Sonja Bieg

Sonja Bieg
University of Education of Weingarten · Department of Psychology

Professor

About

52
Publications
34,634
Reads
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452
Citations
Citations since 2017
21 Research Items
359 Citations
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2017201820192020202120222023020406080100
2017201820192020202120222023020406080100
Introduction
Sonja Bieg currently works at the Department of Psychology, University of Education, Weingarten. Sonja is a Professor for Educational Psychology. Her current project is self-determined motivation. Further research interests are analyzing context condition for motivation at school and university, with a focus on teacher humor. Methods are hierarchical linear modeling, multilevel analyses and variance analyses, Confirmatory Factor Analyses and multilevel regression analyses.
Additional affiliations
April 2010 - September 2020
Universität Augsburg
Position
  • Senior Researcher
November 2004 - March 2010
Pädagogische Hochschule Ludwigsburg
Position
  • PostDoc Position
Education
October 1994 - May 1998
University of Education Schwäbisch Gmünd
Field of study
  • Educational Sciences

Publications

Publications (52)
Article
Following Pekrun’s (2006) control-value theory of achievement emotions, we investigated carry-over effects and cross-lagged relationships between student-perceived teacher enthusiasm and humor and students’ enjoyment and boredom both within and between university lectures. We used a latent state-trait approach to acknowledge the role of situational...
Article
Full-text available
Self-determination theory assumes that the basic psychological needs for autonomy, competence, and relatedness are associated with motivational regulation. As these basic psychological needs may have been affected by the shift to distance learning, students' motivational regulation and vitality may have suffered as well. The purpose of this study w...
Poster
Full-text available
Following the declaration of the COVID-19 pandemic by the WHO in March 2020, several countries in the world had to switch to the “online” mode of conducting instruction in schools and universities. This study aims to compare the motivational regulation of university students in Austria and Germany before and after the transition to online learning...
Article
Full-text available
During the pandemic restrictions imposed in spring 2020, many aspects of students’ living and learning environments changed drastically. From the perspective of Self-Determination Theory, changes in social context interact with the satisfaction or frustration of basic psychological needs and, as a result, with study-related motivational regulation...
Presentation
Full-text available
Are instructional characteristics antecedents for experienced students' emotions during a lecture? Results of an experience sampling study at three universities in Germany.
Preprint
Teachers’ content-related humor matters for the quality of higher education, however, little is known about the circumstances under which teachers use it. From a socio-cognitive perspective, teachers’ achievement goals and self-efficacy appear to be relevant personal precursors. We investigated their effects on content-related humor in two studies....
Article
Full-text available
Teachers’ content-related humor matters for the quality of higher education. However, little is known about the circumstances under which teachers use it. From a socio-cognitive perspective, teachers’ achievement goals and self-efficacy appear to be relevant personal precursors. We investigated their effects on content-related humor in two studies....
Article
Reformschulen verfolgen von ihrem Selbstverständnis her einen Ansatz, der u. a. durch eine starke Betonung von Individualisierung und der Selbstregulation des Lernens gekennzeichnet ist. Bezüglich der motivationalen Bedingungen im Unterricht kann entsprechend erwartet werden, dass sich Reformschulen gegenüber Regelschulen durch ein günstigeres moti...
Chapter
Full-text available
In der schulisch vermittelten Bildung spielen lern- und leistungsbezogene Emotionen sowie die Motivation von Schülerinnen und Schülern eine zentrale Rolle für das Lern– und Leistungsverhalten. Unbestritten ist auch die Bedeutung von Unterrichtsqualität für erfolgreiches Lernen. Im ausführlichen Online-Beitrag wird dargestellt, wie der Lehrerhumor a...
Presentation
Full-text available
Experiment with differnt types of humor analyzing humor effects on performance
Article
Zusammenfassung: Hinsichtlich der Zusammenhänge zwischen strukturellen Herkunfts-merkmalen, familiären Prozessbedingungen und dem Bildungserfolg bestehen empirische Forschungsdefizite. In der hier vorgestellten quantitativ-empirischen Untersuchung wird die Bedeutung der elterlichen Motivation für die Schulleistung von Schüler(inne)n unterschiedlich...
Article
Characteristics of teaching are associated with the emotions students experience in the classroom; however, empirical evidence regarding longitudinal effects is scarce. The present study investigated changes in positive and negative achievement emotions (enjoyment, boredom, and anger) vis-à-vis different teacher humor types (course-related, course-...
Article
Full-text available
The use of humor is assumed to be an effective tool for teachers to promote instruction and student learning. However, research on teacher humor is not yet systematically linked to instructional research. To provide a starting point, a model of teacher humor effects is proposed that refers to a multidimensional conception with different types of hu...
Article
Abstract: This research presents scales assessing motivational regulation for learning in university students (SMR-LS), which are intended to measure four types of regulation (intrinsic, identified, introjected, external) according to Deci and Ryan's self-determination theory (SDT, 1985). In Study 1, we investigated the factor structure and gained...
Article
Full-text available
Sonja Bieg und Markus Dresel Humor im Unterricht – eine Möglichkeit zur Förderung von Lernfreude und Motivation In der schulisch vermittelten Bildung spielen lern- und leistungsbezogene Emotionen sowie die Motivation von Schülerinnen und Schülern eine zentrale Rolle für das Lern– und Leistungsverhalten. Unbestritten ist auch die Bedeutung von Unte...
Article
In relying on the Control-Value Theory of Achievement Emotions and the Instructional Humor Processing Theory, different teacher humor types (course-related, course-unrelated, self-disparaging and aggressive) are assumed to be connected with positive and negative emotions. In two studies we analyzed how students' perceptions of teacher humor types a...
Article
The present work broadens previous research on students’ mastery goals and intrinsic motivation by exploring their reciprocal effects using a longitudinal approach. To this end, a study using four measurement points was conducted during 10 weeks of one semester. The sample comprised 1156 students enrolled in psychology courses at a medium-sized uni...
Article
Zusammenfassung. Eine deutschsprachige Adaption der „Teacher Humor Scale“ ( Frymier, Wanzer & Wojtaszczyk, 2008 ) erfasst mit 17 Items vier Formen des schülerperzipierten Lehrerhumors: lerngegenstandsbezogener Humor, Humor ohne Bezug zum Lerngegenstand, selbstabwertender Humor und aggressiver Humor. Eine Studie mit 890 Gymnasiasten der 9. und 10. J...
Article
Abstract: There is little empirical work that considers the relationships between structural characteristics of origin, family processes and academic success. The quantitative-empirical study presented here analyses the importance of parental motivation for the educational achievement of students with diverse socio-cultural backgrounds. Structural...
Article
Zusammenfassung Die Verwendung von Humor im Unterricht wird in der Humorforschung als effektive Möglichkeit zur Förderung von Lernprozessen postuliert. Zur Reduktion bestehender Defizite in diesem Forschungsfeld werden Ergebnisse präsentiert, die auf einer Befragung von 1.525 Schülern aus 90 Schulklassen der 7. bis 9. Jahrgangsstufe zu ihren Mathem...
Conference Paper
Full-text available
Purposes Teacher humor is the "most powerful resource" to achieve lots of beneficial educational outcomes (Cornett, 1986; p.8). Even if this statement is quite extreme it focuses on the potential of instructional humor and some studies addresses the benefits of teacher humor (e.g. Frymier & Wanzer, 1999; Gorham & Christophel, 1990; Stuart & Rosenfe...
Article
Full-text available
Using self-determination theory, this study examined how students’ motivation and learning emotions are related to teachers’ care. By comparing results from schools in Germany and the United States the study also examined cross-national differences. A cross-sectional study of 870 eighth grade students was conducted. Results showed that American ado...
Article
Full-text available
Using self-determination theory as a framework, this study examined teachers’ motivation and behavior as they relate to students’ intrinsic motivation. A cross-sectional study with eighth grade students (N = 1,195) and their teachers (N = 48) was conducted by analyzing questionnaires given to participating teachers and students. Multilevel analyses...
Chapter
Basierend auf der Selbstbestimmungstheorie wird in einer quasi-experimentellen Studie die Wirksamkeit einer Unterrichtsintervention auf die Leistungsentwicklung von Schülerinnen und Schülern der Sekundarstufe untersucht. Dazu wurden u. a. längsschnittliche Leistungsdaten von 441 Schülerinnen und Schülern im Fach Deutsch erhoben. Zentrale Bestandtei...
Book
Der Begriff „Interventionsforschung“ bezieht sich in seiner klassischen Bedeutung auf die Entwicklung von Interventionen auf der Grundlage technologischer Theorien (Bortz & Döring, 206, S. 102). In Forschung und Praxis wird der Begriff jedoch selten so präzise und eingegrenzt verstanden. Meist werden damit zugleich auch Fragen zur Implementation vo...
Article
Full-text available
Based on Self-Determination Theory (Deci & Ryan, 1993) we investigate conditions which support self-determined motivation. Results show, those variables as daily relevance and transparency as well as learning emotions like interest and affective attitudes toward learning can be seen as predictors of more self-determined motivation. The impact of au...
Article
Full-text available
Based on Self-Determination Theory (Deci & Ryan, 1993) two teaching units for German language education were developed and implemented in regular classes to promote self-determined motivation in high-school students. The teaching units were evaluated within a treatment-control group design with 20 classes of eight-grade-students. In comparison with...
Article
Full-text available
Based on Self-Determination Theory (Deci & Ryan, 1993) two teaching units for German language education were developed and implemented in regular classes to promote self-determined motivation in high-school students. The teaching units were evaluated within a treatmentcontrol group design with 20 classes of eight-grade-students. In comparison with...
Article
Full-text available
Zusammenfassung: Basierend auf der Selbstbestimmungstheorie (Deci & Ryan, 1993) wurden Unterrichtsbedingungen untersucht, welche die selbstbestimmte Lernmotivation unterstützen sollen. Die Ergebnisse zeigen, dass die Unterrichtsmerkmale Alltagsrelevanz und Transparenz sowie die Unter-richtsemotionen Lernfreude und Interesse zum Erleben eher selbstb...
Book
Emotionen bestimmen jegliches Denken und Handeln. Ein günstiger Umgang mit Emotionen sollte daher frühzeitig erlernt werden. Mit Hilfe des vorliegenden Trainingsprogramms können Kinder im Alter von 8 bis 12 Jahren in ihrer Gefühlswahrnehmung, in ihrem Umgang mit Gefühlen und in ihrer Angst- und Stressbewältigung gefördert werden. Neben einem Überbl...
Book
Emotionale Intelligenz und die Macht der Gefühle sind seit jüngerer Zeit allgegenwärtige Begriffe. Die Zahl der Förderprogramme und Maßnahmen stehen bislang in einem Missverhältnis zu den wenigen vorliegenden kontrollierten Wirksamkeitsstudien. In diesem Buch wird der Frage nachgegangen, ob sich bereits für Grundschüler der 3. und 4. Klasse durch U...
Article
Full-text available
Die Studie beschreibt die Entwicklung und Evaluation eines Interventionsprogramms mit 470 Grundschulkindern, das Emotionale Sensitivität und Stress- und Angstbewältigung fördern will. Das Programm basiert auf der Theorie der Persönlichkeit von Rogers (1959), dem Konzept der emotionalen Intelligenz von Salovey &Mmayer (1997) und dem Konzept der emot...

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Projects

Projects (5)
Project
Basic Psychological Needs, Motivation, Vitality etc. during the Covid-19-Pandemic