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Hamburg Abitur Psychology gA study materials
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Hamburg Abitur Psychology gA practice questions

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Question 1Research, biological explanations and evidence

What makes psychology a science rather than only everyday folk psychology in this curriculum framing?

  1. It relies only on unverified personal anecdotes
  2. It uses systematic, theory-guided methods to describe, explain, and predict experience and behavior Correct answer.
  3. It forbids any empirical observation
  4. It is identical to astrology

Explanation

A scientific Begriffsklärung of psychology emphasizes systematic, theory-guided description, explanation, and prediction of experience and behavior - not anecdote or pseudoscience.

Question 2Research, biological explanations and evidence

What is a defining feature of an Experiment as an empirical method?

  1. Reading only fiction novels without observation
  2. Systematic manipulation of an independent variable under controlled conditions to observe effects on a dependent variable Correct answer.
  3. Changing nothing and drawing no conclusions
  4. Asking no research question

Explanation

An experiment typically manipulates an independent variable under controlled conditions to observe effects - a core wissenschaftliche Methode named in TF3.

Question 3Research, biological explanations and evidence

In psychological testing, what do Gütekriterien (quality criteria) primarily protect?

  1. Only the color of the test booklet
  2. Only the examiner's lunch break
  3. The scientific usefulness of a Test - commonly objectivity, reliability, and validity Correct answer.
  4. The right to invent scores randomly

Explanation

TF3 requires Anforderungen an wissenschaftliche Methoden. For Tests, classic Gütekriterien are Objektivität, Reliabilität, and Validität.

Question 4Research, biological explanations and evidence

Reliability of a Test mainly means:

  1. That the Test measures the intended construct
  2. That every student must fail
  3. That results may be scored differently each time without rule
  4. Measurement consistency - similar results under similar conditions Correct answer.

Explanation

Reliabilität = consistency of measurement. Validity (whether it measures the intended construct) is related but distinct.

Question 5Research, biological explanations and evidence

Validity of a Test mainly means:

  1. The Test actually measures the construct it claims to measure Correct answer.
  2. Only that the Test is printed on thick paper
  3. Only that the Test is very long
  4. That results are always identical even if the construct changes

Explanation

Validität concerns whether the Test measures what it intends (e.g., reading skill vs. general anxiety).

Question 6Personality, motivation and social psychology

Industry vs. inferiority is most relevant when analyzing:

  1. Only prenatal reflexes
  2. Only retirement leisure
  3. Only infant feeding schedules
  4. School-age competence, mastery, and comparison with peers Correct answer.

Explanation

School age emphasizes industry-skill building and recognition-vs. feelings of inferiority if efforts are chronically devalued.

Question 7Personality, motivation and social psychology

In Erikson’s epigenetic principle, each crisis:

  1. Occurs in isolation with no lifelong residue
  2. Builds on earlier resolutions and prepares later ones Correct answer.
  3. Abolishes all biological maturation
  4. Applies only to formal operational thinkers

Explanation

Epigenesis means stage outcomes accumulate: early trust scaffolds later autonomy and initiative, informing longitudinal case analysis.

Question 8Personality, motivation and social psychology

In Freud’s Instanzenmodell as emphasized for Schwerpunkt I, which instance mediates between instinctual wishes, reality, and moral standards?

  1. Es (id)
  2. Ich (ego) Correct answer.
  3. Über-Ich (superego)
  4. Vorbewusstes as a fourth independent instance

Explanation

The Ich negotiates among Es drives, external reality, and Über-Ich demands; Rahmenplan S2.1 highlights Instanzenmodell dynamics including ICH-Stärke/ICH-Schwäche.

Question 9Personality, motivation and social psychology

In Freud’s Schichtenmodell, content that is not currently conscious but can be brought into awareness with effort belongs primarily to which layer?

  1. Unbewusst (unconscious)
  2. Nur bewusst (conscious only, with no other layer)
  3. Vorbewusst (preconscious) Correct answer.
  4. Über-Ich exclusively

Explanation

The Schichtenmodell distinguishes bewusst, vorbewusst, and unbewusst; preconscious material can become conscious, unlike dynamically repressed unconscious content.

Question 10Personality, motivation and social psychology

In Freud’s model, the Latenzphase is best characterized as:

  1. A period of relatively reduced overt sexual interest after the phallic phase, with energy redirected into learning and socialization Correct answer.
  2. The first oral stage of nursing
  3. The adult genital organization present from birth
  4. The stage when the Über-Ich has not yet begun to form

Explanation

Latency (phase 4) follows the phallic period; sexual urges are relatively quieted and sublimated into school, play, and social skills-explicitly required in A-Heft 2026.

Question 11Personality, motivation and social psychology

In Freud’s Triebtheorie relevant to Schwerpunkt I, drives are best described as:

  1. Only voluntary goals set by the Über-Ich
  2. Identical to Bandura’s outcome expectations
  3. Internal motivational forces arising from somatic sources that press for psychic representation and satisfaction Correct answer.
  4. Purely cognitive schemas with no affective component

Explanation

Drive theory (Triebtheorie)-highlighted as besonders bedeutsam in A-Heft-posits somatic-sourced psychic energies seeking discharge/satisfaction, interacting with the instances.

Question 12Personality, motivation and social psychology

Which Persönlichkeitsbegriff features does Rahmenplan S2.1 list that candidates should be able to discuss for S2.1?

  1. Only IQ score and reaction time
  2. Only Big-Five labels without Freudian content
  3. Relative Konstanz, Veränderbarkeit, Einzigartigkeit, Ausprägung, and Struktur Correct answer.
  4. Only stereotype threat outcomes

Explanation

Rahmenplan S2.1 Persönlichkeitsbegriff lists relative constancy, changeability, uniqueness, expression, and structure-alongside the Freudian model for Schwerpunkt I.

Question 13Personality, motivation and social psychology

In the classic Freudian oral phase (Rahmenplan phases 1–3), the primary erogenous focus is:

  1. Bowel control and cleanliness training only
  2. Genital primacy exclusive to adulthood with no childhood analogue
  3. Latency-stage academic competition
  4. The mouth and oral activities (sucking, biting) Correct answer.

Explanation

Phase 1 (oral) centers oral zones and feeding-related activities; A-Heft expects the full Freudian phase logic including later phases 4–5.

Question 14Personality, motivation and social psychology

Freud’s anal phase is most associated with which developmental themes?

  1. Control, retention/expulsion, and early autonomy conflicts around toilet training Correct answer.
  2. Exclusive Oedipal rivalry with no control themes
  3. Adult romantic pair-bonding only
  4. Inattentional blindness in visual search

Explanation

Phase 2 (anal) links erogenous focus on the anal zone with issues of control, order, and autonomy-Rahmenplan phases 1–3 content.

Question 15Personality, motivation and social psychology

In Freudian theory, the phallic phase is most closely linked to:

  1. Exclusive oral dependency with no parental rivalry
  2. Focus on genitals and the Oedipus/Elektra conflict constellation leading toward Über-Ich formation Correct answer.
  3. Complete absence of sexual curiosity
  4. Only social priming without psychic conflict

Explanation

Phase 3 (phallisch) involves genital focus and Oedipal dynamics; resolution contributes to conscience/Über-Ich development-core S2.1 Freud content.

Question 16Personality, motivation and social psychology

Sublimierung, listed in Rahmenplan S2.1 Freudian defenses, means:

  1. Forgetting a trauma with no psychic residue
  2. Attributing one’s anger to a rival
  3. Returning to thumb-sucking under stress
  4. Redirecting drive energy into socially valued activities (e.g. art, science, work) Correct answer.

Explanation

Sublimierung transforms drive energy into culturally accepted outlets-Rahmenplan S2.1 defense content alongside Verdrängung and Verschiebung.

Question 17Personality, motivation and social psychology

Verschiebung (displacement) in Freudian defense theory typically involves:

  1. Redirecting an impulse from a threatening target onto a safer substitute Correct answer.
  2. Consciously deciding to postpone a goal using Rubikon planning
  3. Matching Gestalt continuity in a line drawing
  4. Scoring high on an IAT without awareness

Explanation

Displacement shifts affective impulse from an original object to a less threatening one-Rahmenplan S2.1 lists Verschiebung with Verdrängung and Sublimierung.

Question 18Personality, motivation and social psychology

ICH-Stärke versus ICH-Schwäche in the Instanzenmodell primarily concerns:

  1. Whether the person scores high on extraversion
  2. Whether bottom-up sensory data dominate top-down expectations
  3. How effectively the ego mediates drives, reality, and conscience without being overwhelmed Correct answer.
  4. Whether priming was semantic or affective

Explanation

Rahmenplan S2.1 flags Dynamik der Instanzen (ICH-Stärke/ICH-Schwäche)-ego strength as capacity to manage Es and Über-Ich pressures in reality.

Question 19Personality, motivation and social psychology

Although Schwerpunkt I centers Freud, Rahmenplan S2.1 also includes Sozialkognitive Lerntheorie (Bandura). Reciprocal determinism means:

  1. Only the Es determines all behavior
  2. Environment never affects cognition
  3. Personality is fixed at birth with no learning
  4. Person, behavior, and environment continuously influence one another Correct answer.

Explanation

S2.1 Bandura content includes reziproker Determinismus (Person, Verhalten, Umwelt)-useful module literacy even though A-Heft Schwerpunkt title is Freud.

Question 20Personality, motivation and social psychology

A Klausur material describes a patient who repeatedly sabotages intimacy yet claims partners are always “too clingy.” Which analysis best fits Schwerpunkt I expectations?

  1. Only a failure of Gestalt proximity
  2. Only Stroop interference
  3. Only autokinetic conformity
  4. Possible projection of dependency/abandonment conflict plus Ich–Über-Ich dynamics around intimacy Correct answer.

Explanation

Schwerpunkt I rewards applying Freudian instance/defense concepts to case material-here projection of unwanted dependency feelings onto partners.

Question 21Personality, motivation and social psychology

Which research-methods contrast appears in Rahmenplan S2.1 Entwicklungs-/Persönlichkeitspsychologie methods literacy?

  1. Längsschnitt- versus Querschnittmethode (and retrospective methods) Correct answer.
  2. Only double-slit physics experiments
  3. Only GDP time-series from PGW
  4. Only Latin morphology drills

Explanation

S2.1 Forschungsmethoden include longitudinal, cross-sectional, and retrospective approaches-candidates should distinguish designs when interpreting developmental claims.

Question 22Personality, motivation and social psychology

In Freudian terms, a harsh, punitive conscience that generates intense guilt most implicates which instance?

  1. Es only
  2. Sensory receptors only
  3. Über-Ich Correct answer.
  4. Figure–ground segregation only

Explanation

The Über-Ich embodies internalized parental/societal standards and can generate guilt/shame when the Ich/Es violate them.

Question 23Personality, motivation and social psychology

How should a candidate treat “Alltagspsychologie” versus scientific Psychology when judging Freudian claims (U-competence from Rahmenplan)?

  1. Distinguish everyday/pop explanations from theory- and evidence-based scientific Psychology, then evaluate Freud accordingly Correct answer.
  2. Treat every folk saying as equal to peer-reviewed findings
  3. Ignore paradigms entirely
  4. Use only vocational sport-psychology slogans

Explanation

Rahmenplan Urteilskompetenz asks pupils to evaluate interpretations against differences among Alltags-, Populär-, and wissenschaftlicher Psychologie-essential for beurteilen/erörtern tasks on Freud.

Question 24Personality, motivation and social psychology

A mixed Aufgabe linking Freud’s projection to biased person perception is legitimate exam literacy because:

  1. A-Heft forbids any cross-topic thinking
  2. Only vocational sport motivation may be mixed
  3. Schwerpunkte I and II can appear across the three Aufgaben; transfer between depth psychology and social perception is assessable Correct answer.
  4. Projection is not in A-Heft

Explanation

Three Aufgaben address two Schwerpunkte; strong responses often relate concepts carefully. Projection is A-Heft-listed; person perception is S4.2.

Question 25Perception and cognition

The Müller-Lyer illusion (arrow fins) classically shows that:

  1. Hearing always dominates vision
  2. Freud’s Es lengthens lines
  3. Stereotype threat shortens lines
  4. Equal line lengths can appear unequal due to contextual geometric cues Correct answer.

Explanation

Classical geometric illusions are core “klassische Täuschungen” material for analyzing optical stimuli under S1.2/A-Heft emphasis.

Question 26Perception and cognition

Bruner & Goodman’s coin experiment (S1.2) is classically taken to show that:

  1. Coins have no perceived size
  2. Only Gestalt closure sets coin value
  3. Stereotype threat mints currency
  4. Value and need can bias size estimates of coins (motivated perception) Correct answer.

Explanation

Münzexperiment nach Bruner & Goodman is listed; it links social/motivational factors to perceptual judgment-bridging to Bruner & Postman social perception theory.

Question 27Perception and cognition

Bruner and Postman’s theory of social perception (S1.2/S4.2) emphasizes that perception is:

  1. Constructive and influenced by expectations, needs, and social categories-not a passive copy of the stimulus Correct answer.
  2. A perfect mirror of distal stimuli at all times
  3. Identical to Freudian sublimation
  4. Only a property of the spinal cord

Explanation

Theorie der sozialen Wahrnehmung nach Bruner und Postman is named in S1.2 and revisited in S4.2-perception as hypothesis-driven/socially conditioned.

Question 28Perception and cognition

Sherif’s autokinetic-effect studies (S1.2 methods list) are important because they show:

  1. Light spots never appear to move
  2. Only genetics fix motion perception
  3. Ambiguous perception can be socially influenced, producing norms in groups Correct answer.
  4. Operatoren lists determine motion

Explanation

Experiment zum autokinetischen Effekt von Sherif appears in S1.2 Forschungsmethoden-linking ambiguous perception and social influence.

Question 29Perception and cognition

Rosenthal & Jacobson’s Rosenthal effect / Pygmalion study is listed in S1.2. It classically concerns:

  1. Teacher expectations influencing pupil performance (self-fulfilling prophecy) Correct answer.
  2. Only Müller-Lyer fin angles
  3. Only oral-stage fixation rates
  4. Only dichotic shadowing accuracy

Explanation

Rosenthal-Experiment von Rosenthal und Jacobson is in the S1.2 methods list-expectation effects with everyday school relevance (Alltagsbezüge).

Question 30Perception and cognition

Priming in social-psychology research (S4.2) refers to:

  1. Only intentional essay outlining in the Abitur
  2. Only surgical priming of wounds
  3. Only teaching Gestalt closure
  4. Prior activation of mental contents that influences later perception, judgment, or behavior-often without full awareness Correct answer.

Explanation

S4.2: Priming in der sozialpsychologischen Forschung-Unterscheidung verschiedener Formen von Priming sowie Forschungs- und Alltagsbezüge; A-Heft flags priming as besonders bedeutsam.

Question 31Perception and cognition

Which distinction is most useful when discussing Formen von Priming for S4.2?

  1. E.g. semantic vs. affective vs. behavioral priming pathways, with awareness and method differences Correct answer.
  2. Oral vs. anal priming only
  3. gA vs. eA dictionary brands only
  4. Müller-Lyer vs. Ponzo as priming forms

Explanation

Rahmenplan asks for differentiation of priming forms plus research/everyday links-semantic, affective, and behavior-priming distinctions are standard cognitivist teaching (without inventing non-syllabus subtypes).

Question 32Perception and cognition

Stereotype threat (Steele & Aronson; S4.2) refers to:

  1. Threat displays in animal ethology only
  2. Only Müller-Lyer length errors
  3. Performance impairment when a negative group stereotype is made salient in an evaluative setting Correct answer.
  4. Only Ich-Schwäche in Freud’s model

Explanation

S4.2 lists Ursachen und Auswirkungen des Stereotype-Threat-Effekts auf Basis der Untersuchungen von Steele & Aronson (and follow-ups such as Bargh et al. in related priming/stereotype work).

Question 33Perception and cognition

How does S4.2 connect back to S1.2 content?

  1. It revisits Bruner & Postman social perception theory and adds social judgment errors such as the fundamental attribution error Correct answer.
  2. It forbids mentioning Gestalt laws ever again
  3. It replaces perception with only vocational Rubikon models
  4. It deletes priming from the syllabus

Explanation

S4.2 opens with optional Wiederholung from S1.2, especially Bruner & Postman, plus ergänzender Fehler: fundamentaler Attributionsfehler.

Question 34Perception and cognition

A job interviewer rates a nervous candidate as “lazy” while ignoring the stressful interview setting. Which S4.2 concept fits best?

  1. Figure–ground reversal only
  2. Fundamental attribution error Correct answer.
  3. Oral fixation only
  4. Size constancy only

Explanation

Overweighting disposition (“lazy”) and underweighting situation (interview stress) is the fundamental attribution error-S4.2 plus Alltagsbezug Bewerbungsverfahren.

Question 35Perception and cognition

Making a math test’s gender stereotype salient before testing may trigger stereotype threat. The expected pattern is:

  1. Guaranteed improvement for all groups
  2. Elimination of all top-down processing
  3. Impaired performance among members of the negatively stereotyped group under evaluative pressure Correct answer.
  4. Conversion of the test into a Gestalt closure task

Explanation

Steele & Aronson-style stereotype threat predicts situational performance decrements when negative stereotypes are activated-S4.2 core.

Question 36Perception and cognition

Bargh et al. appear in Rahmenplan connections to stereotype/priming research. Their work is typically used in school contexts to illustrate:

  1. How activated stereotypes/primes can influence social perception and behavior outside full awareness Correct answer.
  2. How to conjugate Latin verbs
  3. How to balance redox equations
  4. How to set vocational Yerkes–Dodson arousal only

Explanation

S4.2 references follow-up work (z. B. Bargh et al.) alongside Steele & Aronson in stereotype-threat/priming neighborhoods-cognitivist automaticity themes.

Question 37Perception and cognition

Leitperspektive links in S4.2 (W, BNE, D) encourage candidates to connect social perception to:

  1. Only maximizing profit in a firm
  2. Human dignity, equality/anti-discrimination action (e.g. SDG 5), and critical digital-media use regarding gender-role stereotypes Correct answer.
  3. Only memorizing Operator AB codes without application
  4. Only ignoring stereotypes as harmless

Explanation

Rahmenplan Beitrag zu W, BNE, D explicitly ties dignity, equality/SDG 5, and digital media’s role in gender-role stereotypes to S4.2.

Question 38Perception and cognition

Which statement about awareness and social perception is most consistent with S4.2 cognitivism?

  1. All social judgments are fully conscious syllogisms
  2. Social perception equals retinal size alone
  3. Much categorization and priming can operate quickly and with limited introspective access, yet still guide judgment Correct answer.
  4. Only the Es perceives other people

Explanation

Priming, IAT, and stereotype-threat literatures in S4.2 assume cognitive processes that are not always fully transparent to introspection.

Question 39Perception and cognition

Which pair correctly maps Schwerpunkt II modules to content?

  1. S1.2 - only Freud phases; S4.2 - only dreamwork
  2. S1.2 - only APO-AH; S4.2 - only fees
  3. S1.2 - vocational sport; S4.2 - vocational sport
  4. S1.2 Wahrnehmung - organization/illusions/experiments; S4.2 Soziale Wahrnehmung - cognitivism/priming/stereotypes Correct answer.

Explanation

A-Heft assigns full S1.2 and S4.2 under Wahrnehmungsorganisation und soziale Wahrnehmung with the emphases quoted above.

Question 40Personality, motivation and social psychology

Schwerpunkt 2 frames youth socialization as a tension between:

  1. Only infant trust and mistrust
  2. Streben nach Autonomie and Übernahme sozialer Verantwortung Correct answer.
  3. Only concrete operational conservation
  4. Only BSFB fee schedules

Explanation

The official title centers Jugendsozialisation im Spannungsverhältnis von Streben nach Autonomie und Übernahme sozialer Verantwortung.

Question 41Personality, motivation and social psychology

Hurrelmann’s socialization theory (often with Bauer in Hamburg references) emphasizes adolescents as:

  1. Passive clay shaped with zero agency
  2. Organisms without social environments
  3. Only formal operational philosophers with no peers
  4. Productive processors of reality who actively cope with developmental tasks Correct answer.

Explanation

Produktive Realitätsverarbeitung casts youth as active agents balancing personal and social demands-key for autonomy/responsibility analysis.

Question 42Personality, motivation and social psychology

Developmental tasks (Entwicklungsaufgaben) in the Hurrelmann tradition are best understood as:

  1. Age-typical challenges (e.g., peer relations, education/vocation, identity, intimate relationships) that adolescents must actively manage Correct answer.
  2. Random trivia unrelated to growing up
  3. Only infant motor milestones
  4. Only Abitur fee payment

Explanation

Entwicklungsaufgaben structure analysis of what youth must cope with while seeking autonomy and social responsibility.

Question 43Personality, motivation and social psychology

A Fallbeispiel teen seeks independence while refusing all family/school duties. Schwerpunkt-2 analysis should highlight:

  1. Perfect balance already achieved
  2. Imbalance: autonomy claims without commensurate social responsibility Correct answer.
  3. That autonomy is illegal
  4. That responsibility forbids any autonomy

Explanation

The Schwerpunkt’s Spannungsverhältnis is exactly autonomy striving vs. taking on social responsibility-imbalance is analytically productive.

Question 44Personality, motivation and social psychology

A Theorievergleich between Erikson and Hurrelmann on adolescence should note that:

  1. They are word-for-word identical theories
  2. Neither mentions social environment
  3. Both address active identity/coping in social context, but Erikson stages crises epigenetically while Hurrelmann stresses ongoing productive processing of developmental tasks Correct answer.
  4. Hurrelmann replaces all developmental thinking with genetics only

Explanation

Compare Menschenbild and mechanism: epigenetic crises vs. productive coping with Entwicklungsaufgaben-then draw shared pedagogical implications.

Question 45Personality, motivation and social psychology

Mediatized environments intensify youth developmental tasks because:

  1. Online spaces never affect identity
  2. Schools ban all discussion of media by A-Heft rule
  3. Piaget forbids mentioning media
  4. Self-presentation, peer feedback, and role performances expand across digital arenas Correct answer.

Explanation

A-Heft Schwerpunkt 2 highlights challenges of Rollenhandeln in a mediatisierten Umwelt-digital arenas multiply identity performances.

Question 46Personality, motivation and social psychology

Personale Identität in Krappmann’s sense emphasizes:

  1. Only the set of social roles with no individuality
  2. The individual’s biographical uniqueness and self-definition Correct answer.
  3. Genetic code alone
  4. Exam fee receipts

Explanation

Personal identity concerns uniqueness and continuity of the self; social identity concerns recognition in roles and memberships.

Question 47Personality, motivation and social psychology

Compared with Erikson’s identity vs. role confusion, Krappmann adds sharper tools for analyzing:

  1. Infant breastfeeding only
  2. Only formal operational algebra proofs
  3. Ongoing balancing of personal uniqueness and social role recognition in interaction Correct answer.
  4. Only concrete liquid conservation

Explanation

Erikson stages the identity crisis; Krappmann unpacks interactional identity work between personale and soziale Identität.

Question 48Personality, motivation and social psychology

Atkinson’s Risiko-Wahl-Modell of Leistungsmotivation predicts that a success-oriented person typically prefers tasks of:

  1. Extremely easy difficulty only, to guarantee success every time
  2. Impossible difficulty only, because failure is certain and thus non-diagnostic
  3. Intermediate difficulty, where success probability is moderate and incentive value is informative Correct answer.
  4. Random difficulty with no probability consideration

Explanation

People high in hope of success tend to choose intermediate-difficulty tasks (roughly P(success) ≈ 0.5); failure-avoiders often prefer very easy or very hard tasks.

Question 49Personality, motivation and social psychology

The Yerkes–Dodson Gesetz relating activation/arousal to Leistung states that:

  1. For many tasks there is an inverted-U: moderate arousal often supports peak performance, while too little or too much impairs it (with task-difficulty nuances) Correct answer.
  2. Performance always increases linearly forever as arousal rises
  3. Arousal is irrelevant to sport performance
  4. Only zero arousal yields optimal performance

Explanation

Yerkes–Dodson (named in Basiswissen) describes a curvilinear arousal–performance relationship; Brand links Aktivierung, Angst und Stress to Leistung.

Question 50Personality, motivation and social psychology

When analyzing Trainingsmaßnahmen concerning motivational Wirksamkeit, the strongest approach is to:

  1. Link the measure to a specified motivation/volition model and evaluate expected mechanisms and limits Correct answer.
  2. Assume every popular motivational poster works equally for all athletes
  3. Reject all theory and rely only on anecdotes
  4. Use only Freudian dream interpretation

Explanation

Analyse training measures’ effectiveness using Fachmodelle-mechanisms (e.g., SDT need support vs. controlling rewards) and limits.