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- 2024 (3) (entfernen)
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- action versus state orientation, self-regulation, self-access, alienation, mindfulness meditation, social support, PSI theory (1)
Institut
- Fachbereich 1 (3) (entfernen)
This dissertation focusses on research into the personality construct of action vs. state orientation. Derived from the Personality-Systems-Interaction Theory (PSI Theory), state orientation is defined as a low ability to self-regulate emotions and associated with many adverse consequences – especially under stress. Because of the high prevalence of state orientation, it is a very important topic to investigate factors that help state-oriented people to buffer these adverse consequences. Action orientation, in contrast, is defined as a high ability to self-regulate own emotions in a very specific way: through accessing the self. The present dissertation demonstrates this theme in five studies, using a total of N = 1251 participants with a wide age range, encompassing different populations (students, non-student population (people from the coaching and therapy sector), applying different operationalisations to investigate self-access as a mediator or an outcome variable. Furthermore, it is tested whether the popular technique of mindfulness - that is advertised as a potent remedy for bringing people closer to the self -really works for everybody. The findings show that the presumed remedy is rather harmful for state-oriented individuals. Finally, an attempt to ameliorate these alienating effects, the present dissertation attempts to find theory-driven, and easy-to-apply solution how mindfulness exercises can be adapted.
When humans encounter attitude objects (e.g., other people, objects, or constructs), they evaluate them. Often, these evaluations are based on attitudes. Whereas most research focuses on univalent (i.e., only positive or only negative) attitude formation, little research exists on ambivalent (i.e., simultaneously positive and negative) attitude formation. Following a general introduction into ambivalence, I present three original manuscripts investigating ambivalent attitude formation. The first manuscript addresses ambivalent attitude formation from previously univalent attitudes. The results indicate that responding to a univalent attitude object incongruently leads to ambivalence measured via mouse tracking but not ambivalence measured via self-report. The second manuscript addresses whether the same number of positive and negative statements presented block-wise in an impression formation task leads to ambivalence. The third manuscript also used an impression formation task and addresses the question of whether randomly presenting the same number of positive and negative statements leads to ambivalence. Additionally, the effect of block size of the same valent statements is investigated. The results of the last two manuscripts indicate that presenting all statements of one valence and then all statements of the opposite valence leads to ambivalence measured via self-report and mouse tracking. Finally, I discuss implications for attitude theory and research as well as future research directions.
Knowledge acquisition comprises various processes. Each of those has its dedicated research domain. Two examples are the relations between knowledge types and the influences of person-related variables. Furthermore, the transfer of knowledge is another crucial domain in educational research. I investigated these three processes through secondary analyses in this dissertation. Secondary analyses comply with the broadness of each field and yield the possibility of more general interpretations. The dissertation includes three meta-analyses: The first meta-analysis reports findings on the predictive relations between conceptual and procedural knowledge in mathematics in a cross-lagged panel model. The second meta-analysis focuses on the mediating effects of motivational constructs on the relationship between prior knowledge and knowledge after learning. The third meta-analysis deals with the effect of instructional methods in transfer interventions on knowledge transfer in school students. These three studies provide insights into the determinants and processes of knowledge acquisition and transfer. Knowledge types are interrelated; motivation mediates the relation between prior and later knowledge, and interventions influence knowledge transfer. The results are discussed by examining six key insights that build upon the three studies. Additionally, practical implications, as well as methodological and content-related ideas for further research, are provided.