={2014}, pages={1741–1742}, collection={AAMAS ’14} }","apa":"Polevoy, G., &#38; de Weerdt, M. M. (2014). Improving Human Interaction in Crowdsensing. In <i>Proceedings of the 2014 International Conference on Autonomous Agents and Multi-agent Systems</i> (pp. 1741–1742). Richland, SC: International Foundation for Autonomous Agents and Multiagent Systems."},"page":"1741-1742","year":"2014","place":"Richland, SC","publication_identifier":{"isbn":["978-1-4503-2738-1"]},"title":"Improving Human Interaction in Crowdsensing","author":[{"first_name":"Gleb","last_name":"Polevoy","full_name":"Polevoy, Gleb","id":"83983"},{"last_name":"de Weerdt","full_name":"de Weerdt, Mathijs M.","first_name":"Mathijs M."}],"date_created":"2020-08-06T15:21:35Z","date_updated":"2022-01-06T06:53:16Z","publisher":"International Foundation for Autonomous Agents and Multiagent Systems","status":"public","type":"conference","publication":"Proceedings of the 2014 International Conference on Autonomous Agents and Multi-agent Systems","extern":"1","language":[{"iso":"eng"}],"keyword":["dynamics","emotion modeling","negotiation","network interaction","shared effort game"],"series_title":"AAMAS '14","user_id":"83983","department":[{"_id":"63"},{"_id":"541"}],"_id":"17660"},{"extern":"1","language":[{"iso":"ger"}],"keyword":["Deutsche Vereinigung für Sportwissenschaft","Emotion","Forschungsprojekt","Hochleistungssport","Kognition","Kongress","Marketing","Massenveranstaltung","Motiv","Sportsoziologie","Sportverein","Steuerung","Struktur","Unterhaltung","Zuschauer","Zuschauerverhalten"],"series_title":"Steuerung im organisierten Sport : Jahrestagung der dvs-Sektion Sportsoziologie vom 25.-27. September 2006 in Paderborn","user_id":"96222","_id":"50465","status":"public","abstract":[{"lang":"ger","text":"Verf. geht der Frage nach, wie der Spitzensport sein Publikum gewinnt. Dabei stützt er sich auf Daten des Forschungsprojektes „Global Player – Local Hero. Der Sportverein zwischen Spitzensport, Publikumsbindung und Vermarktung“, das an der Universität Bielefeld durchgeführt wurde. Auf der Basis der soziologischen Systemtheorie wird zunächst erläutert, wie das Publikum in das Sportsystem eingegliedert wird. Anschließend stellt Verf. die Aspekte „Emotionserleben“, Identifikation und Gemeinschaft“ sowie „Sportliche Attraktion und Unterhaltung“ als Dimensionen der Publikumsbindung dar, bevor am Beispiel der Dimension „Emotionserleben“ die Seite des Spitzensports in den Blick genommen und erklärt wird, wie dieser als soziales System Ereignisse und Strukturen erzeugt, an denen die Zuschauer mit ihren individuellen Motiven anschließen können. Mit dem Auslösen und Fördern von Ansteckungsprozessen, der Erzeugung und Justierung normativer und kognitiver Erwartungshaltungen und der Verstärkung der Identifikation und Bindung der Zuschauer werden drei zentrale Ansatzpunkte zur Steuerung kollektiver Emotionen für den Spitzensport abgeleitet. Messerschmidt\r\n\r\n"}],"type":"dissertation","title":"Spitzensport und Publikum. Theoretische Überlegungen zum Problem der Publikumsbindung.","date_created":"2024-01-11T16:57:44Z","author":[{"first_name":"Lars","last_name":"Riedl","full_name":"Riedl, Lars","id":"31513"}],"date_updated":"2024-02-01T08:33:14Z","publisher":"Czwalina (Verlag)","citation":{"ama":"Riedl L. <i>Spitzensport und Publikum. Theoretische Überlegungen zum Problem der Publikumsbindung.</i> Czwalina (Verlag); 2006:278-285.","ieee":"L. Riedl, <i>Spitzensport und Publikum. Theoretische Überlegungen zum Problem der Publikumsbindung.</i> Hamburg: Czwalina (Verlag), 2006, pp. 278–285.","chicago":"Riedl, Lars. <i>Spitzensport und Publikum. Theoretische Überlegungen zum Problem der Publikumsbindung.</i> Steuerung im organisierten Sport : Jahrestagung der dvs-Sektion Sportsoziologie vom 25.-27. September 2006 in Paderborn. Hamburg: Czwalina (Verlag), 2006.","apa":"Riedl, L. (2006). <i>Spitzensport und Publikum. Theoretische Überlegungen zum Problem der Publikumsbindung.</i> (pp. 278–285). Czwalina (Verlag).","mla":"Riedl, Lars. <i>Spitzensport und Publikum. Theoretische Überlegungen zum Problem der Publikumsbindung.</i> Czwalina (Verlag), 2006, pp. 278–85.","bibtex":"@book{Riedl_2006, place={Hamburg}, series={Steuerung im organisierten Sport : Jahrestagung der dvs-Sektion Sportsoziologie vom 25.-27. September 2006 in Paderborn}, title={Spitzensport und Publikum. Theoretische Überlegungen zum Problem der Publikumsbindung.}, publisher={Czwalina (Verlag)}, author={Riedl, Lars}, year={2006}, pages={278–285}, collection={Steuerung im organisierten Sport : Jahrestagung der dvs-Sektion Sportsoziologie vom 25.-27. September 2006 in Paderborn} }","short":"L. Riedl, Spitzensport und Publikum. Theoretische Überlegungen zum Problem der Publikumsbindung., Czwalina (Verlag), Hamburg, 2006."},"page":"278-285","place":"Hamburg","year":"2006","publication_status":"published"}]