http://hdl.handle.net/10993/169 Search this channel search https://orbilu.uni.lu/simple-search http://hdl.handle.net/10993/56050 Title: The Relationship between Self-Esteem, Self-Efficacy, and Career Decision-Making Difficulties: Psychological Flourishing as a Mediator <br/> <br/>Author, co-author: Pignault, Anne; Rastoder, Merlin; Houssemand, Claude <br/> <br/>Abstract: Well-being associated with optimism, social support, and self-esteem is positively correlated with career decision. In this perspective, a rather recent concept of flourishing as an integrative notion incorporating these different resources, positive affect, and positive experience is particularly relevant to better understand the relations and correlations between self-evaluation, well-being, and career decision-making difficulties. The present study then examines the relationship between these possible difficulties, self-esteem, self-efficacy, and flourishing. One hundred and seventy-two higher education students participated in the study and completed a four-part questionnaire with the Career Decision-Making Difficulties Questionnaire, the Flourishing Scale, the Rosenberg Self-esteem Scale, and the General Self-Efficacy Scale. The results highlight the mediation of psychological flourishing between personality dimensions—self-esteem and self-efficacy—and career decision difficulties and the fact that those who are most flourishing in their lives will also have the least difficulty in making a career decision. As for the practical implications, guidance counselors for students and young adults need to identify resources and difficulties they have to cope with. This study emphasizes the importance of guiding students in three areas: self-esteem, the perceived quality of social relations, and the meaning attributed to one’s existence. Finally, the contribution of positive psychology to career development will be discussed. http://hdl.handle.net/10993/56049 Title: Imageof Artificial Intelligence and use in Education <br/> <br/>Author, co-author: Hau, Daniela; Seitani, Marianna; Houssemand, Claude http://hdl.handle.net/10993/56027 Title: Was Luxemburgs Grundschulen richtig machen: Ein Value-Added-Vergleich im luxemburgischen Schulkontext <br/> <br/>Author, co-author: Emslander, Valentin; Levy, Jessica; Fischbach, Antoine <br/> <br/>Abstract: Kurz-Abstract (120 Wörter) Luxemburgs Bildungssystem ist geprägt von multi-kulturellen und vielsprachigen Schüler:innen und einem zweimaligen Wechsel der Instruktionssprache. Dies führt zu sehr unterschiedlichen Voraussetzungen für die Schullaufbahn der Schüler:innen. Das Ziel des vorliegenden SIVA-Projekts (Systematic Identification of High Value-Added in Educational Contexts) ist herauszufinden, welche pädagogischen Strategien Schulen mit hohen Value-Added (VA)-Werten für Schuleffektivität anwenden und was andere Schulen von ihnen lernen können, um diese Ungleichheiten abzubauen. Zuerst ermittelten wir 16 Schulen, die stabil hohe, mittlere oder niedrige VA-Werte aufwiesen. Danach sammelten wir Daten anhand von Fragebögen und Unterrichtsbeobachtungen über pädagogische Strategien und das Schulklima und glichen sie mit repräsentativen Schulmonitoringergebnissen ab. Wir werden das SIVA-Projekt, seine Ziele und die Datenerhebung diskutieren, die zu unserem reichhaltigen Datensatz aus sechs Perspektiven führte. Zusammenfassung (480 Wörter) In einem multi-kulturellen und vielsprachigen Land wie Luxemburg können leicht Bildungsungleichheiten entstehen. Unterschiedliche zu Hause gesprochene Sprachen, Migrationshintergründe oder der sozioökonomische Status einer Familie können zu ungleichen Erfolgschancen in der Schule werden. Gepaart mit einem Schulsystem, in dem zweimal die Instruktionssprache gewechselt wird, führt diese Vielfalt zu unterschiedlichen Voraussetzungen für das Erlernen von Mathematik und Sprachen und prägt somit die Schullaufbahn der Schüler:innen (Hadjar & Backes, 2021). Diese Gemengelage ist einerseits herausfordernd für Schüler:innen, Lehrkräfte und Schulen, zeigt aber andererseits, dass es gelingende soziale und pädagogische Praktiken geben muss, diese Herausforderungen zu meistern, da die Schulen weiterhin effektiv arbeiten. In den USA wurde Schuleffektivität häufig mit Value-Added-Werten (VA) quantifiziert, welche durch ihre Instabilität zu ungerechtfertigten Finanzierungs- und Personalentscheidungen führten (Emslander, Levy, Scherer, et al., 2022). Ziel des Projekts Systematic Identification of High Value-Added in Educational Contexts (SIVA; Emslander, Levy, & Fischbach, 2022) ist es, dieses repressiv genutzte Instrument der VA-Werte konstruktiv anzuwenden. VA ist ein statistisches Regressionsverfahren, um die Effektivität von Schulen unter Berücksichtigung unterschiedlicher Schüler:innenhintergründe gerecht zu schätzen. Wir untersuchten, (1) was hocheffektive Schulen "richtig" machen und (2) was andere Schulen von ihnen lernen können, um Ungleichheiten abzubauen. In Zusammenarbeit mit der Section Qualité Scolaire des Observatoire National de l’Enfance, de la Jeunesse et de la Qualité Scolaire, untersuchten wir die Unterschiede zwischen Schulen mit stabil hohen, mittleren oder niedrigen VA-Werten aus verschiedenen Perspektiven. Zunächst haben wir 16 Schulen ermittelt, die über zwei Jahre hinweg stabile hohe, mittlere oder niedrige VA-Werte aufwiesen. Als Zweites sammelten wir Fragebogen- und Unterrichtsbeobachtungsdaten über ihre pädagogischen Strategien, den Hintergrund der Schüler:innen und das Schulklima. Als Drittes glichen wir unsere Daten mit den Ergebnissen des luxemburgischen Schulmonitorings ÉpStan (LUCET, 2021) ab. Wir haben die Variablen auf der Grundlage von Lernmodellen ausgewählt, die sich auf Aspekte wie die Schulorganisation oder das Klassenmanagement konzentrieren (z.B. Hattie, 2008; Klieme et al., 2001). Darüber hinaus untersuchten wir die Besonderheiten des luxemburgischen Schulsystems, die in internationalen schulischen Lernmodellen nicht vertreten sind (z. B. die Einteilung in zweijährige Lernzyklen, die mehrsprachige Schulumgebung und die vielfältige Schülerschaft). Wir werden das SIVA-Projekt, seine Ziele und Besonderheiten diskutieren, die zu Daten aus 49 Klassenzimmerbeobachtungen und Fragebögen mit über 500 Zweitklässler:innen, ihren Eltern, 200 Lehrkräften sowie Schulleiter:innen und Schulaufsichtsbehörden führte. Literature Emslander, V., Levy, J., & Fischbach, A. (2022). Systematic Identification of High “Value-Added” in Educational Contexts (SIVA). https://doi.org/10.17605/OSF.IO/X3C48 Emslander, V., Levy, J., Scherer, R., & Fischbach, A. (2022). Value-added scores show limited stability over time in primary school. PLOS ONE, 17(12), e0279255. https://doi.org/10.1371/journal.pone.0279255 Hadjar, A., & Backes, S. (2021). Bildungsungleichheiten am Übergang in die Sekundarschule in Luxemburg. https://doi.org/10.48746/BB2021LU-DE-21A Hattie, J. (2008). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement (0 ed.). Routledge. https://doi.org/10.4324/9780203887332 Klieme, E., Schümer, G., & Knoll, S. (2001). Mathematikunterricht in der Sekundarstufe I: “Aufgabenkultur” und Unterrichtsgestaltung. TIMSS - Impulse für Schule und Unterricht, 43–57. LUCET. (2021). Épreuves Standardisées (ÉpStan). https://epstan.lu <br/> <br/>Commentary: Please, find our preregistration with more detailed information here: Emslander, V., Levy, J., & Fischbach, A. (2022, March 22). Systematic Identification of High "Value-Added" in Educational Contexts (SIVA). https://doi.org/10.17605/OSF.IO/X3C48 http://hdl.handle.net/10993/55922 Title: Zwischen Autonomie und Überbehütung: Determinanten der Beziehungsqualität junger Erwachsener mit ihren Eltern. <br/> <br/>Author, co-author: Murdock, Elke; Theis, Paula <br/> <br/>Abstract: Die Lebensphase der emerging adults ist durch große Varianz des Zeitpunkts der Bewältigung verschiedener Entwicklungsaufgaben geprägt. Die Phase des Erwachsenwerdens hat sich insbesondere in der westlichen Welt in Folge wirtschaftlicher Veränderungen und komplexen Ausbildungsstrukturen verlängert. Dabei kann der elterliche Erziehungsstil das Streben nach Autonomie fördern oder auch einschränken. Helicopter parenting (HP) beschreibt die elterliche Überinvolviertheit. In dieser Lebensphase wird die Beziehung zu den Eltern, deren Leistungen oder Opfer neu bewertet (sense of indebtedness, SIP, Kang et al., 2010). Bisher wurde SIP hauptsächlich bei Eltern-Kind-Beziehungen mit Migrationshintergrund eingesetzt. In der vorliegenden Studie wurde die deutsche Version der SIP-Skala (Pfammater & Schwarz, 2022) an die Leistungen der Eltern allgemein, d.h. ohne Migrationshintergrund, angepasst. Ziel der vorliegenden Studie ist es die Ausprägung von SIP und die Erfahrung von überinvolvierter Elternschaft (HP- Skala Wilhelm et al. (2014) mit vier Dimensionen: Überinvolviertheit, Autonomieeinschränkung, Überbehütung und unangebrachte Schuldzuweisung) unter emerging adults zu testen und deren Einfluss auf die Beziehungsqualität zu den Eltern sowie die die Rolle der Selbstwahrnehmung als Jugendliche bzw. Erwachsene zu untersuchen. In einer Onlinestudie wurden dazu N=253 deutschsprachige Erwachsene (M=23.06 Jahre; SD=2.55; 55% weibliche Teilnehmerinnen) quantitativ befragt. Die Ergebnisse zeigen, dass die Beziehung zu den Eltern von der überwiegenden Mehrheit als gut bis sehr gut eingeschätzt wird. Eine schlechtere Beziehung spiegelt sich auch in niedrigeren SIP-Werten wider und bezüglich HP in höherer Autonomieeinschränkung und niedrigerer Überinvolviertheit. Die Selbstwahrnehmung hat keinen Einfluss auf SIP, aber auf HP. Unter theoretischer Einbettung erfolgt eine differenzierte Diskussion der Ergebnisse. http://hdl.handle.net/10993/55883 Title: Seeing the Connection: A Systematic Review of Meta-Analyses on the Link Between Teacher-Student Relationships and Student Outcomes <br/> <br/>Author, co-author: Emslander, Valentin; Holzberger, Doris; Fischbach, Antoine; Scherer, Ronny <br/> <br/>Abstract: Theoretical background School climate is a key construct with great potential to impact student outcomes. The construct is multidimensional and includes, for instance, academic, community, safety, and institutional environment aspects (Wang & Degol, 2016). While the dimensions may vary, researchers widely agree that teacher-student relationships play a vital role in establishing a positive school climate (Wang et al., 2020). Their role can be explained by Bronfenbrenner's (1979) bioecological theory identifying the driver of human development as the interaction with the persons in our closest (proximal) environment. Thus, in a school setting, emotional warmth and closeness or conflict and dependence in teacher-student relationships should also be associated with positive/negative student outcomes. Several meta-analyses uncovered significant associations between teacher-student relationships and school engagement, good peer relationships, executive functioning, well-being, and reductions in aggressive or disruptive behaviors (Endedijk et al., 2021; Nurmi, 2012; Roorda et al., 2011; Vandenbroucke et al., 2018). However, these meta-analyses differed in their methods and substantive findings. Moreover, the extant literature is ambiguous about which moderators (e.g., age) influence these relationships. Furthermore, the reporting and quality of meta-analyses in this field vary considerably, which can compromise the reliability and validity of their findings. Aims Given these research gaps, we systematically searched and reviewed the meta-analytic literature (Cooper & Koenka, 2012) to provide an overview of correlations between teacher-student relationships and student outcomes. In doing so, we examined three research questions: 1. To what extent are academic, behavioral, socio-emotional, motivational, and cognitive student outcomes associated with teacher-student relationships in the meta-analytic literature? 2. Which moderators influence these associations? 3. What is the methodological quality of the included meta-analyses? Methodology After preregistration, a systematic literature search was conducted. During several screening rounds, we identified 24 appropriate meta-analyses that included approximately meta-analytic 130 effect sizes for over one million students. From these meta-analyses, we extracted effect sizes on the association between teacher-student relationships and academic, behavioral, socio-emotional, motivational, and general cognitive student characteristics. We summarized the results for research questions 1 and 2 and developed a narrative overview. For research question 3, we assessed the quality of the meta-analyses using the AMSTAR-2 scale (adapted to correlational studies in psychology and education research; Shea et al., 2017). Findings and their significance Looking at the teacher-student relationship aspect of school climate, a variety of outcome variables were analyzed. The strongest associations were shown for negative teacher-student relationships with student behavior problems (r = .35 bis .57; Nurmi, 2012). Positive teacher-student relationships showed the strongest association with school involvement (r = .26 bis .34; Roorda et al., 2011), prosocial, externalizing, and internalizing behaviors (r = .25; Endedijk et al., 2021), and learning motivation combined with student involvement (r = .23; Wang et al., 2020). Age and grade level were the most frequently examined moderators, with partially contradicting findings. Gender differences, on the other hand, were found less frequently. At the same time, an informant effect was frequently examined, that is, whether and in what ways teachers, student peers, or the students themselves rated the teacher-student relationship. For research question 3, we discuss differences in reporting and the quality range of meta-analyses. With this preregistered systematic review of meta-analyses, we summarize the research landscape on correlates of the teacher-student relationship aspect of school climate. Following our findings and the bioecological theory, teachers should be made aware of the impact of teacher-student relationships and how they could contribute to a positive school climate via relationship building. Some interventions to improve these important relationships have already been meta-analytically studied with promising results (Kincade et al., 2020). Next, we need experiments to causally confirm positive teacher-student relationships as an effective strategy for improving academic, behavioral, socio-emotional, motivational, and cognitive student outcomes and school climate at large. Finally, future research should structure the broad range of conceptualizations of teacher-student relationships and review the variety of theories to explain their impact on student outcomes. References Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard university press. Cooper, H., & Koenka, A. C. (2012). The overview of reviews: Unique challenges and opportunities when research syntheses are the principal elements of new integrative scholarship. American Psychologist, 67(6), 446–462. https://doi.org/10.1037/a0027119 Endedijk, H. M., Breeman, L. D., van Lissa, C. J., Hendrickx, M. M. H. G., den Boer, L., & Mainhard, T. (2021). The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior. Review of Educational Research, 003465432110514. https://doi.org/10.3102/00346543211051428 Kincade, L., Cook, C., & Goerdt, A. (2020). Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships. Review of Educational Research, 90(5), 710–748. https://doi.org/10.3102/0034654320946836 Nurmi, J.-E. (2012). Students’ characteristics and teacher–child relationships in instruction: A meta-analysis. Educational Research Review, 7(3), 177–197. https://doi.org/10.1016/j.edurev.2012.03.001 Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793 Shea, B. J., Reeves, B. C., Wells, G., Thuku, M., Hamel, C., Moran, J., Moher, D., Tugwell, P., Welch, V., Kristjansson, E., & Henry, D. A. (2017). AMSTAR 2: A critical appraisal tool for systematic reviews that include randomised or non-randomised studies of healthcare interventions, or both. BMJ, j4008. https://doi.org/10.1136/bmj.j4008 Vandenbroucke, L., Spilt, J., Verschueren, K., Piccinin, C., & Baeyens, D. (2018). The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions. Review of Educational Research, 88(1), 125–164. https://doi.org/10.3102/0034654317743200 Wang, M.-T., & Degol, J. L. (2016). School Climate: A Review of the Construct, Measurement, and Impact on Student Outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1 Wang, M.-T., L. Degol, J., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912. https://doi.org/10.1016/j.dr.2020.100912 <br/> <br/>Commentary: The pre-registration of this project can be found at https://osf.io/j2emf http://hdl.handle.net/10993/55881 Title: Teacher-Student Relationships in Education—What We Know and What We Don’t (Yet) Know [SYMPOSIUM] <br/> <br/>Author, co-author: Emslander, Valentin <br/> <br/>Abstract: Positive teacher-student relationships (TSR) are key to developing a good school climate in which both teachers and students can thrive. While existing research has brought to light the educational benefits of positive TSR, for instance, by showing that students in classrooms and schools with positive TSR tend to achieve better grades, the evidence base is scattered and lacks some key elements. Specifically, empirical studies on the benefits of positive TSR largely focused on academic achievement and less so on other, educationally relevant outcomes, such as socio-emotional skills, motivation, sense of belonging, or behavior. Moreover, TSR has often been conceptualized differently across studies, and its development in educational contexts has hardly been understood. This symposium aims to clarify some of these issues by presenting studies that (a) review the conceptualizations and definitions of TSR within the frameworks of school climate; (b) synthesize the evidence base on the relation between TSR and a broad range of educationally relevant outcomes; (c) identify longitudinal trajectories of TSR and their relation to student engagement; and (d) examine the potential of TSR to facilitate a positive error culture and student participation in classrooms. Ultimately, we provide an updated, scientific overview of the existing body of knowledge about the conceptualization and educational potential of TSR and its current gaps. This overview shall not only inform scholars in the field but shall also encourage teachers to strive for positive TSR. http://hdl.handle.net/10993/55880 Title: Symposium: Creativity and technology: exploring new possibilities with our minds and bodies <br/> <br/>Author, co-author: Gubenko, Alla; Houssemand, Claude <br/> <br/>Abstract: Technology has many roles to play in human cognition. As new forms of artificial creative aids gain momentum and become accessible, it is time to ponder on the relationship between humans and technology and explore the affordances of new technology with respect to the human creative process and learning. How can new technology augment or hinder human creativity? How could we use new technological tools as a medium for artistic expression? What are the consequences of extensive overreliance on technology? This symposium aims to critically reflect on the impact of new technologies on our minds and bodies and outline ways we can be creative with artificial tools and build a healthy technological partnership. http://hdl.handle.net/10993/55779 Title: ICT skills in the deployment of 21st century skills: A (cognitive) developmental perspective through early childhood. <br/> <br/>Author, co-author: Weber, Anke Maria; Greiff, Samuel <br/> <br/>Abstract: ICT technologies are an integral part of today’s digitized society. Therefore, it is important that children acquire ICT skills as part of 21st century skills education to prepare them for later life. Drawing on the literature, seven 21st century skills can profit from the addition of ICT skills, i.e., technical, information, communication, collaboration, critical thinking, creative, and problem-solving skills. While many efforts have been made to integrate ICT skills as part of 21st century skills education into primary and secondary school curricula, the implementation of these skills in early childhood education and care remains a challenge due to developmental concerns. This paper aims to uncover developmental antecedents for ICT 21st century skills in early childhood, mainly addressing children’s cognitive development, and propose ways to implement these skills in child-friendly ways. Drawing on the literature on developmental psychology, seven cognitive developmental antecedents were identified: inductive, deductive, abductive, causal, and scientific reasoning, executive functions, and computational thinking. Moreover, five additional develop-mental antecedents were identified: fine motor skills, language development, self-regulation, social-emotional development, and creativity. On the backdrop of these antecedents, ways of implementing ICT skills as part of 21st century skills education in early childhood classrooms are proposed that include digital games and learning apps, collaborative play or problem-solving activities with toy robots. http://hdl.handle.net/10993/55711 Title: Embodied Creativity in the Era of AI: a Comparative Study involving Neural Style Transfer Technologies <br/> <br/>Author, co-author: Tavares Vanden Berghe, Anastasia http://hdl.handle.net/10993/55652 Title: The impact of inhibitory control on the acute stress response comparing young and older adults <br/> <br/>Author, co-author: Sturgeon, Alana; van der Meulen, Marian; Miltner, Wolfgang; Dierolf, Angelika <br/> <br/>Abstract: Background Inhibitory control is a core executive function. It involves our ability to think before we act and allows an individual to control their automatic impulses. Executive functions are a mechanism of the prefrontal cortex, which is highly stress sensitive. Research suggests that executive functions positively influence the stress response, with higher executive functions supporting a more successful stress regulation, but it is unclear if that is also the case in older age. Methods To investigate this, healthy young (18-30 years) and older participants (65+ years) were asked to perform two inhibitory control tasks (Stroop-Color-Word task and Go/Nogo task) and were then assigned to a stress condition (Trier Social Stress Test) and to the control condition in counterbalanced order in a two-session design. Cardiovascular parameters and self-reported stress were used as indices for the stress response. Results First analyses suggest that better inhibitory control is associated with less agitation for the TSST condition in both, young and older adults. While the relationship between response inhibition and the stress response seems to be age-unrelated, preliminary results suggest an age-depended impact of interference control on the physiological stress response. Conclusion Since cognitive decline comes with age, older people may be more affected by stress, this could be counterbalanced by training executive functions. Therefore, these results highlight the importance of inhibitory control and suggest the possibility that enhancing executive function may improve stress management. http://hdl.handle.net/10993/55650 Title: Placebo Analgesia in Aging – the Impact of age-related cognitive decline <br/> <br/>Author, co-author: Dierolf, Angelika; Rischer, Katharina Miriam; Anton, Fernand; Montoya, Pedro; van der Meulen, Marian <br/> <br/>Abstract: Background. While older people report acute and chronic pain more often than younger people, and, therefore, would benefit significantly from non-pharmacological pain treatment, little is known about how age affects different psychological strategies of pain modulation. The few studies on cognitive distraction from pain suggest a reduced pain relief in older adults, whereas studies on placebo analgesia revealed inconsistent results. So far, distraction and hypnotic analgesia have hardly been investigated in aging. Methods. Healthy young and older participants underwent either a cognitive pain distraction task (working memory task), a placebo analgesia realized with a sham TENS intervention, a hypnotic analgesia intervention or a verbal pain distraction intervention, while receiving non-painful and moderate painful individually adjusted transdermal electrical pulse trains to the inner forearm. Pain ratings and pain-related evoked potentials via 64-channel EEG were recorded. Results. First analyses on the currently small sample suggest a differential impact of age on pain modulation strategies. Since the current sample size is too small to draw reliable conclusions, results will be presented and discussed at the conference. Conclusion. Our results will contribute to a deeper understanding on the efficacy of cognitive pain modulation in aging, helping to optimize pain treatments in this population. http://hdl.handle.net/10993/55615 Title: Expert’s View on Central Components of the Actional Model of Older People’s Coping with Health-Related Declines: A Pilot Study with Professional Caregivers <br/> <br/>Author, co-author: Abri, Diana; Boll, Thomas <br/> <br/>Abstract: Abri & Boll (2022) proposed the “Actional Model of Older People´s Coping with Health-Related Declines” to explain the use of various action alternatives of older persons for dealing with diseases, functional declines, activity limitations, and participation restrictions. It draws on a broad knowledge base: an action-theoretical model of intentional self-development, models of the use of assistive technologies (ATs) and medical services, qualitative studies on reasons for using or not-using ATs, and quantitative studies on older people’s health-related goals. The present study aims to gather evidence to further refine this model by additionally relying on expert knowledge from professional caregivers serving older people. Six experienced geriatric nurses working in mobile care services or residential care facilities were interviewed about key components of the above model in relation to 17 older people aged 70 to 95 with stroke, arthrosis, or mild dementia. The results revealed additional goals of reducing or preventing health-related discrepancies beyond those already included in the model (e.g., moving without pain, doing things alone, driving a car again, social return). Moreover, new motivating or demotivating goals for using certain action possibilities were found (e.g., to be at home, to be alone, to rest, to motivate other older people). Finally, some new factors were identified from the biological-functional (e.g., illness, fatigue), technological (e.g., pain inducing ATs, maladaptive devices), and social contexts (e.g., lack of staff time) that are likely to promote or hinder the use of certain action possibilities. Implications for refining the model and future research are discussed. http://hdl.handle.net/10993/55514 Title: (DE-) SCAFFOLDING AND THE EVOLUTION OF AUTONOMY IN THE TEACHING AND LEARNING PROCESS - AN INTERGENERATIONAL CASE STUDY <br/> <br/>Author, co-author: Geberth, Lisa-Marie <br/> <br/>Abstract: Psychology has produced many theories that do not concern themselves (enough) with the fact that human beings are constantly moving. This thesis takes psychological theories and empirical data gathering on to the slopes of the Austrian Alps. Alpine downhill skiing is viewed from different psychological points – teaching/learning with the notion of scaffolding, moving in a special environment, family dynamics using Dialogical Self theory, resilience. Empirical data was collected in a longitudinal single case study over the span of four years. A combination of interviews, fill-in-the-blanks texts, and videos was used to grasp the complex reality of going down the slope. Action cameras are introduced as a practical way to gather unique data from the participants’ point of view without the disturbance of the researcher’s presence. Double Direction Theme Completion (DDTC) method was used for the fill-in-the-blanks to provoke and show ambivalence parents experience when teaching their children how to ski. The interviews were held using the method of the narrative interview to obtain long passages of storytelling. This cumulative thesis consists of three peer-reviewed papers and one book chapter. This project showed a way to bring more movement into psychological theories and how to gather empirical data in moving research settings. Outdoor settings have proven to provide interesting new data to analyse using already existing theories like scaffolding, dialogical self theory (DST), or resilience. The use of DST was expanded from mainly therapy settings and classrooms to an action setting. The unique conditions of demanding environments like the slope challenge I-Position to change which can be examined using the DDTC method. The notion of descaffolding is introduced in this thesis. Descaffolding describes the process of withdrawing support in a learning setting and setting the stage for autonomous mastery. The descaffolding process is described in detail and further applications are discussed. http://hdl.handle.net/10993/55439 Title: Using Whole Trait Theory to unite trait and state mindfulness <br/> <br/>Author, co-author: Warren, Michael T.; Galla, Brian M.; Grund, Axel <br/> <br/>Abstract: Mindfulness has been studied as a momentary state and as an enduring trait, yet little research has reconciled these accounts. We draw from Whole Trait Theory (WTT) to conceptualize (the descriptive side of) trait mindfulness as a person-specific density distribution of mindful states. In preregistered secondary analyses of three samples – daily diaries with adolescents (1,505 observations) and experience sampling with undergraduates (1,889 and 3,962 observations) – we examined density distributions of mindful awareness and mindful nonjudgment states. Consistent with WTT, mindful states (a) fluctuated considerably within persons and across contexts, and (b) density distributions of these states were stable over time. WTT offers precision to the construct of trait mindfulness while emphasizing its sensitivity to contexts and its connection with mindful states. http://hdl.handle.net/10993/55384 Title: Cognitive control of pain in Aging – comparison of different pain modulation strategies <br/> <br/>Author, co-author: Dierolf, Angelika; van der Meulen, Marian; Miltner, Wolfgang <br/> <br/>Abstract: Background. While older people report acute and chronic pain more often than younger people, and, therefore, would benefit significantly from non-pharmacological pain treatment, little is known about how age affects different psychological strategies of pain modulation. The few studies on cognitive distraction from pain suggest a reduced pain relief in older adults, whereas studies on placebo analgesia revealed inconsistent results. So far, distraction and hypnotic analgesia have hardly been investigated in aging. Methods. Healthy young and older participants underwent either a cognitive pain distraction task (working memory task), a placebo analgesia realized with a sham TENS intervention, a hypnotic analgesia intervention or a verbal pain distraction intervention, while receiving non-painful and moderate painful individually adjusted transdermal electrical pulse trains to the inner forearm. Pain ratings and pain-related evoked potentials via 64-channel EEG were recorded. Results. First analyses on the currently small sample suggest a differential impact of age on pain modulation strategies. Since the current sample size is too small to draw reliable conclusions, results will be presented and discussed at the conference. Conclusion. Our results will contribute to a deeper understanding on the efficacy of cognitive pain modulation in aging, helping to optimize pain treatments in this population. http://hdl.handle.net/10993/55339 Title: The impact of executive functioning and age-related cognitive decline on distraction from pain <br/> <br/>Author, co-author: Dierolf, Angelika; van der Meulen, Marian; Miltner, Wolfgang <br/> <br/>Abstract: Older people, suffering from pain and its consequences more often than younger people, would benefit significantly from non-pharmacological pain treatment. So far, little is known about how age affects psychological pain modulation strategies. Preliminary findings hint towards a less efficient pain inhibition through cognition-based pain modulation strategies, as cognitive distraction from pain. Here, executive functions (EFs) have been considered a key factor in the age – pain relationship, with age-related cognitive decline in EFs being associated with reduced pain relief through distraction in older adults. We investigated influence of four core EFs on distraction from pain in aging. In a two-session design, healthy young (18-30 years) and older participants (60+ years) performed a Go-Nogo task, the Stroop-Color-Word-Task, the Sternberg-Task, and the Attentional Network Task. Afterwards, participants performed a pain distraction task, namely a n-Back working memory task with low and high cognitive load, during which participants received individually adjusted transdermal electrical pulse trains in non-painful and moderately painful intensities to the inner forearm. Ratings of intensity and unpleasantness were collected and stimulus-related (EF tasks) and pain-related evoked potentials were recorded with a 64-channel EEG. Unexpectedly, first analyses on the currently small sample suggest a more efficient pain relief through distraction under low relative to high cognitive load in older adults. The distraction effect was related to EFs, some of which showed age-related cognitive impairment. Our findings could lead to a better understanding how to adapt pain treatments in this population by including selective cognitive trainings and optimizing distraction task difficulty. http://hdl.handle.net/10993/55263 Title: CogPonder: Towards a Computational Framework of General Cognitive Control <br/> <br/>Author, co-author: Ansarinia, Morteza; Cardoso-Leite, Pedro <br/> <br/>Abstract: Current computational models of cognitive control exhibit notable limitations. In machine learning, artificial agents are now capable of performing complex tasks but often ignore critical constraints such as resource limitations and how long it takes for the agent to make decisions and act. Conversely, cognitive control models in psychology are limited in their ability to tackle complex tasks (e.g., play video games) or generalize across a battery of simple cognitive tests. Here we introduce CogPonder, a flexible, differentiable, cognitive control framework that is inspired by the Test-Operate-Test-Exit (TOTE) architecture in psychology and the PonderNet framework in machine learning. CogPonder functionally decouples the act of control from the controlled processes by introducing a controller that acts as a wrapper around any end-to-end deep learning model and decides when to terminate processing and output a response, thus producing both a response and response time. Our experiments show that CogPonder effectively learns from data to generate behavior that closely resembles human responses and response times in two classic cognitive tasks. This work demonstrates the value of this new computational framework and offers promising new research prospects for both psychological and computer sciences. http://hdl.handle.net/10993/55224 Title: A Multi-Objective Optimization Algorithm to Generate Unbiased Stimuli Sequences for Cognitive Tasks <br/> <br/>Author, co-author: Ansarinia, Morteza; Mussack, Dominic; Schrater, Paul; Cardoso-Leite, Pedro <br/> <br/>Abstract: Cognitive scientists want to ensure that particular cognitive tasks target particular cognitive functions that can be mapped to stable neural markers. Numerous cognitive tasks, like the n-back, involve generating sequence of trials which satisfy certain statistical properties.The common approach to generate these sequences however lacks a theoretical framework and induces unintentional structure in the sequences which affects both behavioral performance and might bias the people’s cognitive strategies when completing a task. For example, people might exploit local properties in a random sequence in their decision making process. We argue that optimized experimental design requires cognitive tasks to be served by stimulus sequence generators that satisfy multiple constraints, both at the global and at the local structures of the sequence and that these sequence properties need to be systematically incorporated in the behavioral data analysis pipeline. We then develop a framework to reformulate the sequence generation process as a compositional soft constraint satisfaction problem and offer a multi-objective, genetic-algorithm-based method to generate controlled sequences under behavioral and neural constraints. This approach provides a systematic and coherent framework to handle stimulus sequences which in turn will impact the insights that can be gained from the behavioral and neural data collected on people performing cognitive tasks using those sequences. http://hdl.handle.net/10993/55153 Title: The future of CHI(Art): Can Body of Text Replace a Real Body? <br/> <br/>Author, co-author: Gubenko, Alla; Tavares Vanden Berghe, Anastasia <br/> <br/>Abstract: Recently a variety of new creativity support tools (e.g., Midjourney, DALL·E 2, Stable Diffusion) has been launched, making the creative process as accessible as ever. However, these new artificial creative aids—Text-to-Image Generation models — ultimately hinge on human textual prompts. Using only a textual description, a person can generate new, high-quality images without previous art training or learning domain-specific skills. The adoption of these novel artistic tools is accompanied by the development of online marketplaces where one can buy successful prompts. The new type of creative process becomes more and more linguistically loaded and disembodied, i.e., not requiring any physical and multimodal interaction with artistic materials, tools, or media. This paper visualizes such disembodied creative practice and triggers reflections on the future of art and the impact of technology on human domain-related skills. http://hdl.handle.net/10993/54531 Title: Lehrer-Schüler-Beziehungen: Von der Generalisierbarkeit positiver Befunde <br/> <br/>Author, co-author: Emslander, Valentin; Holzberger, Doris <br/> <br/>Abstract: Zahlreiche Studien zeigen Zusammenhänge zwischen positiven Lehrer-Schüler-Beziehungen und Ergebnisvariablen im schulischen Kontext (z.B. Noten, wahrgenommene Leistung, soziales Verhalten, Lernmotivation; Givens Rolland, 2012; Korpershoek et al., 2016). Hierbei werden Lehrer-Schüler-Beziehungen ganz unterschiedlich konzeptualisiert: Während die Lehrer-Schüler-Interaktion vor allem den praktischen Austausch zwischen Lehrkraft und Schüler*in betrachtet (z.B. Beteiligung am Unterrichtsgespräch), verbindet die konstruktive Unterstützung durch die Lehrkraft unterrichtliche und inhaltliche Unterstützung mit der Wärme und Qualität der Lehrer-Schüler-Beziehung (vgl. Decristan et al., 2022; Endedijk et al., 2021; Hamre & Pianta, 2001). Beide Aspekte sind bedeutend für den schulischen Lernerfolg (Endedijk et al., 2021). Vor dem Hintergrund zahlreicher Befunde stellt sich die Frage der Generalisierbarkeit von Effekten positiver Lehrer-Schüler-Beziehungen und -Interaktionen: Profitieren alle Schüler*innen gleichermaßen von emotionaler Nähe und Freundlichkeit der Lehrkraft? Oder zeigen sich Unterschiede, beispielsweise zwischen Jungen und Mädchen oder Schüler*innen verschiedenen Alters, inwieweit sich positive Lehrer-Schüler-Beziehungen auf Ergebnisvariablen auswirken? Auch die meta-analytische Literatur ist sich in diesen Fragen teilweise uneins (vgl. Lei et al., 2016; Roorda et al., 2017). Offen bleibt zudem, welche Schüler*innen besondere Nachteile haben bei einer negativen Lehrer-Schüler-Beziehung (Nurmi, 2012). Unser Symposium zeichnet ein umfassendes Bild dieser wichtigen Beziehung und Interaktion im Herzen der schulischen Bildung anhand der Generalisierbarkeit gefundener Effekte: Der erste Beitrag (Emslander et al., 2023) vergleicht die Rolle der elterliche Unterstützung mit der Unterstützung durch die Lehrkraft auf die akademische Entwicklung der Schüler*innen. Die umfangreiche längsschnittliche Studie verwendet Daten von Haupt-, Real- und Mittelschulen über einen Zeitraum von vier Jahren in der Adoleszenz. Ein Augenmerk liegt auf Unterschieden in den Zusammenhängen zwischen der fünften und achten Klasse. Der zweite Beitrag untersucht den Einfluss der Fehlerkultur bei der Beteiligung am Unterrichtsgespräch. Mithilfe von Videodaten werden Unterrichtsstunden in Mathematik und Deutsch untersucht. Die Studie untersucht differenzielle Befunde der Zusammenhänge in Abhängigkeit des Selbstkonzepts und Migrationshintergrunds von Schüler*innen. Ein dritter Beitrag beschäftigt sich mit dem moderierenden Einfluss der Schülerwahrnehmung von konstruktiven Lehrkraftunterstützung in der Sekundarstufe und ihrem Zusammenhang zu mathematischen Selbstkonzept und Interesse. Das besondere Augenmerk dieser Studie liegt auf den Unterschieden in der Motivation von jungen Frauen und Männern für das Fach Mathematik. Abschließend bietet ein vierter Beitrag einen Überblick über Korrelate von Lehrer-Schüler-Beziehungen in der Literatur. Das systematische Review von Meta-Analysen illustriert Zusammenhänge, Moderatoren und Studienqualität auf dem Gebiet der Lehrer-Schüler-Beziehungen. Besonders werden Alter und Geschlecht der Schüler*innen ebenso wie wer die Lehrer-Schüler-Beziehung einschätzt kontrovers diskutiert. LITERATUR Decristan, J., Kunter, M., & Fauth, B. (2022). Die Bedeutung individueller Merkmale und konstruktiver Unterstützung der Lehrkraft für die soziale Integration von Schülerinnen und Schülern im Mathematikunterricht der Sekundarstufe. Zeitschrift für Pädagogische Psychologie, 36(1–2), 85–100. https://doi.org/10.1024/1010-0652/a000329 Emslander, V., Holzberger, D., Fischbach, A., & Scherer, R. (2023, January 3). Lehrer-Schüler-Beziehungen und ihre Korrelate: Ein systematisches Review von Meta-Analysen [Teacher-Student Relationships and their Correlates: A systematic Review of Meta-Analyses]. In Emslander, V., & Holzberger, D. (Eds.) (2023, February 28 – March 2). Lehrer-Schüler-Beziehungen: Von der Generalisierbarkeit positiver Befunde [Teacher-Student Relationships: Of the Generalizability of Positive Results]. Symposium at the 10th Conference of the Society for Empirical Educational Research (GEBF), Essen, Germany. http://hdl.handle.net/10993/54530 Endedijk, H. M., Breeman, L. D., van Lissa, C. J., Hendrickx, M. M. H. G., den Boer, L., & Mainhard, T. (2021). The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior. Review of Educational Research, 92(3). https://doi.org/10.3102/00346543211051428 Givens Rolland, R. (2012). Synthesizing the Evidence on Classroom Goal Structures in Middle and Secondary Schools: A Meta-Analysis and Narrative Review. Review of Educational Research, 82(4), 396–435. https://doi.org/10.3102/0034654312464909 Hamre, B. K., & Pianta, R. C. (2001). Early Teacher-Child Relationships and the Trajectory of Children’s School Outcomes through Eighth Grade. Child Development, 72(2), 625–638. https://doi.org/10.1111/1467-8624.00301 Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes. Review of Educational Research, 86(3), 643–680. https://doi.org/10.3102/0034654315626799 Lei, H., Cui, Y., & Chiu, M. M. (2016). Affective Teacher—Student Relationships and Students’ Externalizing Behavior Problems: A Meta-Analysis. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01311 Nurmi, J.-E. (2012). Students’ characteristics and teacher–child relationships in instruction: A meta-analysis. Educational Research Review, 7(3), 177–197. https://doi.org/10.1016/j.edurev.2012.03.001 Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017). Affective Teacher–Student Relationships and Students’ Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement. School Psychology Review, 46(3), 239–261. https://doi.org/10.17105/SPR-2017-0035.V46-3