Erfahrungsgeschichten durch Story Telling - eine multifunktionale Wissensmanagement-Methode

The article introduces into the method of "Story Telling" that will be embedded in a holistic knowledge management model. A project of the authors, where Story Telling is applied will be described. Story Telling is a method for the construction of stories about one's experiences within an organizational setting. It is applied for filtering out and documenting the background of significant events and the implicit knowledge of the participants. Story Telling is considered as sustainable and effective when being used for starting organizational changes within knowledge management and for fostering the development towards learning organizations. Besides a detailed description of the method and its connections to the Munich Knowledge Management model the article describes the planned application of Story Telling within a cooperation between three institutes of the LMU Munich and industry about knowledge management in further education.Der vorliegende Forschungsbericht stellt die Methode des "Story Telling" vor, bettet es in ein ganzheitliches Wissensmanagement-Modell ein und beschreibt ein Projekt der Autorinnen, in dem das Story Telling zur Anwendung kommt. Story Telling ist eine Methode zur Entwicklung von Erfahrungsgeschichten in Organisationen. Es wird eingesetzt, um die Hintergründe zu herausragenden Ereignissen und das implizite Erfahrungswissen der Beteiligten herauszufiltern und festzuhalten. Story Telling gilt als nachhaltig wirksam, um im Rahmen von Wissensmanagement organisationale Veränderungen in Gang zu bringen und das Unternehmen auf seinem Weg zu einer lernenden Organisation zu unterstützen. Neben einer ausführlichen Beschreibung der Methode und deren Einbettung in das Münchener Wissensmanagement-Modell, wird die geplante Anwendung des Story Telling innerhalb eines Kooperationsprojektes zwischen drei Instituten der LMU München und der Industrie zum Thema Wissensmanagement in der Weiterbildung beschrieben

A little autonomy support goes a long way. Daily autonomy-supportive parenting, child well-being, parental need fulfillment, and change in child, family, and parent adjustment across the adaptation to the COVID-19 pandemic

This study examined the effects of daily parental autonomy support on changes in child behavior, family environment, and parental well-being across 3 weeks during the COVID-19 pandemic in Germany. Day-to-day associations among autonomy-supportive parenting, parental need fulfillment, and child well-being were also assessed. Parents of school children (6–19 years) reported on adjustment measures at two measurement occasions and completed up to 21 daily online questionnaires in the weeks between these assessments. Results from dynamic structural equation models suggested reciprocal positive relations among autonomy-supportive parenting and parental need fulfillment. Daily parental autonomy support, parental need fulfillment, and child well-being partially predicted change in adjustment measures highlighting the central role of daily parenting for children’s adjustment during the pandemic. (DIPF/Orig.

Homeschooling während der SARS-CoV-2-Pandemie. Die Rolle dispositioneller Selbstregulation und Eigenschaften täglicher Lernaufgaben für die tägliche Selbstregulation von Schüler*innen

As a means to counter the SARS-CoV-2 pandemic, schools were closed throughout Germany between mid-March and end of April 2020. Schooling was translocated to the students\u27 homes where students were supposed to work on learning tasks provided by their teachers. Students\u27 self-regulation and attributes of the learning tasks may be assumed to have played important roles when adapting to this novel schooling situation. They may be predicted to have influenced students\u27 daily self-regulation and hence the independence with which they worked on learning tasks. The present work investigated the role of students\u27 trait self-regulation as well as task difficulty and task enjoyment for students\u27 daily independence from their parents in learning during the homeschooling period. Data on children\u27s trait self-regulation were obtained through a baseline questionnaire filled in by the parents of 535 children (Mage = 9.69, SDage = 2.80). Parents additionally reported about the daily task difficulty, task enjoyment, and students\u27 learning independence through 21 consecutive daily online questionnaires. The results showed students\u27 trait self-regulation to be positively associated with their daily learning independence. Additionally, students\u27 daily learning independence was shown to be negatively associated with task difficulty and positively with task enjoyment. The findings are discussed with regard to students\u27 daily self-regulation during the homeschooling period. Finally, implications for teaching practice during the pandemic-related school closures are derived. (DIPF/Orig.)Um die SARS-CoV-2-Pandemie einzudämmen, wurden zwischen Mitte März und Ende April 2020 deutschlandweit alle Schulen geschlossen. Während dieser Zeit wurden die Schüler*innen zu Hause beschult (\u27Homeschooling\u27) und arbeiteten an Lernaufgaben, die von ihren Lehrkräften bereitgestellt wurden. Bei der Anpassung an diese neuartige Beschulungssituation könnten sowohl die Selbstregulation der Schüler*innen als auch die Eigenschaften der Lernaufgaben eine wichtige Rolle gespielt haben. Es ist anzunehmen, dass diese insbesondere die tagtägliche Selbstregulation der Schüler*innen beim Bearbeiten der Lernaufgaben und damit die Selbstständigkeit, mit der sie an den Lernaufgaben arbeiteten beeinflusst haben. Die vorliegende Arbeit untersuchte, welche Rolle die dispositionelle Selbstregulation von Schüler*innen, die Schwierigkeit der Lernaufgaben und die Freude an den Aufgaben für die tagtägliche Selbstständigkeit der Bearbeitung der Aufgaben während des Homeschoolings spielten. Die dispositionelle Selbstregulation der Schüler*innen wurde zunächst über einen Eingangsfragebogen erfasst, der von den Eltern von 535 Kindern ausgefüllt wurde (MAlter = 9,69; SDAlter = 2,80). Die Eltern berichteten anschließend an 21 aufeinander folgenden Tagen über die tägliche Aufgabenschwierigkeit, die Freude an den Aufgaben und die Selbstständigkeit, mit der ihre Kinder die Lernaufgaben bearbeiteten. Die Ergebnisse zeigten, dass die dispositionelle Selbstregulation der Schüler*innen positiv mit ihrer täglichen Selbstständigkeit beim Lernen assoziiert war. Darüber hinaus war die tägliche Selbstständigkeit der Schüler*innen beim Lernen negativ mit der Aufgabenschwierigkeit und positiv mit der Freude an den Aufgaben verbunden. Die Ergebnisse werden im Hinblick auf die tägliche Selbstregulation der Schüler*innen während der Beschulung zu Hause diskutiert. Abschließend werden Implikationen für die Lehrpraxis während der pandemiebedingten Schulschließungen abgeleitet. (DIPF/Orig.

Distance learning, parent-child interactions, and affective well-being of parents and children during the COVID-19 pandemic. A diary study

To slow down the spread of the COVID-19 virus, schools around the world were closed in early 2020, transferring children\u27s scholastic activities to the homes and imposing a massive burden on parents and school-age children. Using data of a 21-day diary study conducted between March and April 2020 in Germany, this work examined whether (a) distance learning and (b) parents\u27 involvement therein were associated with negative parent-child interactions and affective well-being of parents and children, over and above the effect of daily stressors. Participants were 562 parents (489 mothers, Mage = 42.79, SDage = 6.12, range = 25-63) most of whom were married (n = 382, 68.0%). They responded to the daily items with respect to the youngest child living in their household (Mage = 9.74, SDage = 2.81, range = 6-19). On days when children were working on school tasks, parents reported more negative parent-child interactions as well as lower parental and child positive affect and higher child negative affect, but not higher parental negative affect. Moreover, days when parents were more heavily involved in learning (i.e., when children worked less independently) were days with more negative parent-child interactions, lower parental and child positive affect, and higher parental and child negative affect. Negative parent-child interactions were linked to lower affective well-being of parents and children, and partially accounted for the relation among daily stressors and affective well-being. The present work highlights the need for measures to better support school-age children and their parents during distance learning. (DIPF/Orig.

Evaluating sociometer theory in children\u27s everyday lives. Inclusion, but not exclusion by peers at school is related to within-day change in self-esteem

Sociometer theory proposes that a person\u27s self-esteem is a permanent monitor of perceived social inclusion and exclusion in a given situation. Despite this within-person perspective, respective research in children\u27s everyday lives is lacking. In three intensive longitudinal studies, we examined whether children\u27s self-esteem was associated with social inclusion and exclusion by peers at school. Based on sociometer theory, we expected social inclusion to positively predict self-esteem and social exclusion to negatively predict self-esteem on within- and between-person levels. Children aged 9-12 years reported state self-esteem twice per day (morning and evening) and social inclusion and exclusion once per day for two (Study 1) and four weeks (Studies 2-3). Consistently across studies, we found that social inclusion positively predicted evening self-esteem on within- and between-person levels. By contrast, social exclusion was not associated with evening self-esteem on the within-person level. On the between-person level, social exclusion was negatively linked to evening self-esteem only in Study 1. Multilevel latent change score models revealed that children\u27s self-esteem changed from mornings (before school) to evenings (after school) depending on their perceived daily social inclusion, but not exclusion. The findings are discussed in light of sociometer theory and the bad-is-stronger-than-good phenomenon. (DIPF/Orig.

Reciprocal relations of subjective sleep quality and affective well-being in late childhood

High sleep quality has been associated with beneficial outcomes across the life span. Intensive longitudinal studies suggest that these beneficial effects can also be observed on a day-to-day level. However, the dynamic interplay between subjective sleep quality and affective well-being in children\u27s daily life has only rarely been investigated. The aims of the present work were (a) to replicate findings from a prior ambulatory assessment study in this area (Könen et al., 2016), (b) to explore the effect of subjective sleep quality on well-being throughout the day, and (c) to examine the reciprocal relation between subjective sleep quality and well-being in more detail. Data from two ambulatory assessment studies with children between 8 and 11 years (N = 108/84, with assessments over 28/21 consecutive days) consistently showed that positive affect was higher and negative affect was lower after nights with better sleep quality, and that the effects of subjective sleep quality were stronger on well-being assessed in the morning compared with later in the day. Results from dynamic structural equation models revealed reciprocal effects of subjective sleep quality and positive affect. Negative affect was not consistently related to worse subsequent sleep quality after controlling for positive affect and prior night\u27s sleep quality. Results suggest a close relation of sleep quality and positive affect, which strengthens the idea behind interventions targeting both, children\u27s sleep and well-being. Differences between children in the dynamic interplay between sleep and affect may be important predictors of long-term outcomes. (DIPF/Orig.

Pharmacological Prevention of Atrial Fibrillation after Cardiac Surgery with and without the Use of Nonsteroidal Anti-inflammatory Drugs

Purpose: Atrial fibrillation after cardiac surgery (AFACS) is the most common complication following open heart procedures, with significantly increased morbidity and mortality associated with its occurrence1. A previous study done at Baptist Hospital of Miami (BHM) showed a decrease in the incidence of AFACS from 36% to 22% after implementation of a prevention protocol that includes guideline-directed therapy with a beta-blocker and amiodarone. The protocol also includes nonsteroidal anti-inflammatory drugs (NSAIDs) modeled after a study published in 2004 that showed that NSAIDs lowered the incidence of postoperative atrial fibrillation by 65% when they were used in the postoperative period7. In recent months, cardiothoracic surgery providers and nephrology specialists have begun to avoid the postoperative use of NSAIDs in this patient population due to the concern for acute kidney injury (AKI)/renal failure. The purpose of this study was to assess if there is a difference in the incidence of AFACS and AKI after cardiac surgery in patients who received metoprolol, amiodarone and NSAIDs compared to those who received only the combination of metoprolol and amiodarone. Methods: This was a multi-centered, IRB-approved, retrospective study of adult patients admitted to either BHM or South Miami Hospital (SMH) between 5/1/2019 and 12/20/2019. Patients were included if they underwent an open-heart procedure and received at least one of the medications from the postoperative atrial fibrillation prevention protocol. Patients in Cohort A included those who received NSAIDS in addition to a standard prophylactic regimen consisting of a beta blocker and amiodarone, and Cohort B included patients who received the standard regimen only. The primary endpoint was incidence of new-onset AFACS within the first 7 days after cardiac surgery, and secondary endpoints included incidence of AKI and length of stay in the intensive care unit (ICU) and hospital. Results: A total of 215 patients were screened for inclusion and exclusion criteria, with 140 patients being included in the final analysis of the primary and secondary outcomes. Baseline demographics were not statistically different between Cohorts, except for the average baseline serum creatinine on hospital admission (0.92 vs 1.1, p Conclusion: When administered after an open-heart procedure, NSAIDs did not impact the incidence of postoperative atrial fibrillation, incidence of AKI or length of stay. Given the risks of acute renal failure after cardiac surgery and the lack of benefit in the prevention of atrial fibrillation, these results support the removal of NSAIDs from the postoperative atrial fibrillation prevention protocol

Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children\u27s daily life

Rumination and worry are common forms of perseverative cognition in children. Research has started to target perseverative cognitions in the everyday life of children, however, valid measurement instruments reliably capturing rumination and worry in children\u27s daily life are still missing. We conducted two ambulatory assessment studies validating short scales suitable for the measurement of rumination and worry in children\u27s daily life. Results of the first study (N = 110, 8-11 year-olds, 31 days, up to 4 daily measurements) supported a unidimensional structure of the rumination scale. Rumination was associated with negative affect (but not positive affect) on the within- and on the between-person level. On the between-person level, children who ruminated more showed poorer working memory performance. In the second study (N = 84, 8-10 year-olds, 21 days, up to 3 daily measurements), findings of Study 1 were largely replicated. Moreover, we established a unidimensional worry scale in Study 2 reliably capturing worry in children\u27s daily life. Importantly, Study 2 showed that worry and rumination share common variance but can be differentiated in children. On the within-person level, higher levels of worry were associated with higher levels of negative affect and lower levels of positive affect. On the between-person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children\u27s daily life.person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children\u27s daily life. (DIPF/Orig.