Institut für Bildung, Arbeit und Gesellschaft

Permanent URI for this collectionhttps://hohpublica.uni-hohenheim.de/handle/123456789/28

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Social norms and webcam use in online meetings
(2022) Zabel, Sarah; Vinan Navas, Genesis Thais; Otto, Siegmar
Face-to-face meetings are often preferred over other forms of communication because meeting in person provides the “richest” way to communicate. Face-to-face meetings are so rich because many ways of communicating (spoken language and nonverbal cues) are available to support mutual understanding. With the progress of digitization and driven by the need to reduce personal contact during the global pandemic, many face-to-face work meetings have been shifted to videoconferences. With webcams turned on, video calls come closest to the richness of face-to-face meetings. However, webcam use often remains voluntary, and some participants choose not to turn their cameras on. In order to find ways to support webcam use—when desired—we analyzed how social norms in groups affect the decision to activate a webcam in a specific meeting. Based on an online survey with N = 333 participants, we found that social norms are related to an individual’s decision to turn on the webcam, even when controlling for group size. If the number of participants with activated webcams in a university meeting increased by 25%, it was 5.92 times more likely that an individual decided to turn their webcam on, too. Furthermore, 81.84% of respondents indicated they would turn on their webcam if participants in a meeting were explicitly asked to do so. The results demonstrate a strong relation between social norms and the decision to activate a webcam in online meetings. They build a basis for enhancing webcam use and enable a greater richness of communication in online meetings.
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.
Creating a shared vision by uniting local stakeholders to tackle plastic bag consumption
(2023) Neef, Nicolas E.; Shihepo, Kapandu; Roos, Claudine; Richter, Isabell
Single-use plastic bags contribute significantly to the plastic pollution in South Africa posing a serious environmental challenge. Hence, there is a need for comprehensive strategies to reduce plastic bag consumption. We report the results of an online workshop aimed to create a positive, shared future vision. The workshop was attended by 12 invited participants from diverse backgrounds and disciplines and utilized a collaborative approach to propose a framework for reducing plastic bag usage during grocery shopping in South Africa. The findings suggest that a combination of economic, structural and behavioral interventions is necessary to promote lasting behavior change, including financial incentives, a broad introduction of more environmentally friendly alternatives, and promoting bag reuse. Additionally, the vision underscored the importance of using social channels such as education and social norms. The invited stakeholders did not endorse conventional approaches such as increasing an already existing levy or implementing a complete ban on plastic bags. They also questioned the introduction of fully recycled plastic bags. Instead, the proposed vision encourages an integrated approach to reducing plastic bag usage involving individual behavior change and community engagement. The development of a creative product such as a video to showcase a future vision offers a powerful tool for communication with further stakeholders and political authorities, to engage with the community and broader population and for inspiring collective action. Overall, the findings have implications for policymakers, business leaders, environmental educators, and individuals committed to reducing plastic pollution and promoting sustainable practices in South Africa.
Measuring adolescents’ level of interest in nature: A promising psychological factor facilitating nature protection
(2023) Neurohr, Anna-Lena; Pasch, Nadine; Otto, Siegmar; Möller, Andrea
Studies indicate that young people are more prepared to engage in pro-environmental behavior if they are interested in nature and recognize it as worthy of protection. However, a reliable instrument to measure adolescents’ interest in nature is still lacking. Therefore, we developed a new metric, the Scale of Interest in Nature (SIN). It consists of 18 items, is based on Item-Response-Theory and was validated using the known group approach (N = 351 adolescents). Results indicate that adolescents’ interest in nature correlates positively with their connection with nature, their intention to preserve nature and engagement in pro-environmental activities in their free time. Bivariate Pearson correlations between the SIN and the Connectedness to Nature Scale (INS), as well as the Environmental Values model (2-MEV) demonstrated the scale’s construct validity. Hence, the SIN scale provides an economical way to measure adolescents’ interest in nature in research contexts or environmental and sustainability education settings.
Professional identification in the beginning of a teacher’s career: a longitudinal study on identity formation and the basic psychological need for autonomy in VET teacher training
(2023) Weiß, Julia Katharina; Bottling, Matthias; Kärner, Tobias
Introduction: This study examines the extent to which VET trainee teachers’ identification with their profession is related to their basic psychological need for autonomy and whether this is reflected in their intention to stay in the field. Trainee’s subjective experience of their professional identity interacts with different conditions of the training environment, whereby we focus on perceived autonomy support and autonomy thwarting behavior of seminar teachers. Methods: On the basis of a longitudinal design with a total of 79 trainee teachers in Germany and four survey time points during teacher training, corresponding developmental processes were traced over a total period of 1 year. Cross-lagged panel analyses allow us to draw conclusions about the extent to which professional identification of trainees interacts with autonomy-support or autonomy-thwarting conditions originating from seminar teachers and to what extent the aforementioned factors in turn affect intention to stay. Results: Cross-lagged panel analyses show that professional identification after 6 months in teacher training significantly predicts the intention to stay in the teaching profession half a year later. Significant cross paths each describe positive effects between professional identification and autonomy support and negative effects between professional identification and autonomy thwarting. Discussion: Particularly against the background of the shortage of teachers in Germany and other countries, the promotion of professional identification processes in the sense of a teacher identity can be assessed as crucial. In this respect, an autonomy-supporting environment, e.g., created by seminar teachers, can already contribute to that during teacher training.
Participation in the classroom as a basis for democracy education? A conceptual analysis of the concept of student participation
(2023) Heid, Helmut; Jüttler, Michael; Kärner, Tobias
In our conceptual analysis, we focus on the concept of student participation and argue for a differentiated consideration of the same. To this end, we elaborate on constituent elements and first address the definitional understanding of the concept considered as well as the participation postulate. Furthermore, we name and discuss possible purposes and qualities of participatory practice and we give an overview of the established conceptualization of participation by means of a stage model and the interdependence of autonomy and heteronomy expressed in this model. We then address participatory fields in the classroom, concrete practices of participatory decision-making, prerequisites and implications of participatory classroom practices, and possible scopes of participatory influence.
Optimistic narrative future visions: a communication tool for promoting sustainable (plastic) behavior
(2023) Neef, Nicolas E.; Fußwinkel, Selina; Roos, Claudine; Frank, Lilli; Shihepo, Kapandu; Richter, Isabell
Plastic pollution is a pressing global issue, necessitating a focus on consumer behavior to curb this problem at its source. To effectively promote sustainable practices, communication strategies that employ future visions have gained attention. This study examines the effects of a narrative video intervention depicting an optimistic future vision concerning single-use plastic bag consumption in South Africa, compared to a representation of the prevailing status quo. Using a preregistered within-subject design, we assess the psychological and emotional responses to two scenarios of which one is illustrating adaptive behaviors toward reduced plastic bag usage, and the other showcasing current consumption patterns. Parametric analyses revealed a shift in emotional states, characterized by a greater experience of positive emotions and a reduced experience of negative emotions following the exposure to the optimistic future scenario video, as compared to the status quo video. Moreover, engagement with the optimistic future scenario was associated with higher levels of perceived behavioral control and behavioral intentions. No significant changes were found regarding sense of responsibility. These findings point to the potential of optimistic future visions to influence individuals at psychological and emotional levels. This renders optimistic future vision communication as an effective tool for sustainable behavior change, particularly in relation to the sustainable use of plastic shopping bags.
Labour market collectivism: New solidarities of highly skilled freelance workers in medicine, IT and the film industry
(2022) Apitzsch, Birgit; Wilkesmann, Maximiliane; Ruiner, Caroline; Bassyiouny, Mona; Ehlen, Ronny; Schulz, Lena
Highly skilled freelance workers are mainly depicted as a challenge to trade unionism because of their mobility, market power and specific interests in organisational support. The authors explore the manifestations of collectivism of highly skilled freelance workers on the basis of semi-structured interviews with 14 highly skilled freelancers and 35 representatives of intermediaries such as trade unions, professional associations, staffing agencies and cooperatives in medicine, IT and film in Germany. The results reveal new forms and dynamics of labour market collectivism arising from concurrent conflicts and negotiations of job access and working conditions.
Intraindividual conflicts reduce the polarization of attitudes
(2024) Sassenberg, Kai; Winter, Kevin
Societies are increasingly divided about political issues such as migration or counteracting climate change. This attitudinal polarization is the basis for intergroup conflict and prevents societal progress in addressing pressing challenges. Research on attitude change should provide an answer regarding how people might be persuaded to move away from the extremes to take a moderate stance. However, persuasive communication often most strongly affects those who hold a moderate attitude or are undecided. More importantly, barely any research has explicitly aimed at mitigating extreme attitudes and behavioral tendencies. Addressing this gap, this article summarizes research demonstrating that (different types of) intraindividual conflicts might be a means to mitigate polarized attitudes. Goal conflicts, cognitive conflicts, counterfactual thinking, and paradoxical thinking facilitate cognitive flexibility. This, in turn, seems to initiate the consideration of alternative stances and mitigate the polarization of attitudes. We discuss the limitations of the existing research and the potential of this approach for interventions.
Change by (almost) all means: The role of conspiracy mentality in predicting support for social change among the political left and right
(2023) Winter, Kevin; Pummerer, Lotte; Sassenberg, Kai
Right-wing movements across the globe call for system-changing actions. This development contradicts the typically assumed resistance to change among the political right. Many of these movements use conspiracist rhetoric and, thus, we reasoned that conspiracy mentality might be associated with the striving for system change—especially on the political right. In four cross-sectional studies in Germany (one nationally quota-balanced, one preregistered; total N = 1539) we found that high conspiracy mentality was related to support for social change among the right and to support for reactionary social change among the left. Support for change among those high in conspiracy mentality was diminished when elected representatives (vs the population) were thought to drive social change. These results suggest that both right wingers and left wingers high in conspiracy mentality support change in ways that are seemingly incompatible with their political orientation.
Navigating work 4.0 : the intricacies of digital work, job outcomes and individual differences by examples of Baden-Wuerttemberg’s public administration
(2023) Käsmayr, Julia; Steidle, Anna
This dissertation, rooted in the VerDi project (digitalization of administration, German: VerwaltungsDigitalisierung), explores the broader impact of digitalization on administrative action in Baden-Wuerttembergs public administration. Adopting an interdisciplinary, individual-centric approach, it divides into two areas across seven manuscripts: 1) digital work (manuscripts 1-4) and 2) individual differences linked to digital work (manuscripts 5-7). The study introduces an original conceptual framework and the Digital Administrative Work (DiVa) questionnaire, designed to measure digital technology use. DiVa undergoes rigorous statistical refinement. From a multi-stakeholder perspective, the research offers an understanding of Good Administration essential for evaluating performance. The Job Demands-Resources (JD-R) model is adapted to align with modern digital administrative action. Beyond VerDi, the dissertation delves into individual differences (Integrative Digital Agency (IDA)), enhancing job engagement and commitment. The IDA model underscores individual digital competence and affinity. The role of IDA in personnel development and selection is examined, spotlighting strategies to enhance digital skills. Employing a multifaceted methodological approach and robust statistical techniques, the dissertation stands as a notable contribution to behavioral public administration, emphasizing thorough, individual-centric interdisciplinary researchs relevance to both public and corporate sectors.
Berufliche Identitätsentwicklung und Laufbahnadaptabilität : Zentrale Faktoren der beruflichen Entwicklung kaufmännischer Auszubildender
(2023) Kirchknopf, Sebastian; Kögler, Kristina
Against the background of the challenges for individual career development, with regard to increasing work-related flexibilization, self-direction, and subjectification, vocational identity and career adaptability have been established as central variables of modern career development (Savickas 2011). In this context, both constructs are often depicted as interrelated, with (vocational) identity having a certain orientation function with respect to career adaptation and career development processes, while (career) adaptability encompasses the necessary dispositions and resources for the required adaptation and reorientation efforts (Hall 2004; Fugate et al 2004). The construct of vocational identity has long been an integral part within the discourse of vocational and business education, as it is considered to be of high importance for the development of professional competence as well as for the socialisation of vocational learners (Lempert 2009). In contrast, the concept of adaptability has received much less attention from the perspective of vocational and business education, although its importance for the understanding of vocational adaptation and integration processes has been discussed in the international context for a long time (Savickas 1997, 2005). In relation to vocational identity, it seems essential to consider whether career adaptability in the VET context can be understood as a beneficial element of vocational integration (Savickas 2013) or rather as a professional flexibility and mobility orientation that tends to be associated with low work-related attachment (Briscoe/Hall 2006). For a closer look at the interaction of both constructs in the context of commercial vocational training, however, a clarification of the conceptual approach to vocational identity as well as the content-related specifics of the identity construction and development of commercial trainees is also indicated. In order to investigate the relevance of vocational identity and career adaptability for the professional development of commercial trainees, several research questions were derived. In addition to a theoretical clarification of the respective conceptual understandings, these include an empirical approach in qualitative and quantitative terms. To answer the research questions, a cumulative research design was chosen, comprising a total of four papers. From a theoretical and conceptual perspective, it was possible to deduce that – beyond previous reference points of the field of vocational and business education – there is a high significance of career adaptability especially for the professional development processes of learners within initial vocational training. In the course of the subsequent examination of its empirical suitability for the context of vocational education, Savickas concept of career adaptability proved to be particularly promising. Its four-dimensional structure could be replicated among commercial apprentices, and it could be distinguished from more disintegrative conceptualisations of adaptability. With regard to the development of vocational identity among commercial apprentices, an overarching characteristic identified was a decline in occupational and organisational identification during the course of their apprenticeship, which in turn affect their occupational and organisational dropout intentions. The qualitative analysis also revealed occupation-specific characteristics that suggest that identification potentials can be found in both generalised and more specialised commercial apprenticeships, but that these potentials can differ significantly (e.g., career perspectives vs. affectively significant activities). Ultimately, the positive correlation between career adaptability and the professional identity of commercial apprentices could be demonstrated, which points to the beneficial effect of career adaptability for professional development and for building work-related ties in the context of vocational learning.
Professionelle unterrichtsbezogene Kommunikation zwischen berufsschulischen Lehrkräften
(2022) Schadt, Christian; Warwas, Julia
Despite their relevance for the facilitation of professionalization processes in teacher education as well as for the successful implementation of curricular reforms into the classroom, relevant micro processes of teacher collaboration seem to be little (systematically) investigated so far. This applies especially for the vocational school sector, where teacher collaboration is seen as necessary to cope with the tasks of teaching development that takes collective responsibility. One of the most relevant process variables of successful vs. less successful collaboration among teachers is communication about teaching. However, it has not yet been clarified which characteristics constitute an effective (=professional) communication about teaching for a successful mastering of cooperation processes. The present study addressed this desideratum and examined professional communication about teaching (pct) among (prospective) teachers at vocational schools in two consecutive research studies. A first step in this process was a systematic literature review carried out according to the PRISMA Statement focusing on international research literature to uncover generic characteristics of pct. The systematic literature review was guided by the following questions: a) Which definitions and theoretical underpinnings concerning pct can be identified in studies? b) Which observational measures characterize a pct? c) Is pct among teachers related to job-related growth (and to which facets of job-related growth in detail) A category-based content analysis of k=88 studies identified as relevant throughout the review process showed that pct is very heterogeneously defined and theoretically embedded. In addition, the observable measures of pct could be classified according to two different dimensions. Pct is characterized by the occurrence of characteristics on a level concerning the regulation of the process of communicating (quantitative aspects of communicating, structuring of communicating and atmosphere of communicating) as well as on a level concerning the content of communicating (focus on content and quality of communicating). Pct that follows the characteristics of both of these levels can bring about a large variety of gains in professionalization in the subject-specific, didactical, and pedagogical knowledge and skills of teachers and, above all, promote the successful mastering of collaboration processes. The findings on the observable measures of pct were then applied to develop a category system for the analysis of teaching-related communication between teachers. Subsequently, the second study was designed to determine the extent to which teaching-related communication between (prospective) teachers of vocational schools, that follows the previously identified measures, can actually promote the process of collaborative task accomplishment. For this purpose, a total of N=14 dyads (N=7 dyads of prospective teachers and N=7 dyads of experienced teachers each) were assigned to a simulated teaching situation in which they had to make a joint decision within the framework of lesson planning through communicative exchange. Specifically, a suitable learning task had to be selected from a set of learning tasks presented by means of a vignette for a teachingrelated lesson planning scenario through discussion. The communicative exchanges between the dyads of (prospective) vocational teachers have been recorded, transcribed and evaluated by means of a content analysis using the category system. For this purpose, the category system was first pre-tested, a coding manual was developed, and the simulated teaching situation was evaluated by means of a questionnaire. The research questions of this second sub-study were as follows: d) To what extent do the exchanges between the dyads reflect the characteristics of pct identified by the review? e) To what extent do the participants assess the research design as representative of and realistic for their profession? f) How can we recognize qualitative pct and how can we distinguish between qualitatively different exchanges based on the specific categories? g) In light of the categories of pct derived, to what extent do qualitatively distinguishable exchanges have an effect on the collaboration process/process of collaborative decision-making by dyads? It turned out that the initial category system for pct had to be revised in (a few) parts only and that a suitable coding manual could be developed for analyzing the exchanges of the dyads about learning tasks. The simulated teaching situation was assessed by the participants as being broadly authentic for the area of vocational teaching. In addition, it could be shown that the tools for analyzing pct are suitable for distinguishing exchanges of different qualities among tandems. Finally, it could be demonstrated that a qualitatively distinguishable exchange according to the criteria of analyzing pct can also influence the process of joint task accomplishment of the teacher dyads with varying degrees of success. The findings on this research topic, which has been hitherto largely marginalized within the discipline of vocational teaching, were used to eventually draw up implications for further research and the training of vocational school teachers.
Interkultureller Stakeholder-Management-Prozess - Die Berücksichtigung religionskultureller und kultureller Unterschiede
(2021) Blickle, Robert; Schramm, Michael
1 Introduction I Stakeholder management 2 Maximizing shareholder value and / or stakeholder value 3 Sequence of a stakeholder management process II Country overviews as well as religion and culture 4 Overviews of China, Japan, India, Korea and Indonesia 5 Religion and culture III Intercultural stakeholder management 6 Intercultural stakeholder management process 7 Consideration of religious culture in the stakeholder management process 8 Consideration of culture in the stakeholder management process IV Interactive management dashboard 9 Interactive management dashboard for an intercultural stakeholder management process 10 Summary
Duales Lernen in der kaufmännischen Berufsbildung : eine empirische Analyse im Fach Rechnungswesen
(2019) Maag, Louis; Kögler, Kristina
To date there has been a notable lack of empirical research into learning processes within the dual education system (dual learning). Theoretically, didactic merits are claimed for the dual education but, at the same time, there is increasing criticism of the inefficient exploitation of these potential benefits. The present study describes an approach to theoretically determine learning processes across the various learning-locations (school/company). Over a period of one year the empirical tests registered prior knowledge and learning successes of 151 apprentices of a commercial vocational school. Dual learning was empirically measured in one third of all test records. These results go some way towards indicating the reality of dual learning. In the analysis of bivariate relations between learning success (dependent variable) and prior knowledge (independent variable), prior knowledge from the respective other learning location was more effective (r = 0.34) than prior knowledge from the same learning location (r = 0.23). The prior knowledge from the respective other learning location was almost as effective as the general subject ability (r = 0.40). In the model of regression (R2 = 20%), the prior knowledge from the respective other learning location is a significant predictor of learning success, and its effectiveness is comparable to the general subject ability, whereas prior knowledge from the same learning location did not prove to be a significant predictor. For the first time, the didactic potential of the dual education system, which has until now only been theoretically substantiated, can be seen according to quantitatively analyzed empirical data. Moreover, dual learning was more frequent and effective in operational (company side) test tasks than in school test tasks. The fact that the planning of dual learning units in school is made more difficult by the heterogeneity of individual company training appears as a possible explanation for this finding. In contrast, opportunities for dual learning at workplace are easier to determine, because the harmonized processes of school education allow learners simultaneous learning progress, which facilitates the assessment of prior knowledge at a particular time of the education curriculum.
Global Leadership im Kontext ökonomischer Moralkulturen : eine induktiv-komparative Analyse
(2012) Schlaile, Michael; Schramm, Michael
Against the background of increasing global integration and interdependence it is no surprise that there is also an increase in demand for leaders which are able to appropriately consider the heterogeneity of culturally induced moral values. Thus, scientific research also seeks to understand and explain the impact of growing complexity on leadership efficiency and effectiveness within the field of Global Leadership. This working paper intends to make a contribution to this field by combining theoretical and empirical findings with its focus being on leadership in business organizations. A detailed analysis of China, Turkey, and Germany with respect to cultural context and leadership behavior thereby constitutes the central part of this paper. In the course of the analysis empirical findings from GEERT HOFSTEDE and the Global Leadership and Organizational Behavior Effectiveness Research Program (GLOBE) are used to investigate the basic relationship between Moral Culture and leadership. Building on those insights, the possibilities of identifying universally endorsed leadership traits as well as cultural trends towards globalization are examined. Based on a critical appraisal of social-scientific research results, it can be reasoned that the reciprocity of the interrelation between Moral Culture and leadership is often rather inadequately taken into account by both researchers and practitioners: It can not only be argued that (Moral)Cultures matter, but also that Global Leadership matters!

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