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- Landberg, Monique (Dr. )Forschungszentrum für Bildungsinnovation und Professionalisierung • Fakultät 1 • Pädagogische Psychologie
- Lang, Sabineandere Einrichtung • Sonstiges, nicht gelistetes Institut
- Lang-Wojtasik, Gregor (Prof. Dr.)Fakultät 1 • Erziehungswissenschaft
- Langer, SandraForschungszentrum für Elementar- und Primarbildung • Fakultät 1 • Erziehungswissenschaft
- Lehrl, Simone (Dr.)Forschungszentrum für Elementar- und Primarbildung • Fakultät 1 • Erziehungswissenschaft
- Löffler, Cordula (Prof. Dr.)Forschungszentrum für Elementar- und Primarbildung • Fakultät 2 • Deutsch mit Sprecherziehung
- Lukas, Sarah (Jun.-Prof. Dr.)Forschungszentrum für fachbezogene Lehr- und Lernprozesse (eh. Forschungszentrum für Sekundarbildung) • Fakultät 1 • Pädagogische Psychologie
Landberg, Monique (Dr. )
Forschungszentrum für Bildungsinnovation und Professionalisierung • Fakultät 1 • Pädagogische Psychologie
#120
- Akademische Mitarbeiterin
- 01704211075
- Monique.landberg[at]ph-weingarten.de
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14 Publikationen
SammelbandPeer ReviewPrintEnglisch
17 Grounded Theory in Emerging Adult Research
Landberg, M. (2025). 17 Grounded Theory in Emerging Adult Research. In: Flourishing as a Scholar: Research Methods for the Study of Emerging Adulthood. Oxford: Oxford University Press.
Abstract
Grounded theory is a way of doing research by applying certain techniques. A grounded theory can also be the result of a research process. Grounded theory was originally developed by Glaser and Strauss in the 1960s, and since that time the correct way of doing grounded theory has been widely debated. The following chapter briefly outlines the differences between the main branches of grounded theory, namely Objectivist, Straussian grounded theory, and Constructivist grounded theory, and introduces essential concepts such as memos, codes, and constant comparison. A grounded theory paper is used to illustrate the process of conducting this type of research in an emerging adulthood sample, with the author’s own experience and advice providing guidance throughout the research process.
ArtikelOpen Access · CCPeer ReviewEnglisch
Visualization and Breathing as Means to Reduce Objective and Subjective Stress of Students during Exam Times
Landberg, M. & Götz, K. (2025). Visualization and Breathing as Means to Reduce Objective and Subjective Stress of Students during Exam Times. European Journal of Education and Pedagogy, 2025.
Abstract
Exam stress is a highly prevalent topic for students. Knowing time-saving
and short-term strategies to deal with exam stress might be highly
beneficial. Hence, the present study examines if students can profit from
stress reduction strategies (either visualization or breathing techniques)
during a mock exam. If so, students can be encouraged to use these
strategies for their own benefits during exam times. Fifty-four participants
were recruited to the study. 79.6% of the group was female, the mean age
was 20.37 years (SD= 1.39). Nineteen students were in the visualization
group (35.2%), 19 students were in the breathing exercise group (35.2%)
and 16 students were part of the control group (29.6%). Data analysis
shows a small but significant reduction of stress in the breathing exercise
group. We suggest further research strategies and implications for fostering
mental health of students in higher education.
and short-term strategies to deal with exam stress might be highly
beneficial. Hence, the present study examines if students can profit from
stress reduction strategies (either visualization or breathing techniques)
during a mock exam. If so, students can be encouraged to use these
strategies for their own benefits during exam times. Fifty-four participants
were recruited to the study. 79.6% of the group was female, the mean age
was 20.37 years (SD= 1.39). Nineteen students were in the visualization
group (35.2%), 19 students were in the breathing exercise group (35.2%)
and 16 students were part of the control group (29.6%). Data analysis
shows a small but significant reduction of stress in the breathing exercise
group. We suggest further research strategies and implications for fostering
mental health of students in higher education.
ArtikelOpen Access · CCPeer ReviewEnglisch
Interplay of intrinsic motivation and well-being at school.
Grassinger, R., Landberg, M., Määttä, S., Vasalampi, K. & Bieg, S. (2024). Interplay of intrinsic motivation and well-being at school. Motivation and Emotion, 2024.
- DOIhttps://doi.org/10.1007/s11031-024-10057-2
- StichworteIntrinsic motivation · Subjective well-being · Self-determination theory · Secondary school · Cross-lagged panel model
Abstract
Feeling well at school is crucial for both young people’s healthy self-development and their intrinsic learning motivation.
Both concepts, subjective well-being and intrinsic motivation, are central to self-determination theory, but their reciprocal
relationship is not studied very well. We hypothesized that the concepts affect each other directly: Students who are intrinsically
motivated feel well at school due to positive emotions and the strive for understanding the learning content, which is
an intrinsic motivation immanent. Beyond, students who feel well at school are intrinsically motivated, because subjective
well-being represents an intrinsic value of the learning situation. This hypothesis is tested using a sample of 773 secondary
school students (mean age: 12.7 years, SD = 1.8), who were answering questionnaires at the beginning (T1), at mid (T2)
and at the end (T3) of a school year. The data were analyzed using a cross-lagged panel model. The results gave evidence
on cross-lagged effects and an indirect effect from subjective well-being to intrinsic motivation to subjective well-being.
Both concepts, subjective well-being and intrinsic motivation, are central to self-determination theory, but their reciprocal
relationship is not studied very well. We hypothesized that the concepts affect each other directly: Students who are intrinsically
motivated feel well at school due to positive emotions and the strive for understanding the learning content, which is
an intrinsic motivation immanent. Beyond, students who feel well at school are intrinsically motivated, because subjective
well-being represents an intrinsic value of the learning situation. This hypothesis is tested using a sample of 773 secondary
school students (mean age: 12.7 years, SD = 1.8), who were answering questionnaires at the beginning (T1), at mid (T2)
and at the end (T3) of a school year. The data were analyzed using a cross-lagged panel model. The results gave evidence
on cross-lagged effects and an indirect effect from subjective well-being to intrinsic motivation to subjective well-being.
ArtikelOnlinePeer ReviewEnglisch
Publication Preview Source Interplay of intrinsic motivation and well-being at school
Grassinger, R., Landberg, M., Määttä, S., Vasalampi, K. & Bieg, S. (2024). Publication Preview Source Interplay of intrinsic motivation and well-being at school. Motivation and Emotion, 2024.
Abstract
Feeling well at school is crucial for both young people’s healthy self-development and their intrinsic learning motivation. Both concepts, subjective well-being and intrinsic motivation, are central to self-determination theory, but their reciprocal relationship is not studied very well. We hypothesized that the concepts affect each other directly: Students who are intrinsically motivated feel well at school due to positive emotions and the strive for understanding the learning content, which is an intrinsic motivation immanent. Beyond, students who feel well at school are intrinsically motivated, because subjective well-being represents an intrinsic value of the learning situation. This hypothesis is tested using a sample of 773 secondary school students (mean age: 12.7 years, SD = 1.8), who were answering questionnaires at the beginning (T1), at mid (T2) and at the end (T3) of a school year. The data were analyzed using a cross-lagged panel model. The results gave evidence on cross-lagged effects and an indirect effect from subjective well-being to intrinsic motivation to subjective well-being.
ArtikelOpen Access · CCPeer ReviewEnglisch
Modeling Determinants of Lifelong Learning According to the Theory of Planned Behavior: A Proxy-Based Approach Using PIAAC Data
Partsch, M. V. & Landberg, M. (2023). Modeling Determinants of Lifelong Learning According to the Theory of Planned Behavior: A Proxy-Based Approach Using PIAAC Data. Adult Education Quarterly, 2023.
Abstract
In today’s world, lifelong learning (LLL) is a key element of individual and societal suc-
cess. However, despite knowing potential determinants of LLL, we do not yet under-
stand how they interact to facilitate LLL. Therefore, the present study aims to verify
the usefulness of the Theory of Planned Behavior (TPB) in predicting LLL. We applied
a survey data-based approach by building proxies of TPB components for LLL based
on the German PIAAC dataset. Our TPB-based path models explained both partici-
pation in non-formal LLL and engagement in informal LLL in a large heterogeneous
sample of the German working population, also when controlling for in uential
socio-demographic determinants of LLL. Thereby, our results provide rst evidence
that TPB lends itself as core of a LLL process model that can serve as a basis to inte-
grate further well-studied determinants of LLL participation and then can be tested in
longitudinal multi-level studies.
cess. However, despite knowing potential determinants of LLL, we do not yet under-
stand how they interact to facilitate LLL. Therefore, the present study aims to verify
the usefulness of the Theory of Planned Behavior (TPB) in predicting LLL. We applied
a survey data-based approach by building proxies of TPB components for LLL based
on the German PIAAC dataset. Our TPB-based path models explained both partici-
pation in non-formal LLL and engagement in informal LLL in a large heterogeneous
sample of the German working population, also when controlling for in uential
socio-demographic determinants of LLL. Thereby, our results provide rst evidence
that TPB lends itself as core of a LLL process model that can serve as a basis to inte-
grate further well-studied determinants of LLL participation and then can be tested in
longitudinal multi-level studies.
ArtikelOpen Access · CCPeer ReviewEnglisch
Publication Preview Source Perceptions on and attitudes towards lifelong learning in the educational system
Landberg, M. & Partsch, M. V. (2023). Publication Preview Source Perceptions on and attitudes towards lifelong learning in the educational system. Social Sciences & Humanities Open, 2023.
Abstract
Lifelong learning (LLL) is of international concern and schools are an important, however, a neglected context to
foster LLL. The aim of the thematic analysis was to explore how teachers define LLL, how they perceive their own
role in fostering LLL, which strategies they use to foster LLL competencies in their students, and if and where they
can learn about LLL themselves. The sample consisted of 15 teachers and headmasters. Even though teachers
already apply a lot of strategies to foster LLL competencies in their students, the results indicate the need to
increase awareness of the influence teachers have.
foster LLL. The aim of the thematic analysis was to explore how teachers define LLL, how they perceive their own
role in fostering LLL, which strategies they use to foster LLL competencies in their students, and if and where they
can learn about LLL themselves. The sample consisted of 15 teachers and headmasters. Even though teachers
already apply a lot of strategies to foster LLL competencies in their students, the results indicate the need to
increase awareness of the influence teachers have.
ArtikelOnlinePeer ReviewDeutsch
Seminar zu mentalen Lerntechniken im Lehramtsstudium
Landberg, M. (2023). Seminar zu mentalen Lerntechniken im Lehramtsstudium. Zeitschrift für Beratung und Studium, 18.
Abstract
An der Pädagogischen Hochschule Weingarten wurde
während eines Corona-Semesters ein Workshop konzi-
piert, um Studierenden verschiedene Techniken und
Strategien für ihr Lernen und Entspannen an die Hand zu
geben. Daraus ist ein Seminar entstanden, welches sich
im Masterstudiengang Lehramt etabliert hat. Monique
Landberg berichtet im Aufsatz Seminar zu mentalen
Lerntechniken im Lehramtsstudium zu den Inhalten des
Seminars und erklärt im Detail, wie das sogenannte
„Haus des Wissens“ als mentale Lerntechnik angewandt
werden kann.
während eines Corona-Semesters ein Workshop konzi-
piert, um Studierenden verschiedene Techniken und
Strategien für ihr Lernen und Entspannen an die Hand zu
geben. Daraus ist ein Seminar entstanden, welches sich
im Masterstudiengang Lehramt etabliert hat. Monique
Landberg berichtet im Aufsatz Seminar zu mentalen
Lerntechniken im Lehramtsstudium zu den Inhalten des
Seminars und erklärt im Detail, wie das sogenannte
„Haus des Wissens“ als mentale Lerntechnik angewandt
werden kann.
ArtikelOpen Access · CCPeer ReviewEnglisch
A Grounded Theory Study on Motivation after Oc- cupational Detours.
Landberg, M. & Noack, P. (2022). A Grounded Theory Study on Motivation after Oc- cupational Detours. International Journal for Research in Vocational Education and Training, 2022(9(1)), 66-91.
- DOIhttps://doi.org/10.13152/IJRVET.9.1.
- StichworteAccess to Education, At-Risk Youth, Apprentice, Career Pattern, Educationally Disadvantaged Youth, Vocational Education and Training, VET
Abstract
Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process faci- litate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development.
Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused main- ly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30).
Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education.
Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.
Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused main- ly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30).
Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education.
Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.
ArtikelOpen Access · CCPeer ReviewEnglisch
Learner Identity and Lifelong Learning: A Mixed-Method Study.
Landberg, M. & Porsch, T. (2022). Learner Identity and Lifelong Learning: A Mixed-Method Study. European Journal of Education and Pedagogy, 2022(3(3)).
- DOI10.24018/ejedu.2022.3.3.305
- ISSN2736-4534
- StichworteEpistemological Beliefs, Learner Identity, Lifelong Learning, Mixed-Method Research
Abstract
Learning is on the one side happing every day. On the other side, adult participation in (formal and non-formal) learning is low, especially in Germany and for certain subgroups (e.g., with low educational attainment). It is well known that with the acquisition of knowledge over a lifetime many positive findings are associated. Hence, we propose that measuring learner identity might be a helpful construct for predicting and influencing lifelong learning. However, measurement options for learner identity are sparse. Hence, the present paper tries to adapt and validate a scale to measure learner identity. For that, we first adapted the Dimensions of Identity Development Scale questionnaire (Luyckx et al., 2008). Second, internal construct validity and external construct validity were established. For the latter, as in other studies, self-esteem, depressive symptoms (Luyckx et al., 2008) and openness (Crocetti et al., 2008) were used. Curiosity and epistemological beliefs were assessed as well, because according to the division of cognitive labor, we must gain knowledge from different sources to deal with life’s complexity (Bromme, 2005). Third, Marcia’s identity status (1964) was identified using a clustering approach. The mean age of the 124 participants was 21.90 years (SD = 3.23). Most participants were female (80.6%), and the majority were studying for a teaching post at the bachelor’s level (68.5%). Finally, one student per identity status was interviewed (n = 4) using a topic guide based on Marcia’s (1964) identity status interview. In this way, an explanatory mixed-method design was applied (Creswell & Plano Clark, 2011). Both, the quantitative and the qualitative approach seem fruitful to assess learner identity. Analysis indicated that learner identity is different from epistemological beliefs. Learner identity is highly relevant to how learning situations are approached and how strong the commitment to learning activities and goals is.
Artikelohne Peer ReviewDeutsch
Berufliche Identität bei jungen Erwachsenen.
Landberg, M. & Noack, P. (2021). Berufliche Identität bei jungen Erwachsenen. PDP-Psychodynamische Psychotherapie, 2021(20(4)), 334-344.
- StichworteEmerging Adulthood • berufliche Iden- tität • berufliche Wechsel • Rumination
Abstract
Die Entwicklung einer beruflichen Iden- tität ist eine zentrale Entwicklungsauf- gabe im Emerging Adulthood, einer Le- bensphase, in der viel exploriert und aus- probiert wird. In dieser Lebensphase sind sowohl die Auseinandersetzung mit Iden- titätsfragen als auch der Start einer be- ruflichen Karriere virulente Themen. Die vorliegende Studie untersucht, ob berufli- che Wechsel überzufällig häufig mit einer Veränderung der Identitätsstatus über die Messzeitpunkte assoziiert sind. Die Stich- probe umfasste 370 junge Erwachsene (Durchschnittsalter 23.24 Jahre, 68,9 % weiblich). Es fanden sich eher stabile Muster in Bezug auf die Identitätsstatus zu zwei Messzeitpunkten. Implikationen für die Arbeit mit jungen Erwachsenen in Therapie und Beratung werden diskutiert.
ArtikelPeer ReviewEnglisch
Emerging Adults’ Self-Efficacy as a Resource for Coping With the COVID-19 Pandemic
Recksiedler, C. & Landberg, M. (2021). Emerging Adults’ Self-Efficacy as a Resource for Coping With the COVID-19 Pandemic. Emerging Adulthood, 2021.
- DOI10.1177/21676968211019287
- Stichwortecoronavirus disease 2019, emerging adulthood, life satisfaction, friends, education
Abstract
The COVID-19 pandemic is impacting emerging adults during a crucial developmental period, which may have long-lasting effects on their developmental task progression and psychosocial adjustment. Because self-efficacy is a well-researched psychological resource to deal with substantial challenges, the present study examined the link between emerging adults’ life- and domain-specific satisfaction during the pandemic and self-efficacy before the pandemic. Drawing on a sample of 377 German emerging adults (56.5% female), we found that self-efficacy prior to the pandemic was not associated with life or domain-specific satisfaction during the pandemic. However, results revealed that associations between domain-specific satisfaction during the pandemic and self-efficacy varied by educational attainment. Results are discussed in light of specific circumstances related to the progression of the pandemic in Germany, possible non-response bias, as well as implications for social policy and future research.
ArtikelPeer ReviewEnglisch
What alters the experience of Emerging Adulthood? – How the experience of Emerging Adulthood differs according to socioeconomic status and critical life events.
Landberg, M., Lee, B. & Noack, P. (2019). What alters the experience of Emerging Adulthood? – How the experience of Emerging Adulthood differs according to socioeconomic status and critical life events. Emerging Adulthood, 2019.
- DOIhttps://doi.org/10.1177/2167696819831793
- Stichworteemerging adulthood, socioeconomic status, critical life events, disadvantaged young adults, mixed methods
Abstract
The present mixed-methods study examined the relationship between socioeconomic status (SES) and the experience of emerging adulthood (EA). In Study 1, the associations among SES, EA, and critical life events (CLEs) were explored. CLEs were examined as a mediator between SES and EA in a German sample (N 1⁄4 3,269). Participants’ educational attainment, SES, and occupation-related prestige were associated with the experience of EA. For example, lower SES was associated with higher perceived instability, with more experienced CLEs mediating this relationship. Lower SES was associated with a higher number of CLEs, which, for example, was related to more focus on others. In Study 2, interview data from emerging adults with low educational attainment who were engaged in vocational training (N 1⁄4 12) were analyzed. In addition to reporting many CLEs, themes regarding their perception of their current life phase were established, indicating that low-SES youth experience aspects of EA as well.
ArtikelPeer ReviewEnglisch
Apathy or alienation? Political passivity among youths across eight European Union countries.
Dahl, V., Amna, E., Banaji, S., Landberg, M., Serek, J., Ribeiro, N., Beilmann, M., Pavlopoulos, V. & Zani, B. (2018). Apathy or alienation? Political passivity among youths across eight European Union countries. European Journal of Developmental Psychology, 2018(15(3)), 284-301.
- DOI10.1080/17405629.2017.1404985
- Stichwortepolitical passivity; political apathy; political alienation; youths; European union
Abstract
Political participation is one of the most studied aspects of the contemporary development of western democracies. A recent trend focuses the lack of political participation among younger generations. At the same time, the last decades have also witnessed a growth in the share of young European Union (EU) citizens who express alienation, and distrust toward social and political institutions at the national as well as the European level. By studying young people across different countries of the EU, the current study aims to examine if youths’ political passivity is better explained by political apathy or alienation. Our analyses are based on a comparative survey data collected by the Catch-EyoU project comprising approximately 4 454 late adolescents assembled from eight member countries of the EU. Results from logistic regressions predicting non-voting from apathy and alienation support the idea that political passivity is best understood as the result of political apathy. Moreover, it seems that the underlying separator of apathetic and alienated youths is cognitive awareness of political life. These results are discussed in relation to potentially built-in paradoxes of apathy present in efficient and well-functional welfare-state democracies.
SammelbandEnglisch
Number of Close Friends and Their Links to Life Satisfaction Over the Great Recession in Germany
Landberg, M. & Recksiedler, C. (2018). Number of Close Friends and Their Links to Life Satisfaction Over the Great Recession in Germany. In: Close Relationships and Happiness (S. 131-149). Dordrecht: Springer.
Abstract
The present study tested if worries about the economy was associated with life satisfaction and if this association was mediated by individuals’ self- reported number of close friends. A longitudinal mediation model was employed across three time points with data from the beginning of the recession in 2008, the midst of the recession in 2011, and the recovery phase in 2013. A diverse sample of German emerging adults aged 18 to 29 (M (SD) age = 23.28 (3.53); 52.3% females at baseline) was selected. Results partly supported the hypotheses. More worries about the economy were associated with fewer close friends and having fewer friends was related to lower levels of life satisfaction. However, after considering the impact of covariates (e.g., gender, age, employment status), the study yielded slightly different results. Implications and practical applications for emerging adults’ well-being in light of economic strain are discussed.