PsychArchives (ZPID Leibniz-Zentrum für Psychologische Information und Dokumentation)
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Who cares if not supposed to? Moral foundations, consideration of immediate consequences, and mask-wearing intentions after revocation of the legal obligation to do so
No full textAfter two years of obligation to wear masks during the pandemic, in March 2022, the legal requirement was revoked for public spaces (except for medical facilities) in Poland. The aim of the study was to find out how individualizing moral foundations (focused on avoiding harm to others and concern for justice) shaped the intention to wear masks despite the revocation and how binding moral foundations (concentrated on respect for authorities, loyalty to the ingroup, and purity) and consideration of immediate consequences modify this relationship. For exploratory purposes, the same model was also tested for a retrospective declaration about the refusal to wear protective masks when legally required to do so. In both models, gender was controlled. N = 557 people from the general population participated in the online survey. Results showed that in the case of intention to wear masks after the obligation was revoked, individualizing moral foundations and female gender were positive predictors.The lower the binding moral foundations and consideration of immediate consequences, the higher the effect of individualizing moral foundations. No interaction effects were found for a retrospective declaration of participants refusing to wear masks during the pandemic. However, positive predictors were male gender, binding moral foundations, and consideration of immediate consequences, whereas individualizing moral foundations were a negative predictor. The results suggest morality plays a role in forming health-related communication. Men should be targeted in order to enhance their acceptance of preventive measures.peerReviewedpublishedVersio
Dataset on resources availability vs. usage, the self-regulated learning process, learning strategies, and grades of university students (study 1 of 2)
No full textResources are necessary for learning and achievement. The dataset allows for the distiction of merely having and actually using resources and was used to test how well these two differentiated measures predict learning and achievement of university students (article submitted).Dataset for: Harder, B. (2025). Differential effects of resource availability and usage on learning, achievement, and subjective well-being. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2501440unknow
Verzerrungsblindheit im Lehrberuf: Ein Vergleich zwischen regulären Lehrkräften und Quereinsteiger:innen
No full textDie Anzahl an Quereinsteiger:innen in dem Berufsstand Lehrkraft steigt stetig weiter. Mit diesem Anstieg hat auch die Kritik an ihrer Qualifikation und Kompetenz zugenommen. Es existieren bislang nur wenige Untersuchungen zu Quereinsteiger:innen sowie eine ausgeprägte Forschungslücke bezüglich Verzerrungsblindheit bei dieser Gruppe. Diese Untersuchung basiert grundlegend auf der Studie von Liaghat (2022), in der Verzerrungsblindheit bei Lehramtsstudierenden anhand von Fallvignetten untersucht und nachgewiesen wurde.
Ziel dieser Studie ist es, der Frage nachzugehen, ob sich Quereinsteiger:innen und reguläre Lehrkräfte hinsichtlich des Ausmaßes an Verzerrungsblindheit unterscheiden und auch, ob Quereinsteiger als mehr durch Verzerrungsblindheit beeinflusst eingeschätzt werden.
Für diese Masterarbeit wird, basierend auf einer Poweranalyse für eine ANOVA eine Stichprobengröße von 90 benötigt, versucht werden 150 Proband:innen zu rekrutieren. Die Proband:innen sollen aktive Lehrkräfte, Quer- oder Seiteneinsteiger:innen sein.
Die Proband:innen sollen im Rahmen dieser Studie einen Online-Fragebogen selbstständig an einem digitalen Gerät ausfüllen. Der Fragebogen dauert ungefähr 15-20 Minuten. Im Hauptteil des Experiments werden den Proband:innen randomisierte Fallvignetten präsentiert, zu denen sie auf einer 7-stufigen Likert-Skala angeben müssen, inwieweit sie glauben, dass eine Person (Quereinsteiger:in, Lehrkraft oder die eigene Person) von dem dargestellten kognitiven Urteilsfehler beeinflusst wird.unknownothe
Designing Emotionally Intelligent Generative AI: Enhancing Self-Regulated Learning and Socio-Emotional Outcomes in Education
No full textWhile generative AI (GenAI) tools are emerging as powerful educational resources, general-purpose applications like ChatGPT are not explicitly designed to support the metacognitive and socio-emotional dimensions of learning, often failing to address students’ emotional states or promote independent thinking. In response to these challenges, the present study aims to investigate the impact of a learner-centred GenAI chatbot design that combines self-regulated learning (SRL) scaffolding and emotional support. In a pre-registered experiment conducted in an authentic educational setting, 144 high school students were randomly assigned to one of three conditions: (1) ChatGPT, (2) SRLbot (GenAI with SRL scaffolding), (3) Emotional SRLbot (GenAI with SRL and emotional support). Outcomes included learning achievement (conceptual knowledge and transfer), engagement in SRL phases (forethought, performance, self-reflection), and socio-emotional states (enjoyment, boredom, hopelessness, self-efficacy, and trust) assessed at pre-, post-, and follow-up tests. All chatbot conditions significantly improved conceptual knowledge and transfer from pre- to post-test, and only the ChatGPT group showed a significant decline at follow-up. Both SRLbot and Emotional SRLbot outperformed ChatGPT in promoting performance-phase SRL processes. Yet, only the Emotional SRLbot, significantly outperformed ChatGPT in increasing enjoyment and reducing boredom. These findings offer novel insights into how GenAI agents integrating SRL and emotional scaffolding can more effectively foster productive emotional states and self-regulation than general-purpose GenAI. This advances the design of emotionally intelligent and inclusive GenAI tools that humanize and personalize the learning experience.notReviewedothe
Supplementary materials to "The interaction of gender, occupation, and finephonetic detail" [Other]
No full textSupplementary materials [Other]. The related article is Weirich, M. (2025). The interaction of gender, occupation, and finephonetic detail. Social Psychological Bulletin, 20, Article e13577. https://doi.org/10.32872/spb.13577The Supplementary Material contains supplementary tables and figures and a readme file with detailed information on all Supplementary Materials (Tables and figures, research data and codebook, R scripts).unknownunknow
KLARpsy-Text: Wie hängen Gefühle und politisches Lernen zusammen?
No full textKLARpsy-Texte sind kurze, lai:innengerechte, allgemeinverständliche und richtlinienbasierte Zusammenfassungen psychologischer Übersichtsarbeiten. Dieser KLARpsy-Text hat den Titel “Wie hängen Gefühle und politisches Lernen zusammen?”. Er wurde von Mitarbeitenden des Leibniz-Instituts für Psychologie verfasst. Der KLARpsy-Text befasst sich mit folgenden Inhalten: Studien zeigen, dass Gefühle und Lernen zusammenhängen. Das gilt auch für das politische Lernen . Es liegt nahe, dass Gefühle politisches Lernen anregen oder hemmen können. Ob und welche einzelnen Gefühle das politische Lernen anregen oder hemmen, ist unklar. Mit ihrer Übersichtsarbeit wollten die Forschenden herausfinden: 1) Hängen anregende Gefühle, wie Begeisterung, mit mehr politischem Lernen zusammen? 2) Hängen hemmende Gefühle, wie Langeweile, mit weniger politischem Lernen zusammen? Ob wir uns Informationen zu politischen Ereignissen, Personen oder Parteien zuwenden, hängt auch mit Gefühlen zusammen. Anregende Gefühle, wie Begeisterung oder Wut, hängen mit mehr politischem Lernen zusammen.https://klarpsy.de/hintergrundunknownunknow
Allegiance and treatment quality as moderators of the comparative effectiveness of psychotherapy? A systematic review and meta-analysis of studies comparing humanistic psychotherapy to other psychotherapy approaches
No full textBackground: Achieving positive outcomes in comparative RCTs examining psychotherapy interventions may be moderated by other factors than treatments alone, namely allegiance and treatment quality (bona fide, adherence). Using the study sample of a recent comprehensive review on humanistic interventions by the German Scientific Board of Psychotherapy, we assumed that higher allegiance towards non-humanistic approaches and lower treatment quality in the humanistic intervention arm would result in worse outcomes for the humanistic groups. Method: We included studies in which a humanistic psychotherapy (sub-)approach was compared to another type of psychotherapy. Data was extracted independently by the authors. A priori defined meta-regression analyses were performed with allegiance and treatment quality as main moderators and study quality (risk of bias), type of active control, humanistic psychotherapy and target population (children/adolescents; adults) as exploratory. Results: The majority of studies showed non-allegiance towards humanistic intervention arms; only about half of the humanistic interventions were bona fide treatments demonstrating high percentages of potential biases in these comparative intervention studies. However, allegiance and bona fide were significant moderators only for two (allegiance) resp. one (bona fide) of five outcome comparison. Type of active control (cognitive behavioural therapy) and disorder group (anxiety disorders) emerged as further moderators. Conclusion: We found no clear evidence for allegiance or treatment quality impacting upon treatment outcome in this re-examination. Allegiance and treatment quality were not as relevant for outcomes in this meta-analysis of RCTs as expected.peerReviewedpublishedVersio
KLARpsy-Text: Macht Denken schlechte Laune?
No full textKLARpsy-Texte sind kurze, lai:innengerechte, allgemeinverständliche und richtlinienbasierte Zusammenfassungen psychologischer Übersichtsarbeiten. Dieser KLARpsy-Text hat den Titel “Macht Denken schlechte Laune?”. Er wurde von Mitarbeitenden des Leibniz-Instituts für Psychologie verfasst. Eine anonyme testlesende Person war beteiligt. Der KLARpsy-Text befasst sich mit folgenden Inhalten: Es gibt verschiedene wissenschaftliche Theorien zum Thema „Anstrengung“. Sie besagen zum Beispiel, dass Menschen sich grundsätzlich nicht gerne anstrengen, sondern nur, wenn es sich für sie lohnt. Die Theorien gehen also davon aus, dass Anstrengung von Natur aus unangenehm ist. Das gilt auch für geistige Anstrengung, wie Personen sie empfinden, wenn sie beispielsweise tief nachdenken oder sich konzentrieren müssen. Ob Menschen geistige Anstrengung tatsächlich als unangenehm erleben, wurde noch nicht umfassend untersucht. Mit ihrer Übersichtsarbeit wollten die Forschenden herausfinden: Hängt geistige Anstrengung mit schlechter Stimmung zusammen? Oder hängt geistige Anstrengung nur unter bestimmten Umständen mit einer schlechteren Stimmung zusammen? Je mehr man sich geistig anstrengt, desto schlechter wird die eigene Stimmung. Dieser Zusammenhang besteht in vielen Ländern und bei verschiedenen Aufgaben. Er ist unabhängig von der Bildung. In Asien ist der Zusammenhang weniger stark als in Europa und Nordamerika.https://klarpsy.de/hintergrundunknownunknow
Code for: Agent-Based Model presented at DPK
No full textThe satisfaction of interpersonal motives is modelled with Agent-Based Modeling and three different variants simulating different environments are compared. Results are presented on a conference poster session (DPK 2025).unknownunknow
Supplementary material for the manuscript "Symptom Networks in Depression: Temporal Dynamics of Mood, Cognition, and Behavior during Treatment"
No full textPurpose: Network models provide valuable insights into the dynamic interplay of symptoms in depression. Key transdiagnostic mechanisms such as repetitive negative thinking, difficulties in emotion regulation, and physical activity contribute to depression's persistence. Understanding their contemporaneous and temporal relationships could help optimize treatment approaches.
Methods: Moderately to severely depressed patients (N = 59) from a psychotherapy RCT were assessed using actigraphy (continuously) and ecological momentary assessment (three prompts per day) during treatment (Mdays = 40.90). Data were aggregated per day, and contemporaneous and temporal networks were estimated using multilevel vector autoregression (mlVAR).
Results: The contemporaneous network revealed a strong positive association between difficulties in emotion regulation and repetitive negative thinking, suggesting mutual reinforcement within the same day. Mood was negatively associated with both mechanisms, while physical activity was positively linked to mood. The temporal network showed autoregressive effects for all variables, indicating their persistence from one day to the next. Furthermore, mood was negatively associated with difficulties in emotion regulation, but no other relationships were found. In the temporal network, physical activity showed no sustained influence on mood or other symptoms.
Conclusions: These findings suggest that difficulties in emotion regulation, repetitive negative thinking, activity and mood are closely interlinked within a given day, reinforcing depressive symptom cycles. However, besides consistent autoregressive effects, their temporal interplay over multiple days appears less pronounced, apart from mood influencing emotion regulation difficulties. The immediate but non-sustained effect of physical activity on mood highlights the need for further research on symptom dynamics and personalized interventions.unknownunknow