Refine
Year of publication
Document Type
- Doctoral Thesis (912)
- Article (409)
- Contribution to a Periodical (142)
- Book (121)
- Working Paper (65)
- Part of a Book (51)
- Part of Periodical (43)
- Conference Proceedings (18)
- Other (15)
- Master's Thesis (11)
Has Fulltext
- yes (1817) (remove)
Keywords
- Deutschland (123)
- Luxemburg (73)
- Schüler (72)
- Schule (58)
- Stress (41)
- Rückmeldung (40)
- Unterricht (40)
- Mitbestimmung (37)
- Leistungsbewertung (36)
- Schülerpartizipation (34)
Institute
- Psychologie (231)
- Raum- und Umweltwissenschaften (214)
- Fachbereich 2 (190)
- Politikwissenschaft (171)
- Universitätsbibliothek (84)
- Fachbereich 4 (81)
- Rechtswissenschaft (77)
- Fachbereich 3 (68)
- Mathematik (68)
- Wirtschaftswissenschaften (66)
There is a need to counteract the chronic progression of Parkinson’s disease (PD). This complex challenge requires new theoretical frameworks and practical strategies. In this study, we implemented group singing in line with the Singing Hospitals format and examined it through the lens of Polyvagal Theory to evaluate its potential benefits for people with PD. According to Polyvagal Theory, facilitating a shift in autonomic states from defense to safety and social engagement may enhance physiological regulation and thereby promote well-being across physical, mental, emotional, and social dimensions. In a pilot study, we recruited patients with PD and examined their responses to two group singing formats (weekly sessions: N1 = 13, one-day-workshop: N2 = 14) and a non-singing control group (N3 = 22). We designed scales of physical, mental, emotional, and social states that PD patients rated before and after eight one-hour singing sessions (N1) or an eight-hour singing workshop (N2). Findings show that PD patients benefited from group singing across both settings (large effect size: d = 2.43). Furthermore, self-reported interoceptive sensibility, used as a proxy for polyvagal autonomic reactivity, showed a substantial reduction in discomfort after weekly singing, while remaining constant in the control group (large effect size: d = 0.94). We observed the predicted singing-dependent effects and interpreted them as a shift in autonomic regulation consistent with Polyvagal Theory. Singing may represent a feasible, low-threshold resource for coping. Furthermore, Polyvagal Theory may provide an innovative framework for PD and help to bridge motor and non-motor symptoms.
Action control theories assume that stimulus and response features are integrated or bound into short term episodic traces. A repetition of any of these features results in a retrieval of the entire episodic trace, and can thus facilitate or interfere with future actions. Along with stimuli features, features of the response and any other irrelevant stimuli that are present, are also integrated into such traces and can influence future actions. Using word stimuli, Singh et al. (2018) observed that such so-called binding effects are larger for attended features relative to unattended features. This was the case even for features generally believed to be automatically processed, like valence. Since previous research has shown differences in the processing of word and picture stimuli, it is questionable whether the attentional modulations in the above study would extend to picture stimuli. In order to examine this question, Experiment 1 replicated the design of Singh et al. (2018) but used picture instead of word stimuli. In order to directly compare word and picture stimuli, the data of Singh et al (2018) were re-analysed together with the data of the present study. In Experiment 2, the alternative hypothesis, that the effects were driven by the encoding of stimulus contingencies, was tested. Taken together, the findings of the present study replicate those of Singh et al. (2018), indicating that even with picture stimuli, valence related binding effects are modulated by attention allocation.
Remote intelligence testing has multiple advantages, but cheating is possible without proper supervision. Proctoring aims to address this shortcoming, yet prior research on its effects has primarily investigated reasoning tasks, in which cheating is generally difficult. This study provides an overview of recent research on the effects of proctoring and on studies in intelligence test settings. Moreover, we conducted an empirical study testing the effects of webcam-based proctoring with a multidimensional intelligence test measuring reasoning, short-term memory, processing speed, and divergent thinking. The study was conducted in a low-stakes context, with participants receiving a fixed payment regardless of performance. Participants completed the test under proctored (n = 74, webcam consent), unproctored random (n = 75, webcam consent), or unproctored chosen (n = 77, no webcam consent) conditions. Scalar measurement invariance was observed for reasoning, processing speed, and divergent thinking, but not for memory. Proctoring had no significant main effect on test performance but showed a significant interaction with test type. Proctored participants outperformed the unproctored chosen group significantly in divergent thinking and scored descriptively higher in reasoning and processing speed, but slightly lower in memory. Observable cheating under proctored conditions was rare (4%), mostly involving note-taking or photographing the screen. We conclude that proctoring is crucial for easily cheatable tasks, such as memory tasks, but currently less critical for complex cognitive tasks.
Figural matrices are widely used to measure reasoning ability. According to the two-process model of figural matrix reasoning, task performance relies on correspondence finding (linked to induction ability) and goal management (linked to working memory). Cognitive theory suggests that item characteristics (i.e., change rules and design principles of figural elements) are related to the two solution processes and impact item difficulties in a multiplicative, interactive manner. This study tested the multiplicative effect hypothesis by comparing two cognitive diagnostic models using additive and multiplicative effect estimations. A 26-item figural matrix test was administered to 633 high-ability individuals across paper-and-pencil and computer formats. The linear logistic test model (LLTM) and least square distance method (LSDM) were applied to Rasch and 2PL item parameters. Contrary to the multiplicative effect hypothesis, the additive LLTM model showed better item parameter reconstruction than the LSDM that includes multiplicative effects. These results suggest that change rules and design principles may independently contribute to the difficulty of figural matrices. Correspondence-finding demands may primarily arise from design principles, while change rules may primarily contribute to difficulty through goal management demands based on their number and complexity. The findings highlight the need to consider item components related to the phenomenological representation of figural elements when explaining solution processes of figural matrices. Implications for cognitive theory and item construction are discussed.
Background: Women experience higher rates of adverse events and first rehospitalization after left ventricular assist device (LVAD) implantation compared with men. This study investigated the role of sex and preimplant psychosocial risk in recurrent hospitalizations. Methods: Data from 20,123 INTERMACS patients (21.3% women) were analyzed. Cumulative transition rates (e.g., home to hospitalization) were estimated and Andersen–Gill models, adjusted for covariates, examined the association between sex, preimplant psychosocial risk, and cumulative transition hazards for rehospitalization. State occupation probabilities, the mean number of hospitalizations, and the cumulative average length of hospital stay were calculated and stratified by sex and psychosocial risk. Results: Psychosocial risk preimplant was more prevalent in men than in women (21.4% vs. 17.5%, p < 0.001). The interaction of female sex and psychosocial risk increased rehospitalization hazards, independently of covariates [HRadj 1.11, 95% CI (1.01–1.22), p = 0.036]. One-year postimplant, women with vs. without psychosocial risk had 2.2 vs. 1.8 hospitalizations, while men experienced 1.8 vs. 1.7 hospitalizations, respectively. Women with vs. without psychosocial risk spent 20 vs.16 days hospitalized, and men 15 vs. 14 days (all p < 0.001). Conclusions: Preimplant psychosocial risk independently contributed to recurrent hospitalizations post-LVAD, particularly affecting women. The early identification and management of these factors may reduce rehospitalizations and improve clinical outcomes.
The role of evolutionary and ecological processes with regard to the bauplan of anuran larvae remains little understood. We studied tadpoles of 144 lentic or lotic taxa in 22 families from seven zoogeographic regions. Using stacked high-resolution images, standardized examination of 30 morphological characters of preserved tadpoles (of body, tail, oral disc) were scored and compared to the impact of phylogenetic signal (multiple nuclear and mitochondrial markers) and macro-climate. Additionally, larvae were characterized as living in a lentic versus lotic environment and if nutrition specialist or not. Categorical Principal Component Analysis, distance matrices and pairwise correlation analyses were performed. Our results suggest that phylogeny has a higher impact on the morphology than habitat (i.e. lentic, lotic), while no effect of macro-climate or food specialization was found. We emphasize the value of highly standardized morphological data when investigating the influence of different factors of phenotypic variation.
Introduction:
Researchers working in the field of cognitive aging frequently encounter highly motivated yet nervous older participants during data collection in the laboratory. Such anecdotal experiences raise the question of whether the affective or physiological response of older participants to psychological laboratory experiments differs to that of young adults, who might be less motivated but also less nervous, as they may be more used to the environment and to learning and memory tests.
Methods:
In the present study, we collected saliva samples and subjective affective ratings during an EEG experiment on memory, and at home, in young and older adults, while also taking into account sex effects.
Results:
There was no significant interaction involving time point (laboratory vs. at home) and age group. However, across both time points older males showed significantly higher cortisol-levels than older females, while there was no difference for younger males and females. The trajectories in cortisol levels throughout the session, especially around the memory task, differed by age: While there was a decrease in cortisol levels for younger adults from before to after the memory task, we did not observe such a decrease in older participants. There were few age differences in alpha-amylase or negative affect. However, older adults showed higher ratings of positive affect than younger participants. Importantly, lower cortisol levels before the memory task were associated with higher associative memory performance for older adults.
Discussion:
Affective reactions to psychological laboratory tasks may hence be an important factor to consider in psychological experiments in the field of cognitive aging.
Process-behavioural hydrological modelling aims not only at predicting the discharge of an area within a model, but also at understanding and correctly depicting the underlying hydrological processes. Here, we present a new approach for the calibration and evaluation of water balance models, exemplarily applied to the Riverisbach catchment in Rhineland-Palatinate, Germany. For our approach, we used the behavioural model WaSiM. The first calibration step is the adjustment of the evapotranspiration (ETa) parameters based on MODIS evapotranspiration data. This aims at providing correct evapotranspiration behaviour of the model and at closing the water balance at the gauging station. In the second step, geometry and transmissivity of the aquifer are determined using the characteristic delay curve (CDC). The portion of groundwater recharge was calibrated using the delayed flow index (DFI). In the third step, inappropriate pedotransfer functions (PTFs) could be filtered out by comparing dominant runoff process patterns under a synthetic precipitation event with a soil hydrological reference map. Then, the discharge peaks were adjusted based on so-called signature indices. This ensured a correct depiction of high-flow volume in the model. Finally, the overall model performance was determined using signature indices and efficiency measures. The results show a very good model fit with values of 0.87 for the NSE (Nash–Sutcliffe model efficiency coefficient) and 0.89 for the KGE (Kling–Gupta efficiency) in the calibration period, as well as an NSE of 0.78 and a KGE of 0.87 for the validation period. Simultaneously, our calibration approach ensured a correct depiction of the underlying processes (groundwater behaviour, runoff patterns). We were also able to detect the model parameterisations based on the PTFs that showed satisfactory results across all calibration steps. This enables a targeted selection of the most suitable PTFs for determining the soil properties. This means that our calibration approach allows selecting a process-behaviourally faithful one from many possible parameterisation variants.
Dynamic phenology has so far been a modelling aspect that has received little attention. However, it has been shown that leaf emergence takes place earlier due to the shift in vegetation phase caused by climate change and is strongly dependent on temperature. Here, we demonstrate the calibration of a model for dynamic phenology within the water balance model WaSiM. Temperature sums and dormancy are used as controlling variables. The calibration of the respective parameters was realised using a shuffled complex evolution algorithm. ETa relevant parameters were calibrated based on MODIS data as a reference. Evaluation was done by comparing the ETa curves to MODIS ETa curves as well as a comparison of spatial ETa patterns based on Landsat ETa data. The evaluation shows that the dynamic phenology model used is capable of predicting the start of leaf emergence while also leading to better fitting evapotranspiration curves for the deciduous forest compared with the initial static parameterisation approach.
A fundamental challenge confronting modern organizations is to rationalize the affectivity of their members. In contrast to the 19th century, when communication in private settings was largely devoid of emotional content, the current era is characterized by a notable shift toward the incorporation of emotional elements in public discourse. This transformation is unfolding against the background of the ongoing evolution of modern organizations, with the processes of digitization and structural-automation contributing to this shift. The renewed emphasis on emotional semantics is facilitated by these developments—made possible by the fact that they facilitate the experience of the potential future obsolescence of humans as a source of crises. The concept of emotional semantics is currently being discussed in economic discourse, political debate, and in the context of management and leadership. Modern organizations mandate that their members manage their emotions through an organizational culture that fosters reflective communication through empathy. However, an understanding of this process can only be achieved through an examination of historical evidence. The article posits that organizations serve as pivotal actors in the domain of emotion management. Situated at the nexus of historical educational considerations, this perspective offers a nuanced interpretation of the historical evolution of organizational control ambitions. These ambitions have been catalyzed by contemporary trends, such as digitization and the integration of artificial intelligence and have undergone a progressive transformation over time. By sensitizing to the interplay of personal-psychic, institutional and organizational orders, the conceptual instruments for describing a history of emotions become more nuanced. This is demonstrated in the article through the analysis of specific organizational forms, which exemplify a parallel evolution within modern organizational society. Perspectives and discourses in organizational research provide novel approaches to the history of education by considering the organized nature of emotional phenomena. In this regard, the objective of the article is to provide impetus for the field of emotion-sensitive organization and management research which addresses questions pertaining to the transformation of organizations and their historical lines of continuity.
Observations from multisensory body illusions indicate that the body representation can be adapted to changing task demands, e.g., it can be expanded to integrate external objects based on current sensorimotor experience (embodiment). While the mechanisms that promote embodiment have been studied extensively in earlier work, the opposite phenomenon of, removing an embodied entity from the body representation (i.e., disembodiment) has received little attention yet. The current study addressed this phenomenon and drew inspiration from the partial reinforcement extinction effect in instrumental learning which suggests that behavior is more resistant to extinction when reinforcement is delivered irregularly. In analogy to this, we investigated whether experiencing occasional visuo-motor mismatches during the induction phase of the moving rubber hand illusion (intermittent condition) would result in slower disembodiment as compared to a regular induction phase where motor and visual signals always match (continuous condition). However, we did not find an effect of reinforcement schedule on disembodiment. Keeping a recently embodied entity in the body schema, therefore, requires constant updating through correlated perceptual and motor signals.
Background:
Chronic low back pain (CLBP) is prevalent and a multimodal therapy is indicated, including psychological treatment. Effective conventional treatments involve psychoeducation and mindfulness-based body scans, while virtual reality offers superior but temporary pain relief. Augmented Reality (AR), which combines conventional and virtual methods, is a novel therapeutic strategy.
Methods:
We investigated the viability and acceptability of an AR intervention for CLBP by incorporating psychoeducation and mindfulness-based body scan techniques. 40 participants in two studies with a one-arm design underwent an educational AR intervention (Study I, n1 = 18) and an enhanced version with an additional body scan (Study II, n2 = 22). The studies focused on evaluating technical feasibility and multiple facets of user experience.
Results:
The results demonstrated high feasibility with low dropout rates (Study I: 10%, Study II: 0%). User experience ratings ranged from “Above Average” to “Excellent,” with the advanced intervention receiving higher ratings. While Study I showed no significant changes in affect pre- vs. post-intervention, Study II exhibited a significant reduction in negative affect and improved valence. Qualitative analysis provided insights into technical requirements and user perceptions.
Discussion:
The AR prototype emerges as a promising psychoeducational tool for CLBP, aligning with current treatment guidelines and providing a basis for future controlled clinical trials. Limitations include the absence of a high-pain intervention group, as Study I reported a pain intensity of M = 1.05 and Study II reported M = 1.77 (Range: 0–10). Further research such as clinical trials with control groups is required to validate the efficacy of the piloted approach. The AR-based psychoeducation and mindfulness body scan intervention for CLBP demonstrated technical feasibility and a good user experience.
Das Schreiben in der Fremdsprache stellt Lernende der Sekundarstufe I vor besondere Herausforderungen. Sie müssen sprachliche Mittel genreadäquat einsetzen und dabei inhaltliche Kohärenz und textsortenspezifische Merkmale berücksichtigen. Schreibgespräche als dialogische Form des Peer Feedbacks bieten einen vielversprechenden Ansatz, der aus kognitiver Perspektive Noticing-Prozesse und Output-Hypothesenbildung anregt und aus soziokultureller Perspektive Ko-Konstruktion von Wissen innerhalb der Zone der proximalen Entwicklung ermöglicht. Empirisch ist jedoch wenig darüber bekannt, wie jugendliche Lernende mit begrenzten fremdsprachlichen Ressourcen solche Gespräche führen und für ihre Textüberarbeitung nutzen.
Die vorliegende Studie untersucht mittels eines qualitativen, explorativen Designs die Lernpotenziale von Schreibgesprächen bei prozess- und genreorientierten Schreibaufgaben im Englischunterricht der 8. Jahrgangsstufe. 26 Lernende aus drei Klassen in der deutschsprachigen Schweiz wurden im authentischen Unterrichtskontext während der Bearbeitung zweier Schreibaufgaben untersucht. Das Datenmaterial umfasst C-Tests, Schreibprodukte in Entwurfs- und Endversion, videografierte Schreibgespräche, Reflexionsbögen sowie introspektive Verfahren mit Lernenden und Lehrpersonen. Die Auswertung orientierte sich an der inhaltlich-strukturierenden qualitativen Inhaltsanalyse. Durch die Triangulation der verschiedenen Daten wurde ein multiperspektivischer Zugang zu den Überarbeitungsprozessen gewonnen.
Die Befunde zeigen, dass die Lernenden grundlegend genregerechte Texte erstellten, die Überarbeitungen sich jedoch vorwiegend auf sprachformale Korrekturen konzentrierten. In den Schreibgesprächen wurden zwar relevante Textaspekte benannt, eine vertiefte gemeinsame Aushandlung fand jedoch nur in wenigen Episoden statt. Durch die Feinanalyse und Kontrastierung ausgewählter Episoden wurden vier Prozessschritte erfolgreicher Ko-Konstruktion identifiziert: das Erkennen und Ansprechen genrerelevanter Aspekte, die Einschätzung des Anforderungsniveaus, die gemeinsame Aushandlung sowie die reflektierte Implementation. Drei Faktoren beeinflussen die Qualität dieser Ko-Konstruktion: die individuelle Interlanguage-Entwicklung, die Peer Feedback Literacy der Lernenden sowie soziale Beziehungen zwischen den Lernenden. Aus den Befunden werden didaktische Implikationen und Gestaltungsprinzipien für dialogische Feedbackprozesse im Fremdsprachenunterricht abgeleitet.
Die Studie adressiert eine zentrale Forschungslücke für jugendliche Lernende mit niedrigem bis mittlerem Sprachniveau im deutschsprachigen Raum und liefert empirische Grundlagen für die Weiterentwicklung von Schreibgesprächen in Unterrichtspraxis und Lehrpersonenbildung.
Development and validation of the Self-Awareness of Ego-Threatening Biases Questionnaire (SAETBQ)
(2025)
Awareness of social biases is crucial as they impact both individual behavior and societal outcomes. Whereas previous research indicates that self-awareness of ego-nonthreatening biases enhances self-regulation, the effects of self-awareness of ego-threatening biases remain underexplored. Preliminary findings suggest that awareness of ego-threatening biases related to rumination may lead to maladaptive states. However, these findings await replication with standardized instruments. To address this gap, we conducted two studies. In Study 1 (N = 1609), we developed and validated the 12-item Self-Awareness of Ego-Threatening Biases Questionnaire (SAETBQ). Consistent with our hypotheses, self-awareness of ego-threatening biases (as measured by the SAETBQ) correlated with higher moral disengagement, lower self-diagnostic motive, and lower integrative self-knowledge, indicating a tendency towards ego deterioration, whereas self-awareness of ego-nonthreatening biases (as measured by the Metacognitive Self questionnaire) showed the opposite pattern of correlations, indicating a tendency towards beneficial self-regulation. In Study 2 (N = 681), Dark Triad traits correlated positively and Light Triad traits negatively with self-awareness of ego-threatening biases. These results underscore the complex role of self-awareness in managing cognitive biases.
Demokratie lebt von der Beteiligung engagierter Bürger*innen. Hierzu ist es notwendig, Kinder und Jugendliche frühzeitig an demokratische Handlungsweisen heranzuführen. Der demokratiepädagogische Klassenrat bietet vielfältige Chancen, Schüler*innen Partizipationserfahrungen zu erö!nen und ihre demokratischen Kompetenzen zu stärken.
Les carnets paraissent deux fois par an et offrent aux dirigeant(e)s des écoles ainsi qu’au personnel des fondements théoriques et du matériel pratique pour la mise en oeuvre d’un développement scolaire démocratique. Chaque publication traite d’une méthode de l’éducation à la démocratie ou d’une question stratégique du développement scolaire. Les carnets en langue allemande sont mis à la disposition des écoles luxembourgeoises en version imprimée. L’ensemble du matériel ainsi que la version en langue française sont disponibles en ligne.
Die Praxishefte Demokratische Schulkultur erscheinen halbjährlich und bieten Schulleitungen und Schulpersonal theoretische Grundlagen und praxisorientierte Anleitungen zur demokratiepädagogischen Schulentwicklung. Jedes Themenheft ist jeweils einer demokratiepädagogischen Bauform oder strategischen Frage der Schulentwicklung gewidmet. Die Praxishefte werden allen Luxemburger Schulen als Printausgabe zur Verfügung gestellt und online mit zusätzlichen Materialien und in französischer Fassung vorgehalten.
Les carnets paraissent deux fois par an et offrent aux dirigeant(e)s des écoles ainsi qu’au personnel des fondements théoriques et du matériel pratique pour la mise en oeuvre d’un développement scolaire démocratique. Chaque publication traite d’une méthode de l’éducation à la démocratie ou d’une question stratégique du développement scolaire. Les carnets en langue allemande sont mis à la disposition des écoles luxembourgeoises en version imprimée. L’ensemble du matériel ainsi que la version en langue française sont disponibles en ligne.
Die Praxishefte Demokratische Schulkultur erscheinen halbjährlich und bieten Schulleitungen und Schulpersonal theoretische Grundlagen und praxisorientierte Anleitungen zur demokratiepädagogischen Schulentwicklung. Jedes Themenheft ist jeweils einer demokratiepädagogischen Bauform oder strategischen Frage der Schulentwicklung gewidmet. Die Praxishefte werden allen Luxemburger Schulen als Printausgabe zur Verfügung gestellt und online mit zusätzlichen Materialien und in französischer Fassung vorgehalten.
Hydrological models can be categorised into three groups: empirical models that are based on simple mathematical functions or being data-driven, conceptual models that rely on abstract combinations of storages and fluxes to depict catchment processes, or physically-based models that are structurally complex and incorporate physical interactions at different scales to simulate processes and system states. To calibrate and evaluate especially physically-based models, the use of multi-criteria evaluation schemes has proven to be effective to find model parameterisations that can reproduce multiple catchment processes and states instead of only the discharge. However, uncertainty in models, originating from different sources, often limits the robust interpretability of simulation results, making it necessary to assess how modelling applications can be improved to reduce uncertainty.
In this thesis, the relevance of structural adequacy for the depiction of processes in models was demonstrated for the micro level for the example of dynamic phenology, where spatiotemporal model performance was improved by implementing a dynamic approach to modelling leaf emergence instead of a static one. For model evaluation at macro level, it was shown how a multi-criteria approach combining groundwater dynamics, surface runoff patterns and discharge can identify process-behavioural parameterisations and thus improve process depiction in hydrological models. At the meta level, it was demonstrated how the quasi-coupling of a hydrological and a hydraulic model can combine the different strengths of both models to simulate surface runoff processes taking infiltration into account, whereby the relevance of multi-criteria evaluated hydrological models for the derivation of hydrological variables was shown. In addition, uncertainty was explicitly incorporated into model evaluation at the meta level, where a virtual reality model approach was applied to assess the contribution that different variables can make to model evaluation when the associated measurement uncertainty is taken into account.
Based on the individual results, it was possible to conclude that uncertainty and its different sources are a relevant factor in model evaluation at different levels and could be reduced by improving structural model adequacy, adapting model application approaches, and explicitly incorporating uncertainty into model evaluations.
