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See detailDie Psychotechnik im Dienste der Berufsberatung - eine Erinnerung an die Verdienste von Nicolas Braunshausen
Steffgen, Georges UL; Ewen, Norbert UL

in Psychologische Rundschau: Ueberblick Uber die Fortschritte der Psychologie in Deutschland, Oesterreich, und der Schweiz (in press)

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See detailZur Bedeutsamkeit des Sportunterrichtes: Der Einfluss der Motivation im Sportunterricht auf den außerschulischen Kontext - ein longitudinaler Ansatz
Hutmacher, Djenna UL; Eckelt, Melanie UL; Bund, Andreas UL et al

Scientific Conference (2020, May 22)

Hintergrund: Hinsichtlich der kontinuierlichen Abnahme der körperlichen Aktivität von Kindern und Jugendlichen, rückt die Stärkung der Motivation als Ansatz zur Sportaktivierung immer mehr in den Fokus ... [more ▼]

Hintergrund: Hinsichtlich der kontinuierlichen Abnahme der körperlichen Aktivität von Kindern und Jugendlichen, rückt die Stärkung der Motivation als Ansatz zur Sportaktivierung immer mehr in den Fokus (Standage, Duda, & Ntoumanis, 2005). In ihrem trans-kontextuellen Modell postulieren Hagger und Chatzisarantis (2016) einen Zusammenhang zwischen intrinsischer Motivation im Sportunterricht und in der Freizeit. Dabei spielt die Unterstützung der Bedürfnisse durch die Sportlehrkraft eine wichtige Rolle, um die intrinsische Motivation der SchülerInnen im Sportunterricht und längerfristig in der Freizeit zu fördern, welche ein selbstbestimmtes körperliches Aktivitätsverhalten begünstigen soll. In der vorliegenden Studie wurden diese Annahmen in erweiterter Form im Längsschnitt geprüft. Methode: Es wurden N = 1681 SchülerInnen zwischen 10 und 23 Jahren (M = 14.7 Jahre; 50.7% weiblich) aus 14 luxemburgischen Schulen zu Beginn des Schuljahres (t1) und sechs Monate später am Ende des Schuljahres (t2) getestet. Neben der wahrgenommenen Bedürfnisunterstützung (Standage, Duda, & Ntoumanis, 2005) wurden die Motivationsregulation im Sportunterricht (PLOC-R; Vlachopoulos, Katartzi, Kontou, Moustaka, & Goudas, 2011) und in der Freizeit (BREQ-II; Markland & Tobin, 2004), sowie alle Konstrukte der Theorie des geplanten Handelns (Ajzen, 1991), und die körperliche Aktivität erhoben. Ergebnisse: Cross-Lagged-Panel Analysen zeigen, dass die intrinsische Motivation im Sportunterricht (t1) kontextübergreifend die intrinsische Motivation zur körperlichen Aktivität in der Freizeit (t2) vorhersagt (β = .12, p < .05). Selbiger Befund konnte auch für die Amotivation gefunden werden (β = .15, p < .05). Allerdings wurde kein kontextübergreifender Zusammenhang der extrinsischen Motivation gefunden (p > .05). Entgegen der postulierten Richtung des Modells, sagt eine höhere intrinsische Motivation der SchülerInnen (t1) eine höhere Wahrnehmung der Unterstützung der Grundbedürfnisse durch den Sportlehrer (t2) vorher (β = .10, p < .05). Die intrinsische Motivation in der Freizeit (t1) hängt zudem mit der Einstellung (β = .24, p < .05), subjektiven Norm (β = .11, p < .05), wahrgenommenen Verhaltenskontrolle (β = .12, p < .05), Intention (β = .16, p < .05) und der körperlichen Aktivität (β = .18, p < .05) zu t2 zusammen. Schlussfolgerung: Die Befunde bestätigen die Bedeutsamkeit des Sportunterrichts in dem Sinne, dass die intrinsische Motivation im Sportunterricht die Wahrnehmung der Bedürfnisunterstützung des Sportlehrers erhöht und kontextübergreifend mit der intrinsischen Motivation im Freizeitbereich zusammenhängt, welche wiederum ein selbstbestimmtes körperliches Aktivitätsverhalten in der Freizeit positiv bedingt. Eine Interventionsstudie im Sportunterricht bekräftigt diese Befunde in dem Sinne, dass die Autoren positivere Effekte fanden, wenn, zusätzlich zur alleinigen Autonomieunterstützung, internale Zielsetzungen in der Lehre eingesetzt wurden (Cheon, Reeve, & Song, 2019). [less ▲]

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See detailSoziale Isolation durch Covid 19
Steffgen, Georges UL

Article for general public (2020)

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See detailSuicidality in adults with autism spectrum disorder: The role of depressive symptomatology, alexithymia, and antidepressants.
Pinto Costa, Andreia UL; Loor, Cathia; Steffgen, Georges UL

in Journal of Autism and Developmental Disorders (2020)

People with autism spectrum disorder (ASD) have an increased risk of suicidality. However, the risk factors remain under-investigated. This study explored factors that increase suicidality risk in ASD ... [more ▼]

People with autism spectrum disorder (ASD) have an increased risk of suicidality. However, the risk factors remain under-investigated. This study explored factors that increase suicidality risk in ASD. Through an online survey, 150 adults with ASD were compared to 189 control adults. Autistic traits, depressive symptomatology, alexithymia, and antidepressant intake were assessed on their contribution predicting suicidality. Among people with ASD, 63% scored above the cutoff for high suicidality risk. Increased autistic traits, depressive symptomatology, and antidepressant intake significantly predicted suicidality. Furthermore, among those with high levels of autistic traits, the risk of suicidality was increased if they also had high levels of alexithymia. These results highlight the importance of considering depression, antidepressants, and alexithymia to prevent suicidality in ASD. [less ▲]

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See detailDepressionen am Arbeitsplatz in Luxemburg: ein Handlungsfeld
Sischka, Philipp UL; Steffgen, Georges UL

E-print/Working paper (2020)

Im Rahmen dieser Newsletter wird das aktuelle Depressionsrisiko am Arbeitsplatz in Luxemburg vorgestellt. Im Vergleich zu anderen europäischen Ländern weist Luxemburg einen relativ hohen Anteil an ... [more ▼]

Im Rahmen dieser Newsletter wird das aktuelle Depressionsrisiko am Arbeitsplatz in Luxemburg vorgestellt. Im Vergleich zu anderen europäischen Ländern weist Luxemburg einen relativ hohen Anteil an Arbeitnehmern mit Depressionsrisiko. Weibliche Arbeitnehmer sind im Vergleich zu männlichen geringfügig häufiger von einem Depressionsrisiko betroffen. Differenziert nach Beruf sind vor allem Hilfsarbeitskräfte, Manager sowie Arbeitnehmer in Dienstleistungsberufen besonders von einem Depressionsrisiko betroffen. Arbeitnehmer mit Depressionsrisiko berichten über nachteilige Arbeitsbedingungen und weisen auch eine geringere Arbeitsplatzzufriedenheit sowie weitere gesundheitliche Probleme auf. [less ▲]

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See detailUmgang mit Ärger und Aggressionen bei sozialer Isolation in Pandemiezeiten
Steffgen, Georges UL; de Boer, Claudia

in Benoy, Charles (Ed.) COVID-19 Ein Virus nimmt Einfluss auf unsere Psyche (2020)

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See detailThe paradoxical effect of social support on suicidial ideation in bullying involvement in different cultural contexts
Weitzel, Leslie UL; Albert, Isabelle UL; Steffgen, Georges UL

in Journal of child and adolescent behaviour (2020), 8(1), 1-11

This study examined the buffering effect of perceived social support on the association between bullying involvement and suicidal ideation. Cultural differences between Luxembourgish and Indian students ... [more ▼]

This study examined the buffering effect of perceived social support on the association between bullying involvement and suicidal ideation. Cultural differences between Luxembourgish and Indian students were explored as well. The Olweus Bullying Questionnaire, the Participant Role Behaviour Questionnaire, and the Child and Adolescent Social Support Scale were used. Data of 483 high school students aged between 12 and 18 years were analysed using hierarchical regression. Significant cultural differences between Luxembourg and India in bullying involvement, perceived social support and suicidal ideation occurred. Importantly, it was found that perceived social support did not play a buffering role, but instead highly perceived social support from a close friend intensified the relationship between high cyber- and relational victimization and suicidal ideation. [less ▲]

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See detailWorkplace bullying exposure and subjective well-being – The mediating role of the frustration of the need for relatedness. A longitudinal six-wave study
Sischka, Philipp UL; Steffgen, Georges UL

Scientific Conference (2019, November 08)

Workplace bullying is a serious phenomenon that has serious detrimental effects on victim’s health, attitudes, and work-related behavior. Drawing on self-determination theory, we propose that bullying ... [more ▼]

Workplace bullying is a serious phenomenon that has serious detrimental effects on victim’s health, attitudes, and work-related behavior. Drawing on self-determination theory, we propose that bullying exposure thwarts employee’s need for relatedness with the result of decreased well-being. Studies examining these mechanisms used either a cross-sectional design (Trépanier et al., 2013) or a longitudinal design with (not theoretically justified) long time intervals (i.e., 12-month time lag; Trépanier et al., 2015). Therefore, the aim of our study was to test this mediation in a longitudinal design with much shorter time intervals (i.e. monthly), whether to see if the bullying exposure also shows short-term effects on well-being. A six-wave online survey design with monthly time lag was employed and data were collected among U.S. employees. The sample consists of 1,595 respondents (55.8% females, n=890, ageM = 36.9, ageSD =10.3). Workplace bullying exposure was assessed with the S-NAQ (Notelaers et al., 2018), frustration of the need for relatedness with the Psychological Needs Thwarting Scale (Bartholomew et al., 2011) and well-being with the WHO-5 well-being-index (Topp et al., 2015). Cross-lagged mediation analysis within a structural equation modeling framework confirmed the mediation model: Bullying exposure was significantly related to a change in frustration of relatedness and frustration of relatedness was significantly related to a change in well-being across all waves. The study findings advance the field through showing that bullying exposure has not only a long-term effect on well-being but also a short one, and that this effect is mediated through the frustration of relatedness. [less ▲]

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See detailEffectiveness of bullying intervention teams in German schools
Böhmer, Matthias UL; Franck, André; Schirra, Helmut et al

Scientific Conference (2019, November)

In recent years, bullying has increasingly been recognized as a widespread problem - also in the school context. Numerous examples illustrate that bullying at school is not an unfortunate individual case ... [more ▼]

In recent years, bullying has increasingly been recognized as a widespread problem - also in the school context. Numerous examples illustrate that bullying at school is not an unfortunate individual case, but is often part of everyday school life. Large-scale international comparative studies such as HBSC underline the high bullying prevalence rate and thus the relevance of the topic. According to these studies, classmates bully every sixth child in Germany several times a week. Teachers have a special responsibility in dealing with bullying. As a rule, they are at the center of the action and have the task of recognizing bullying in good time and of (re)acting quickly, decisively and reflectively. Since bullying is a complex phenomenon, professional action in this area poses a major challenge. For this reason, a program against bullying introduced in some federal states explicitly aims at teachers who are trained as bullying intervention teams on three days. Currently, we are systematically evaluating this program. In particular, we are interested in the extent to which the previous knowledge of teachers on the subject of mobbing is transformed by the program into consolidated knowledge relevant for acting and decision-making. In connection with the intervention of teachers in the case of bullying, there is (a) the expression of their expectation of self-efficacy, (b) the teaching climate, i.e. the social climate in teaching situations in a class, and (c) the experience and behavior of their students. We will present and discuss first results of the effectiveness of the program. [less ▲]

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See detailThe association between workplace bullying exposure and workplace bullying perpetration – The role of frustration of the need for relatedness
Sischka, Philipp UL; Steffgen, Georges UL

Scientific Conference (2019, October 24)

Workplace bullying (WB) is a serious phenomenon that has serious detrimental effects on victim’s health, attitudes, and work-related behavior (Nielsen & Einarsen, 2012). WB is seen as an escalated ... [more ▼]

Workplace bullying (WB) is a serious phenomenon that has serious detrimental effects on victim’s health, attitudes, and work-related behavior (Nielsen & Einarsen, 2012). WB is seen as an escalated conflict, where both parties engage in increasing overt acts of aggression (e.g., Einarsen et al., 2011). This perspective is supported by one of the most robust finding in WB and aggression literature, the association between experienced workplace aggression and enacting in workplace aggression (e.g., Baillien et al., 2016). However, there are only a few studies that have researched the mechanism between these phenomena (Samnani & Singh 2012). Self-determination theory (SDT) might explain this link. As need frustration is linked to less self-control (Vansteenkiste & Ryan, 2012), the frustration of the need for relatedness might also lead to increased aggressive behavior. Drawing on SDT, we propose that bullying exposure thwarts employee’s need for relatedness that increase aggressive behavior. Thus, the aim of our study was to test this mediation in a longitudinal design with short time intervals (i.e. monthly). A six-wave online survey design with monthly time lag was employed and data were collected among U.S. employees. The sample consists of 1,595 respondents (55.8% females, n=890, ageM = 36.9, ageSD =10.3). Workplace bullying exposure was assessed with the S-NAQ (Notelaers et al., 2018). Being a perpetrator of bullying was measured by the same nine items of the S-NAQ, however, formulated in an active manner (e.g., Baillien et al., 2011). Finally, frustration of the need for relatedness was assessed with the Psychological Needs Thwarting Scale (Bartholomew et al., 2011). Cross-lagged mediation analysis within a path modeling framework only partially confirmed the proposed model: WB exposure was significantly related to a change in frustration of relatedness. However, frustration of relatedness did (most of the time) not increase WB perpetration, but WB exposure. These longitudinal findings underline the vicious circle nature of WB exposure. [less ▲]

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See detailEnergy efficiency and indoor aire quality os seminar rooms in older buildings with and without mechanical ventilation
Maas, Stefan UL; da Cruz Antunes, Joël UL; Steffgen, Georges UL

in Bauphysik (2019), 41(October 2019, Heft 5), 243-251

The present paper reports on an experimental study performed in a seminar room of the University of Luxembourg in a building of the 1970ies without a major renovation. This lecture room is typical for ... [more ▼]

The present paper reports on an experimental study performed in a seminar room of the University of Luxembourg in a building of the 1970ies without a major renovation. This lecture room is typical for this building period and has a capacity of 60 seats. It is equipped with a mechanical ventilation system that is normally in operation on workdays for 11 hours a day in semester periods (8:00-19:00h), while windows can be opened manually. A Blower-Door-Test revealed that the room is not airtight. During a year, the ventilation system was shut “on” and “off” in periods of some weeks and the consumed final-energy was measured, as well as the indoor climate assessed by physical and psychological measurements. For instance, the measured CO2 concentrations are marginally better with the ventilation system "on", which was not perceived in any way by the occupants during the investigations. It was not possible to properly identify the impact of ventilation on the consumed heat-energy, as the room could not be thermally separated from the rest of the building. But with the system “on” there was a clear increase in consumed primary energy due to the electric consumption of the fans. No relationship between the perceived percentage of dissatisfied and perceived climate could be observed. It is concluded that the typical normal operation modus is questionable for seminar rooms in older buildings with variable occupancy and that a simple shut down or semi-automatic user controlled modus by low-cost retrofit seems advantageous. [less ▲]

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See detailThe impact of resilience on perceived chronic stress in undergraduate psychology students
Lenz, Hannah; Steffgen, Georges UL

Poster (2019, September 26)

The purpose of this exploratory study was to analyze the relationship between academic stressors and chronic stress in undergraduate psychology students, and to identify whether resilience and/or social ... [more ▼]

The purpose of this exploratory study was to analyze the relationship between academic stressors and chronic stress in undergraduate psychology students, and to identify whether resilience and/or social support function as mediators amid this relationship. Students from the University of Luxembourg and the University of Trier (N = 152) were recruited to fill out an online questionnaire consisting of the Trier inventory of chronic stress (Schulz et al., 2004), the resilience scale (Leppert et al., 2008), the perceived social support scale (Kliem et al., 2015), and five dimensions of academic stressors (Herbst et al., 2016). Results show a positive correlation between academic stressors and chronic stress. Multiple regression analysis prove that neither gender, home university, additional occupation nor social support are significant predictors of chronic stress. Compared to academic stressors and resilience, which account for more than 56% of the variance of students’ experienced chronic stress. Furthermore, academic stressors and chronic stress are mediated by resilience but not by perceived social support. The implications of the findings are discussed in terms of their relevance for the development of intervention programs against chronic stress of undergraduate students. [less ▲]

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See detailDifferences in physical activity among children with physically active and inactive parents
Eckelt, Melanie UL; Hutmacher, Djenna UL; Steffgen, Georges UL et al

Scientific Conference (2019, September 13)

Objectives: Parental physical activity is considered as positively related to children´s physical activity (PA; Sallis, Prochaska & Taylor, 2000). Since parents serve as role models, have the potential to ... [more ▼]

Objectives: Parental physical activity is considered as positively related to children´s physical activity (PA; Sallis, Prochaska & Taylor, 2000). Since parents serve as role models, have the potential to influence the health-related behavior and, for instance, to alter a mainly sedentary lifestyle of their children (Beets, Cardinal & Alderman, 2010), the impact of parental PA has become a key issue in research. Many studies report associations between parental PA and the PA behavior of their children, e.g., the direct involvement of the parents in activities with their children is related to increased levels of their PA (Adkins, Sherwood, Story, & Davis, 2004; Beets, Vogel, Chapman, Pitetti, & Cardinal, 2007). However, the mechanisms of parental influence are still poorly understood and besides recent studies are based on self-reported data. Therefore, this study aims to examine if parental PA is related to the subjectively and objectively measured PA of their children. Methods: 237 Luxembourgish children and adolescents (134 girls and 103 boys) aged from 10-18 years participated in the study. Via a digital questionnaire, the children indicated if their mother and father are physically active on a regular basis and if they are active together with their parents. Furthermore, the children and adolescents indicated if they are active at least 60 minutes/ day and if they own a membership in a sports club (MoMo physical activity questionnaire). Additionally, children’s PA behavior was objectively assessed by wearing an accelerometer (ActiGraph GT3X-BT) for a period of seven consecutive days. Activity was categorized as sedentary, light physical activity or moderate to vigorous physical activity (MVPA) using age-specific thresholds. Results: A multivariate ANOVA revealed significant differences in self-reported physical activity if the mother was physically active (F (2, 166) = 5.4, p < .01). Thus, children reported subjectively higher daily activity duration (p < .05) and more activities in a regular week (p < .01). There was no impact on self-reported PA if the father was active or the children were active with their parents together. Regarding the objective data, there were no significant differences between children with active parents and children with inactive parents. If the parents were active with their children together there were significant differences (F (3, 229) = 3.2, p < .05), thus MVPA per day was higher (p < .05) and the sedentary time was lower (p < .01). Neither subjective nor objective data revealed gender-specific differences. Discussion: In contrast to other studies, only the mother seems to have an influence on the subjective PA behavior of the children. The fact, that parents being active or in a sports club does not appear to enhance the PA of the children objectively. However, the objective PA is merely affected by being active together. According to this finding, joint activities of parents and children seem to be necessary to promote children’s PA effectively. It is important to note that in our study the parental PA was rated by the children. In future studies, parents should be included via self-report questionnaires and/or accelerometer. [less ▲]

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See detailPhysical activity of children and adolescents in Luxembourg during school, physical education and leisure time: An accelerometry-based study
Eckelt, Melanie UL; Bund, Andreas UL; Hutmacher, Djenna UL et al

Poster (2019, September 13)

Objectives: Due to its great importance for development and health, the physical activity (PA) of children has become a key issue in research over the last decade. Simultaneously, the measurement of PA ... [more ▼]

Objectives: Due to its great importance for development and health, the physical activity (PA) of children has become a key issue in research over the last decade. Simultaneously, the measurement of PA has been strongly improved through the development of user-friendly and reliably working accelerometer, which allow to track PA over several consecutive days in an objective way. Although the benefits of accelerometry are well documented also for children (e.g. Hager et al., 2015), especially cross-national studies such as the Health Behaviour in School-aged Children (HBSC) are still using questionnaires and are focused only on overall or leisure time PA. This study as part of the PALUX project (Physical Activity of Children and Youth in Luxembourg) aims to (1) measure children's daily PA patterns using up-to-date accelerometers while (2) differentiating between PA in school, physical education and leisure time. Methods: In total, 242 children and adolescents (134 girls and 108 boys) aged from 10-18 years from 9 different schools in Luxembourg wore the ActiGraph GT3X-BT- accelerometer at the hip for a period of seven consecutive days. Total time in moderate-to-vigorous PA (MVPA) was calculated using the cut-of points from Evenson et al. (2008). Time spent in school and physical education were determined based on timetables provided by the schools. Results: Mean overall MVPA of participants over seven consecutive days was 307.6 min, with 98.4 min (32 %) during school time and 190.7 min (62 %) during leisure time. Only 16.7 min (6 %) of the school time MVPA were performed in physical education. Boys had more overall MVPA than girls (367.9 vs. 258.9 min, t(240) = 6.76, p < .01) due to significant differences in all areas considered here (schooltime: t(215) = 6.26, p < .01; leisure time: t(215) = 6.18, p < .01; physical education: t(188) = 3.07, p < .01). Children spent 25.6 min of an average physical education class of 77 min in MVPA, which is 19.71 % and thus much less than the 50 % recommended by the U.S. Department for Health and Human Sciences. Only 0.5% of the participants (1.2% of the boys and 0% of the girls) achieved this value. Discussion: Overall, 25.6 % of the children and adolescents in Luxembourg met WHO's PA guideline of at least 60 min MVPA per day, which is in line with results from other European countries. According to our data, the achieved MVPA is mainly due to leisure time activities, whereas the potential of school and physical education in providing and promoting PA has apparently not been fully exploited yet. The consistency of these findings will be examined in a second survey in 2019 [less ▲]

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See detailHow is parental activity related to children's physical activity behavior?
Hutmacher, Djenna UL; Eckelt, Melanie UL; Bund, Andreas UL et al

Poster (2019, July 18)

Objectives: Social support from parents is considered a primary influence of youth’ physical activity (PA; Beets, Cardinal & Alderman, 2010). However, the mechanisms of parental influence are still poorly ... [more ▼]

Objectives: Social support from parents is considered a primary influence of youth’ physical activity (PA; Beets, Cardinal & Alderman, 2010). However, the mechanisms of parental influence are still poorly understood. As the theory of planned behavior (TPB; Ajzen, 1985) is a well-supported theoretical framework to study youth’ engaging in PA, this study wants to investigate if an increased PA of the parents is enhancing the PA of their children and is related to different constructs of the TPB. Method: 264 students (52,6% females) from 11 to 21 years participated in the study. Via a digital questionnaire the students indicated if they are active at least 60 minutes a day, if their mother and father is physically active on a regular basis and if they are active together with their parents. Regarding the TPB, attitudes, subjective norms, perceived behavioral control and intentions towards PA were assessed (Hagger, Chatzisarantis, Culverhouse & Biddle, 2003). Results: A multivariate ANOVA revealed that children reported higher PA rates, more intense attitudes and higher subjective norms towards PA when the father was physically active and when being active together with their parents. However, the perceived behavioral control was higher when children indicated that their mother was physically active. Discussion: As expected, results suggest that the reported PA of parents are related to the self-reported PA of children, and furthermore to the different constructs of the TPB. Especially fathers seem to be an important role model regarding PA, attitudes and subjective norms toward PA. [less ▲]

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See detailOverestimation of physical activity among young people: Does age and gender play a role?
Eckelt, Melanie UL; Hutmacher, Djenna UL; Steffgen, Georges UL et al

Scientific Conference (2019, June 22)

Background and purpose: Due to the continuous decrease of physical activity (PA) of people in industrialized countries (Kohl et al., 2012), PA behavior and its psychological foundations has become a key ... [more ▼]

Background and purpose: Due to the continuous decrease of physical activity (PA) of people in industrialized countries (Kohl et al., 2012), PA behavior and its psychological foundations has become a key issue in health-related research. Studies show that most people tend to overesti-mate their habitual PA (Skender et al., 2016), however, there is very little research on the role of demographic variables in this respect. Therefore, the aim of this study was to examine whether age and/or gender affect the (over)estimation of PA among children and adolescents. Methods: Data of 75 students (38 girls and 37 boys, 10 to 18 years) of various primary and sec-ondary schools were randomly included in the study. Habitual PA was assessed through an online self-report questionnaire (Schmidt et al., 2017) as well as by wearing an accelerometer (Acti-Graph GT3X-BT) over seven consecutive days. A multiple regression analysis was used to ana-lyze the impact of age and gender on the accuracy of PA estimation. Results: The students reported being active for at least 60 minutes on average on 4,0 ± 2,1 days per week, whereas the accelerometer data verify only 1,8 ± 1,6 days per week. Thus, a majority of 76% of the children and adolescents overestimated and 9% underestimated their PA. Almost 15% were correct in their PA estimation. However, results of the regression analysis indicate neither an effect of age ( = .003, p > .1) nor of gender ( = -.070, p > .1). Conclusions: Overestimation of PA is common not only among adults but also among children and adolescents. However, this misperception appears to be independent of age and gender, at least in the age group considered here. Future studies should examine further demographic and psychological variables in order to explain why most of the people significantly overestimate their habitual PA. [less ▲]

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See detailArbeitsplatzmobbing in Luxemburg - wie groß ist das Problem?
Sischka, Philipp UL; Steffgen, Georges UL

E-print/Working paper (2019)

Im Rahmen dieser Newsletter werden die aktuellen Prävalenzraten zu Mobbing am Arbeitsplatz in Luxemburg vorgestellt. Die Befunde der jährlichen Befragung durch den Quality of Work Index zeigen auf, dass ... [more ▼]

Im Rahmen dieser Newsletter werden die aktuellen Prävalenzraten zu Mobbing am Arbeitsplatz in Luxemburg vorgestellt. Die Befunde der jährlichen Befragung durch den Quality of Work Index zeigen auf, dass die Arbeitsplatzmobbingprävalenz zwischen 2014 und 2018 zwischen 12.4% und 18.1% variiert. Sinnlose Aufgaben und permanente Kritik an der eigenen Arbeit sind die häufigsten Mobbing-Verhaltensweisen, denen Arbeitnehmer ausgesetzt sind. Insbesondere Arbeitnehmer in Dienstleistungsberufen sind hierbei von Mobbing betroffen. Insgesamt beurteilen von Mobbing betroffene Arbeitnehmer ihre Arbeitsbedingungen durchschnittlich schlechter (z.B. weniger Autonomie, mehr Zeitdruck) als Arbeitnehmer, die kein Mobbing erleben. Zudem weisen Arbeitnehmer, die von Mobbing betroffen sind, ein geringeres Wohlbefinden auf. [less ▲]

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See detailIs the effect of workplace bullying exposure on subjective well-being mediated through the frustration of the need for relatedness? A longitudinal six-wave study.
Sischka, Philipp UL; Steffgen, Georges UL

Scientific Conference (2019, May 30)

Workplace bullying is a serious phenomenon that has serious detrimental effects on victim’s health, attitudes, and work-related behavior. Drawing on self-determination theory, we propose that bullying ... [more ▼]

Workplace bullying is a serious phenomenon that has serious detrimental effects on victim’s health, attitudes, and work-related behavior. Drawing on self-determination theory, we propose that bullying exposure thwarts employee’s need for relatedness with the result of decreased well-being. Studies examining these mechanisms used either a cross-sectional design (Trépanier et al., 2013) or a longitudinal design with (not theoretically justified) long time intervals (i.e., 12-month time lag; Trépanier et al., 2015). Therefore, the aim of our study was to test this mediation in a longitudinal design with much shorter time intervals (i.e. monthly), whether to see if the bullying exposure also shows short-term effects on well-being. A six-wave online survey design with monthly time lag was employed and data were collected among U.S. employees. The sample consists of 1,595 respondents (55.8% females, n=890, ageM = 36.9, ageSD =10.3). Workplace bullying exposure was assessed with the S-NAQ (Notelaers et al., 2018), frustration of the need for relatedness with the Psychological Needs Thwarting Scale (Bartholomew et al., 2011) and well-being with the WHO-5 well-being-index (Topp et al., 2015). Cross-lagged mediation analysis within a structural equation modeling framework confirmed the mediation model: Bullying exposure was significantly related to a change in frustration of relatedness and frustration of relatedness was significantly related to a change in well-being across all waves. The study findings advance the field through showing that bullying exposure has not only a long-term effect on well-being but also a short one, and that this effect is mediated through the frustration of relatedness. [less ▲]

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See detailMotivationsregulation im Sportunterricht und ihre Relevanz für die körperliche Aktivität in der Freizeit
Hutmacher, Djenna UL; Eckelt, Melanie UL; Bund, Andreas UL et al

Scientific Conference (2019, May 30)

Hintergrund: Angesichts der kontinuierlichen Abnahme der körperlichen Aktivität von Kindern und Jugendlichen erweist sich die Stärkung der Motivation im Sportunterricht als ein bedeutsamer Ansatz zur ... [more ▼]

Hintergrund: Angesichts der kontinuierlichen Abnahme der körperlichen Aktivität von Kindern und Jugendlichen erweist sich die Stärkung der Motivation im Sportunterricht als ein bedeutsamer Ansatz zur Sportaktivierung (Standage, Duda, & Ntoumanis, 2005). Die Selbstbestimmungstheorie (Deci & Ryan, 2000) postuliert, dass ein eher intrinsischer Regulationstyp sowie ein autonomie-förderndes Klima im Sportunterricht die Intention körperlicher Aktivität steigern. Basierend auf dem trans-kontextuellen Modell (Hagger, Chatzisarantis, Culverhouse, & Biddle, 2003) wird in der vorliegenden Studie geprüft, ob der motivationale Regulationstyp aus dem Sportunterricht selbigen hinsichtlich der körperlichen Aktivität im Freizeitbereich vorhersagen kann. Methode: 264 Schüler von 11 bis 21 Jahren (52.6% Mädchen) aus Luxemburg nahmen an der Studie teil. Neben der Bedürfnisunterstützung (Autonomie, Geselligkeit und Kompetenz; Standage, Duda, & Ntoumis, 2005), dem Regulationstyp im Sportunterricht (BPNES; Vlachopoulos, Ntoumanis, & Smith, 2010) sowie zur körperlichen Aktivität in der Freizeit (BREQ-II; Markland & Tobin, 2004) wurde auch die Intention zu körperlicher Aktivität erfasst (Hagger, et al. 2003). Ergebnisse: Eine SEM-Analyse belegt einen signifikanten Zusammenhang zwischen dem intrinsischen Regulationstyp im Sportunterricht und der intrinsischen Regulation zur körperlichen Aktivität in der Freizeit. Letztere erweist sich hierbei als positiver Prädiktor der Intentionsbildung. Zudem geht die Unterstützung der drei Grundbedürfnisse durch den Sportlehrer mit einer signifikant höheren intrinsischen Regulation sowie niedrigeren Amotivation im Sportunterricht einher. Schlussfolgerung: Die Befunde zeigen auf, dass ein intrinsischer Regulationstyp im Sportunterricht kontextübergreifend mit dem Regulationstyp im Freizeitbereich zusammenhängt, welcher wiederum die Aktivitätsintention erhöht. Die Implikationen dieser Befunde für den Sportunterricht werden im Rahmen des Vortrags diskutiert. [less ▲]

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See detailCompetence support in physical education: a predictor towards a more self-determined physical activity behavior?
Hutmacher, Djenna UL; Eckelt, Melanie UL; Bund, Andreas UL et al

Scientific Conference (2019, May 22)

Objectives: Given a widespread continuous decrease in children’s and adolescents’ physical activity (PA), the potential of physical education (PE) in promoting young people’s PA motivation and behavior ... [more ▼]

Objectives: Given a widespread continuous decrease in children’s and adolescents’ physical activity (PA), the potential of physical education (PE) in promoting young people’s PA motivation and behavior has become a key issue. Research in line with the trans-contextual model highlights the support of perceived autonomy in PE as a significant predictor for self-determined PA behavior in a leisure-time (LT) context (Hagger et al., 2003). However, the impact of competence and relatedness support still remains unclear. Therefore, the present study aimed to investigate the role of support during PE, differentiated into three basic needs for behavioral regulation in PE and LT. It was expected that, in addition to perceived autonomy, competence and relatedness would be relevant predictors. Method: 244 students (139 girls) from Luxembourg, ranging from 11 to 21 years, participated in the study. Via a digital questionnaire, the scales need support (perceived autonomy, competence and relatedness; Standage, Duda, & Ntoumanis, 2005), basic needs (BPNES; Vlachopoulos, Ntoumanis, & Smith, 2010), and external and intrinsic motivation in PE (PLOC-R; Vlachopoulos et al., 2011) as well as in LT (BREQ-II; Markland & Tobin, 2004) were applied in the classroom. With regard to the theory of planned behavior (Ajzen, 1985), the attitudes, perceived behavioral control, and intentions toward PA were assessed (Hagger et al., 2003). Results: A SEM analysis showed that competence support in PE was the major predictor for self-determined behavior in PE, while perceived autonomy produced mixed findings. Relatedness support had a negative effect on external regulated behavior in PE. In accordance with the assumptions of the trans-contextual model, similar behavioral regulations in PE and LT were found. Furthermore, a more self-determined behavior in LT predicted higher attitudes, subjective norms, and perceived behavioral control towards PA, which increased the intention of doing sports. Discussion: Results suggest that the children’s perceived support of competence from the teacher during PE is an important factor to increase self-determined PA behavior. Further intervention programs may focus on improving the perception of competence during PE in order to increase motivation. In addition, these findings underline the importance for future research to consider the different roles of perceived support of competence, autonomy and relatedness in PE. [less ▲]

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