{"title":"Changes in Teachers’ Perceptions of School Quality During COVID-19","authors":"Christoph Helm, S. Huber","doi":"10.1027/2151-2604/a000529","DOIUrl":"https://doi.org/10.1027/2151-2604/a000529","url":null,"abstract":"Abstract: The COVID-19 pandemic brought forth unique challenges for schools, requiring a sudden shift to remote learning. However, there have been no empirical studies examining the effects of the pandemic on school quality. This study aims to address this research gap by examining teacher data from a longitudinal study ( n = 2,616 teachers in 120 schools in Germany) on various aspects of school quality. Using multiple-group multiple-indicator univariate latent change score modeling based on latent covariate propensity score balancing, we investigate whether COVID-19 impacted school quality – that is, school climate, collective teacher efficacy, teacher cooperation, and distributed leadership. With a few exceptions, we could not detect significant differences in the development of teachers’ perceptions of school quality during the pandemic compared to developments that occurred prior to the pandemic. For example, adaptive teaching increased more than before the pandemic, while social support between teachers decreased more than before the pandemic.","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"3 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":"114342723","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}
{"title":"Navigating the Pandemic and Future Crises","authors":"Marko Lüftenegger, Martin Daumiller, I. Schoon","doi":"10.1027/2151-2604/a000526","DOIUrl":"https://doi.org/10.1027/2151-2604/a000526","url":null,"abstract":"","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"30 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":"130305153","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}
Thamar Voss, U. Klusmann, Nikolaus Bönke, Dirk Richter, Mareike Kunter
{"title":"Teachers’ Emotional Exhaustion and Teaching Enthusiasm Before Versus During the COVID-19 Pandemic","authors":"Thamar Voss, U. Klusmann, Nikolaus Bönke, Dirk Richter, Mareike Kunter","doi":"10.1027/2151-2604/a000520","DOIUrl":"https://doi.org/10.1027/2151-2604/a000520","url":null,"abstract":"Abstract: Because of the sudden removal of teachers’ work routines, we investigated pandemic-related changes in mathematics teachers’ emotional exhaustion and teaching enthusiasm. We drew on data from a 15-year longitudinal study, including four prepandemic (2007–2019) and two pandemic (2021 and 2022) measurement points. During the COVID-19 pandemic, N = 194 teachers participated in 2021 and N = 214 in 2022. The results from latent growth curve models indicated a pronounced increase in emotional exhaustion and a decrease in enthusiasm during the pandemic. We also found that good technical equipment and high openness represent resources associated with a lower increase in emotional exhaustion, whereas difficulties with students during the COVID-19 pandemic and high extraversion were risk factors. Like in other occupations, these results indicate that COVID-19 negatively affected teachers’ experiences and highlight the need to support teachers to avoid further negative consequences for teachers and students.","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124820786","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}
M. Thielsch, Stefan Röseler, Christoph Lamers, Guido Hertel
{"title":"The COVID-19 Marathon","authors":"M. Thielsch, Stefan Röseler, Christoph Lamers, Guido Hertel","doi":"10.1027/2151-2604/a000522","DOIUrl":"https://doi.org/10.1027/2151-2604/a000522","url":null,"abstract":"Abstract: The COVID-19 pandemic required the deployment of crisis management teams (CMTs) on an unprecedented scale. Due to their high level of responsibility and wide-ranging decision-making authority, the enduring resilience and health of CMT members is essential. Yet, during pandemics, they are permanently challenged. With cross-sectional data from 219 CMT members, we tested six pre-registered hypotheses based on the Job Demands–Resources model. We found the expected positive association between experienced demands and exhaustion (H1), which was moderated by home resources (partly confirming H2); a positive association between experienced resources and work engagement (H3), which was not moderated by demands (rejecting H4); and associations between exhaustion and engagement with outcome measures such as CMT members’ self-assessed performance, satisfaction, and quitting intention (mostly confirming H5 and H6). Furthermore, we explore how the pandemic has changed from experts’ perspectives, describe lessons learned, and derive practical recommendations and suggestions for future research.","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124349830","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}
{"title":"Infection Rates Matter – Especially for People from Lower Social Class","authors":"Vera Vogel, T. Entringer","doi":"10.1027/2151-2604/a000525","DOIUrl":"https://doi.org/10.1027/2151-2604/a000525","url":null,"abstract":"Abstract: The COVID-19 pandemic was a long-lasting and stressful event that had enormous psychological, economic, and social consequences. This study extends prior research by examining the relationship between infection rates and mental health as well as its dependency on social class. Therefore, we used large-scale data from a nationwide sample ( N = 5,742) across two time periods in the COVID-19 pandemic in Germany (time period 1: April–July 2020; time period 2: January–February 2021). At the beginning of the pandemic, only lower-class individuals experienced mental health detriments with higher infection rates. In the course of the pandemic, however, higher infection rates were accompanied by severe mental health detriments for the general population, but especially for lower-class individuals. We discuss possible mechanisms underlying these effects such as infection rates as indicators of the crisis conditions and social class components as indicators of specific economic, cognitive, and social resources.","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126598676","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}
{"title":"Youth Depression Symptoms During COVID-19","authors":"Marco Deppe, Alexandra Zapko-Willmes","doi":"10.1027/2151-2604/a000521","DOIUrl":"https://doi.org/10.1027/2151-2604/a000521","url":null,"abstract":"Abstract: The COVID-19 pandemic has induced new and exacerbated existing stressors. From a resilience framework perspective, we investigated which potentially protective individual and family factors are negatively associated with youth depression symptoms (DS) during COVID-19 and to what extent these associations are attributable to genetic and environmental factors. We considered 3,025 monozygotic and dizygotic twins in their adolescence and early adulthood from a representative German twin family sample. Multiple regression models yielded significant effects of prepandemic DS, life satisfaction, openness to experience, and internalizing behavior. We found a substantially smaller explanatory power of the considered predictors for pandemic compared to prepandemic DS. Twin analyses showed major time-specific environmental effects. Genetic variance was fully explained by prepandemic DS, life satisfaction, openness to experience, and internalizing behavior. Consecutive increases in explanatory power across pandemic waves point toward plasticity. The findings are discussed regarding the specificity of the pandemic and the importance of individual social settings in adaptation to pandemic adversity.","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115411355","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}
{"title":"A Stranger or a Friend?","authors":"F. Lalot, D. Abrams","doi":"10.1027/2151-2604/a000524","DOIUrl":"https://doi.org/10.1027/2151-2604/a000524","url":null,"abstract":"Abstract: A growing volume of work suggests a positive impact of descriptive norms on health-protective behavior in the COVID-19 pandemic. However, past work has often been correlational and has rarely compared the effect of different group norms. In the present paper, we present the results of a longitudinal study ( N = 1,051) that addresses these gaps by testing the cross-sectional and cross-lagged effects of norms and directly compared three different norms (close circle, neighborhood, and country) on compliance with COVID-19 regulations. The results revealed a positive effect of the close-circle norm (associated with more compliant behavior both cross-sectionally and longitudinally), no effect of the neighborhood norm, and a negative effect of the national norm (associated with less compliant behavior). Compliant behavior also led to a greater close-circle norm longitudinally, suggesting that both feed into each other. We discuss not only the challenges but also the chances this research highlights for norm-based interventions.","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129758871","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}
{"title":"Lessons Learned","authors":"Hanna Christiansen, U. Lueken","doi":"10.1027/2151-2604/a000517","DOIUrl":"https://doi.org/10.1027/2151-2604/a000517","url":null,"abstract":"","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116581276","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}
{"title":"Students’ Motivation in an Online and a Face-To-Face Semester","authors":"Eva Bosch, Birgit Spinath","doi":"10.1027/2151-2604/a000519","DOIUrl":"https://doi.org/10.1027/2151-2604/a000519","url":null,"abstract":"Abstract: Challenges for university students were high during distance education in lockdowns due to the COVID-19 pandemic. Self-regulation and motivation became more important, but motivation was possibly challenged more. To investigate motivational differences and possible positive effects of evidence-based learning activities, we followed two cohorts of preservice teachers over the course of one semester: One cohort was followed in 2019 in a face-to-face semester ( N2019 = 225), and another cohort was followed 1 year later during the first lockdown ( N2020 = 311). Students indicated their motivation at five measurement occasions and reported their use of learning activities twice. Multigroup linear change models indicated an overall decline of motivation in both cohorts. Surprisingly, neither initial motivation level nor motivational change differed between cohorts. Students who used more learning activities reported a more positive motivational development. This highlights the chance of evidence-based learning activities for students’ motivation in regular and distance education.","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131804030","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}
{"title":"“Psychotic-Like Experiences as a Personality Trait”","authors":"G. Knežević, L. Lazarević","doi":"10.1027/2151-2604/a000516","DOIUrl":"https://doi.org/10.1027/2151-2604/a000516","url":null,"abstract":"","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133416455","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}
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