Departments View all

Department of Psychology
Total Impact Points
Department of Geography/Geosciences
Total Impact Points
Department of Biogeography
Total Impact Points

Publication History View all

  • [Show abstract] [Hide abstract]
    ABSTRACT: Attitudes are a core construct of social psychology, and research showed that attitudes can be acquired by merely pairing neutral stimuli with other liked or disliked stimuli (i.e., evaluative conditioning, EC). In this research we address the role of different memory processes contributing to EC. Although it is commonly found that memory for the pairings increases EC, we argue that memory performance data obtained in the standard paradigm remain ambiguous. We hypothesize that memory for stimulus pairings may moderate EC by means of an intentional use of conscious recollection as well as through unintended effects of memory. In two experiments we used modified memory tests that distinguish between these different memory processes on an item-level by identifying recollection as the participant’s ability to control memory performance. The analyses of the experiments showed that both intended and unintended influences independently moderate EC. Based on these results we discuss the role of different memory processes in EC, and how memory and learning processes may be related.
    Journal of Experimental Social Psychology 11/2014; 55. DOI:10.1016/j.jesp.2014.07.005
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This study examined the longitudinal reciprocal relations between academic self-concept, achievement goals (i.e., performance-approach, performance-avoidance, and mastery), and achievement (i.e., self-reported grades) in mathematics. The research aim was twofold. First, we examined the confound hypothesis, which states that performance-approach goals do not feature any incremental validity in predicting achievement over and above students' competence perceptions (i.e., academic self-concept). In addition, we expanded research on the confound hypothesis by also investigating performance-avoidance and mastery goals. Second, we investigated the predictive validity of all three achievement goals for changes in academic self-concept. Seven hundred sixty-nine students (50.78% female) attending the highest track of the German three-tier secondary school system participated in three waves of measurement in Grades 5, 6, and 8. Our findings confirmed the confound hypothesis: Performance-approach goals did not explain achievement over and above academic self-concept. The same findings applied to performance-avoidance and mastery goals. Furthermore, performance-approach goals were positively related to academic self-concept changes, whereas performance-avoidance goals showed a negative relation to academic self-concept changes over time. Mastery goals were not associated to changes in academic self-concept. Academic self-concept and achievement showed positive reciprocal relations. To conclude, our results point to complex relations between achievement goals, academic self-concept, and academic achievement over time.
    Contemporary Educational Psychology 08/2014; 39:301-313. DOI:10.1016/j.cedpsych.2014.07.002
  • [Show abstract] [Hide abstract]
    ABSTRACT: Major depression is a frequent affective disorder in young adolescents. Patients do not only suffer from severe psychological but also from physical impairments. Aim of the present study is a description of physical complaints in girls with major depression. 73 patients fulfilling DSM-IV criteria for major depression were compared to 72 controls. Physical complaints were assessed by a standardised and validated German questionnaire (Giessen Scale of physical complaints in children and adolescents). Patients reported significantly more complaints, in particular exhaustion and circulation problems. Physical problems are more likely to be a consequence rather than a cause of depression. Treatment of adolescents’ depression should consider coping with body dysfunction during depressive episodes.
    08/2014; 218(1-2). DOI:10.1016/j.psychres.2014.04.010


  • Address
    Universitätsring, 54286, Trier, Germany
  • Website
Information provided on this web page is aggregated encyclopedic and bibliographical information relating to the named institution. Information provided is not approved by the institution itself. The institution’s logo (and/or other graphical identification, such as a coat of arms) is used only to identify the institution in a nominal way. Under certain jurisdictions it may be property of the institution.

502 Members View all

View all

Top publications last week by downloads

01/2007: pages 56-83; Guilford Press.
Neuropsychobiology 02/1989; 22(3):150-69. DOI:10.1159/000118611

Top Collaborating Institutions


This map visualizes which other institutions researchers from Universität Trier have collaborated with.

Rg score distribution

See how the RG Scores of researchers from Universität Trier are distributed.