Robin Stark
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View article: An empirical ranking of the importance of the sources of self-efficacy for physical activity
An empirical ranking of the importance of the sources of self-efficacy for physical activity Open
Overall, understanding the etiology of self-efficacy is essential for developing effective and sustainable interventions to promote healthy behaviors. By focusing on the specific sources of self-efficacy that are most pertinent, interventi…
View article: Social Cognitive Theory and Physical Activity: Examining Gender-Based Prediction Patterns and Theoretical Validity.
Social Cognitive Theory and Physical Activity: Examining Gender-Based Prediction Patterns and Theoretical Validity. Open
This study explored gender-specific nuances in the applicability of Social Cognitive Theory (SCT) to predict physical activity behavior. This study aimed to determine whether similar or different prediction patterns emerge for men and wome…
View article: Quality of Reflections on Teaching: Approaches to Its Measurement and Low-Threshold Promotion
Quality of Reflections on Teaching: Approaches to Its Measurement and Low-Threshold Promotion Open
The present study introduces a multidimensional approach to describing the composition of reflections, addressing previous inconsistencies in operationalization. The multidimensional approach was empirically explored in comparison to unidi…
View article: Promoting future teachers’ pedagogical knowledge: The role of self-generated vs. provided illustrative examples after instruction
Promoting future teachers’ pedagogical knowledge: The role of self-generated vs. provided illustrative examples after instruction Open
Illustrative examples demonstrate how abstract information can be applied in real-world. In the context of advancing evidence-informed teaching practice, the current intervention study investigated to what extent student teachers should be…
View article: How Valid Is Bandura’s Social Cognitive Theory to Explain Physical Activity Behavior?
How Valid Is Bandura’s Social Cognitive Theory to Explain Physical Activity Behavior? Open
(1) Background: Although social cognitive theory (SCT) has been widely tested and applied in numerous interventions aimed at optimizing physical activity behavior, the complete theory has rarely been tested in its entirety. Only selected e…
View article: Operationalization of the social cognitive theory to explain and predict physical activity in Germany: a scale development
Operationalization of the social cognitive theory to explain and predict physical activity in Germany: a scale development Open
Introduction Social cognitive theory is one of the most prominent psychological theories regarding human behavior. Previous research tested and confirmed parts of the theory concerning the explanatory and predictive value of the theory, bo…
View article: Epistemological sensitization as a short-term intervention to change epistemological beliefs – is it effective or not?
Epistemological sensitization as a short-term intervention to change epistemological beliefs – is it effective or not? Open
This study investigates the effects of an epistemological sensitization to change domain-specific epistemological beliefs. An epistemological sensitization is a short-term intervention that presents a domain's epistemological features to e…
View article: Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an intervention
Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an intervention Open
In this study, we exploratively investigate the relation between students’ epistemological beliefs and their declarative knowledge about scientific explanations and their practical skills to explain psychological phenomena drawing on scien…
View article: Specific health beliefs mediate sex differences in food choice
Specific health beliefs mediate sex differences in food choice Open
Objective Although sex differences in dietary habits are well documented, the etiology of those differences is still a focus of research. The present study examines the role of specific health beliefs regarding healthy amounts of food for …
View article: Promoting future teachers’ evidence-informed reasoning scripts: Effects of different forms of instruction after problem-solving
Promoting future teachers’ evidence-informed reasoning scripts: Effects of different forms of instruction after problem-solving Open
Pre-service teachers face difficulties when dealing with problem situations in the classroom if their evidence-informed reasoning script (EIRS) is not adequately developed. An EIRS might be promoted by demonstrating how to implement eviden…
View article: Editorial: Evidence-informed reasoning of pre- and in-service teachers
Editorial: Evidence-informed reasoning of pre- and in-service teachers Open
Evidence-informed reasoning as an important requirement for pre- and in-service teachers How can I help my students acquire the skill of dividing fractions? How can I increase my students' learning motivation? What is the reason for Fiona'…
View article: Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: Changes after an intervention
Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: Changes after an intervention Open
In this study, we exploratively investigate the relation between students’ epistemological beliefs and their declarative knowledge about scientific explanations and their practical skills to explain psychological phenomena drawing on scien…
View article: Evaluating self‐reported retrospective average daily fruit, vegetable, and egg intake: Trustworthy—Sometimes!
Evaluating self‐reported retrospective average daily fruit, vegetable, and egg intake: Trustworthy—Sometimes! Open
Retrospective self‐reports are commonly used to assess dietary intake. Yet, their use is criticized as it is unclear whether the underlying assumptions for valid self‐reports are met: Individuals have to consider the behavior of all days i…
View article: Pre-service Teachers’ Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems?
Pre-service Teachers’ Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems? Open
Using the theory of planned behavior, we investigated whether attitudes, subjective norms, and self-efficacy facilitate pre-service teachers’ engagement in evidence-informed reasoning about classroom problems. N = 157 pre-service teachers …
View article: How to Change Epistemological Beliefs? Effects of Scientific Controversies, Epistemological Sensitization, and Critical Thinking Instructions on Epistemological Change
How to Change Epistemological Beliefs? Effects of Scientific Controversies, Epistemological Sensitization, and Critical Thinking Instructions on Epistemological Change Open
The present study investigates the combination of an epistemological sensitization and two different critical thinking instructions, i.e., the general and infusion approach, in the context of epistemological change induced by the presentat…
View article: Contrastive Video Examples in Teacher Education: A Matter of Sequence and Prompts
Contrastive Video Examples in Teacher Education: A Matter of Sequence and Prompts Open
Everyday teaching requires teachers to deal with a variety of pedagogical issues, such as classroom disruptions. Against the background of on-going calls for an evidence-informed practice, teachers should ground their pedagogical decisions…
View article: How to Change Epistemological Beliefs? Effects of Scientific Controversies, Epistemological Sensitization, and Critical Thinking Instructions on Epistemological Change
How to Change Epistemological Beliefs? Effects of Scientific Controversies, Epistemological Sensitization, and Critical Thinking Instructions on Epistemological Change Open
The present study investigates the combination of an epistemological sensitization and two different critical thinking instructions, i.e., the general and infusion approach, on epistemological change induced by the presentation of resolvab…
View article: Scientific Controversies and Epistemological Sensitization - Effects of an Intervention on Psychology Students’ Epistemological Beliefs and Argumentation Skills
Scientific Controversies and Epistemological Sensitization - Effects of an Intervention on Psychology Students’ Epistemological Beliefs and Argumentation Skills Open
The present study investigates the effects of an intervention presenting resolvable, scientific controversies and an epistemological sensitization measure on the changes in psychology students’ epistemological beliefs. Drawing on the notio…
View article: Faking self-reports of health behavior: a comparison between a within- and a between-subjects design
Faking self-reports of health behavior: a comparison between a within- and a between-subjects design Open
Even though each design has its inherent merits and problems, caution is indicated regarding faking effects.
View article: Learning to Argue From Others’ Erroneous Arguments – Fostering Argumentation Competence Through Learning From Advocatory Errors
Learning to Argue From Others’ Erroneous Arguments – Fostering Argumentation Competence Through Learning From Advocatory Errors Open
Argumentation competence is an essential skill to be acquired in university education. However, there is a lack of advanced argumentation competence even for graduate students. To foster argumentation competence, typical interventions focu…
View article: Learning to argue from others' erroneous arguments - Fostering argumentation competence through learning from advocatory errors
Learning to argue from others' erroneous arguments - Fostering argumentation competence through learning from advocatory errors Open
Argumentation competence is a major skill to be acquired in university education. However, there is a lack of advanced argumentation competence even for graduate students. To foster argumentation competence, typical interventions focus on …
View article: Learning to Argue From Others’ Erroneous Arguments – Fostering Argumentation Competence Through Learning From Advocatory Errors
Learning to Argue From Others’ Erroneous Arguments – Fostering Argumentation Competence Through Learning From Advocatory Errors Open
Argumentation competence is an essential skill to be acquired in university education. However, there is a lack of advanced argumentation competence even for graduate students. To foster argumentation competence, typical interventions focu…
View article: Scientific controversies and epistemological sensitization - Effects of an intervention on psychology students’ epistemological beliefs and argumentation skills
Scientific controversies and epistemological sensitization - Effects of an intervention on psychology students’ epistemological beliefs and argumentation skills Open
The present study investigates the effects of an intervention presenting resolvable, scientific controversies and an epistemological sensitization measure on the changes in psychology students’ epistemological beliefs. Drawing on the notio…
View article: Fostering of applicable educational knowledge in student teachers: Effects of an error-based seminar concept and instructional support during testing on qualities of applicable knowledge
Fostering of applicable educational knowledge in student teachers: Effects of an error-based seminar concept and instructional support during testing on qualities of applicable knowledge Open
The project „Theorizing in Practice“ uses typical theory application errors to foster applicable educational knowledge for the theory-based explanation of complex school situations. Earlier studies showed positive effects of error-based le…
View article: Assessing wisdom-related competence in the context of medical education
Assessing wisdom-related competence in the context of medical education Open
This article was migrated. The article was not marked as recommended. Background: Our model of wisdom-related competence distinguishes wisdom-relevant and wisdom-specific knowledge and attitudes (13 dimensions in total) as a basis for cons…