Filtern
Erscheinungsjahr
- 2020 (3) (entfernen)
Sprache
- Englisch (3) (entfernen)
Schlagworte
- Negotiation (1)
- Verhandlungsführung (1)
Institut
- Fakultät Bildung (3) (entfernen)
The present doctoral dissertations seeks to shed theoretical and empirical light on how complexity and different approaches to manage it affect perceptions, behaviors, and outcomes in integrative negotiations. Chapter 1 summarizes the following chapters, describes their individual contribution to the present thesis, and outlines avenues for future research. In Chapter 2, a theoretical model comprising of task- and context-based determinants of complexity in negotiations is developed. In Chapter 3, the effects of the number of issues (high vs. low) as one essential determinant of complexity on parties' trade-off behavior and joint outcomes are investigated in a series of four experiments. Furthermore, negotiators' cognitive categorizing of issues (i.e., their mental-accounting approach) is examined as the underlying psychological mechanism. Results reveal that more issues lead to a higher risk of scattering the integrative potential between cognitive categories (i.e., mental accounts), reducing trade-off quality and joint outcomes. In Chapter 4, the generalizability of the detrimental effect of the number of issues on joint outcomes is tested across varying numbers of issues in a meta-analysis. Moreover, boundary conditions for the effect are investigated. Results confirm the generalizability of the number-of-issues effect, but no relevant boundary conditions are identified. In Chapter 5, the effects of different mental-accounting approaches on negotiators' judgment accuracy, trade-off behaviors, and negotiation outcomes are examined in a series of five experiments. Results demonstrate that categorizing a moderate number of issues into each mental account leads to a higher judgment accuracy, trade-off quality, and joint outcomes, but only if negotiators manage to pool the integrative potential within these accounts. Finally, Chapter 6 takes a broader perspective on different integrative strategies in negotiations (i.e., expanding the pie, logrolling, solving underlying interests), thereby laying the groundwork for future research.
Educational research has shown that reflection and feedback are crucial for substantial development of pre-service teachers' professional competence. However, reflection and feedback sessions are not a standard element of teaching practicums due to time- and location-constraints. Digital practicum environments can lift these constraints. Digital reflection and feedback environments have typically applied either textual accounts or video sequences of classroom practice, with varying effects. Consequently, the studies presented in this cumulative dissertation are focused on how the use of text- or video-based digital reflection and feedback environments during a practicum influence specific components of pre-service teachers' professional competence (i.e., beliefs about teaching and learning, self-efficacy, professional vision of classroom management, feedback competence). All studies followed a quasi-experimental, pre-test-post-test design. Pre-service teachers at the fourth-semester bachelor level in a German university took part in the studies. Pre-service teachers participated in a four-week teaching practicum at local schools. During the teaching practicum, pre-service teachers were divided into five different groups. The control group (CG) took part in a traditional practicum with live observations and face-to-face reflection and feedback with peers and experts. Pre-service teachers of the intervention groups (IG 1, IG 2, IG 3, IG 4) reflected and received feedback in highly structured text- or video-based digital environments. Intervention groups 1 (IG 1) and 2 (IG 2) participated in a text-based digital reflection and feedback environment. While IG 1 participants only received feedback from peers, IG 2 pre-service teachers also received expert feedback. Intervention groups 3 (IG 3) and 4 (IG 4) took part in a video-based digital reflection and feedback environment. IG 3 pre-service teachers only received peer feedback, whereas IG 4 participants also received expert feedback. Mixed methods were applied by generating quantitative and quantitative-qualitative data was with questionnaires, a standardized video-based test and content analysis. The studies demonstrated that classroom videos and video-based digital reflection and feedback environments can effectively enhance pre-service teachers' professional competence. This finding can be predominantly attributed to two characteristics of the application in the digital reflection and feedback environments: (a) being able to revisit a multitude of authentic teaching situations without time pressure and (b) the degree of decomposition by deliberate, focused practice and scaffolding elements. Furthermore, expert feedback seemed to be of better quality and entailed more substantial effects than peer feedback. The results of the conducted studies on professional vision of classroom management, beliefs about teaching and learning and feedback competence showed that expert feedback can be seen as a lens reducing and focusing classroom complexity, enabling pre-service teachers to perceive crucial teaching situations that would have otherwise gone unnoticed and to benefit from expert modelling of high-quality feedback. Consequently, video-based digital reflection and feedback environments with expert feedback can significantly improve pre-service teachers' professional competence during teaching practicums and, thus, better prepare pre-service teachers for future classroom challenges, leading to better learning environments for school students.
Panic disorder is a common anxiety disorder, which is associated with high subjective burden as well as a high cost for the health economy. According to the National Treatment Guideline S3, cognitive behavior therapy is recommended as the most effective psychological treatment. However, many people in need do not have access to cognitive behavior therapy. Internet-based interventions have proven to be an effective way to provide access to evidence-based treatment to those affected. For anxiety disorders, such as panic disorder and agoraphobia, a good effectiveness of internet-based interventions has been proven in numerous international studies. However, the internet has changed over the last few years: mobile technologies have considerable potential to further improve the adherence and effectiveness of internet-based interventions. Against this background, the authors developed the hybrid online training "GET.ON Panic". In this training, an app has been integrated into a browser-based online training. The app consists of a mobile diary for self-monitoring as well as a mobile exposure-guide that supports participants in self-exposure exercises in their everyday lives.In an initial exploratory feasibility study, qualitative interview data and quantitative measurements were collected in a pre-post design of 10 participants. Usage, user friendliness, user satisfaction and acceptance of the app were generally considered high. The use of interoceptive exposure exercises and daily summaries of anxiety and mood were the most widely performed and rated the best, while in vivo exposure exercises and the monitoring of acute panic symptoms were found to be difficult.In the efficacy study, 92 participants with mild to moderate panic symptoms were randomized into two parallel groups. After eight weeks, the intervention group showed a significant improvement in the severity of panic symptoms compared to the waiting control group. Using the intention-to-treat approach, a covariance analysis with baseline values as a covariate yielded a mean effect of Cohen's d=0.66 in reducing the panic symptoms in favor of the intervention group. This effect increased to d=0.89 after three months and stayed at d=0.81 at the 6-month measurement point. Response and remission rates were also significantly higher in the intervention group. This positive effect was also shown for secondary outcomes such as depressive symptoms and quality of life. A correlation between app usage and clinical outcomes could not be found. This work was the first to demonstrate that a hybrid online training based on cognitive behavior therapy is effective in reducing panic symptoms as well as panic disorder. In addition, this work contributes to a deeper understanding of the potential of mobile technologies in the field of e-mental health.