http://hdl.handle.net/10993/171 Search this channel search https://orbilu.uni.lu/simple-search http://hdl.handle.net/10993/55986 Title: Education as risk factor of Mild Cognitive Impairment - the role of the gut microbiome <br/> <br/>Author, co-author: Klee, Matthias; Aho, Velma; May, Patrick; Heintz-Buschart, Anna; Landoulsi, Zied; Jonsdottir, Sonja; Pauly, Claire; Pavelka, Lukas; Delacour, Lea; Kaysen, Anne; Krüger, Rejko; Wilmes, Paul; Leist, Anja http://hdl.handle.net/10993/55985 Title: Education as risk factor of Mild Cognitive Impairment - the role of the gut microbiome. Presentation in symposium: Social determinants of brain health: From the search for mechanisms to recommendations to increase equity <br/> <br/>Author, co-author: Klee, Matthias; Aho, Velma; May, Patrick; Heintz-Buschart, Anna; Landoulsi, Zied; Jonsdottir, Sonja; Pauly, Claire; Pavelka, Lukas; Delacour, Lea; Kaysen, Anne; Krüger, Rejko; Wilmes, Paul; Leist, Anja; NCER-PD Consortium http://hdl.handle.net/10993/55969 Title: Escala de Identidade Acadêmica e Atlética (AAIS-Br): Adaptação e Evidências de Validade <br/> <br/>Author, co-author: Fiochi-Marques, Manoella; Leal Melo-Silva, Lucy; Oliveira, José <br/> <br/>Abstract: This study aimed to adapt and present evidence of construct, convergent, and discriminant validity of the Academic and Ath letic Identity Scale for the Brazilian context. A total of 303 Brazilian university students participated in the research (M=23.33 years, SD=4.60). The sample completed a sociodemographic questionnaire, the Academic and Athletic Identity Scale, the Professional Identity Scale, and the Flourishing Scale. Confirmatory factorial analysis showed the Brazilian version of the AAIS fully reproduced the original structure of the instrument. The dimensions academic identity and athletic identity showed a significant correlation between them (r=0.205, p<0.001). The academic identity dimension also showed significant correla tion with professional identity (r=0.354, p<0.001) and flourishing (r=0.269, p<0.001), while athletic identity did not show any significant correlation with professional identity and flourishing. The results showed that the psychometric properties of the AAIS-Br recommend its use in investigations to evaluate the degree of identification with academic and athletic roles in Brazilian university student-athletes. http://hdl.handle.net/10993/55932 Title: KÖRPERLICHES AKTIVITÄTSVERHALTEN VON KINDERN UND JUGENDLICHEN IN LUXEMBURG – EINE ERSTE ERHEBUNG AKZELEROMETER BASIERTER DATEN <br/> <br/>Author, co-author: Eckelt, Melanie <br/> <br/>Abstract: Zusammenfassung Körperliche Aktivität steht im Zusammenhang mit unzähligen gesundheitlichen Vorteilen (Janssen & LeBlanc, 2010). Allerdings nimmt die körperliche Aktivität weltweit immer mehr ab (Guthold et al., 2020), was wiederum mit zahlreichen körperlichen als auch psychischen gesundheitlichen Folgen verbunden ist (Poitras et al., 2016). Frühere Studien haben in diesem Zusammenhang bereits gezeigt, dass nicht die Dauer des täglichen Sitzens/Ruhens, sondern überwiegend die ungenügende körperliche Aktivität am Tag mit einer höheren Mortalitätsrate verbunden ist (Ekelund et al., 2016; Van der Ploeg & Hillsdon, 2017). Um zu intervenieren, ist es sinnvoll mit Bewegungsförderung bereits im Kindes- und Jugendalter zu beginnen. Nicht nur, weil die körperliche Aktivität auch für Kinder und Jugendliche durch beispielsweise gesteigerte Fitness und ein reduziertes Risiko von Übergewicht von enormem gesundheitlichem Nutzen ist (Bouchard et al., 2012; Poitras et al., 2016), sondern auch, weil Verhaltensweisen, die im Kindes- und Jugendalter etabliert, in den erwachsenen Lebensstil übertragen werden (Rudolf et al., 2016). Um die körperliche Aktivität zu erfassen, existieren verschiedene Methoden, die sich auf Selbstauskünfte (subjektive Erhebung) oder auf physiologische Werte (objektive Erhebung) stützen. Speziell für Luxemburg wurden bisher nur subjektive Erhebungen in Form von Fragebögen durchgeführt. Das Ziel der vorliegenden Thesis ist deshalb in erster Linie die erstmalige Status Quo Erhebung objektiver (Akzelerometer basierter) körperlicher Aktivität von Kindern und Jugendlichen in Luxemburg. Die genauen Analysen und erzielten Ergebnisse werden in vier einzelnen wissenschaftlichen Artikeln beschrieben, die sich jeweils mit unterschiedlichen Fragestellungen befassen. Im ersten Artikel wurde zusätzlich zur allgemeinen objektiven Aktivitätserhebung analysiert, wie das Aktivitätsverhalten in Schule, Freizeit und im Sportunterricht ist und ob, bzw. wieviele der Kinder und Jugendlichen die Bewegungsempfehlungen zur allgemeinen Aktivität und im Sportunterricht erfüllen. Wir konnten zeigen, dass nur ein Viertel der Kinder und Jugendlichen die Bewegungsempfehlung der Weltgesundheitsorganisation (WHO) von mindestens 60 Minuten moderat anstrengender körperlicher Aktivität erfüllen. Außerdem wurde der größte Anteil an moderat anstrengender Aktivität in der Freizeit, verglichen mit der Schulzeit, generiert. Die Bewegungsempfehlung zum Sportunterricht, 50% der Unterrichtszeit moderat anstrengend aktiv zu sein, erfüllte lediglich ein Schüler. Zusätzlich konnten wir zeigen, dass die Jungen in allen Bereichen signifikant aktiver sind als die Mädchen und dass mit zunehmendem Alter die körperliche Aktivität abnimmt. Im zweiten Artikel wurde untersucht, ob saisonale Bedingungen wie die kühlen Jahreszeiten Herbst/Winter und die wärmeren Monate Frühling/Sommer Einfluss auf die körperliche Aktivität haben. Die Kinder und Jugendlichen waren, wie wir erwarteten, im Frühling/Sommer aktiver und wir konnten einen signifikanten Unterschied in der moderat anstrengenden körperlichen Aktivität zwischen den Jahreszeiten feststellen. Zusätzlich wurde die subjektive Aktivität erhoben und der durchschnittliche Differenzwert zu den objektiven Daten blieb über das Jahr stabil. Die Kinder und Jugendlichen zeigten höhere Werte in den subjektiv per Fragebogen erhobenen Daten als in den objektiv mit Akzelerometer erfassten Daten. Im dritten Artikel wurden die objektive Aktivität und das subjektive Anstrengungsempfinden im Sportunterricht erfasst und untersucht, ob die Motivationsregulation Einfluss auf diese nehmen kann. Dabei wurde ein signifikanter Zusammenhang von Kompetenzunterstützung sowie ein signifikant negativer Zusammenhang von extrinsischer Motivation und prozentualer moderat anstrengender körperlicher Aktivität festgestellt. Außerdem zeigte sich ein signifikanter Zusammenhang zwischen der Unterstützung des Zugehörigkeitsgefühls und der Kompetenzbefriedigung mit dem subjektiven Anstrengungsempfinden. Der vierte Artikel, der im Bildungsbericht Luxemburg veröffentlich wurde, befasst sich mit dem Einsatz digitaler Technologie im Sportunterricht. Hier konnten wir u.a. zeigen, dass die subjektiven Daten zur körperlichen Aktivität höher sind als die objektiv erfassten. Zusammenfassend kann in dieser Thesis ein Bewegungsmangel von Kindern und Jugendlichen in Luxemburg anhand Akzelerometer basierter Daten festgestellt werden und durch die Analyse unterschiedlicher Settings können Bereiche für Interventionsansätze beschrieben werden. http://hdl.handle.net/10993/55919 Title: Teacher-Student Relationships and Student Outcomes: A Systematic Review of Meta-Analyses and Second-Order Meta-Analysis <br/> <br/>Author, co-author: Emslander, Valentin; Holzberger, Doris; Ofstad, Sverre Berg; Fischbach, Antoine; Scherer, Ronny <br/> <br/>Abstract: Teacher-student relationships (TSRs) play a vital role in establishing a positive school climate and promoting positive student outcomes. Several meta-analyses have suggested significant associations between TSRs and, for example, academic achievement, a lack of disruptive behavior, school engagement, peer relationships, motivation, executive functions, and general well-being. However, these meta-analyses have differed substantially in TSR-outcome relationships, moderators, and quality, thus complicating the interpretation of these findings. In this preregistered systematic review of meta-analyses plus original second-order meta-analyses (SOMAs), we aimed to (a) synthesize the meta-analytic evidence on relationships between TSRs and student outcomes, (b) map influential moderators of these relationships, and (c) assess the methodological quality of the meta-analyses. We synthesized over 70 years of educational research in 24 meta-analyses encompassing a total of 116 effect sizes based on more than 2 million prekindergarten and K-12 students. We conducted several three-level SOMAs and found that TSRs had similar strong significant relationships with eight clusters of outcomes: academic achievement, academic emotions, appropriate student behavior, behavior problems, executive functions and self-control, motivation, school belonging and engagement, and student well-being. Age, gender, and informant (student-, peer-, or teacher-assessments) were the most frequently examined moderators in prior research, and our moderator analyses suggested student grade level and social minority status as moderators. We further found large differences in quality between the meta-analyses, and these differences were not associated with the TSR-outcome relationships. These results map the field of TSR research; present their relationships, moderators, and meta-analytic quality; and show how TSRs can contribute to improving outcomes in students via relationship building. Future research should follow meta-analytic open science procedures to improve quality and reproducibility. http://hdl.handle.net/10993/55897 Title: The Effects of Intermarriage on Wages for Immigrant Women in Italy <br/> <br/>Author, co-author: Justiniano Medina, Adda Carla; Valentova, Marie http://hdl.handle.net/10993/55887 Title: Proceedings of the 13th Conference of the Media Psychology Division (DGPs) <br/> <br/>Author, co-author: Melzer, André; Wagener, Gary Lee <br/> <br/>Abstract: Media psychology is an emerging discipline that addresses a wide range of research topics on the use and impact of media in today's mediatised world. For the first time, the biennial conference of the Media Psychology section of the German Psychological Society (DGPs) will take place on the Belval Campus of the University of Luxembourg. From 6 to 8 September 2023, and under the conference theme `Inclusion and Diversity in Media Psychology', international researchers will present posters, research reports, position papers as well as studies for the first-ever Journal of Media Psychology panel at Media Psychology 2023. Two keynote lectures by distinguished researchers are highlights of the three-day conference, which is preceded by two workshops aimed specifically at media researchers at the beginning of their academic careers. <br/> <br/>Commentary: Melusina Press 978-2-919815-55-5 Esch-sur-Alzette 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/10993/55829 Title: Dual factor model of adolescent mental: profiles of school-aged children in Luxembourg <br/> <br/>Author, co-author: Lopes Ferreira, Joana; Goedert Mendes, Felipe; Catunda, Carolina <br/> <br/>Abstract: Background The Dual Factor Model (DFM) of mental health takes in account the psychopathology symptoms, but also the positive affects of well-being, in order to have a comprehensive view of mental health. Objective Explore the profiles of the well-being and mental health, based on the DFM, and the factors associated to it, during adolescence in Luxembourg. Method The study is based on the 2022 HBSC survey. It comprehends 7201 adolescents from 11 to 18-years old, that attended schools in Luxembourg with national curriculum. Based on DFM and according to subjective well-being (WHO-5 Index) and anxiety symptomatology (GAD-2), the sample was divided in 4 groups: 1. complete mental health; 2. incomplete mental health; 3. incomplete mental illness; 4. complete mental illness. It was performed descriptive and bivariate analysis based on a selection of sociodemographic, physical and social variables. Results Results show that most of the adolescents have Complete mental health (49.5%), followed by 21.9% of Complete mental illness (Incomplete mental health 16.3%; Incomplete mental illness 12.2%). Each group has different characteristics. For instance, Complete mental illness is characterized by girls, adolescents with fair/poor perceived health, frequent multiple health complaints, who rarely practice vigorous physical activity, who report low/medium support from teacher, low support from family and often feel lonely. Conclusion The four profiles vary according to the influence of well-being on mental health. Interventions and prevent strategies should focus on girls and physical and social dimensions of adolescents’ life. http://hdl.handle.net/10993/55773 Title: Self-Determination Theory Applied To Museum Website Experiences: Fulfill Visitor Needs, Increase Motivation, and Promote Engagement <br/> <br/>Author, co-author: Lushnikova, Alina; Morse, Christopher; Doublet, Sophie; Koenig, Vincent; Bongard, Kerstin <br/> <br/>Abstract: The rise of online experiences in the domain of cultural heritage offers new forms of interaction that are no longer limited by the physical presence of museums. However, sustaining online visitors’ engagement is challenging, and museum professionals seek to understand how to increase motivation. We conducted a user study (N = 32) of three museum websites to investigate users’ intrinsic motivations to engage with the sites through observation, questionnaires, and semi-structured interviews. Building on self- determination theory, we identified design characteristics that meet users’ psychological needs, such as autonomy, competence, and relatedness, and increase their intrinsic motivation to interact with the interface. Our results show that this could consequently lead to higher user engagement. We contribute new empirical insights into the intrinsic motivation mechanisms of museum website visitors, which have relevant implications for the design of museum websites to improve user engagement. http://hdl.handle.net/10993/55746 Title: Comparison of Life Satisfaction between physical activity levels according to age in Luxembourg: Health Behaviour in School-aged Children survey 2022 <br/> <br/>Author, co-author: Goedert Mendes, Felipe; Catunda, Carolina <br/> <br/>Abstract: Background: Life satisfaction is a major component of adolescents’ subjective well-being. Physical activity (PA) is associated with the improvement of physical, cognitive, and mental health. Objective: This study aimed to analyse adolescents’ life satisfaction (LS) and levels of PA across age in adolescents from Luxembourg. Method: A representative sample of 7089 adolescents (11-to-18-years-old) took part in the Health Behavior in School Aged Children (HBSC) Luxembourg 2022 survey. LS was measured using Cantril Ladder, levels of PA were determined according to the time spend on and frequency of moderate-vigorous and vigorous PA and classified into: Highly active, Active, Low active and Not active. A two-way ANOVA was performed to analyse differences in the LS mean for PA and age groups. Results: All 11-12y have a better LS than the other age groups in all PA groups (p<0.01). However, Highly Active pupils reported better LS than those Not active, Low Active and Active, in all age groups (p<0.01). Low Active (mean=7.26, CI95%7.10-7.43; mean=6.93 CI95%6.78-7.10) reported worse LS than those who were Active in the 13-14y (mean=7.55, CI95%7.44-7.66; p=0.02) and 15-16y (mean=7.29 CI95%7.18-7.40; p<0.01). Conclusion: PA is a factor associated with better LS in adolescents in Luxembourg in all ages. Furthermore, the study showed that although Highly Active pupils have a higher life satisfaction, being physically active is better than Not being active. This study reinforces the importance of PA to maintain a higher life satisfaction through adolescence in Luxembourg. http://hdl.handle.net/10993/55745 Title: Comparison of well-being perception between physical activity levels according with age in Luxembourg: Health Behavior in School-aged Children survey 2022 <br/> <br/>Author, co-author: Goedert Mendes, Felipe; Lopes Ferreira, Joana; Brisson, Romain; Residori, Caroline; Catunda, Carolina <br/> <br/>Abstract: Purpose: Youth is a key life phase, as the behaviours established during this phase will mostly continue during adult live. Mental health is a state of well-being (WB) in which individuals realize their own abilities, can cope with the usual stresses of life, can work productively, and is able to contribute to their community. Physical activity (PA) is associated with the improvement of physical, cognitive, and mental health. This study aimed to analyse adolescents’ state of WB in levels of PA across age, by gender in Luxembourg. Methods: A representative sample of 8117 adolescents (11-to-18-years-old) took part in the Health Behaviour in School Aged Children (HBSC) Luxembourg 2022 survey. WB was measured using the WHO-5 Well-being Index, and levels of PA were determined according to the time spend on and frequency of moderate-vigorous and vigorous PA (Highly active, Active, Low active and Not active). A two-way ANOVA stratified by gender was performed to analyse differences of the WB mean for PA levels and age group. Results: For both girls and boys, those Highly active reported better WB than those Not active, in all age groups (p<0.01, all age groups). For the intermediary levels of PA, different gender and age patterns were observed for the WB. While differences were observed between intermediary levels of PA among young girls, no statistically significant difference in mean WB was observed between intermediary levels of PA for girls aged 17 to 18 (highly active (mean=12.9, CI95%11.4-14.5), active (mean=12.4, CI95%11.8-12.9) and Low active (mean=11.80, CI95%11.3-13.2). In boys, only the age group 15-16 showed a difference between the highly active (mean=15.9, CI95%15.2-16.5) and active (mean=15.2, CI95%14.9-15.6) compared to the Low active (mean=13.3, CI95%12.8-13.9) and not active (mean=12.2, CI95%10.6-13.8). Conclusions: Higher PA level is a protective factor for the WB of adolescents in Luxembourg in all ages. This study reinforces the importance of PA to maintain higher levels of well-being through adolescence in Luxembourg. To increase WB in Luxembourg future actions could be taken in order to reinforce the adherence to PA WHO recommendations in Luxembourg in younger ages and promote any level of PA for older ages. http://hdl.handle.net/10993/55725 Title: Prevalence of Dementia Among the Elderly In Latin America and The Caribbean: A Systematic Review and Meta-Analysis <br/> <br/>Author, co-author: Ribeiro, Fabiana; Teixeira Santos, Ana Carolina; Leist, Anja http://hdl.handle.net/10993/55701 Title: Grenzen als horizontale Geographien? Perspektiven für synthetische Betrachtungen am Beispiel des Complexity Shift in der Grenzforschung <br/> <br/>Author, co-author: Wille, Christian <br/> <br/>Abstract: In diesem Beitrag wird der in horizontalgeograpischer Forschung und Grenzforschung zu beobachtende Trend hin zu synthetischen Betrachtungen von Räumen bzw. Grenzen diskutiert. Dafür wird am Beispiel der Grenzforschung und des sich dort vollziehenden Complexity Shift gezeigt, wie synthetische Betrachtungen mit ihren konzeptionellen Annahmen und analytischen Unterscheidungen realisiert werden können, welche Herausforderungen damit verknüpft sind, und welches wissenschaftliche Vokabular mobilisiert werden kann. Deutlich wird, dass die Praxis der Grenzforschung von einer Pluralität dessen, was an Grenzen als komplex aufgefasst wird, und einer ungenauen Verwendung des Komplexitätsbegriffs geprägt ist, mit der oft lediglich eine Kompliziertheit von Grenzen konstatiert wird und eine konsequente synthetische Betrachtung ausbleibt. Vor diesem Hintergrund wird der Komplexitätsbegriff näher bestimmt und Border Complexities als eine Perspektive für eine tatsächliche synthetische Betrachtung unter komplexitätsorientiertem Vorzeichen eingeführt. Abschließend wird mit Blick auf horizontale Geographien und Transformationsprozesse das Potential des Komplexitätsbegriffs für synthetische Betrachtungen herausgestellt und vor unzulässigen Komplexifizierungen in der Konzeption von Räumen und Grenzen gewarnt. Der Beitrag setzt Impulse für die Weiterentwicklung und praktische Umsetzung von synthetischen Betrachtungen, wie sie die horizontalgeographische Forschung einfordert. http://hdl.handle.net/10993/55679 Title: Risk and protective factors for cognitive decline in lower educated older adults with 15-year follow-up <br/> <br/>Author, co-author: Ribeiro, Fabiana; Leist, Anja http://hdl.handle.net/10993/55660 Title: “Should I Stay or Should I Go?” Relationships Between Emotion Regulation and Basic Needs Satisfaction of Parents Displaced in Ukraine and Abroad (During the First 6 Months of The Russian Invasion of Ukraine) <br/> <br/>Author, co-author: Shyroka, Anastasiia; Senyk, Oksana; Zavada, Tetiana; Vons, Olena; Kornadt, Anna Elena <br/> <br/>Abstract: Aim. The ability to regulate emotions depends on many factors, but for displaced persons, the satisfaction of basic needs is likely to be among the most important. Therefore, this study aimed at determining the degree of basic needs satisfaction and their relationship with indicators of emotion regulation in parents displaced within Ukraine and abroad due to the Russian invasion of Ukraine in 2022. Methods. The study sample comprised of parents (98% of whom were mothers), aged 18-55, who fled the war from 23 different regions of Ukraine to the safer Ukrainian regions (N = 99) or abroad (N = 241). Participants answered questions about their demographics, basic needs satisfaction, and emotion regulation. Results. There was no significant difference between parents displaced in Ukraine or abroad in access to basic resources, conditions of accommodation, medical care and emotional support, but parents abroad had better access to employment and education of their children. Parents in both groups had positive (refocused on planning, put the situation into perspective) and negative (rumination) strategies of emotion regulation. Parents who had higher level of their basic needs’ satisfaction, scored higher on positive emotion regulation strategies and were less likely to experience emotion regulation difficulties. Conclusion. Basic needs satisfaction can be considered an important protective factor for displaced persons’ emotional regulation. The obtained results allowed drawing of conclusions only about people who were able to participate in the study. The problem of access to a broader target population is discussed. http://hdl.handle.net/10993/55659 Title: Guide pour la lecture dialogique pour parents et professionnels <br/> <br/>Author, co-author: Kirsch, Claudine; Kemp, Valérie; Bebić, Džoen Dominique http://hdl.handle.net/10993/55658 Title: The Ambivalence towards Natural Characteristics in the Interactions with Small Indoor Flying Robots <br/> <br/>Author, co-author: Wang, Ziming <br/> <br/>Abstract: Nature and humanity have been in constant and varied interactions throughout history and technological epochs. I conjecture that there are benefits to integrating natural characteristics into robot designs for their interactions with humans. I test this conjecture experimentally with a focus on close-range interactions with flying robots, using Research through Design (RtD) and mixed-methods approaches. In my half-PhD seminar, I will discuss the two studies I have carried out, namely: 1) overlaying natural sounds, i.e. birdsong and rain sound, on a noisy flying robot at three proxemic distances (N=56), accepted by ACM THRI journal: https://doi.org/10.1145/3579859; 2) exploring potential usage scenarios of indoor drones (N=66), including investigating the notion of pet drone. In both studies, I found that participants were ambivalent towards the natural characteristics depending on given circumstances. This informs that utilising natural characteristics in human-robot interaction (HRI) may be compelling; however, there are pitfalls, and comprehensive strategies and careful considerations are required. I will also briefly present my research ideas of investigating interactions with bioinspired and biohybrid flying robots for my subsequent studies. <br/> <br/>Commentary: Discussion leader: Wendy Ju, Associate Professor at the Jacobs Technion-Cornell Institute at Cornell Tech, USA http://hdl.handle.net/10993/55657 Title: Substituting Animals with Biohybrid Robots: Speculative Interactions with Animal-Robot Hybrids <br/> <br/>Author, co-author: Wang, Ziming; Barker, Ned; Wu, Yiqian; Fjeld, Morten <br/> <br/>Abstract: What if animals were substituted with biohybrid robots? The replacement of pets with bioinspired robots has long existed within technological imaginaries and HRI research. Addressing developments of bioengineering and biohybrid robots, we depart from such replacement to study futures inhabited by animal-robot hybrids. In this paper, we introduce a speculative concept of assembling and eating biohybrid robots. With this provocation as a starting point, we intend to initiate cross-disciplinary and cross-cultural discussions around human-food interaction practices and related topics.