Zeitschrift für Psychologie最新文献_第3页

Enemies Inside and Out 内外敌人

Zeitschrift für Psychologie Pub Date : 2024-01-01 DOI: 10.1027/2151-2604/a000543

N.I. Bogatyreva

引用次数: 1

On Different Operationalizations and Conceptualizations of the Tendency to Believe in Conspiracy Theories 关于相信阴谋论倾向的不同操作化和概念化

Zeitschrift für Psychologie Pub Date : 2024-01-01 DOI: 10.1027/2151-2604/a000547

Lotte Pummerer

引用次数: 2

Not All Conspiracy Theories Are Created Equal 并非所有阴谋论都一样

Zeitschrift für Psychologie Pub Date : 2024-01-01 DOI: 10.1027/2151-2604/a000548

Roland Imhoff, Aleksandra Cichocka, B. Gjoneska, Olivier Klein

引用次数: 0

Semantic and Causal Relations Between the Conspiracy Mentality and Belief in Conspiracy Theories 阴谋论心态与阴谋论信仰之间的语义和因果关系

Zeitschrift für Psychologie Pub Date : 2024-01-01 DOI: 10.1027/2151-2604/a000545

Carolina Trella, Robbie M. Sutton, Karen M. Douglas

{"title":"Semantic and Causal Relations Between the Conspiracy Mentality and Belief in Conspiracy Theories","authors":"Carolina Trella, Robbie M. Sutton, Karen M. Douglas","doi":"10.1027/2151-2604/a000545","DOIUrl":"https://doi.org/10.1027/2151-2604/a000545","url":null,"abstract":"Abstract: Four pre-registered studies examined the semantic and causal relation between conspiracy mentality and belief in conspiracy theories. Study 1 ( N = 251) confirmed important differences between these two constructs. Participants perceived conspiracy mentality propositions as general rules and conspiracy theories as specific examples. This perception that conspiracy mentality statements are more general was associated with the perception that they are more plausible and, if shared, less likely to cause dispute and to stigmatize the communicator. Conceptualizing them as different constructs, Studies 2–4 together indicate that they might have a bidirectional causal relationship with each other. Affirming conspiracy theories set in real-world and fictional societies increased participants’ conspiracy mentality scores, relative to negations of conspiracy theories (Studies 2, 3) and a baseline condition (Study 4). Conversely, affirming conspiracy mentality statements increased participants’ endorsement of conspiracy theories (Study 4). The semantic relation between the two constructs means each may reinforce the other through inductive and deductive reasoning. Nonetheless, important social-psychological differences may emerge between them due to the greater specificity and epistemic riskiness of conspiracy theories compared to the conspiracy mentality.","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"27 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140520713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Conspiracy Mentality Versus Belief in Conspiracy Theories 阴谋心态与对阴谋论的信仰

Zeitschrift für Psychologie Pub Date : 2024-01-01 DOI: 10.1027/2151-2604/a000549

Robbie M. Sutton, Karen M. Douglas, Carolina Trella

引用次数: 2

The Role of Basic Need Satisfaction for Motivation and Self-Regulated Learning During COVID-19 COVID-19期间基本需求满足对动机和自我调节学习的作用

Zeitschrift für Psychologie Pub Date : 2023-07-01 DOI: 10.1027/2151-2604/a000531

E. Pelikan, Luisa Grützmacher, Katharina Hager, Julia Holzer, Selma Korlat, Martin Mayerhofer, Barbara Schober, C. Spiel, Marko Lüftenegger

{"title":"The Role of Basic Need Satisfaction for Motivation and Self-Regulated Learning During COVID-19","authors":"E. Pelikan, Luisa Grützmacher, Katharina Hager, Julia Holzer, Selma Korlat, Martin Mayerhofer, Barbara Schober, C. Spiel, Marko Lüftenegger","doi":"10.1027/2151-2604/a000531","DOIUrl":"https://doi.org/10.1027/2151-2604/a000531","url":null,"abstract":"Abstract: Higher education institutions in Austria switched to emergency distance learning in March 2020 to mitigate the spread of COVID-19. Due to the sudden change, students and instructors scarcely had time to adjust to the new demands. Initial cross-sectional studies pointed to the risks of emergency distance learning for students’ intrinsic motivation, self-regulation, and learning behavior. We investigated the longitudinal effects between the satisfaction of the basic psychological needs (competence, autonomy, and social relatedness), intrinsic motivation, and self-regulated learning, applying a cross-lagged panel model. A sample of N = 3,286 students answered four online questionnaires between April 2020 and July 2021. All measured constructs remained stable during that time span. The satisfaction of the basic needs was cross-sectionally related to intrinsic motivation. We found no cross-lagged effects on intrinsic motivation. Self-regulated learning showed small but significant cross-lagged positive effects on intrinsic motivation at all time points. Implications and future research perspectives are discussed.","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128072459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Correction to Christiansen & Lueken, 2023 对Christiansen & Lueken, 2023年的更正

Zeitschrift für Psychologie Pub Date : 2023-07-01 DOI: 10.1027/2151-2604/a000534

引用次数: 0

Navigating an Uncertain Future 驾驭不确定的未来

Zeitschrift für Psychologie Pub Date : 2023-07-01 DOI: 10.1027/2151-2604/a000530

Ingrid Schoon, G. Henseke

引用次数: 2

Comparison of Parent-Rated Teaching Activities During the First and Second School Lockdowns and Its Association With Students’ Learning Outcomes During Distant Teaching 第一次和第二次学校封锁期间家长评价教学活动的比较及其与远程教学中学生学习成果的关系

Zeitschrift für Psychologie Pub Date : 2023-07-01 DOI: 10.1027/2151-2604/a000528

Ricarda Steinmayr, Rebecca Lazarides, Linda Wirthwein, H. Christiansen

{"title":"Comparison of Parent-Rated Teaching Activities During the First and Second School Lockdowns and Its Association With Students’ Learning Outcomes During Distant Teaching","authors":"Ricarda Steinmayr, Rebecca Lazarides, Linda Wirthwein, H. Christiansen","doi":"10.1027/2151-2604/a000528","DOIUrl":"https://doi.org/10.1027/2151-2604/a000528","url":null,"abstract":"Abstract: Due to the COVID-19 pandemic, schools were closed twice in Germany for several months. The aim of the present study was to investigate whether distant teaching activities increased from the first school lockdown to the second school lockdown and whether the frequency of distant teaching activities were related to students’ outcomes (motivation, competent and independent learning, perceived learning progress) during distant learning. To this end, N = 3,480 legal guardians filled in an online questionnaire during the second lockdown (see Steinmayr et al., 2021 ). Distant teaching activities greatly increased from the first lockdown to the second lockdown. Besides communication with a parent, all other distant teaching activities were more frequent at secondary schools. However, in both elementary and secondary schools, distant teaching activities varied greatly. Distant teaching activities as well as children’s characteristics and social background were independently important for students’ outcomes. The results are discussed with regard to their practical implications for realizing distant teaching.","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115052224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

How Did COVID-19 Affect Education and What Can Be Learned Moving Forward? 2019冠状病毒病如何影响教育?我们可以从中学到什么?

Zeitschrift für Psychologie Pub Date : 2023-07-01 DOI: 10.1027/2151-2604/a000527

Martin Daumiller, R. Rinas, I. Schoon, Marko Lüftenegger

引用次数: 2