Langeweile als soziales Phänomen. Herausforderungen und Potenziale einer Soziologie der Langeweile

Langeweile ist nur selten ein Thema der Soziologie. Während psychologische Einflussfaktoren auf Langeweile inzwischen gut erforscht sind, werden die sozialen Einflüsse auf das Phänomen selten adressiert. Dass es über die individuelle Person hinausgehende größere gesellschaftliche Einflussfaktoren gibt, die in Form von Diskursen, Ideologien und Machtverteilungen auf Langeweile einwirken, findet innerhalb wie außerhalb der Wissenschaft wenig Beachtung. Das Ziel der Dissertation ist es, diese Forschungslücke zu schließen. Folgende Forschungsfragen werden beantwortet: Was macht eine Soziologie der Langeweile aus? Welchen Beitrag kann sie im interdisziplinären Forschungsfeld leisten? Und welche Herausforderungen bringt eine soziologische Langeweileforschung mit sich? Die Dissertation ist damit als Beitrag zu verstehen, um soziologische Forscher*innen zur aktiven Teilnahme an der wissenschaftlichen wie öffentlichen Deutung der Langeweile zu motivieren

Gute Praxis Datenlinkage (GPD) : Good Practice Data Linkage

Das personenbezogene Verknüpfen verschiedener Datenquellen (Datenlinkage) für Forschungszwecke findet in den letzten Jahren in Deutschland zunehmend Anwendung. Jedoch fehlen hierfür konsentierte methodische Standards. Ziel dieses Beitrages ist es, solche Standards für Forschungsvorhaben zu definieren. Eine weitere Intention ist es, dem Lesenden eine Checkliste zur Bewertung geplanter Forschungsvorhaben und Artikel bereitzustellen. Zu diesem Zweck hat eine aus Mitgliedern verschiedener Fachgesellschaften zusammengesetzte Expertengruppe seit 2016 insgesamt 7 Leitlinien mit 27 konkreten Empfehlungen erstellt. Die Gute Praxis Datenlinkage beinhaltet die folgenden Leitlinien: (1) Forschungsziele, Fragestellung, Datenquellen und Ressourcen, (2) Dateninfrastruktur und Datenfluss, (3) Datenschutz, (4) Ethik, (5) Schlüsselvariablen und Linkageverfahren, (6) Datenprüfung/Qualitätssicherung sowie (7) Langfristige Datennutzung für noch festzulegende Fragestellungen. Jede Leitlinie wird ausführlich diskutiert. Zukünftige Aktualisierungen werden wissenschaftliche und datenschutzrechtliche Entwicklungen berücksichtigen

Research Networks in Public Health: Requirements for Sustainability and Effectiveness - a Sociological Perspective

The Public Health White Paper draws up a vision of public health as a living, decentralized network that can help improve the health of the population in a sustained fashion. However, the central question remains open as to which prerequisites public health networks should fulfill in order to be effective in the long term. The aim of this paper is to provide a sociological view of the issue and offer some discussion ideas. Parsons' structural functionalism leads to the thesis that science networks in public health require structures that ensure that the 4 basic functions of viable social networks - (1) adaptation, (2) goal attainment, (3) integration and (4) latent pattern maintenance - are fulfilled. On this theoretical basis, suggestions are made to establish functional formal structures in public health networks

Why we are bored: towards a sociological approach to boredom

The experience of boredom is strongly connected to our well-being. It can be a powerful driver toward a meaningful life and a great source of creativity. However, it can also pose a severe risk to our health. In recognition of its importance, in recent years, more and more researchers have begun to investigate the topic of boredom. However, while the psychological factors influencing boredom have been studied extensively, its social conditions are still poorly understood. The article aims to fill this research gap by providing a synthesized literature review of explicitly sociologically-inclined boredom research as well as implicit sociological ideas in the interdisciplinary field of boredom studies. On the basis of this data, we argue that boredom is not an interpersonal state, but a social emotion which is influenced by (1) cultural and (2) organizational norms/rules, (3) the individual's position in the social structure, and (4) interaction processes

... and suddenly I'm sitting on the playground carpet and I'm bored to death A sociological approach to boredom on maternity leave

This article draws attention to the phenomenon of maternal boredom during parental leave. Based on a qualitative analysis of user generated threads in an online parenting forum, it sheds light on how social discourses, normative orders and latent interpretative pa terns influence maternal boredom. Specifically, the empirical data shows that maternal boredom results from three structural characteristics: (1.) an internalized idealized image of a supposedly completely fulfilling motherhood, which is contrary to the mothers' own experiences, (2.) a simultaneous devaluation of motherhood, which is rooted in internalized ideologies of a 'work centered society', and (3.) a failed coping strategy, which aims for distraction instead of reflection of deeper normative orientations. The aim of the article is to contribute to the removal of the taboo of maternal boredom, and to highlight the potential of a sociology of boredom

Having a Break or Being Imprisoned: Influence of Subjective Interpretations of Quarantine and Isolation on Boredom

Boredom has been identified as one of the greatest psychological challenges when staying at home during quarantine and isolation. However, this does not mean that the situation necessarily causes boredom. On the basis of 13 explorative interviews with bored and non-bored persons who have been under quarantine or in isolation, we explain why boredom is related to a subjective interpretation process rather than being a direct consequence of the objective situation. Specifically, we show that participants vary significantly in their interpretations of staying at home and, thus, also in their experience of boredom. While the non-bored participants interpret the situation as a relief or as irrelevant, the bored participants interpret it as a major restriction that only some are able to cope with

And Then He Got into the Wrong Group: A Qualitative Study Exploring the Effects of Randomization in Recruitment to a Randomized Controlled Trial

Background: Randomized controlled trials (RCTs) are regarded as the most internally valid means of estimating the effectiveness of complex public health interventions, but the recruitment of participants can be difficult. The aim of this study was to explore factors that may have affected the recruitment of employees with musculoskeletal disorders (MSDs) to a multicenter worksite health promotion program from the perspective of recruiting case managers. Methods: Factors in recruitment to the RCT were explored using three focus group discussions with case managers. Data were processed using MAXQDA and analyzed with a combination of content and sequence analysis. Results: Findings showed that randomization is a major challenge for recruitment. Case managers adapted their communication with, and approaches to possible participants because of the randomization design and employed coping strategies to compensate for allocation into the control arm of the study. Perceptions of the superiority of the intervention group over the control group, perceptions of the (mis)match of participants to one of the groups, as well as the understanding of the necessity of randomization for effectiveness evaluations, further affected recruitment. Perceived expectations of possible participants and their (emotional) reactions to the randomization allocation also complicated recruitment. Conclusion: We were able to gain insight into the challenges of randomization for the recruitment of participants to a multicenter RCT. This study assisted the development of strategies to overcome barriers in the ongoing implementation process of the trial (i.e., the adaption of best practice information sheets and newsletters). There remains a need to develop effective interventions to help those recruiting to trials

How Can Curricular Elements Affect the Motivation to Study?

(1) Background: This qualitative study aimed to identify and describe course components which affect a student’s motivation to learn within a blended-learning competency-based curriculum. (2) Methods: The data were gathered via two consecutive semi-structured group interviews. The participants were purposefully sampled from medical students attending the Family Medicine (FM) class at Saarland University (UdS) in Winter 2020. The two interviews were transcribed verbatim and inductively analysed using content analysis. (3) Results: Three categories of curricular components that affected motivation were inductively formed: (a) the provision of structure (curriculum design), where providing external learning milestones to self-regulated learning positively influenced an interviewee’s learning motivation; (b) the provision of interpersonal interactions and emotional relatedness by staff, where constructive feedback and enthusiasm from a teacher facilitated intrinsic motivation and real-life examples helped the students to remember content more easily; and (c) perceived gain in self-efficacy, where a participant’s motivation to learn a particular subject area was especially high if it appeared to be highly relevant to practice or exams and the applicability of the knowledge gained was readily apparent. (4) Conclusions: It is important for educators to be aware of how they influence a student’s motivation. This study may help to provide an orientation on what to avoid and what to include in a curriculum design project to purposefully foster motivation in students

How Can Curricular Elements Affect the Motivation to Study?

(1) Background: This qualitative study aimed to identify and describe course components which affect a student’s motivation to learn within a blended-learning competency-based curriculum. (2) Methods: The data were gathered via two consecutive semi-structured group interviews. The participants were purposefully sampled from medical students attending the Family Medicine (FM) class at Saarland University (UdS) in Winter 2020. The two interviews were transcribed verbatim and inductively analysed using content analysis. (3) Results: Three categories of curricular components that affected motivation were inductively formed: (a) the provision of structure (curriculum design), where providing external learning milestones to self-regulated learning positively influenced an interviewee’s learning motivation; (b) the provision of interpersonal interactions and emotional relatedness by staff, where constructive feedback and enthusiasm from a teacher facilitated intrinsic motivation and real-life examples helped the students to remember content more easily; and (c) perceived gain in self-efficacy, where a participant’s motivation to learn a particular subject area was especially high if it appeared to be highly relevant to practice or exams and the applicability of the knowledge gained was readily apparent. (4) Conclusions: It is important for educators to be aware of how they influence a student’s motivation. This study may help to provide an orientation on what to avoid and what to include in a curriculum design project to purposefully foster motivation in students

Trauma and PTSD in patients with alcohol, drug, or dual dependence: a multi-center study

Driessen M, Schulte S, Luedecke C, et al. Trauma and PTSD in patients with alcohol, drug, or dual dependence: a multi-center study. Alcoholism: Clinical and Experimental Research. 2008;32(3):481-488.BACKGROUND: We investigated (1) the prevalence of posttraumatic stress disorder (PTSD) in treatment-seeking subjects with substance use dependence (SUD), (2) the association between comorbid PTSD and the severity and course of addiction and psychopathology, and (3) this association in patients with subsyndromal PTSD, and in trauma exposure without PTSD. METHODS: In this cross-sectional study, 459 subjects in 14 German addiction treatment centers participated with alcohol-dependence (A) in 39.7%, drug-dependence (D) in 33.6%, or both (AD) 26.8%. The diagnostic measures included the International Diagnostic Checklists (IDCL), Posttraumatic Diagnostic Scale (PDS), Addiction Severity Index (ASI), and the Brief Psychiatric Rating Scale (BPRS). Associations between independent characteristics and outcomes were analysed by univariate and multivariate statistics. RESULTS: 25.3% of the subjects had PTSD confirmed by both IDCL and PDS with higher rates in the AD (34.1%) and D (29.9%) groups compared with group A (15.4%, p < 0.001). In 22.8%, PTSD was subsyndromal (either IDCL or PDS positive) without significant differences between SUD groups, and 18.3% met PTSD trauma criteria A without PTSD (exposure). After controlling for SUD and gender, trauma subgroups significantly differed regarding the onset of alcohol-related symptoms (p < 0.02), numbers of previous admissions (p < 0.03), severity of SUD (p < 0.001), current craving (p < 0.02), and psychopathology (p < 0.001). We observed the worst outcome in PTSD, while trauma exposure had no effects. CONCLUSIONS: The prevalence of PTSD is higher in drug than in alcohol dependence. The more strictly PTSD is diagnosed (by interviewer and questionnaire) the more clearly are associations with characteristics of SUD. PTSD seems to be an independent risk factor for an unfavorable outcome of SUD