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Grimminger-Seidensticker, M. Aceti, S. Knobé, G. Vieille Marchiset, Health Promotion International 35 (2020) 17–26.","mla":"Grimminger-Seidensticker, Elke, et al. “Health Concepts among Socially Disadvantaged Children in France, Germany and Switzerland.” <i>Health Promotion International</i>, vol. 35, 2020, pp. 17–26, doi:<a href=\"https://doi.org/10.1093/heapro/day099\">10.1093/heapro/day099</a>.","apa":"Grimminger-Seidensticker, E., Aceti, M., Knobé, S., &#38; Vieille Marchiset, G. (2020). Health concepts among socially disadvantaged children in France, Germany and Switzerland. <i>Health Promotion International</i>, <i>35</i>, 17–26. <a href=\"https://doi.org/10.1093/heapro/day099\">https://doi.org/10.1093/heapro/day099</a>","ama":"Grimminger-Seidensticker E, Aceti M, Knobé S, Vieille Marchiset G. Health concepts among socially disadvantaged children in France, Germany and Switzerland. <i>Health Promotion International</i>. 2020;35:17-26. doi:<a href=\"https://doi.org/10.1093/heapro/day099\">10.1093/heapro/day099</a>","ieee":"E. Grimminger-Seidensticker, M. Aceti, S. Knobé, and G. Vieille Marchiset, “Health concepts among socially disadvantaged children in France, Germany and Switzerland,” <i>Health Promotion International</i>, vol. 35, pp. 17–26, 2020, doi: <a href=\"https://doi.org/10.1093/heapro/day099\">10.1093/heapro/day099</a>.","chicago":"Grimminger-Seidensticker, Elke, Monica Aceti, Sandrine Knobé, and Gilles Vieille Marchiset. “Health Concepts among Socially Disadvantaged Children in France, Germany and Switzerland.” <i>Health Promotion International</i> 35 (2020): 17–26. <a href=\"https://doi.org/10.1093/heapro/day099\">https://doi.org/10.1093/heapro/day099</a>."},"date_updated":"2024-08-13T13:28:23Z","volume":35,"date_created":"2021-12-06T14:54:53Z","author":[{"first_name":"Elke","id":"85816","full_name":"Grimminger-Seidensticker, Elke","last_name":"Grimminger-Seidensticker"},{"last_name":"Aceti","full_name":"Aceti, Monica","first_name":"Monica"},{"full_name":"Knobé, Sandrine","last_name":"Knobé","first_name":"Sandrine"},{"last_name":"Vieille Marchiset","full_name":"Vieille Marchiset, Gilles","first_name":"Gilles"}],"title":"Health concepts among socially disadvantaged children in France, Germany and Switzerland","doi":"10.1093/heapro/day099","publication":"Health Promotion International","type":"journal_article","abstract":[{"text":"<jats:title>Summary</jats:title>\r\n               <jats:p>As health concepts develop through exposure to, and experience with particular contexts, and as health concepts influence health behaviour, it is important for actors in health promotion programmes to understand an individual’s health concepts. This study focussed on health concepts among socially disadvantaged children in France, Germany, Italy and Switzerland—a hitherto less researched population group. We conducted focus groups with a total of 167 children aged 7–11 years (mean=8.76 years, SD=0.68). The aim of this study was to explore if the life situation across four different countries leads to similar health concepts, and how the particular, national health discourses are reflected in the children’s health concepts. The data were analysed through a structured qualitative content analysis and revealed four categories: ‘Symbols/symptoms of health/illness’, ‘Emotionality’, ‘Healthy/unhealthy practices’, and ‘Consequences of health problems’. The children’s health concepts are linked to concrete events and objects, and they are able to think in logical sequences. However, the children’s causal argumentation is uni-dimensional; they do not cover the complexity of the development of health problems. In particular, overweight stands for illness and is exclusively the result of unhealthy practices. In their concepts, the children reflect the national health promotion programme discourses about overweight. They seem to understand the messages of health education as ‘behaving well means being healthy’; however, such a health education message initiates accusations of ‘unhealthy persons’. In consequence, challenges for sensitive health education programmes (at school) are discussed.</jats:p>","lang":"eng"}],"status":"public","_id":"28343","department":[{"_id":"17"},{"_id":"174"},{"_id":"320"}],"user_id":"85816","language":[{"iso":"eng"}],"extern":"1"},{"user_id":"85816","department":[{"_id":"17"},{"_id":"174"},{"_id":"320"}],"_id":"28342","language":[{"iso":"eng"}],"type":"journal_article","publication":"Frontiers in Education","status":"public","date_created":"2021-12-06T14:54:41Z","author":[{"first_name":"Franziska","full_name":"Lautenbach, Franziska","last_name":"Lautenbach"},{"last_name":"Korte","full_name":"Korte, Johanna","first_name":"Johanna"},{"first_name":"Aiko","full_name":"Möhwald, Aiko","last_name":"Möhwald"},{"full_name":"Heyder, Anke","last_name":"Heyder","first_name":"Anke"},{"last_name":"Grimminger-Seidensticker","id":"85816","full_name":"Grimminger-Seidensticker, Elke","first_name":"Elke"}],"date_updated":"2024-08-13T13:28:48Z","doi":"10.3389/feduc.2020.00007","title":"A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion","publication_status":"published","publication_identifier":{"issn":["2504-284X"]},"citation":{"apa":"Lautenbach, F., Korte, J., Möhwald, A., Heyder, A., &#38; Grimminger-Seidensticker, E. (2020). A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion. <i>Frontiers in Education</i>. <a href=\"https://doi.org/10.3389/feduc.2020.00007\">https://doi.org/10.3389/feduc.2020.00007</a>","short":"F. Lautenbach, J. Korte, A. Möhwald, A. Heyder, E. Grimminger-Seidensticker, Frontiers in Education (2020).","bibtex":"@article{Lautenbach_Korte_Möhwald_Heyder_Grimminger-Seidensticker_2020, title={A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion}, DOI={<a href=\"https://doi.org/10.3389/feduc.2020.00007\">10.3389/feduc.2020.00007</a>}, journal={Frontiers in Education}, author={Lautenbach, Franziska and Korte, Johanna and Möhwald, Aiko and Heyder, Anke and Grimminger-Seidensticker, Elke}, year={2020} }","mla":"Lautenbach, Franziska, et al. “A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion.” <i>Frontiers in Education</i>, 2020, doi:<a href=\"https://doi.org/10.3389/feduc.2020.00007\">10.3389/feduc.2020.00007</a>.","ieee":"F. Lautenbach, J. Korte, A. Möhwald, A. Heyder, and E. Grimminger-Seidensticker, “A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion,” <i>Frontiers in Education</i>, 2020, doi: <a href=\"https://doi.org/10.3389/feduc.2020.00007\">10.3389/feduc.2020.00007</a>.","chicago":"Lautenbach, Franziska, Johanna Korte, Aiko Möhwald, Anke Heyder, and Elke Grimminger-Seidensticker. “A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion.” <i>Frontiers in Education</i>, 2020. <a href=\"https://doi.org/10.3389/feduc.2020.00007\">https://doi.org/10.3389/feduc.2020.00007</a>.","ama":"Lautenbach F, Korte J, Möhwald A, Heyder A, Grimminger-Seidensticker E. A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion. <i>Frontiers in Education</i>. Published online 2020. doi:<a href=\"https://doi.org/10.3389/feduc.2020.00007\">10.3389/feduc.2020.00007</a>"},"year":"2020"},{"language":[{"iso":"eng"}],"extern":"1","_id":"28864","user_id":"85816","department":[{"_id":"17"},{"_id":"174"},{"_id":"320"}],"status":"public","type":"journal_article","publication":"Frontiers in Education","title":"A 14-weeks intervention study on changing preservice teachers’ psychological perspectives related to teaching inclusively: Explicit and implicit attitude, self-efficacy, and stress perception towards inclusion","date_updated":"2024-08-13T13:30:19Z","date_created":"2021-12-15T08:23:33Z","author":[{"first_name":"Elke","last_name":"Grimminger-Seidensticker","full_name":"Grimminger-Seidensticker, Elke","id":"85816"},{"full_name":"Lautenbach, F.","last_name":"Lautenbach","first_name":"F."},{"full_name":"Heyder, A.","last_name":"Heyder","first_name":"A."},{"first_name":"J.","last_name":"Korte","full_name":"Korte, J."},{"first_name":"Aiko Julia","last_name":"Möhwald","id":"89496","full_name":"Möhwald, Aiko Julia"}],"volume":5,"year":"2020","citation":{"short":"E. Grimminger-Seidensticker, F. Lautenbach, A. Heyder, J. Korte, A.J. Möhwald, Frontiers in Education 5 (2020).","bibtex":"@article{Grimminger-Seidensticker_Lautenbach_Heyder_Korte_Möhwald_2020, title={A 14-weeks intervention study on changing preservice teachers’ psychological perspectives related to teaching inclusively: Explicit and implicit attitude, self-efficacy, and stress perception towards inclusion}, volume={5}, number={7}, journal={Frontiers in Education}, author={Grimminger-Seidensticker, Elke and Lautenbach, F. and Heyder, A. and Korte, J. and Möhwald, Aiko Julia}, year={2020} }","mla":"Grimminger-Seidensticker, Elke, et al. “A 14-Weeks Intervention Study on Changing Preservice Teachers’ Psychological Perspectives Related to Teaching Inclusively: Explicit and Implicit Attitude, Self-Efficacy, and Stress Perception towards Inclusion.” <i>Frontiers in Education</i>, vol. 5, no. 7, 2020.","apa":"Grimminger-Seidensticker, E., Lautenbach, F., Heyder, A., Korte, J., &#38; Möhwald, A. J. (2020). A 14-weeks intervention study on changing preservice teachers’ psychological perspectives related to teaching inclusively: Explicit and implicit attitude, self-efficacy, and stress perception towards inclusion. <i>Frontiers in Education</i>, <i>5</i>(7).","ieee":"E. Grimminger-Seidensticker, F. Lautenbach, A. Heyder, J. Korte, and A. J. Möhwald, “A 14-weeks intervention study on changing preservice teachers’ psychological perspectives related to teaching inclusively: Explicit and implicit attitude, self-efficacy, and stress perception towards inclusion,” <i>Frontiers in Education</i>, vol. 5, no. 7, 2020.","chicago":"Grimminger-Seidensticker, Elke, F. Lautenbach, A. Heyder, J. Korte, and Aiko Julia Möhwald. “A 14-Weeks Intervention Study on Changing Preservice Teachers’ Psychological Perspectives Related to Teaching Inclusively: Explicit and Implicit Attitude, Self-Efficacy, and Stress Perception towards Inclusion.” <i>Frontiers in Education</i> 5, no. 7 (2020).","ama":"Grimminger-Seidensticker E, Lautenbach F, Heyder A, Korte J, Möhwald AJ. A 14-weeks intervention study on changing preservice teachers’ psychological perspectives related to teaching inclusively: Explicit and implicit attitude, self-efficacy, and stress perception towards inclusion. <i>Frontiers in Education</i>. 2020;5(7)."},"intvolume":"         5","issue":"7"},{"_id":"28340","department":[{"_id":"17"},{"_id":"174"},{"_id":"320"}],"user_id":"85816","article_type":"original","language":[{"iso":"eng"}],"publication":"Journal of Physical Education & Health","type":"journal_article","status":"public","date_updated":"2024-08-13T13:29:11Z","volume":9,"author":[{"first_name":"Elke","last_name":"Grimminger-Seidensticker","id":"85816","full_name":"Grimminger-Seidensticker, Elke"},{"last_name":"Korte","full_name":"Korte, Johanna","first_name":"Johanna"},{"last_name":"Möhwald","full_name":"Möhwald, Aiko","first_name":"Aiko"},{"first_name":"Jörg","last_name":"Trojan","full_name":"Trojan, Jörg"}],"date_created":"2021-12-06T14:53:59Z","title":"SUBCLINICAL DISORDERED EATING AND BODY DISSATISFACTION IN NORMAL WEIGHT CHILDREN—THE ROLE OF PHYSICAL ACTIVITY AND MOTIVES TO EXERCISE","doi":"10.5281/ZENODO.5196091","issue":"16","year":"2020","page":"5-13","intvolume":"         9","citation":{"chicago":"Grimminger-Seidensticker, Elke, Johanna Korte, Aiko Möhwald, and Jörg Trojan. “SUBCLINICAL DISORDERED EATING AND BODY DISSATISFACTION IN NORMAL WEIGHT CHILDREN—THE ROLE OF PHYSICAL ACTIVITY AND MOTIVES TO EXERCISE.” <i>Journal of Physical Education &#38; Health</i> 9, no. 16 (2020): 5–13. <a href=\"https://doi.org/10.5281/ZENODO.5196091\">https://doi.org/10.5281/ZENODO.5196091</a>.","ieee":"E. Grimminger-Seidensticker, J. Korte, A. Möhwald, and J. Trojan, “SUBCLINICAL DISORDERED EATING AND BODY DISSATISFACTION IN NORMAL WEIGHT CHILDREN—THE ROLE OF PHYSICAL ACTIVITY AND MOTIVES TO EXERCISE,” <i>Journal of Physical Education &#38; Health</i>, vol. 9, no. 16, pp. 5–13, 2020, doi: <a href=\"https://doi.org/10.5281/ZENODO.5196091\">10.5281/ZENODO.5196091</a>.","ama":"Grimminger-Seidensticker E, Korte J, Möhwald A, Trojan J. SUBCLINICAL DISORDERED EATING AND BODY DISSATISFACTION IN NORMAL WEIGHT CHILDREN—THE ROLE OF PHYSICAL ACTIVITY AND MOTIVES TO EXERCISE. <i>Journal of Physical Education &#38; Health</i>. 2020;9(16):5-13. doi:<a href=\"https://doi.org/10.5281/ZENODO.5196091\">10.5281/ZENODO.5196091</a>","apa":"Grimminger-Seidensticker, E., Korte, J., Möhwald, A., &#38; Trojan, J. (2020). SUBCLINICAL DISORDERED EATING AND BODY DISSATISFACTION IN NORMAL WEIGHT CHILDREN—THE ROLE OF PHYSICAL ACTIVITY AND MOTIVES TO EXERCISE. <i>Journal of Physical Education &#38; Health</i>, <i>9</i>(16), 5–13. <a href=\"https://doi.org/10.5281/ZENODO.5196091\">https://doi.org/10.5281/ZENODO.5196091</a>","mla":"Grimminger-Seidensticker, Elke, et al. “SUBCLINICAL DISORDERED EATING AND BODY DISSATISFACTION IN NORMAL WEIGHT CHILDREN—THE ROLE OF PHYSICAL ACTIVITY AND MOTIVES TO EXERCISE.” <i>Journal of Physical Education &#38; Health</i>, vol. 9, no. 16, 2020, pp. 5–13, doi:<a href=\"https://doi.org/10.5281/ZENODO.5196091\">10.5281/ZENODO.5196091</a>.","short":"E. Grimminger-Seidensticker, J. Korte, A. Möhwald, J. Trojan, Journal of Physical Education &#38; Health 9 (2020) 5–13.","bibtex":"@article{Grimminger-Seidensticker_Korte_Möhwald_Trojan_2020, title={SUBCLINICAL DISORDERED EATING AND BODY DISSATISFACTION IN NORMAL WEIGHT CHILDREN—THE ROLE OF PHYSICAL ACTIVITY AND MOTIVES TO EXERCISE}, volume={9}, DOI={<a href=\"https://doi.org/10.5281/ZENODO.5196091\">10.5281/ZENODO.5196091</a>}, number={16}, journal={Journal of Physical Education &#38; Health}, author={Grimminger-Seidensticker, Elke and Korte, Johanna and Möhwald, Aiko and Trojan, Jörg}, year={2020}, pages={5–13} }"}},{"year":"2020","citation":{"ama":"Grimminger-Seidensticker E, Korte J. Quantitative and qualitative results of a body image pilot intervention in (pre)adolescent girls. <i>Journal of Physical Education &#38; Health</i>. 2020;9(16):56-63.","chicago":"Grimminger-Seidensticker, Elke, and J. Korte. “Quantitative and Qualitative Results of a Body Image Pilot Intervention in (Pre)Adolescent Girls.” <i>Journal of Physical Education &#38; Health</i> 9, no. 16 (2020): 56–63.","ieee":"E. Grimminger-Seidensticker and J. Korte, “Quantitative and qualitative results of a body image pilot intervention in (pre)adolescent girls,” <i>Journal of Physical Education &#38; Health</i>, vol. 9, no. 16, pp. 56–63, 2020.","apa":"Grimminger-Seidensticker, E., &#38; Korte, J. (2020). Quantitative and qualitative results of a body image pilot intervention in (pre)adolescent girls. <i>Journal of Physical Education &#38; Health</i>, <i>9</i>(16), 56–63.","bibtex":"@article{Grimminger-Seidensticker_Korte_2020, title={Quantitative and qualitative results of a body image pilot intervention in (pre)adolescent girls}, volume={9}, number={16}, journal={Journal of Physical Education &#38; Health}, author={Grimminger-Seidensticker, Elke and Korte, J.}, year={2020}, pages={56–63} }","short":"E. Grimminger-Seidensticker, J. Korte, Journal of Physical Education &#38; Health 9 (2020) 56–63.","mla":"Grimminger-Seidensticker, Elke, and J. Korte. “Quantitative and Qualitative Results of a Body Image Pilot Intervention in (Pre)Adolescent Girls.” <i>Journal of Physical Education &#38; Health</i>, vol. 9, no. 16, 2020, pp. 56–63."},"page":"56-63","intvolume":"         9","issue":"16","title":"Quantitative and qualitative results of a body image pilot intervention in (pre)adolescent girls","date_updated":"2024-08-13T13:31:36Z","date_created":"2021-12-15T08:16:28Z","author":[{"last_name":"Grimminger-Seidensticker","full_name":"Grimminger-Seidensticker, Elke","id":"85816","first_name":"Elke"},{"first_name":"J.","last_name":"Korte","full_name":"Korte, J."}],"volume":9,"status":"public","type":"journal_article","publication":"Journal of Physical Education & Health","extern":"1","language":[{"iso":"eng"}],"_id":"28863","user_id":"85816","department":[{"_id":"17"},{"_id":"174"},{"_id":"320"}]},{"extern":"1","language":[{"iso":"ger"}],"user_id":"85816","department":[{"_id":"17"},{"_id":"174"},{"_id":"320"}],"_id":"28924","status":"public","editor":[{"first_name":"P.","last_name":"Neumann","full_name":"Neumann, P."},{"full_name":"Balz, E.","last_name":"Balz","first_name":"E."}],"type":"book_chapter","publication":"Grundschulsport. Empirische Einblicke und pädagogische Empfehlungen","title":"Die Bedeutung unterschiedlicher Heterogenitätsmerkmale für das Erleben von Zustandsangst vor dem Sportunterricht in der Grundschule","author":[{"first_name":"Elke","last_name":"Grimminger-Seidensticker","full_name":"Grimminger-Seidensticker, Elke","id":"85816"},{"first_name":"Aiko Julia","id":"89496","full_name":"Möhwald, Aiko Julia","last_name":"Möhwald"},{"last_name":"Korte","full_name":"Korte, J.","first_name":"J."}],"date_created":"2021-12-15T09:54:34Z","date_updated":"2024-08-13T13:35:13Z","publisher":"Meyer & Meyer","citation":{"mla":"Grimminger-Seidensticker, Elke, et al. “Die Bedeutung unterschiedlicher Heterogenitätsmerkmale für das Erleben von Zustandsangst vor dem Sportunterricht in der Grundschule.” <i>Grundschulsport. Empirische Einblicke und pädagogische Empfehlungen</i>, edited by P. Neumann and E. Balz, Meyer &#38; Meyer, 2020, pp. 158–70.","short":"E. Grimminger-Seidensticker, A.J. Möhwald, J. Korte, in: P. Neumann, E. Balz (Eds.), Grundschulsport. Empirische Einblicke und pädagogische Empfehlungen, Meyer &#38; Meyer, Aachen, 2020, pp. 158–170.","bibtex":"@inbook{Grimminger-Seidensticker_Möhwald_Korte_2020, place={Aachen}, title={Die Bedeutung unterschiedlicher Heterogenitätsmerkmale für das Erleben von Zustandsangst vor dem Sportunterricht in der Grundschule}, booktitle={Grundschulsport. Empirische Einblicke und pädagogische Empfehlungen}, publisher={Meyer &#38; Meyer}, author={Grimminger-Seidensticker, Elke and Möhwald, Aiko Julia and Korte, J.}, editor={Neumann, P. and Balz, E.}, year={2020}, pages={158–170} }","apa":"Grimminger-Seidensticker, E., Möhwald, A. J., &#38; Korte, J. (2020). Die Bedeutung unterschiedlicher Heterogenitätsmerkmale für das Erleben von Zustandsangst vor dem Sportunterricht in der Grundschule. In P. Neumann &#38; E. Balz (Eds.), <i>Grundschulsport. Empirische Einblicke und pädagogische Empfehlungen</i> (pp. 158–170). Meyer &#38; Meyer.","ama":"Grimminger-Seidensticker E, Möhwald AJ, Korte J. Die Bedeutung unterschiedlicher Heterogenitätsmerkmale für das Erleben von Zustandsangst vor dem Sportunterricht in der Grundschule. In: Neumann P, Balz E, eds. <i>Grundschulsport. Empirische Einblicke und pädagogische Empfehlungen</i>. Meyer &#38; Meyer; 2020:158-170.","chicago":"Grimminger-Seidensticker, Elke, Aiko Julia Möhwald, and J. Korte. “Die Bedeutung unterschiedlicher Heterogenitätsmerkmale für das Erleben von Zustandsangst vor dem Sportunterricht in der Grundschule.” In <i>Grundschulsport. Empirische Einblicke und pädagogische Empfehlungen</i>, edited by P. Neumann and E. Balz, 158–70. Aachen: Meyer &#38; Meyer, 2020.","ieee":"E. Grimminger-Seidensticker, A. J. Möhwald, and J. Korte, “Die Bedeutung unterschiedlicher Heterogenitätsmerkmale für das Erleben von Zustandsangst vor dem Sportunterricht in der Grundschule,” in <i>Grundschulsport. Empirische Einblicke und pädagogische Empfehlungen</i>, P. 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