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ICD-11 prolonged grief disorder, physical health, and somatic problems: A systematic review
No full textBackground: Since Prolonged Grief Disorder’s (PGD) inclusion as a mental health disorder in the ICD-11 in 2018, much of the peer-reviewed research has focused on its prevalence, assessment, and co-occurrence with other mental health disorders. There is also emerging research literature on the association between PGD and physical and somatic health outcomes. In light of this, the objective of this review was to identify and summarise the extant research on the association between PGD, and outcomes related to physical health and somatic complaints among bereaved individuals. Method: A systematic review utilized electronic databases (Web of Science, MEDLINE, Cochrane Library, PsycINFO) up to October 10, 2023. Included were cohort and cross-sectional studies since 2018 exploring links between ICD-11 PGD and physical/somatic health outcomes. Two researchers independently identified eligible studies meeting inclusion/exclusion criteria, employing quality assessment instruments to evaluate methodological rigor. Results: From the 418 articles that were initially screened, 18 met the inclusion criteria. The studies reported significant associations between PGD and physical health, somatic symptom distress, insomnia severity, blood pressure, bodily distress syndrome, chronic physical diseases, and poor- caregiver health profiles. Conclusion: Out of the 18 studies eligible for analysis, 13 (72%) established a significantly strong or moderate association between PGD and physical or somatic illness, highlighting the intricate nature of this connection. Further research is required to assess the breadth of physical and somatic health problems associated with PGD and to understand the psychological and biological mechanisms that underpin these observed relationships.peerReviewedpublishedVersio
Counterproductive norms can be addressed via informational interventions: The case of 'wishcycling' [Author Accepted Manuscript]
No full textSocial norms are integral to human prosociality but can also lead to ineffective or even counterproductive “prosocial” behaviors. We provide an ex- ample of one such counterproductive norm and demonstrate how simple in- formational interventions can improve behavior. Study 1 shows that among those who recycle, people with stronger prosocial concerns about sustainability are actually worse recyclers-they err on the side of recycling when in doubt. Such ‘wishcycling’ leads to contamination of the recycling stream, increasing the cost of recycling, sometimes to the point that entire batches of recyclables are sent to landfill. Unlike traditional public goods problems, this dilemma results from lack of information rather than lack of prosocial motivation. Study 2 therefore introduces a simple informational intervention designed to address this counterproductive behavior. Relative to the placebo and control, our intervention significantly reduces wishcycling. Our findings highlight the importance of unambiguous instructions on behaving prosocially for effectively promoting public goods.reviewedacceptedVersio
Exploring Students’ Perceptions of the Epistemic Demands of Complex Issues and Exhibited Critical-Analytic Thinking in an In-Class Multiple Source Use Project
No full textThe overarching goal of the present study was to explore relations between students’ perceptions regarding the epistemic demands of complex issues, and their exhibited critical-analytic thinking in the context of an ecologically-valid MSU study. Students’ flexibility in perceptions of varyingly complex issues was indicative of their epistemic competence, or their awareness of situated epistemic demands. To unearth these perceptions, we created the novel Perceptions of Epistemic Demands (PED) Task. K-means cluster analysis using students’ responses returned six theoretically defensible profiles that were hypothesized to differentially predict students’ critical-analytic thinking exhibited in argumentative essays. However, no significant differences were found. To explore possible reasons for this finding, students’ essay topic selection was linked to their perception of that topic on the PED Task. That analysis indicated that students chose a claim that they perceived as most self-relevant, familiar, and controversial. Students’ guided reflections corroborated those reasons but also revealed that most opted for an issue that they thought was easy to find sources for and defend in the essay. Most students also explained that they had assumed a position regarding the issue they chose prior to text access, with only a few students voicing the goal to remain open to persuasion by sources. Taken together, this suggested that students largely operated under (non-)epistemic goals that did not prioritize knowledge generation or belief formation but rather focused on task completion. Students’ task goals likely clouded the relation between their espoused perceptions and demonstrated critical-analytic thinking. Consequently, in future research and education, we call to focus expressly on epistemic education, practice with sourcing and MSU, and teaching the mechanisms and importance of quality argumentation writing in higher education contexts to promote critical-analytic thinking.notReviewedothe
Supplementary materials to "The interaction of gender, occupation, and finephonetic detail" [Research Data]
No full textSupplementary materials [Research Data]. 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 research data, a codebook and a readme file with detailed information on all Supplementary Materials (Tables and figures, research data and codebook, R scripts).unknow
The impact of language switching on statistical word learning
No full textIt is currently not clear whether language switching hurts, facilitates, or does not impact word learning. In the current experiment, we will focus on the effect of language switching on cross-situational word learning. To do so, we will compare the learning of 2:1 mappings (two words mapping onto the same object, similar to translations or synonyms) created by English-like and German-like non-words in pure and mixed learning conditions. In the mixed learning condition, one of the two words of the 2:1 mapping will always be English-like and one will always be German-like (consistent with translations). Instead, in the pure learning condition, 2:1 mappings will always be within the same language (consistent with synonyms). We expect participants to be better at learning in the mixed than in the pure learning condition (i.e., mixing benefits). Additionally, we will analyze the effect of language switching and language repetition in the mixed learning condition. We expect performance to be better in repetition than switch trials (i.e., switch costs).unknownothe
Research data and codebook to: Which insights can research on achievement motivation gain from network analysis? Comparing different network methods empirically
No full textResearch data including sociodemographics and motivational items (task values, expectancy) with the corresponding codebook.unknow
Procedural knowledge in clinical psychology and psychotherapy: A comparison between different groups providing psychotherapy in the German healthcare system
No full textThe differences between groups working in the German psychotherapeutic care system are incomprehensible to laypeople, as the job titles are very similar despite the protection of titles. However, the differences in access requirements, training, examinations and liability between groups are significant (Hollunder, 2017). The main aim of the project is to compare different groups working in the German psychotherapeutic care system as well as laypersons regarding their abilities in clinical psychology and psychotherapy. We aim to compare four groups: 1) psychologists (postgraduate psychotherapy trainees), 2) psychology students, 3) non-academically trained providers of complementary and alternative medicine (CAM, e.g., so called “Heilpraktiker”, psychological counsellors, coaches or similar professions), and 4) laypersons. An online study will be conducted using video case vignettes (the Pro CliPs Task) to assess procedural clinical knowledge. We will further assess participants’ declarative clinical knowledge and their psychotherapeutic self-efficacy (except for laypersons).unknownothe
LOS! Highlight Talk: Anreize für die Produktion und Nutzung von OER im Hochschulraum
No full textSylvia Kullmann und Verena Weimar gehen in ihrem Beitrag „OER als neue Kategorie in der Wissenschaftsbewertung – Anreize und Sichtbarkeit für Lehrende“ auf die Quantifizierung frei zugänglicher Lehrmaterialien durch OER Statistiken ein, mit denen OER so auch der Wissenschaftsbewertung zugänglich werden. Diese Verfahren ermöglichen, dass Forschung und Hochschullehre auf politischer Ebene als gleichwertige Wissenschaftsbereiche angesehen werden können.Sandra Schön spricht über „Die Rolle von Zertifikaten zu OER – Erfahrungen aus Österreich“. In Österreich wurden 2022 OER-Zertifikate für Hochschulen und Personen eingeführt. Sandra Schön war für die Implementierung verantwortlich und berichtet zudem auch von der Rolle von Zertifikaten zu OER in weiteren Vorhaben der TU Graz.This event is a part of LOS! (Leibniz Open Science!), the event series of the Leibniz Strategy Forum on Open Science. The talk was held online, on December 3, 2024.https://www.leibniz-openscience.de/event/los-hightlight-talk-anreize-fur-die-produktion-und-nutzung-von-oer-im-hochschulraum/unknow
Loneliness and distress in the aftermath of the COVID-19 pandemic: A cross-sectional study of German university students
No full textBackground. Characterized by uncertainty and recurring periods of social isolation, the COVID-19 pandemic resulted in increases of loneliness and distress in young adults, such as university students. Despite the lifting of the last restrictions in Germany in April 2023, the state of mental health in vulnerable groups after the three-year global crisis remains to be investigated. Therefore, we aimed to assess university students’ mental health after the pandemic.
Method. Between April and July 2023, N = 886 university students throughout Germany participated in a fully anonymous cross-sectional online survey. Psychological distress (BSI; Brief Symptom Inventory), loneliness (LS-SOEP; Loneliness Scale), and emotion regulation strategies (ERQ; Emotion Regulation Questionnaire) were assessed by standardized questionnaires, and mental health was compared to a survey of students in April 2020 (N = 1062).
Results. Unexpectedly, we found higher levels of distress in 2023 than in 2020. Overall, R2adj = 41% of variance in psychological distress was accounted for in a multiple linear regression, with loneliness emerging as the most important predictor. Additionally, emotion regulation, gender identity, and health behaviors such as keeping daily routines, sufficient sleep, and regular exercise were significant predictors. Analyses of variance (ANOVAs) revealed that students with past or present mental health conditions were significantly lonelier than those without.
Conclusion. These findings highlight the ongoing mental health challenges of university students in the aftermath of the COVID-19 pandemic, identifying non-binary and female students, as well as students with current or past mental health conditions as particularly lonely and distressed.reviewedacceptedVersio
LOS! Highlight Talk: Anreize für die Produktion und Nutzung von OER im Hochschulraum
No full textThis event is a part of LOS! (Leibniz Open Science!), the event series of the Leibniz Strategy Forum on Open Science. The talks were held online, on December 3, 2024.Sylvia Kullmann und Verena Weimar gehen in ihrem Beitrag „OER als neue Kategorie in der Wissenschaftsbewertung – Anreize und Sichtbarkeit für Lehrende“ auf die Quantifizierung frei zugänglicher Lehrmaterialien durch OER Statistiken ein, mit denen OER so auch der Wissenschaftsbewertung zugänglich werden. Diese Verfahren ermöglichen, dass Forschung und Hochschullehre auf politischer Ebene als gleichwertige Wissenschaftsbereiche angesehen werden können.
Sandra Schön spricht über „Die Rolle von Zertifikaten zu OER – Erfahrungen aus Österreich“. In Österreich wurden 2022 OER-Zertifikate für Hochschulen und Personen eingeführt. Sandra Schön war für die Implementierung verantwortlich und berichtet zudem auch von der Rolle von Zertifikaten zu OER in weiteren Vorhaben der TU Graz.https://www.leibniz-openscience.de/event/los-hightlight-talk-anreize-fur-die-produktion-und-nutzung-von-oer-im-hochschulraum/unknownunknow