@book{Zeissig, author = {Zeißig, Anke}, title = {The Creative Act as a Mode of Research: Ten Emotions - Ten Films}, publisher = {edition neuhaus}, address = {Weinb{\"o}hla}, isbn = {978-3-00-056116-0}, pages = {68}, abstract = {TEN EMOTIONS - An approach to the emotions of boredom, disgust, sadness, pain, fear, haste, aggression, comfort, joy and even-mindedness. This interdisciplinary work combines psychological and artistic methods. An interactive process of perception and materialization has created artistic videos to develop an understanding of the respective emotion. Texts explain the insights that the artistic work has gained. A video edition, consisting of the ten films on DVD, is part of the work. The goal is to give the discourse between science and art a new facet and to make the video edition available for further research projects.}, language = {en} } @misc{Zeissig, author = {Zeißig, Anke}, title = {Database of Ten Emotions - Ten Films}, publisher = {edition neuhaus}, address = {Weinb{\"o}hla}, isbn = {978-3-00-056116-0}, doi = {10.23668/psycharchives.4851}, abstract = {Art and science often face each other as antipodes in the academic world. They differ fundamentally in their methodical approach. Artistic work aims at the precise analysis and understanding of subjective thoughts and feelings. In contrast, science is theory-driven and focused on objective findings and generalizable results. This archive was created to bring both into discourse. It includes: - A description of a an artistic-research process that explored the understanding of ten emotions (Zeißig, A. (2018). The Creative Act as a Mode of Research: Ten Emotions - Ten Films. Weinb{\"o}hla: edition neuhaus. http://dx.doi.org/10.23668/psycharchives.4852). - A database of ten developed videos exploring the emotions of boredom, revulsion, sadness, pain, fear, haste, aggression, comfort, joy and equanimity (Zeißig, A. (2018). Database of Ten Emotions - Ten Films. Weinb{\"o}hla: edition neuhaus. http://dx.doi.org/10.23668/psycharchives.4851). - The result of a first empirical study to investigate the induction of intended emotions (Zeißig, A. (2019-07-17). Ten Emotions - Ten Films [Poster presentation]. International Society for Research on Emotion Conference, University of Amsterdam. PsychArchives. http://dx.doi.org/10.23668/psycharchives.4853). The project is looking for interested researchers and collaborations to further test the videos. Since the videos are language-free and free of culture or time specific elements, narration or dramaturgy it would be interesting to cooperate transnationally and international to discuss the development of culture-free emotion induction methods. This is a secondary publication of: Zeißig, A. (2018). The Creative Act as a Mode of Research: Ten Emotion - Ten Films. Weinb{\"o}hla: edition neuhaus. (Book with DVD). More information on the author can be found under: http://www.ankezeissig.de/ and https://www.b-tu.de/fg-paedagogische-psychologie/team/anke-zeissig.}, language = {en} } @misc{ZeissigMoellerBilz, author = {Zeißig, Anke and M{\"o}ller, Julia and Bilz, Ludwig}, title = {Scoping Review: Langeweile und Kreativit{\"a}t - Gegensatz oder Zusammenhang?}, series = {Tagung der Fachgruppe P{\"a}dagogische Psychologie}, journal = {Tagung der Fachgruppe P{\"a}dagogische Psychologie}, publisher = {P{\"a}dagogische Hochschule Heidelberg}, address = {Heidelberg}, language = {de} } @misc{KansokDuscheBallaschkKrauseetal., author = {Kansok-Dusche, Julia and Ballaschk, Cindy and Krause, Norman and Seemann-Herz, Lisanne and Zeißig, Anke and Schulze-Reichelt, Friederike and Wachs, Sebastian and Bilz, Ludwig}, title = {A systematic review on hate speech among children and adolescents: Definitions, frequencies and overlap with bullying}, series = {World Anti-Bullying Forum 2021, Stockholm}, journal = {World Anti-Bullying Forum 2021, Stockholm}, address = {Stockholm}, doi = {10.13140/RG.2.2.10336.61448}, pages = {1}, abstract = {Hate speech is unequivocally seen as harmful to individuals and communities (United Nations, 2019), but little is yet known about the current state of research on the frequency of hate speech among children and adolescents. Evidence suggests that definitional ambiguities of hate speech exist in academic research (e.g., Brown, 2017). But without a precise theoretical definition of hate speech, standardized assessment methods and the ability to soundly differentiate it from related phenomena, empirical research may lack validity and comparability. For research on children and adolescents in particular, hate speech needs to be differentiated from bullying (e.g., Lehmann, 2019). In a systematic review, we thus identified and systematized empirical studies on hate speech.}, language = {en} } @misc{KansokDuscheBallaschkKrauseetal., author = {Kansok-Dusche, Julia and Ballaschk, Cindy and Krause, Norman and Zeißig, Anke and Seemann-Herz, Lisanne and Wachs, Sebastian and Bilz, Ludwig}, title = {A Systematic Review on Hate Speech among Children and Adolescents: Definitions, Prevalence, and Overlap with Related Phenomena}, series = {Trauma, Violence, \& Abuse}, volume = {24(2023)}, journal = {Trauma, Violence, \& Abuse}, number = {4}, issn = {1524-8380}, doi = {10.1177/15248380221108070}, pages = {2598 -- 2615}, abstract = {Little is known about the current state of research on the involvement of young people in hate speech. Thus, this systematic review presents findings on a) the prevalence of hate speech among children and adolescents and on hate speech definitions that guide prevalence assessments for this population; and b) the theoretical and empirical overlap of hate speech with related concepts. This review was guided by the Cochrane approach. To be included, publications were required to deal with real-life experiences of hate speech, to provide empirical data on prevalence for samples aged 5 to 21 years and they had to be published in academic formats. Included publications were full-text coded using two raters (κ = .80) and their quality was assessed. The string-guided electronic search (ERIC, SocInfo, Psycinfo, Psyndex) yielded 1,850 publications. Eighteen publications based on 10 studies met the inclusion criteria and their findings were systematized. Twelve publications were of medium quality due to minor deficiencies in their theoretical or methodological foundations. All studies used samples of adolescents and none of younger children. Nine out of 10 studies applied quantitative methodologies. Eighteen publications based on 10 studies were included. Results showed that frequencies for hate speech exposure were higher than those related to victimization and perpetration. Definitions of hate speech and assessment instruments were heterogeneous. Empirical evidence for an often theorized overlap between hate speech and bullying was found. The paper concludes by presenting a definition of hate speech, including implications for practice, policy, and research.}, language = {en} } @misc{Zeissig, author = {Zeißig, Anke}, title = {Boredom and Creativity - Contrast or Connection?}, series = {4th International Interdisciplinary Boredom Conference, Madrid. Spain, June 24-26, 2021 (Online)}, journal = {4th International Interdisciplinary Boredom Conference, Madrid. Spain, June 24-26, 2021 (Online)}, language = {en} } @misc{Zeissig, author = {Zeißig, Anke}, title = {Langeweilearten und ihre Auswirkung auf die Kreativit{\"a}t in der Schule}, series = {A-Dok 2020 Regensburg, online-Konferenz, 24. - 26. JULI 2020}, journal = {A-Dok 2020 Regensburg, online-Konferenz, 24. - 26. JULI 2020}, pages = {26}, language = {de} } @misc{Zeissig, author = {Zeißig, Anke}, title = {Does Art Meet or Miss Science?}, series = {4. Interdisziplin{\"a}re Graduiertenkonferenz, 08.12.-09.12.2022, Trier, online}, journal = {4. Interdisziplin{\"a}re Graduiertenkonferenz, 08.12.-09.12.2022, Trier, online}, address = {"DocColloq" - Interdisziplin{\"a}re Graduiertenkonferenz an der Universit{\"a}t Trier}, language = {en} } @misc{ZeissigKansokDuscheFischeretal., author = {Zeißig, Anke and Kansok-Dusche, Julia and Fischer, Saskia M. and M{\"o}ller, Julia and Bilz, Ludwig}, title = {The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings}, series = {Review of Education}, volume = {12}, journal = {Review of Education}, number = {1}, issn = {2049-6613}, doi = {10.1002/rev3.3470}, abstract = {Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string-guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi-experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom—but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.}, language = {en} } @misc{ZeissigMoellerFischeretal., author = {Zeißig, Anke and M{\"o}ller, Julia and Fischer, Saskia M. and Bilz, Ludwig}, title = {Bed{\"u}rfnisbezogene Korrelate der Langeweile und Indikatoren der Kreativit{\"a}t im Unterrichtskontext}, series = {53. DGPs-Kongress / 15. {\"O}GP-Konferenz, 16.-19. September}, journal = {53. DGPs-Kongress / 15. {\"O}GP-Konferenz, 16.-19. September}, address = {Wien}, doi = {10.23668/psycharchives.15449}, abstract = {Langeweile ist eine der am h{\"a}ufigsten und intensivsten erlebten Emotionen im Unterricht. Studien zeigen, dass die Langeweile eine oberfl{\"a}chliche Verarbeitung von Informationen zur Folge haben kann, kognitive und metakognitive F{\"a}higkeiten sowie anwendungsbezogenes, probleml{\"o}sendes und nachhaltiges Lernen beeintr{\"a}chtigen und sich negativ auf akademische Leistungen auswirken kann. Auf der anderen Seite sehen Forschende die Langeweile als ein Signal an, dass eine Ausrichtung mentaler Prozesse zu Sinnhaftigkeit und Kreativit{\"a}t erm{\"o}glichen und ungenutzte kognitive Potenziale erschließen k{\"o}nnte. Ein Schl{\"u}ssel f{\"u}r das Verst{\"a}ndnis und die Untersuchung dieser scheinbar widerspr{\"u}chlichen Annahmen k{\"o}nnten bed{\"u}rfnisbezogene Korrelate der Langeweile sein. Je nach assoziierter Bed{\"u}rfnislage (z.B. Kompetenz, Autonomie, Stimulation, Sinnhaftigkeit) k{\"o}nnten sich unterschiedliche Verbindungen eines Zustandes der Langeweile zu kreativen Impulsen ergeben. Diese Annahme wird in einer Studie mit Lernenden der 9. Klassen in Gymnasien mit einer Experience-Sampling-Erhebung untersucht. Die aktuell laufenden Erhebungen finden jeweils eine Woche pro Klasse statt. Die Lernenden werden dabei jeweils mehrfach in verschiedenen Unterrichtssituationen untersucht. Wir wollen ermitteln, inwieweit das Aufkommen von Langeweile in Unterrichtssituationen mit unerf{\"u}llten psychischen Bed{\"u}rfnissen assoziiert ist und ob ein empfundener Mangel an Stimulanz oder Sinnhaftigkeit mit Kreativit{\"a}tsimpulsen verbunden ist. Wir stellen erste Ergebnisse vor und diskutieren diese vor dem Hintergrund einer differenziellen Betrachtung der Daten der Lernenden.}, language = {de} } @misc{Zeissig, author = {Zeißig, Anke}, title = {Does Art Meet or Miss Science?}, series = {Third Mission (im-)possible?! Handlungsoptionen f{\"u}r den wissenschaftlichen Nachwuchs. Book of Abstracts der 4. Interdisziplin{\"a}ren Graduiertenkonferenz.}, journal = {Third Mission (im-)possible?! Handlungsoptionen f{\"u}r den wissenschaftlichen Nachwuchs. Book of Abstracts der 4. Interdisziplin{\"a}ren Graduiertenkonferenz.}, editor = {Boyce, Amanda and Groß, Christopher and Hartelt, Tim and Thiery, Sarah}, publisher = {Universit{\"a}t Trier}, address = {Trier}, doi = {10.5281/zenodo.7865458}, pages = {S. 16}, abstract = {W{\"a}hrend sich erste Qualit{\"a}tskriterien f{\"u}r die k{\"u}nstlerische Forschung etablieren und begonnen wird, die Ergebnisse des hochsensiblen Blindgangs der k{\"u}nstlerischen Suche nach Erkenntnis zu evaluieren, wirft die Replikationskrise der Psychologie einen neuen Diskurs um die Notwendigkeit der Einbeziehung idiosynkratischer Zug{\"a}nge in die nomothetische Forschung auf - das Bild eines antipodischen Verh{\"a}ltnisses der Kunst zur Wissenschaft, scheint sich aktuell zu ver{\"a}ndern. Dadurch kann es m{\"o}glich werden, disziplin{\"a}re Barrieren zu {\"u}berwinden und die Qualit{\"a}ten unterschiedlicher Wissenszug{\"a}nge und Forschungsmethodiken zu erkennen. Es wird untersucht, ob Kunst, verstanden als Prozess der Interaktion, von introspektiver Wahrnehmung und Materialisierung in einer {\"a}sthetischen Form, die in diesem Prozess erarbeitete Erkenntnis wissenschaftlich {\"u}berpr{\"u}fbar sedimentiert. Daf{\"u}r werden die Ergebnisse eines k{\"u}nstlerischen Prozesses zur Erforschung verschiedener Emotionen, zum Beispiel Freude, Angst, Langeweile, Traurigkeit und Aggression, auf den Pr{\"u}fstand eines empirischen psychologischen Experimentes gestellt. Es wird der Frage nachgegangen, ob Videofilme als Ergebnis k{\"u}nstlerischer Forschung die dabei erarbeiteten Erkenntnisse in einer vom Betrachter rezipierbaren und wissenschaftlich messbaren Weise beinhalten. In einem ersten empirischen Experiment (N = 124) wurden drei k{\"u}nstlerisch erarbeitete Videos, die sich dem Verstehen von Langeweile, Freude und Gleichmut widmeten, untersucht. Es wurde {\"u}berpr{\"u}ft, ob diese Videos die jeweilige Emotion bei den Rezipienten ausl{\"o}sen. Die Filme Langeweile und Freude induzierten langweilige und erfreute Stimmungen bei den meisten der Proband*innen, der Film Gleichmut l{\"o}ste verschiedene Stimmungen aus. In einem Live-Experiment (N = 13) w{\"a}hrend der 4. Interdisziplin{\"a}ren Graduiertenkonferenz wurden nun die Filme Gleichmut und Langeweile erneut {\"u}berpr{\"u}ft und die Teilnehmenden der Konferenz konnten dabei das Forschungsprojekt aus Proband*innen-Perspektive kennenlernen. Es entstand durch beide Videos eine Ver{\"a}nderung der Stimmung der Proband*innen. Allerdings kam es bei den Teilnehmenden nicht zur Induktion der jeweiligen spezifischen emotionalen Zust{\"a}nde. Das Potential von Kooperationen zwischen Wissenschaft und Kunst f{\"u}r die Weiterentwicklung und Verbesserung von Forschungsmethoden sollte in weiteren Diskursen und Untersuchungen ausgelotet werden.}, language = {de} } @incollection{SchuetzFischerZeissig, author = {Sch{\"u}tz, Raphael and Fischer, Saskia M. and Zeißig, Anke}, title = {Das Gesundheits- und Risikoverhalten von Kindern und Jugendlichen in Brandenburg}, series = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, booktitle = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, editor = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-878-8}, pages = {29 -- 82}, language = {de} } @misc{ZeissigPannasch, author = {Zeißig, Anke and Pannasch, Sebastian}, title = {Being bored, happy or focused - which is best for creative thinking? How different emotional states influence creativity}, series = {Journal of Boredom Studies}, journal = {Journal of Boredom Studies}, number = {1}, pages = {1 -- 25}, abstract = {We aim to extend the body of research on boredom as a potentially creativity-enhancing state. Therefore, 124 students were assigned to one of five 6-minute interventions (boredom-discomfort, boredom-equanimity, boredom-continuation, joy, and concentration) and the effects on figural as well as verbal fluency and diversity as measures of creativity were examined. It was verified whether the emotional state changed during the intervention. In addition, the emotional dimensions, valence, arousal, and alertness were controlled before and after the test.Boredom-discomfort, joy, and concentration altered the emotion experienced during the intervention in the intended way. The boredom-equanimity and boredom-continuation groups served as control conditions for various boredom states, and less boredom resulted for subjects in these groups. Figural and verbal measures of creativity were differently influenced by the interventions. For verbal fluency, we obtained a significant interaction between time and group, in particular, the performance differed between the intervention with either concentration, or joy. Verbal creativity decreased after intervention in all groups, most for joy and boredom-discomfort groups and least for concentration. In contrast, figural performance increased in four groups, most for boredom-discomfort but not for concentration. Subsequent analyses revealed significant interaction effects between time and group with respect to both verbal and figural measures of creativity. The interventions had not only short-term effects on subjects' emotions but also, in some cases, a significant longer-term impact on emotion dimensions at the end of the study.After discussing methodological aspects, conclusions are drawn for further research approaches.}, language = {en} } @incollection{Zeissig, author = {Zeißig, Anke}, title = {Boredom as the originator of a desideratum : reflections on the creative and suppressive consequences of boredom in the school context}, series = {Boredom : the elephant in the room}, booktitle = {Boredom : the elephant in the room}, editor = {Sommer, Doris and Austin, Robert D. and Vuyk, Alexandra and Ndetei, David M. and Prevelakis, Nicolas and Sacco, Pier Luigi and Velasco, Josefa Ros}, publisher = {Frontiers Media SA}, address = {Lausanne}, isbn = {978-2-8325-5176-9}, issn = {1664-8714}, doi = {10.3389/fsoc.2023.1214069}, pages = {61 -- 68}, abstract = {Bored children begin to draw, do crafts, to fidget - or they do something bad. Others fall silent, withdraw, or become lethargic. Research on school-related boredom has focused primarily on the negative consequences of boredom, such as decreased cognitive performance, motivation or attentativeness, or disruptiveness. These negative aspects of boredom can be contrasted by the notion that boredom can promote creative performance. This paper reflects on boredom's creative and suppressive consequences as an interplay of personality traits and behavioral possibilities in school situations, on the one hand, and as an interplay of situational experiences with constituent developmental processes on the other. It is proposed that boredom is a gauge of the learner's resonance with school content, learning and/or developmental relationships. Boredom indicates a psychological need and its desideratum. Thus, both creative and suppressive potentials are inherent in boredom.}, language = {en} } @misc{ZeissigMoellerFischeretal., author = {Zeißig, Anke and Moeller, Julia and Fischer, Saskia M. and Bilz, Ludwig}, title = {How students' unsatisfied needs in class situations relate to their current boredom : an experience sampling method study}, series = {Preprint}, journal = {Preprint}, publisher = {Research Square}, doi = {10.21203/rs.3.rs-7211748/v1}, abstract = {Boredom in classrooms is attributed to a lack of meaningfulness, over- or under challenging tasks, a lack of mental stimulation or a lack of autonomy. Previous research has mostly studied the effect of these few needs separately of each other, leaving questions about the comparative effects of different psychological needs on boredom unanswered. The present study integrates these predictors and combines them with six others in one joint study, to determine the respective contribution of each individual unsatisfied needs to boredom in the classroom in comparison with the others, differentiating between the situational and personal levels.A pre-registered study was conducted with 111 ninth-grade students at secondary schools. The study used the Experience Sampling Method (ESM), examining students' boredom directly in classroom situations. Unsatisfied needs and boredom were recorded on average 15 times for each student in various teaching situations.Multilevel regression analyses showed that unsatisfied needs, particularly for mental stimulation, but also for competence, autonomy, and meaningfulness, predicted students' boredom in the classroom. The unsatisfied need for relatedness (i.e. sense of belonging or relationship) was not a direct predictor of boredom, but significantly interacted with gender in predicting boredom. Unsatisfied needs for luxury/aesthetics, influence, self-esteem, physical thriving and security had no predictive effect on boredom. Differences in boredom between individuals were partly explained by gender, as boys experienced higher boredom than girls. Within the individuals, there was a difference between school subjects, with higher boredom in language than in science lessons. The study augments the previously few and isolated findings on the association between unsatisfied psychological needs and boredom.}, language = {en} }