Bøger i Zeitschrift für Psychologie / Journal of Psychology serien

A showcase of how the web can be used to advance psychological knowledgeWeb-based research methodology has evolved since the development of the world wide web in the 1990s and has proliferated and diversified with layers upon layers of new major developments in Internet technology and life generally (e.g., search engines, social media, smartphones, Open Science). This volume presents a selection of state-of-the-art contributions on web-based research in psychology. Expert authors explore research methodology, including new methods made possible through the web or research that cannot be done without the web. In addition, research ethics, which have special characteristics in the online research environment, are addressed to varying degrees, including deception and inclusivity. Further topics presented range from how web-based research can advance our knowledge on perception to the adoption of Open Science (including sharing data, materials, and preregistrations), as well as how behavior is observed in web-based research. This collection of contributions is a showcase of the creativity of researchers to find nifty new ways to harness the web to advance psychological research.

Although there is agreement that well-being in school matters - for example, for student achievement, teacher optimal functioning, and school effectiveness - a more profound understanding is needed about the predictors, effects, and ways of promoting well-being in school. This topical volume presents up-to-date research on the role of well-being in school from the fields of educational sciences, educational psychology, and health science. The contributions investigate both teacher well-being and student well-being in different countries and by using various advanced methods.Importantly, well-being in school is understood in these articles as a multidimensional construct that takes the complexity of the term well-being and the educational setting into account. Accordingly, the contributors explore a range of approaches and instruments of how well-being in school can be investigated and discuss the benefits for individuals, schools, and educational systems in promoting well-being. The findings support the prominent role of well-being for students' and teachers' lives and encourage further research on well-being in school as there is a need for much more scientific knowledge in both theory and practice.

Lessons from the COVID-19 pandemic for educational practice and policy in different contextsThe COVID-19 pandemic has challenged educational systems with dramatic changes to established practices. This is now a good time to focus on what we can learn from this global pandemic and ensuing economic crisis and how to support educational policies in steering and mitigating such crises in the future. Accordingly, the contributors explore a range of perspectives and different phases of the educational career and discuss the consequences for individuals, educational systems, and educational policy.This volume brings together current research on the effects of the pandemic and possible coping mechanisms from both developmental and educational psychology perspectives. Following a systematic meta-review on the existing state of research and research deficits, four empirical contributions with longitudinal designs investigate the experiences of parents, teachers, adolescents, and university students from Austria, Germany, and the United Kingdom.