{"id":9325,"date":"2025-07-14T09:11:24","date_gmt":"2025-07-14T07:11:24","guid":{"rendered":"https:\/\/mint-heldinnen.de\/?p=9325"},"modified":"2025-07-14T20:18:03","modified_gmt":"2025-07-14T18:18:03","slug":"selbstfuehrung-als-zukunftskraft","status":"publish","type":"post","link":"https:\/\/mintheldinnen.enjoythistool.com\/en\/selbstfuehrung-als-zukunftskraft\/","title":{"rendered":"Self-leadership as a future force"},"content":{"rendered":"<!--themify_builder_content-->\n<div id=\"themify_builder_content-9325\" data-postid=\"9325\" class=\"themify_builder_content themify_builder_content-9325 themify_builder tf_clear\">\n                    <div  data-lazy=\"1\" class=\"module_row themify_builder_row tb_t4u0133 tb_first tf_w\">\n                        <div class=\"row_inner col_align_top tb_col_count_1 tf_box tf_rel\">\n                        <div  data-lazy=\"1\" class=\"module_column tb-column col-full tb_mov7133 first\">\n                    <!-- module text -->\n<div  class=\"module module-text tb_a5s49\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <h1><strong>Self-leadership as a force for the future \u2013 Together against the temptation of quick rewards<\/strong><\/h1>    <\/div>\n<\/div>\n<!-- \/module text --><!-- module text -->\n<div  class=\"module module-text tb_pymo232\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <p><strong>Steffen H\u00f6llein, July 2025 in preparation for the MINT Heroines Arena.\u00a0<\/strong><\/p>    <\/div>\n<\/div>\n<!-- \/module text --><!-- module toc -->\n<div  class=\"module module-toc tb_toc_none tb_0o8b973  tb_toc_tree\" data-lazy=\"1\" data-tags=\"h2\" data-maxh=\"32\" data-min=\"2\" data-cont=\"b\">\n    <div class=\"tb_toc_head tf_clearfix\">\n    <h3 class=\"module-title\">Contents<\/h3>    <\/div>\n                    <template class=\"tpl_toc_cic\">\n            <span class=\"tf_fa tb_toc_cic\"><\/span>        <\/template>\n        <template class=\"tpl_toc_cic_close\">\n            <span class=\"tf_fa tb_toc_cic_close tf_hide\"><\/span>        <\/template>\n    <\/div>\n<!-- \/module toc -->\n<!-- module text -->\n<div  class=\"module module-text tb_o8l6340\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <p>Social media and digital offerings make it particularly easy to get a quick reward at any time.<\/p>\n<p>For many children, teenagers and adults, a constant back and forth between learning, playing and brief moments of success is part of everyday life.<\/p>\n<p><strong>When rewards are always readily available, it often becomes more difficult to focus on larger goals or to patiently persevere with something. The temptation to get distracted is great.<\/strong><\/p>\n<p>This is precisely why self-control is becoming an important force for the future. It helps us make our own decisions, set priorities, and avoid giving in to every impulse immediately. How do we stay on course in a world full of instant gratification? What small steps can help us rediscover the joy of waiting and persevering? Together, we want to explore how self-control can grow in everyday life\u2014and why it makes us strong for the future.<\/p>\n<p><strong>Self-leadership: the ability to consciously control oneself, act reflectively and regulate oneself well \u2013 emotionally, mentally and practically.<\/strong><\/p>    <\/div>\n<\/div>\n<!-- \/module text -->        <\/div>\n                        <\/div>\n        <\/div>\n                        <div  data-lazy=\"1\" class=\"module_row themify_builder_row tb_dv3a141 tf_w\">\n                        <div class=\"row_inner col_align_top tb_col_count_1 tf_box tf_rel\">\n                        <div  data-lazy=\"1\" class=\"module_column tb-column col-full tb_wjqp141 first\">\n                    <!-- module text -->\n<div  class=\"module module-text tb_hzqa141\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <h2>Delaying gratification through self-leadership \u2013 the recipe for success in MINT<\/h2>    <\/div>\n<\/div>\n<!-- \/module text --><!-- module text -->\n<div  class=\"module module-text tb_z3hr141\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <ol start=\"1\"><li><strong>Reflect on delayed gratification <\/strong>The conscious decision to forgo immediate rewards promotes the ability to keep long-term goals in mind \u2013 a key skill for sustainable learning success.<\/li><\/ol><ol start=\"2\"><li><strong>Strengthen impulse control <\/strong>Controlling spontaneous reactions makes it possible to set priorities and not be guided by short-term distractions.<\/li><\/ol><ol start=\"3\"><li><strong>Develop self-regulation <\/strong>Targeted control of one&#039;s own thoughts, emotions and actions helps one to remain capable of action and goal-oriented even in challenging situations.<\/li><\/ol><ol start=\"4\"><li><strong>Use executive functions <\/strong>Planning skills, working memory and cognitive flexibility are essential for approaching complex tasks in the STEM field in a structured and solution-oriented manner.<\/li><\/ol><ol start=\"5\"><li><strong>Differentiate motivation <\/strong>Consciously addressing extrinsic and intrinsic motivation helps to create sustainable learning processes and promote one&#039;s own enthusiasm for STEM topics.<\/li><\/ol><ol start=\"6\"><li><strong>Build frustration tolerance <\/strong>The ability to endure setbacks and waiting periods is an important basis for perseverance and resilience in the learning process.<\/li><\/ol><ol start=\"7\"><li><strong>Cultivate self-discipline <\/strong>Perseverance and consistent work towards your own goals contribute significantly to the successful implementation of even demanding projects.<\/li><\/ol><ol start=\"8\"><li><strong>Use willpower <\/strong>Even in phases of exhaustion or when temptations arise, willpower enables the consistent pursuit of set goals.<\/li><\/ol><ol start=\"9\"><li><strong>Pursue goal orientation <\/strong>Clear objectives and a structured approach make it easier to manage your own progress and make successes measurable.<br \/><br \/><\/li><li><strong>Maintain the joy of learning and curiosity <\/strong>Openness to new questions and the joy of discovery are key drivers for innovation and continuous development in the STEM field.<\/li><\/ol>    <\/div>\n<\/div>\n<!-- \/module text --><!-- module text -->\n<div  class=\"module module-text tb_jwna141\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <p><strong>Self-leadership: the ability to consciously control oneself, act reflectively and regulate oneself well \u2013 emotionally, mentally and practically.<\/strong><\/p>    <\/div>\n<\/div>\n<!-- \/module text -->        <\/div>\n                        <\/div>\n        <\/div>\n                        <div  data-lazy=\"1\" class=\"module_row themify_builder_row tb_fnj9990 tf_w\">\n                        <div class=\"row_inner col_align_top tb_col_count_1 tf_box tf_rel\">\n                        <div  data-lazy=\"1\" class=\"module_column tb-column col-full tb_xw2z990 first\">\n                    <!-- module text -->\n<div  class=\"module module-text tb_iny1990\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <h2><strong>How children and adolescents can playfully practice self-leadership and delayed gratification<\/strong><\/h2>    <\/div>\n<\/div>\n<!-- \/module text --><!-- module text -->\n<div  class=\"module module-text tb_h4uh990\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <ol start=\"1\"><li><strong>Reflect on delayed gratification <\/strong>The conscious decision to forgo immediate rewards promotes the ability to keep long-term goals in mind \u2013 a key skill for sustainable learning success.<\/li><\/ol><ol start=\"2\"><li><strong>Strengthen impulse control <\/strong>Controlling spontaneous reactions makes it possible to set priorities and not be guided by short-term distractions.<\/li><\/ol><ol start=\"3\"><li><strong>Develop self-regulation <\/strong>Targeted control of one&#039;s own thoughts, emotions and actions helps one to remain capable of action and goal-oriented even in challenging situations.<\/li><\/ol><ol start=\"4\"><li><strong>Use executive functions <\/strong>Planning skills, working memory and cognitive flexibility are essential for approaching complex tasks in the STEM field in a structured and solution-oriented manner.<\/li><\/ol><ol start=\"5\"><li><strong>Differentiate motivation <\/strong>Consciously addressing extrinsic and intrinsic motivation helps to create sustainable learning processes and promote one&#039;s own enthusiasm for STEM topics.<\/li><\/ol><ol start=\"6\"><li><strong>Build frustration tolerance <\/strong>The ability to endure setbacks and waiting periods is an important basis for perseverance and resilience in the learning process.<\/li><\/ol><ol start=\"7\"><li><strong>Cultivate self-discipline <\/strong>Perseverance and consistent work towards your own goals contribute significantly to the successful implementation of even demanding projects.<\/li><\/ol><ol start=\"8\"><li><strong>Use willpower <\/strong>Even in phases of exhaustion or when temptations arise, willpower enables the consistent pursuit of set goals.<\/li><\/ol><ol start=\"9\"><li><strong>Pursue goal orientation <\/strong>Clear objectives and a structured approach make it easier to manage your own progress and make successes measurable.<\/li><\/ol><ol start=\"10\"><li><strong>Maintain the joy of learning and curiosity <\/strong>Openness to new questions and the joy of discovery are key drivers for innovation and continuous development in the STEM field.<\/li><\/ol>    <\/div>\n<\/div>\n<!-- \/module text -->        <\/div>\n                        <\/div>\n        <\/div>\n                        <div  data-lazy=\"1\" class=\"module_row themify_builder_row tb_jky0368 tf_w\">\n                        <div class=\"row_inner col_align_top tb_col_count_1 tf_box tf_rel\">\n                        <div  data-lazy=\"1\" class=\"module_column tb-column col-full tb_2thw368 first\">\n                    <!-- module text -->\n<div  class=\"module module-text tb_1ows368\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <h2>Not innate, not predetermined<\/h2>    <\/div>\n<\/div>\n<!-- \/module text --><!-- module text -->\n<div  class=\"module module-text tb_p0eu368\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <p>Self-leadership isn&#039;t an innate trait, but a skill that grows with every conscious decision. By continually focusing on what&#039;s truly important to us and not allowing ourselves to be distracted by quick gratification, we actively shape our path. Together, we can create a culture where patience, curiosity, and initiative have their place \u2013 for more joy in discovery, more success in STEM, and a strong sense of community. The first steps have been taken. Now it&#039;s up to all of us to persevere and help shape the future.<\/p>\n<p>For those who want to delve even deeper, there is a stimulating video by Professor Eric Vanman (University of Queensland) that looks at the famous Stanford marshmallow experiment from a new perspective and shows why it is worth taking a closer look: <a href=\"https:\/\/youtu.be\/-aWnx8mVugM?si=CqSkJHdz_8jHVkX9\">https:\/\/youtu.be\/-aWnx8mVugM?si=CqSkJHdz_8jHVkX9<\/a><\/p>    <\/div>\n<\/div>\n<!-- \/module text -->        <\/div>\n                        <\/div>\n        <\/div>\n                        <div  data-lazy=\"1\" class=\"module_row themify_builder_row tb_42y9498 tf_w\">\n                        <div class=\"row_inner col_align_top tb_col_count_1 tf_box tf_rel\">\n                        <div  data-lazy=\"1\" class=\"module_column tb-column col-full tb_us7q498 first\">\n                    <!-- module text -->\n<div  class=\"module module-text tb_haf4498\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <h2>Out of sight, out of mind: Situation Modification<\/h2>    <\/div>\n<\/div>\n<!-- \/module text --><!-- module text -->\n<div  class=\"module module-text tb_x7nt498\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <h3>It is not willpower but environmental design that protects against distraction.<\/h3>\n<h3>By changing the situation \u2013 for example, putting away the smartphone \u2013 problematic stimuli can be reduced from the outset.<\/h3>\n<p>The model &quot; <strong data-start=\"505\" data-end=\"531\">Situation Modification <\/strong>from <strong data-start=\"26\" data-end=\"41\">James Gross<\/strong> is one of the <strong data-start=\"56\" data-end=\"109\">most influential concepts for emotion regulation<\/strong> in modern psychology. It explains, <strong data-start=\"151\" data-end=\"216\">how people consciously or unconsciously regulate their emotions<\/strong> - and <strong data-start=\"223\" data-end=\"268\">at which points in the emotional process<\/strong> that happens.<\/p>\n<ul>\n<li data-start=\"789\" data-end=\"843\">\n<p data-start=\"791\" data-end=\"843\">Put your phone in your backpack or closet while studying<\/p>\n<\/li>\n<li data-start=\"844\" data-end=\"896\">\n<p data-start=\"846\" data-end=\"896\">Turn the screen down or turn it off completely<\/p>\n<\/li>\n<li data-start=\"897\" data-end=\"935\">\n<p data-start=\"899\" data-end=\"935\">Disable push notifications<\/p>\n<\/li>\n<li data-start=\"936\" data-end=\"986\">\n<p data-start=\"938\" data-end=\"986\">Uninstall apps that particularly trigger you<\/p>\n<\/li>\n<\/ul>\n<p><strong>What happens as a result?<\/strong><\/p>\n<ul>\n<li data-start=\"1133\" data-end=\"1183\">\n<p data-start=\"1135\" data-end=\"1183\">Fewer <strong data-start=\"1143\" data-end=\"1183\">cognitive load due to temptation<\/strong><\/p>\n<\/li>\n<li data-start=\"1184\" data-end=\"1228\">\n<p data-start=\"1186\" data-end=\"1228\">More <strong data-start=\"1191\" data-end=\"1228\">Focus on the actual task<\/strong><\/p>\n<\/li>\n<li data-start=\"1229\" data-end=\"1288\">\n<p data-start=\"1231\" data-end=\"1288\">Lower probability of <strong data-start=\"1264\" data-end=\"1288\">impulsive behavior<\/strong><\/p>\n<\/li>\n<li data-start=\"1289\" data-end=\"1364\">\n<p data-start=\"1291\" data-end=\"1364\">Higher <strong data-start=\"1298\" data-end=\"1319\">Self-efficacy<\/strong> (\u201cI can influence my environment\u201d)<\/p>\n<\/li>\n<\/ul>\n<p>\u00a0<\/p>    <\/div>\n<\/div>\n<!-- \/module text --><!-- module text -->\n<div  class=\"module module-text tb_21tl877\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <h3>1. Situation Selection<\/h3>\n<p>I <strong>choose<\/strong> aware of what situation I am going into \u2013 or not.\u00a0<\/p>\n<p>Example: I don&#039;t go to the party because I know I&#039;ll feel uncomfortable there.<\/p>\n    <\/div>\n<\/div>\n<!-- \/module text --><!-- module text -->\n<div  class=\"module module-text tb_jhz9861\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <h3><strong>2. Change in situation<\/strong> (<em>Situation Modification<\/em>)<\/h3>\n<p>I <strong>actively change the situation<\/strong>to influence emotions.<\/p>\n<p>Example: I put my smartphone away to avoid being distracted or stressed.<\/p>    <\/div>\n<\/div>\n<!-- \/module text --><!-- module text -->\n<div  class=\"module module-text tb_nz1n796\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <h3>3. Attention control (<em>Attentional Deployment<\/em>)<\/h3>\n<p>I <strong>direct my attention<\/strong> on certain aspects of the situation.<\/p>\n<p>Example: At the dentist, I focus on my breathing instead of the noise.<\/p>    <\/div>\n<\/div>\n<!-- \/module text --><!-- module text -->\n<div  class=\"module module-text tb_2keu985\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <h3>4. Cognitive reappraisal (<em>Cognitive reappraisal<\/em>)<\/h3>\n<p>I <strong>reinterpret the situation<\/strong>to make them less stressful.<\/p>\n<p>Example: The criticism was not meant to be malicious, but rather constructive.<\/p>    <\/div>\n<\/div>\n<!-- \/module text --><!-- module text -->\n<div  class=\"module module-text tb_ucmy939\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <h3>5. Response modulation (<em>Response Modulation<\/em>)<\/h3>\n<p>I <strong>change my emotional reaction<\/strong>after it occurred.<\/p>\n<p>Example: I take a deep breath to calm my anger.<\/p>    <\/div>\n<\/div>\n<!-- \/module text -->        <\/div>\n                        <\/div>\n        <\/div>\n                        <div  data-lazy=\"1\" class=\"module_row themify_builder_row tb_gxth174 tf_w\">\n                        <div class=\"row_inner col_align_top tb_col_count_1 tf_box tf_rel\">\n                        <div  data-lazy=\"1\" class=\"module_column tb-column col-full tb_h2oc174 first\">\n                    <!-- module text -->\n<div  class=\"module module-text tb_t95j174\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <h2><strong>The development of the neocortex \u2013 Why impulse control is a particular challenge in adolescents<\/strong><\/h2>    <\/div>\n<\/div>\n<!-- \/module text --><!-- module text -->\n<div  class=\"module module-text tb_c1kf174\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <p>The ability to control impulses is closely linked to the development of the neocortex, particularly the prefrontal cortex, which is responsible for planning, reflection, and weighing alternative courses of action. Neuroscientific studies show that this area of the brain is not fully developed until young adulthood.<\/p>\n<p>For adolescents, this means that the neural networks responsible for self-regulation and proactive behavior are still developing. During this developmental phase, it is biologically more difficult to inhibit impulsive reactions, keep long-term goals in mind, and resist temptation.<\/p>\n<p>This finding underscores the importance of supporting adolescents in their development and providing them with space for practice and experience. Supportive structures, understanding guidance, and targeted promotion of self-control can contribute to sustainably strengthening the maturation of the neocortex and thus the ability to control impulses.<\/p>\n    <\/div>\n<\/div>\n<!-- \/module text -->        <\/div>\n                        <\/div>\n        <\/div>\n                        <div  data-lazy=\"1\" class=\"module_row themify_builder_row tb_ihmu246 tf_w\">\n                        <div class=\"row_inner col_align_top tb_col_count_1 tf_box tf_rel\">\n                        <div  data-lazy=\"1\" class=\"module_column tb-column col-full tb_7bx4246 first\">\n                    <!-- module text -->\n<div  class=\"module module-text tb_dh2g246\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <h2><strong>Sources, background, studies<\/strong><\/h2>    <\/div>\n<\/div>\n<!-- \/module text --><!-- module text -->\n<div  class=\"module module-text tb_eiok246\" data-lazy=\"1\">\n        <div  class=\"tb_text_wrap\">\n        <p>MRI studies (magnetic resonance imaging) show that the <strong>prefrontal cortex<\/strong>, responsible for self-control, first <strong>up to mid-20s<\/strong> is mature \u2013 this explains typical youth impulsiveness, risk-taking and emotional ups and downs.<\/p>\n<p><strong>Dual systems model<br \/><\/strong><a href=\"https:\/\/en.wikipedia.org\/wiki\/Dual_systems_model\">https:\/\/en.wikipedia.org\/wiki\/Dual_systems_model<\/a><\/p>\n<p><strong>Adolescent development of the reward system<br \/><\/strong><a href=\"https:\/\/www.frontiersin.org\/journals\/human-neuroscience\/articles\/10.3389\/neuro.09.006.2010\/full\">https:\/\/www.frontiersin.org\/journals\/human-neuroscience\/articles\/10.3389\/neuro.09.006.2010\/full<\/a><\/p>\n<p><strong>Dopamine Modulation of Prefrontal Cortical Interneurons Changes during Adolescence<br \/><\/strong>https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC2204087\/<\/p>\n<p><strong>Reappraising the role of dopamine in adolescent risk-taking behavior<br \/><\/strong><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/S0149763423000544\">https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/S0149763423000544<\/a><\/p>\n<p><strong>Adolescent impulsivity as a sex- and subtype-dependent predictor of impulsivity, alcohol drinking, and dopamine D<sub>2<\/sub>\u00a0receptor expression in adult rats<br \/><\/strong><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC5988863\/\">https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC5988863\/<\/a><\/p>\n<p><strong>Early Social Experience Is Critical for the Development of Cognitive Control and Dopamine Modulation of Prefrontal Cortex Function<br \/><\/strong><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC3682143\/\">https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC3682143\/<\/a><\/p>\n<p><strong>The role of dopamine and endocannabinoid systems in prefrontal cortex development: Adolescence as a critical period<br \/><\/strong><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC9663658\">https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC9663658<\/a><\/p>\n<p><strong>Internet addiction alters brain chemistry in young people, study finds<br \/><\/strong><a href=\"https:\/\/www.theguardian.com\/technology\/article\/2024\/jun\/04\/internet-addiction-alters-brain-chemistry-in-young-people-study-finds\">https:\/\/www.theguardian.com\/technology\/article\/2024\/jun\/04\/internet-addiction-alters-brain-chemistry-in-young-people-study-finds<\/a><\/p>    <\/div>\n<\/div>\n<!-- \/module text -->        <\/div>\n                        <\/div>\n        <\/div>\n        <\/div>\n<!--\/themify_builder_content-->","protected":false},"excerpt":{"rendered":"<p>Self-leadership: the ability to consciously control oneself, act reflectively and regulate oneself well \u2013 emotionally, mentally and practically.<\/p>","protected":false},"author":1,"featured_media":9326,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[43],"tags":[],"class_list":["post-9325","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-fuer-erwachsene","has-post-title","has-post-date","has-post-category","has-post-tag","has-post-comment","has-post-author",""],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.6 - 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Die Versuchung, sich ablenken zu lassen, ist gro\u00df.<\/strong><\/p> <p>Gerade deshalb wird Selbststeuerung zu einer wichtigen Zukunftskraft. Sie hilft uns, eigene Entscheidungen zu treffen, Priorit\u00e4ten zu setzen und nicht jedem Impuls sofort nachzugeben. Wie gelingt es, in einer Welt voller Sofort-Belohnungen den eigenen Kurs zu halten? Welche kleinen Schritte k\u00f6nnen dabei helfen, die Freude am Warten und am Dranbleiben wiederzuentdecken? Gemeinsam wollen wir herausfinden, wie Selbststeuerung im Alltag wachsen kann \u2013 und warum sie uns stark f\u00fcr die Zukunft macht.<\/p> <p><strong>Selbstf\u00fchrung: die F\u00e4higkeit, sich selbst bewusst zu steuern, reflektiert zu handeln und sich selbst gut zu regulieren \u2013 emotional, gedanklich und praktisch.<\/strong><\/p>\n<h2>Belohnungsaufschub durch Selbstf\u00fchrung \u2013 das Erfolgsrezept f\u00fcr MINT<\/h2>\n<ol start=\"1\"><li><strong>Belohnungsaufschub reflektieren <\/strong>Die bewusste Entscheidung, auf unmittelbare Belohnungen zu verzichten, f\u00f6rdert die F\u00e4higkeit, langfristige Ziele im Blick zu behalten \u2013 eine zentrale Kompetenz f\u00fcr nachhaltigen Lernerfolg.<\/li><\/ol><ol start=\"2\"><li><strong>Impulskontrolle st\u00e4rken <\/strong>Das Steuern spontaner Reaktionen erm\u00f6glicht es, Priorit\u00e4ten zu setzen und sich nicht von kurzfristigen Ablenkungen leiten zu lassen.<\/li><\/ol><ol start=\"3\"><li><strong>Selbstregulation entwickeln <\/strong>Das gezielte Lenken eigener Gedanken, Emotionen und Handlungen unterst\u00fctzt dabei, auch in herausfordernden Situationen handlungsf\u00e4hig und zielorientiert zu bleiben.<\/li><\/ol><ol start=\"4\"><li><strong>Exekutive Funktionen nutzen <\/strong>Planungsf\u00e4higkeit, Arbeitsged\u00e4chtnis und kognitive Flexibilit\u00e4t sind essenziell, um komplexe Aufgaben im MINT-Bereich strukturiert und l\u00f6sungsorientiert anzugehen.<\/li><\/ol><ol start=\"5\"><li><strong>Motivation differenzieren <\/strong>Die bewusste Auseinandersetzung mit extrinsischer und intrinsischer Motivation hilft, nachhaltige Lernprozesse zu gestalten und die eigene Begeisterung f\u00fcr MINT-Themen zu f\u00f6rdern.<\/li><\/ol><ol start=\"6\"><li><strong>Frustrationstoleranz aufbauen <\/strong>Die F\u00e4higkeit, R\u00fcckschl\u00e4ge und Wartezeiten auszuhalten, ist eine wichtige Grundlage f\u00fcr Ausdauer und Resilienz im Lernprozess.<\/li><\/ol><ol start=\"7\"><li><strong>Selbstdisziplin kultivieren <\/strong>Durchhalteverm\u00f6gen und konsequentes Arbeiten an eigenen Zielen tragen wesentlich dazu bei, auch anspruchsvolle Projekte erfolgreich umzusetzen.<\/li><\/ol><ol start=\"8\"><li><strong>Willenskraft einsetzen <\/strong>Selbst in Phasen der Ersch\u00f6pfung oder bei auftretenden Versuchungen erm\u00f6glicht Willenskraft das konsequente Verfolgen gesetzter Ziele.<\/li><\/ol><ol start=\"9\"><li><strong>Zielorientierung verfolgen <\/strong>Klare Zielsetzungen und eine strukturierte Herangehensweise erleichtern es, den eigenen Fortschritt zu steuern und Erfolge messbar zu machen.<br \/><br \/><\/li><li><strong>Lernfreude und Neugier bewahren <\/strong>Die Offenheit f\u00fcr neue Fragestellungen und die Freude am Entdecken sind zentrale Motoren f\u00fcr Innovation und kontinuierliche Weiterentwicklung im MINT-Bereich.<\/li><\/ol>\n<p><strong>Selbstf\u00fchrung: die F\u00e4higkeit, sich selbst bewusst zu steuern, reflektiert zu handeln und sich selbst gut zu regulieren \u2013 emotional, gedanklich und praktisch.<\/strong><\/p>\n<h2><strong>Wie Kinder und Jugendliche Selbstf\u00fchrung und Belohnungsaufschub spielerisch \u00fcben k\u00f6nnen<\/strong><\/h2>\n<ol start=\"1\"><li><strong>Belohnungsaufschub reflektieren <\/strong>Die bewusste Entscheidung, auf unmittelbare Belohnungen zu verzichten, f\u00f6rdert die F\u00e4higkeit, langfristige Ziele im Blick zu behalten \u2013 eine zentrale Kompetenz f\u00fcr nachhaltigen Lernerfolg.<\/li><\/ol><ol start=\"2\"><li><strong>Impulskontrolle st\u00e4rken <\/strong>Das Steuern spontaner Reaktionen erm\u00f6glicht es, Priorit\u00e4ten zu setzen und sich nicht von kurzfristigen Ablenkungen leiten zu lassen.<\/li><\/ol><ol start=\"3\"><li><strong>Selbstregulation entwickeln <\/strong>Das gezielte Lenken eigener Gedanken, Emotionen und Handlungen unterst\u00fctzt dabei, auch in herausfordernden Situationen handlungsf\u00e4hig und zielorientiert zu bleiben.<\/li><\/ol><ol start=\"4\"><li><strong>Exekutive Funktionen nutzen <\/strong>Planungsf\u00e4higkeit, Arbeitsged\u00e4chtnis und kognitive Flexibilit\u00e4t sind essenziell, um komplexe Aufgaben im MINT-Bereich strukturiert und l\u00f6sungsorientiert anzugehen.<\/li><\/ol><ol start=\"5\"><li><strong>Motivation differenzieren <\/strong>Die bewusste Auseinandersetzung mit extrinsischer und intrinsischer Motivation hilft, nachhaltige Lernprozesse zu gestalten und die eigene Begeisterung f\u00fcr MINT-Themen zu f\u00f6rdern.<\/li><\/ol><ol start=\"6\"><li><strong>Frustrationstoleranz aufbauen <\/strong>Die F\u00e4higkeit, R\u00fcckschl\u00e4ge und Wartezeiten auszuhalten, ist eine wichtige Grundlage f\u00fcr Ausdauer und Resilienz im Lernprozess.<\/li><\/ol><ol start=\"7\"><li><strong>Selbstdisziplin kultivieren <\/strong>Durchhalteverm\u00f6gen und konsequentes Arbeiten an eigenen Zielen tragen wesentlich dazu bei, auch anspruchsvolle Projekte erfolgreich umzusetzen.<\/li><\/ol><ol start=\"8\"><li><strong>Willenskraft einsetzen <\/strong>Selbst in Phasen der Ersch\u00f6pfung oder bei auftretenden Versuchungen erm\u00f6glicht Willenskraft das konsequente Verfolgen gesetzter Ziele.<\/li><\/ol><ol start=\"9\"><li><strong>Zielorientierung verfolgen <\/strong>Klare Zielsetzungen und eine strukturierte Herangehensweise erleichtern es, den eigenen Fortschritt zu steuern und Erfolge messbar zu machen.<\/li><\/ol><ol start=\"10\"><li><strong>Lernfreude und Neugier bewahren <\/strong>Die Offenheit f\u00fcr neue Fragestellungen und die Freude am Entdecken sind zentrale Motoren f\u00fcr Innovation und kontinuierliche Weiterentwicklung im MINT-Bereich.<\/li><\/ol>\n<h2>Nicht angeboren, nicht vorbestimmt<\/h2>\n<p>Selbstf\u00fchrung ist keine angeborene Eigenschaft, sondern eine F\u00e4higkeit, die mit jeder bewussten Entscheidung w\u00e4chst. Indem wir uns immer wieder auf das konzentrieren, was uns wirklich wichtig ist, und uns nicht von schnellen Belohnungen ablenken lassen, gestalten wir unseren Weg aktiv mit. Gemeinsam k\u00f6nnen wir eine Kultur schaffen, in der Geduld, Neugier und Eigeninitiative ihren Platz haben \u2013 f\u00fcr mehr Freude am Entdecken, mehr Erfolg in MINT und ein starkes Miteinander. Die ersten Schritte sind gemacht. Jetzt liegt es an uns allen, dranzubleiben und die Zukunft mitzugestalten.<\/p> <p>Wer noch tiefer einsteigen m\u00f6chte, findet ein anregendes Video von Professor Eric Vanman (University of Queensland), das das ber\u00fchmte Stanford-Marshmallow-Experiment aus einer neuen Perspektive beleuchtet und zeigt, warum es sich lohnt, genauer hinzuschauen: <a href=\"https:\/\/youtu.be\/-aWnx8mVugM?si=CqSkJHdz_8jHVkX9\">https:\/\/youtu.be\/-aWnx8mVugM?si=CqSkJHdz_8jHVkX9<\/a><\/p>\n<h2>Aus den Augen, aus den Sinn: Situation Modification<\/h2>\n<h3>Nicht Willenskraft, sondern Umgebungsgestaltung sch\u00fctzt vor Ablenkung.<\/h3> <h3>Durch eine Situationsver\u00e4nderung \u2013 etwa das Weglegen des Smartphones \u2013 k\u00f6nnen problematische Reize von vornherein reduziert werden.<\/h3> <p>Das Modell \" <strong data-start=\"505\" data-end=\"531\">Situation Modification\" <\/strong>von <strong data-start=\"26\" data-end=\"41\">James Gross<\/strong> ist eines der <strong data-start=\"56\" data-end=\"109\">einflussreichsten Konzepte zur Emotionsregulation<\/strong> in der modernen Psychologie. Es erkl\u00e4rt, <strong data-start=\"151\" data-end=\"216\">wie Menschen ihre Emotionen bewusst oder unbewusst regulieren<\/strong> \u2013 und <strong data-start=\"223\" data-end=\"268\">an welchen Stellen im emotionalen Prozess<\/strong> das geschieht.<\/p> <ul> <li data-start=\"789\" data-end=\"843\"> <p data-start=\"791\" data-end=\"843\">Handy in den Rucksack oder Schrank legen beim Lernen<\/p> <\/li> <li data-start=\"844\" data-end=\"896\"> <p data-start=\"846\" data-end=\"896\">Bildschirm nach unten drehen oder ganz ausschalten<\/p> <\/li> <li data-start=\"897\" data-end=\"935\"> <p data-start=\"899\" data-end=\"935\">Push-Benachrichtigungen deaktivieren<\/p> <\/li> <li data-start=\"936\" data-end=\"986\"> <p data-start=\"938\" data-end=\"986\">Apps deinstallieren, die dich besonders triggern<\/p> <\/li> <\/ul> <p><strong>Was passiert dadurch?<\/strong><\/p> <ul> <li data-start=\"1133\" data-end=\"1183\"> <p data-start=\"1135\" data-end=\"1183\">Weniger <strong data-start=\"1143\" data-end=\"1183\">kognitive Belastung durch Versuchung<\/strong><\/p> <\/li> <li data-start=\"1184\" data-end=\"1228\"> <p data-start=\"1186\" data-end=\"1228\">Mehr <strong data-start=\"1191\" data-end=\"1228\">Fokus auf die eigentliche Aufgabe<\/strong><\/p> <\/li> <li data-start=\"1229\" data-end=\"1288\"> <p data-start=\"1231\" data-end=\"1288\">Geringere Wahrscheinlichkeit f\u00fcr <strong data-start=\"1264\" data-end=\"1288\">impulsives Verhalten<\/strong><\/p> <\/li> <li data-start=\"1289\" data-end=\"1364\"> <p data-start=\"1291\" data-end=\"1364\">H\u00f6here <strong data-start=\"1298\" data-end=\"1319\">Selbstwirksamkeit<\/strong> (\u201eIch kann Einfluss auf mein Umfeld nehmen\u201c)<\/p> <\/li> <\/ul> <p>\u00a0<\/p>\n<h3>1. Situationsauswahl (Situation Selection)<\/h3> <p>Ich <strong>w\u00e4hle<\/strong> bewusst, in welche Situation ich gehe \u2013 oder nicht.\u00a0<\/p> <p>Beispiel: Ich gehe nicht auf die Party, weil ich wei\u00df, dass ich mich dort unwohl f\u00fchle.<\/p>\n<h3><strong>2. Situationsver\u00e4nderung<\/strong> (<em>Situation Modification<\/em>)<\/h3> <p>Ich <strong>ver\u00e4ndere die Situation aktiv<\/strong>, um Emotionen zu beeinflussen.<\/p> <p>Beispiel: Ich lege mein Smartphone weg, um nicht abgelenkt oder gestresst zu werden.<\/p>\n<h3>3. Aufmerksamkeitslenkung (<em>Attentional Deployment<\/em>)<\/h3> <p>Ich <strong>lenke meine Aufmerksamkeit<\/strong> auf bestimmte Aspekte der Situation.<\/p> <p>Beispiel: Ich fokussiere mich beim Zahnarzt auf meine Atmung statt auf das Ger\u00e4usch.<\/p>\n<h3>4. Kognitive Neubewertung (<em>Cognitive Reappraisal<\/em>)<\/h3> <p>Ich <strong>deute die Situation neu<\/strong>, um sie weniger belastend zu erleben.<\/p> <p>Beispiel: Die Kritik war nicht b\u00f6se gemeint, sondern konstruktiv.<\/p>\n<h3>5. Reaktionsmodulation (<em>Response Modulation<\/em>)<\/h3> <p>Ich <strong>ver\u00e4ndere meine emotionale Reaktion<\/strong>, nachdem sie aufgetreten ist.<\/p> <p>Beispiel: Ich atme tief durch, um meine Wut zu d\u00e4mpfen.<\/p>\n<h2><strong>Die Entwicklung des Neokortex \u2013 Warum Impulskontrolle bei Jugendlichen eine besondere Herausforderung ist<\/strong><\/h2>\n<p>Die F\u00e4higkeit zur Impulskontrolle ist eng mit der Entwicklung des Neokortex verbunden, insbesondere mit dem pr\u00e4frontalen Kortex, der f\u00fcr Planung, Reflexion und das Abw\u00e4gen von Handlungsalternativen zust\u00e4ndig ist. Neurowissenschaftliche Studien zeigen, dass dieser Bereich des Gehirns erst im jungen Erwachsenenalter vollst\u00e4ndig ausgereift ist.<\/p> <p>F\u00fcr Jugendliche bedeutet das, dass die neuronalen Netzwerke, die f\u00fcr Selbstregulation und vorausschauendes Handeln verantwortlich sind, sich noch im Aufbau befinden. In dieser Entwicklungsphase ist es daher biologisch bedingt schwieriger, impulsive Reaktionen zu hemmen, langfristige Ziele im Blick zu behalten und Versuchungen zu widerstehen.<\/p> <p>Diese Erkenntnis unterstreicht, wie wichtig es ist, Jugendliche in ihrer Entwicklung zu begleiten und ihnen Raum f\u00fcr \u00dcbung und Erfahrung zu geben. Unterst\u00fctzende Strukturen, verst\u00e4ndnisvolle Begleitung und gezielte F\u00f6rderung von Selbststeuerung k\u00f6nnen dazu beitragen, die Reifung des Neokortex und damit die F\u00e4higkeit zur Impulskontrolle nachhaltig zu st\u00e4rken.<\/p>\n<h2><strong>Quellen, Hintergr\u00fcnde, Studien<\/strong><\/h2>\n<p>MRT-Studien (Magnetresonanztomographie) zeigen, dass der <strong>pr\u00e4frontale Kortex<\/strong>, zust\u00e4ndig f\u00fcr Selbstkontrolle, erst <strong>bis Mitte 20<\/strong> ausgereift ist \u2013 das erkl\u00e4rt typische Jugendimpulsivit\u00e4t, Risikoverhalten und emotionales Auf und Ab.<\/p> <p><strong>Dual systems model<br \/><\/strong><a href=\"https:\/\/en.wikipedia.org\/wiki\/Dual_systems_model\">https:\/\/en.wikipedia.org\/wiki\/Dual_systems_model<\/a><\/p> <p><strong>Adolescent development of the reward system<br \/><\/strong><a href=\"https:\/\/www.frontiersin.org\/journals\/human-neuroscience\/articles\/10.3389\/neuro.09.006.2010\/full\">https:\/\/www.frontiersin.org\/journals\/human-neuroscience\/articles\/10.3389\/neuro.09.006.2010\/full<\/a><\/p> <p><strong>Dopamine Modulation of Prefrontal Cortical Interneurons Changes during Adolescence<br \/><\/strong>https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC2204087\/<\/p> <p><strong>Reappraising the role of dopamine in adolescent risk-taking behavior<br \/><\/strong><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/S0149763423000544\">https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/S0149763423000544<\/a><\/p> <p><strong>Adolescent impulsivity as a sex- and subtype-dependent predictor of impulsivity, alcohol drinking, and dopamine D<sub>2<\/sub>\u00a0receptor expression in adult rats<br \/><\/strong><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC5988863\/\">https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC5988863\/<\/a><\/p> <p><strong>Early Social Experience Is Critical for the Development of Cognitive Control and Dopamine Modulation of Prefrontal Cortex Function<br \/><\/strong><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC3682143\/\">https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC3682143\/<\/a><\/p> <p><strong>The role of dopamine and endocannabinoid systems in prefrontal cortex development: Adolescence as a critical period<br \/><\/strong><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC9663658\">https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC9663658<\/a><\/p> <p><strong>Internet addiction alters brain chemistry in young people, study finds<br \/><\/strong><a href=\"https:\/\/www.theguardian.com\/technology\/article\/2024\/jun\/04\/internet-addiction-alters-brain-chemistry-in-young-people-study-finds\">https:\/\/www.theguardian.com\/technology\/article\/2024\/jun\/04\/internet-addiction-alters-brain-chemistry-in-young-people-study-finds<\/a><\/p>","_links":{"self":[{"href":"https:\/\/mintheldinnen.enjoythistool.com\/en\/wp-json\/wp\/v2\/posts\/9325","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mintheldinnen.enjoythistool.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/mintheldinnen.enjoythistool.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/mintheldinnen.enjoythistool.com\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/mintheldinnen.enjoythistool.com\/en\/wp-json\/wp\/v2\/comments?post=9325"}],"version-history":[{"count":0,"href":"https:\/\/mintheldinnen.enjoythistool.com\/en\/wp-json\/wp\/v2\/posts\/9325\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/mintheldinnen.enjoythistool.com\/en\/wp-json\/wp\/v2\/media\/9326"}],"wp:attachment":[{"href":"https:\/\/mintheldinnen.enjoythistool.com\/en\/wp-json\/wp\/v2\/media?parent=9325"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/mintheldinnen.enjoythistool.com\/en\/wp-json\/wp\/v2\/categories?post=9325"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/mintheldinnen.enjoythistool.com\/en\/wp-json\/wp\/v2\/tags?post=9325"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}