@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}}, } @inproceedings{57357, author = {{Schaffer, Michael Erol and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}}, booktitle = {{Joint Proceedings of the xAI-2024 Late-breaking Work, Demos and Doctoral Consortium. 3793}}, title = {{{Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations}}}, year = {{2024}}, } @article{57846, abstract = {{ Abstract: Teachers require various generic competencies that are not addressed explicitly in the teacher education program, such as learning strategies. Although universities offer student teachers extracurricular opportunities to develop these competencies, few students seize them. Our training program fosters students’ self-regulated competency development: Self-reflection as an important first step to self-regulated competency development is addressed through an online self-assessment tool providing individual feedback and suggestions for further development. Forming and implementing intentions to develop competencies is addressed by a workshop based on an evidence-based self-management training program and group coaching sessions to bridge potential intention–behavior gaps. After the training program, the experimental group ( n = 32) showed a more favorable development in self-reflection, procrastination, and participation in competency-enhancing offers than the control group ( n = 34). The results show that supporting students in their self-regulated competency development can be an important key in their professional development. }}, author = {{Kaemper, Mara and Buhl, Heike M. and Klingsieck, Katrin B.}}, issn = {{0049-8637}}, journal = {{Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie}}, number = {{4}}, pages = {{197--208}}, publisher = {{Hogrefe Publishing Group}}, title = {{{How to Improve Student Teachers’ Self-Regulated Competency Development}}}, doi = {{10.1026/0049-8637/a000301}}, volume = {{56}}, year = {{2024}}, } @article{48486, abstract = {{AbstractIntroductionIn Europe, most Internet searches for school‐related tasks are situated at home, where parents can support adolescents. Although the frequency (quantity) of parental support has already been analyzed, a research gap exists concerning the quality of parental support in adolescents' information‐related Internet use. The quality of parental support in the field of homework involvement is known to be a predictor of adolescents' learning motivation and academic achievement, often discussed with regard to self‐determination theory (SDT) in terms of autonomy support, structure, emotional support, and control. These categories were adapted in this study to analyze parents' support in adolescents' Internet searching activities.MethodsUsing a mixed‐methods approach, we combined quantitative questionnaires and qualitative observations to analyze joint information‐related Internet uses. Therefore, 243 parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed by videography in 2019/2020 in Germany. The adolescents were 11 years old, on average.ResultsThe parents rated all qualities higher than the adolescents. Emotional support was rated highest by both groups, whereas structure was rated lowest. Adolescents' and parents' view on parental support differ. The qualitative study revealed parents' often interfering behavior, whereas emotional support was low. Further, the active role of adolescents was highlighted in both quantitative and qualitative data.ConclusionsBy combining quantitative and qualitative approaches, we demonstrated a fruitful application of SDT in analyzing the quality of parental support during adolescents' Internet searches at home and shed light on the co‐construction of joint Internet searches.}}, author = {{Kurock, Ricarda and Teichert, Jeannine and Meister, Dorothee M. and Gerhardts, Lara and Buhl, Heike M. and Bonanati, Sabrina}}, issn = {{0140-1971}}, journal = {{Journal of Adolescence}}, keywords = {{Psychiatry and Mental health, Developmental and Educational Psychology, Social Psychology, Pediatrics, Perinatology and Child Health}}, number = {{3}}, pages = {{566--579}}, publisher = {{Wiley}}, title = {{{A mixed‐methods study of the quality of parental support during adolescents' information‐related Internet use as a co‐construction process}}}, doi = {{http://dx.doi.org/10.1002/jad.12264}}, volume = {{96}}, year = {{2024}}, } @inbook{51126, author = {{Raneck-Kuhlmann, A. and Niemann, Jan and Buhl, Heike M. and Eickelmann, Birgit and Drossel, Kerstin}}, booktitle = {{Lehrkräftebildung in der digitalen Welt – zukunftsorientierte Forschungs- und Praxisperspektiven}}, editor = {{Herzig, B. and Eickelmann, Birgit and Schwabl, F. and Schulze, J. and Niemann, Jan}}, pages = {{37--52}}, publisher = {{Waxmann Verlag GmbH}}, title = {{{Was motiviert CoP-Mitglieder? Motivationale Bedingungsfaktoren für die Mitarbeit in Communities of Practice in der Lehrkräftebildung}}}, doi = {{10.31244/9783830998372}}, year = {{2024}}, } @inproceedings{56994, author = {{Schaffer, Michael and Buhl, Heike M.}}, booktitle = {{53rd DGPs Congress - Abstracts}}, editor = {{Ansorge, Ulrich and Szaszkó, Bence and Werner, Lena}}, location = {{Vienna}}, title = {{{The mental representation of the object of explanation in the process of co-constructive explanations}}}, year = {{2024}}, }