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The Asia Pacific Academy for Psychosocial Factors at Work has elected Christian Dormann as Fellow in recognition of an outstanding career contribution to addressing psychosocial factors at work.
Wang, N., Zhu, J., Song, Z., Dormann, C., Bakker, A. B. (2018). The daily motivators: positive work events, psychological needs satisfaction and work Engagement. Applied Psychology, Accepted Author Manuscript. doi:10.1111/apps.12182
Abstract:
This study examines the motivational effects of daily positive work events. Drawing on self‐determination theory, we investigated the motivational mechanism of two clusters of commonly encountered positive work events – achievement and recognition events – from a within‐person perspective. Specifically, we argue that achievement events and recognition events influence subsequent work engagement through satisfying different psychological needs. We tested our model using experience‐sampling data from 200 full‐time employees over eight workdays. As hypothesized, after controlling positive affect as an additional mediator, both achievement and recognition events had positive effects on work engagement through psychological needs satisfaction. The results also revealed that achievement and recognition work events had differentiated effects in satisfying different psychological needs. These results shed light on the motivational function of positive work events above and beyond the affective mechanism and explicate the processes through which different types of positive work events relate to work engagement.
Lena Germer (3. v.r.) wurde für ihre am Lehrstuhl für Wirtschaftspädagogik Prof. Dr. Olga Zlatkin-Troitschanskaia verfasste Masterarbeit mit dem Titel „Der Zusammenhang von Leseverstehen und dem finanziellen Wissen bei Studierenden in Deutschland“ mit dem Preis der Käthe und Ulrich-Pleiß-Stiftung ausgezeichnet.
The PLATO initiative, which is led by JGU Mainz, brings together scientists from multiple German universities, research institutes and cooperating partners worldwide who research the impact of the Internet and social media on university students’ learning. Studies identify key characteristics of the information landscape that influence students’ learning paths, processing, and outcomes in selected domains of higher education. PLATO has been granted funding from the initiative fund of the Rhine-Main Universities (RMU) (for more information, see PLATO-Website).
Das Sekretariat von Prof. Dr. Dormann ist bis zu dem 14.09.2018 nur noch zu den Vormittagssprechstunden geöffnet, kann aber telefonisch erreicht werden.
Weiterhin ist der gesamte Lehrstuhl von Prof. Dr. Dormann, aufgrund eines Kongresses, vom 17.09.2018 bis zum 21.09.2018 nicht besetzt. Bei dringenden Angelegenheiten E-Mails bitte an lsdormann@uni-mainz.de schicken.
Das Sekretariat von Prof. Dr. Dormann ist am Mittwoch, den 04.07, und am Donnerstag, den 05.07.2018, wegen Bauarbeiten nur von 10 - 13 Uhr besetzt.
Biewen, M., Happ, R., Schmidt, S., & Zlatkin-Troitschanskaia, O. (2018). Knowledge Growth, Academic Beliefs and Motivation of Students in Business and Economics – A longitudinal German Case Study. Higher Education Studies, 8(2), 9–28. doi: doi.org/10.5539/hes.v8n2p9
Happ, R., & Förster, M. (2018). The relationship between migration background and knowledge and understanding of personal finance of young adults in Germany. International Review of Economics Education 1–14 (online first). doi: doi.org/10.1016/j.iree.2018.06.003
Happ, R., Förster, M., & Beck, K. (2018). Eingangsvoraussetzungen von Studierenden der Wirtschaftswissenschaften mit und ohne Migrationshintergrund. Zeitschrift für empirische Hochschulforschung, 2(1), 6–22. doi: 10.3224/zehf.v2i1.01
Happ, R., Förster, M., Rüspeler, A.K., & Rothweiler, J. (2018). Young adults’ knowledge and understanding of personal finance in Germany – Interviews with experts and test-takers. Citizenship, Social and Economics Education, 17(1), 3–19. doi: doi.org/10.1177/2047173417747601
Happ, R., Zlatkin-Troitschanskaia, O., & Förster, M. (2018). How Prior Economic Education Influences Beginning University Students’ Knowledge of Economics. Empirical Research in Vocational Education and Training, 10(5), 1–20. doi: doi.org/10.1186/s40461-018-0066-7
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