Fakultät Wirtschafts- und Sozialwissenschaften

Permanent URI for this communityhttps://hohpublica.uni-hohenheim.de/handle/123456789/22

Die Fakultät vereint Forschung und moderne Lehre nach internationalen Standards. Das Hohenheimer Modell verzahnt dabei betriebs- und volkswirtschaftliche, sozial- und rechtswissenschaftliche Aspekte.

Homepage: https://wiso.uni-hohenheim.de/

Browse

Browsing Fakultät Wirtschafts- und Sozialwissenschaften by Sustainable Development Goals "4"

Type the first few letters and click on the Browse button
Now showing 1 - 2 of 2
  • Thumbnail Image
    Publication
    How news audiences allocate trust in the digital age: A figuration perspective
    (2024) Mangold, Frank; Bachl, Marko; Prochazka, Fabian; Mangold, Frank; GESIS—Leibniz Institute for the Social Sciences, Köln, Germany; Bachl, Marko; University of Hohenheim, Stuttgart, Germany; Prochazka, Fabian; University of Erfurt, Germany
    The article enriches the understanding of trust in news at a time when mass and interpersonal communication have merged in the digital sphere. We propose disentangling individual-level patterns of trust allocation (i.e., trust figurations ) across journalistic media, social media, and peers to reflect the multiplicity among modern news audiences. A latent class analysis of a representative survey among German young adults revealed four figurations: traditionalists, indifferentials, optimists, and cynics. Political characteristics and education corresponded with substantial heterogeneity in individuals’ trust in news sources, their inclination to differentiate between sources, and the ways of integrating trust in journalistic and non-journalistic sources.
  • Thumbnail Image
    Publication
    Need strength, perceived need support, stress symptomatology, and performance in the context of oral exams: A typological approach
    (2022) Schürmann, Linda; Kärner, Tobias; Ringeisen, Tobias
    Introduction: Based on self-determination theory, we investigated whether examinees are classifiable into profiles based on basic need strength and perceived need support that differ in stress parameters and achievement in the context of a standardized oral exam. Methods: 92 students reported their basic need strength before and perceived need support provided by the examiner once after the exam. Students indicated their emotions and stress perception at four measurement points and we measured their saliva cortisol concurrently, analyzing stress-related changes over time. Results: Latent class analyses revealed two higher-quality (low/high, high/high) and two lower-quality (low/low, high/low) need strength/need support classes. Physio-affective stress development was typical of exam situations. Higher-quality classes that met or exceeded the needs displayed more beneficial stress and emotion response patterns than lower-quality classes. Gain-related emotions mediated achievement in the higher-quality classes. Discussion: Need-supportive examiners can promote student well-being and achievement when they succeed in providing high need satisfaction.