Gender disparities in STEM (Science, Technology, Engineering, and Mathematics) fields remain a significant challenge, with women often underrepresented. Spatial abilities, particularly mental rotation (MR), are crucial for success in STEM, yet significant gender differences in these skills persist. This research aims to explore the factors contributing to these differences, focusing on emotional reactivity, self-concept, anxiety, and their impact on performance in mathematical and spatial tasks among primary school children. This research synthesizes findings from three related studies involving N=303 primary school students, consisting of 146 girls and 155 boys with a mean age=8.70 (SD=1.11) years. Data were collected through standardized questionnaires assessing self-concept, spatial and maths anxiety, and preferences for STEM subjects. Cognitive performance was evaluated using a computerized, novel Mental Rotation Task (nMRT) incorporating gender-congruent and neutral stimuli and various maths tasks correlating with mental rotation. Physiological responses were measured using galvanic skin response (GSR) to assess the impact of emotional reactivity on task performance. All data were collected in the classroom environment to increase ecological validity and generalizability of findings. Across studies, girls demonstrated higher maths and spatial anxiety, lower maths self-concept, and a lower preference for maths as a STEM subject compared to boys. These factors were significantly associated with performance differences in both maths and MR tasks. Higher emotional reactivity, as evidenced by GSR, and increased response time were associated with better scores on difficult items, that is, abstract stimuli rotated in-depth. Emotional reactivity also affected maths task completion times, with girls demonstrating lower physiological arousal linked to shorter processing time. Gender, subject preference, math self-concept and anxiety levels emerged as significant predictors of task performance on both maths and spatial tasks. The results underscore the influence of self concept, anxiety and physiological responses on cognitive performance, highlighting significant gender differences. Girls demonstrated higher subjective anxiety and physiological arousal during maths tasks. However, in the same group, lower emotional reactivity and maths anxiety served as protective influences, leading to improved scores and shorter completion times. Moreover, girls and tweens demonstrated lower maths self-concept and preference for maths, indicating that stereotype effects are already impacting their interest during primary school. These findings suggest that psychological factors play a crucial role in learning outcomes, particularly in STEM subjects. This integrated research contributes to a deeper understanding of how psychological factors such as self-concept, subjective anxiety but also physiological arousal and subject preferences affect mathematical and spatial performance in primary school children. The findings have practical implications for educators and policymakers, advocating for the development of strategies to enhance self-concept, manage anxiety and support emotional regulation, particularly in girls, fostering a supportive learning environment that mitigates the impact of stereotype threat. Enhanced self-efficacy and reduced anxiety thereby increase the likelihood of their engagement with maths, subsequently improving their performance and expanding their future career options in STEM fields.

Companies can be affected by events that adversely impact their business operations. These events can originate from corporate environments or within companies themselves. The effects of these events may be quite diverse and can threaten the survival of companies in the worst case. To deal with events that can adversely impact business operations of companies, the concept of resilience can be used. The concept of resilience relates to the ability of companies to handle adverse circumstances. It encompasses different aspects from measuring to restoring and strengthening the resilience of companies. This dissertation deals with the concept of resilience within the corporate context. It considers the concept of resilience from a company and business process perspective and provides different research contributions for this contexts. From a company perspective, a concept and a model are presented that serve as the basis to analyse the resilience of companies. The concept shows essential elements that are important for considering the resilience of companies. The model outlines the range that can be used to analyse the resilience of companies. Furthermore, a corporate maturity model is introduced to assess the resilience of companies. It encompasses different attributes and resilience levels to determine and improve the resilience of compannies. From a business process perspective, a lifecycle and metrics for business process resilience are presented. The lifecycle shows different phases relating to resilience considerations of business processes. The metrics are used to measure the resilience of business processes.

Empirical studies in software engineering use software repositories as data sources to understand software development. Repository data is either used to answer questions that guide the decision-making in the software development, or to provide tools that help with practical aspects of developers’ everyday work. Studies are classified into the field of Empirical Software Engineering (ESE), and more specifically into Mining Software Repositories (MSR). Studies working with repository data often focus on their results. Results are statements or tools, derived from the data, that help with practical aspects of software development. This thesis focuses on the methods and high order methods used to produce such results. In particular, we focus on incremental methods to scale the processing of repositories, declarative methods to compose a heterogeneous analysis, and high order methods used to reason about threats to methods operating on repositories. We summarize this as technical and methodological improvements. We contribute the improvements to methods and high-order methods in the context of MSR/ESE to produce future empirical results more effectively. We contribute the following improvements. We propose a method to improve the scalability of functions that abstract over repositories with high revision count in a theoretically founded way. We use insights on abstract algebra and program incrementalization to define a core interface of highorder functions that compute scalable static abstractions of a repository with many revisions. We evaluate the scalability of our method by benchmarks, comparing a prototype with available competitors in MSR/ESE. We propose a method to improve the definition of functions that abstract over a repository with a heterogeneous technology stack, by using concepts from declarative logic programming and combining them with ideas on megamodeling and linguistic architecture. We reproduce existing ideas on declarative logic programming with languages close to Datalog, coming from architecture recovery, source code querying, and static program analysis, and transfer them from the analysis of a homogeneous to a heterogeneous technology stack. We provide a prove-of-concept of such method in a case study. We propose a high-order method to improve the disambiguation of threats to methods used in MSR/ESE. We focus on a better disambiguation of threats, operationalizing reasoning about them, and making the implications to a valid data analysis methodology explicit, by using simulations. We encourage researchers to accomplish their work by implementing ‘fake’ simulations of their MSR/ESE scenarios, to operationalize relevant insights about alternative plausible results, negative results, potential threats and the used data analysis methodologies. We prove that such way of simulation based testing contributes to the disambiguation of threats in published MSR/ESE research.

Classical music has played a central role in German music education since at least the second half of the 20th century. However, in more recent music pedagogical discourse, classical music remains a controversial topic. But what do music teachers think about classical music as a subject for music education? This topic has not yet been systematically researched in German-speaking music education. In this qualitative-empirical study, eight semi-structured interviews were conducted to address the question of how music teachers perceive classical music in music education. The data was evaluated using the Grounded Theory Methodology. The theory developed from the study indicates that music teachers have varying objectives when using classical music in music education. However, they generally consider it unfamiliar to their students. To address this situation, music teachers develop various methods and strategies. These can be categorized into three approaches for dealing with the unfamiliarity of classical music: avoidance, reduction/relativization, and utilization. The study's findings are contextualized within the framework of foreignness theory, music didactics, and transformational educational theory. This dissertation contributes to the field of music education in classical music, laying the groundwork for further theoretical, empirical, and didactic research.

In der vorliegenden Dissertation mit dem Titel "Blickanalysen bei mentalen Rotationsaufgaben" wird eine Analyse der visuellen Verarbeitungsprozesse bei mentalen Rotationsaufgaben mittels Eye-Tracking-Technologie durchgeführt, um die zugrundeliegenden kognitiven Prozesse und Strategien, die bei der Lösung dieser Aufgaben angewandt werden, zu untersuchen. Ein Anliegen dieser Arbeit ist es, die Problemstellung zu adressieren, wie individuelle Unterschiede, insbesondere geschlechtsspezifische Differenzen in den Blickmustern, die visuelle Verarbeitung und Leistung bei mentalen Rotationsaufgaben beeinflussen. Hierzu wurden drei Studien durchgeführt, die nicht nur die Identifikation von Blickmustern und die Analyse der Leistungsunterschiede in Bezug auf Geschlecht umfassen, sondern auch die Korrelation zwischen Blickverhalten und Leistung untersuchen. Die Ergebnisse dieser Forschung bieten Einblicke in die Mechanismen der visuellen und kognitiven Verarbeitung bei mentalen Rotationsaufgaben und heben die Bedeutung des Eye-Tracking als Forschungsinstrument in der kognitiven Psychologie hervor, um ein umfassendes Verständnis der Einflussfaktoren auf räumliches Denken und Problemlösungsstrategien zu erlangen.