Alle Publikationen
2018
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(2018): Looking beyond - socialization tactics. The role of human resource systems in the socialization process. In: Human Resource Management Review 28 (2), S. 220-233. DOI: 10.1016/j.hrmr.2017.06.004
Abstract: Previous research questions whether the association between socialization tactics and human resource systems has been properly explored. Based on theory, we present a framework that links socialization tactics and human resource systems for various groups of newcomers. In doing so, we contribute to academic theory by exploring the under-researched areas of the content and context of socialization tactics, while illustrating helpful practices to retain key newcomers in organizations. The article provides new insights into socialization tactics and human resource systems by bridging the two theoretical areas, opening up this conceptual space for examination by organizational scholars. We also discuss the theoretical and practical implications for human resource scholars and practitioners accordingly. zitiert von 3
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(2018): Organizational socialization of newcomers. The role of professional socialization. In: International Journal of Training and Development 22 (2), S. 87-106. DOI: 10.1111/ijtd.12120
DOI: https://doi.org/10.1111/ijtd.12120 Abstract: Organizational socialization is the process through which newcomers learn the requisite social and task knowledge in order to resolve role uncertainty and become organizational insiders. Successful socialization of newcomers implies better retention of employees, higher productivity, and reduced recruitment and training costs. Many organizational newcomers undergo professional socialization through education and related work experience during their schooling. These newcomers may respond differently to an organization's efforts to socialize them when compared with newcomers without any related professional education or work experience. The importance of prior work experience and professional education for organizational socialization of newcomers, however, has received attention only recently. The aim of the research reported in this paper is to investigate the moderating effects of prior related work experience and professional education on the relationship between organi zational socialization tactics and newcomer's adjustment. The study was conducted with a sample of new graduates from an Asian university. Findings show that prior related work experience and professional education moderate the effects of socialization tactics on newcomer's role clarity, role conflict and organizational commitment. The moderators have effects on different outcomes and in opposite directions. The paper discusses theoretical and practical implications of these findings. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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(2018): A path analysis of a cultural and racial socialization model in international transracial adoption. Racial awareness, self-efficacy, and socialization practices. In: Children and Youth Services Review 85, S. 333-340. DOI: 10.1016/j.childyouth.2018.01.002
Abstract: The purpose of this study was to test a conceptual model using path analysis to examine direct and indirect relationships among factors contributing to transracial adoptive parents' cultural and racial socialization practices. Participants, responding to an online survey, were White mothers and fathers of children born in China and other Asian and non-Asian countries, and were associated with Families with Children from China, a support group. Included in a path analysis were 310 cases. As hypothesized, post-adoption education and support, racial awareness, and socialization self-efficacy were found to be important factors that positively influenced socialization practices. Researchers may be interested in further examination of the cultural and racial socialization model to address the parenting needs of international transracial adoptive parents, and ultimately to support the healthy ethnic and racial identity formation of transracial adoptees.
2017
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(2017) : Gender socialization. In: Schwarz, Jill E.: Counseling women across the life span: Empowerment, advocacy, and intervention: New York City, USA: Springer Publishing Company, S. 21-38
Abstract: After reading this chapter, you will be able to: (1) Define key terms related to gender and gender socialization. (2) Understand agents and processes of gender socialization. (3) Gain awareness of one's own gender socialization experience. (4) Identify individual and societal consequences of gender norms and stereotypes. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Keywords: Gender, Geschlechterforschung, Gesellschaft, Sex Roles, Social Norms, Socialization, society -
(2017) : Entwicklung als kulturspezifische Lösung universeller Entwicklungsaufgaben In: Rauh, Andreas: Fremdheit und Interkulturalität: Aspekte kultureller Pluralität: Bielefeld: Transcript (Edition Kulturwissenschaft), S. 79-100
Abstract: Ausgehend von einem Verständnis des menschlichen Lebenslaufs als einer Serie universeller Entwicklungsaufgaben wird der Frage nachgegangen, welche Rolle kulturelle Modelle dabei spielen. Eingegangen wird auf folgende Punkte: (1) Entwicklung als Zusammenspiel von Gehirn und Umwelt. (2) Kultur und Kontext. (3) Das Bild vom Kind in der westlichen Mittelschicht. (4) Andere kulturabhängige Bilder vom Kind. (5) Entwicklungsaufgaben und kulturspezifische Sozialisationspfade. (6) Kulturelle Organisation von Entwicklungspfaden.
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(2017): The Influence of Parental and Communication Style on Consumer Socialization. In: Journal of Advertising Research 57 (3), S. 319-334. DOI: 10.2501/JAR-2017-002
DOI: https://doi.org/10.2501/JAR-2017-002 Abstract: This meta-analysis merged family communication pattern (FCP) and parental socialization literature streams to offer renewed perspectives on how parents intervene in media-related consumer-socialization interactions with children. With only one exception, FCP-type effects were not different from theorized corresponding parental socialization-style effect sizes. This supports prior literature suggesting equivalency between specific FCP and parental socialization pairs. Furthermore, when certain FCP–parental socialization pairs were compared with other pairs on socialization interactions, such as control, coviewing, and discussing media strategy, differences were found that prior theorizing would have supported. Implications of these results are discussed, including what they suggest for managers. (PsycINFO Database Record (c) 2017 APA, all rights reserved) zitiert von 2
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(2017): Why children follow rules: Legal socialization and the development of legitimacy.. Oxford, England: Oxford University Press
DOI: https://doi.org/10.1093/acprof:oso/9780190644147.001.0001 Abstract: Legal scholars and social scientists studying the law recognize that a central issue in law is understanding why adults obey the law. Evidence suggests that law-related attitudes and values are central to motivating adult law-related behavior, and hence that it is important to understand how they develop during the process of legal socialization. Although this is true, legal scholarship has widely ignored the process of childhood and adolescent socialization. The lack of research on legal socialization is ironic in that by the time people become adults, their law-related attitudes and values are already well formed and they have often had formative personal experiences with legal authorities. This important development begins during childhood and adolescence as part of the overall process of socialization. Our goal in this volume is to encourage scholars to pay greater attention to the issue of legal socialization. We do this by identifying the fundamental processes assoc iated wi th such socialization. These are (1) the internalization of values about how legal authorities are supposed to act toward citizens and how people are supposed to behave toward authorities in their role as citizens; (2) the formation of attitudes about the tangible representations of the law, including courts, laws, police, judges, and other legal authorities; and (3) the development of the cognitive and biological capacity to reason and think about the appropriate role for the law as a social institution in society. (PsycINFO Database Record (c) 2018 APA, all rights reserved) zitiert von 9
2016
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Ahrbeck, Bernd; Dörr, Margret; Göppel, Rolf; Krebs, Heinz; Wininger, Michael (Hg.) (2016): Innere und äußere Grenzen. Psychische Strukturbildung als pädagogische Aufgabe. Orig.-Ausg. Gießen: Psychosozial-Verl. (Jahrbuch für psychoanalytische Pädagogik)
Keywords: Socialization -
(2016): Social Anxiety and Socioemotional Functioning During Early Adolescence. The Mediating Role of Best Friend Emotion Socialization. In: The Journal of Early Adolescence 38 (2), S. 238-260. DOI: 10.1177/0272431616665212
DOI: https://doi.org/10.1177/0272431616665212 Abstract: Best friend expected emotion socialization responses were examined as a potential explanation for the link between social anxiety and youths’ friendship quality and dysfunctional emotion regulation (ER). A community sample of 202 young adolescents ( Xage = 12.66; 52.5% girls, 75.7% White) within 101 same-sex, reciprocated best friend dyads completed measures of social anxiety, friendship quality, dysfunctional ER, and how they expected their friend to respond to their negative emotions. Social anxiety was related to lower expectations of support (i.e., reward, override) responses from friends, and for boys, to greater expectations of unsupportive (i.e., neglect, aggression) responses from friends. Lower expected support responses mediated the relation between social anxiety and socioemotional functioning for girls. For boys, greater expectations of unsupportive responses mediated the relation between social anxiety and socioemotional functioning. Findings indicate that social a nxiety may disrupt emotion socialization processes within adolescent friendships with implications for youth socioemotional functioning. (PsycINFO Database Record (c) 2018 APA, all rights reserved) zitiert von 2
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(2016) : Sozialisation und Gewalt. Von der Übertretung zum Verbrechen In: Ahrbeck, Bernd; Dörr, Margret; Göppel, Rolf; Krebs, Heinz; Wininger, Michael (Hg.): Innere und äußere Grenzen: Psychische Strukturbildung als pädagogische Aufgabe: Orig.-Ausg: Gießen: Psychosozial-Verl. (Jahrbuch für psychoanalytische Pädagogik), S. 74-87
Abstract: Bei dem Unterfangen, das Gewaltpotenzial zu handhaben, das Menschen und ihre Gesellschaften aufweisen, sich im Leben zu behaupten und erfolgreich zu sein und gleichzeitig Gesetze und Regeln anzuerkennen, die ein verträgliches Zusammenleben ermöglichen, ergeben sich zahlreiche Probleme. Anhand von zwei Fallbeispielen wird gezeigt, wie Menschen mit unterschiedlichen Sozialisationsbedingungen an dieser Aufgabe scheitern und eine durch Gewalt gekennzeichnete kriminelle Entwicklung nehmen. Dabei wird dargestellt, wie das Individuelle und das Soziale, das Bewusste und das Unbewusste ineinandergreifen. Es wird betont, dass psychoanalytisch-sozialpsychologische Verstehensmöglichkeiten von Lebensgeschichten Raum für pädagogische und therapeutische Konzepte eines hilfreichen Umgangs mit diesen Menschen eröffnen.
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(2016): Co-development of personality and friendships across the lifespan. An empirical review on selection and socialization. In: European Psychologist 21 (4), S. 254-273. Online verfügbar unter https://www.hogrefe.ch/produkte/zeitschriften/ep
Abstract: Changes in the co-development of personality characteristics and friendships across the lifespan are examined. How personality traits shape friendship development (i.e., selection effects) and how friendships shape personality traits (i.e., socialization effects) is adressed. By integrating separate empirical studies, The authors look at how selection and socialization effects change across the lifespan. A review of longitudinal research supports the hypothesis that selection effects on friendships intensify during adolescence, peak in young adulthood, and diminish throughout middle and late adulthood. Socialization effects through friendships seem to be moderately sized during adolescence, then small to negligible from young adulthood onwards. For future directions, effects of the transactional development of friendships and personality regarding associated dispositions within individuals, associated individuals within friendship dyads, and individuals associated within wider social networks are discussed. zitiert von 11
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(2016): Co-development of personality and friendships across the lifespan. An empirical review on selection and socialization. In: European Psychologist 21 (4), S. 254-273
Abstract: Changes in the co-development of personality characteristics and friendships across the lifespan are examined. How personality traits shape friendship development (i.e., selection effects) and how friendships shape personality traits (i.e., socialization effects) is adressed. By integrating separate empirical studies, The authors look at how selection and socialization effects change across the lifespan. A review of longitudinal research supports the hypothesis that selection effects on friendships intensify during adolescence, peak in young adulthood, and diminish throughout middle and late adulthood. Socialization effects through friendships seem to be moderately sized during adolescence, then small to negligible from young adulthood onwards. For future directions, effects of the transactional development of friendships and personality regarding associated dispositions within individuals, associated individuals within friendship dyads, and individuals associated within wider social networks are discussed. zitiert von 11
2015
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(2015): The role of functional affordances in socializing robots. In: International Journal of Social Robotics 7 (4), S. 421-438. DOI: 10.1007/s12369-015-0281-3
DOI: https://doi.org/10.1007/s12369-015-0281-3 Abstract: Just as humans behave according to the social norms of their groups, autonomous systems that become part of these groups also need to behave in socially-expected and accepted ways. For humans these social norms are learned through interaction with members of the group. In this work, we propose that the functional affordances of objects, what objects are meant to be used for, provide us with a starting point for the socialization of such agents. We model these functional affordances in description logics and show how this enables the socially-expected human behavior of substituting objects as needed to achieve a goal. In addition, we propose to combine these affordances with conceptual similarity and proximity in order to make more complex substitutions, which are socially acceptable in their given context. Finally, we describe how their use would allow the agent to take advantage of opportunities and how they are modified and extended through interaction with humans. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2015): Die Auswirkungen geschlechts(un)typischer Berufstätigkeiten auf die Aufteilung der Hausarbeit in Partnerschaften. In: KOLNER ZEITSCHRIFT FUR SOZIOLOGIE UND SOZIALPSYCHOLOGIE 67 (3), S. 475-507. DOI: 10.1007/s11577-015-0334-5
DOI: https://doi.org/10.1007/s11577-015-0334-5 Abstract: This article examines the role occupational sex segregation of both partners' jobs plays for the division of domestic labour in German dual-earner couples. To explain this relationship we contrast resource-based arguments and theories of gender role socialization with arguments from processes of 'Doing Gender' and the compensation hypothesis. Analyses with data from the German Socio-Economic Panel (1993-2011) suggest that women compensate a deviance from traditional gender roles by taking over more typically 'feminine tasks' (such as washing, cooking, cleaning), whereas men seem to compensate this deviance by doing more typically 'masculine tasks' (such as house repairs). In general, latter tasks are performed most seldom if a person works in a gender-balanced occupation. Apparently, deviance from traditional gender roles in context of the labour market is relevant for women as well as for men. This deviance is compensated mainly by household tasks that are traditionally ascribed to their gender. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 4
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(2015) : Politics and Socialization In: Wright, James D.: International Encyclopedia of the Social & Behavioral Sciences (Second Edition): Oxford: Elsevier, S. 509-511
Abstract: In its broadest sense political socialization refers to the content, processes, and dynamics of political learning across time and space. Related terms include civic education and citizenship training. The practice of political socialization is as old as political life. However, the term itself, and systematic research, did not emerge until the post-World War II period. An initial burst of scholarship in the 1960s and 1970s was followed by a prolonged decline. Interest revived during the 1990s, fueled in part by democratization movements around the world and, ironically, by concerns in established democracies about the declines in civic virtue among upcoming cohorts. The consequences of political socialization have been gauged in terms of its impact on the political character of individuals, the perpetuation of political cultures, and the functioning of political systems. Although most attention has been devoted to socialization in the pre-adult years, research in the area often merges into issues involving life cycle, generational, and historical effects. Survey research has been the most commonly employed methodology in the field. Longitudinal and cross-national research designs have been especially valuable in advancing the state of knowledge.
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(2015) : Socialization in Infancy and Childhood In: Wright, James D.: International Encyclopedia of the Social & Behavioral Sciences (Second Edition): Oxford: Elsevier, S. 866-872
Abstract: This article discusses the role of family in the process of socialization in infancy and childhood. This takes several forms, including treating the family as a social system in which parent–child, marital, and sibling subsystems are recognized. The family socialization process is also recognized within an ecological perspective to appreciate how family environments shape and constrain their socialization practices. Specifically, the impact of social change, socioeconomic status, and ethnicity is discussed.
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(2015): Self-esteem, narcissism, and stressful life events. Testing for selection and socialization. In: Journal of personality and social psychology 109 (4), S. 707-721
Abstract: Examined whether self-esteem and narcissism predict the occurrence of stressful life events (i.e., selection) and whether stressful life events predict change in self-esteem and narcissism (i.e., socialization). The analyses were based on longitudinal data from 2 studies, including samples of 328 young adults (Study 1) and 371 adults (Study 2). The effects of self-esteem and narcissism were mutually controlled for each other and, moreover, controlled for effects of depression. After conducting the study-level analyses, the findings were meta-analytically aggregated. Self-esteem had a selection effect, suggesting that low self-esteem led to the occurrence of stressful life events; however, this effect became nonsignificant when depression was controlled for. Regardless of whether depression was controlled for or not, narcissism had a selection effect, suggesting that high narcissism led to the occurrence of stressful life events. Moreover, stressful life events had a socialization effect on self-esteem, but not on narcissism, suggesting that the occurrence of stressful life events decreased self-esteem. Analyses of trait-state models indicated that narcissism consisted almost exclusively of perfectly stable trait variance, providing a possible explanation for the absence of socialization effects on narcissism. The findings have significant implications because they suggest that a person's level of narcissism influences whether stressful life events occur, and that self-esteem is shaped by the occurrence of stressful life events. Moreover, the possibility that depression mediates the selection effect of low self-esteem on stressful life events is discussed. zitiert von 31
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(2015): Learning (by) Feeling. A Cross-Cultural Comparison of the Socialization and Development of Emotions. In: Ethos 43 (2), S. 187-220. DOI: 10.1111/etho.12080
Abstract: Examined cross-cultural differences in socialization and development of feelings. Drawing on approaches from developmental psychology and cultural anthropology, it was analyzed how cultural models of emotion and their corresponding emotionally arousing child-rearing practices lead to culture-specific pathways of emotion development among the Bara (Madagascar) and the Tao (Taiwan). After introducing cultural models of ontogenesis and child rearing, phases of development, interaction patterns, and sanctioning practices are reflected and culture-specific pathways of emotional development are discussed. The focus is set especially on socializing emotions, which are defined in terms of their function to orient individuals toward cultural norms and values and to inculcate social conformity. Based on empirical data gathered in two long-term ethnographic field studies, evidence is provided that the Bara emphasize fear and the Tao anxiety as focal socializing emotions. zitiert von 15
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(2015) : Socialization and Education. Theoretical Perspectives In: Wright, James D.: International Encyclopedia of the Social & Behavioral Sciences (Second Edition): Oxford: Elsevier, S. 861-865
Abstract: In this article, first, four perspectives in studying the processes of socialization and education, that is, chronological, topical, institutional, and cultural points of view, are briefly addressed. Then, three major groups of theories, namely biological theories (sociobiology and evolutionary psychology), psychological theories (psychoanalytic, attachment, epigenetic, and learning theories), and sociological theories (structural functionalism, symbolic interactionism, and conflict theories), are described in greater detail. Finally, an integrative framework for studying socialization and education is offered based on five aspects: units of environmental influence, characteristics of individuals, proximal processes, goals and values, and self-socialization. zitiert von 20
Keywords: Agentic theory, Attachment Theory, Behavior genetics, conflict theory, Ecological systems approach, Epigenetic theory, Evolutionary Psychology, Object relations theory, Pädagogische Psychologie, Psychoanalytic Theory, science direct, Self-socialization, Social cognitive learning theory, Socialization, Structural functionalism, Symbolic Interactionism, Verhaltensforschung -
(2015): Wie kommt die Moral in den Kopf?. Von der Werteerziehung zur Persönlichkeitsförderung. Berlin: Springer Spektrum
Abstract: Ausgehend von einer skeptischen Haltung hinsichtlich der Bedeutung von Werten als steuernden Faktoren menschlichen Handelns werden andere, meist unbewusste Motive menschlichen Tuns und Lassens in den Blick genommen. Basierend auf Erkenntnissen aus Gehirnforschung, Psychologie und Soziologie werden Antworten auf folgende Fragen gegeben: Haben schon Tiere Vorformen von Moral? Was passiert im Gehirn, wenn Menschen moralische Entscheidungen treffen? Welche Rolle spielen die Gene und frühkindliche Erfahrungen? Wie werden Kinder zu moralischen Persönlichkeiten? Was tragen Eltern, Kindertagesstätten und Schulen dazu bei? Welche Persönlichkeitsaspekte, Fähigkeiten und Verhaltensneigungen von Kindern begünstigen moralisches Handeln und ein gutes Leben und Zusammenleben? Welche Kompetenzen helfen zur Verwirklichung von Werten wie Gesundheit, Gerechtigkeit, Freiheit oder Solidarität? - Inhalt: (1) Der trügerische Ruf nach Werten: Bestimmen Werte unser Verhalten? (2) Was treibt unser Verhalten wirklich an? (3) Warum lohnt sich der Blick ins Gehirn? (4) Die Persönlichkeit und ihre Werte: Gut für Überraschungen? (5) Wie kultiviert die Gesellschaft Werte und Normen? (6) Kardinaltugenden und Werte: Fälle für das Forschungslabor? (7) Die politischen Werte der Französischen Revolution: Noch aktuell? (8) Und wo bleiben die Werte? (9) Was fördert moralisches Verhalten? (10) Werte und Moral über die Kellertreppe? zitiert von: 3
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(2015): A review of the empirical assessment of processes in ethnic–racial socialization. Examining methodological advances and future areas of development. In: Developmental Review 37, S. 1-40. DOI: 10.1016/j.dr.2015.03.001
Abstract: A rapid increase in the empirical literature on ethnic–racial socialization has led to the development of numerous assessments that capture various aspects of the ethnic–racial socialization process. To examine the methodological advances, this paper uses the Process Model of Ethnic–Racial Socialization (PMERS) to systematically review the assessment of ethnic–racial socialization among ethnic minority families in order to review how existing measures assess differential processes of ethnic–racial socialization. Using PsycINFO, ERIC, IngentaConnect, and JSTOR databases, 41 measures were identified that report information on the ethnic–racial socialization process. Findings suggest that existing measures largely consist of explicit assessments of parental and/or youth beliefs and verbal behaviors as measures of the ethnic–racial socialization process. Few measures have captured the behavioral and affective domains of the ethnic–racial socialization process and the implicit and subtle transmission of messages regarding race and ethnicity. Further, methodological approaches in the assessment of ethnic–racial socialization have largely used self-report surveys, suggesting the need for integration of other methods. Areas for future development are discussed using the PMERS framework. zitiert von 4
2014
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(2014) : Entwicklung und Kultur In: Ahnert, Lieselotte: Theorien in der Entwicklungspsychologie: Berlin [u.a.]: Springer VS (Lehrbuch), S. 26-59
Abstract: In einem Überblick zur Rolle der Kultur für die menschliche Entwicklung wird von einem Kulturbegriff ausgegangen, dessen Kernbedeutung die Interaktions- und Kommunikationsprozesse einer Kultur in den Mittelpunkt stellt und die Individuum-Umwelt-Interaktionen hervorhebt. Ausgehend von der Kultur als menschlich organisierter Umwelt werden kulturelle Erhaltungs- und Entwicklungsprozesse in den Blick genommen: Kognitionsentwicklung, Internalisierung sozialer Erfahrungen, Imitation und Kooperation, Unterweisung und Spiel, Tradierung und kulturelle Evolution. Im Anschluss wird Kultur als organisiertes System aus Kontexten, Milieus und Nischen ausgewiesen, zu dessen Beschreibung in Psychologie, Pädagogik, Anthropologie, Soziologie und Politik verschiedenste Zugänge verwendet werden. In diesem Zusammenhang werden Individuum-Umwelt-Interaktionen in einem organisierten System von Kontexten, sozial-kommunikative Differenzierungen von Kulturen, sozial-strukturelle Differenzierungen von Kulturen, Entwicklungsnischen und Entwicklungskontexte behandelt. Wie Individuum-Umwelt-Interaktionen und die Anpassungsprozesse im Rahmen von Sozialisationsvorgängen im Verlauf der Individualentwicklung verstanden werden können, ist vor allem Gegenstand der Psychologie der Lebensspanne. Im Folgenden werden ausgewählte Entwicklungsveränderungen vor allem in der Kindheit beschrieben und es wird gezeigt, inwieweit sie auf kulturelle Auswirkungen zurückgeführt werden können. zitiert von 6
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(2014): Personality traits and living arrangements in young adulthood. Selection and socialization. In: Developmental Psychology 50 (3), S. 683-698
Abstract: Based on the social investment principle and theories of social relationship differentiation, the present study was conducted to investigate whether personality differences in high school predict young adults' living arrangements (with roommates or a romantic partner, alone, or staying with parents) 2 years later (selection) and whether these different social contexts provoke long-term personality changes (socialization). Using data from a 3-wave longitudinal study of 8,052 high school graduates in Germany, multinomial logistic regression analyses revealed substantial selection effects of the Big Five traits on living arrangements. Propensity score matching was applied to provide a strong test of the socialization effects of these living arrangements. Young adults who lived with roommates showed increases in Openness but the smallest increases in Conscientiousness. Living with a romantic partner was the most beneficial arrangement for the development of Conscientiousness. These results highlight the importance of social contexts for personality development in young adulthood. zitiert von 14
2013
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(2013): Theorie bilden. Menschliches Lernen / eine kritisch-pragmatistische Lerntheorie. Bielefeld; Bielefeld: Transcript (Theorie bilden), zuletzt geprüft am 11.02.2018
Abstract: Menschliches Lernen unterscheidet sich, so der Ausgangspunkt der Studie, vom Lernen von Tieren, Organismen und Systemen durch seinen individuellen Sinn und den Einbezug in gesellschaftliche Praxis. Aufbauend auf einer kritischen Reflexion vorliegender verhaltenswissenschaftlicher, kognitivistischer, konstruktivistischer und neurophysiologischer Modelle entwickelt der Autor eine kritisch-pragmatistische Lerntheorie, welche die Verkürzungen und Einseitigkeiten anderer Konzepte überwindet. Die Theorie menschlichen Lernens verbindet die Diskussion um Lerntheorien mit der Tradition des Bildungsbegriffs und umfasst Ansätze der Bildungswissenschaften, der Psychologie und der Soziologie. - Inhalt: (1) Horizonte und Perspektiven des Nachdenkens über Lernen. (2) Lernthemen und Lernsystematiken. (3) Kritische Reflexion reduktionistischer Lerntheorien. (4) Relationale Lerntheorien. (5) Emergenz des Lernens - Dialektik der Lerntheorie. (6) Tätigkeit und Lernen. (7) Erfahrung; Wahrnehmen und Erinnern. (8) Intentionalität und Interesse. (9) Lernwiderstände. (10) Lebensführung als Lernvoraussetzung. (11) Selbst Lernen in Gesellschaft. (12) Lehren. (13) Lerntheorien, Identitätskonzepte und Bildung.
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(2013): Sozialisation, Sozialverhalten und psychosoziale Auffälligkeiten. Eine Einführung in die Bewältigung sozialer Aufgabenstellungen. Weinheim [u.a.]: Beltz Juventa (Grundlagentexte Soziale Berufe)
Abstract: Mit Blick auf die Zielgruppe der Sozialarbeiterinnen/Sozialarbeiter und Erzieherinnen/Erzieher werden psychologische Grundlagen von Sozialisation, Sozialverhalten und psychosozialen Auffälligkeiten vermittelt. Unter anderem werden Antworten auf folgende Fragen gegeben: Wie entsteht durch Entwicklung, Erziehung und Sozialisation Persönlichkeit? Wieson wird Interaktion durch Einstellungen und Vorurteile gestört? Wie entstehen Konflikte und wie werden Wertebewusstsein und prosoziales Verhalten vermittelt? Welche Möglichkeiten gibt es, bei psychischen Erkrankungen und ungünstigen Lernprozessen, bei Angst, Depression, Aggression, sexueller Devianz und Sucht zu einem gelingenden Leben beizutragen? - Inhalt: (1) Das Entstehen der Persönlichkeit (Entwicklung; Erziehung; Sozialisation; Persönlichkeit). (2) Soziale Wahrnehmung (Attribution; Einstellung; Vorurteil). (3) Sozialverhalten (Konflikt; Gehorsam; Moral; prosoziales Verhalten). (4) Psychosoziale Auffälligkeiten (Normalität und Behinderung; Psychosen, Neurosen, Persönlichkeitsstörungen; Angst und Phobien; Depression und Suizid; Aggression und Gewalt; sexuelle Devianz; Sucht und Abhängigkeit).