Barbara Moschner
Dados Biográficos
| ID | 4395604 |
|---|---|
| NOME | Barbara Moschner |
| PRENOMES | Barbara |
| SOBRENOME | Moschner |
| ASSINATURA | MOSCHNER B |
| AFILIAÇÕES | Carl von Ossietzky Universität Oldenburg |
| ORCID | 0000-0002-3710-4757 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 78 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 3 |
Predictors of primary school teachers’ self-efficacy beliefs for inclusive education
Introduction Teachers’ self-efficacy is considered to be an essential personal resource which underlies the successful implementation of inclusion. The development of self-efficacy is supposedly linked to four main sources: Mastery and vicarious experiences, verbal persuasion, and physiological and affective states. Notwithstanding the importance of high self-efficacy beliefs, only few studies consider the impact of the individual sources on incl…
How Do Primary and Early Secondary School Students Report Dealing with Positive and Negative Achievement Emotions in Class? A Mixed-Methods Approach
Students experience both positive and negative emotions during lessons. However, little research has been conducted into students’ perspectives on how they deal with these emotions. For this reason, the current study aimed to investigate how students perceive, deal with, and interact in emotional classroom situations, using a mixed-methods approach. In Study 1, 28 primary school children in the fourth grade drew pictures of achievement-emotion si…
Feeling better when working with creative tools? Exploring the effects of a sketchnote intervention on students’ achievement emotions
Sketchnoting is a visual note taking strategy that combines written notations with drawings. The potential is seen, in particular, in providing space for enjoyable learning. Since empirical evidence on how sketchnoting effects emotions is currently limited, the present study examined how students’ achievement emotions change after a sketchnoting intervention and how students visualize text information in sketchnotes. In a mixed methods interventi…
Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7)
This paper describes the development and validation of an instrument to assess how students deal with emotionally challenging classroom situations (the DECCS Questionnaire). The questionnaire is based on a vignette with one learning and one performance situation in a classroom, and is intended for students in grades 4 to 7. On a sample of N = 639 students ( M age = 10.6 years; SD = 1.25, 52.4% girls) in northwest Germany, factor analytic procedur…
Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students
The present study aimed to examine the specific relations between five motivational regulation strategies (i.e., interest enhancement, environmental control, self-consequating, performance self-talk, mastery self-talk), academic self-concept, and three cognitive learning strategies (i.e., organization, elaboration, rehearsal) of 415 university students. A total of n = 238 students were in the first year of their university program, while n = 178 …
Emotion regulation in primary school children
Methoden erziehungswissenschaftlicher Forschung
Methoden sind der Schlüssel zum systematischen und nachvollziehbaren Erkenntnisgewinn – auch für die erziehungswissenschaftliche Forschung. Das Lehrbuch bietet einen kompakten Überblick über empirische und nicht-empirische Forschungsmethoden für die bildungswissenschaftliche und erziehungswissenschaftliche Forschung: Befragung, Beobachtung, Test, Hermeneutik, Phänomenologie etc. Der Ablauf des Forschungsprozesses und die wichtigsten statistischen…
Determinants of Human Rights Attitudes and Behavior
Following several political‐psychological approaches, the present research analyzed whether orientations toward human rights are a function of right‐wing authoritarianism (RWA), social dominance orientation (SDO), basic human values in the sense of Schwartz (1992), and political ideology. Three dimensions of human rights attitudes (endorsement, restriction, and enforcement) were differentiated from human rights knowledge and behavior. In a time‐l…
Effects of Right‐Wing Authoritarianism and Threat from Terrorism on Restriction of Civil Liberties
In an Internet survey (N = 275), we investigated how right‐wing authoritarianism (RWA), social dominance orientation (SDO), personal values, and political ideology predicted attitudes toward restriction of civil liberties and toward surveillance measured one year later. Feelings of threat from terrorism were also taken into account. RWA, SDO, political ideology, security values, and self‐direction values were significant predictors. In addition, …
The Motivational Bases of Right-Wing Authoritarianism and Social Dominance Orientation
Research suggests that different motivational dynamics underlie right-wing authoritarianism (RWA) and social dominance orientation (SDO). These differences may be framed in the theory of basic human values. RWA may trace back to conservation versus openness-to-change values, and SDO to self-enhancement versus self-transcendence values. Based on a large-scale German survey, associations of RWA and SDO with personal values and attitudes in the afte…
Personal Values and Attitudes Toward War
Psychological determinants of generalized militaristic attitudes and attitudes toward specific wars were analyzed on the basis of 2 waves of a large German survey on attitudes after September 11, 2001 (Ns = 1,548 and 540). Personal values—as defined by the theory of basic human values by Schwartz (1992)— as well as ideological attitudes, threat of terrorism, and concern for human costs as mediators, were taken into account. Militaristic attitudes…
Antiwar knowledge and generalized political attitudes as determinants of attitude toward the Kosovo war
Reviewing research on determinants of war attitudes, antiwar knowledge is identified as an underresearched predictor of attitudes toward specific wars. In this article, the joint effects of specific antiwar knowledge and generalized attitudes (militarism-pacifism, authoritarianism, and diffuse political support) on evaluation of North Atlantic Treaty Organization's military intervention in Yugoslavia are investigated in a sample of 165 German uni…
Determinants of Human Rights Attitudes and Behavior
Following several political‐psychological approaches, the present research analyzed whether orientations toward human rights are a function of right‐wing authoritarianism (RWA), social dominance orientation (SDO), basic human values in the sense of Schwartz (1992), and political ideology. Three dimensions of human rights attitudes (endorsement, restriction, and enforcement) were differentiated from human rights knowledge and behavior. In a time‐l…
Personal Values and Attitudes Toward War
Psychological determinants of generalized militaristic attitudes and attitudes toward specific wars were analyzed on the basis of 2 waves of a large German survey on attitudes after September 11, 2001 (Ns = 1,548 and 540). Personal values—as defined by the theory of basic human values by Schwartz (1992)— as well as ideological attitudes, threat of terrorism, and concern for human costs as mediators, were taken into account. Militaristic attitudes…
Antiwar knowledge and generalized political attitudes as determinants of attitude toward the Kosovo war
Reviewing research on determinants of war attitudes, antiwar knowledge is identified as an underresearched predictor of attitudes toward specific wars. In this article, the joint effects of specific antiwar knowledge and generalized attitudes (militarism-pacifism, authoritarianism, and diffuse political support) on evaluation of North Atlantic Treaty Organization's military intervention in Yugoslavia are investigated in a sample of 165 German uni…
Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7)
This paper describes the development and validation of an instrument to assess how students deal with emotionally challenging classroom situations (the DECCS Questionnaire). The questionnaire is based on a vignette with one learning and one performance situation in a classroom, and is intended for students in grades 4 to 7. On a sample of N = 639 students ( M age = 10.6 years; SD = 1.25, 52.4% girls) in northwest Germany, factor analytic procedur…
Antiwar knowledge and generalized political attitudes as determinants of attitude toward the Kosovo war
Reviewing research on determinants of war attitudes, antiwar knowledge is identified as an underresearched predictor of attitudes toward specific wars. In this article, the joint effects of specific antiwar knowledge and generalized attitudes (militarism-pacifism, authoritarianism, and diffuse political support) on evaluation of North Atlantic Treaty Organization's military intervention in Yugoslavia are investigated in a sample of 165 German uni…
Effects of Right‐Wing Authoritarianism and Threat from Terrorism on Restriction of Civil Liberties
In an Internet survey (N = 275), we investigated how right‐wing authoritarianism (RWA), social dominance orientation (SDO), personal values, and political ideology predicted attitudes toward restriction of civil liberties and toward surveillance measured one year later. Feelings of threat from terrorism were also taken into account. RWA, SDO, political ideology, security values, and self‐direction values were significant predictors. In addition, …
The Motivational Bases of Right-Wing Authoritarianism and Social Dominance Orientation
Research suggests that different motivational dynamics underlie right-wing authoritarianism (RWA) and social dominance orientation (SDO). These differences may be framed in the theory of basic human values. RWA may trace back to conservation versus openness-to-change values, and SDO to self-enhancement versus self-transcendence values. Based on a large-scale German survey, associations of RWA and SDO with personal values and attitudes in the afte…
Personal Values and Attitudes Toward War
Psychological determinants of generalized militaristic attitudes and attitudes toward specific wars were analyzed on the basis of 2 waves of a large German survey on attitudes after September 11, 2001 (Ns = 1,548 and 540). Personal values—as defined by the theory of basic human values by Schwartz (1992)— as well as ideological attitudes, threat of terrorism, and concern for human costs as mediators, were taken into account. Militaristic attitudes…
Determinants of Human Rights Attitudes and Behavior
Following several political‐psychological approaches, the present research analyzed whether orientations toward human rights are a function of right‐wing authoritarianism (RWA), social dominance orientation (SDO), basic human values in the sense of Schwartz (1992), and political ideology. Three dimensions of human rights attitudes (endorsement, restriction, and enforcement) were differentiated from human rights knowledge and behavior. In a time‐l…
Methoden erziehungswissenschaftlicher Forschung
Methoden sind der Schlüssel zum systematischen und nachvollziehbaren Erkenntnisgewinn – auch für die erziehungswissenschaftliche Forschung. Das Lehrbuch bietet einen kompakten Überblick über empirische und nicht-empirische Forschungsmethoden für die bildungswissenschaftliche und erziehungswissenschaftliche Forschung: Befragung, Beobachtung, Test, Hermeneutik, Phänomenologie etc. Der Ablauf des Forschungsprozesses und die wichtigsten statistischen…
Emotion regulation in primary school children
Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students
The present study aimed to examine the specific relations between five motivational regulation strategies (i.e., interest enhancement, environmental control, self-consequating, performance self-talk, mastery self-talk), academic self-concept, and three cognitive learning strategies (i.e., organization, elaboration, rehearsal) of 415 university students. A total of n = 238 students were in the first year of their university program, while n = 178 …
Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7)
This paper describes the development and validation of an instrument to assess how students deal with emotionally challenging classroom situations (the DECCS Questionnaire). The questionnaire is based on a vignette with one learning and one performance situation in a classroom, and is intended for students in grades 4 to 7. On a sample of N = 639 students ( M age = 10.6 years; SD = 1.25, 52.4% girls) in northwest Germany, factor analytic procedur…
Predictors of primary school teachers’ self-efficacy beliefs for inclusive education
Introduction Teachers’ self-efficacy is considered to be an essential personal resource which underlies the successful implementation of inclusion. The development of self-efficacy is supposedly linked to four main sources: Mastery and vicarious experiences, verbal persuasion, and physiological and affective states. Notwithstanding the importance of high self-efficacy beliefs, only few studies consider the impact of the individual sources on incl…
How Do Primary and Early Secondary School Students Report Dealing with Positive and Negative Achievement Emotions in Class? A Mixed-Methods Approach
Students experience both positive and negative emotions during lessons. However, little research has been conducted into students’ perspectives on how they deal with these emotions. For this reason, the current study aimed to investigate how students perceive, deal with, and interact in emotional classroom situations, using a mixed-methods approach. In Study 1, 28 primary school children in the fourth grade drew pictures of achievement-emotion si…
Feeling better when working with creative tools? Exploring the effects of a sketchnote intervention on students’ achievement emotions
Sketchnoting is a visual note taking strategy that combines written notations with drawings. The potential is seen, in particular, in providing space for enjoyable learning. Since empirical evidence on how sketchnoting effects emotions is currently limited, the present study examined how students’ achievement emotions change after a sketchnoting intervention and how students visualize text information in sketchnotes. In a mixed methods interventi…
Psychology (10 obras) · Social Psychology (9 obras) · Mathematics education (5 obras) · Political science (5 obras) · Social and Intergroup Psychology (5 obras) · Social Psychology (5 obras) · Education, Achievement, and Giftedness (4 obras) · Politics (4 obras) · Authoritarianism (3 obras) · Cultural Differences and Values (3 obras)