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Heterogenität ist Teil des (Schul-)Alltags, was sich in den Lerngruppen widerspiegelt, die Lehrkräfte in der Schule vorfinden. Unterschiedlichen Bedürfnissen auf Seiten der Schüler/-innenschaft soll – und das ist in zahlreichen der Öffentlichkeit zugänglichen Dokumenten, wie Schulgesetzen, Schulordnungen und Standards für die Lehrerbildung festgeschrieben – in Form von Differenzierung begegnet werden. Innerhalb dieser Dissertation wird untersucht, wie Binnendifferenzierung auf Mikroebene in der Schulpraxis implementiert wird. Dabei werden die Einsatzhäufigkeit binnendifferenzierender Maßnahmen und Kontextvariablen von Binnendifferenzierung untersucht. Anhand einer Stichprobe von N = 295 Lehrkräften verschiedener Schulformen, die die Fächer Deutsch und/oder Englisch unterrichten, wurde u.a. gezeigt, dass Binnendifferenzierung allgemein nicht (sehr) häufig eingesetzt wird, dass manche Maßnahmen häufiger Einsatz finden als andere, dass an Gymnasien Binnendifferenzierung nicht so häufig eingesetzt wird, wie an anderen Schulformen und dass die Einsatzhäufigkeit bedingende Kontextfaktoren bspw. kollegiale Zusammenarbeit bei der Unterrichtsplanung und -durchführung, die wahrgenommene Qualität der Lehramtsausbildung hinsichtlich des Umgangs mit Heterogenität und die Bereitschaft zur Implementation von Binnendifferenzierung sind und auch Einstellungen zu Binnendifferenzierung und (Lehrer/-innen)Selbstwirksamkeitserwartungen in Zusammenhang mit dem Maßnahmeneinsatz stehen. Die durchgeführte Post-hoc Analyse zeigte bzgl. Einsatzhäufigkeit weiterhin Zusammenhänge zwischen der Persönlichkeit der Lehrkräfte und der Schulform, an der diese unterrichten. Die Ergebnisse entstammen der Schulpraxis und liefern deshalb praktische Implikationen, wie bspw. Hinweise zur Steigerung der Qualität der Lehramtsausbildung, die neben zukünftigen Forschungsansätzen im Rahmen dieser Arbeit expliziert werden.
Hypothalamic-pituitary-adrenal (HPA) axis-related genetic variants influence the stress response
(2019)
The physiological stress system includes the hypothalamic-pituitary-adrenal (HPA) axis and the sympathetic-adrenal-medullary system (SAM). Parameters representing these systems such as cortisol, blood pressure or heart rate define the physiological reaction in response to a stressor. The main objective of the studies described in this thesis was to understand the role of the HPA-related genetic factors in these two systems. Genetic factors represent one of the components causing individual variations in physiological stress parameters. Five genes involved in the functioning of the HPA axis regarding stress responses are examined in this thesis. They are: corticotropin-releasing hormone (CRH), the glucocorticoid receptor (GR), the mineralocorticoid receptor (MR), the 5-hydroxytryptamine-transporter-linked polymorphic region (5-HTTLPR) in the serotonin transporter (5-HTT) and the brain-derived neurotrophic factor (BDNF) gene. Two hundred thirty-two healthy participants were genotyped. The influence of genetic factors on physiological parameters, such as post-awakening cortisol and blood pressure was assessed, as well as the influence of genetic factors on stress reactivity in response to a socially evaluated cold pressor test (SeCPT). Three studies tested the HPA-related genes each on three different levels. The first study examined the influences of genotypes and haplotypes of these five genes on physiological as well as psychological stress indicators (Chapter 2). The second study examined the effects of GR variants (genotypes and haplotypes) and promoter methylation level on both the SAM system and the HPA axis stress reactivity (Chapter 3). The third study comprised the characterization of CRH promoter haplotypes in an in-vitro study and the association of the CRH promoter with stress indicators in vivo (Chapter 4).
The present work explores how theories of motivation can be used to enhance video game research. Currently, Flow-Theory and Self-Determination Theory are the most common approaches in the field of Human-Computer Interaction. The dissertation provides an in-depth look into Motive Disposition Theory and how to utilize it to explain interindividual differences in motivation. Different players have different preferences and make different choices when playing games, and not every player experiences the same outcomes when playing the same game. I provide a short overview of the current state of the research on motivation to play video games. Next, Motive Disposition Theory is applied in the context of digital games in four different research papers, featuring seven studies, totaling 1197 participants. The constructs of explicit and implicit motives are explained in detail while focusing on the two social motives (i.e., affiliation and power). As dependent variables, behaviour, preferences, choices, and experiences are used in different game environments (i.e., Minecraft, League of Legends, and Pokémon). The four papers are followed by a general discussion about the seven studies and Motive Disposition Theory in general. Finally, a short overview is provided about other theories of motivation and how they could be used to further our understanding of the motivation to play digital games in the future. This thesis proposes that 1) Motive Disposition Theory represents a valuable approach to understand individual motivations within the context of digital games; 2) there is a variety of motivational theories that can and should be utilized by researchers in the field of Human-Computer Interaction to broaden the currently one-sided perspective on human motivation; 3) researchers should aim to align their choice of motivational theory with their research goals by choosing the theory that best describes the phenomenon in question and by carefully adjusting each study design to the theoretical assumptions of that theory.
Der vorliegende Text ist als Mantelpapier im Rahmen einer kumulativen Dissertation an der Universität Trier angenommen worden. Er dient der Zusammenfassung, Reflexion und erweiterten theoretischen Betrachtung der empirischen Einzelbeiträge, die alle einen Einzelaspekt des Gesamtgeschehens „Innovationslabor zur Unterstützung unternehmerischen Lernens und der Entwicklung sozialer Dienstleistungsinnovationen“ behandeln. Dabei wird das Innovationslabor grundsätzlich als Personalentwicklungsmaßnahme aufgefasst. In einem gedanklichen Experiment werden die Ergebnisse auf Organisationen der Erwachsenen- und Weiterbildung übertragen.
Das Besondere dieses Rahmenpapiers ist die Verbindung eines relationalen Raumverständnisses mit der lerntheoretischen Untermauerung des Gegenstandes „Innovationslabor“ aus der Perspektive der Organisationspädagogik und Erwachsenenbildung. Die Ergebnisse zeigen den Lernraum Labor als abseits des Arbeitslebens, als semi-autonom angebundenen Raum, wo Lernprozesse auf unterschiedlichen Ebenen stattfinden und angestoßen werden. Das Labor wird als heterotoper (Lern-)Raum diskutiert. Neu ist auch der Einbezug einer kritischen Perspektive, die bislang im Diskurs um Innovationslabore fehlte: Das Labor wird als prekärer Lernraum charakterisiert. Somit liegt mit dieser Arbeit nun eine grundlegende Ausarbeitung des Labors als Lernraum vor, die zahlreiche weitere Anschlussmöglichkeiten für Forschung ermöglicht.
This thesis focus on threats as an experience of stress. Threats are distinguished from challenges and hindrances as another dimension of stress in challenge-hindrance models (CHM) of work stress (Tuckey et al., 2015). Multiple disciplines of psychology (e.g. stereotype, Fingerhut & Abdou, 2017; identity, Petriglieri, 2011) provide a variety of possible events that can trigger threats (e.g., failure expe-riences, social devaluation; Leary et al., 2009). However, systematic consideration of triggers and thus, an overview of when does the danger of threats arises, has been lacking to date. The explanation why events are appraised as threats is related to frustrated needs (e.g., Quested et al., 2011; Semmer et al., 2007), but empirical evidence is rare and needs can cover a wide range of content (e.g., relatedness, competence, power), depending on need approaches (e.g., Deci & Ryan, 2000; McClelland, 1961). This thesis aims to shed light on triggers (when) and the need-based mechanism (why) of threats.
In the introduction, I introduce threats as a dimension of stress experience (cf. Tuckey et al., 2015) and give insights into the diverse field of threat triggers (the when of threats). Further, I explain threats in terms of a frustrated need for positive self-view, before presenting specific needs as possible deter-minants in the threat mechanism (the why of threats). Study 1 represents a literature review based on 122 papers from interdisciplinary threat research and provides a classification of five triggers and five needs identified in explanations and operationalizations of threats. In Study 2, the five triggers and needs are ecologically validated in interviews with police officers (n = 20), paramedics (n = 10), teach-ers (n = 10), and employees of the German federal employment agency (n = 8). The mediating role of needs in the relationship between triggers and threats is confirmed in a correlative survey design (N = 101 Leaders working part-time, Study 3) and in a controlled laboratory experiment (N = 60 two-person student teams, Study 4). The thesis ends with a general discussion of the results of the four studies, providing theoretical and practical implications.
Diese Dissertationsschrift befasst sich mit der Erforschung des motorischen Gedächtnisses. Wir gehen der Frage nach, ob sich dort Analogien zu im deklarativen Gedächtnis bekannten kontextuellen und inhibitorischen Effekten finden lassen.
Der erste von drei peer reviewed Artikeln setzt sich mit der generellen Bedeutung von externen Kontextmerkmalen für einen motorischen Gedächtnisabruf auseinander. Wir veränderten zwei verschiedene Sätze motorischer Sequenzen entlang einer hohen Zahl entsprechender Merkmale. Signifikant unterschiedliche Erinnerungsleistungen wiesen auf eine Kontextabhängigkeit motorischer Inhalte hin. Die Erinnerungsleistung variierte entlang der seriellen Output-Position. Bei einem Kontextwechsel blieb die Erinnerungsleistung über den Abrufverlauf nahezu stabil, bei Kontextbeibehaltung fiel diese schnell signifikant ab.
Beide weiteren peer reviewed Artikel wenden sich dann der Inhibition motorischer Sequenzen zu. Im zweiten Artikel begutachten wir drei Sätze motorischer Sequenzen, die wir mit verschiedenen Händen ausführen ließen, auf ein selektives gerichtetes Vergessen. Die Vergessen-Gruppe zeigte dies nur, wenn für Satz Zwei und Drei dieselbe Hand benutzt wurde und somit ein hohes Interferenzpotenzial zwischen diesen Listen bestand. War dieses im Vergleich niedrig, indem beide Sätze mit verschiedenen Händen auszuführen waren, trat kein selektives gerichtetes Vergessen auf. Das deutet auf kognitive Inhibition als wirkursächlichen Prozess.
Im dritten Artikel schließlich untersuchen wir Effekte willentlicher kognitiver Unterdrückung sowohl des Gedächtnisabrufs als auch des Ausführens in einer motorischen Adaptation des TNT (think/no-think) – Paradigmas (Anderson & Green, 2001). Waren die Sequenzen in Experiment 1 anfänglich stärker trainiert worden, so zeigten willentlich unterdrückte (no-think) motorische Repräsentationen eine deutliche Verlangsamung in deren Zugänglichkeit und tendenziell auch in der Ausführung, - im Vergleich zu Basisraten-Sequenzen. Waren die Sequenzen in Experiment 2 dagegen nur moderat trainiert, wurden diese auch schlechter erinnert und deutlich verlangsamt ausgeführt. Willentliche kognitive Unterdrückung kann motorische Gedächtnisrepräsentation und deren Ausführung beeinflussen.
Unsere drei Artikel bestätigen motorische Analogien bekannter Kontext- und Inhibitionseffekte im deklarativen Gedächtnis. Wir führen ein selektives gerichtetes Vergessen motorischer Inhalte eindeutig auf Inhibition zurück und bestätigen darüber hinaus Effekte der willentlichen Unterdrückung motorischer Gedächtnisrepräsentation.
Social innovation became a widely discussed topic in politics, research funding programs, and business development. Recent European and US economic and science policies have set aside significant funds to generate and foster social innovation. In view of current challenges such as digitization, Work 4.0, inclusion or migrant integration, the question of how organizations can be empowered to develop new and innovative approaches and service models to social challenges is becoming increasingly urgent. This especially applies to organizations in the fields of education and social services. In education, implementing new ideas and concepts is usually discussed as educational reform, which mostly addresses changes in policy agendas with consequences for national and international education systems. The concept of social innovation however has a different starting point: the source of new ideas and services are identified new, emergent needs in society or re-conceptualized. Such need-based perspectives might bring new impulses to the field of education. Therefore, this paper identifies important existing strands of social innovation research, which need to be considered in the emerging academic discourse on social innovation in education. Looking at social innovation through an education research lens reveals the close relation between learning, creativity, and innovation. Individuals, teams, and even organizations learn, engage in creative problem solving to create new and innovative products and services. From an organizational education perspective, the questions arise, how social innovation emerges and even more important, how the process of developing social innovation can be supported. After a brief introduction in the concept of social innovation, the paper discusses therefore the sites, where social innovation emerges, social innovators, approaches to foster social innovation as well as promoting and hindering factors for social innovation.
Every action we perform, no matter how simple or complex, has a cognitive representation. It is commonly assumed that these are organized hierarchically. Thus, the representation of a complex action consists of multiple simpler actions. The representation of a simple action, in turn, consists of stimulus, response, and effect features. These are integrated into one representation upon the execution of an action and can be retrieved if a feature is repeated. Depending on whether retrieved features match or only partially match the current action episode, this might benefit or impair the execution of a subsequent action. This pattern of costs and benefits results in binding effects that indicate the strength of common representation between features. Binding effects occur also in more complex actions: Multiple simple actions seem to form representations on a higher level through the integration and retrieval of sequentially given responses, resulting in so-called response-response binding effects. This dissertation aimed to investigate what factors determine whether simple actions form more complex representations. The first line of research (Articles 1-3) focused on dissecting the internal structure of simple actions. Specifically, I investigated whether the spatial relation of stimuli, responses, or effects, that are part of two different simple actions, influenced whether these simple actions are represented as one more complex action. The second line of research (Articles 2, 4, and 5) investigated the role of context on the formation and strength of more complex action representations. Results suggest that spatial separation of responses as well as context might affect the strength of more complex action representations. In sum, findings help to specify assumptions on the structure of complex action representations. However, it may be important to distinguish factors that influence the strength and structure of action representations from factors that terminate action representations.
The ability to acquire knowledge helps humans to cope with the demands of the environment. Supporting knowledge acquisition processes is among the main goals of education. Empirical research in educational psychology has identified several processes mediated through that prior knowledge affects learning. However, the majority of studies investigated cognitive mechanisms mediating between prior knowledge and learning and neglected that motivational processes might also mediate the influence. In addition, the impact of successful knowledge acquisition on patients’ health has not been comprehensively studied. This dissertation aims at closing knowledge gaps on these topics with the use of three studies. The first study is a meta-analysis that examined motivation as a mediator of individual differences in knowledge before and after learning. The second study investigated in greater detail the extent to which motivation mediated the influence of prior knowledge on knowledge gains in a sample of university students. The third study is a second-order meta-analysis synthesizing the results of previous meta-analyses on the effects of patient education on several health outcomes. The findings of this dissertation show that (a) motivation mediates individual differences in knowledge before and after learning; (b) interest and academic self-concept stabilize individual differences in knowledge more than academic self-efficacy, intrinsic motivation, and extrinsic motivation; (c) test-oriented instruction closes knowledge gaps between students; (d) students’ motivation can be independent of prior knowledge in high aptitude students; (e) knowledge acquisition affects motivational and health-related outcomes; and (f) evidence on prior knowledge and motivation can help develop effective interventions in patient education. The results of the dissertation provide insights into prerequisites, processes, and outcomes of knowledge acquisition. Future research should address covariates of learning and environmental impacts for a better understanding of knowledge acquisition processes.