Past studies have shown that higher levels of anger are inferred from faces that show increased facial redness (red-anger effect). However, all previous research in support of this effect has used within-subjects designs with varying levels of facial redness. We hypothesized that very frequent random changes in facial redness paired with limited options to respond to such changes can induce demand characteristics. As the color red has also been found to be strongly associated with anger, it may be obvious for participants that they are expected to respond to facial redness by indicating higher levels of perceived anger. In a preregistered close replication (Study 1, N = 40) conducted online, we observed the red-anger effect but were able to show that approximately one fifth of the participants were suspicious about the purpose of the study. If the effect is independent of demand characteristics, it should also emerge when facial redness is manipulated between-subjects. In a preregistered conceptual replication (Study 2, N = 329), we found the red-anger effect in a within-subjects design condition but not in a between-subjects design condition. We conclude that past findings of the red-anger effect were (at least partially) due to demand characteristics. Future research should (a) attend to demand characteristics, (b) use a broader diversity of methodological approaches, and (c) develop and test explanations about processes that are related to color in emotion perception.

The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.

Der modular aufgebaute Workshop bietet eine wissenschaftlich fundierte Einführung in das Konzept sozial-emotionaler Kompetenzen. Der Schwerpunkt liegt dabei auf Möglichkeiten der Erfassung derartiger Kompetenzen im Rahmen der psychologischen Diagnostik in Einrichtungen zur beruflichen Förderung von Menschen mit Lernbehinderungen. Dementsprechend ist der Workshop in erster Linie als anwendungsorientiertes Training für Fachkräfte in der beruflichen Bildung zu verstehen, welche die an der Universität Bamberg entwickelten diagnostischen Verfahren SEC-I und SEC-SJT (Inventar und Situational Judgement Test zur Erfassung sozial-emotionaler Kompetenzen bei jungen Menschen mit (sub-)klinischer kognitiver bzw. psychischer Beeinträchtigung) anwenden bzw. mit der Anwendung betraute Personen schulen möchten. Der Workshop umfasst sieben Themenbereiche, die je nach Bedarf flexibel zusammengestellt werden können: Theoretische Grundlagen und verschiedene Definitionen sozial-emotionaler Kompetenz, Grundlagen psychologischer Diagnostik, Potenzielle Schwierigkeiten beim Einsatz der diagnostischen Verfahren, Anwendung des Fragebogens zur Selbsteinschätzung bzw. des Situational Judgement Tests, Anwendung des Fragebogens zur Fremdeinschätzung und objektive Verhaltensbeobachtung. Allgemeines Ziel des Workshops ist es, den sicheren Umgang mit den diagnostischen Verfahren zu erlernen und praktisch einzuüben.

Das Inventar (SEC I) und der Situational Judgement Test (SEC SJT) wurden speziell für die multimethodale Erfassung sozial-emotionaler Kompetenz(en) bei jungen Menschen mit subklinischer oder klinischer kognitiver bzw. psychischer Beeinträchtigung entwickelt. Der Anwendungsbereich liegt vorrangig in der Bestimmung von Förderbedarf. Das Inventar erfasst sozial-emotionale Kompetenz im Selbstbild (Fragebogen zur Selbsteinschätzung) und Fremdbild (Fragebogen zur Fremdeinschätzung). Der Situational Judgement Test erfasst sozial-emotionale Kompetenz als Leistung. Mit dem Inventar werden zusätzlich acht spezifische Subfacetten aus den Bereichen Empathie (Empathisches Verhalten, Kognitive Empathie), Umgang mit Emotionen (Wahrnehmung der Emotionen anderer, Wahrnehmung eigner Emotionen, Regulation der Emotionen anderer, Regulation eigner Emotionen) und prosozialer Orientierung (Positive Beziehungsgestaltung, Beachtung sozialer Normen) erfasst. Die diagnostischen Verfahren können unabhängig voneinander eingesetzt werden. Da Inventar und Situational Judgement Test jedoch aufeinander abgestimmt sind, entfalten die diagnostischen Verfahren ihr Potential insbesondere dann, wenn sie ergänzend zum Einsatz kommen. Mit dem Testmanual liegt eine umfassende Dokumentation von Anwendung, testtheoretischer Fundierung sowie Normierung vor.

We argue that the test-retest reliability coefficient, which is the correlation between a measurement and a repeated measurement using the same diagnostic instrument in the same sample (sometimes referred to as repeatability or falsely referred to as stability), is by itself not an appropriate measure of the reliability of the diagnostic instrument or of the stability of the construct in question. In combination with an actual coefficient of reliability such as Cronbach’s alpha, the test-retest reliability coefficient can be used to estimate and compare the stabilities of constructs using a procedure based on the correction for attenuation. However, results from a simulation study showed that classically constructed confidence intervals for the estimator exhibit under-coverage and thus cannot be interpreted correctly.

Accelerated nursing programs are gaining momentum as a means of career transition into the nursing profession for mature age learners in an attempt to meet future healthcare workforce demands in Australia. With a gap in the literature on readiness for practice of graduates from accelerated nursing programs at the Masters level the purpose of this study was to evaluate the effectiveness of the program based on graduates' preparedness for practice and graduate outcomes. Using a descriptive, exploratory design an online survey was used to explore the perception of graduate nurses' readiness for clinical practice. Forty-nine graduates from a nursing Masters program at an Australian university completed the survey defining readiness for practice as knowledge of self-limitations and seeking help, autonomy in basic clinical procedures, exhibiting confidence, possessing theoretical knowledge and practicing safe care. Graduates perceived themselves as adequately prepared to work as a beginner practitioner with their perception of readiness for clinical practice largely positive. The majority of participants agreed that the program had prepared them for work as a beginner practitioner with respondents stating that they felt adequately prepared in most areas relating to clinical practice. This would suggest that educational preparation was adequate and effective in achieving program objectives.

Wertschatzung kann in Organisationen primar auf zweierlei Art und Weise zur Kompetenzentwicklung und Qualifizierung im demografischen Wandel beitragen. Im Folgenden erlautern wir, weshalb Beschaftigte in einer wertschatzenden Organisationskultur besonders motiviert sind, sich selbst weiterzuentwickeln, und auf welche Weise eine wertschatzende Organisationskultur die intergenerationale Zusammenarbeit innerhalb von Kompetenzentwicklungsmasnahmen fordert. Abschliesend veranschaulichen wir beide Aspekte anhand des Kompetenzentwicklungsinstruments Grenzinnovator Communities (GICs).