A Little Autonomy Support Goes a Long Way: Daily Autonomy-Supportive Parenting,Child Well-Being,Parental Need Fulfillment,and Change in Child,Family, and Parent Adjustment Across the Adaptation to the COVID-19 Pandemic     

Andreas B. Neubauer  Andrea Schmidt  Andrea C. Kramer  Florian Schmiedek 《Child development》2021,92(5):1679-1697

This study examined the effects of daily parental autonomy support on changes in child behavior, family environment, and parental well-being across 3 weeks during the COVID-19 pandemic in Germany. Day-to-day associations among autonomy-supportive parenting, parental need fulfillment, and child well-being were also assessed. Parents (longitudinal N = 469; M_age = 42.93, SD_age = 6.40) of school children (6–19 years) reported on adjustment measures at two measurement occasions and completed up to 21 daily online questionnaires in the weeks between these assessments. Results from dynamic structural equation models suggested reciprocal positive relations among autonomy-supportive parenting and parental need fulfillment. Daily parental autonomy support, parental need fulfillment, and child well-being partially predicted change in adjustment measures highlighting the central role of daily parenting for children’s adjustment during the pandemic.  相似文献   

Regionalization of innovation policy—Introduction to the special issue     

Michael Fritsch  Andreas Stephan 《Research Policy》2005,34(8):1123-1127

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Measurement of cognitive load in multimedia learning: a comparison of different objective measures     

Andreas Korbach  Roland Brünken  Babette Park 《Instructional Science》2017,45(4):515-536

Different indicators are interesting for analyzing human learning processes. Recent studies analyze learning performance in combination with cognitive load, as an indicator for learners’ invested mental effort. In order to compare different measures of cognitive load research, the present study uses three different objective methods and one subjective method, reviewing the seductive details effect in a computer-based multimedia learning instruction. An experimental two-group design (N = 50) was used, with exposure to seductive details during learning as the between group factor. Eye movements were analyzed concerning the indicated cognitive activity and cognitive load was measured by the rhythm method (Park 2010; Park and Brünken 2015), the index of cognitive activity (ICA) (Marshall 2007), as well as by subjective ratings of mental effort and task difficulty (Paas 1992). Results confirm the seductive details effect for learning success with a decrease in retention and comprehension performance, an increase in total cognitive activity indicated by eye movements and significant higher cognitive load, indicated by rhythm method. The ICA values and the subjective ratings on mental effort and task difficulty show no difference in cognitive load between the groups. The results provide evidence of the suitability of different objective measures for a direct and continuous cognitive load assessment in multimedia learning. Further, the results show the benefit of combining different methods to gain detailed insight into information processing while learning with multimedia as well as a differentiated access to the single cognitive load factors.  相似文献   

Dispositional Predictors of Problem Solving in the Field of Office Work     

Andreas Rausch 《Vocations and Learning》2017,10(2):177-199

It was investigated how domain-specific knowledge, fluid intelligence, vocational interest and work-related self-efficacy predicted domain-specific problem-solving performance in the field of office work. The participants included 100 German VET (vocational education and training) students nearing the end of a 3-year apprenticeship program as an industrial clerk (n?=?63) which usually leads to a position in office work, lower or middle management, or a similar apprenticeship program to become IT-systems management assistants (n?=?37). The participants worked on three computer-based problem scenarios dealing with operative controlling, a relevant domain to both training occupations, and completed further assessments to measure the variables listed above. Theoretical considerations, prior research and domain analyses suggested that industrial clerks would have greater domain-specific problem-solving competence (H1a) and domain-specific knowledge (H1b) than IT-systems management assistants and that domain-specific knowledge would be the strongest predictor of problem-solving competence (H2: “knowledge-is-power” hypothesis); all hypotheses were confirmed. Hypothesis 3, the “Elshout-Raaheim hypothesis,” predicts that fluid intelligence and problem-solving competence are most strongly correlated in the context of intermediate levels of task-related content knowledge, however the highest correlation was found in the group with low domain-specific knowledge. The findings suggest that intelligence plays a minor role in later stages of competence development whereas typical problem situations in later stages particularly require prior knowledge. The relationship of intelligence, knowledge and problem solving as well as limitations of the study, particularly weaknesses in the measurement of non-cognitive dispositions, are discussed.  相似文献   

Finale furioso: referee-biased injury times and their effects on home advantage in football     

Dennis Riedl  Bernd Strauss  Andreas Heuer  Oliver Rubner 《Journal of sports sciences》2015,33(4):327-336

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Social Media,the Digital Revolution,and the Business of Media     

Andreas M. Kaplan 《媒体管理杂志》2015,17(4):197-199

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Explaining organizational knowledge creation with a knowledge maturing model     

Ronald?MaierEmail author  Andreas?Schmidt 《知识管理研究与实践》2015,13(4):361-381

Social media challenge knowledge management because of encouraging conversations, networking and participation in more distributed, diverse and dynamic ways of knowledge development and increasingly important individuals’ interests driving them. Hence, we need to understand the complex relationships between different qualities of knowledge developed in informal and formal processes as well as for overcoming misalignments in routines, tools and infrastructures supporting organizational knowledge creation. This paper contributes a maturation perspective towards explaining organizational knowledge creation and presents a knowledge maturing model, which is grounded in organizational practice and validated with qualitative and quantitative empirical and design studies. The results describe how characteristics of knowledge and support by IT change between phases of knowledge maturing. Our findings confirm theories of organizational knowledge creation with respect to expanding scopes from individuals through communities to organizations moving from interest-driven knowledge exploration in informal contexts to goal-driven knowledge exploitation in formal contexts. The maturation perspective adds to our understanding that organizational knowledge creation is not simply a continuous process. Phases that emphasize changeability alternate with phases concerned with stability. Knowledge develops in contexts that need to switch multiple times between opening up for new knowledge and filtering relevant knowledge and between de- and re-contextualization.  相似文献   

Teachers’ Ways of Talking About Nature of Science and Its Teaching     

Lotta Leden  Lena Hansson  Andreas Redfors  Malin Ideland 《Science & Education》2015,24(9-10):1141-1172

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Young Children’s Ability to Produce Valid and Relevant Counter-Arguments     

Bahar Köymen  Cathal O’Madagain  Andreas Domberg  Michael Tomasello 《Child development》2020,91(3):685-693

In collaborative problem solving, children produce and evaluate arguments for proposals. We investigated whether 3- and 5-year-olds (N = 192) can produce and evaluate arguments against those arguments (i.e., counter-arguments). In Study 1, each child within a peer dyad was privately given a reason to prefer one over another solution to a task. One child, however, was given further information that would refute the reasoning of their partner. Five-year-olds, but not 3-year-olds, identified and produced valid and relevant counter-arguments. In Study 2, 3-year-olds were given discourse training (discourse that contrasted valid and invalid counter-arguments) and then given the same problem-solving tasks. After training, 3-year-olds could also identify and produce valid and relevant counter-arguments. Thus, participating in discourse about reasons facilitates children’s counter-argumentation.  相似文献   

Erratum to: Metaphysics,prescription and methodological disagreement     

Reutlinger  Alexander  Illari  Phyllis  Hüttemann  Andreas  Frisch  Mathias 《Metascience》2016,25(2):339-339

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