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Concealing Circular Convictions: Exploring whether Signaling of Moral Judgment Suppresses Ethical Voice in the Circular Transition
No full textThe transition to a circular economy is essential for sustainable development, yet progress remains slow in sectors dominated by linear norms. Circular advocates—sector members who privately endorse the circular transition—could serve as insider social change agents by voicing their endorsement. Yet, such ethical voice often carries interpersonal risks. Using a mixed-methods approach in the Dutch construction sector, we examine whether these risks stem from fears of signaling moral judgment, making the barriers to ethical voice distinct from general voicing concerns. We also examine whether visible minority support mitigates these fears and empowers voice. Study 1, a thematic analysis of 61 interviews, reveals that advocates perceive voice to risk telegraphing a message of moral judgment, and frequently temper or reframe their circular preferences in pragmatic, morally neutral terms instead to avoid stigma and backlash. Study 2, an online experimental study, shows that minority support nearly doubled voice likelihood, highlighting its legitimizing function. While anticipated signaling of moral judgment did not directly suppress voice, it significantly undermined private endorsement of circular values. This suggests that fear of appearing morally judgmental may not silence current advocates but may prevent others from identifying as one. The study contributes to understanding micro-level barriers to the circular transition by uncovering a key psychological mechanism—moral judgment—that may help explain why circular norms struggle to gain traction in traditionally linear sectors. Moreover, these findings advance the literature on ethical voice by highlighting the reputational dilemmas faced by morally motivated change agents.This study was supported by the Dutch Research Council (NWO) under the TranCiBo research program (Grant number: 40319213) and the Faculty of Social Sciences at Vrije Universiteit Amsterdam (Grant number: 264000)unknow
„Mindful Forest Experience“ – A Way to Health Promotion in the Integrative Approach. A Field Report
No full textDargestellt werden die persönlichen Erfahrungen, welche eine zukünftige Waldtherapeutin vor, während und nach intensiven Waldbegehungen am ganzen Leib machte. Gestützt auf Theorien und Methoden der Waldtherapie im Integrativen Verfahren wird über das Erlebte reflektiert und zu eigenem Tun für unsere Welt und für die eigene Gesundheit motiviert. Anhand der persönlichen Schilderungen wird einerseits deutlich, dass die Ökologisation für die Gesundheit von grosser Bedeutung ist, und andererseits, dass die Waldtherapie im Integrativen Verfahren dazu beitragen kann, im doppelten Sinne Gesundheit zu fördern als «Caring for nature and Caring for people».The paper presents the personal experiences of a future forest therapist before, during and after intensive explorations in the forest. Based on the theories and methods of forest therapy in the integrative approach, she reflects on her experiences and motivates to act for our world and for one’s own health. Based on the personal notes, it becomes clear on the one hand that ecologisation is of great importance for health, and on the other hand that forest therapy in the integrative method can contribute to promoting health in a double sense: as «Caring for nature and Caring for people».https://www.fpi-publikation.de/gruene-texte/05-2025-elstrom-a-h-sundli-achtsames-walderleben-ein-weg-zur-gesundheitsfoerderung-im-integrativen-verfahren-ein-erfahrungsbericht/peerReviewedpublishedVersio
Verfahrensdokumentation für KERF-20-I: 20-Item-Kurzversion zur Erfassung von Kindesmisshandlung
No full textDas Instrument KERF-20-I ist eine 20-Item Kurzversion zur zeiteffizienten, retrospektiven und breiten Erfassung von Kindesmisshandlung, die durch verschiedene Personengruppen verübt worden. Es wurde basierend auf den Checklisten KERF-I (Isele et al., 2014; Thekkumthala et al., 2023) und KERF-40-I (Seitz et al., 2022; Thekkumthala et al., 2022), welche ursprünglich auf der US-amerikanischen Skala Maltreatment and Abuse Chronology of Exposure (MACE; Teicher & Parigger, 2015) zurückgehen, entwickelt. Das Instrument besteht aus 7 Subskalen und insgesamt 20 Items. Reliabilität: Es sind bisher keine Reliabilitätskennwerte vorhanden. Validität: Die prädiktive Validität anhand des Zusammenhangs mit selbstberichteten psychischen Erkrankungen, Suizidgedanken und vergangenen Suizidversuchen bestimmt. Die Überprüfung der konvergenten Validität ist ausstehend. Normen: Die psychometrische Prüfung des KERF-20-I erfolgte anhand einer repräsentativen deutschen Stichprobe (N = 2515).The KERF-20-I instrument is a 20-item short version for the time-efficient, retrospective and broad assessment of child maltreatment perpetrated by different groups of people. It was developed based on the KERF-I (Isele et al., 2014; Thekkumthala et al., 2023) and KERF-40-I (Seitz et al., 2022; Thekkumthala et al., 2022) checklists, which were originally based on the US American Maltreatment and Abuse Chronology of Exposure (MACE; Teicher & Parigger, 2015) scale. The instrument consists of 7 subscales and a total of 20 items. Reliability: No reliability parameters are yet available. Validity: Predictive validity determined on the basis of the correlation with self-reported mental illness, suicidal thoughts and past suicide attempts. Verification of convergent validity is pending. Norms: The psychometric testing of the KERF-20-I was carried out using a representative German sample (N = 2515).reviewedpublishedVersio
Final Report of the DFG-funded project "Approach and Avoidance Goal States in Daily Life: Antecedents and Consequences of Intra-individual Variation and Variability"
No full textIndividuals can pursue approach and avoidance goals. Approach goals aim to achieve posi-tive outcomes, such as good grades or a harmonious relationship. Avoidance goals, on the other hand, seek to prevent negative outcomes, such as poor grades or relationship conflicts. Numerous studies have shown that approach goals are associated with more positive conse-quences than avoidance goals. However, while previous research has conceptualized ap-proach and avoidance goals as potentially varying states within individuals from moment to moment, so-called “states”, they have never been examined as such. We therefore investi-gated the extent to which approach and avoidance goals vary as states within individuals, whether the psychometric structure of approach and avoidance goals established at the be-tween-person level (in particular, the 2x2 Achievement Goal Framework, Elliot & McGregor, 2001) can also be demonstrated within individuals, and how state approach and avoidance goals relate to approach and avoidance motives, temperaments, and other positive or nega-tive affective, cognitive, and behavioral states. To ensure internal replication, all research questions were examined both in the context of academic achievement goals and in the con-text of relationship goals.
Since no established measures exist for assessing state approach and avoidance goals, we first developed scales that capture momentary goal expressions as well as possible affective, cognitive, and behavioral antecedents and consequences. To answer our research questions, we conducted five experience sampling studies in which a total of N = 1,304 participants completed five questionnaires per day over ten days regarding the pursuit of their academic achievement goals or their romantic relationships.
The developed state scales proved to be reliable and valid. However, the 2x2 Achievement Goal Framework could not be applied to state goals in the academic achievement context. Unlike goals on the between-person level, state goals could not be clearly assigned to tem-peraments or motives. Instead, all state goals behaved as if they had an approach compo-nent. The hypotheses regarding the antecedents and consequences of state achievement goals could not be confirmed.unknow
Data set for: How Script and Paper Type Influence Aesthetic Judgments About Japanese Calligraphy—Depending on the Recipient’s Degree of Japanese Enculturation
No full textIn a quasi-experiment featuring physical artworks, we investigated the influence of script and paper type on aesthetic judgments about Japanese calligraphy, and to what extent these influences are modulated by the recipient’s degree of Japanese enculturation. We asked individuals with varying degrees of Japanese enculturation to aesthetically evaluate calligraphies in two types of script types and on three types of paper, in an art-exhibition-like setting. We also asked them to directly rank the script types and the paper types, respectively, based on beauty, liking, interest, and preciousness.unknow
Final report of the project "Determinats of school motivation"
No full textNot only cognitive skills but also students’ motivation and personality are essential for students’
learning and achievement. In my research, I dealt with (1) the influence of significant others on
students’ motivation, (2) the validation of motivational constructs, and (3) students’ personality.
(1) The influence of significant others on students’ motivation can be reflected in the use of
social comparisons (comparing one’s achievement in one subject with the achievement of
one’s classmates in the same subject). Two models address the operation of social
comparisons in the formation of students’ academic self-concept as one facet of students’
academic motivation: The internal/external frame of reference (I/E) model and the Big-FishLittle-Pond Effect (BFLPE). According to the I/E model, social and dimensional comparisons
(comparing one’s own achievement in one subject with one’s own achievement in another
subject) are involved in the formation of students’ academic self-concept. The generalized
(G)I/E model extends the I/E model. My research contributes to the further development and
validation of the GI/E model. I could show that the I/E model can be extended to test anxiety
and interest as two other motivational facets. I extended the I/E model using different school
subjects such as foreign languages and physical ability. I probed for the generalizability of the
GI/E model across different student groups. I proposed the RGI/E model as a longitudinal
application of the GI/E model. Further, I examined the tenability of the GI/E model assumptions
when using a person-centred approach. The BFLPE has primarily been only examined using
the self-concept as an outcome variable and with samples of secondary school students. In
one study, I demonstrated that the BFLPE is already at place in elementary school years and
is stronger for self-concept than for interest.
(2) For further validation of different motivational constructs, I examined relations between
academic self-concept and related constructs such as self-efficacy and value. Academic selfconcept was shown to be distinctive from but also related to other motivational constructs. I
studied the structure of academic self-concept using different modelling strategies and
discussed the corresponding advantages and disadvantages. Finally, I demonstrated that
prominent findings for the academic self-concept construct referring to core school subjectsSeite 4 von 9
Deutsche Forschungsgemeinschaft
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Telefon: + 49 228 885-1 ∙ Telefax: + 49 228 885-2777 ∙ [email protected] ∙ www.dfg.de
DFG
can be transferred to self-concept in music; music has a dual character as it is realized inside
and outside school.
(3) To study the role of personality for students’ learning, I examined the relation between
conscientiousness and achievement. I further developed a valid and short instrument to
measure conscientiousness within student samples. In two papers, I dealt with the modelling
of personality. I could demonstrate the usefulness of exploratory structural equation modelling
(ESEM) and its superiority relative to traditional confirmatory factor analyses; ESEM capture
the conceptual overlap between single personality facets.German Research Foundation Grant Numbers AR 877/3-1, AR 877/4-1, AR 877/6-1unknow
Plaidoyer pour une cohabitation fructueuse et complémentaire de la scientificité de la psychothérapie et de la psychologie
No full textNo abstract
available.reviewedpublishedVersio
Appello per una coesistenza complementare e fruttuosa della natura scientifica della psicoterapia e della psicologia: Una prospettiva svizzera
No full textIm Übergang von den 1980ern zu den 1990ern sprach die Psychologie den psychodynamischen und humanistischen Psychotherapieverfahren die wissenschaftliche Legitimation ab. Damals fing die Psychologie vermehrt an, sich an der Naturwissenschaft zu orientieren. Dieser Wandel zeigte sich auch in der Berufspolitik, als es darum ging, Psychotherapie von TherapeutInnen, die nicht Medizin studiert hatten, durch die Krankenkassen zu finanzieren. Die historisch gewachsenen Schulen, die die Psychotherapie begründet und bis anhin einen Grossteil der TherapeutInnen ausgebildet hatten, sahen sich gezwungen, die Psychotherapie durch eine eigenständige Wissenschaftlichkeit zu begründen. Diese berücksichtigt, neben den naturwissenschaftlichen Tatsachen des Menschseins, wie z.B Entwicklungspsychologie, auch existenzielle Fragen, wie Sinnkonstrukte, offene und unverfügbare Lebensthemen, die Untrennbarkeit von Subjekt und Objekt in der Therapiesituation, die Wichtigkeit der persönlichen Faktoren der Therapierenden, deren Reife, Subjektivität usw. Die akademische Psychologie kann man sich in einer Linie mit der psychodynamischen und humanistischen Psychotherapie vorstellen, die einen naturund einen geisteswissenschaftlichen Pol hat. Die Schweizer Sicht leitet sich aus der Kompromissfindungskultur ab, die sich in der Schweizer Charta für Psychotherapie manifestiert hat und deren Kernthese lautet, dass die Psychotherapie eine bio-psycho-soziale und sinnorientierte Praxis des Menschseins beinhaltet. Das wäre ein inkludierendes Verständnis, das auch vonseiten der Psychologie begrüsst werden könnte.In the transition from the 1980s to the 1990s, psychology denied the scientific legitimacy of psychodynamic and humanistic psychotherapy methods. At that time, psychology increasingly began to orient itself towards the natural sciences. This change was also reflected in professional policy when it came to health insurance funding for psychotherapy by therapists who had not studied medicine. The historically established schools, which had founded psychotherapy and had trained the majority of therapists up to that point, felt compelled to justify psychotherapy through an independent scientific approach. In addition to the scientific facts of being human, such as developmental psychology, this also takes into account existential issues such as constructs of meaning, open and unavailable life issues, the inseparability of subject and object in the therapy situation, the importance of the personal factors of the therapist, their maturity, subjectivity, etc. Academic psychology can be seen as being in line with psychodynamic and humanistic psychotherapy, which has a natural science and a humanistic pole. The Swiss view is derived from the culture of compromise that has manifested itself in the Swiss Charter for Psychotherapy and whose core thesis is that psychotherapy involves a bio-psycho-social and meaning-oriented practice of being human. This would be an inclusive understanding that could also be welcomed by psychology.Nel passaggio dagli anni ’80 agli anni ’90, la psicologia ha negato la legittimità scientifica dei metodi di psicoterapia psicodinamica e umanistica. In quel periodo, la psicologia ha iniziato a orientarsi sempre più verso le scienze naturali. Questo cambiamento si rifletteva anche nella politica professionale quando si trattava di finanziare con l’assicurazione sanitaria la psicoterapia di terapeuti che non avevano studiato medicina. Le scuole storicamente consolidate, che avevano fondato la psicoterapia e avevano formato la maggior parte dei terapeuti fino a quel momento, si sentirono obbligate a giustificare la psicoterapia con un approccio scientifico indipendente. Oltre ai fatti scientifici dell’essere umano, come la psicologia dello sviluppo, si tiene conto anche di questioni esistenziali come i costrutti di significato, le questioni di vita aperte e non disponibili, l’inseparabilità di soggetto e oggetto nella situazione terapeutica, l’importanza dei fattori personali del terapeuta, la sua maturità, la sua soggettività, ecc. La psicologia accademica può essere considerata in linea con la psicoterapia psicodinamica e umanistica, che ha un polo scientifico naturale e uno umanistico. Il punto di vista svizzero deriva dalla cultura del compromesso che si è manifestata nella Carta svizzera per la psicoterapia, la cui tesi centrale è che la psicoterapia comporta una pratica bio-psico-sociale e orientata al significato dell’essere umano. Si tratterebbe di una comprensione inclusiva che potrebbe essere accolta anche dalla psicologia.reviewedpublishedVersio
Cognitive Offloading in the Age of AI: How Bot Typing Speed and Math Skill Shape the Choice to Offload
No full textGenerative artificial intelligence (AI) is increasingly integrated into everyday problem solving, yet still too little is known about how system characteristics and user abilities shape cognitive offloading to such tools. In this preregistered experiment, we investigated whether the responsiveness (i.e., the typing speed) of an AI simulated by a bot and participants’ math skill predicted how much they relied on the AI when solving arithmetic problems. A total of 198 participants completed a choice/no-choice paradigm in three blocks (“forced internal”, “forced external” and “choice”). Results revealed that participants in the “fast bot”-condition relied more on the AI than those in the “slow bot”-condition. Further, higher math skill predicted less offloading. The interaction between bot speed and math skill was not significant. Exploratory analyses with adjusted exclusion criteria and clipped data replicated these results. Together, the findings extend research on cognitive offloading to the context of generative AI, suggesting that even minor interface parameters, such as typing speed, can alter the balance between internal and external strategies. These results highlight the importance of considering both tool design and user characteristics in promoting effective and sustainable AI use, particularly in educational contexts.notReviewedothe
Dataset and documentation for DigiMed2-study
No full textThis collection contains the complete raw data and accompanying documentation for study DigiMed2 on informed deicision-making in medical context.unknow