@article{66639, author = {{Scheiter, Katharina and Bach, Katharina M. and Bauer, Elisabeth and Brod, Garvin and Bromme, Rainer and Buhl, Heike M. and Gagl, Benjamin and Greiff, Samuel and Hefter, Markus H. and Janke, Stefan and Lindner, Marlit A. and Mayweg, Elisabeth and Nebel, Steve and Rummel, Nikol and Sailer, Michael}}, journal = {{Psychologische Rundschau}}, number = {{3}}, pages = {{169--174}}, title = {{{Generative Künstliche Intelligenz im Kontext von Lehren, Lernen und Beraten: Eine Perspektive der Pädagogischen Psychologie}}}, doi = {{10.1026/0033-3042/a000769}}, volume = {{77}}, year = {{2026}}, } @article{66650, author = {{Sagolla, Nils and Seifert, Andreas and Bohndick, Carla and Buhl, Heike M.}}, journal = {{Journal for Educational Research Online}}, number = {{1}}, pages = {{31--48}}, publisher = {{Waxmann}}, title = {{{Skills Help, but They Don’t Help All at Once: Changes in the Relationship Between Study- Relevant Skills and Student Stress as Well as Study Satisfaction During the First Two Years of Teacher Education}}}, doi = {{10.31244/jero.2026.01.02}}, volume = {{18}}, year = {{2026}}, } @inbook{66753, author = {{Kaemper, Mara and Buhl, Heike M. and Klingsieck, Katrin B.}}, booktitle = {{Prokrastination: Erkennen, Verstehen, Reduzieren}}, editor = {{Klingsieck, Katrin B. and Koppenborg, Markus}}, isbn = {{9783662728994}}, publisher = {{Springer Berlin Heidelberg}}, title = {{{Verhaltensbezogene Prävention von Prokrastination: Das PROFI-Training}}}, doi = {{10.1007/978-3-662-72900-7_10}}, year = {{2026}}, } @misc{66875, author = {{Buhl, Heike M. and Sommer, Sabrina and Poinstingl, Herbert}}, publisher = {{Research Data Center at ZPID}}, title = {{{"Interdependence in the relationship between adults and their parents 2" (2023-2024)}}}, year = {{2026}}, } @misc{66874, author = {{Buhl, Heike M. and Hoellger, Christian and Sommer, Sabrina}}, publisher = {{Research Data Center at ZPID}}, title = {{{"Interdependence in the relationship between adults and their parents" (2016-2017)}}}, year = {{2026}}, } @article{66671, author = {{Gladow, Viviane and Buhl, Heike M.}}, journal = {{Frontiers in Education}}, title = {{{Partner models of explainers: a qualitative interview study}}}, doi = {{10.3389/feduc.2026.1891741}}, volume = {{11}}, year = {{2026}}, } @techreport{61332, author = {{Buhl, Heike M. and Fisher, Josephine Beryl and Rohlfing, Katharina J.}}, publisher = {{OSF}}, title = {{{Role Perception Questionnaire: Co-construction. Scales manual}}}, year = {{2025}}, } @techreport{61433, author = {{Buhl, Heike M. and Herrmann, Paula and Bolinger, Dean X.}}, publisher = {{OSF}}, title = {{{TRR 318, Project A01, WP 2.1. Scales manual}}}, year = {{2025}}, } @techreport{61434, author = {{Buhl, Heike M. and Herrmann, Paula and Bolinger, Dean X.}}, publisher = {{OSF}}, title = {{{TRR 318, Project A01, WP 2.2. Scales manual}}}, year = {{2025}}, } @article{57531, author = {{Alpsancar, Suzana and Buhl, Heike M. and Matzner, Tobias and Scharlau, Ingrid}}, journal = {{AI and Ethics}}, pages = {{3015–3033}}, publisher = {{Springer}}, title = {{{Explanation needs and ethical demands: unpacking the instrumental value of XAI}}}, doi = {{https://doi.org/10.1007/s43681-024-00622-3}}, volume = {{5}}, year = {{2025}}, } @article{61156, abstract = {{Explainability has become an important topic in computer science and artificial intelligence, leading to a subfield called Explainable Artificial Intelligence (XAI). The goal of providing or seeking explanations is to achieve (better) ‘understanding’ on the part of the explainee. However, what it means to ‘understand’ is still not clearly defined, and the concept itself is rarely the subject of scientific investigation. This conceptual article aims to present a model of forms of understanding for XAI-explanations and beyond. From an interdisciplinary perspective bringing together computer science, linguistics, sociology, philosophy and psychology, a definition of understanding and its forms, assessment, and dynamics during the process of giving everyday explanations are explored. Two types of understanding are considered as possible outcomes of explanations, namely enabledness, ‘knowing how’ to do or decide something, and comprehension, ‘knowing that’ – both in different degrees (from shallow to deep). Explanations regularly start with shallow understanding in a specific domain and can lead to deep comprehension and enabledness of the explanandum, which we see as a prerequisite for human users to gain agency. In this process, the increase of comprehension and enabledness are highly interdependent. Against the background of this systematization, special challenges of understanding in XAI are discussed.}}, author = {{Buschmeier, Hendrik and Buhl, Heike M. and Kern, Friederike and Grimminger, Angela and Beierling, Helen and Fisher, Josephine Beryl and Groß, André and Horwath, Ilona and Klowait, Nils and Lazarov, Stefan Teodorov and Lenke, Michael and Lohmer, Vivien and Rohlfing, Katharina and Scharlau, Ingrid and Singh, Amit and Terfloth, Lutz and Vollmer, Anna-Lisa and Wang, Yu and Wilmes, Annedore and Wrede, Britta}}, journal = {{Cognitive Systems Research}}, keywords = {{understanding, explaining, explanations, explainable, AI, interdisciplinarity, comprehension, enabledness, agency}}, title = {{{Forms of Understanding for XAI-Explanations}}}, doi = {{10.1016/j.cogsys.2025.101419}}, volume = {{94}}, year = {{2025}}, } @inbook{63390, author = {{Buhl, Heike M. and Hilkenmeier, Johanna}}, booktitle = {{Handbuch Entwicklungs- und Erziehungspsychologie}}, editor = {{Kracke, Bärbel and Noack, Peter}}, publisher = {{Springer}}, title = {{{Bildung und Lesesozialisation im Elternhaus}}}, doi = {{10.1007/978-3-642-54061-5_10-2}}, year = {{2025}}, } @article{60306, author = {{Schoenert, Kathrin and Sommer, Sabrina and Buhl, Heike M.}}, journal = {{Frontiers in Developmental Psychology}}, title = {{{Impact of felt obligation and perceived mutual reciprocity on support between mothers and their adult children}}}, doi = {{10.3389/fdpys.2025.1508469}}, volume = {{3}}, year = {{2025}}, } @article{59636, author = {{Bohndick, Carla and Breetzke, Jonas and Klingsieck, Katrin B. and Buhl, Heike M.}}, journal = {{Social Psychology of Education}}, title = {{{Students’ personality impacts sense of belonging of students in different ways}}}, doi = {{10.1007/s11218-025-10058-0}}, volume = {{28}}, year = {{2025}}, } @inbook{65262, author = {{Brucks , Tabea and Buhl, Heike M.}}, booktitle = {{Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen. Ein Lehrbuch mit Unterrichtsmaterialien}}, editor = {{Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}}, pages = {{201--228}}, publisher = {{Springer}}, title = {{{Digitale Ressourcen im Psychologieunterricht}}}, year = {{2025}}, } @article{56264, author = {{Buhl, Heike M. and Fisher, Josephine Beryl and Rohlfing, Katharina}}, journal = {{Proceedings of the Annual Meeting of the Cognitive Science Society}}, title = {{{Changes in partner models – Effects of adaptivity in the course of explanations}}}, volume = {{46}}, year = {{2024}}, } @article{55271, abstract = {{Children’s information-related internet use positively affects their acquisition of computer- and information-related skills. Nevertheless, this use still occurs predominantly in the family context. Parents’ support of their children’s internet use can motivate them to use the internet for information-related purposes. However, while parents’ support seems to be important, the quantity and quality of parental support have been shown to have different associations with children’s motivation. Thus, the goal of the current study was to examine the relationship between parents’ support (quantity and quality), children’s motivation to engage in information-related internet use, and children’s actual information-related internet use (practical and school- or learning-related use) using structural equation modeling. In addition, we examined the mediating effects of children’s motivation. Specifically, 492 12-year-old German children answered a paper-and-pencil questionnaire. We found positive associations between the quantity and quality of parents’ support and children’s intrinsic and extrinsic motivation, while only structure-giving support was found to be related to children’s intrinsic motivation. The quantity of support was directly related to children’s school- or learning-related use, while intrinsic motivation was associated with both forms of information-related internet use. Furthermore, we confirmed that children’s motivation is an important mediator in this context. The implications of these findings for parents and children are considered.}}, author = {{Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike M.}}, journal = {{Journal of Research in Childhood Education}}, keywords = {{children's motivation, information-related internet use, quality of parental support, quantity of parental support}}, title = {{{Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation}}}, year = {{2024}}, } @inproceedings{61417, author = {{Robrecht, Amelie and Buhl, Heike M. and Kopp, Stefan}}, booktitle = {{Proceedings of the 28th Workshop on the Semantics and Pragmatics of Dialogue }}, title = {{{Inferring Partner Models for Adaptive Explanation Generation}}}, year = {{2024}}, } @techreport{62908, author = {{Buhl, Heike M. and Fechner, Sabine and Herzig, Bardo and Jenert, Tobias and Kremer, H. - Hugo and Rohlfing, Katharina Justine and Vogelsang, Christoph}}, title = {{{Leitbild des Profibereichs Transformation und Bildung}}}, year = {{2024}}, } @inproceedings{57356, author = {{Schaffer, Michael Erol and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}}, location = {{Valletta, Malta}}, title = {{{Perception and Consideration of the Explainees’ Needs for Satisfying Explanations}}}, year = {{2024}}, }