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- Lehrstuhl für Persönlichkeitspsychologie und Psychologische Diagnostik (89) (remove)
A note on emotion appraisal and burnout: The mediating role of antecedent-focused coping strategies
(2013)
Academic self-concept is a prominent construct in educational psychology that predicts future achievement. Similarly, peer ratings of competence predict future achievement as well. Yet do self-concept ratings have predictive value over and above peer ratings of competence? In this study, the interpersonal approach (Kwan, John, Kenny, Bond, & Robins, 2004) was applied to academic self-concept. The interpersonal approach decomposes the variance in self-concept ratings into a “method” part that is due to the student as the rater (perceiver effect), a shared “trait” part that is due to the student’s perceived achievement (target effect), and an idiosyncratic self-view (self-enhancement). In a round-robin design of competence ratings in which each student in a class rated every classmate’s competence, a total of 2,094 school students in 89 classes in two age cohorts rated their own math competence and the math competence of their classmates. Three main results emerged. First, self-concept ratings and peer ratings of competence had a substantial overlap in variance. Second, the shared “trait” part of the competence ratings was highly correlated with achievement and predicted gains in achievement. Third, the idiosyncratic self-view had a small positive association with (future) achievement. Altogether, this study introduces the interpersonal approach as a general framework for studying academic self-concept and peer ratings of competence in an integrated way.
Trainings on self-regulated learning (SRL) have been shown to be effective in improving both competence of self-regulated learning and objective measures of performance. However, human trainers can reach only a limited number of people at a time. Web-based trainings (WBT) could improve efficiency, as they can be distributed to potentially unlimited numbers of participants. We developed a WBT based on the process model of SRL by Schmitz and Wiese (2006) and tested it with 211 university students in a randomized control evaluation study including additional process analyses of learning diaries. Results showed that the training had significant effects on SRL knowledge, SRL behavior measured by questionnaires and diaries, as well as on self-efficacy. Time-series analyses revealed a positive linear trend in SRL for the training group but not for the control group as well as intervention effects for each of the three WBT lessons.
The study examines stereotypes of and emotional reactions to singles by choice and singles not by choice. Participants (N = 480) read a scenario describing persons, who were either single by choice or single not by choice and rated their thoughts and feelings about these persons. Singles by choice are perceived as more lonely and miserable, and as less warm and sociable, than singles not by choice. However, they are perceived as more successful and potent. Anger and sympathy mediate the relations between choosing singlehood and stereotyping levels. These findings extend the way in which the Attribution Theory explains activation of stereotypes. In recent years, researchers have increasingly used the term " socially single " , which suggests that what matters most in everyday life is whether a person is in a significant romantic relationship or not, regardless of his or her legal marital status (DePaulo & Morris, 2006). The goal of our study was to examine whether " socially single " people are perceived differently than coupled people, and to determine whether a choice to remain single affected the intensity of stereotypes. In addition, we examined whether the emotions experienced regarding people who are single by choice and people who are single not by choice mediate the activation of stereotypes.