@article{47856, abstract = {{Der Beitrag betrachtet die digitale häusliche Lernumwelt von Kindern unter besonderer Berücksichtigung der Differenzkategorien Herkunft und Sprache und erarbeitet Zusammenhänge zwischen dem Migrationshintergrund, der Familiensprache, einer internetbezogenen Eltern-Kind-Interaktion sowie einer unterhaltungs- und schulbezogenen Nutzung des Internets von Kindern. Empirische Grundlagen sind standardisierte Eltern- und Kinderbefragungen sowie ethnografisch orientierte Untersuchungen in Familien. Die quantitativen Analysen zeigen, dass Kinder, deren Hauptverkehrssprache in der Familie nicht Deutsch ist, häufiger gemeinsam mit ihren Eltern das Internet nutzten. Vertiefend liessen in der qualitativen Untersuchung diejenigen Kinder häufigere und komplexere Internetnutzungsformen für schulische Zwecke erkennen, die einen Migrationshintergrund aufweisen und hauptsächlich in ihrer Herkunftssprache (nicht Deutsch) innerhalb der Familie sprechen. Insbesondere in Familien, die selten in der Häuslichkeit Deutsch sprechen, hat sich die (gemeinsame) Internetrecherche als Mittel zur Kompensation von Sprachbarrieren erwiesen. Fehlende elterliche Unterstützungsmöglichkeiten aufgrund von sprachlichen Verständnisproblemen können insofern durch kindliche, elterliche oder gemeinsame Rechercheprozesse ausgeglichen werden.}}, author = {{Richter, Lea and Gruchel, Nicole and Buhl, Heike M. and Kamin, Anna-Maria}}, issn = {{1424-3636}}, journal = {{MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}}, keywords = {{General Medicine}}, pages = {{293--319}}, publisher = {{Sektion Medienpadagogik der Deutschen Gesellschaft fur Erziehungswissenschaft - DGfE}}, title = {{{Herkunftsbedingte und sprachliche Einflüsse bei der häuslichen Internetnutzung von Kindern}}}, doi = {{10.21240/mpaed/jb20/2023.09.12.x}}, year = {{2023}}, } @inproceedings{47448, abstract = {{In XAI it is important to consider that, in contrast to explanations for professional audiences, one cannot assume common expertise when explaining for laypeople. But such explanations between humans vary greatly, making it difficult to research commonalities across explanations. We used the dual nature theory, a techno-philosophical approach, to cope with these challenges. According to it, one can explain, for example, an XAI's decision by addressing its dual nature: by focusing on the Architecture (e.g., the logic of its algorithms) or the Relevance (e.g., the severity of a decision, the implications of a recommendation). We investigated 20 game explanations using the theory as an analytical framework. We elaborate how we used the theory to quickly structure and compare explanations of technological artifacts. We supplemented results from analyzing the explanation contents with results from a video recall to explore how explainers justified their explanation. We found that explainers were focusing on the physical aspects of the game first (Architecture) and only later on aspects of the Relevance. Reasoning in the video recalls indicated that EX regarded the focus on the Architecture as important for structuring the explanation initially by explaining the basic components before focusing on more complex, intangible aspects. Shifting between addressing the two sides was justified by explanation goals, emerging misunderstandings, and the knowledge needs of the explainee. We discovered several commonalities that inspire future research questions which, if further generalizable, provide first ideas for the construction of synthetic explanations.}}, author = {{Terfloth, Lutz and Schaffer, Michael and Buhl, Heike M. and Schulte, Carsten}}, isbn = {{978-3-031-44069-4}}, location = {{Lisboa}}, publisher = {{Springer, Cham}}, title = {{{Adding Why to What? Analyses of an Everyday Explanation}}}, doi = {{10.1007/978-3-031-44070-0_13}}, year = {{2023}}, } @article{32563, abstract = {{Die Kooperation zwischen Elternhaus und Schule kann Eltern in ihren Fähigkeiten zur Internetnutzung und -gestaltung sowie in der Wahl passender Medienerziehungsstrategien ihrer Kinder unterstützen. Voraussetzung dafür ist Wissen darüber, welche Kooperationsangebote Eltern von Schulen zum Thema digitale Medien erhalten. Die vorliegende Studie untersuchte anhand einer Befragung von N = 736 Schülerinnen und Schülern der fünften Klassenstufe und N = 426 ihrer Eltern, welche Informations- und Teilhabeangebote letztere erhielten und wie diese Angebote mit elterlichen Fähigkeiten zur Nutzung und Gestaltung des Internets sowie Medienerziehung zusammenhängen. Eltern erhielten nur zum Teil Informations- und Teilhabeangebote zum Thema ‹digitale Medien›. Eltern mit Migrationshintergrund und Eltern mit niedrigeren bis mittleren Bildungsabschlüssen berichteten aber, häufiger Angebote zu erhalten. Je häufiger Eltern Angebote erhielten, bei denen sie digitale Medien mit ihren Kindern zusammen ausprobieren und erproben konnten, umso geringer waren Fähigkeiten zur Internetnutzung. Dies kann mit der Passung der Angebote von Schulen zu den Bedürfnissen von Eltern zusammenhängen, aber auch ein Anzeichen dafür sein, dass gerade Eltern mit geringeren Fähigkeiten auf Kooperationsangebote von Schulen eingehen. Es wurden keine signifikanten Zusammenhänge zwischen Kooperationsangeboten und Medienerziehung gefunden. Ergebnisse können helfen, vermehrte Angebote für Eltern zu schaffen sowie adressatengerecht zu gestalten.}}, author = {{Bonanati, Sabrina and Kurock, Ricarda and Gruchel, Nicole and Buhl, Heike M.}}, issn = {{1424-3636}}, journal = {{MedienPädagogik}}, pages = {{72--92}}, title = {{{Kooperation von Elternhaus und Schule zum Thema "digitale Medien". Unterschiede zwischen Elternhäusern und Zusammenhänge mit elterlichen Fähigkeiten zur Nutzung und Gestaltung des Internets sowie Medienerziehung}}}, doi = {{10.21240/mpaed/46/2022.01.15.x}}, volume = {{46}}, year = {{2022}}, } @article{32565, abstract = {{The family plays an important role in adolescents’ social development. Yet there is little information about the impact of family climate on adolescents’ social adaptation, and the term “family climate” is seldom clearly defined and is usually related to other concepts, such as family systems or family environments. To understand the core of family climate, this study conducted a systematic review to analyze research about family climate associated with adolescents’ social adaptation in community samples. A search of empirical research published over the last 20 years identified 12 relevant studies. The studies revealed that family climate can mainly be described in terms of cohesion, conflict, organization, adaptability, and expressiveness. Family climate was shown to be a good predictor of both problem-solving skills and violence in relationships and exhibited further associations with other aspects of social adaptation. This review revealed a need for more systematic and longitudinal research on family climate in community samples.}}, author = {{Kurock, Ricarda and Gruchel, Nicole and Bonanati, Sabrina and Buhl, Heike M.}}, issn = {{2363-8346}}, journal = {{Adolescent Research Review}}, keywords = {{Family environment, Family system, Adolescents, Social adaptation, Systematic review}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review}}}, doi = {{10.1007/s40894-022-00189-2}}, year = {{2022}}, } @article{35142, author = {{Kurock, Ricarda and Gruchel, Nicole and Bonanati, Sabrina and Buhl, Heike M.}}, journal = {{Empirische Pädagogik}}, number = {{2}}, pages = {{12 -- 32}}, title = {{{Frag mich, dann helfe ich dir – Familienklima und Hilfebitten von Kindern als Gelingensbedingungen für elterliche Unterstützung bei Informationssuchen im Internet}}}, volume = {{36}}, year = {{2022}}, } @article{35141, author = {{Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike M.}}, journal = {{Empirische Pädagogik}}, number = {{2}}, pages = {{204 -- 221}}, title = {{{Soziale Disparitäten in der schulbezogenen Internetnutzung von Kindern überwinden: Die Rolle der elterlichen Unterstützung als möglicher Vermittler}}}, volume = {{36}}, year = {{2022}}, } @inproceedings{56993, author = {{Schaffer, Michael and Lea, Budde and Schulte, Carsten and Buhl, Heike M.}}, booktitle = {{52nd DGPs Congress - Abstracts}}, editor = {{Bermeitinger, Christina and Greve, Werner}}, keywords = {{Cognition, Motivation, Technical Model, Mental Model, Explainer, Explainee, Qualitative Content Analysis}}, location = {{Hildesheim}}, title = {{{Die Anpassungen von Erklärungen an das Verständnis des Erklärgegenstandes der Gesprächspartner}}}, year = {{2022}}, } @article{32564, abstract = {{Internet use is significant in the everyday lives of children and can be distinguished into different uses (e.g., entertainment-related, informative or school-related). When considering the literature on internet inquiries, the family as an informal place of learning is of particular importance. Although some predictors within the family (e.g., structural factors) are widely researched, comprehensive results on the influence of parental involvement, especially parental instruction as a form of parental support during information-related internet activities, on different internet uses are still lacking. Therefore, the study investigates (1) the relationship of parental role construction, self-efficacy, internet skills, and parental instruction in information-related internet use perceived by parents and children and (2) the relationship of parental role construction, self-efficacy, internet skills, parental instruction, and children's internet uses at home (entertainment-related, practical and school-or-learning-related). The mediation effects of parental instruction were also tested. A paper-and-pencil questionnaire was answered by 361 German children and their parents. Structural equation modeling was applied to answer the research questions. We observed that children's perceived parental instruction was positively associated with children's practical and school-or-learning-related internet use. Parents' motivational factors were the strongest predictors for parents' perceived parental instruction The findings have significant implications for research and practice on how parents can be more active in fulfilling their role as supporters for children's internet use.}}, author = {{Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike M.}}, issn = {{0360-1315}}, journal = {{Computers & Education}}, publisher = {{Elsevier BV}}, title = {{{Parental involvement and Children's internet uses - Relationship with parental role construction, self-efficacy, internet skills, and parental instruction}}}, doi = {{10.1016/j.compedu.2022.104481}}, volume = {{182}}, year = {{2022}}, } @article{35144, author = {{Buhl, Heike M. and Sagolla, Nils and Bohndick, Carla}}, journal = {{Lehrerbildung auf dem Prüfstand}}, number = {{1}}, pages = {{117 -- 136}}, title = {{{Die Förderung von Reflexionskompetenz und Reflexion durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten Online-Self-Assessments}}}, volume = {{15}}, year = {{2022}}, } @article{35143, author = {{Bonanati, Sabrina and Buhl, Heike M. and Gerhardts, Lara and Kamin, Anna-Maria and Meister, Dorothee}}, journal = {{Medienimpulse}}, number = {{4}}, title = {{{Digitale häusliche Lernumgebung: Prädiktoren und Effekte elterlicher Unterstützung beim Lernen mit digitalen Medien}}}, doi = {{10.21243/mi-04-22-17}}, volume = {{60}}, year = {{2022}}, } @article{41482, author = {{Hilkenmeier, Johanna and Greiner, Christian and Bonanati, Sabrina and Buhl, Heike M.}}, journal = {{Journal für LehrerInnenbildung}}, number = {{2}}, pages = {{40 -- 51}}, title = {{{Förderung von motivierenden Gesprächsstrategien im Elterngespräch. Workshop für Lehrkräfte und Studierende}}}, volume = {{22}}, year = {{2022}}, } @article{32560, abstract = {{Several methods are available to answer questions regarding similarity and accuracy, each of which has specific properties and limitations. This study focuses on the Latent Congruence Model (LCM; Cheung, 2009), because of its capacity to deal with cross-informant measurement invariance issues. Until now, no cross-national applications of LCM are present in the literature, perhaps because of the difficulty to deal with both cross-national and cross-informant measurement issues implied by those models. This study presents a step-by-step procedure to apply LCM to dyadic cross-national research designs controlling for both cross-national and cross-informant measurement invariance. An illustrative example on parent–child support exchanges in Italy and Germany is provided. Findings help to show the different possible scenarios of partial invariance, and a discussion related to how to deal with those scenarios is provided. Future perspectives in the study of parent–child similarity and accuracy in cross-national research will be discussed.}}, author = {{Tagliabue, Semira and Zambelli, Michela and Sorgente, Angela and Sommer, Sabrina and Hoellger, Christian and Buhl, Heike M. and Lanz, Margherita}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{latent congruence model, measurement invariance, similarity, accuracy, cross-national, cross-informant, parent-child relationship, support exchanges}}, publisher = {{Frontiers Media SA}}, title = {{{Latent Congruence Model to Investigate Similarity and Accuracy in Family Members' Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance}}}, doi = {{10.3389/fpsyg.2021.672383}}, volume = {{12}}, year = {{2021}}, } @article{24456, abstract = {{One objective of current research in explainable intelligent systems is to implement social aspects in order to increase the relevance of explanations. In this paper, we argue that a novel conceptual framework is needed to overcome shortcomings of existing AI systems with little attention to processes of interaction and learning. Drawing from research in interaction and development, we first outline the novel conceptual framework that pushes the design of AI systems toward true interactivity with an emphasis on the role of the partner and social relevance. We propose that AI systems will be able to provide a meaningful and relevant explanation only if the process of explaining is extended to active contribution of both partners that brings about dynamics that is modulated by different levels of analysis. Accordingly, our conceptual framework comprises monitoring and scaffolding as key concepts and claims that the process of explaining is not only modulated by the interaction between explainee and explainer but is embedded into a larger social context in which conventionalized and routinized behaviors are established. We discuss our conceptual framework in relation to the established objectives of transparency and autonomy that are raised for the design of explainable AI systems currently.}}, author = {{Rohlfing, Katharina J. and Cimiano, Philipp and Scharlau, Ingrid and Matzner, Tobias and Buhl, Heike M. and Buschmeier, Hendrik and Esposito, Elena and Grimminger, Angela and Hammer, Barbara and Haeb-Umbach, Reinhold and Horwath, Ilona and Hüllermeier, Eyke and Kern, Friederike and Kopp, Stefan and Thommes, Kirsten and Ngonga Ngomo, Axel-Cyrille and Schulte, Carsten and Wachsmuth, Henning and Wagner, Petra and Wrede, Britta}}, issn = {{2379-8920}}, journal = {{IEEE Transactions on Cognitive and Developmental Systems}}, keywords = {{Explainability, process ofexplaining andunderstanding, explainable artificial systems}}, number = {{3}}, pages = {{717--728}}, title = {{{Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems}}}, doi = {{10.1109/tcds.2020.3044366}}, volume = {{13}}, year = {{2021}}, } @book{32464, author = {{Buhl, Heike M. and Bonanati, Sabrina and Eickelmann, Birgit}}, isbn = {{978-3-8017-3074-1}}, pages = {{150}}, publisher = {{Hogrefe}}, title = {{{Schule in der digitalen Welt}}}, year = {{2021}}, } @article{49292, author = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}}, journal = {{Zeitschrift für Soziologie der Erziehung und Sozialisation}}, pages = {{432--448}}, title = {{{Zusammenhang zwischen familiären Lebenssituationen und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter.}}}, volume = {{41}}, year = {{2021}}, } @article{32562, abstract = {{Family-Literacy-Programme stellen eine gute Möglichkeit dar, Eltern in Bildungsprozesse einzubeziehen. Am Beispiel des Programms „LIFE – Lesen in Familie erleben“ wird die Wirkung auf elterliche Unterstützung beim Lesenlernen von Erstklässler*innen unter Einbezug von Eltern- und Kinderperspektive untersucht. Sowohl direkt nach dem Programm als auch ein halbes Jahr später wirkte das Programm positiv auf verschiedene Arten der Anschlusskommunikation beim gemeinsamen Lesen.}}, author = {{Bonanati, Sabrina and Gruchel, Nicole and Kurock, Ricarda and Buhl, Heike M.}}, issn = {{0012-0731}}, journal = {{Die Deutsche Schule}}, keywords = {{Kooperation, Familie, Lesekompetenz, Längsschnittstudie, Intervention}}, number = {{3}}, pages = {{282--301}}, publisher = {{Waxmann}}, title = {{{Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen}}}, doi = {{10.31244/dds.2021.03.04}}, volume = {{113}}, year = {{2021}}, } @article{32558, abstract = {{With the rapid progress of technological development, self-efficacy in reference to digital devices (i.e., information and computer technology [ICT] self-efficacy) is an important driver that helps students to deal with technological problems and support their lifelong learning processes. Schools, peers, and home learning environments are important sources for the development of positive self-efficacy. Expanding on previous research, we investigated the associations between different aspects of the digital home learning environment and students’ ICT self-efficacy. The moderation effects of gender were also tested. A total of 651 children answered a questionnaire about different digital home learning environment dimensions and estimated their ICT self-efficacy using an adapted scale—Schwarzer and Jerusalem’s (1999) general self-efficacy scale. Using the structural equation modeling technique, a digital home learning environment containing six different qualities of parental support was investigated. Families’ cultural capital, parents’ attitudes toward the Internet, and shared Internet activities at home contributed positively to ICT self-efficacy. We observed small gender differences, with the moderation effect being nonsignificant. The results help researchers and practitioners to understand how different dimensions of the digital home learning environment support ICT self-efficacy. We will discuss how parents can enhance the home learning environment and how teachers can integrate this knowledge into formal education.}}, author = {{Bonanati, Sabrina and Buhl, Heike M.}}, issn = {{1387-1579}}, journal = {{Learning Environments Research}}, keywords = {{Digital media use, Gender, Home learning environment, ICT self-efcacy, Motivation, Parental involvement}}, number = {{2}}, pages = {{485--505}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{The digital home learning environment and its relation to children’s ICT self-efficacy}}}, doi = {{10.1007/s10984-021-09377-8}}, volume = {{25}}, year = {{2021}}, } @article{32561, abstract = {{This investigation concentrates on the association of intergenerational value similarity and adult children’s and parents’subjective well-being, on the linkage between relationship quality and subjective well-being. Mediation effects of the relationship quality on the associations between value similarity and subjective well-being were focused. The sample consisted of 600 adult German children (53.8% women) and their parents. Dyadic correlations were constructed to determine the value similarity. In this study, the general value orientation and the family values were objects of research. We measured the subjective well-being with the Satisfaction with Life Scale and we used the Network of Relationships Inventory (NRI) to measure the relationship quality. Associations between subjective well-being and value similarity, and between subjective well-being and relationship quality, as well as mediation effects, were found. All effects depend on gender and perspective.}}, author = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}}, issn = {{0192-513X}}, journal = {{Journal of Family Issues}}, keywords = {{adult child–parent dyads, relationship quality, life satisfaction, parent–child relationship, intergenerational stake hypothesis, mediation analyses}}, publisher = {{SAGE Publications}}, title = {{{Intergenerational Value Similarity and Subjective Well-Being}}}, doi = {{10.1177/0192513x211054470}}, year = {{2021}}, } @article{32566, abstract = {{Die Querschnittsuntersuchung beschäftigt sich mit der Fragestellung, ob in Zusammenhang mit der familiären Lebenssituation Erwachsener (Elternstatus und Beziehungsstatus) Unterschiede hinsichtlich der Werteähnlichkeit zwischen ihnen und ihren Eltern bestehen. Dabei wurde die Ähnlichkeit der individuellen Grundwerte nach Schwartz (1992) fokussiert. Die Werteähnlichkeit wurde mittels dyadischer Korrelationen bestimmt (Kenny & Winquist, 2001). Die Stichprobe bestand aus N= 1047 Dyaden. Dafür nahmen 600 erwachsene Kinder (53.8 % weiblich) mit ihren Eltern (542 Mütter und 505 Väter) teil. Das Alter der teilnehmenden Kinder lag zwischen 25 und 49 Jahren (M= 33.9, SD = 6.1). Die Ergebnisse dieser Studie zeigten, dass sich die Werteähnlichkeiten in Abhängigkeit von der familiären Lebenssituation unterschieden: Die Elternschaft der erwachsenen Kinder ging mit einer größeren Werteähnlichkeit in der Mutter-Kind-Dyade einher. Ebenso konnte eine größere Werteähnlichkeit zwischen verheirateten Söhnen und deren beiden Elternteilen beobachtet werden, verglichen mit den Söhnen, die Single oder in einer Partnerschaft waren. Die Werteähnlichkeit der Töchter zu ihren Eltern unterschied sich nicht in Abhängigkeit des Beziehungsstatus.}}, author = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}}, journal = {{Zeitschrift für Soziologie der Erziehung und Sozialisation}}, number = {{4}}, pages = {{432--448}}, title = {{{Zusammenhang zwischen der familiären Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter}}}, volume = {{41}}, year = {{2021}}, } @misc{29066, author = {{Bonanati, Sabrina and Buhl, Heike M. and Eickelmann, Birgit}}, publisher = {{Hogrefe}}, title = {{{Wie Lernen in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification}}}, year = {{2021}}, }