---
_id: '46933'
abstract:
- lang: eng
text: AbstractGroup work can increase individual
effort, performance, and positive affect, if group members perceive their own
contribution as indispensable for the group product. A vignette methodology was
applied to investigate whether group work may also reduce procrastination. The
vignettes described a typical academic assignment, while varying the task structure
(individual work vs. conjunctive group work vs. additive group work) and group
member ability (high vs. low). For each vignette, student participants (N = 443)
provided ratings on their perceived indispensability, procrastination of the assignment,
and affect. When group member ability was high, procrastination was lower in additive
group work as compared to individual work. When group member ability was low,
procrastination was lower in conjunctive group work as compared to both individual
work and additive group work. As predicted, perceived indispensability mediated
the difference in procrastination between conjunctive and additive group work.
Moderation analyses further revealed that the effects were more pronounced for
high trait procrastinators. Further, both types of group work led to increases
in task-related positive affect as compared to individual work. By demonstrating
the relevance of group work as a social factor, the results should be useful for
the extension of existing programs targeting procrastination, and may inspire
measures for preventing procrastination by changes in the study environment.
article_type: original
author:
- first_name: Markus
full_name: Koppenborg, Markus
last_name: Koppenborg
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
- first_name: Joachim
full_name: Hüffmeier, Joachim
last_name: Hüffmeier
citation:
ama: 'Koppenborg M, Klingsieck KB, Hüffmeier J. Conjunctive and additive group work
reduce academic procrastination: insights from a vignette study. Current Psychology.
Published online 2023. doi:10.1007/s12144-023-04294-w'
apa: 'Koppenborg, M., Klingsieck, K. B., & Hüffmeier, J. (2023). Conjunctive
and additive group work reduce academic procrastination: insights from a vignette
study. Current Psychology. https://doi.org/10.1007/s12144-023-04294-w'
bibtex: '@article{Koppenborg_Klingsieck_Hüffmeier_2023, title={Conjunctive and additive
group work reduce academic procrastination: insights from a vignette study}, DOI={10.1007/s12144-023-04294-w},
journal={Current Psychology}, publisher={Springer Science and Business Media LLC},
author={Koppenborg, Markus and Klingsieck, Katrin B. and Hüffmeier, Joachim},
year={2023} }'
chicago: 'Koppenborg, Markus, Katrin B. Klingsieck, and Joachim Hüffmeier. “Conjunctive
and Additive Group Work Reduce Academic Procrastination: Insights from a Vignette
Study.” Current Psychology, 2023. https://doi.org/10.1007/s12144-023-04294-w.'
ieee: 'M. Koppenborg, K. B. Klingsieck, and J. Hüffmeier, “Conjunctive and additive
group work reduce academic procrastination: insights from a vignette study,” Current
Psychology, 2023, doi: 10.1007/s12144-023-04294-w.'
mla: 'Koppenborg, Markus, et al. “Conjunctive and Additive Group Work Reduce Academic
Procrastination: Insights from a Vignette Study.” Current Psychology, Springer
Science and Business Media LLC, 2023, doi:10.1007/s12144-023-04294-w.'
short: M. Koppenborg, K.B. Klingsieck, J. Hüffmeier, Current Psychology (2023).
date_created: 2023-09-09T15:38:59Z
date_updated: 2023-11-08T08:26:49Z
department:
- _id: '426'
doi: 10.1007/s12144-023-04294-w
keyword:
- General Psychology
language:
- iso: eng
publication: Current Psychology
publication_identifier:
issn:
- 1046-1310
- 1936-4733
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Conjunctive and additive group work reduce academic procrastination: insights
from a vignette study'
type: journal_article
user_id: '14931'
year: '2023'
...
---
_id: '48516'
abstract:
- lang: eng
text: Recruitment contexts such as STEM professorships promote clearly defined selection
criteria and objective assessment. We illuminate in these contexts, the subjective
interpretation of seemingly objective criteria and gendered arguments in discussions
of applicants. Additionally, we explore gender bias despite comparable applicant
profiles investigating how specific success factors lead to selection recommendations
for male and female applicants. Implementing a mixed methods approach, we aim
to highlight the influence of heuristics, stereotyping, and signaling in applicant
assessments. We interviewed 45 STEM professors. They answered qualitative open-ended
interview questions, and evaluated hypothetical applicant profiles, qualitatively
and quantitatively. The applicant profiles enabled a conjoint experiment with
different applicant attributes varied across the profiles (i.e., publications,
willingness to cooperate, network recommendation, and applicant gender), the interviewees
indicating scores of selection recommendation while thinking aloud. Our findings
reveal gendered arguments, i.e., questioning women potentially fueled by a perception
of women’s exceptional status and perceived self-questioning of women. Furthermore,
they point to gender-independent and gender-dependent success patterns, thereby
to potential success factors particularly for female applicants. We contextualize
and interpret our quantitative findings in light of professors’ qualitative statements.
author:
- first_name: Regina
full_name: Dutz, Regina
last_name: Dutz
- first_name: Sylvia
full_name: Hubner-Benz, Sylvia
id: '100407'
last_name: Hubner-Benz
- first_name: Franziska
full_name: Emmerling, Franziska
last_name: Emmerling
- first_name: Claudia
full_name: Peus, Claudia
last_name: Peus
citation:
ama: Dutz R, Hubner-Benz S, Emmerling F, Peus C. Sure you are ready? Gendered arguments
in recruitment for high-status positions in male-dominated fields. Frontiers
in Psychology. 2023;13. doi:10.3389/fpsyg.2022.958647
apa: Dutz, R., Hubner-Benz, S., Emmerling, F., & Peus, C. (2023). Sure you are
ready? Gendered arguments in recruitment for high-status positions in male-dominated
fields. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.958647
bibtex: '@article{Dutz_Hubner-Benz_Emmerling_Peus_2023, title={Sure you are ready?
Gendered arguments in recruitment for high-status positions in male-dominated
fields}, volume={13}, DOI={10.3389/fpsyg.2022.958647},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Dutz,
Regina and Hubner-Benz, Sylvia and Emmerling, Franziska and Peus, Claudia}, year={2023}
}'
chicago: Dutz, Regina, Sylvia Hubner-Benz, Franziska Emmerling, and Claudia Peus.
“Sure You Are Ready? Gendered Arguments in Recruitment for High-Status Positions
in Male-Dominated Fields.” Frontiers in Psychology 13 (2023). https://doi.org/10.3389/fpsyg.2022.958647.
ieee: 'R. Dutz, S. Hubner-Benz, F. Emmerling, and C. Peus, “Sure you are ready?
Gendered arguments in recruitment for high-status positions in male-dominated
fields,” Frontiers in Psychology, vol. 13, 2023, doi: 10.3389/fpsyg.2022.958647.'
mla: Dutz, Regina, et al. “Sure You Are Ready? Gendered Arguments in Recruitment
for High-Status Positions in Male-Dominated Fields.” Frontiers in Psychology,
vol. 13, Frontiers Media SA, 2023, doi:10.3389/fpsyg.2022.958647.
short: R. Dutz, S. Hubner-Benz, F. Emmerling, C. Peus, Frontiers in Psychology 13
(2023).
date_created: 2023-10-27T12:38:23Z
date_updated: 2023-10-27T12:42:24Z
doi: 10.3389/fpsyg.2022.958647
intvolume: ' 13'
keyword:
- General Psychology
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: Sure you are ready? Gendered arguments in recruitment for high-status positions
in male-dominated fields
type: journal_article
user_id: '100407'
volume: 13
year: '2023'
...
---
_id: '49899'
abstract:
- lang: eng
text: This research aimed to understand the role of after-school sports
programs in social inclusion processes in culturally diverse contexts through
a multicase study within two locations. The first location was in Spain where
immigrant and Spanish students were enrolled, and the other was in Chile with
Mapuche-Huilliche students, immigrant and Chilean students. The implemented programs
at both sites were similar in their educational focus on socio-educational values,
and teaching models (hybridization of teaching games for understanding and cooperative
learning) that enhance social inclusion. Using individual and group interviews
with teachers, sports coordinators, parents, and students, a qualitative approach
was used to identify the factors that facilitate or hinder the social inclusion
processes. In addition, the researchers used qualitative observations of the programs
over six months using “notes logbook” to record their impressions during the observation
process. Results indicated that the implemented sports programs successfully facilitated
social inclusion processes, enabling the development of interpersonal skills and
relationships between students from different cultural backgrounds. The previous
training and experiences of teachers in culturally diverse contexts, and incorporation
of traditional sporting games from all cultures, seems to be an important facilitator
factor for the inclusion potential of the implemented programs.
author:
- first_name: Bastian
full_name: Carter-Thuillier, Bastian
last_name: Carter-Thuillier
- first_name: Víctor
full_name: López-Pastor, Víctor
last_name: López-Pastor
- first_name: Francisco
full_name: Gallardo-Fuentes, Francisco
last_name: Gallardo-Fuentes
- first_name: Juan
full_name: Carter-Beltran, Juan
last_name: Carter-Beltran
- first_name: Juan-Miguel
full_name: Fernández-Balboa, Juan-Miguel
last_name: Fernández-Balboa
- first_name: Pedro
full_name: Delgado-Floody, Pedro
last_name: Delgado-Floody
- first_name: Elke
full_name: Grimminger-Seidensticker, Elke
id: '85816'
last_name: Grimminger-Seidensticker
- first_name: Andrew
full_name: Sortwell, Andrew
last_name: Sortwell
citation:
ama: 'Carter-Thuillier B, López-Pastor V, Gallardo-Fuentes F, et al. After-school
sports programmes and social inclusion processes in culturally diverse contexts:
Results of an international multicase study. Frontiers in Psychology. 2023;14.
doi:10.3389/fpsyg.2023.1122362'
apa: 'Carter-Thuillier, B., López-Pastor, V., Gallardo-Fuentes, F., Carter-Beltran,
J., Fernández-Balboa, J.-M., Delgado-Floody, P., Grimminger-Seidensticker, E.,
& Sortwell, A. (2023). After-school sports programmes and social inclusion
processes in culturally diverse contexts: Results of an international multicase
study. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1122362'
bibtex: '@article{Carter-Thuillier_López-Pastor_Gallardo-Fuentes_Carter-Beltran_Fernández-Balboa_Delgado-Floody_Grimminger-Seidensticker_Sortwell_2023,
title={After-school sports programmes and social inclusion processes in culturally
diverse contexts: Results of an international multicase study}, volume={14}, DOI={10.3389/fpsyg.2023.1122362},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Carter-Thuillier,
Bastian and López-Pastor, Víctor and Gallardo-Fuentes, Francisco and Carter-Beltran,
Juan and Fernández-Balboa, Juan-Miguel and Delgado-Floody, Pedro and Grimminger-Seidensticker,
Elke and Sortwell, Andrew}, year={2023} }'
chicago: 'Carter-Thuillier, Bastian, Víctor López-Pastor, Francisco Gallardo-Fuentes,
Juan Carter-Beltran, Juan-Miguel Fernández-Balboa, Pedro Delgado-Floody, Elke
Grimminger-Seidensticker, and Andrew Sortwell. “After-School Sports Programmes
and Social Inclusion Processes in Culturally Diverse Contexts: Results of an International
Multicase Study.” Frontiers in Psychology 14 (2023). https://doi.org/10.3389/fpsyg.2023.1122362.'
ieee: 'B. Carter-Thuillier et al., “After-school sports programmes and social
inclusion processes in culturally diverse contexts: Results of an international
multicase study,” Frontiers in Psychology, vol. 14, 2023, doi: 10.3389/fpsyg.2023.1122362.'
mla: 'Carter-Thuillier, Bastian, et al. “After-School Sports Programmes and Social
Inclusion Processes in Culturally Diverse Contexts: Results of an International
Multicase Study.” Frontiers in Psychology, vol. 14, Frontiers Media SA,
2023, doi:10.3389/fpsyg.2023.1122362.'
short: B. Carter-Thuillier, V. López-Pastor, F. Gallardo-Fuentes, J. Carter-Beltran,
J.-M. Fernández-Balboa, P. Delgado-Floody, E. Grimminger-Seidensticker, A. Sortwell,
Frontiers in Psychology 14 (2023).
date_created: 2023-12-20T10:03:26Z
date_updated: 2024-08-13T13:53:15Z
department:
- _id: '17'
- _id: '174'
- _id: '320'
doi: 10.3389/fpsyg.2023.1122362
has_accepted_license: '1'
intvolume: ' 14'
keyword:
- General Psychology
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'After-school sports programmes and social inclusion processes in culturally
diverse contexts: Results of an international multicase study'
type: journal_article
user_id: '85816'
volume: 14
year: '2023'
...
---
_id: '45857'
abstract:
- lang: eng
text: The aim of the present study is to prove the construct validity of
the German versions of the Feeling Scale (FS) and the Felt Arousal Scale (FAS)
for a progressive muscle relaxation (PMR) exercise. A total of 228 sport science
students conducted the PMR exercise for 45 min and completed the FS, the FAS,
and the Self-Assessment Manikin (SAM) in a pre-test–post-test design. A significant
decrease in arousal (t(227) = 8.296, p < 0.001) and a significant increase
in pleasure (t(227) = 4.748, p < 0.001) were observed. For convergent validity,
the correlations between the FS and the subscale SAM-P for the valence dimension
(r = 0.67, p < 0.001) and between the FAS and the subscale SAM-A for the arousal
dimension (r = 0.31, p < 0.001) were significant. For discriminant validity,
the correlations between different constructs (FS and SAM-A, FAS and SAM-P) were
not significant, whereas the discriminant analysis between the FS and the FAS
revealed a negative significant correlation (r = −0.15, p < 0.001). Together,
the pattern of results confirms the use of the German versions of the FS and the
FAS to measure the affective response for a PMR exercise.
article_number: '523'
author:
- first_name: Kristin
full_name: Thorenz, Kristin
id: '34992'
last_name: Thorenz
- first_name: Andre
full_name: Berwinkel, Andre
last_name: Berwinkel
- first_name: Matthias
full_name: Weigelt, Matthias
id: '36388'
last_name: Weigelt
citation:
ama: Thorenz K, Berwinkel A, Weigelt M. A Validation Study for the German Versions
of the Feeling Scale and the Felt Arousal Scale for a Progressive Muscle Relaxation
Exercise. Behavioral Sciences. 2023;13(7). doi:10.3390/bs13070523
apa: Thorenz, K., Berwinkel, A., & Weigelt, M. (2023). A Validation Study for
the German Versions of the Feeling Scale and the Felt Arousal Scale for a Progressive
Muscle Relaxation Exercise. Behavioral Sciences, 13(7), Article
523. https://doi.org/10.3390/bs13070523
bibtex: '@article{Thorenz_Berwinkel_Weigelt_2023, title={A Validation Study for
the German Versions of the Feeling Scale and the Felt Arousal Scale for a Progressive
Muscle Relaxation Exercise}, volume={13}, DOI={10.3390/bs13070523},
number={7523}, journal={Behavioral Sciences}, publisher={MDPI AG}, author={Thorenz,
Kristin and Berwinkel, Andre and Weigelt, Matthias}, year={2023} }'
chicago: Thorenz, Kristin, Andre Berwinkel, and Matthias Weigelt. “A Validation
Study for the German Versions of the Feeling Scale and the Felt Arousal Scale
for a Progressive Muscle Relaxation Exercise.” Behavioral Sciences 13,
no. 7 (2023). https://doi.org/10.3390/bs13070523.
ieee: 'K. Thorenz, A. Berwinkel, and M. Weigelt, “A Validation Study for the German
Versions of the Feeling Scale and the Felt Arousal Scale for a Progressive Muscle
Relaxation Exercise,” Behavioral Sciences, vol. 13, no. 7, Art. no. 523,
2023, doi: 10.3390/bs13070523.'
mla: Thorenz, Kristin, et al. “A Validation Study for the German Versions of the
Feeling Scale and the Felt Arousal Scale for a Progressive Muscle Relaxation Exercise.”
Behavioral Sciences, vol. 13, no. 7, 523, MDPI AG, 2023, doi:10.3390/bs13070523.
short: K. Thorenz, A. Berwinkel, M. Weigelt, Behavioral Sciences 13 (2023).
date_created: 2023-07-04T11:13:16Z
date_updated: 2023-07-04T11:14:50Z
doi: 10.3390/bs13070523
intvolume: ' 13'
issue: '7'
keyword:
- Behavioral Neuroscience
- General Psychology
- Genetics
- Development
- Ecology
- Evolution
- Behavior and Systematics
language:
- iso: eng
publication: Behavioral Sciences
publication_identifier:
issn:
- 2076-328X
publication_status: published
publisher: MDPI AG
status: public
title: A Validation Study for the German Versions of the Feeling Scale and the Felt
Arousal Scale for a Progressive Muscle Relaxation Exercise
type: journal_article
user_id: '34992'
volume: 13
year: '2023'
...
---
_id: '33219'
author:
- first_name: Thomas
full_name: Gries, Thomas
id: '186'
last_name: Gries
- first_name: Veronika
full_name: Müller, Veronika
last_name: Müller
- first_name: John T.
full_name: Jost, John T.
last_name: Jost
citation:
ama: 'Gries T, Müller V, Jost JT. The Market for Belief Systems: A Formal Model
of Ideological Choice. Psychological Inquiry. 2022;33(2):65-83. doi:10.1080/1047840x.2022.2065128'
apa: 'Gries, T., Müller, V., & Jost, J. T. (2022). The Market for Belief Systems:
A Formal Model of Ideological Choice. Psychological Inquiry, 33(2),
65–83. https://doi.org/10.1080/1047840x.2022.2065128'
bibtex: '@article{Gries_Müller_Jost_2022, title={The Market for Belief Systems:
A Formal Model of Ideological Choice}, volume={33}, DOI={10.1080/1047840x.2022.2065128},
number={2}, journal={Psychological Inquiry}, publisher={Informa UK Limited}, author={Gries,
Thomas and Müller, Veronika and Jost, John T.}, year={2022}, pages={65–83} }'
chicago: 'Gries, Thomas, Veronika Müller, and John T. Jost. “The Market for Belief
Systems: A Formal Model of Ideological Choice.” Psychological Inquiry 33,
no. 2 (2022): 65–83. https://doi.org/10.1080/1047840x.2022.2065128.'
ieee: 'T. Gries, V. Müller, and J. T. Jost, “The Market for Belief Systems: A Formal
Model of Ideological Choice,” Psychological Inquiry, vol. 33, no. 2, pp.
65–83, 2022, doi: 10.1080/1047840x.2022.2065128.'
mla: 'Gries, Thomas, et al. “The Market for Belief Systems: A Formal Model of Ideological
Choice.” Psychological Inquiry, vol. 33, no. 2, Informa UK Limited, 2022,
pp. 65–83, doi:10.1080/1047840x.2022.2065128.'
short: T. Gries, V. Müller, J.T. Jost, Psychological Inquiry 33 (2022) 65–83.
date_created: 2022-08-29T06:41:11Z
date_updated: 2022-08-30T07:35:51Z
department:
- _id: '202'
- _id: '200'
- _id: '475'
doi: 10.1080/1047840x.2022.2065128
intvolume: ' 33'
issue: '2'
keyword:
- General Psychology
language:
- iso: eng
page: 65-83
publication: Psychological Inquiry
publication_identifier:
issn:
- 1047-840X
- 1532-7965
publication_status: published
publisher: Informa UK Limited
status: public
title: 'The Market for Belief Systems: A Formal Model of Ideological Choice'
type: journal_article
user_id: '135'
volume: 33
year: '2022'
...
---
_id: '34461'
abstract:
- lang: eng
text: Teaching is a highly demanding profession that requires handling multiple
and potentially contradictory goals. Therefore, it is likely that teachers experience
conflict between work-related goals on a daily basis. Intraindividual goal conflict
may occur when individuals pursue multiple goals drawing on the same limited resources
(resource-based goal conflict), or when two or more goals are incompatible in
terms of goal attainment strategy or desired end states (inherent goal conflict).
Because goal conflict is typically associated with negative effects such as attenuated
motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation.
This cross-sectional study investigated the effects of in-service teachers’ (N
= 302) goal conflicts on their autonomous (intrinsic and identified regulation)
and controlled (introjected and extrinsic regulation) teaching motivation and
tested the satisfaction of teachers’ basic need for autonomy, competence, and
relatedness as mediators. In line with our hypotheses, results from structural
equation modeling showed that frequently experiencing resource-based goal conflict
leads to a lower satisfaction of the basic need for autonomy, which, however,
was unrelated to teaching motivation. In contrast, frequently experiencing inherent
goal conflict attenuates the satisfaction of the basic need for competence, which,
in turn, positively predicted autonomous teaching motivation and negatively predicted
extrinsic regulation. As expected, relatedness was not associated with the experience
of goal conflict. The discussion focuses on differential effects of the two types
of goal conflict on teaching motivation and on the relevance to expand research
on teachers’ intraindividual goal conflicts.
author:
- first_name: Julia
full_name: Gorges, Julia
last_name: Gorges
- first_name: Phillip
full_name: Neumann, Phillip
id: '95559'
last_name: Neumann
- first_name: Jan Christoph
full_name: Störtländer, Jan Christoph
last_name: Störtländer
citation:
ama: 'Gorges J, Neumann P, Störtländer JC. Teachers Between a Rock and a Hard Place:
Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction.
Frontiers in Psychology. 2022;13. doi:10.3389/fpsyg.2022.876521'
apa: 'Gorges, J., Neumann, P., & Störtländer, J. C. (2022). Teachers Between
a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by
Basic Need Satisfaction. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.876521'
bibtex: '@article{Gorges_Neumann_Störtländer_2022, title={Teachers Between a Rock
and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic
Need Satisfaction}, volume={13}, DOI={10.3389/fpsyg.2022.876521},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Gorges,
Julia and Neumann, Phillip and Störtländer, Jan Christoph}, year={2022} }'
chicago: 'Gorges, Julia, Phillip Neumann, and Jan Christoph Störtländer. “Teachers
Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated
by Basic Need Satisfaction.” Frontiers in Psychology 13 (2022). https://doi.org/10.3389/fpsyg.2022.876521.'
ieee: 'J. Gorges, P. Neumann, and J. C. Störtländer, “Teachers Between a Rock and
a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need
Satisfaction,” Frontiers in Psychology, vol. 13, 2022, doi: 10.3389/fpsyg.2022.876521.'
mla: 'Gorges, Julia, et al. “Teachers Between a Rock and a Hard Place: Goal Conflicts
Affect Teaching Motivation Mediated by Basic Need Satisfaction.” Frontiers
in Psychology, vol. 13, Frontiers Media SA, 2022, doi:10.3389/fpsyg.2022.876521.'
short: J. Gorges, P. Neumann, J.C. Störtländer, Frontiers in Psychology 13 (2022).
date_created: 2022-12-16T11:56:33Z
date_updated: 2023-01-10T19:39:38Z
ddc:
- '370'
department:
- _id: '479'
doi: 10.3389/fpsyg.2022.876521
extern: '1'
has_accepted_license: '1'
intvolume: ' 13'
keyword:
- General Psychology
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876521/full
oa: '1'
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation
Mediated by Basic Need Satisfaction'
type: journal_article
user_id: '95559'
volume: 13
year: '2022'
...
---
_id: '35420'
abstract:
- lang: eng
text: Procrastination refers to voluntarily postponing an intended course
of action despite expecting to be worse off for this delay, and students are considered
to be especially negatively affected. According to estimates in the literature,
at least half of the students believe procrastination impacts their academic achievements
and well-being. As of yet, evidence-based ideas on how to differentiate severe
from less severe cases of procrastination in this population do not exist, but
are important in order to identify those students in need of support. The current
study recruited participants from different universities in Sweden to participate
in an anonymous online survey investigating self-rated levels of procrastination,
impulsivity, perfectionism, anxiety, depression, stress, and quality of life.
Furthermore, diagnostic criteria for pathological delay (PDC) as well as self-report
items and open-ended questions were used to determine the severity of their procrastination
and its associated physical and psychological issues. In total, 732 participants
completed the survey. A median-split on the Pure Procrastination Scale (PPS) and
the responses to the PDC were used to differentiate two groups; “less severe procrastination”
(PPS ≤ 2.99; n = 344; 67.7% female; M
age = 30.03; SD age = 9.35), and “severe procrastination”
(PPS ≥ 3.00; n = 388; 66.2% female; M
age = 27.76; SD age = 7.08). For participants in the
severe group, 96–97% considered procrastination to a problem, compared to 42–48%
in the less severe group. The two groups also differed with regard to considering
seeking help for procrastination, 35–38% compared to 5–7%. Participants in the
severe group also reported more problems of procrastination in different life
domains, greater symptoms of psychological issues, and lower quality of life.
A thematic analysis of the responses on what physical issues were related to procrastination
revealed that these were characterized by stress and anxiety, e.g., tension, pain,
and sleep and rest, while the psychological issues were related to stress and
anxiety, but also depression, e.g., self-criticism, remorse, and self-esteem.
The current study recommends the PPS to be used as an initial screening tool,
while the PDC can more accurately determine the severity level of procrastination
for a specific individual.
author:
- first_name: Alexander
full_name: Rozental, Alexander
last_name: Rozental
- first_name: David
full_name: Forsström, David
last_name: Forsström
- first_name: Ayah
full_name: Hussoon, Ayah
last_name: Hussoon
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Rozental A, Forsström D, Hussoon A, Klingsieck KB. Procrastination Among University
Students: Differentiating Severe Cases in Need of Support From Less Severe Cases.
Frontiers in Psychology. 2022;13. doi:10.3389/fpsyg.2022.783570'
apa: 'Rozental, A., Forsström, D., Hussoon, A., & Klingsieck, K. B. (2022).
Procrastination Among University Students: Differentiating Severe Cases in Need
of Support From Less Severe Cases. Frontiers in Psychology, 13.
https://doi.org/10.3389/fpsyg.2022.783570'
bibtex: '@article{Rozental_Forsström_Hussoon_Klingsieck_2022, title={Procrastination
Among University Students: Differentiating Severe Cases in Need of Support From
Less Severe Cases}, volume={13}, DOI={10.3389/fpsyg.2022.783570},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Rozental,
Alexander and Forsström, David and Hussoon, Ayah and Klingsieck, Katrin B.}, year={2022}
}'
chicago: 'Rozental, Alexander, David Forsström, Ayah Hussoon, and Katrin B. Klingsieck.
“Procrastination Among University Students: Differentiating Severe Cases in Need
of Support From Less Severe Cases.” Frontiers in Psychology 13 (2022).
https://doi.org/10.3389/fpsyg.2022.783570.'
ieee: 'A. Rozental, D. Forsström, A. Hussoon, and K. B. Klingsieck, “Procrastination
Among University Students: Differentiating Severe Cases in Need of Support From
Less Severe Cases,” Frontiers in Psychology, vol. 13, 2022, doi: 10.3389/fpsyg.2022.783570.'
mla: 'Rozental, Alexander, et al. “Procrastination Among University Students: Differentiating
Severe Cases in Need of Support From Less Severe Cases.” Frontiers in Psychology,
vol. 13, Frontiers Media SA, 2022, doi:10.3389/fpsyg.2022.783570.'
short: A. Rozental, D. Forsström, A. Hussoon, K.B. Klingsieck, Frontiers in Psychology
13 (2022).
date_created: 2023-01-08T16:16:58Z
date_updated: 2023-11-08T08:29:36Z
department:
- _id: '426'
doi: 10.3389/fpsyg.2022.783570
intvolume: ' 13'
keyword:
- General Psychology
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Procrastination Among University Students: Differentiating Severe Cases in
Need of Support From Less Severe Cases'
type: journal_article
user_id: '14931'
volume: 13
year: '2022'
...
---
_id: '35754'
article_number: '106333'
author:
- first_name: Bianca
full_name: Stutz, Bianca
id: '77099'
last_name: Stutz
- first_name: Anette
full_name: Buyken, Anette
id: '65985'
last_name: Buyken
- first_name: A.M.
full_name: Schadow, A.M.
last_name: Schadow
- first_name: N.
full_name: Jankovic, N.
last_name: Jankovic
- first_name: U.
full_name: Alexy, U.
last_name: Alexy
- first_name: B.
full_name: Krueger, B.
last_name: Krueger
citation:
ama: Stutz B, Buyken A, Schadow AM, Jankovic N, Alexy U, Krueger B. Associations
of chronotype and social jetlag with eating jetlag and their changes among German
students during the first COVID-19 lockdown. The Chronotype and Nutrition study.
Appetite. 2022;180. doi:10.1016/j.appet.2022.106333
apa: Stutz, B., Buyken, A., Schadow, A. M., Jankovic, N., Alexy, U., & Krueger,
B. (2022). Associations of chronotype and social jetlag with eating jetlag and
their changes among German students during the first COVID-19 lockdown. The Chronotype
and Nutrition study. Appetite, 180, Article 106333. https://doi.org/10.1016/j.appet.2022.106333
bibtex: '@article{Stutz_Buyken_Schadow_Jankovic_Alexy_Krueger_2022, title={Associations
of chronotype and social jetlag with eating jetlag and their changes among German
students during the first COVID-19 lockdown. The Chronotype and Nutrition study},
volume={180}, DOI={10.1016/j.appet.2022.106333},
number={106333}, journal={Appetite}, publisher={Elsevier BV}, author={Stutz, Bianca
and Buyken, Anette and Schadow, A.M. and Jankovic, N. and Alexy, U. and Krueger,
B.}, year={2022} }'
chicago: Stutz, Bianca, Anette Buyken, A.M. Schadow, N. Jankovic, U. Alexy, and
B. Krueger. “Associations of Chronotype and Social Jetlag with Eating Jetlag and
Their Changes among German Students during the First COVID-19 Lockdown. The Chronotype
and Nutrition Study.” Appetite 180 (2022). https://doi.org/10.1016/j.appet.2022.106333.
ieee: 'B. Stutz, A. Buyken, A. M. Schadow, N. Jankovic, U. Alexy, and B. Krueger,
“Associations of chronotype and social jetlag with eating jetlag and their changes
among German students during the first COVID-19 lockdown. The Chronotype and Nutrition
study,” Appetite, vol. 180, Art. no. 106333, 2022, doi: 10.1016/j.appet.2022.106333.'
mla: Stutz, Bianca, et al. “Associations of Chronotype and Social Jetlag with Eating
Jetlag and Their Changes among German Students during the First COVID-19 Lockdown.
The Chronotype and Nutrition Study.” Appetite, vol. 180, 106333, Elsevier
BV, 2022, doi:10.1016/j.appet.2022.106333.
short: B. Stutz, A. Buyken, A.M. Schadow, N. Jankovic, U. Alexy, B. Krueger, Appetite
180 (2022).
date_created: 2023-01-10T10:21:17Z
date_updated: 2023-01-24T11:54:36Z
department:
- _id: '35'
- _id: '22'
doi: 10.1016/j.appet.2022.106333
intvolume: ' 180'
keyword:
- Nutrition and Dietetics
- General Psychology
language:
- iso: eng
publication: Appetite
publication_identifier:
issn:
- 0195-6663
publication_status: published
publisher: Elsevier BV
status: public
title: Associations of chronotype and social jetlag with eating jetlag and their changes
among German students during the first COVID-19 lockdown. The Chronotype and Nutrition
study
type: journal_article
user_id: '61597'
volume: 180
year: '2022'
...
---
_id: '39362'
abstract:
- lang: eng
text: AbstractThis article presents an overview
of characteristics of Citizen Social Science (CSS) in Germany. CSS is defined
as scientific research in the humanities and social sciences, carried out in cooperation
between professional and non-professional researchers. The study draws on an online
survey and semi-structured interviews with project coordinators and co-researchers.
It finds that participatory research activities in the humanities and social sciences
are very diverse in their disciplinary traditions and organisational settings.
Key features of CSS activities initiated inside as well as outside academic institutions
are analysed to understand patterns of participation and cooperation. The results
show that CSS activities are frequently realised in heterogeneous consortia of
academic and non-academic partners. These consortia influence interactions between
professional and non-professional researchers. To investigate these observations
further, the article extends the analytical gaze from participation of individual
volunteers to various forms of cooperation in consortia. This shift in attention
brings to sight additional actors and activities that are usually not, or only
marginally, considered in discussions about C(S)S. Staff of civil society organisations,
municipalities, schools or cross-sectoral initiatives as well as university students
are involved in making CSS work. In addition to research tasks, CSS rests on science
communication, project management and intermediation activities. This extended
perspective captures more diverse constellations of knowledge production in participatory
research in the social sciences and humanities than the common focus on participation.
In this way, the article aims to lay the groundwork for understanding the functioning
of CSS beyond aspects described by the concept of invited and uninvited participation.
It shows that CSS activities are not limited to capacitating lay people for participation
in science. A more adequate description is that such projects are concerned with
facilitating cooperation with co-researchers and other partners in consortia inside
and outside of academia. On this basis, the article introduces the notion of cooperation
capacity as a heuristic device to propose new prompts for research on CSS as well
as for supporting CSS practice.
article_number: '193'
author:
- first_name: Claudia
full_name: Göbel, Claudia
last_name: Göbel
- first_name: Sylvi
full_name: Mauermeister, Sylvi
last_name: Mauermeister
- first_name: Justus
full_name: Henke, Justus
last_name: Henke
citation:
ama: Göbel C, Mauermeister S, Henke J. Citizen Social Science in Germany—cooperation
beyond invited and uninvited participation. Humanities and Social Sciences
Communications. 2022;9(1). doi:10.1057/s41599-022-01198-1
apa: Göbel, C., Mauermeister, S., & Henke, J. (2022). Citizen Social Science
in Germany—cooperation beyond invited and uninvited participation. Humanities
and Social Sciences Communications, 9(1), Article 193. https://doi.org/10.1057/s41599-022-01198-1
bibtex: '@article{Göbel_Mauermeister_Henke_2022, title={Citizen Social Science in
Germany—cooperation beyond invited and uninvited participation}, volume={9}, DOI={10.1057/s41599-022-01198-1},
number={1193}, journal={Humanities and Social Sciences Communications}, publisher={Springer
Science and Business Media LLC}, author={Göbel, Claudia and Mauermeister, Sylvi
and Henke, Justus}, year={2022} }'
chicago: Göbel, Claudia, Sylvi Mauermeister, and Justus Henke. “Citizen Social Science
in Germany—Cooperation beyond Invited and Uninvited Participation.” Humanities
and Social Sciences Communications 9, no. 1 (2022). https://doi.org/10.1057/s41599-022-01198-1.
ieee: 'C. Göbel, S. Mauermeister, and J. Henke, “Citizen Social Science in Germany—cooperation
beyond invited and uninvited participation,” Humanities and Social Sciences
Communications, vol. 9, no. 1, Art. no. 193, 2022, doi: 10.1057/s41599-022-01198-1.'
mla: Göbel, Claudia, et al. “Citizen Social Science in Germany—Cooperation beyond
Invited and Uninvited Participation.” Humanities and Social Sciences Communications,
vol. 9, no. 1, 193, Springer Science and Business Media LLC, 2022, doi:10.1057/s41599-022-01198-1.
short: C. Göbel, S. Mauermeister, J. Henke, Humanities and Social Sciences Communications
9 (2022).
date_created: 2023-01-24T09:36:55Z
date_updated: 2023-09-20T11:33:49Z
doi: 10.1057/s41599-022-01198-1
intvolume: ' 9'
issue: '1'
keyword:
- General Economics
- Econometrics and Finance
- General Psychology
- General Social Sciences
- General Arts and Humanities
- General Business
- Management and Accounting
language:
- iso: eng
publication: Humanities and Social Sciences Communications
publication_identifier:
issn:
- 2662-9992
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Citizen Social Science in Germany—cooperation beyond invited and uninvited
participation
type: journal_article
user_id: '98032'
volume: 9
year: '2022'
...
---
_id: '34481'
abstract:
- lang: eng
text: Background: Differential learning (DL) is a
motor learning method characterized by high amounts of variability during practice
and is claimed to provide the learner with a higher learning rate than other methods.
However, some controversy surrounds DL theory, and to date, no overview exists
that compares the effects of DL to other motor learning methods.Objective:
To evaluate the effectiveness of DL in comparison to other motor learning methods
in the acquisition and retention phase.Design:
Systematic review and exploratory meta-analysis.Methods:
PubMed (MEDLINE), Web of Science, and Google Scholar were searched until February
3, 2020. To be included, (1) studies had to be experiments where the DL group
was compared to a control group engaged in a different motor learning method (lack
of practice was not eligible), (2) studies had to describe the effects on one
or more measures of performance in a skill or movement task, and (3) the study
report had to be published as a full paper in a journal or as a book chapter.Results:
Twenty-seven studies encompassing 31 experiments were included. Overall heterogeneity
for the acquisition phase (post-pre; I2
= 77%) as well as for the retention phase (retention-pre; I2
= 79%) was large, and risk of bias was high. The meta-analysis showed an overall
small effect size of 0.26 [0.10, 0.42] in the acquisition phase for participants
in the DL group compared to other motor learning methods. In the retention phase,
an overall medium effect size of 0.61 [0.30, 0.91] was observed for participants
in the DL group compared to other motor learning methods.Discussion/Conclusion:
Given the large amount of heterogeneity, limited number of studies, low sample
sizes, low statistical power, possible publication bias, and high risk of bias
in general, inferences about the effectiveness of DL would be premature. Even
though DL shows potential to result in greater average improvements between pre-
and post/retention test compared to non-variability-based motor learning methods,
more high-quality research is needed before issuing such a statement. For robust
comparisons on the relative effectiveness of DL to different variability-based
motor learning methods, scarce and inconclusive evidence was found.
author:
- first_name: Bruno
full_name: Tassignon, Bruno
last_name: Tassignon
- first_name: Jo
full_name: Verschueren, Jo
last_name: Verschueren
- first_name: Jean-Pierre
full_name: Baeyens, Jean-Pierre
last_name: Baeyens
- first_name: Anne
full_name: Benjaminse, Anne
last_name: Benjaminse
- first_name: Alli
full_name: Gokeler, Alli
last_name: Gokeler
- first_name: Ben
full_name: Serrien, Ben
last_name: Serrien
- first_name: Ron
full_name: Clijsen, Ron
last_name: Clijsen
citation:
ama: Tassignon B, Verschueren J, Baeyens J-P, et al. An Exploratory Meta-Analytic
Review on the Empirical Evidence of Differential Learning as an Enhanced Motor
Learning Method. Frontiers in Psychology. 2021;12. doi:10.3389/fpsyg.2021.533033
apa: Tassignon, B., Verschueren, J., Baeyens, J.-P., Benjaminse, A., Gokeler, A.,
Serrien, B., & Clijsen, R. (2021). An Exploratory Meta-Analytic Review on
the Empirical Evidence of Differential Learning as an Enhanced Motor Learning
Method. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.533033
bibtex: '@article{Tassignon_Verschueren_Baeyens_Benjaminse_Gokeler_Serrien_Clijsen_2021,
title={An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential
Learning as an Enhanced Motor Learning Method}, volume={12}, DOI={10.3389/fpsyg.2021.533033},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Tassignon,
Bruno and Verschueren, Jo and Baeyens, Jean-Pierre and Benjaminse, Anne and Gokeler,
Alli and Serrien, Ben and Clijsen, Ron}, year={2021} }'
chicago: Tassignon, Bruno, Jo Verschueren, Jean-Pierre Baeyens, Anne Benjaminse,
Alli Gokeler, Ben Serrien, and Ron Clijsen. “An Exploratory Meta-Analytic Review
on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning
Method.” Frontiers in Psychology 12 (2021). https://doi.org/10.3389/fpsyg.2021.533033.
ieee: 'B. Tassignon et al., “An Exploratory Meta-Analytic Review on the Empirical
Evidence of Differential Learning as an Enhanced Motor Learning Method,” Frontiers
in Psychology, vol. 12, 2021, doi: 10.3389/fpsyg.2021.533033.'
mla: Tassignon, Bruno, et al. “An Exploratory Meta-Analytic Review on the Empirical
Evidence of Differential Learning as an Enhanced Motor Learning Method.” Frontiers
in Psychology, vol. 12, Frontiers Media SA, 2021, doi:10.3389/fpsyg.2021.533033.
short: B. Tassignon, J. Verschueren, J.-P. Baeyens, A. Benjaminse, A. Gokeler, B.
Serrien, R. Clijsen, Frontiers in Psychology 12 (2021).
date_created: 2022-12-16T16:00:01Z
date_updated: 2022-12-16T16:00:19Z
department:
- _id: '17'
doi: 10.3389/fpsyg.2021.533033
intvolume: ' 12'
keyword:
- General Psychology
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential
Learning as an Enhanced Motor Learning Method
type: journal_article
user_id: '46'
volume: 12
year: '2021'
...
---
_id: '45140'
abstract:
- lang: eng
text: Background: Differential learning (DL) is a
motor learning method characterized by high amounts of variability during practice
and is claimed to provide the learner with a higher learning rate than other methods.
However, some controversy surrounds DL theory, and to date, no overview exists
that compares the effects of DL to other motor learning methods.Objective:
To evaluate the effectiveness of DL in comparison to other motor learning methods
in the acquisition and retention phase.Design:
Systematic review and exploratory meta-analysis.Methods:
PubMed (MEDLINE), Web of Science, and Google Scholar were searched until February
3, 2020. To be included, (1) studies had to be experiments where the DL group
was compared to a control group engaged in a different motor learning method (lack
of practice was not eligible), (2) studies had to describe the effects on one
or more measures of performance in a skill or movement task, and (3) the study
report had to be published as a full paper in a journal or as a book chapter.Results:
Twenty-seven studies encompassing 31 experiments were included. Overall heterogeneity
for the acquisition phase (post-pre; I2
= 77%) as well as for the retention phase (retention-pre; I2
= 79%) was large, and risk of bias was high. The meta-analysis showed an overall
small effect size of 0.26 [0.10, 0.42] in the acquisition phase for participants
in the DL group compared to other motor learning methods. In the retention phase,
an overall medium effect size of 0.61 [0.30, 0.91] was observed for participants
in the DL group compared to other motor learning methods.Discussion/Conclusion:
Given the large amount of heterogeneity, limited number of studies, low sample
sizes, low statistical power, possible publication bias, and high risk of bias
in general, inferences about the effectiveness of DL would be premature. Even
though DL shows potential to result in greater average improvements between pre-
and post/retention test compared to non-variability-based motor learning methods,
more high-quality research is needed before issuing such a statement. For robust
comparisons on the relative effectiveness of DL to different variability-based
motor learning methods, scarce and inconclusive evidence was found.
author:
- first_name: Bruno
full_name: Tassignon, Bruno
last_name: Tassignon
- first_name: Jo
full_name: Verschueren, Jo
last_name: Verschueren
- first_name: Jean-Pierre
full_name: Baeyens, Jean-Pierre
last_name: Baeyens
- first_name: Anne
full_name: Benjaminse, Anne
last_name: Benjaminse
- first_name: Alli
full_name: Gokeler, Alli
last_name: Gokeler
- first_name: Ben
full_name: Serrien, Ben
last_name: Serrien
- first_name: Ron
full_name: Clijsen, Ron
last_name: Clijsen
citation:
ama: Tassignon B, Verschueren J, Baeyens J-P, et al. An Exploratory Meta-Analytic
Review on the Empirical Evidence of Differential Learning as an Enhanced Motor
Learning Method. Frontiers in Psychology. 2021;12. doi:10.3389/fpsyg.2021.533033
apa: Tassignon, B., Verschueren, J., Baeyens, J.-P., Benjaminse, A., Gokeler, A.,
Serrien, B., & Clijsen, R. (2021). An Exploratory Meta-Analytic Review on
the Empirical Evidence of Differential Learning as an Enhanced Motor Learning
Method. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.533033
bibtex: '@article{Tassignon_Verschueren_Baeyens_Benjaminse_Gokeler_Serrien_Clijsen_2021,
title={An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential
Learning as an Enhanced Motor Learning Method}, volume={12}, DOI={10.3389/fpsyg.2021.533033},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Tassignon,
Bruno and Verschueren, Jo and Baeyens, Jean-Pierre and Benjaminse, Anne and Gokeler,
Alli and Serrien, Ben and Clijsen, Ron}, year={2021} }'
chicago: Tassignon, Bruno, Jo Verschueren, Jean-Pierre Baeyens, Anne Benjaminse,
Alli Gokeler, Ben Serrien, and Ron Clijsen. “An Exploratory Meta-Analytic Review
on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning
Method.” Frontiers in Psychology 12 (2021). https://doi.org/10.3389/fpsyg.2021.533033.
ieee: 'B. Tassignon et al., “An Exploratory Meta-Analytic Review on the Empirical
Evidence of Differential Learning as an Enhanced Motor Learning Method,” Frontiers
in Psychology, vol. 12, 2021, doi: 10.3389/fpsyg.2021.533033.'
mla: Tassignon, Bruno, et al. “An Exploratory Meta-Analytic Review on the Empirical
Evidence of Differential Learning as an Enhanced Motor Learning Method.” Frontiers
in Psychology, vol. 12, Frontiers Media SA, 2021, doi:10.3389/fpsyg.2021.533033.
short: B. Tassignon, J. Verschueren, J.-P. Baeyens, A. Benjaminse, A. Gokeler, B.
Serrien, R. Clijsen, Frontiers in Psychology 12 (2021).
date_created: 2023-05-19T09:12:13Z
date_updated: 2023-05-19T09:13:35Z
department:
- _id: '17'
doi: 10.3389/fpsyg.2021.533033
intvolume: ' 12'
keyword:
- General Psychology
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential
Learning as an Enhanced Motor Learning Method
type: journal_article
user_id: '46'
volume: 12
year: '2021'
...
---
_id: '37786'
abstract:
- lang: eng
text: Abstract. In several kinds of sports, deceptive actions are used
to hinder the anticipation performance of an opponent. During a head fake in basketball,
a player turns the head to one side but passes the ball to the other side. A pass
with a head fake generates a head-fake effect in the observer, which is characterized
by slower and more error-prone responses to the pass direction as compared to
passes without a head fake. Whereas the head-fake effect has been replicated several
times, the question of its origin with dynamic stimuli has not been answered yet.
The present study includes four experiments, which are conducted to examine the
perceptual-cognitive mechanism underlying the effect by using the model of dimensional
overlap ( Kornblum et al., 1990 ) and the additive factors logic ( Sternberg,
1969 ). Results point to multiple processes contributing to the head-fake effect
for dynamic stimuli, which operate not only at a perceptual level but also at
a level of response selection.
alternative_title:
- Different Processes Contribute to the Head-Fake Effect in Basketball
author:
- first_name: Andrea
full_name: Polzien, Andrea
last_name: Polzien
- first_name: Iris
full_name: Güldenpenning, Iris
id: '52931'
last_name: Güldenpenning
orcid: 0000-0003-0549-5543
- first_name: Matthias
full_name: Weigelt, Matthias
id: '36388'
last_name: Weigelt
citation:
ama: Polzien A, Güldenpenning I, Weigelt M. Examining the Perceptual-Cognitive Mechanism
of Deceptive Actions in Sports. Experimental Psychology. 2021;67(6):349-363.
doi:10.1027/1618-3169/a000503
apa: Polzien, A., Güldenpenning, I., & Weigelt, M. (2021). Examining the Perceptual-Cognitive
Mechanism of Deceptive Actions in Sports. Experimental Psychology, 67(6),
349–363. https://doi.org/10.1027/1618-3169/a000503
bibtex: '@article{Polzien_Güldenpenning_Weigelt_2021, title={Examining the Perceptual-Cognitive
Mechanism of Deceptive Actions in Sports}, volume={67}, DOI={10.1027/1618-3169/a000503},
number={6}, journal={Experimental Psychology}, publisher={Hogrefe Publishing Group},
author={Polzien, Andrea and Güldenpenning, Iris and Weigelt, Matthias}, year={2021},
pages={349–363} }'
chicago: 'Polzien, Andrea, Iris Güldenpenning, and Matthias Weigelt. “Examining
the Perceptual-Cognitive Mechanism of Deceptive Actions in Sports.” Experimental
Psychology 67, no. 6 (2021): 349–63. https://doi.org/10.1027/1618-3169/a000503.'
ieee: 'A. Polzien, I. Güldenpenning, and M. Weigelt, “Examining the Perceptual-Cognitive
Mechanism of Deceptive Actions in Sports,” Experimental Psychology, vol.
67, no. 6, pp. 349–363, 2021, doi: 10.1027/1618-3169/a000503.'
mla: Polzien, Andrea, et al. “Examining the Perceptual-Cognitive Mechanism of Deceptive
Actions in Sports.” Experimental Psychology, vol. 67, no. 6, Hogrefe Publishing
Group, 2021, pp. 349–63, doi:10.1027/1618-3169/a000503.
short: A. Polzien, I. Güldenpenning, M. Weigelt, Experimental Psychology 67 (2021)
349–363.
date_created: 2023-01-20T14:28:14Z
date_updated: 2023-09-12T08:37:20Z
department:
- _id: '266'
- _id: '17'
doi: 10.1027/1618-3169/a000503
intvolume: ' 67'
issue: '6'
keyword:
- General Psychology
- Arts and Humanities (miscellaneous)
- Experimental and Cognitive Psychology
- General Medicine
language:
- iso: eng
page: 349-363
publication: Experimental Psychology
publication_identifier:
issn:
- 1618-3169
- 2190-5142
publication_status: published
publisher: Hogrefe Publishing Group
quality_controlled: '1'
status: public
title: Examining the Perceptual-Cognitive Mechanism of Deceptive Actions in Sports
type: journal_article
user_id: '80673'
volume: 67
year: '2021'
...
---
_id: '49270'
abstract:
- lang: eng
text: Several methods are available to answer questions regarding similarity
and accuracy, each of which has specific properties and limitations. This study
focuses on the Latent Congruence Model (LCM; Cheung, 2009),
because of its capacity to deal with cross-informant measurement invariance issues.
Until now, no cross-national applications of LCM are present in the literature,
perhaps because of the difficulty to deal with both cross-national and cross-informant
measurement issues implied by those models. This study presents a step-by-step
procedure to apply LCM to dyadic cross-national research designs controlling for
both cross-national and cross-informant measurement invariance. An illustrative
example on parent–child support exchanges in Italy and Germany is provided. Findings
help to show the different possible scenarios of partial invariance, and a discussion
related to how to deal with those scenarios is provided. Future perspectives in
the study of parent–child similarity and accuracy in cross-national research will
be discussed.
author:
- first_name: Semira
full_name: Tagliabue, Semira
last_name: Tagliabue
- first_name: Michela
full_name: Zambelli, Michela
last_name: Zambelli
- first_name: Angela
full_name: Sorgente, Angela
last_name: Sorgente
- first_name: Sabrina
full_name: Sommer, Sabrina
id: '36251'
last_name: Sommer
- first_name: Christian
full_name: Hoellger, Christian
last_name: Hoellger
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Margherita
full_name: Lanz, Margherita
last_name: Lanz
citation:
ama: 'Tagliabue S, Zambelli M, Sorgente A, et al. Latent Congruence Model to Investigate
Similarity and Accuracy in Family Members’ Perception: The Challenge of Cross-National
and Cross-Informant Measurement (Non)Invariance. Frontiers in Psychology.
2021;12. doi:10.3389/fpsyg.2021.672383'
apa: 'Tagliabue, S., Zambelli, M., Sorgente, A., Sommer, S., Hoellger, C., Buhl,
H. M., & Lanz, M. (2021). Latent Congruence Model to Investigate Similarity
and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
Cross-Informant Measurement (Non)Invariance. Frontiers in Psychology, 12.
https://doi.org/10.3389/fpsyg.2021.672383'
bibtex: '@article{Tagliabue_Zambelli_Sorgente_Sommer_Hoellger_Buhl_Lanz_2021, title={Latent
Congruence Model to Investigate Similarity and Accuracy in Family Members’ Perception:
The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance},
volume={12}, DOI={10.3389/fpsyg.2021.672383},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Tagliabue,
Semira and Zambelli, Michela and Sorgente, Angela and Sommer, Sabrina and Hoellger,
Christian and Buhl, Heike M. and Lanz, Margherita}, year={2021} }'
chicago: 'Tagliabue, Semira, Michela Zambelli, Angela Sorgente, Sabrina Sommer,
Christian Hoellger, Heike M. Buhl, and Margherita Lanz. “Latent Congruence Model
to Investigate Similarity and Accuracy in Family Members’ Perception: The Challenge
of Cross-National and Cross-Informant Measurement (Non)Invariance.” Frontiers
in Psychology 12 (2021). https://doi.org/10.3389/fpsyg.2021.672383.'
ieee: 'S. Tagliabue et al., “Latent Congruence Model to Investigate Similarity
and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
Cross-Informant Measurement (Non)Invariance,” Frontiers in Psychology,
vol. 12, 2021, doi: 10.3389/fpsyg.2021.672383.'
mla: 'Tagliabue, Semira, et al. “Latent Congruence Model to Investigate Similarity
and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
Cross-Informant Measurement (Non)Invariance.” Frontiers in Psychology,
vol. 12, Frontiers Media SA, 2021, doi:10.3389/fpsyg.2021.672383.'
short: S. Tagliabue, M. Zambelli, A. Sorgente, S. Sommer, C. Hoellger, H.M. Buhl,
M. Lanz, Frontiers in Psychology 12 (2021).
date_created: 2023-11-28T12:15:20Z
date_updated: 2025-08-12T08:08:23Z
doi: 10.3389/fpsyg.2021.672383
intvolume: ' 12'
keyword:
- General Psychology
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.672383/full
oa: '1'
project:
- _id: '372'
grant_number: '281828538'
name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Latent Congruence Model to Investigate Similarity and Accuracy in Family Members''
Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance'
type: journal_article
user_id: '90826'
volume: 12
year: '2021'
...
---
_id: '48523'
author:
- first_name: Alina
full_name: Gales, Alina
last_name: Gales
- first_name: Sylvia
full_name: Hubner-Benz, Sylvia
id: '100407'
last_name: Hubner-Benz
citation:
ama: 'Gales A, Hubner-Benz S. Perceptions of the Self Versus One’s Own Social Group:
(Mis)conceptions of Older Women’s Interest in and Competence With Technology.
Frontiers in Psychology. 2020;11. doi:10.3389/fpsyg.2020.00848'
apa: 'Gales, A., & Hubner-Benz, S. (2020). Perceptions of the Self Versus One’s
Own Social Group: (Mis)conceptions of Older Women’s Interest in and Competence
With Technology. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00848'
bibtex: '@article{Gales_Hubner-Benz_2020, title={Perceptions of the Self Versus
One’s Own Social Group: (Mis)conceptions of Older Women’s Interest in and Competence
With Technology}, volume={11}, DOI={10.3389/fpsyg.2020.00848},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Gales,
Alina and Hubner-Benz, Sylvia}, year={2020} }'
chicago: 'Gales, Alina, and Sylvia Hubner-Benz. “Perceptions of the Self Versus
One’s Own Social Group: (Mis)Conceptions of Older Women’s Interest in and Competence
With Technology.” Frontiers in Psychology 11 (2020). https://doi.org/10.3389/fpsyg.2020.00848.'
ieee: 'A. Gales and S. Hubner-Benz, “Perceptions of the Self Versus One’s Own Social
Group: (Mis)conceptions of Older Women’s Interest in and Competence With Technology,”
Frontiers in Psychology, vol. 11, 2020, doi: 10.3389/fpsyg.2020.00848.'
mla: 'Gales, Alina, and Sylvia Hubner-Benz. “Perceptions of the Self Versus One’s
Own Social Group: (Mis)Conceptions of Older Women’s Interest in and Competence
With Technology.” Frontiers in Psychology, vol. 11, Frontiers Media SA,
2020, doi:10.3389/fpsyg.2020.00848.'
short: A. Gales, S. Hubner-Benz, Frontiers in Psychology 11 (2020).
date_created: 2023-10-27T12:49:07Z
date_updated: 2023-10-27T12:49:25Z
doi: 10.3389/fpsyg.2020.00848
intvolume: ' 11'
keyword:
- General Psychology
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Perceptions of the Self Versus One’s Own Social Group: (Mis)conceptions of
Older Women’s Interest in and Competence With Technology'
type: journal_article
user_id: '100407'
volume: 11
year: '2020'
...
---
_id: '35709'
author:
- first_name: Leander
full_name: Kempen, Leander
last_name: Kempen
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: Kempen L, Biehler R. Using Figurate Numbers in Elementary Number Theory – Discussing
a ‘Useful’ Heuristic From the Perspectives of Semiotics and Cognitive Psychology.
Frontiers in Psychology. 2020;11:1180. doi:10.3389/fpsyg.2020.01180
apa: Kempen, L., & Biehler, R. (2020). Using Figurate Numbers in Elementary
Number Theory – Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics
and Cognitive Psychology. Frontiers in Psychology, 11, 1180. https://doi.org/10.3389/fpsyg.2020.01180
bibtex: '@article{Kempen_Biehler_2020, title={Using Figurate Numbers in Elementary
Number Theory – Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics
and Cognitive Psychology}, volume={11}, DOI={10.3389/fpsyg.2020.01180},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Kempen,
Leander and Biehler, Rolf}, year={2020}, pages={1180} }'
chicago: 'Kempen, Leander, and Rolf Biehler. “Using Figurate Numbers in Elementary
Number Theory – Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics
and Cognitive Psychology.” Frontiers in Psychology 11 (2020): 1180. https://doi.org/10.3389/fpsyg.2020.01180.'
ieee: 'L. Kempen and R. Biehler, “Using Figurate Numbers in Elementary Number Theory
– Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics and Cognitive
Psychology,” Frontiers in Psychology, vol. 11, p. 1180, 2020, doi: 10.3389/fpsyg.2020.01180.'
mla: Kempen, Leander, and Rolf Biehler. “Using Figurate Numbers in Elementary Number
Theory – Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics and
Cognitive Psychology.” Frontiers in Psychology, vol. 11, Frontiers Media
SA, 2020, p. 1180, doi:10.3389/fpsyg.2020.01180.
short: L. Kempen, R. Biehler, Frontiers in Psychology 11 (2020) 1180.
date_created: 2023-01-10T09:13:13Z
date_updated: 2024-04-18T09:57:09Z
department:
- _id: '363'
doi: 10.3389/fpsyg.2020.01180
intvolume: ' 11'
keyword:
- General Psychology
language:
- iso: eng
page: '1180'
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: Using Figurate Numbers in Elementary Number Theory – Discussing a ‘Useful’
Heuristic From the Perspectives of Semiotics and Cognitive Psychology
type: journal_article
user_id: '37888'
volume: 11
year: '2020'
...
---
_id: '32546'
abstract:
- lang: eng
text: This longitudinal study addresses the role of support given by parents and
peers during the transition from university to work life. A sample of 64 German
university students in their last year at the university completed scales from
the Network of Relationships Inventory regarding general support, namely, instrumental
aid and intimacy with mothers, fathers, romantic partners, and friends. Four years
later, they assessed domain-specific support when looking for work, namely, joint
exploration and instrumental support. Participants perceived receiving both types
of support from all significant others. However, joint exploration was more important
than instrumental support. They felt especially supported by romantic partners.
Women received more support than did men. Both types of domain-specific support
were explained by general modes of support assessed 4 years earlier. Whether parents,
friends, and partners were perceived as helpful during the transition was explained
mainly by joint exploration. Again, support from a partner was seen as especially
helpful in contrast to help from parents and friends. The special significance
of joint exploration underlines the benefit of counseling at the transition from
university to work life.
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Peter
full_name: Noack, Peter
last_name: Noack
- first_name: Baerbel
full_name: Kracke, Baerbel
last_name: Kracke
citation:
ama: Buhl HM, Noack P, Kracke B. The Role of Parents and Peers in the Transition
From University to Work Life. Journal of Career Development. 2017;45(6):523-535.
doi:10.1177/0894845317720728
apa: Buhl, H. M., Noack, P., & Kracke, B. (2017). The Role of Parents and Peers
in the Transition From University to Work Life. Journal of Career Development,
45(6), 523–535. https://doi.org/10.1177/0894845317720728
bibtex: '@article{Buhl_Noack_Kracke_2017, title={The Role of Parents and Peers in
the Transition From University to Work Life}, volume={45}, DOI={10.1177/0894845317720728},
number={6}, journal={Journal of Career Development}, publisher={SAGE Publications},
author={Buhl, Heike M. and Noack, Peter and Kracke, Baerbel}, year={2017}, pages={523–535}
}'
chicago: 'Buhl, Heike M., Peter Noack, and Baerbel Kracke. “The Role of Parents
and Peers in the Transition From University to Work Life.” Journal of Career
Development 45, no. 6 (2017): 523–35. https://doi.org/10.1177/0894845317720728.'
ieee: 'H. M. Buhl, P. Noack, and B. Kracke, “The Role of Parents and Peers in the
Transition From University to Work Life,” Journal of Career Development,
vol. 45, no. 6, pp. 523–535, 2017, doi: 10.1177/0894845317720728.'
mla: Buhl, Heike M., et al. “The Role of Parents and Peers in the Transition From
University to Work Life.” Journal of Career Development, vol. 45, no. 6,
SAGE Publications, 2017, pp. 523–35, doi:10.1177/0894845317720728.
short: H.M. Buhl, P. Noack, B. Kracke, Journal of Career Development 45 (2017) 523–535.
date_created: 2022-08-03T03:42:53Z
date_updated: 2022-08-29T06:10:00Z
department:
- _id: '427'
doi: 10.1177/0894845317720728
intvolume: ' 45'
issue: '6'
keyword:
- Organizational Behavior and Human Resource Management
- General Psychology
- Applied Psychology
- Education
language:
- iso: eng
page: 523-535
publication: Journal of Career Development
publication_identifier:
issn:
- 0894-8453
- 1556-0856
publication_status: published
publisher: SAGE Publications
status: public
title: The Role of Parents and Peers in the Transition From University to Work Life
type: journal_article
user_id: '42165'
volume: 45
year: '2017'
...
---
_id: '46938'
abstract:
- lang: eng
text: Procrastination is a well-known phenomenon that often entails negative
outcomes with regard to performance and subjective well-being. In an attempt to
understand the (alarming) character of procrastination, a large body of research
on the causes, correlates, and consequences of procrastination has been accumulating
over the last 40 years. The aim of this paper is to provide a systematic characterization
of the trends in procrastination research and to suggest future directions for
research and practice. The systematic characterization comprises a comparison
of procrastination to functional forms of delay (referred to as strategic delay)
and a presentation of the theoretical approaches to explaining procrastination.
The future directions suggested pertain to the development of a differentiated
understanding of procrastination and of integral interventions.
author:
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Klingsieck KB. Procrastination: When Good Things Don’t Come to Those Who Wait.
European Psychologist. 2013;18(1):24-34. doi:10.1027/1016-9040/a000138'
apa: 'Klingsieck, K. B. (2013). Procrastination: When Good Things Don’t Come to
Those Who Wait. European Psychologist, 18(1), 24–34. https://doi.org/10.1027/1016-9040/a000138'
bibtex: '@article{Klingsieck_2013, title={Procrastination: When Good Things Don’t
Come to Those Who Wait}, volume={18}, DOI={10.1027/1016-9040/a000138},
number={1}, journal={European Psychologist}, publisher={Hogrefe Publishing Group},
author={Klingsieck, Katrin B.}, year={2013}, pages={24–34} }'
chicago: 'Klingsieck, Katrin B. “Procrastination: When Good Things Don’t Come to
Those Who Wait.” European Psychologist 18, no. 1 (2013): 24–34. https://doi.org/10.1027/1016-9040/a000138.'
ieee: 'K. B. Klingsieck, “Procrastination: When Good Things Don’t Come to Those
Who Wait,” European Psychologist, vol. 18, no. 1, pp. 24–34, 2013, doi:
10.1027/1016-9040/a000138.'
mla: 'Klingsieck, Katrin B. “Procrastination: When Good Things Don’t Come to Those
Who Wait.” European Psychologist, vol. 18, no. 1, Hogrefe Publishing Group,
2013, pp. 24–34, doi:10.1027/1016-9040/a000138.'
short: K.B. Klingsieck, European Psychologist 18 (2013) 24–34.
date_created: 2023-09-09T16:08:54Z
date_updated: 2023-09-09T16:28:44Z
doi: 10.1027/1016-9040/a000138
intvolume: ' 18'
issue: '1'
keyword:
- General Psychology
- Arts and Humanities (miscellaneous)
language:
- iso: eng
page: 24-34
publication: European Psychologist
publication_identifier:
issn:
- 1016-9040
- 1878-531X
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: 'Procrastination: When Good Things Don’t Come to Those Who Wait'
type: journal_article
user_id: '36716'
volume: 18
year: '2013'
...
---
_id: '46939'
author:
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Klingsieck KB. Procrastination in Different Life-Domains: Is Procrastination
Domain Specific? Current Psychology. 2013;32(2):175-185. doi:10.1007/s12144-013-9171-8'
apa: 'Klingsieck, K. B. (2013). Procrastination in Different Life-Domains: Is Procrastination
Domain Specific? Current Psychology, 32(2), 175–185. https://doi.org/10.1007/s12144-013-9171-8'
bibtex: '@article{Klingsieck_2013, title={Procrastination in Different Life-Domains:
Is Procrastination Domain Specific?}, volume={32}, DOI={10.1007/s12144-013-9171-8},
number={2}, journal={Current Psychology}, publisher={Springer Science and Business
Media LLC}, author={Klingsieck, Katrin B.}, year={2013}, pages={175–185} }'
chicago: 'Klingsieck, Katrin B. “Procrastination in Different Life-Domains: Is Procrastination
Domain Specific?” Current Psychology 32, no. 2 (2013): 175–85. https://doi.org/10.1007/s12144-013-9171-8.'
ieee: 'K. B. Klingsieck, “Procrastination in Different Life-Domains: Is Procrastination
Domain Specific?,” Current Psychology, vol. 32, no. 2, pp. 175–185, 2013,
doi: 10.1007/s12144-013-9171-8.'
mla: 'Klingsieck, Katrin B. “Procrastination in Different Life-Domains: Is Procrastination
Domain Specific?” Current Psychology, vol. 32, no. 2, Springer Science
and Business Media LLC, 2013, pp. 175–85, doi:10.1007/s12144-013-9171-8.'
short: K.B. Klingsieck, Current Psychology 32 (2013) 175–185.
date_created: 2023-09-09T16:09:29Z
date_updated: 2023-09-09T16:29:16Z
doi: 10.1007/s12144-013-9171-8
intvolume: ' 32'
issue: '2'
keyword:
- General Psychology
language:
- iso: eng
page: 175-185
publication: Current Psychology
publication_identifier:
issn:
- 1046-1310
- 1936-4733
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Procrastination in Different Life-Domains: Is Procrastination Domain Specific?'
type: journal_article
user_id: '36716'
volume: 32
year: '2013'
...