What Does Leadership Do to the Leader? : Using a Pattern-Oriented Approach to Investigate the Association between Daily Leadership Profiles and Daily Leader Well-Being

Leader behavior can vary daily, and leaders face multiple demands and problems in one day. Therefore, studying how leader behaviors interplay on the day-level (i.e., daily leadership profiles) is essential. Building on conservation of resources theory as a meta-theory, we investigated which daily leadership profiles exist and whether profile membership changes across one week. Additionally, we examined whether the leadership profiles are differentially related to leaders' daily well-being (i.e., emotional exhaustion, positive and negative affect), mediated by their daily experienced thriving and time pressure. In a diary study over five workdays (N = 289 leaders), we found three qualitatively different daily leadership profiles: one dominated by passive behaviors (passive), one dominated by transformational and contingent reward behaviors (transformational-rewarding), and one with elevated transformational and all transactional behaviors (comprehensive). The transformational-rewarding and the comprehensive profile showed greater stability across the week than the passive profile. Days in the transformational-rewarding profile were most beneficial for leaders' well-being. In contrast, days in the comprehensive profile seemed to be a double-edged sword for leaders, as indicated by higher experienced thriving and positive affect and simultaneously enhanced experienced time pressure, emotional exhaustion, and negative affect. Taken together, we illuminate the interplay of leadership behaviors on the day-level and the differential associations with leaders' well-being

Kulturelle Bildung als Referenzpunkt einer transdisziplinär vernetzten Religionslehrkräftebildung

Die Steigerung der Kohärenz zwischen den an der akademischen Religionslehrkräftebildung beteiligten Fächern und eine schulbezogene Perspektivierung der gelehrten Studiumsinhalte markiert an vielen universitären Standorten eine Herausforderung. Dies führt bisweilen dazu, dass Studierende sich isolierte Wissensbestände aneignen, die sie nur bedingt in unterrichtlicher Hinsicht adaptieren können. Im Beitrag werden Erträge aus einem Forschungs- und Entwicklungsprojekt präsentiert, das an der Universität Bamberg im Rahmen eines Großprojektes zur Verbesserung der Lehrkräftebildung unter anderem die transdisziplinäre Vernetzung der Religionslehramtsstudiengänge fokussiert hat. Den Referenzpunkt für forschungsbasierte Innovationsmaßnahmen bildete das Thema „kulturelle Bildung“.Improving the coherence between the subjects in academic teacher training for RE is a challenge at many universities. There is also a lack of school-related perspectives in the teaching content. This sometimes leads to students acquiring isolated knowledge that they can only adapt to a limited extent for teaching purposes. The article presents findings from a research and development project at the University of Bamberg that focused on the trans- disciplinary networking of RE degree programmes as part of a large-scale project to improve teacher training. To this end, ‘Cultural education’ formed the reference point for research-based innovation measures

On the macro-political dynamics of conflict inflation

In recent times, the notion that inflation may be the result of conflicting claims by workers and capitalists over the distribution of income has experienced a revival in the academic and policy debate. Against this background, we investigate in this paper the macrodynamics of conflict inflation without and with the additional influence of the political sphere in an extended version of the baseline model of behavioral political cycles proposed by Galí (J Econ Behav Organ 212:50–67, 2023). By means of numerical simulations, we illustrate the reaction of main macroeconomic variables to the emergence of conflicting claims over the distribution of income between workers and capitalists, as well as their possible effects at the political sphere

Taking Individual Choices Seriously : A process perspective of self-selection in strategy work

An increasing body of work investigates the participation of a diverse set of actors in strategy making. We argue that extant research tends to gloss over a fundamental condition underpinning such participation: while participation may reflect a hierarchical mandate, insofar as it relates to the actual involvement of employees, it is the result of a process of self-selection. From this perspective, forms of participative strategizing are neither fully the outcome of deliberate top-down choice, nor do they form a random pattern that is subject to the whims of individual employees. Such forms of strategizing are rather, as we argue in this paper, based on an endogenous logic of whether and how an individual self-selects, and in turn involves her/himself in the process, or not. To conceptualize the broader phenomenon of strategy participation, we draw on practice theory to conceptualize how individuals knowingly choose to involve themselves in strategizing events and we develop in turn a process model of self-selection as an ongoing social accomplishment. This model elaborates different patterns of participation in strategy making (stabilizing and shifting trajectories) with variable emergent outcomes. We end the paper by discussing the implications of our theorizing for ongoing research on open and participatory strategizing, and for the body of work on strategy as practice

Studien(-fach)abbruch in geschlechtsuntypischen Studienfächern : Missbilligung von Eltern und Freunden oder mangelnde soziale Integration als Ursache?

In most industrialized countries, the choice of college majors is segregated by gender. Few students enroll in gender-atypical majors. Previous studies suggested that some attrition risks are associated with the gender composition of majors. In this paper, I investigated whether students in gender-atypical majors are more likely to leave the major by dropping out or switching to a different major with more same-sex students than those majoring in gender-typical subjects. Furthermore, I hypothesized that the relation between gender composition and non-completion risks is partially mediated by two social processes, namely poor social integration and disapproval of the major from parents and friends. Using data from undergraduate students from the German National Educational Panel Study, I conducted discrete-time survival analyses and a KHB decomposition. I found that both men and women in gender-atypical majors have a higher risk of switching to a major with a higher percentage of same-sex students than students in gender-typical majors. Women in gender-atypical majors also have a higher dropout risk. Poor social integration and disapproval of the major by parents and friends increase the switching risk and, in the case of social integration, also the dropout risk for all students. However, these two aspects cannot explain the higher attrition risk for students in gender-atypical majors, with one exception. Only for women in gender-atypical majors, lower approval of the major by friends partly mediates the association between the gender composition of the major and the risk of switching to a more female-dominated major.In den meisten Industrieländern ist die Studienfachwahl geschlechtsspezifisch. Wenige Studierende entscheiden sich für ein geschlechtsuntypisches Studienfach. Bisherige Studien verdeutlichten, dass es einen Zusammenhang zwischen der Geschlechterzusammensetzung eines Studienfaches und dem Studienabbruchrisiko gibt. In der vorliegenden Studie untersuchte ich, ob Studierende in geschlechtsuntypischen Studienfächern mit höherer Wahrscheinlichkeit das Studienfach verlassen als solche in geschlechtstypischen Fächern, in dem Sie das Studium abbrechen oder zu einem Fach mit einer höheren Zahl an gleichgeschlechtlichen Studierenden wechseln. Zudem nahm ich an, dass der Zusammenhang zwischen der Geschlechterzusammensetzung eines Studienfaches und dem Risiko, das Fach ohne Abschluss zu verlassen teilweise von zwei sozialen Prozessen mediiert wird, nämlich schlechter sozialer Integration und Missbilligung des Studienfaches durch Eltern und Freunde. Auf Basis von Daten des Nationalen Bildungspanels zu Bachelor-Studierenden schätzte ich diskrete Ereignisanalysemodelle und führte eine KHB Dekomposition durch. Die Ergebnisse zeigten, dass Männer und Frauen in geschlechtsuntypischen Studienfächern ein höheres Risiko aufweisen, zu einem Studienfach mit mehr gleichgeschlechtlichen Studierenden zu wechseln als Studierende in geschlechtstypischen Studienfächern. Frauen in geschlechtsuntypischen Fächern haben zudem ein erhöhtes Studienabbruchsrisiko. Eine ungenügende soziale Integration und die Missbilligung des Studienfaches durch Eltern und Freunde erhöht das Studienfachwechselrisiko und im Falle der sozialen Integration auch das Studienabbruchsrisiko. Diese beiden Aspekte tragen aber nicht zur Erklärung des erhöhten Risikos von Studierenden in geschlechtsuntypischen Studienfächern, das Fach ohne Abschluss zu verlassen, bei, mit einer Ausnahme. Nur für Frauen in geschlechtsuntypischen Studienfächern wird der Zusammenhang zwischen der Geschlechterzusammensetzung des Studienfaches und dem Risiko zu einem stärker frauendominierten Studienfach zu wechseln durch eine stärkere Missbilligung des Studienfaches durch Freunde mediiert

Softwarewerkzeug zur Planung mobiler Messungen

Für die Planung mobiler Messkampagnen ist es wichtig, abhängig vom Messystem die Messfrequenz festzulegen, um eine gewünschte räumliche Auflösung zu erreichen. Die räumliche Auflösung bei mobilen Messungen hängt vom Messgerät (Zeitkonstante), dem mobilen Messsystem (Geschwindigkeit), der Änderung der meteorologischen Variablen und dem akzeptierten Messfehler ab. Das vorgestellte Softwarewerkzeug berechnet aus diesen Eingangsgrößen die mögliche räumliche Auflösung. Ebenso können zu einer angestrebten räumlichen Auflösung mögliche Kombinationen von Messsystemen und Messgeräten ausgegeben werden. Das Softwarewerkzeug wurde mit Flutter entwickelt und kann somit auf unterschiedlichen Plattformen eingesetzt werden. Es kann auf der Konferenz live demonstriert werden. Die verwendeten Algorithmen basieren auf VDI 3785-2 (Mobile Messungen) und unterstützt somit die Anwendung dieser Richtlinie

The influence of education in the context of health inequalities, taking gender into account

Bachelorarbeit, Otto-Friedrich-Universität Bamberg, 2025Die vorliegende Studie hatte das Ziel, die im Rahmen gesundheitlicher Ungleichheit postulierten Zusammenhänge zwischen Bildung, Gesundheitsverhalten sowie Gesundheit zu untersuchen und um die Variable Gender zu erweitern. Neben männlichen und weiblichen Personen wurden auch diverse Personen miteinbezogen, da sie bei der Betrachtung gesundheitlicher Ungleichheiten kaum Berücksichtigung finden. Das Forschungsmodell implizierte bei steigendem Bildungsniveau auch steigendes Gesundheitsverhalten sowie steigende Gesundheit. Zudem wurde angenommen, dass die Zusammenhänge durch psychosoziale sowie materielle und strukturelle Faktoren beeinflusst werden. Gender wurde als Moderator zwischen Bildung und Gesundheitsverhalten angenommen. Die Datenerhebung erfolgte mittels eines Online-Fragebogens, der die Basis der Auswertung bildete. Insgesamt nahmen 465 Personen an der Befragung teil. Die Ergebnisse zeigten signifikante Unterschiede zwischen den Bildungsgruppen hinsichtlich ihres Ernährungsverhaltens sowie ihres Tabakkonsums. Zudem mediierten soziale Unterstützung, allgemeine Selbstwirksamkeit sowie materielle Deprivationsfaktoren die Zusammenhänge in Teilbereichen. Bei genauerer Betrachtung der Variable Gender zeigten sich insbesondere in der männlichen Stichprobe signifikante Zusammenhänge zwischen Bildung und einzelnen Gesundheitsverhaltensweisen. Theoretische und praktische Schlussfolgerungen sowie Limitationen werden dargelegt und am Ende diskutiert

„Malen aktiviert die Schüler:innen mehr.“ – Einschätzung des kognitiven Aktivierungspotenzials von Rechtschreibaufgaben durch (angehende) Grundschullehrkräfte und Forschende im Vergleich

Aufgaben mit hohem kognitiven Aktivierungspotenzial tragen dazu bei, vertiefende Denkprozesse bei Grundschüler:innen anzuregen und damit das Lernen zu unterstützen. Dementsprechend sollten Grundschullehrkräfte in der Lage sein, das kognitive Aktivierungspotenzial von Aufgaben adäquat einzuschätzen und darauf aufbauend geeignete Aufgaben für ihren Unterricht auszuwählen oder zu konstruieren. Dies gilt insbesondere für den Orthografieunterricht, denn aktuelle Studienergebnisse zu Rechtschreibleistungen der Grundschüler:innen zeigen die Dringlichkeit auf, die Unterrichtsqualität zu erhöhen. Bisher wurde jedoch noch nicht untersucht, ob Grundschullehrkräfte das kognitive Aktivierungspotenzial von Rechtschreibaufgaben erkennen und somit über das notwendige Wissen zur Auswahl adäquater Aufgaben verfügen. Im Beitrag werden Ergebnisse aus einer Fragebogenstudie berichtet, im Rahmen derer 280 (angehende) Grundschullehrkräfte sowie 25 Wissenschaftler:innen aus der Unterrichtsforschung und/oder Orthografiedidaktik Rechtschreibaufgaben auf ihr kognitives Aktivierungspotenzial hin einschätzten und ihre Einschätzung begründeten. Es zeigt sich, dass Lehrkräfte eher hoch kognitiv aktivierende Rechtschreibaufgaben richtig erkennen und dies auch passend begründen können, allerdings teilweise das kognitive Aktivierungspotenzial bei wenig kognitiv aktivierenden Aufgaben im Vergleich zu den Forschenden überschätzen. Dies spiegelt sich auch in den Begründungen wider. Unterschiede zwischen Lehrpersonen mit unterschiedlicher Berufserfahrung sind nur punktuell erkennbar. Lehramtsanwärter:innen schätzen jedoch ihre eigenen Kompetenzen bezüglich einer qualitätsvollen Aufgabenauswahl geringer als erfahrene Lehrkräfte ein. Insgesamt deutet sich an, dass Grundschullehrkräfte bei der Auseinandersetzung mit Unterrichtsmaterialien noch Impulse durch Weiterbildungsangebote benötigen, um die fachdidaktische Qualität des Unterrichts zu erhöhen.Tasks with a high potential for cognitive activation help to stimulate elaborative thought processes in primary school students and thus support their learning. Accordingly, primary school teachers should be able to adequately assess the cognitive activation potential of tasks and select or design suitable tasks for their lessons. This is particularly relevant in the context of spelling instruction, as current studies on spelling performance among primary school students highlight the urgency of improving the quality of instruction. However, it has not yet been investigated whether primary school teachers can recognize the cognitive activation potential of spelling tasks and, consequently, possess the necessary knowledge to select appropriate tasks. This article reports the results of a questionnaire study in which 280 primary school teachers, trainees and 25 researchers from the fields of instructional research and/or orthography didactics assessed various spelling tasks in terms of their cognitive activation potential and provided explanations for their assessments. The findings indicate that teachers are generally able to correctly identify highly cognitively activating spelling tasks and justify their assessments appropriately. However, they tend to overestimate the cognitive activation potential of tasks with low cognitive activation compared to the researchers. This discrepancy is also reflected in the justifications provided. Differences between teachers with varying levels of professional experience are only occasionally observable. Trainees, however, rate their own competence in making high-quality task selections lower than experienced teachers. Overall, the findings suggest that primary school teachers still require further input from further training programs to enhance the didactic quality of their instruction

Mobile Gesundheitsanwendungen in der Behandlung von Übergewicht und Adipositas

Kumulative Dissertation, Otto-Friedrich-Universität Bamberg, 2025 Von der genannten Lizenzangabe ausgenommen sind folgende Bestandteile dieser Dissertation: Study 1 “Bi-directional Associations of Core Affect and Physical Activity in Adults with Higher Body Weights: An Ecological Momentary Assessment Study" (S. 26-44), Study 2 "A Tailored Gender-Sensitive mHealth Weight Loss Intervention (I-GENDO): Development and Process Evaluation" (S. 46-68) und Study 3 "Differential Effects of the Individualized Gender-Sensitive mHealth Intervention I-GENDO on Eating Styles in Individuals with Overweight and Obesity - a Randomized Controlled Trial" (S. 70-86) stehen unter der CC-Lizenz CC BY. Lizenzvertrag: Creative Commons Attribution 4.0 https://creativecommons.org/licenses/by/4.0/Overweight and obesity are associated with a wide range of physical and psychological consequences. The associated loss of quality of life and high levels of psychosocial burden can motivate individuals with overweight and obesity to engage in weight loss activities. Research shows that participating in a behavioral weight loss program successfully changes diet and physical activity behavior and leads to weight loss. However, the behavior change is often not sustained leading to unfavorable emotional experiences and weight gain. Furthermore, despite the increasing prevalence of overweight and obesity worldwide, there is a lack of adequate and sustainable treatment options. This gap in care can be addressed by providing novel digital assessment and intervention approaches that consider the complexity of overweight and obesity. Mobile health (mHealth) interventions delivered through smartphone apps are particularly well suited because they can improve health behaviors in everyday life, offer lowthreshold access, and can be widely disseminated. However, even digital behavioral interventions have shown only short-term effectiveness. For the treatment of overweight and obesity, intervention approaches are needed that enable sustainable behavior change. This dissertation aims to 1) provide an overview of the current evidence and effectiveness of (digital) behavioral weight loss interventions, and 2) introduce two promising approaches that could increase the long-term impact of intervention effects. First, the integration of underlying emotional and cognitive factors in assessment and intervention studies, and second, the consideration of sex/gender as an individualization approach in mHealth treatment. The body of this thesis consists of four original studies, each of which contributes to these two objectives. Study 1 examined the bi-directional association between affective determinants (i.e., core affect) and daily physical activity within a 7-day ecological momentary assessment (EMA) study. Core affect is an understudied key facet for behavior change in individuals with overweight and obesity, and EMA studies examining this affect-physical activity association in the context of overweight and obesity are lacking. For this study, data from 157 adults (Body Mass Index, BMI: 32.99±3.87 kg/m2) were included in a multilevel model analysis. Participants wore an accelerometer and completed EMA surveys for seven consecutive days. Results showed a significant bi-directional association between physical activity and energetic arousal and calmness, but not valence. This suggests that the affect-enhancing response to physical activity differs from the experience of individuals with a BMI below 25. When designing mHealth interventions, consideration should be given to setting realistic expectations about the impact of daily physical activity and modifying these affective determinants. Study 2 presented the development process, usability, and acceptability of the individualized gender-sensitive mHealth intervention I-GENDO. This self-guided multicomponent intervention was designed to change cognitive and emotional aspects related to weight and weight-related behaviors by offering cognitive-behavioral treatment strategies that were offered in two gender-sensitive variants. Analysis of the usage patterns of 116 participants (BMI: 33.07 kg/m2) who used the I-GENDO intervention for 12 weeks showed that the app was used for an average of 625 minutes by female participants and 347 minutes by male participants, and that overall usage time decreased during the intervention period. Significant sex/gender differences were found in engagement with the app, but not in ratings of acceptability, usability, and satisfaction. The gender-sensitive custom treatment options were successfully implemented, but further research is needed to understand the motivation of female and male users to choose a particular treatment variant. Study 3 examined whether the use of the 12-week gender-sensitive mHealth intervention I-GENDO changes weight-related behaviors (i.e., eating behavior, physical activity) and weight (i.e., BMI) in women and men. We conducted a randomized controlled trial (RCT) that included 116 participants in the intervention group and 97 women and men in the control group (BMI: 33.58 kg/m2). By addressing the underlying cognitive and emotional aspects of overweight and obesity through the I-GENDO intervention, improvements in eating behavior and small reductions in BMI were achieved. However, the effects were mixed in terms of sustainability and differed by sex/gender. The results confirm that cognitive-based health behaviors in particular can be modified by the self-guided mHealth intervention. However, the robustness of the effectiveness of the intervention remains limited, mainly because the chosen design of the study prevents concrete statements about the effectiveness of the novel gender-sensitive approach and individualization features. In Study 4, guidelines for digital technology researchers and practitioners on how to develop, evaluate, and implement mHealth assessments and interventions in healthcare are proposed. The findings of the I-GENDO evaluation and intervention studies informed the development of these guidelines as well as current literature. The guidelines were developed using an adapted Delphi process among 25 authors with expertise in digital mental health, and cover topics such as intervention content development, user-centered design, participatory approaches, privacy, artificial intelligence, sensors and wearables, evaluation of effectiveness, and transfer to clinical practice. The need for feasible interventions and long-term follow-up measurements is emphasized. In summary, the findings of this dissertation highlight the importance of assessing cognitive and emotional processes, and health behaviors in everyday life, which can inform the timing and development of individualized mHealth interventions. The results of the presented studies provide important novel insights into how to implement cognitive and emotional mechanisms that influence health behavior in a gender-sensitive treatment approach for digital obesity treatment. At the same time, this work also highlights current limitations and discusses future directions for the development and evaluation of individualized psychological interventions, such as low user engagement and adherence