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Suffizienz – Psychische Ressourcen – Transformation
(2023-08-07)
In diesem Beitrag wird ein Spannungsbogen aufgebaut, der von der aktuellen sozio-ökologischen Krise bis hin zur Coachingpraxis leiten soll. Nach einer Erörterung der Grundproblematik der derzeitigen Krise werden zentrale Konzepte der Nachhaltigkeitsforschung vorgestellt, die wichtig sind, um im Kontext Nachhaltigkeit sprechfähig zu sein. Sodann wird die spezifische Rolle von Unternehmen in der Agenda 2030 zu klären versucht. Darauf folgt eine Erörterung, wie Konzepte aus der Psychologie der nachhaltigen Entwicklung ...
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Predicting Lifetime Suicide Attempts in a Community Sample of Adolescents Using Machine Learning Algorithms
(2023-04-24)
Suicide is a major global health concern and a prominent cause of death in adolescents. Previous research on suicide prediction has mainly focused on clinical or adult samples. To prevent suicides at an early stage, however, it is important to screen for risk factors in a community sample of adolescents. We compared the accuracy of logistic regressions, elastic net regressions, and gradient boosting machines in predicting suicide attempts by 17-year-olds in the Millennium Cohort Study (N = 7,347), combining a large ...
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Conditions and Effects of Norm Internalization
(2023-01-31)
Norm internalization refers to the process of adoption of normative beliefs by individuals, thus representing a link between individual and social change. However, there are several questions regarding norm internalization which need to be answered. These include understanding under which circumstances norm internalization does occur by considering the effects of internalizing either a certain norm or even conflicting norms. To investigate the conditions and effects of norm internalization, we developed a theoretical ...
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The role of prior knowledge and need for cognition for the effectiveness of interleaved and blocked practice
(2023-07-11)
Interleaved practice combined with comparison prompts can better foster students’ adaptive use of subtraction strategies compared to blocked practice. It has not been previously investigated whether all students benefit equally from these teaching approaches. While interleaving subtraction tasks prompts students’ attention to the different task characteristics triggering the use of specific subtraction strategies, blocked practice does not support students in detecting these differences. Thus, low-prior-knowledge ...