[{"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","doi":"10.1016/j.appet.2022.106333","date_updated":"2023-01-24T11:54:36Z","publisher":"Elsevier BV","volume":180,"date_created":"2023-01-10T10:21:17Z","author":[{"first_name":"Bianca","id":"77099","full_name":"Stutz, Bianca","last_name":"Stutz"},{"first_name":"Anette","last_name":"Buyken","full_name":"Buyken, Anette","id":"65985"},{"first_name":"A.M.","last_name":"Schadow","full_name":"Schadow, A.M."},{"first_name":"N.","full_name":"Jankovic, N.","last_name":"Jankovic"},{"last_name":"Alexy","full_name":"Alexy, U.","first_name":"U."},{"full_name":"Krueger, B.","last_name":"Krueger","first_name":"B."}],"year":"2022","intvolume":" 180","citation":{"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} }","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).","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.","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"},"publication_identifier":{"issn":["0195-6663"]},"publication_status":"published","keyword":["Nutrition and Dietetics","General Psychology"],"article_number":"106333","language":[{"iso":"eng"}],"_id":"35754","department":[{"_id":"35"},{"_id":"22"}],"user_id":"61597","status":"public","publication":"Appetite","type":"journal_article"},{"volume":59,"date_created":"2023-01-20T14:10:45Z","author":[{"last_name":"Friehs","full_name":"Friehs, Maximilian A.","first_name":"Maximilian A."},{"last_name":"Whelan","full_name":"Whelan, Eric","first_name":"Eric"},{"first_name":"Iris","last_name":"Güldenpenning","full_name":"Güldenpenning, Iris","id":"52931"},{"first_name":"Daniel","last_name":"Krause","full_name":"Krause, Daniel"},{"last_name":"Weigelt","full_name":"Weigelt, Matthias","id":"36388","first_name":"Matthias"}],"date_updated":"2023-09-06T13:47:09Z","publisher":"Elsevier BV","doi":"10.1016/j.psychsport.2021.102130","title":"Stimulating performance: A scoping review on transcranial electrical stimulation effects on olympic sports","quality_controlled":"1","publication_identifier":{"issn":["1469-0292"]},"publication_status":"published","intvolume":" 59","citation":{"apa":"Friehs, M. A., Whelan, E., Güldenpenning, I., Krause, D., & Weigelt, M. (2022). Stimulating performance: A scoping review on transcranial electrical stimulation effects on olympic sports. Psychology of Sport and Exercise, 59, Article 102130. https://doi.org/10.1016/j.psychsport.2021.102130","short":"M.A. Friehs, E. Whelan, I. Güldenpenning, D. Krause, M. Weigelt, Psychology of Sport and Exercise 59 (2022).","mla":"Friehs, Maximilian A., et al. “Stimulating Performance: A Scoping Review on Transcranial Electrical Stimulation Effects on Olympic Sports.” Psychology of Sport and Exercise, vol. 59, 102130, Elsevier BV, 2022, doi:10.1016/j.psychsport.2021.102130.","bibtex":"@article{Friehs_Whelan_Güldenpenning_Krause_Weigelt_2022, title={Stimulating performance: A scoping review on transcranial electrical stimulation effects on olympic sports}, volume={59}, DOI={10.1016/j.psychsport.2021.102130}, number={102130}, journal={Psychology of Sport and Exercise}, publisher={Elsevier BV}, author={Friehs, Maximilian A. and Whelan, Eric and Güldenpenning, Iris and Krause, Daniel and Weigelt, Matthias}, year={2022} }","ieee":"M. A. Friehs, E. Whelan, I. Güldenpenning, D. Krause, and M. Weigelt, “Stimulating performance: A scoping review on transcranial electrical stimulation effects on olympic sports,” Psychology of Sport and Exercise, vol. 59, Art. no. 102130, 2022, doi: 10.1016/j.psychsport.2021.102130.","chicago":"Friehs, Maximilian A., Eric Whelan, Iris Güldenpenning, Daniel Krause, and Matthias Weigelt. “Stimulating Performance: A Scoping Review on Transcranial Electrical Stimulation Effects on Olympic Sports.” Psychology of Sport and Exercise 59 (2022). https://doi.org/10.1016/j.psychsport.2021.102130.","ama":"Friehs MA, Whelan E, Güldenpenning I, Krause D, Weigelt M. Stimulating performance: A scoping review on transcranial electrical stimulation effects on olympic sports. Psychology of Sport and Exercise. 2022;59. doi:10.1016/j.psychsport.2021.102130"},"year":"2022","department":[{"_id":"266"},{"_id":"17"}],"user_id":"80673","_id":"37762","language":[{"iso":"eng"}],"keyword":["Applied Psychology"],"article_number":"102130","publication":"Psychology of Sport and Exercise","type":"journal_article","status":"public"},{"date_created":"2023-01-20T14:03:54Z","publisher":"American Psychological Association (APA)","title":"Repeating head fakes in basketball: Temporal aspects affect the congruency sequence effect and the size of the head-fake effect.","issue":"2","quality_controlled":"1","year":"2022","language":[{"iso":"eng"}],"keyword":["Experimental and Cognitive Psychology"],"publication":"Journal of Experimental Psychology: Applied","author":[{"last_name":"Polzien","full_name":"Polzien, Andrea","first_name":"Andrea"},{"first_name":"Iris","last_name":"Güldenpenning","orcid":"0000-0003-0549-5543","id":"52931","full_name":"Güldenpenning, Iris"},{"id":"36388","full_name":"Weigelt, Matthias","last_name":"Weigelt","first_name":"Matthias"}],"volume":29,"date_updated":"2023-09-12T09:10:37Z","doi":"10.1037/xap0000419","publication_status":"published","publication_identifier":{"issn":["1939-2192","1076-898X"]},"citation":{"apa":"Polzien, A., Güldenpenning, I., & Weigelt, M. (2022). Repeating head fakes in basketball: Temporal aspects affect the congruency sequence effect and the size of the head-fake effect. Journal of Experimental Psychology: Applied, 29(2), 292–301. https://doi.org/10.1037/xap0000419","bibtex":"@article{Polzien_Güldenpenning_Weigelt_2022, title={Repeating head fakes in basketball: Temporal aspects affect the congruency sequence effect and the size of the head-fake effect.}, volume={29}, DOI={10.1037/xap0000419}, number={2}, journal={Journal of Experimental Psychology: Applied}, publisher={American Psychological Association (APA)}, author={Polzien, Andrea and Güldenpenning, Iris and Weigelt, Matthias}, year={2022}, pages={292–301} }","mla":"Polzien, Andrea, et al. “Repeating Head Fakes in Basketball: Temporal Aspects Affect the Congruency Sequence Effect and the Size of the Head-Fake Effect.” Journal of Experimental Psychology: Applied, vol. 29, no. 2, American Psychological Association (APA), 2022, pp. 292–301, doi:10.1037/xap0000419.","short":"A. Polzien, I. Güldenpenning, M. Weigelt, Journal of Experimental Psychology: Applied 29 (2022) 292–301.","ieee":"A. Polzien, I. Güldenpenning, and M. Weigelt, “Repeating head fakes in basketball: Temporal aspects affect the congruency sequence effect and the size of the head-fake effect.,” Journal of Experimental Psychology: Applied, vol. 29, no. 2, pp. 292–301, 2022, doi: 10.1037/xap0000419.","chicago":"Polzien, Andrea, Iris Güldenpenning, and Matthias Weigelt. “Repeating Head Fakes in Basketball: Temporal Aspects Affect the Congruency Sequence Effect and the Size of the Head-Fake Effect.” Journal of Experimental Psychology: Applied 29, no. 2 (2022): 292–301. https://doi.org/10.1037/xap0000419.","ama":"Polzien A, Güldenpenning I, Weigelt M. Repeating head fakes in basketball: Temporal aspects affect the congruency sequence effect and the size of the head-fake effect. Journal of Experimental Psychology: Applied. 2022;29(2):292-301. doi:10.1037/xap0000419"},"intvolume":" 29","page":"292-301","user_id":"80673","department":[{"_id":"266"},{"_id":"17"}],"_id":"37751","type":"journal_article","status":"public"},{"date_created":"2023-03-03T14:02:11Z","publisher":"Elsevier BV","title":"A longitudinal analysis of reciprocal relationships between actual and perceived motor competencies and physical self-concept in primary-school age children","quality_controlled":"1","year":"2022","language":[{"iso":"eng"}],"keyword":["Applied Psychology"],"publication":"Psychology of Sport and Exercise","abstract":[{"lang":"eng","text":"Physical self-concept (PSC) and motor competencies are important factors in view of the development of a physically active lifestyle. There are research gaps regarding longitudinal studies of these relationships. This article presents findings of a longitudinal study (n = 200; 58% girls, M = 8.84 ± 0.63 years) at three primary schools. The aim of this study was to analyze the relationship between actual motor competencies (AMC) and perceived motor competencies (PMC) and PSC. Therefore, manifest path models in cross-lagged design were performed. Results show that correlations between PMC and AMC increased over time and were stronger in object control than in locomotor. Effects of AMC on PSC were more strongly mediated by PMC in object control than in locomotor. To promote physical activity, developing strategies should be aimed at the acquisition of AMC, particularly in object control, and PMC, especially in locomotor, during childhood."}],"author":[{"first_name":"Anne","orcid":"0000-0002-6830-9245","last_name":"Strotmeyer","full_name":"Strotmeyer, Anne","id":"58723"},{"first_name":"Christian","last_name":"Herrmann","full_name":"Herrmann, Christian"},{"first_name":"Miriam","full_name":"Kehne, Miriam","id":"129","last_name":"Kehne"}],"volume":63,"date_updated":"2023-09-19T10:07:43Z","doi":"10.1016/j.psychsport.2022.102269","publication_status":"published","publication_identifier":{"issn":["1469-0292"]},"citation":{"ama":"Strotmeyer A, Herrmann C, Kehne M. A longitudinal analysis of reciprocal relationships between actual and perceived motor competencies and physical self-concept in primary-school age children. Psychology of Sport and Exercise. 2022;63. doi:10.1016/j.psychsport.2022.102269","ieee":"A. Strotmeyer, C. Herrmann, and M. Kehne, “A longitudinal analysis of reciprocal relationships between actual and perceived motor competencies and physical self-concept in primary-school age children,” Psychology of Sport and Exercise, vol. 63, Art. no. 102269, 2022, doi: 10.1016/j.psychsport.2022.102269.","chicago":"Strotmeyer, Anne, Christian Herrmann, and Miriam Kehne. “A Longitudinal Analysis of Reciprocal Relationships between Actual and Perceived Motor Competencies and Physical Self-Concept in Primary-School Age Children.” Psychology of Sport and Exercise 63 (2022). https://doi.org/10.1016/j.psychsport.2022.102269.","apa":"Strotmeyer, A., Herrmann, C., & Kehne, M. (2022). A longitudinal analysis of reciprocal relationships between actual and perceived motor competencies and physical self-concept in primary-school age children. Psychology of Sport and Exercise, 63, Article 102269. https://doi.org/10.1016/j.psychsport.2022.102269","bibtex":"@article{Strotmeyer_Herrmann_Kehne_2022, title={A longitudinal analysis of reciprocal relationships between actual and perceived motor competencies and physical self-concept in primary-school age children}, volume={63}, DOI={10.1016/j.psychsport.2022.102269}, number={102269}, journal={Psychology of Sport and Exercise}, publisher={Elsevier BV}, author={Strotmeyer, Anne and Herrmann, Christian and Kehne, Miriam}, year={2022} }","short":"A. Strotmeyer, C. Herrmann, M. Kehne, Psychology of Sport and Exercise 63 (2022).","mla":"Strotmeyer, Anne, et al. “A Longitudinal Analysis of Reciprocal Relationships between Actual and Perceived Motor Competencies and Physical Self-Concept in Primary-School Age Children.” Psychology of Sport and Exercise, vol. 63, 102269, Elsevier BV, 2022, doi:10.1016/j.psychsport.2022.102269."},"intvolume":" 63","user_id":"14931","department":[{"_id":"318"}],"_id":"42714","article_type":"original","article_number":"102269","type":"journal_article","status":"public"},{"status":"public","abstract":[{"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.","lang":"eng"}],"publication":"Humanities and Social Sciences Communications","type":"journal_article","language":[{"iso":"eng"}],"keyword":["General Economics","Econometrics and Finance","General Psychology","General Social Sciences","General Arts and Humanities","General Business","Management and Accounting"],"article_number":"193","user_id":"98032","_id":"39362","intvolume":" 9","citation":{"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","short":"C. Göbel, S. Mauermeister, J. Henke, Humanities and Social Sciences Communications 9 (2022).","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.","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} }","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","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.","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."},"year":"2022","issue":"1","publication_identifier":{"issn":["2662-9992"]},"publication_status":"published","doi":"10.1057/s41599-022-01198-1","title":"Citizen Social Science in Germany—cooperation beyond invited and uninvited participation","volume":9,"author":[{"first_name":"Claudia","full_name":"Göbel, Claudia","last_name":"Göbel"},{"first_name":"Sylvi","full_name":"Mauermeister, Sylvi","last_name":"Mauermeister"},{"full_name":"Henke, Justus","last_name":"Henke","first_name":"Justus"}],"date_created":"2023-01-24T09:36:55Z","publisher":"Springer Science and Business Media LLC","date_updated":"2023-09-20T11:33:49Z"},{"department":[{"_id":"178"},{"_id":"184"}],"user_id":"72497","_id":"44638","language":[{"iso":"eng"}],"keyword":["Artificial Intelligence","Cognitive Neuroscience","Computer Science Applications","Human-Computer Interaction","Applied Psychology","Neuroscience (miscellaneous)"],"article_number":"100258","publication":"Computers in Human Behavior Reports","type":"journal_article","status":"public","volume":9,"author":[{"first_name":"Julia Amelie","last_name":"Hoppe","full_name":"Hoppe, Julia Amelie","id":"73093"},{"first_name":"Outi","last_name":"Tuisku","full_name":"Tuisku, Outi"},{"first_name":"Rose-Marie","last_name":"Johansson-Pajala","full_name":"Johansson-Pajala, Rose-Marie"},{"full_name":"Pekkarinen, Satu","last_name":"Pekkarinen","first_name":"Satu"},{"first_name":"Lea","last_name":"Hennala","full_name":"Hennala, Lea"},{"full_name":"Gustafsson, Christine","last_name":"Gustafsson","first_name":"Christine"},{"full_name":"Melkas, Helinä","last_name":"Melkas","first_name":"Helinä"},{"full_name":"Thommes, Kirsten","id":"72497","last_name":"Thommes","first_name":"Kirsten"}],"date_created":"2023-05-08T12:28:54Z","date_updated":"2024-11-20T09:43:57Z","publisher":"Elsevier BV","doi":"10.1016/j.chbr.2022.100258","title":"When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty","publication_identifier":{"issn":["2451-9588"]},"publication_status":"published","intvolume":" 9","citation":{"mla":"Hoppe, Julia Amelie, et al. “When Do Individuals Choose Care Robots over a Human Caregiver? Insights from a Laboratory Experiment on Choices under Uncertainty.” Computers in Human Behavior Reports, vol. 9, 100258, Elsevier BV, 2022, doi:10.1016/j.chbr.2022.100258.","short":"J.A. Hoppe, O. Tuisku, R.-M. Johansson-Pajala, S. Pekkarinen, L. Hennala, C. Gustafsson, H. Melkas, K. Thommes, Computers in Human Behavior Reports 9 (2022).","bibtex":"@article{Hoppe_Tuisku_Johansson-Pajala_Pekkarinen_Hennala_Gustafsson_Melkas_Thommes_2022, title={When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty}, volume={9}, DOI={10.1016/j.chbr.2022.100258}, number={100258}, journal={Computers in Human Behavior Reports}, publisher={Elsevier BV}, author={Hoppe, Julia Amelie and Tuisku, Outi and Johansson-Pajala, Rose-Marie and Pekkarinen, Satu and Hennala, Lea and Gustafsson, Christine and Melkas, Helinä and Thommes, Kirsten}, year={2022} }","apa":"Hoppe, J. A., Tuisku, O., Johansson-Pajala, R.-M., Pekkarinen, S., Hennala, L., Gustafsson, C., Melkas, H., & Thommes, K. (2022). When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty. Computers in Human Behavior Reports, 9, Article 100258. https://doi.org/10.1016/j.chbr.2022.100258","ama":"Hoppe JA, Tuisku O, Johansson-Pajala R-M, et al. When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty. Computers in Human Behavior Reports. 2022;9. doi:10.1016/j.chbr.2022.100258","ieee":"J. A. Hoppe et al., “When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty,” Computers in Human Behavior Reports, vol. 9, Art. no. 100258, 2022, doi: 10.1016/j.chbr.2022.100258.","chicago":"Hoppe, Julia Amelie, Outi Tuisku, Rose-Marie Johansson-Pajala, Satu Pekkarinen, Lea Hennala, Christine Gustafsson, Helinä Melkas, and Kirsten Thommes. “When Do Individuals Choose Care Robots over a Human Caregiver? Insights from a Laboratory Experiment on Choices under Uncertainty.” Computers in Human Behavior Reports 9 (2022). https://doi.org/10.1016/j.chbr.2022.100258."},"year":"2022"},{"_id":"34481","user_id":"46","department":[{"_id":"17"}],"keyword":["General Psychology"],"type":"journal_article","publication":"Frontiers in Psychology","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."}],"status":"public","date_updated":"2022-12-16T16:00:19Z","publisher":"Frontiers Media SA","date_created":"2022-12-16T16:00:01Z","author":[{"first_name":"Bruno","last_name":"Tassignon","full_name":"Tassignon, Bruno"},{"full_name":"Verschueren, Jo","last_name":"Verschueren","first_name":"Jo"},{"last_name":"Baeyens","full_name":"Baeyens, Jean-Pierre","first_name":"Jean-Pierre"},{"last_name":"Benjaminse","full_name":"Benjaminse, Anne","first_name":"Anne"},{"last_name":"Gokeler","full_name":"Gokeler, Alli","first_name":"Alli"},{"full_name":"Serrien, Ben","last_name":"Serrien","first_name":"Ben"},{"first_name":"Ron","last_name":"Clijsen","full_name":"Clijsen, Ron"}],"volume":12,"title":"An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning Method","doi":"10.3389/fpsyg.2021.533033","publication_status":"published","publication_identifier":{"issn":["1664-1078"]},"year":"2021","citation":{"short":"B. Tassignon, J. Verschueren, J.-P. Baeyens, A. Benjaminse, A. Gokeler, B. Serrien, R. Clijsen, Frontiers in Psychology 12 (2021).","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.","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} }","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","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","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.","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."},"intvolume":" 12"},{"doi":"10.1024/1422-4917/a000829","title":"Ebenen der genetischen Analyse komplexer Phänotypen am Beispiel der Anorexia nervosa und der Varianz des Körpergewichts","date_created":"2022-11-03T11:31:50Z","author":[{"last_name":"Hirtz","full_name":"Hirtz, Raphael","first_name":"Raphael"},{"full_name":"Zheng, Yiran","last_name":"Zheng","first_name":"Yiran"},{"first_name":"Luisa S.","last_name":"Rajcsanyi","full_name":"Rajcsanyi, Luisa S."},{"last_name":"Libuda","orcid":"0000-0003-1603-3133","id":"88682","full_name":"Libuda, Lars","first_name":"Lars"},{"full_name":"Antel, Jochen","last_name":"Antel","first_name":"Jochen"},{"first_name":"Triinu","last_name":"Peters","full_name":"Peters, Triinu"},{"first_name":"Johannes","full_name":"Hebebrand, Johannes","last_name":"Hebebrand"},{"full_name":"Hinney, Anke","last_name":"Hinney","first_name":"Anke"}],"volume":50,"date_updated":"2023-01-11T16:58:49Z","publisher":"Hogrefe Publishing Group","citation":{"ama":"Hirtz R, Zheng Y, Rajcsanyi LS, et al. Ebenen der genetischen Analyse komplexer Phänotypen am Beispiel                    der Anorexia nervosa und der Varianz des Körpergewichts. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie. 2021;50(3):175-185. doi:10.1024/1422-4917/a000829","ieee":"R. Hirtz et al., “Ebenen der genetischen Analyse komplexer Phänotypen am Beispiel                    der Anorexia nervosa und der Varianz des Körpergewichts,” Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, vol. 50, no. 3, pp. 175–185, 2021, doi: 10.1024/1422-4917/a000829.","chicago":"Hirtz, Raphael, Yiran Zheng, Luisa S. Rajcsanyi, Lars Libuda, Jochen Antel, Triinu Peters, Johannes Hebebrand, and Anke Hinney. “Ebenen der genetischen Analyse komplexer Phänotypen am Beispiel                    der Anorexia nervosa und der Varianz des Körpergewichts.” Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 50, no. 3 (2021): 175–85. https://doi.org/10.1024/1422-4917/a000829.","apa":"Hirtz, R., Zheng, Y., Rajcsanyi, L. S., Libuda, L., Antel, J., Peters, T., Hebebrand, J., & Hinney, A. (2021). Ebenen der genetischen Analyse komplexer Phänotypen am Beispiel                    der Anorexia nervosa und der Varianz des Körpergewichts. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 50(3), 175–185. https://doi.org/10.1024/1422-4917/a000829","short":"R. Hirtz, Y. Zheng, L.S. Rajcsanyi, L. Libuda, J. Antel, T. Peters, J. Hebebrand, A. Hinney, Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 50 (2021) 175–185.","bibtex":"@article{Hirtz_Zheng_Rajcsanyi_Libuda_Antel_Peters_Hebebrand_Hinney_2021, title={Ebenen der genetischen Analyse komplexer Phänotypen am Beispiel                    der Anorexia nervosa und der Varianz des Körpergewichts}, volume={50}, DOI={10.1024/1422-4917/a000829}, number={3}, journal={Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie}, publisher={Hogrefe Publishing Group}, author={Hirtz, Raphael and Zheng, Yiran and Rajcsanyi, Luisa S. and Libuda, Lars and Antel, Jochen and Peters, Triinu and Hebebrand, Johannes and Hinney, Anke}, year={2021}, pages={175–185} }","mla":"Hirtz, Raphael, et al. “Ebenen der genetischen Analyse komplexer Phänotypen am Beispiel                    der Anorexia nervosa und der Varianz des Körpergewichts.” Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, vol. 50, no. 3, Hogrefe Publishing Group, 2021, pp. 175–85, doi:10.1024/1422-4917/a000829."},"intvolume":" 50","page":"175-185","year":"2021","issue":"3","publication_status":"published","publication_identifier":{"issn":["1422-4917","1664-2880"]},"language":[{"iso":"ger"}],"keyword":["Psychiatry and Mental health","Clinical Psychology","General Medicine","Pediatrics","Perinatology and Child Health"],"user_id":"88682","department":[{"_id":"35"}],"_id":"33986","status":"public","abstract":[{"lang":"eng","text":" Zusammenfassung. Genetische Varianten beeinflussen die Gewichtsregulation und die Entwicklung von Essstörungen. Zunächst haben familienbasierte, sogenannte formalgenetische Studien den erblichen Anteil an der Gewichtsregulation und an der Ätiologie von Essstörungen beleuchtet. In einer Vielzahl von Studien zeigten sich sowohl für die Varianz des Körpergewichts als auch für die Entstehung von Essstörungen Erblichkeitsschätzer (Heritabilitätsraten) von über 50 %. Mit diesem Wissen begab man sich in den 90er-Jahren des letzten Jahrhunderts auf die Suche nach den zugrundeliegenden Genen (genauer: genetischen Varianten), die das Körpergewicht, das Essverhalten oder beide Phänotypen auf Grundlage geteilter Mechanismen beeinflussen. Zunächst wurden Kandidatengenstudien durchgeführt. Dabei untersuchte man auf Grundlage unterschiedlicher, v. a. aber pathophysiologisch plausibler Überlegungen Gene mit hoher Relevanz für die untersuchten Phänotypen. Dieser Ansatz war für Essstörungen nicht sehr erfolgreich, für die Gewichtsregulation konnte eine Handvoll Gene identifiziert werden. Verbunden mit großen methodischen Fortschritten in der genetischen Forschung und v. a. der Etablierung sogenannter genomweiter Assoziationsstudien (GWAS) Anfang der 2000er-Jahre konnten bislang über 1000 Varianten/Genorte detektiert werden, die das Körpergewicht beeinflussen. Für die Essstörung Anorexia nervosa (AN) sind aktuell acht solcher Genorte beschrieben. Diese Ergebnisse, aber auch aktuelle Ansätze zu phänotypübergreifenden Analysen lassen Einblicke in die komplexe Regulation des Körpergewichtes zu und haben zudem unerwartete Pathomechanismen für AN aufgezeigt. "}],"type":"journal_article","publication":"Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie"},{"page":"1141-1164","intvolume":" 37","citation":{"ieee":"A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, and C. Grunschel, “A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education,” European Journal of Psychology of Education, vol. 37, no. 4, pp. 1141–1164, 2021, doi: 10.1007/s10212-021-00571-z.","chicago":"Scheunemann, Anne, Theresa Schnettler, Julia Bobe, Stefan Fries, and Carola Grunschel. “A Longitudinal Analysis of the Reciprocal Relationship between Academic Procrastination, Study Satisfaction, and Dropout Intentions in Higher Education.” European Journal of Psychology of Education 37, no. 4 (2021): 1141–64. https://doi.org/10.1007/s10212-021-00571-z.","ama":"Scheunemann A, Schnettler T, Bobe J, Fries S, Grunschel C. A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education. 2021;37(4):1141-1164. doi:10.1007/s10212-021-00571-z","apa":"Scheunemann, A., Schnettler, T., Bobe, J., Fries, S., & Grunschel, C. (2021). A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education, 37(4), 1141–1164. https://doi.org/10.1007/s10212-021-00571-z","bibtex":"@article{Scheunemann_Schnettler_Bobe_Fries_Grunschel_2021, title={A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education}, volume={37}, DOI={10.1007/s10212-021-00571-z}, number={4}, journal={European Journal of Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Scheunemann, Anne and Schnettler, Theresa and Bobe, Julia and Fries, Stefan and Grunschel, Carola}, year={2021}, pages={1141–1164} }","short":"A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, C. Grunschel, European Journal of Psychology of Education 37 (2021) 1141–1164.","mla":"Scheunemann, Anne, et al. “A Longitudinal Analysis of the Reciprocal Relationship between Academic Procrastination, Study Satisfaction, and Dropout Intentions in Higher Education.” European Journal of Psychology of Education, vol. 37, no. 4, Springer Science and Business Media LLC, 2021, pp. 1141–64, doi:10.1007/s10212-021-00571-z."},"publication_identifier":{"issn":["0256-2928","1878-5174"]},"publication_status":"published","doi":"10.1007/s10212-021-00571-z","volume":37,"author":[{"full_name":"Scheunemann, Anne","last_name":"Scheunemann","first_name":"Anne"},{"last_name":"Schnettler","full_name":"Schnettler, Theresa","first_name":"Theresa"},{"full_name":"Bobe, Julia","last_name":"Bobe","first_name":"Julia"},{"full_name":"Fries, Stefan","last_name":"Fries","first_name":"Stefan"},{"first_name":"Carola","full_name":"Grunschel, Carola","last_name":"Grunschel"}],"date_updated":"2023-11-09T12:14:21Z","status":"public","type":"journal_article","user_id":"81770","_id":"48732","year":"2021","issue":"4","title":"A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education","date_created":"2023-11-09T12:13:37Z","publisher":"Springer Science and Business Media LLC","abstract":[{"lang":"eng","text":"AbstractStudent dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior."}],"publication":"European Journal of Psychology of Education","language":[{"iso":"eng"}],"keyword":["Developmental and Educational Psychology","Education"]},{"language":[{"iso":"eng"}],"keyword":["Organizational Behavior and Human Resource Management","Applied Psychology"],"user_id":"100407","_id":"48513","status":"public","abstract":[{"lang":"eng","text":"Evaluators’ fit assessments are not only influenced by applicants’ qualities, but also by stereotypes, especially in recruitment for high‐status jobs in male‐dominated fields. The unidimensional agentic stereotype of these work contexts signals agentic job and organizational requirements (stereotypically male qualities such as achievement orientation), although the actual requirements usually also include communality (stereotypically female qualities such as interpersonal skills). In five experiments, we investigate the relevance of perceived applicant agency for perceived applicant fit, the influence of recruitment material, contextual differences, and the role of applicant gender. Our findings indicate that perceived applicant agency drives perceived person‐job and person‐organization fit in strictly male stereotyped work contexts, regardless of gender, and agentic recruitment material enhances this effect. Contrasting different contexts (high‐ with low‐status jobs and a male‐dominated with a gender‐balanced and female‐dominated field) revealed that the relevance of perceived agency increases with perceived job status, and the relevance of perceived communality decreases with the expected share of men. Although women were perceived as highly agentic in strictly male stereotyped work contexts, their need to be perceived as agentic also was higher than for men, due to the perceived lack of fit between women and high‐status jobs."}],"publication":"Personnel Psychology","type":"journal_article","doi":"10.1111/peps.12470","title":"When agency “fits” regardless of gender: Perceptions of applicant fit when job and organization signal male stereotypes","volume":75,"date_created":"2023-10-27T12:34:22Z","author":[{"full_name":"Dutz, Regina","last_name":"Dutz","first_name":"Regina"},{"first_name":"Sylvia","full_name":"Hubner-Benz, Sylvia","id":"100407","last_name":"Hubner-Benz"},{"last_name":"Peus","full_name":"Peus, Claudia","first_name":"Claudia"}],"date_updated":"2023-10-27T12:43:36Z","publisher":"Wiley","page":"441-483","intvolume":" 75","citation":{"ama":"Dutz R, Hubner-Benz S, Peus C. When agency “fits” regardless of gender: Perceptions of applicant fit when job and organization signal male stereotypes. Personnel Psychology. 2021;75(2):441-483. doi:10.1111/peps.12470","ieee":"R. Dutz, S. Hubner-Benz, and C. Peus, “When agency ‘fits’ regardless of gender: Perceptions of applicant fit when job and organization signal male stereotypes,” Personnel Psychology, vol. 75, no. 2, pp. 441–483, 2021, doi: 10.1111/peps.12470.","chicago":"Dutz, Regina, Sylvia Hubner-Benz, and Claudia Peus. “When Agency ‘Fits’ Regardless of Gender: Perceptions of Applicant Fit When Job and Organization Signal Male Stereotypes.” Personnel Psychology 75, no. 2 (2021): 441–83. https://doi.org/10.1111/peps.12470.","bibtex":"@article{Dutz_Hubner-Benz_Peus_2021, title={When agency “fits” regardless of gender: Perceptions of applicant fit when job and organization signal male stereotypes}, volume={75}, DOI={10.1111/peps.12470}, number={2}, journal={Personnel Psychology}, publisher={Wiley}, author={Dutz, Regina and Hubner-Benz, Sylvia and Peus, Claudia}, year={2021}, pages={441–483} }","mla":"Dutz, Regina, et al. “When Agency ‘Fits’ Regardless of Gender: Perceptions of Applicant Fit When Job and Organization Signal Male Stereotypes.” Personnel Psychology, vol. 75, no. 2, Wiley, 2021, pp. 441–83, doi:10.1111/peps.12470.","short":"R. Dutz, S. Hubner-Benz, C. Peus, Personnel Psychology 75 (2021) 441–483.","apa":"Dutz, R., Hubner-Benz, S., & Peus, C. (2021). When agency “fits” regardless of gender: Perceptions of applicant fit when job and organization signal male stereotypes. Personnel Psychology, 75(2), 441–483. https://doi.org/10.1111/peps.12470"},"year":"2021","issue":"2","publication_identifier":{"issn":["0031-5826","1744-6570"]},"publication_status":"published"},{"publisher":"Elsevier BV","date_updated":"2023-11-08T21:14:19Z","author":[{"full_name":"Friehs, Maximilian A.","last_name":"Friehs","first_name":"Maximilian A."},{"last_name":"Whelan","full_name":"Whelan, Eric","first_name":"Eric"},{"orcid":"0000-0003-0549-5543","last_name":"Güldenpenning","id":"52931","full_name":"Güldenpenning, Iris","first_name":"Iris"},{"first_name":"Daniel","full_name":"Krause, Daniel","id":"668","last_name":"Krause","orcid":"orcid.org/0000-0001-5391-885X"},{"first_name":"Matthias","id":"36388","full_name":"Weigelt, Matthias","last_name":"Weigelt"}],"date_created":"2023-11-08T20:26:04Z","volume":59,"title":"Stimulating performance: A scoping review on transcranial electrical stimulation effects on olympic sports","doi":"10.1016/j.psychsport.2021.102130","publication_status":"published","publication_identifier":{"issn":["1469-0292"]},"year":"2021","citation":{"chicago":"Friehs, Maximilian A., Eric Whelan, Iris Güldenpenning, Daniel Krause, and Matthias Weigelt. “Stimulating Performance: A Scoping Review on Transcranial Electrical Stimulation Effects on Olympic Sports.” Psychology of Sport and Exercise 59 (2021). https://doi.org/10.1016/j.psychsport.2021.102130.","ieee":"M. A. Friehs, E. Whelan, I. Güldenpenning, D. Krause, and M. Weigelt, “Stimulating performance: A scoping review on transcranial electrical stimulation effects on olympic sports,” Psychology of Sport and Exercise, vol. 59, Art. no. 102130, 2021, doi: 10.1016/j.psychsport.2021.102130.","ama":"Friehs MA, Whelan E, Güldenpenning I, Krause D, Weigelt M. Stimulating performance: A scoping review on transcranial electrical stimulation effects on olympic sports. Psychology of Sport and Exercise. 2021;59. doi:10.1016/j.psychsport.2021.102130","apa":"Friehs, M. A., Whelan, E., Güldenpenning, I., Krause, D., & Weigelt, M. (2021). Stimulating performance: A scoping review on transcranial electrical stimulation effects on olympic sports. Psychology of Sport and Exercise, 59, Article 102130. https://doi.org/10.1016/j.psychsport.2021.102130","bibtex":"@article{Friehs_Whelan_Güldenpenning_Krause_Weigelt_2021, title={Stimulating performance: A scoping review on transcranial electrical stimulation effects on olympic sports}, volume={59}, DOI={10.1016/j.psychsport.2021.102130}, number={102130}, journal={Psychology of Sport and Exercise}, publisher={Elsevier BV}, author={Friehs, Maximilian A. and Whelan, Eric and Güldenpenning, Iris and Krause, Daniel and Weigelt, Matthias}, year={2021} }","mla":"Friehs, Maximilian A., et al. “Stimulating Performance: A Scoping Review on Transcranial Electrical Stimulation Effects on Olympic Sports.” Psychology of Sport and Exercise, vol. 59, 102130, Elsevier BV, 2021, doi:10.1016/j.psychsport.2021.102130.","short":"M.A. Friehs, E. Whelan, I. Güldenpenning, D. Krause, M. Weigelt, Psychology of Sport and Exercise 59 (2021)."},"intvolume":" 59","_id":"48698","user_id":"668","article_number":"102130","keyword":["Applied Psychology"],"language":[{"iso":"eng"}],"type":"journal_article","publication":"Psychology of Sport and Exercise","status":"public"},{"year":"2021","intvolume":" 24","page":"291-311","citation":{"ama":"Podworny S, Biehler R. The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study. Mathematical Thinking and Learning. 2021;24(4):291-311. doi:10.1080/10986065.2021.1922837","ieee":"S. Podworny and R. Biehler, “The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study,” Mathematical Thinking and Learning, vol. 24, no. 4, pp. 291–311, 2021, doi: 10.1080/10986065.2021.1922837.","chicago":"Podworny, Susanne, and Rolf Biehler. “The Process of Actively Building a Model for a Randomization Test – Insights into Learners’ Modeling Activities Based on a Case Study.” Mathematical Thinking and Learning 24, no. 4 (2021): 291–311. https://doi.org/10.1080/10986065.2021.1922837.","short":"S. Podworny, R. Biehler, Mathematical Thinking and Learning 24 (2021) 291–311.","mla":"Podworny, Susanne, and Rolf Biehler. “The Process of Actively Building a Model for a Randomization Test – Insights into Learners’ Modeling Activities Based on a Case Study.” Mathematical Thinking and Learning, vol. 24, no. 4, Informa UK Limited, 2021, pp. 291–311, doi:10.1080/10986065.2021.1922837.","bibtex":"@article{Podworny_Biehler_2021, title={The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study}, volume={24}, DOI={10.1080/10986065.2021.1922837}, number={4}, journal={Mathematical Thinking and Learning}, publisher={Informa UK Limited}, author={Podworny, Susanne and Biehler, Rolf}, year={2021}, pages={291–311} }","apa":"Podworny, S., & Biehler, R. (2021). The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study. Mathematical Thinking and Learning, 24(4), 291–311. https://doi.org/10.1080/10986065.2021.1922837"},"publication_identifier":{"issn":["1098-6065","1532-7833"]},"publication_status":"published","issue":"4","title":"The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study","doi":"10.1080/10986065.2021.1922837","date_updated":"2024-04-18T10:12:50Z","publisher":"Informa UK Limited","volume":24,"date_created":"2023-01-10T10:44:50Z","author":[{"first_name":"Susanne","last_name":"Podworny","orcid":"0000-0002-6313-5987","id":"30619","full_name":"Podworny, Susanne"},{"first_name":"Rolf","last_name":"Biehler","id":"16274","full_name":"Biehler, Rolf"}],"status":"public","publication":"Mathematical Thinking and Learning","type":"journal_article","keyword":["Developmental and Educational Psychology","Education","General Mathematics"],"language":[{"iso":"eng"}],"_id":"35781","department":[{"_id":"363"}],"user_id":"37888"},{"date_created":"2023-01-18T07:51:55Z","author":[{"first_name":"Mirko","orcid":"0000-0003-2646-085X","last_name":"Schürmann","full_name":"Schürmann, Mirko","id":"59707"},{"first_name":"Elena","id":"3211","full_name":"Bender, Elena","last_name":"Bender"},{"full_name":"Grebe, Christian","last_name":"Grebe","first_name":"Christian"}],"publisher":"Springer Science and Business Media LLC","date_updated":"2023-01-18T07:53:10Z","doi":"10.1007/s11612-021-00574-w","title":"Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen","publication_status":"published","quality_controlled":"1","publication_identifier":{"issn":["2366-6145","2366-6218"]},"citation":{"ama":"Schürmann M, Bender E, Grebe C. Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen. Gruppe Interaktion Organisation Zeitschrift für Angewandte Organisationspsychologie (GIO). Published online 2021. doi:10.1007/s11612-021-00574-w","chicago":"Schürmann, Mirko, Elena Bender, and Christian Grebe. “Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen.” Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO), 2021. https://doi.org/10.1007/s11612-021-00574-w.","ieee":"M. Schürmann, E. Bender, and C. Grebe, “Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen,” Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO), 2021, doi: 10.1007/s11612-021-00574-w.","apa":"Schürmann, M., Bender, E., & Grebe, C. (2021). Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen. Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO). https://doi.org/10.1007/s11612-021-00574-w","mla":"Schürmann, Mirko, et al. “Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen.” Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO), Springer Science and Business Media LLC, 2021, doi:10.1007/s11612-021-00574-w.","short":"M. Schürmann, E. Bender, C. Grebe, Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO) (2021).","bibtex":"@article{Schürmann_Bender_Grebe_2021, title={Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen}, DOI={10.1007/s11612-021-00574-w}, journal={Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)}, publisher={Springer Science and Business Media LLC}, author={Schürmann, Mirko and Bender, Elena and Grebe, Christian}, year={2021} }"},"year":"2021","user_id":"59707","department":[{"_id":"36"},{"_id":"117"},{"_id":"31"},{"_id":"423"}],"_id":"37231","language":[{"iso":"ger"}],"article_type":"original","keyword":["Organizational Behavior and Human Resource Management","Applied Psychology","Developmental and Educational Psychology","Education","Social Psychology"],"type":"journal_article","publication":"Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)","status":"public","abstract":[{"text":"ZusammenfassungIn diesem Beitrag der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) wird das Instrument zur Diagnose pädagogischer Kompetenzen von Pflegelehrpersonen (PädKomPflege) vorgestellt.Die Berufsbildung in der Pflege ist durch sich verändernde inhaltliche und gesetzliche Anforderungen geprägt. Verschiedene landesspezifische rechtliche Vorgaben führen zu einem sehr heterogenen Bild von Qualifikationen und Kompetenzen der Pflegelehrpersonen. Die Anrechnung bereits erworbener Kompetenzen auf pflegepädagogische Studiengänge sowie die Kompetenzerfassung und -bilanzierung in Berufsbildungseinrichtungen spielt daher eine wichtige Rolle. Vor diesem Hintergrund wurde das Instrument PädKomPflege entwickelt und erprobt. Grundlage des Kompetenzmodells sind die Empfehlungen der Kultusministerkonferenz (2004) zu den Standards für die (allgemeine) Lehrerbildung sowie Expertenworkshops und -interviews mit PflegedidaktikerInnen. Die empirische Erprobung erfolgte an einer Stichprobe von 1096 Pflegelehrpersonen. Psychometrische Analysen auf Grundlage der klassischen Testtheorie sowie IRT-basierte Analysen führten zu einer Überarbeitung des Instruments, welches nun als zweisprachiges Online-Self-Assessmenttool (eng./deut.) vorliegt. Die Validierung der deutschsprachigen Version fand anhand von 545 TeilnehmerInnen im Jahr 2016 statt, sodass ein geprüftes Instrument mit 54 Items in den fünf Hauptskalen (Unterricht, Beurteilung, Beratung, Lernortkooperation sowie Organisations- und Schulentwicklung) und 18 Subskalen zur Verfügung steht.Sowohl klassische als auch probabilistische Testgütekriterien werden erfüllt. Die Skalen weisen hohe interne Konsistenzen auf (α > 0,80) und sind überwiegend konstruktvalide. So lassen sich für 17 der 18 Subskalen ordinale Raschmodelle anpassen. Auf der Ebene der Hauptskalen können Partial Credit Modelle für alle Items von modellkonformen Subskalen einer Hauptskala angepasst werden. Das Instrument kann zur individuellen Kompetenzdiagnostik, zur Identifikation von Bildungsbedarfen in Schulen des Gesundheitswesens und im Kontext beruflicher Bildungsprozesse genutzt werden. In der Onlineversion erhalten Teilnehmende abschließend ein individuelles Kompetenzprofil mit möglichen Vergleichswerten. Das Tool kann begleitend zu Qualifizierungsprozessen als Monitoring-Instrument oder zur individuellen Kompetenzbilanzierung eingesetzt werden.","lang":"eng"}]},{"date_updated":"2023-01-18T10:10:27Z","author":[{"first_name":"Elena","last_name":"Bender","id":"3211","full_name":"Bender, Elena"},{"id":"59707","full_name":"Schürmann, Mirko","last_name":"Schürmann","orcid":"0000-0003-2646-085X","first_name":"Mirko"},{"first_name":"Ute","full_name":"Poethke, Ute","last_name":"Poethke"},{"first_name":"Chantal","orcid":"https://orcid.org/0000-0002-4881-5378","last_name":"Soyka","id":"83964","full_name":"Soyka, Chantal"},{"last_name":"Schaper","full_name":"Schaper, Niclas","first_name":"Niclas"},{"full_name":"Rowold, und Jens","last_name":"Rowold","first_name":"und Jens"}],"volume":66,"doi":"10.1026/0932-4089/a000364","publication_status":"published","publication_identifier":{"issn":["0932-4089","2190-6270"]},"citation":{"bibtex":"@article{Bender_Schürmann_Poethke_Soyka_Schaper_Rowold_2021, title={Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen Werten          für Mitarbeitendenbindung in der Arbeitswelt 4.0}, volume={66}, DOI={10.1026/0932-4089/a000364}, number={1}, journal={Zeitschrift für Arbeits- und Organisationspsychologie A&amp;O}, publisher={Hogrefe Publishing Group}, author={Bender, Elena and Schürmann, Mirko and Poethke, Ute and Soyka, Chantal and Schaper, Niclas and Rowold, und Jens}, year={2021}, pages={14–30} }","short":"E. Bender, M. Schürmann, U. Poethke, C. Soyka, N. Schaper, und J. Rowold, Zeitschrift für Arbeits- und Organisationspsychologie A&amp;O 66 (2021) 14–30.","mla":"Bender, Elena, et al. “Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen Werten          für Mitarbeitendenbindung in der Arbeitswelt 4.0.” Zeitschrift für Arbeits- und Organisationspsychologie A&amp;O, vol. 66, no. 1, Hogrefe Publishing Group, 2021, pp. 14–30, doi:10.1026/0932-4089/a000364.","apa":"Bender, E., Schürmann, M., Poethke, U., Soyka, C., Schaper, N., & Rowold, und J. (2021). Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen Werten          für Mitarbeitendenbindung in der Arbeitswelt 4.0. Zeitschrift für Arbeits- und Organisationspsychologie A&amp;O, 66(1), 14–30. https://doi.org/10.1026/0932-4089/a000364","ama":"Bender E, Schürmann M, Poethke U, Soyka C, Schaper N, Rowold und J. Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen Werten          für Mitarbeitendenbindung in der Arbeitswelt 4.0. Zeitschrift für Arbeits- und Organisationspsychologie A&amp;O. 2021;66(1):14-30. doi:10.1026/0932-4089/a000364","chicago":"Bender, Elena, Mirko Schürmann, Ute Poethke, Chantal Soyka, Niclas Schaper, and und Jens Rowold. “Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen Werten          für Mitarbeitendenbindung in der Arbeitswelt 4.0.” Zeitschrift für Arbeits- und Organisationspsychologie A&amp;O 66, no. 1 (2021): 14–30. https://doi.org/10.1026/0932-4089/a000364.","ieee":"E. Bender, M. Schürmann, U. Poethke, C. Soyka, N. Schaper, and und J. Rowold, “Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen Werten          für Mitarbeitendenbindung in der Arbeitswelt 4.0,” Zeitschrift für Arbeits- und Organisationspsychologie A&amp;O, vol. 66, no. 1, pp. 14–30, 2021, doi: 10.1026/0932-4089/a000364."},"intvolume":" 66","page":"14-30","_id":"33748","user_id":"83964","department":[{"_id":"423"}],"type":"journal_article","status":"public","publisher":"Hogrefe Publishing Group","date_created":"2022-10-17T11:47:21Z","title":"Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen Werten für Mitarbeitendenbindung in der Arbeitswelt 4.0","issue":"1","year":"2021","keyword":["Organizational Behavior and Human Resource Management","Applied Psychology"],"language":[{"iso":"ger"}],"publication":"Zeitschrift für Arbeits- und Organisationspsychologie A&O","abstract":[{"text":" Zusammenfassung. In der Arbeit 4.0 ist durch neue Beschäftigungsmöglichkeiten für Mitarbeitende eine Langzeitbindung an ein Unternehmen seltener. Unternehmen reagieren mit flexibilisierten Arbeitsplätzen, um diesem Wunsch der Mitarbeitenden nachzukommen. Flexibilisierung reduziert die Absicht das Unternehmen zu verlassen. Dabei ist wichtig, räumliche und zeitliche Flexibilisierung zu differenzieren. Außerdem gewinnen individuelle Werte bezüglich Stabilität und Kontinuität an Bedeutung und können den Bindungswunsch stärken. Hauptziel dieser Untersuchung ist, anhand eines kontroll- und ressourcentheoretisch fundierten Rahmens in zwei aufeinander aufbauenden Studien ( N = 448, N = 202) die (potenziell unterschiedlich starken) Zusammenhänge von zeitlicher und räumlicher Flexibilisierung mit Mitarbeitendenbindung zu analysieren und zu prüfen, ob sich diese Zusammenhänge bestätigen lassen, wenn zusätzlich individuelle Werte in die Analyse einbezogen werden. Die Ergebnisse zeigen, dass zeitliche und räumliche Flexibilisierung unterschiedlich mit der Bleibeabsicht zusammenhängen. Während zeitliche Flexibilisierung positive Zusammenhänge zeigt, finden sich in Bezug auf räumliche Flexibilisierung keine Zusammenhänge. Werte bezüglich Stabilität und Kontinuität scheinen dabei nicht mit einer stärkeren Mitarbeitendenbindung zusammenzuhängen. ","lang":"eng"}]},{"_id":"37285","department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"user_id":"48187","status":"public","type":"journal_article","doi":"10.17645/si.v9i3.4354","date_updated":"2023-01-18T10:34:09Z","volume":9,"author":[{"last_name":"Dahmen","full_name":"Dahmen, Stephan","id":"95659","first_name":"Stephan"}],"intvolume":" 9","page":"347-360","citation":{"ama":"Dahmen S. Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing? Social Inclusion. 2021;9(3):347-360. doi:10.17645/si.v9i3.4354","ieee":"S. Dahmen, “Constructing the ‘Competent’ Pupil: Optimizing Human Futures Through Testing?,” Social Inclusion, vol. 9, no. 3, pp. 347–360, 2021, doi: 10.17645/si.v9i3.4354.","chicago":"Dahmen, Stephan. “Constructing the ‘Competent’ Pupil: Optimizing Human Futures Through Testing?” Social Inclusion 9, no. 3 (2021): 347–60. https://doi.org/10.17645/si.v9i3.4354.","mla":"Dahmen, Stephan. “Constructing the ‘Competent’ Pupil: Optimizing Human Futures Through Testing?” Social Inclusion, vol. 9, no. 3, Cogitatio, 2021, pp. 347–60, doi:10.17645/si.v9i3.4354.","bibtex":"@article{Dahmen_2021, title={Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?}, volume={9}, DOI={10.17645/si.v9i3.4354}, number={3}, journal={Social Inclusion}, publisher={Cogitatio}, author={Dahmen, Stephan}, year={2021}, pages={347–360} }","short":"S. Dahmen, Social Inclusion 9 (2021) 347–360.","apa":"Dahmen, S. (2021). Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing? Social Inclusion, 9(3), 347–360. https://doi.org/10.17645/si.v9i3.4354"},"publication_identifier":{"issn":["2183-2803"]},"publication_status":"published","keyword":["Sociology and Political Science","Social Psychology"],"language":[{"iso":"eng"}],"abstract":[{"text":"In the last decade, the German transition system has witnessed the large‐scale introduction of so‐called “analysis of potentials” (<em>Potenzialanalysen</em>) in secondary compulsory schooling. In most German Länder, 8th graders must participate in a two‐day assessment center which combines psychometric testing with observations of their social and professional competencies in pre‐specified tasks. The programmatic aim of these assessments is to “introduce pupils early to choosing a job” (Bundesministerium für Bildung und Forschung [BMBF], 2017, p. 2) as well as to enhance the propensity of pupils to “take responsibility for their own future” (BMBF, 2017, p. 9). In the context of the German school‐to‐work system, the introduction of these new forms of diagnostics bear witness to a new preventive political rationality that aims at reducing the entry age into upper secondary education, reduce the recourse to so‐called “transition measures” and optimizing transitions into an apprenticeship market that is characterized by structural inequalities and “mismatch” between pupils’ job aspirations and the offers in apprenticeship places. However, little is known on the role of competency testing devices for the construction of further trajectories and aspirations and their role in the reproduction of inequalities in transitions from school to work. Based on an in‐depth analysis of policy documents and competency profiles (the documents handed out to the pupils after undergoing testing), the article reconstructs the political rationale for the introduction of the so‐called <em>Potenzialanalysen</em>. Based on a Foucauldian framework, we show how pupils are constructed as “competent” subjects. We show that competency assessments are part and parcel of a political rationality that aims at the promotion of a specific (future‐oriented, optimized, self‐regulated) relation to one’s own biographical future on the side of the pupils. Our results demonstrate that competency profiles construct the process of choosing a job as an individualized project of the self and that they invisibilize structural barriers and power relations. In doing so, competency assessments potentially contribute to the reproduction of inequalities in post‐secondary education through delegating “cooling out” processes from institutional gatekeepers to the interiority of persons.","lang":"eng"}],"publication":"Social Inclusion","title":"Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?","publisher":"Cogitatio","date_created":"2023-01-18T10:33:25Z","year":"2021","issue":"3"},{"language":[{"iso":"eng"}],"keyword":["Developmental and Educational Psychology","Education"],"publication":"European Journal of Psychology of Education","abstract":[{"lang":"eng","text":"AbstractSchool classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed."}],"date_created":"2023-01-18T16:25:43Z","publisher":"Springer Science and Business Media LLC","title":"Teaching and learning in a multilingual Europe: findings from a cross-European study","issue":"2","year":"2021","user_id":"97270","department":[{"_id":"645"}],"_id":"37455","type":"journal_article","status":"public","author":[{"last_name":"Dockrell","full_name":"Dockrell, J. E.","first_name":"J. E."},{"first_name":"T. C.","last_name":"Papadopoulos","full_name":"Papadopoulos, T. C."},{"first_name":"C. L.","full_name":"Mifsud, C. L.","last_name":"Mifsud"},{"first_name":"L.","last_name":"Bourke","full_name":"Bourke, L."},{"first_name":"O.","full_name":"Vilageliu, O.","last_name":"Vilageliu"},{"first_name":"E.","last_name":"Bešić","full_name":"Bešić, E."},{"last_name":"Seifert","full_name":"Seifert, Susanne","id":"97270","first_name":"Susanne"},{"first_name":"B.","last_name":"Gasteiger-Klicpera","full_name":"Gasteiger-Klicpera, B."},{"last_name":"Ralli","full_name":"Ralli, A.","first_name":"A."},{"last_name":"Dimakos","full_name":"Dimakos, I.","first_name":"I."},{"last_name":"Karpava","full_name":"Karpava, S.","first_name":"S."},{"first_name":"M.","last_name":"Martins","full_name":"Martins, M."},{"full_name":"Sousa, O.","last_name":"Sousa","first_name":"O."},{"first_name":"S.","last_name":"Castro","full_name":"Castro, S."},{"full_name":"Søndergaard Knudsen, H. B.","last_name":"Søndergaard Knudsen","first_name":"H. B."},{"full_name":"Donau, P.","last_name":"Donau","first_name":"P."},{"full_name":"Haznedar, B.","last_name":"Haznedar","first_name":"B."},{"last_name":"Mikulajová","full_name":"Mikulajová, M.","first_name":"M."},{"first_name":"N.","last_name":"Gerdzhikova","full_name":"Gerdzhikova, N."}],"volume":37,"date_updated":"2023-01-18T16:48:47Z","doi":"10.1007/s10212-020-00523-z","publication_status":"published","publication_identifier":{"issn":["0256-2928","1878-5174"]},"citation":{"apa":"Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu, O., Bešić, E., Seifert, S., Gasteiger-Klicpera, B., Ralli, A., Dimakos, I., Karpava, S., Martins, M., Sousa, O., Castro, S., Søndergaard Knudsen, H. B., Donau, P., Haznedar, B., Mikulajová, M., & Gerdzhikova, N. (2021). Teaching and learning in a multilingual Europe: findings from a cross-European study. European Journal of Psychology of Education, 37(2), 293–320. https://doi.org/10.1007/s10212-020-00523-z","mla":"Dockrell, J. E., et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” European Journal of Psychology of Education, vol. 37, no. 2, Springer Science and Business Media LLC, 2021, pp. 293–320, doi:10.1007/s10212-020-00523-z.","short":"J.E. Dockrell, T.C. Papadopoulos, C.L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, S. Seifert, B. Gasteiger-Klicpera, A. Ralli, I. Dimakos, S. Karpava, M. Martins, O. Sousa, S. Castro, H.B. Søndergaard Knudsen, P. Donau, B. Haznedar, M. Mikulajová, N. Gerdzhikova, European Journal of Psychology of Education 37 (2021) 293–320.","bibtex":"@article{Dockrell_Papadopoulos_Mifsud_Bourke_Vilageliu_Bešić_Seifert_Gasteiger-Klicpera_Ralli_Dimakos_et al._2021, title={Teaching and learning in a multilingual Europe: findings from a cross-European study}, volume={37}, DOI={10.1007/s10212-020-00523-z}, number={2}, journal={European Journal of Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Dockrell, J. E. and Papadopoulos, T. C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert, Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and et al.}, year={2021}, pages={293–320} }","ama":"Dockrell JE, Papadopoulos TC, Mifsud CL, et al. Teaching and learning in a multilingual Europe: findings from a cross-European study. European Journal of Psychology of Education. 2021;37(2):293-320. doi:10.1007/s10212-020-00523-z","ieee":"J. E. Dockrell et al., “Teaching and learning in a multilingual Europe: findings from a cross-European study,” European Journal of Psychology of Education, vol. 37, no. 2, pp. 293–320, 2021, doi: 10.1007/s10212-020-00523-z.","chicago":"Dockrell, J. E., T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, Susanne Seifert, et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” European Journal of Psychology of Education 37, no. 2 (2021): 293–320. https://doi.org/10.1007/s10212-020-00523-z."},"intvolume":" 37","page":"293-320"},{"publication":"Frontiers in Human Neuroscience","type":"journal_article","status":"public","abstract":[{"lang":"eng","text":"Whereas initial findings have already identified cortical patterns accompanying proprioceptive deficiencies in patients after anterior cruciate ligament reconstruction (ACLR), little is known about compensatory sensorimotor mechanisms for re-establishing postural control. Therefore, the aim of the present study was to explore leg dependent patterns of cortical contributions to postural control in patients 6 weeks following ACLR. A total of 12 patients after ACLR (25.1 ± 3.2 years, 178.1 ± 9.7 cm, 77.5 ± 14.4 kg) and another 12 gender, age, and activity matched healthy controls participated in this study. All subjects performed 10 × 30 s. single leg stances on each leg, equipped with 64-channel mobile electroencephalography (EEG). Postural stability was quantified by area of sway and sway velocity. Estimations of the weighted phase lag index were conducted as a cortical measure of functional connectivity. The findings showed significant group × leg interactions for increased functional connectivity in the anterior cruciate ligament (ACL) injured leg, predominantly including fronto−parietal [F(1, 22) = 8.41, p ≤ 0.008, η2 = 0.28], fronto−occipital [F(1, 22) = 4.43, p ≤ 0.047, η2 = 0.17], parieto−motor [F(1, 22) = 10.30, p ≤ 0.004, η2 = 0.32], occipito−motor [F(1, 22) = 5.21, p ≤ 0.032, η2 = 0.19], and occipito−parietal [F(1, 22) = 4.60, p ≤ 0.043, η2 = 0.17] intra−hemispherical connections in the contralateral hemisphere and occipito−motor [F(1, 22) = 7.33, p ≤ 0.013, η2 = 0.25] on the ipsilateral hemisphere to the injured leg. Higher functional connectivity in patients after ACLR, attained by increased emphasis of functional connections incorporating the somatosensory and visual areas, may serve as a compensatory mechanism to control postural stability of the injured leg in the early phase of rehabilitation. These preliminary results may help to develop new neurophysiological assessments for detecting functional deficiencies after ACLR in the future."}],"department":[{"_id":"17"},{"_id":"172"}],"user_id":"46","_id":"32434","language":[{"iso":"eng"}],"keyword":["Behavioral Neuroscience","Biological Psychiatry","Psychiatry and Mental health","Neurology","Neuropsychology and Physiological Psychology"],"publication_identifier":{"issn":["1662-5161"]},"publication_status":"published","intvolume":" 15","citation":{"ieee":"T. Lehmann, D. Büchel, C. Mouton, A. Gokeler, R. Seil, and J. Baumeister, “Functional Cortical Connectivity Related to Postural Control in Patients Six Weeks After Anterior Cruciate Ligament Reconstruction,” Frontiers in Human Neuroscience, vol. 15, 2021, doi: 10.3389/fnhum.2021.655116.","chicago":"Lehmann, Tim, Daniel Büchel, Caroline Mouton, Alli Gokeler, Romain Seil, and Jochen Baumeister. “Functional Cortical Connectivity Related to Postural Control in Patients Six Weeks After Anterior Cruciate Ligament Reconstruction.” Frontiers in Human Neuroscience 15 (2021). https://doi.org/10.3389/fnhum.2021.655116.","ama":"Lehmann T, Büchel D, Mouton C, Gokeler A, Seil R, Baumeister J. Functional Cortical Connectivity Related to Postural Control in Patients Six Weeks After Anterior Cruciate Ligament Reconstruction. Frontiers in Human Neuroscience. 2021;15. doi:10.3389/fnhum.2021.655116","short":"T. Lehmann, D. Büchel, C. Mouton, A. Gokeler, R. Seil, J. Baumeister, Frontiers in Human Neuroscience 15 (2021).","mla":"Lehmann, Tim, et al. “Functional Cortical Connectivity Related to Postural Control in Patients Six Weeks After Anterior Cruciate Ligament Reconstruction.” Frontiers in Human Neuroscience, vol. 15, Frontiers Media SA, 2021, doi:10.3389/fnhum.2021.655116.","bibtex":"@article{Lehmann_Büchel_Mouton_Gokeler_Seil_Baumeister_2021, title={Functional Cortical Connectivity Related to Postural Control in Patients Six Weeks After Anterior Cruciate Ligament Reconstruction}, volume={15}, DOI={10.3389/fnhum.2021.655116}, journal={Frontiers in Human Neuroscience}, publisher={Frontiers Media SA}, author={Lehmann, Tim and Büchel, Daniel and Mouton, Caroline and Gokeler, Alli and Seil, Romain and Baumeister, Jochen}, year={2021} }","apa":"Lehmann, T., Büchel, D., Mouton, C., Gokeler, A., Seil, R., & Baumeister, J. (2021). Functional Cortical Connectivity Related to Postural Control in Patients Six Weeks After Anterior Cruciate Ligament Reconstruction. Frontiers in Human Neuroscience, 15. https://doi.org/10.3389/fnhum.2021.655116"},"year":"2021","volume":15,"author":[{"id":"41584","full_name":"Lehmann, Tim","last_name":"Lehmann","first_name":"Tim"},{"full_name":"Büchel, Daniel","id":"41088","last_name":"Büchel","first_name":"Daniel"},{"first_name":"Caroline","last_name":"Mouton","full_name":"Mouton, Caroline"},{"first_name":"Alli","full_name":"Gokeler, Alli","last_name":"Gokeler"},{"first_name":"Romain","last_name":"Seil","full_name":"Seil, Romain"},{"first_name":"Jochen","full_name":"Baumeister, Jochen","id":"46","last_name":"Baumeister","orcid":"0000-0003-2683-5826"}],"date_created":"2022-07-27T07:47:56Z","date_updated":"2023-03-13T15:20:11Z","publisher":"Frontiers Media SA","doi":"10.3389/fnhum.2021.655116","title":"Functional Cortical Connectivity Related to Postural Control in Patients Six Weeks After Anterior Cruciate Ligament Reconstruction"},{"status":"public","type":"journal_article","publication":"European Journal of Special Needs Education","keyword":["Developmental and Educational Psychology","Health Professions (miscellaneous)","Education"],"language":[{"iso":"eng"}],"_id":"44151","user_id":"12978","department":[{"_id":"4"},{"_id":"556"}],"year":"2021","citation":{"ieee":"J. M. DeVries, M. Knickenberg, and M. Trygger, “Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden,” European Journal of Special Needs Education, vol. 37, no. 3, pp. 511–525, 2021, doi: 10.1080/08856257.2021.1911523.","chicago":"DeVries, Jeffrey M., Margarita Knickenberg, and Maria Trygger. “Academic Self-Concept, Perceptions of Inclusion, Special Needs and Gender: Evidence from Inclusive Classes in Sweden.” European Journal of Special Needs Education 37, no. 3 (2021): 511–25. https://doi.org/10.1080/08856257.2021.1911523.","ama":"DeVries JM, Knickenberg M, Trygger M. Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden. European Journal of Special Needs Education. 2021;37(3):511-525. doi:10.1080/08856257.2021.1911523","mla":"DeVries, Jeffrey M., et al. “Academic Self-Concept, Perceptions of Inclusion, Special Needs and Gender: Evidence from Inclusive Classes in Sweden.” European Journal of Special Needs Education, vol. 37, no. 3, Informa UK Limited, 2021, pp. 511–25, doi:10.1080/08856257.2021.1911523.","short":"J.M. DeVries, M. Knickenberg, M. Trygger, European Journal of Special Needs Education 37 (2021) 511–525.","bibtex":"@article{DeVries_Knickenberg_Trygger_2021, title={Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden}, volume={37}, DOI={10.1080/08856257.2021.1911523}, number={3}, journal={European Journal of Special Needs Education}, publisher={Informa UK Limited}, author={DeVries, Jeffrey M. and Knickenberg, Margarita and Trygger, Maria}, year={2021}, pages={511–525} }","apa":"DeVries, J. M., Knickenberg, M., & Trygger, M. (2021). Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden. European Journal of Special Needs Education, 37(3), 511–525. https://doi.org/10.1080/08856257.2021.1911523"},"intvolume":" 37","page":"511-525","publication_status":"published","publication_identifier":{"issn":["0885-6257","1469-591X"]},"issue":"3","title":"Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden","doi":"10.1080/08856257.2021.1911523","date_updated":"2023-05-17T09:05:19Z","publisher":"Informa UK Limited","author":[{"first_name":"Jeffrey M.","full_name":"DeVries, Jeffrey M.","last_name":"DeVries"},{"first_name":"Margarita","full_name":"Knickenberg, Margarita","last_name":"Knickenberg"},{"first_name":"Maria","last_name":"Trygger","full_name":"Trygger, Maria"}],"date_created":"2023-04-24T13:52:07Z","volume":37},{"status":"public","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."}],"type":"journal_article","publication":"Frontiers in Psychology","language":[{"iso":"eng"}],"keyword":["General Psychology"],"user_id":"46","department":[{"_id":"17"}],"_id":"45140","citation":{"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","short":"B. Tassignon, J. Verschueren, J.-P. Baeyens, A. Benjaminse, A. Gokeler, B. Serrien, R. Clijsen, Frontiers in Psychology 12 (2021).","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} }","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.","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.","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.","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"},"intvolume":" 12","year":"2021","publication_status":"published","publication_identifier":{"issn":["1664-1078"]},"doi":"10.3389/fpsyg.2021.533033","title":"An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning Method","author":[{"last_name":"Tassignon","full_name":"Tassignon, Bruno","first_name":"Bruno"},{"first_name":"Jo","full_name":"Verschueren, Jo","last_name":"Verschueren"},{"full_name":"Baeyens, Jean-Pierre","last_name":"Baeyens","first_name":"Jean-Pierre"},{"last_name":"Benjaminse","full_name":"Benjaminse, Anne","first_name":"Anne"},{"first_name":"Alli","last_name":"Gokeler","full_name":"Gokeler, Alli"},{"last_name":"Serrien","full_name":"Serrien, Ben","first_name":"Ben"},{"first_name":"Ron","last_name":"Clijsen","full_name":"Clijsen, Ron"}],"date_created":"2023-05-19T09:12:13Z","volume":12,"date_updated":"2023-05-19T09:13:35Z","publisher":"Frontiers Media SA"},{"quality_controlled":"1","publication_identifier":{"issn":["1618-3169","2190-5142"]},"publication_status":"published","issue":"6","year":"2021","intvolume":" 67","page":"349-363","citation":{"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.","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","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} }","short":"A. Polzien, I. Güldenpenning, M. Weigelt, Experimental Psychology 67 (2021) 349–363.","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.","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"},"date_updated":"2023-09-12T08:37:20Z","publisher":"Hogrefe Publishing Group","volume":67,"date_created":"2023-01-20T14:28:14Z","author":[{"first_name":"Andrea","last_name":"Polzien","full_name":"Polzien, Andrea"},{"first_name":"Iris","id":"52931","full_name":"Güldenpenning, Iris","last_name":"Güldenpenning","orcid":"0000-0003-0549-5543"},{"id":"36388","full_name":"Weigelt, Matthias","last_name":"Weigelt","first_name":"Matthias"}],"title":"Examining the Perceptual-Cognitive Mechanism of Deceptive Actions in Sports","doi":"10.1027/1618-3169/a000503","publication":"Experimental Psychology","type":"journal_article","abstract":[{"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. ","lang":"eng"}],"status":"public","_id":"37786","department":[{"_id":"266"},{"_id":"17"}],"user_id":"80673","keyword":["General Psychology","Arts and Humanities (miscellaneous)","Experimental and Cognitive Psychology","General Medicine"],"language":[{"iso":"eng"}],"alternative_title":["Different Processes Contribute to the Head-Fake Effect in Basketball"]}]