Intraorganizational Respect and Organizational Participation: The Mediating Role of Collective Identity

A panel study with two points of measurement throughout a four-month interval (N = 189) in the context of a socio-political organization was conducted to examine the role of collective identity in mediating the relationship between perceived respect and organizational participation. Path analyses confirmed that the effect of perceived respect at Time 1 on organizational participation at Time 2 was fully mediated by the cognitive component of collective identity (`importance-to-identity'). Interestingly, although perceived respect at Time 1 also had a significant effect on the evaluative component of collective identity (`private collective self-esteem'), this component was not involved in the mediation. Including perceived individual benefits as statistical controls in the model did not change this picture. In fact, with regard to the link between perceived benefits and participation results also point to a mediating role of the cognitive component of collective identity. Theoretical and practical implications of these findings are discussed

Simulation-based learning environments: do they affect learners’ relevant interests?

The use of simulation-based learning environments to foster professional competences attracts more and more research. The role of participants’ interest for learning is quite undisputable also in this context. Recent research findings emphasize that interest may trigger the activation of professional knowledge during participation in a simulation. Using data from N = 81 pre-service teachers who participated in four simulations over one semester, this contribution investigates how characteristics of the simulation (roleplay vs. video) and participants’ perception of the simulation affect the development of participants’ interests. Results reveal that, beyond the perception of the simulation, development of participants’ interests is weakly related to simulation characteristics

Cognitive and Motivational Person Characteristics as Predictors of Diagnostic Performance: Combined Effects on Pre-Service Teachers' Diagnostic Task Selection and Accuracy

The acquisition of diagnostic competences is an essential goal of teacher education. Thus, evidence on how learning environments facilitate pre-service teachers' acquisition of corresponding competences is important. In teacher education, approximations of practice (such as simulations) are discussed as being learning environments that can support learners in activating acquired knowledge in authentic situations. Simulated diagnostic interviews are recommended to foster teachers' diagnostic competences. The conceptualization of diagnostic competences highlights the importance of cognitive and motivational characteristics. Motivational learning theories predict that the activation of acquired knowledge in learning situations may be influenced by motivational characteristics such as individual interest. Although teachers' diagnostic competences constitute an increasing research focus, how cognitive and motivational characteristics interact when shaping the diagnostic process and accuracy in authentic learning situations remains an open question. To address this question, we report on data from 126 simulated diagnostic one-on-one interviews conducted by 63 pre-service secondary school mathematics teachers (students simulated by research assistants), studying the combined effects of interest and professional knowledge on the diagnostic process and accuracy. In addition to the main effect of content knowledge, interaction effects indicate that participants' interest plays the role of a door-opener for the activation of knowledge during simulation-based learning. Thus, the results highlight the importance of both, cognitive and motivational characteristics. This implies that simulation-based learning environments should be designed to arouse participants' interest to support their learning or to support less interested learners in activating relevant knowledge

Praxisnahe Lerngelegenheiten in der Lehrerbildung - Validierung der simulationsbasierten Lernumgebung DiMaL zur Förderung diagnostischer Kompetenzen von angehenden Mathematiklehrpersonen

Praxisnahe Lerngelegenheiten in der Lehrerbildung - Validierung der simulationsbasierten Lernumgebung DiMaL zur Förderung diagnostischer Kompetenzen von angehenden Mathematiklehrpersone

Simulationsbasierte Lernumgebungen: Beeinflussen diese das Interesse der Lernenden?

Zur Förderung professioneller Kompetenzen von (angehenden) Lehrkräften wird vermehrt der Einsatz simulationsbasierter Lernumgebungen diskutiert. Wie auch in anderen Lernkontexten spielt dabei das Interesse der Lernenden eine zentrale Rolle. Forschungsergebnisse deuten darauf hin, dass die Aktivierung relevanter Wissensaspekte während simulationsbasiertem Lernen mit dem Interesse der Teilnehmenden zusammenhängt (Kron et al., 2022). Unklar ist, ob dieses Interesse durch Eigenschaften der Simulation auch beeinflusst werden kann. Dieser Beitrag untersucht Effekte unterschiedlicher Präsentationsformate von Simulationen und deren Erleben auf das Interesse der Lernenden

Virological and immunological response to three boosted protease inhibitor regimens

Poster presentation: Purpose of the study To compare the virological, immunological and clinical response to three boosted double protease inhibitor (PI) regimens of saquinavir and ritonavir in combination with lopinavir (LOPSAQ), atazanavir (ATSAQ) or fosamprenavir (FOSAQ) without reverse transcriptase inhibitors (RTI) in HIV-positive patients with limited RTI treatment options. ..

Brief Research Report: Serum clara cell 16 kDa protein levels are increased in patients hospitalized for severe SARS-CoV-2 or sepsis infection

Background Clara cell 16 kDa protein (CC16) is a secretory protein primarily expressed in epithelial cells in the lungs. Previous studies show that CC16 exerts anti-inflammatory and immune-modulatory properties in both acute and chronic pulmonary diseases. However, despite the evidence of CC16's high biomarker potential, evaluation of its role in infectious diseases is yet very limited. Methods Serum CC16 concentrations were measured by ELISA and assessed in two different types of severe infections. Using a case-control study design, patients treated for either severe SARS-CoV-2 or severe non-pulmonary sepsis infection were compared to age- and sex-matched healthy human subjects. Results Serum CC16 was significantly increased in both types of infection (SARS-CoV-2: 96.22 ± 129.01 ng/ml vs. healthy controls: 14.05 ± 7.48 ng/ml, p = 0.022; sepsis: 35.37 ± 28.10 ng/ml vs. healthy controls: 15.25 ± 7.51 ng/ml, p = 0.032) but there were no distinct differences between infections with and without pulmonary focus (p = 0.089). Furthermore, CC16 serum levels were positively correlated to disease duration and inversely to the platelet count in severe SARS-CoV-2 infection. Conclusions Increased CC16 serum levels in both SARS-CoV-2 and sepsis reinforce the high potential as a biomarker for epithelial cell damage and bronchoalveolar-blood barrier leakage in pulmonary as well as non-pulmonary infectious diseases

Moving Just Like You: Motor Interference Depends on Similar Motility of Agent and Observer

Recent findings in neuroscience suggest an overlap between brain regions involved in the execution of movement and perception of another’s movement. This so-called “action-perception coupling” is supposed to serve our ability to automatically infer the goals and intentions of others by internal simulation of their actions. A consequence of this coupling is motor interference (MI), the effect of movement observation on the trajectory of one’s own movement. Previous studies emphasized that various features of the observed agent determine the degree of MI, but could not clarify how human-like an agent has to be for its movements to elicit MI and, more importantly, what ‘human-like’ means in the context of MI. Thus, we investigated in several experiments how different aspects of appearance and motility of the observed agent influence motor interference (MI). Participants performed arm movements in horizontal and vertical directions while observing videos of a human, a humanoid robot, or an industrial robot arm with either artificial (industrial) or human-like joint configurations. Our results show that, given a human-like joint configuration, MI was elicited by observing arm movements of both humanoid and industrial robots. However, if the joint configuration of the robot did not resemble that of the human arm, MI could longer be demonstrated. Our findings present evidence for the importance of human-like joint configuration rather than other human-like features for perception-action coupling when observing inanimate agents