---
_id: '48486'
abstract:
- lang: eng
text: AbstractIntroductionIn
Europe, most Internet searches for school‐related tasks are situated at home,
where parents can support adolescents. Although the frequency (quantity) of parental
support has already been analyzed, a research gap exists concerning the quality
of parental support in adolescents' information‐related Internet use. The quality
of parental support in the field of homework involvement is known to be a predictor
of adolescents' learning motivation and academic achievement, often discussed
with regard to self‐determination theory (SDT) in terms of autonomy support, structure,
emotional support, and control. These categories were adapted in this study to
analyze parents' support in adolescents' Internet searching activities.MethodsUsing
a mixed‐methods approach, we combined quantitative questionnaires and qualitative
observations to analyze joint information‐related Internet uses. Therefore, 243
parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed
by videography in 2019/2020 in Germany. The adolescents were 11 years old, on
average.ResultsThe
parents rated all qualities higher than the adolescents. Emotional support was
rated highest by both groups, whereas structure was rated lowest. Adolescents' and
parents' view on parental support differ. The qualitative study revealed parents' often
interfering behavior, whereas emotional support was low. Further, the active role
of adolescents was highlighted in both quantitative and qualitative data.ConclusionsBy
combining quantitative and qualitative approaches, we demonstrated a fruitful
application of SDT in analyzing the quality of parental support during adolescents' Internet
searches at home and shed light on the co‐construction of joint Internet searches.
author:
- first_name: Ricarda
full_name: Kurock, Ricarda
id: '78797'
last_name: Kurock
- first_name: Jeannine
full_name: Teichert, Jeannine
id: '83055'
last_name: Teichert
orcid: 0000-0002-7571-891X
- first_name: Dorothee M.
full_name: Meister, Dorothee M.
id: '346'
last_name: Meister
orcid: orcid.org/0000-0002-9685-4988
- first_name: Lara
full_name: Gerhardts, Lara
last_name: Gerhardts
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Sabrina
full_name: Bonanati, Sabrina
last_name: Bonanati
citation:
ama: Kurock R, Teichert J, Meister DM, Gerhardts L, Buhl HM, Bonanati S. A mixed‐methods study
of the quality of parental support during adolescents’ information‐related Internet
use as a co‐construction process. Journal of Adolescence. 2024;96(3):566-579.
doi:http://dx.doi.org/10.1002/jad.12264
apa: Kurock, R., Teichert, J., Meister, D. M., Gerhardts, L., Buhl, H. M., &
Bonanati, S. (2024). A mixed‐methods study of the quality of parental support
during adolescents’ information‐related Internet use as a co‐construction process.
Journal of Adolescence, 96(3), 566–579. http://dx.doi.org/10.1002/jad.12264
bibtex: '@article{Kurock_Teichert_Meister_Gerhardts_Buhl_Bonanati_2024, title={A
mixed‐methods study of the quality of parental support during adolescents’ information‐related
Internet use as a co‐construction process}, volume={96}, DOI={http://dx.doi.org/10.1002/jad.12264},
number={3}, journal={Journal of Adolescence}, publisher={Wiley}, author={Kurock,
Ricarda and Teichert, Jeannine and Meister, Dorothee M. and Gerhardts, Lara and
Buhl, Heike M. and Bonanati, Sabrina}, year={2024}, pages={566–579} }'
chicago: 'Kurock, Ricarda, Jeannine Teichert, Dorothee M. Meister, Lara Gerhardts,
Heike M. Buhl, and Sabrina Bonanati. “A Mixed‐methods Study of the Quality of
Parental Support during Adolescents’ Information‐related Internet Use as a Co‐construction
Process.” Journal of Adolescence 96, no. 3 (2024): 566–79. http://dx.doi.org/10.1002/jad.12264.'
ieee: 'R. Kurock, J. Teichert, D. M. Meister, L. Gerhardts, H. M. Buhl, and S. Bonanati,
“A mixed‐methods study of the quality of parental support during adolescents’ information‐related
Internet use as a co‐construction process,” Journal of Adolescence, vol.
96, no. 3, pp. 566–579, 2024, doi: http://dx.doi.org/10.1002/jad.12264.'
mla: Kurock, Ricarda, et al. “A Mixed‐methods Study of the Quality of Parental Support
during Adolescents’ Information‐related Internet Use as a Co‐construction Process.”
Journal of Adolescence, vol. 96, no. 3, Wiley, 2024, pp. 566–79, doi:http://dx.doi.org/10.1002/jad.12264.
short: R. Kurock, J. Teichert, D.M. Meister, L. Gerhardts, H.M. Buhl, S. Bonanati,
Journal of Adolescence 96 (2024) 566–579.
date_created: 2023-10-26T12:01:24Z
date_updated: 2025-07-03T09:06:39Z
department:
- _id: '427'
- _id: '137'
doi: http://dx.doi.org/10.1002/jad.12264
intvolume: ' 96'
issue: '3'
keyword:
- Psychiatry and Mental health
- Developmental and Educational Psychology
- Social Psychology
- Pediatrics
- Perinatology and Child Health
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://onlinelibrary.wiley.com/doi/10.1002/jad.12264
oa: '1'
page: 566-579
project:
- _id: '378'
grant_number: 01JD1814A
name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Journal of Adolescence
publication_identifier:
issn:
- 0140-1971
- 1095-9254
publication_status: published
publisher: Wiley
quality_controlled: '1'
status: public
title: A mixed‐methods study of the quality of parental support during adolescents' information‐related
Internet use as a co‐construction process
type: journal_article
user_id: '83055'
volume: 96
year: '2024'
...
---
_id: '43437'
abstract:
- lang: eng
text: 'In virtual reality (VR), participants may not always have hands,
bodies, eyes, or even voices—using VR helmets and two controllers, participants
control an avatar through virtual worlds that do not necessarily obey familiar
laws of physics; moreover, the avatar’s bodily characteristics may not neatly
match our bodies in the physical world. Despite these limitations and specificities,
humans get things done through collaboration and the creative use of the environment.
While multiuser interactive VR is attracting greater numbers of participants,
there are currently few attempts to analyze the in situ interaction systematically.
This paper proposes a video-analytic detail-oriented methodological framework
for studying virtual reality interaction. Using multimodal conversation analysis,
the paper investigates a nonverbal, embodied, two-person interaction: two players
in a survival game strive to gesturally resolve a misunderstanding regarding an
in-game mechanic—however, both of their microphones are turned off for the duration
of play. The players’ inability to resort to complex language to resolve this
issue results in a dense sequence of back-and-forth activity involving gestures,
object manipulation, gaze, and body work. Most crucially, timing and modified
repetitions of previously produced actions turn out to be the key to overcome
both technical and communicative challenges. The paper analyzes these action sequences,
demonstrates how they generate intended outcomes, and proposes a vocabulary to
speak about these types of interaction more generally. The findings demonstrate
the viability of multimodal analysis of VR interaction, shed light on unique challenges
of analyzing interaction in virtual reality, and generate broader methodological
insights about the study of nonverbal action.'
article_type: original
author:
- first_name: Nils
full_name: Klowait, Nils
id: '98454'
last_name: Klowait
orcid: 0000-0002-7347-099X
citation:
ama: Klowait N. On the Multimodal Resolution of a Search Sequence in Virtual Reality.
Human Behavior and Emerging Technologies. 2023;2023:1-15. doi:10.1155/2023/8417012
apa: Klowait, N. (2023). On the Multimodal Resolution of a Search Sequence in Virtual
Reality. Human Behavior and Emerging Technologies, 2023, 1–15. https://doi.org/10.1155/2023/8417012
bibtex: '@article{Klowait_2023, title={On the Multimodal Resolution of a Search
Sequence in Virtual Reality}, volume={2023}, DOI={10.1155/2023/8417012},
journal={Human Behavior and Emerging Technologies}, publisher={Hindawi Limited},
author={Klowait, Nils}, year={2023}, pages={1–15} }'
chicago: 'Klowait, Nils. “On the Multimodal Resolution of a Search Sequence in Virtual
Reality.” Human Behavior and Emerging Technologies 2023 (2023): 1–15. https://doi.org/10.1155/2023/8417012.'
ieee: 'N. Klowait, “On the Multimodal Resolution of a Search Sequence in Virtual
Reality,” Human Behavior and Emerging Technologies, vol. 2023, pp. 1–15,
2023, doi: 10.1155/2023/8417012.'
mla: Klowait, Nils. “On the Multimodal Resolution of a Search Sequence in Virtual
Reality.” Human Behavior and Emerging Technologies, vol. 2023, Hindawi
Limited, 2023, pp. 1–15, doi:10.1155/2023/8417012.
short: N. Klowait, Human Behavior and Emerging Technologies 2023 (2023) 1–15.
date_created: 2023-04-06T10:57:28Z
date_updated: 2024-03-26T09:40:53Z
ddc:
- '300'
department:
- _id: '9'
doi: 10.1155/2023/8417012
file:
- access_level: closed
content_type: application/pdf
creator: nklowait
date_created: 2023-04-06T11:00:01Z
date_updated: 2023-04-06T11:00:01Z
file_id: '43438'
file_name: Klowait_2023a.pdf
file_size: 2877385
relation: main_file
success: 1
file_date_updated: 2023-04-06T11:00:01Z
funded_apc: '1'
has_accepted_license: '1'
intvolume: ' 2023'
keyword:
- Human-Computer Interaction
- General Social Sciences
- Social Psychology
- 'Virtual Reality : Multimodality'
- Nonverbal Interaction
- Search Sequence
- Gesture
- Co-Operative Action
- Goodwin
- Ethnomethodology
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://doi.org/10.1155/2023/8417012
oa: '1'
page: 1-15
project:
- _id: '119'
name: 'TRR 318 - Ö: TRR 318 - Project Area Ö'
publication: Human Behavior and Emerging Technologies
publication_identifier:
issn:
- 2578-1863
publication_status: published
publisher: Hindawi Limited
quality_controlled: '1'
status: public
title: On the Multimodal Resolution of a Search Sequence in Virtual Reality
type: journal_article
user_id: '98454'
volume: 2023
year: '2023'
...
---
_id: '35419'
abstract:
- lang: eng
text: AbstractResearch on procrastination covers
a variety of individual factors (e.g., conscientiousness) and this focus is reflected
in interventions against procrastination. Less emphasis is put on situational
and social factors that may help students reduce procrastination, such as social
interdependence. Therefore, this study investigates the relationship between interdependence
with academic procrastination and affective variables. Two vignette studies with
student samples (N1 = 320,
N2 = 193)
were conducted and data was analyzed with regression analyses and analyses of
covariance. Results of both studies show lower state procrastination in group
work with interdependence compared to individual work, especially in participants
with high trait procrastination. This difference is more pronounced when interdependence
is accompanied by an active commitment to finish the task on time. Further, interdependent
group work is related to increased positive affect and decreased negative affect.
The results demonstrate the relevance of situational and social factors for academic
procrastination, and point toward new approaches for intervention.
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
citation:
ama: 'Koppenborg M, Klingsieck KB. Social factors of procrastination: group work
can reduce procrastination among students. Social Psychology of Education.
2022;25(1):249-274. doi:10.1007/s11218-021-09682-3'
apa: 'Koppenborg, M., & Klingsieck, K. B. (2022). Social factors of procrastination:
group work can reduce procrastination among students. Social Psychology of
Education, 25(1), 249–274. https://doi.org/10.1007/s11218-021-09682-3'
bibtex: '@article{Koppenborg_Klingsieck_2022, title={Social factors of procrastination:
group work can reduce procrastination among students}, volume={25}, DOI={10.1007/s11218-021-09682-3},
number={1}, journal={Social Psychology of Education}, publisher={Springer Science
and Business Media LLC}, author={Koppenborg, Markus and Klingsieck, Katrin B.},
year={2022}, pages={249–274} }'
chicago: 'Koppenborg, Markus, and Katrin B. Klingsieck. “Social Factors of Procrastination:
Group Work Can Reduce Procrastination among Students.” Social Psychology of
Education 25, no. 1 (2022): 249–74. https://doi.org/10.1007/s11218-021-09682-3.'
ieee: 'M. Koppenborg and K. B. Klingsieck, “Social factors of procrastination: group
work can reduce procrastination among students,” Social Psychology of Education,
vol. 25, no. 1, pp. 249–274, 2022, doi: 10.1007/s11218-021-09682-3.'
mla: 'Koppenborg, Markus, and Katrin B. Klingsieck. “Social Factors of Procrastination:
Group Work Can Reduce Procrastination among Students.” Social Psychology of
Education, vol. 25, no. 1, Springer Science and Business Media LLC, 2022,
pp. 249–74, doi:10.1007/s11218-021-09682-3.'
short: M. Koppenborg, K.B. Klingsieck, Social Psychology of Education 25 (2022)
249–274.
date_created: 2023-01-08T16:15:11Z
date_updated: 2023-11-08T08:30:02Z
department:
- _id: '426'
doi: 10.1007/s11218-021-09682-3
intvolume: ' 25'
issue: '1'
keyword:
- Sociology and Political Science
- Developmental and Educational Psychology
- Social Psychology
language:
- iso: eng
page: 249-274
publication: Social Psychology of Education
publication_identifier:
issn:
- 1381-2890
- 1573-1928
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Social factors of procrastination: group work can reduce procrastination among
students'
type: journal_article
user_id: '14931'
volume: 25
year: '2022'
...
---
_id: '35418'
article_number: '102117'
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
citation:
ama: Koppenborg M, Klingsieck KB. Group work and student procrastination. Learning
and Individual Differences. 2022;94. doi:10.1016/j.lindif.2022.102117
apa: Koppenborg, M., & Klingsieck, K. B. (2022). Group work and student procrastination.
Learning and Individual Differences, 94, Article 102117. https://doi.org/10.1016/j.lindif.2022.102117
bibtex: '@article{Koppenborg_Klingsieck_2022, title={Group work and student procrastination},
volume={94}, DOI={10.1016/j.lindif.2022.102117},
number={102117}, journal={Learning and Individual Differences}, publisher={Elsevier
BV}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2022} }'
chicago: Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.”
Learning and Individual Differences 94 (2022). https://doi.org/10.1016/j.lindif.2022.102117.
ieee: 'M. Koppenborg and K. B. Klingsieck, “Group work and student procrastination,”
Learning and Individual Differences, vol. 94, Art. no. 102117, 2022, doi:
10.1016/j.lindif.2022.102117.'
mla: Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.”
Learning and Individual Differences, vol. 94, 102117, Elsevier BV, 2022,
doi:10.1016/j.lindif.2022.102117.
short: M. Koppenborg, K.B. Klingsieck, Learning and Individual Differences 94 (2022).
date_created: 2023-01-08T16:14:36Z
date_updated: 2023-11-08T08:30:24Z
department:
- _id: '426'
doi: 10.1016/j.lindif.2022.102117
intvolume: ' 94'
keyword:
- Developmental and Educational Psychology
- Education
- Social Psychology
language:
- iso: eng
publication: Learning and Individual Differences
publication_identifier:
issn:
- 1041-6080
publication_status: published
publisher: Elsevier BV
status: public
title: Group work and student procrastination
type: journal_article
user_id: '14931'
volume: 94
year: '2022'
...
---
_id: '37231'
abstract:
- lang: eng
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.
article_type: original
author:
- first_name: Mirko
full_name: Schürmann, Mirko
id: '59707'
last_name: Schürmann
orcid: 0000-0003-2646-085X
- first_name: Elena
full_name: Bender, Elena
id: '3211'
last_name: Bender
- first_name: Christian
full_name: Grebe, Christian
last_name: Grebe
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
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
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} }'
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.'
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).
date_created: 2023-01-18T07:51:55Z
date_updated: 2023-01-18T07:53:10Z
department:
- _id: '36'
- _id: '117'
- _id: '31'
- _id: '423'
doi: 10.1007/s11612-021-00574-w
keyword:
- Organizational Behavior and Human Resource Management
- Applied Psychology
- Developmental and Educational Psychology
- Education
- Social Psychology
language:
- iso: ger
publication: Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie
(GIO)
publication_identifier:
issn:
- 2366-6145
- 2366-6218
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen
type: journal_article
user_id: '59707'
year: '2021'
...
---
_id: '37285'
abstract:
- lang: eng
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.
author:
- first_name: Stephan
full_name: Dahmen, Stephan
id: '95659'
last_name: Dahmen
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'
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'
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} }'
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.'
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.'
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.'
short: S. Dahmen, Social Inclusion 9 (2021) 347–360.
date_created: 2023-01-18T10:33:25Z
date_updated: 2023-01-18T10:34:09Z
department:
- _id: '723'
- _id: '724'
- _id: '36'
doi: 10.17645/si.v9i3.4354
intvolume: ' 9'
issue: '3'
keyword:
- Sociology and Political Science
- Social Psychology
language:
- iso: eng
page: 347-360
publication: Social Inclusion
publication_identifier:
issn:
- 2183-2803
publication_status: published
publisher: Cogitatio
status: public
title: 'Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?'
type: journal_article
user_id: '48187'
volume: 9
year: '2021'
...
---
_id: '48382'
abstract:
- lang: eng
text: AbstractThe intraindividual process of study
dropout, from forming dropout intention to deregistration, is of motivational
nature. Yet typical studies investigate interindividual differences, which do
not inform about intraindividual processes. Our study focused on the intraindividual
process of forming dropout intention, and applied expectancy-value theory to analyze
its motivational underpinnings. To expand research, we considered associations
of intraindividual deviations in expectancy, intrinsic value, attainment value,
utility value, and cost to intraindividual deviations in dropout intention. A
total of 326 undergraduate students of law and mathematics rated motivational
variables and dropout intention three times from semester start to the final exam
period. Multilevel regression analyses revealed that intraindividual changes in
intrinsic value, attainment, and cost, but not in expectancy and utility, related
to intraindividual changes in dropout intention. Further, we considered students’
demographics as moderators. Only age moderated the association between intrinsic
value and dropout intention. Our results stress the crucial role of certain value
components, including cost, for emerging dropout intention.
author:
- first_name: Theresa
full_name: Schnettler, Theresa
last_name: Schnettler
- first_name: Julia
full_name: Bobe, Julia
last_name: Bobe
- first_name: Anne
full_name: Scheunemann, Anne
last_name: Scheunemann
- first_name: Stefan
full_name: Fries, Stefan
last_name: Fries
- first_name: Carola
full_name: Grunschel, Carola
last_name: Grunschel
citation:
ama: Schnettler T, Bobe J, Scheunemann A, Fries S, Grunschel C. Is it still worth
it? Applying expectancy-value theory to investigate the intraindividual motivational
process of forming intentions to drop out from university. Motivation and Emotion.
2020;44(4):491-507. doi:10.1007/s11031-020-09822-w
apa: Schnettler, T., Bobe, J., Scheunemann, A., Fries, S., & Grunschel, C. (2020).
Is it still worth it? Applying expectancy-value theory to investigate the intraindividual
motivational process of forming intentions to drop out from university. Motivation
and Emotion, 44(4), 491–507. https://doi.org/10.1007/s11031-020-09822-w
bibtex: '@article{Schnettler_Bobe_Scheunemann_Fries_Grunschel_2020, title={Is it
still worth it? Applying expectancy-value theory to investigate the intraindividual
motivational process of forming intentions to drop out from university}, volume={44},
DOI={10.1007/s11031-020-09822-w},
number={4}, journal={Motivation and Emotion}, publisher={Springer Science and
Business Media LLC}, author={Schnettler, Theresa and Bobe, Julia and Scheunemann,
Anne and Fries, Stefan and Grunschel, Carola}, year={2020}, pages={491–507} }'
chicago: 'Schnettler, Theresa, Julia Bobe, Anne Scheunemann, Stefan Fries, and Carola
Grunschel. “Is It Still Worth It? Applying Expectancy-Value Theory to Investigate
the Intraindividual Motivational Process of Forming Intentions to Drop out from
University.” Motivation and Emotion 44, no. 4 (2020): 491–507. https://doi.org/10.1007/s11031-020-09822-w.'
ieee: 'T. Schnettler, J. Bobe, A. Scheunemann, S. Fries, and C. Grunschel, “Is it
still worth it? Applying expectancy-value theory to investigate the intraindividual
motivational process of forming intentions to drop out from university,” Motivation
and Emotion, vol. 44, no. 4, pp. 491–507, 2020, doi: 10.1007/s11031-020-09822-w.'
mla: Schnettler, Theresa, et al. “Is It Still Worth It? Applying Expectancy-Value
Theory to Investigate the Intraindividual Motivational Process of Forming Intentions
to Drop out from University.” Motivation and Emotion, vol. 44, no. 4, Springer
Science and Business Media LLC, 2020, pp. 491–507, doi:10.1007/s11031-020-09822-w.
short: T. Schnettler, J. Bobe, A. Scheunemann, S. Fries, C. Grunschel, Motivation
and Emotion 44 (2020) 491–507.
date_created: 2023-10-23T08:28:57Z
date_updated: 2023-11-09T12:14:40Z
doi: 10.1007/s11031-020-09822-w
intvolume: ' 44'
issue: '4'
keyword:
- Experimental and Cognitive Psychology
- Social Psychology
language:
- iso: eng
page: 491-507
publication: Motivation and Emotion
publication_identifier:
issn:
- 0146-7239
- 1573-6644
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Is it still worth it? Applying expectancy-value theory to investigate the intraindividual
motivational process of forming intentions to drop out from university
type: journal_article
user_id: '81770'
volume: 44
year: '2020'
...
---
_id: '37760'
author:
- first_name: Iris
full_name: Güldenpenning, Iris
id: '52931'
last_name: Güldenpenning
orcid: 0000-0003-0549-5543
- first_name: Wilfried
full_name: Kunde, Wilfried
last_name: Kunde
- first_name: Matthias
full_name: Weigelt, Matthias
id: '36388'
last_name: Weigelt
citation:
ama: 'Güldenpenning I, Kunde W, Weigelt M. Head-fake perception in basketball: the
relative contributions of expertise, visual or motor training, and test repetition.
International Journal of Sport and Exercise Psychology. 2020;20(1):202-222.
doi:10.1080/1612197x.2020.1854819'
apa: 'Güldenpenning, I., Kunde, W., & Weigelt, M. (2020). Head-fake perception
in basketball: the relative contributions of expertise, visual or motor training,
and test repetition. International Journal of Sport and Exercise Psychology,
20(1), 202–222. https://doi.org/10.1080/1612197x.2020.1854819'
bibtex: '@article{Güldenpenning_Kunde_Weigelt_2020, title={Head-fake perception
in basketball: the relative contributions of expertise, visual or motor training,
and test repetition}, volume={20}, DOI={10.1080/1612197x.2020.1854819},
number={1}, journal={International Journal of Sport and Exercise Psychology},
publisher={Informa UK Limited}, author={Güldenpenning, Iris and Kunde, Wilfried
and Weigelt, Matthias}, year={2020}, pages={202–222} }'
chicago: 'Güldenpenning, Iris, Wilfried Kunde, and Matthias Weigelt. “Head-Fake
Perception in Basketball: The Relative Contributions of Expertise, Visual or Motor
Training, and Test Repetition.” International Journal of Sport and Exercise
Psychology 20, no. 1 (2020): 202–22. https://doi.org/10.1080/1612197x.2020.1854819.'
ieee: 'I. Güldenpenning, W. Kunde, and M. Weigelt, “Head-fake perception in basketball:
the relative contributions of expertise, visual or motor training, and test repetition,”
International Journal of Sport and Exercise Psychology, vol. 20, no. 1,
pp. 202–222, 2020, doi: 10.1080/1612197x.2020.1854819.'
mla: 'Güldenpenning, Iris, et al. “Head-Fake Perception in Basketball: The Relative
Contributions of Expertise, Visual or Motor Training, and Test Repetition.” International
Journal of Sport and Exercise Psychology, vol. 20, no. 1, Informa UK Limited,
2020, pp. 202–22, doi:10.1080/1612197x.2020.1854819.'
short: I. Güldenpenning, W. Kunde, M. Weigelt, International Journal of Sport and
Exercise Psychology 20 (2020) 202–222.
date_created: 2023-01-20T14:10:05Z
date_updated: 2023-09-12T09:08:40Z
department:
- _id: '266'
- _id: '17'
doi: 10.1080/1612197x.2020.1854819
intvolume: ' 20'
issue: '1'
keyword:
- Applied Psychology
- Social Psychology
language:
- iso: eng
page: 202-222
publication: International Journal of Sport and Exercise Psychology
publication_identifier:
issn:
- 1612-197X
- 1557-251X
publication_status: published
publisher: Informa UK Limited
quality_controlled: '1'
status: public
title: 'Head-fake perception in basketball: the relative contributions of expertise,
visual or motor training, and test repetition'
type: journal_article
user_id: '80673'
volume: 20
year: '2020'
...
---
_id: '47045'
alternative_title:
- Nachrichten aus der asp
author:
- first_name: Iris
full_name: Güldenpenning, Iris
id: '52931'
last_name: Güldenpenning
orcid: 0000-0003-0549-5543
citation:
ama: 'Güldenpenning I. Bericht zur 52. Tagung der Arbeitsgemeinschaft für Sportpsychologie:
Neues Format, unbekannte Talente und Belohnungsaufschub. In: Zeitschrift für
Sportpsychologie. Vol 27. Hogrefe Publishing Group; 2020:80-81. doi:10.1026/1612-5010/a000300'
apa: 'Güldenpenning, I. (2020). Bericht zur 52. Tagung der Arbeitsgemeinschaft für
Sportpsychologie: Neues Format, unbekannte Talente und Belohnungsaufschub. Zeitschrift
für Sportpsychologie, 27(2), 80–81. https://doi.org/10.1026/1612-5010/a000300'
bibtex: '@inproceedings{Güldenpenning_2020, title={Bericht zur 52. Tagung der Arbeitsgemeinschaft
für Sportpsychologie: Neues Format, unbekannte Talente und Belohnungsaufschub},
volume={27}, DOI={10.1026/1612-5010/a000300},
number={2}, booktitle={Zeitschrift für Sportpsychologie}, publisher={Hogrefe Publishing
Group}, author={Güldenpenning, Iris}, year={2020}, pages={80–81} }'
chicago: 'Güldenpenning, Iris. “Bericht zur 52. Tagung der Arbeitsgemeinschaft für
Sportpsychologie: Neues Format, unbekannte Talente und Belohnungsaufschub.” In
Zeitschrift für Sportpsychologie, 27:80–81. Hogrefe Publishing Group, 2020.
https://doi.org/10.1026/1612-5010/a000300.'
ieee: 'I. Güldenpenning, “Bericht zur 52. Tagung der Arbeitsgemeinschaft für Sportpsychologie:
Neues Format, unbekannte Talente und Belohnungsaufschub,” in Zeitschrift für
Sportpsychologie, 2020, vol. 27, no. 2, pp. 80–81, doi: 10.1026/1612-5010/a000300.'
mla: 'Güldenpenning, Iris. “Bericht zur 52. Tagung der Arbeitsgemeinschaft für
Sportpsychologie: Neues Format, unbekannte Talente und Belohnungsaufschub.” Zeitschrift
für Sportpsychologie, vol. 27, no. 2, Hogrefe Publishing Group, 2020, pp.
80–81, doi:10.1026/1612-5010/a000300.'
short: 'I. Güldenpenning, in: Zeitschrift für Sportpsychologie, Hogrefe Publishing
Group, 2020, pp. 80–81.'
date_created: 2023-09-14T07:36:28Z
date_updated: 2025-02-01T08:59:11Z
department:
- _id: '266'
- _id: '17'
doi: 10.1026/1612-5010/a000300
intvolume: ' 27'
issue: '2'
keyword:
- Applied Psychology
- Physical Therapy
- Sports Therapy and Rehabilitation
- Social Psychology
language:
- iso: ger
page: 80-81
publication: Zeitschrift für Sportpsychologie
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: 'Bericht zur 52. Tagung der Arbeitsgemeinschaft für Sportpsychologie: Neues
Format, unbekannte Talente und Belohnungsaufschub'
type: conference_abstract
user_id: '52931'
volume: 27
year: '2020'
...
---
_id: '43211'
author:
- first_name: Lisa
full_name: Knoll, Lisa
id: '88789'
last_name: Knoll
citation:
ama: Knoll L. Social Impact Bonds und der Disput um die Wohlfahrt. KZfSS Kölner
Zeitschrift für Soziologie und Sozialpsychologie. 2018;70(1):117-138. doi:10.1007/s11577-018-0541-y
apa: Knoll, L. (2018). Social Impact Bonds und der Disput um die Wohlfahrt. KZfSS
Kölner Zeitschrift für Soziologie und Sozialpsychologie, 70(1), 117–138.
https://doi.org/10.1007/s11577-018-0541-y
bibtex: '@article{Knoll_2018, title={Social Impact Bonds und der Disput um die Wohlfahrt},
volume={70}, DOI={10.1007/s11577-018-0541-y},
number={1}, journal={KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie},
publisher={Springer Science and Business Media LLC}, author={Knoll, Lisa}, year={2018},
pages={117–138} }'
chicago: 'Knoll, Lisa. “Social Impact Bonds und der Disput um die Wohlfahrt.” KZfSS
Kölner Zeitschrift für Soziologie und Sozialpsychologie 70, no. 1 (2018):
117–38. https://doi.org/10.1007/s11577-018-0541-y.'
ieee: 'L. Knoll, “Social Impact Bonds und der Disput um die Wohlfahrt,” KZfSS
Kölner Zeitschrift für Soziologie und Sozialpsychologie, vol. 70, no. 1, pp.
117–138, 2018, doi: 10.1007/s11577-018-0541-y.'
mla: Knoll, Lisa. “Social Impact Bonds und der Disput um die Wohlfahrt.” KZfSS
Kölner Zeitschrift für Soziologie und Sozialpsychologie, vol. 70, no. 1, Springer
Science and Business Media LLC, 2018, pp. 117–38, doi:10.1007/s11577-018-0541-y.
short: L. Knoll, KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie 70
(2018) 117–138.
date_created: 2023-03-30T08:18:37Z
date_updated: 2023-10-02T12:05:58Z
department:
- _id: '121'
doi: 10.1007/s11577-018-0541-y
extern: '1'
intvolume: ' 70'
issue: '1'
keyword:
- Sociology and Political Science
- Social Psychology
language:
- iso: ger
page: 117-138
publication: KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie
publication_identifier:
issn:
- 0023-2653
- 1861-891X
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Social Impact Bonds und der Disput um die Wohlfahrt
type: journal_article
user_id: '14931'
volume: 70
year: '2018'
...