@article{49278,
  abstract     = {{<jats:p>Beziehungen zwischen Erwachsenen und ihren Eltern sind durch Interdependenzen und Dependenzen gekennzeichnet. Während das Zusammenleben von Familien mit Kindern im mittleren Erwachsenenalter dabei ganz überwiegend durch Interdependenz geprägt ist, nehmen im Alter Dependenzen durch gesundheitliche Beeinträchtigungen der Eltern zu. Mit Blick darauf werden im Artikel behaviorale, kognitive und emotionale Merkmale von Eltern-Kind-Beziehungen erläutert und theoretisch in zentrale Konzepte eingebettet. Das Verhalten ist durch Solidarität zwischen den Generationen, aber auch durch Aspekte des Einflusses innerhalb der Beziehung und aufeinander, gekennzeichnet. Um Familienkognitionen zu beschreiben, werden die verwandten Konzepte der Individuation und der filialen Reife herangezogen. Verhalten, wie auch Kognitionen, sind eng mit dem dritten Beziehungsmerkmal, der Affektivität verknüpft, das neben positiven auch negative Gefühle sowie Ambivalenzen umfasst.</jats:p>}},
  author       = {{Buhl, Heike M. and Sommer, Sabrina}},
  issn         = {{1613-2637}},
  journal      = {{Psychotherapie im Alter}},
  keywords     = {{General Earth and Planetary Sciences, General Environmental Science}},
  number       = {{2}},
  pages        = {{123--135}},
  publisher    = {{Psychosozial Verlag}},
  title        = {{{Intergenerationelle Beziehungen in der Familie}}},
  doi          = {{10.30820/1613-2637-2019-2-123}},
  volume       = {{16}},
  year         = {{2020}},
}

@inbook{31660,
  author       = {{Buhl, Heike M. and Scharlau, Ingrid and Patrzek, Justine and Hiller, Sara and Klingsieck, Katrin B.}},
  booktitle    = {{Psychologiedidaktik und Evaluation XIII}},
  editor       = {{Krämer, Michael}},
  keywords     = {{Unterrichtsfach Psychologie}},
  pages        = {{83 -- 91}},
  publisher    = {{Shaker}},
  title        = {{{Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn}}},
  doi          = {{10.23668/PSYCHARCHIVES.4244}},
  year         = {{2020}},
}

@inbook{28883,
  author       = {{van Ackeren, Isabell and Buhl, Heike M. and Eickelmann, Birgit and Heinrich, Martin and Wolfswinkler, Günther}},
  booktitle    = {{Bildung, Schule und Digitalisierung}},
  editor       = {{Kaspar, Kai and Becker-Mrotzek, Michael and Hofhues, Sandra and König, Johannes and Schmeinck, Daniela}},
  pages        = {{321--326}},
  publisher    = {{Waxmann}},
  title        = {{{Digitalisierung in der Lehrerbildung durch Communities of Practice. Konzeption, Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen}}},
  year         = {{2020}},
}

@article{21267,
  author       = {{Budde, Lea and Schulte, Carsten and Buhl, Heike M. and Muehling, Andreas}},
  journal      = {{Seventh International Conference on Learning and Teaching in Computing and Engineeringe}},
  keywords     = {{⛔ No DOI found}},
  publisher    = {{(IEEE)}},
  title        = {{{Understanding and Explaining Digital Artefacts - the Role of a Duality (Accepted Paper - Digital Publication Follows)}}},
  year         = {{2020}},
}

@article{49291,
  abstract     = {{<jats:p> This investigation concentrates on value similarity between parents and their children during adulthood. The interplay between gender, age, relationship quality, and frequency of contact on value similarity was analyzed. A total of 600 adult German children (53.8% women) and their parents took part in a questionnaire study. Value orientation was measured with a short version of Schwartz’s Portrait Values Questionnaire, and relationship quality with the Network of Relationships Inventory (Furman &amp; Buhrmeister, 1992).Value similarity was higher in mother–daughter dyads compared to mother–son dyads, but in the other dyads, no significant differences were found. Regarding relationship quality, verbal intimacy was not related to value similarity. Parental satisfaction was associated with value similarity in the father–child dyads. Satisfaction, as perceived by adult children, was linked to value similarity in mother–child and father–son dyads. Furthermore, the frequency of contact related to value similarity between mothers and sons. </jats:p>}},
  author       = {{Hoellger, Christian and Sommer, Sabrina and Albert, Isabelle and Buhl, Heike M.}},
  issn         = {{0192-513X}},
  journal      = {{Journal of Family Issues}},
  keywords     = {{Social Sciences (miscellaneous)}},
  number       = {{6}},
  pages        = {{1234--1257}},
  publisher    = {{SAGE Publications}},
  title        = {{{Intergenerational Value Similarity in Adulthood}}},
  doi          = {{10.1177/0192513x20943914}},
  volume       = {{42}},
  year         = {{2020}},
}

@book{32463,
  author       = {{Bonanati, Sabrina and Greiner, Christian and Gruchel, Nicole and Buhl, Heike M.}},
  publisher    = {{Springer}},
  title        = {{{ Lesekompetenz fördern. Ein Manual für das LIFE-Programm zur Stärkung der Zusammenarbeit von Schule und Elternhaus}}},
  year         = {{2020}},
}

@article{49275,
  abstract     = {{<jats:p> This investigation concentrates on value similarity between parents and their children during adulthood. The interplay between gender, age, relationship quality, and frequency of contact on value similarity was analyzed. A total of 600 adult German children (53.8% women) and their parents took part in a questionnaire study. Value orientation was measured with a short version of Schwartz’s Portrait Values Questionnaire, and relationship quality with the Network of Relationships Inventory (Furman &amp; Buhrmeister, 1992).Value similarity was higher in mother–daughter dyads compared to mother–son dyads, but in the other dyads, no significant differences were found. Regarding relationship quality, verbal intimacy was not related to value similarity. Parental satisfaction was associated with value similarity in the father–child dyads. Satisfaction, as perceived by adult children, was linked to value similarity in mother–child and father–son dyads. Furthermore, the frequency of contact related to value similarity between mothers and sons. </jats:p>}},
  author       = {{Hoellger, Christian and Sommer, Sabrina and Albert, Isabelle and Buhl, Heike M.}},
  issn         = {{0192-513X}},
  journal      = {{Journal of Family Issues}},
  keywords     = {{Social Sciences (miscellaneous)}},
  number       = {{6}},
  pages        = {{1234--1257}},
  publisher    = {{SAGE Publications}},
  title        = {{{Intergenerational Value Similarity in Adulthood}}},
  doi          = {{10.1177/0192513x20943914}},
  volume       = {{42}},
  year         = {{2020}},
}

@article{32550,
  abstract     = {{Beziehungen zwischen Erwachsenen und ihren Eltern sind durch Interdependenzen und Dependenzen gekennzeichnet. Während das Zusammenleben von Familien mit Kindern im mittleren Erwachsenenalter dabei ganz überwiegend durch Interdependenz geprägt ist, nehmen im Alter Dependenzen durch gesundheitliche Beeinträchtigungen der Eltern zu. Mit Blick darauf werden im Artikel behaviorale, kognitive und emotionale Merkmale von Eltern-Kind-Beziehungen erläutert und theoretisch in zentrale Konzepte eingebettet. Das Verhalten ist durch Solidarität zwischen den Generationen, aber auch durch Aspekte des Einflusses innerhalb der Beziehung und aufeinander, gekennzeichnet. Um Familienkognitionen zu beschreiben, werden die verwandten Konzepte der Individuation und der filialen Reife herangezogen. Verhalten, wie auch Kognitionen, sind eng mit dem dritten Beziehungsmerkmal, der Affektivität verknüpft, das neben positiven auch negative Gefühle sowie Ambivalenzen umfasst.}},
  author       = {{Buhl, Heike M. and Sommer, Sabrina}},
  issn         = {{1613-2637}},
  journal      = {{Psychotherapie im Alter}},
  number       = {{2}},
  pages        = {{123--135}},
  publisher    = {{Psychosozial Verlag}},
  title        = {{{Intergenerationelle Beziehungen in der Familie}}},
  doi          = {{10.30820/1613-2637-2019-2-123}},
  volume       = {{16}},
  year         = {{2019}},
}

@article{32549,
  abstract     = {{Internet-based self-assessments (ISAs) are tools used to support finding the right educational fit for higher education (HE) students. ISAs typically consist of a questionnaire followed by a feedback report about the results. It is unknown how the characteristics of the feedback report itself affect individuals’ acceptance and motivation to follow the advice from the report. Literature on feedback in general has suggested relationships between acceptance of feedback and motivation, feedback sign (positive versus negative) and regulatory focus (promotion focus versus prevention focus), influence acceptance and the motivation to develop. To investigate if these findings are transferable to the context of ISAs, we conducted an online study with N = 249 German university students (73% female; M = 22.84 years of age (SD = 3.73)) and a bogus self-assessment. Feedback sign was manipulated randomly, and the regulatory focus was measured by values. Regression analyses indicate a positive effect of positive feedback sign, but no differences regarding regulatory focus.}},
  author       = {{Bohndick, Carla and Menne, Christina and Kohlmeyer, Susanne and Buhl, Heike M.}},
  issn         = {{0309-877X}},
  journal      = {{Journal of Further and Higher Education}},
  number       = {{6}},
  pages        = {{717--728}},
  title        = {{{Feedback in internet-based self-assessments and its effects on acceptance and motivation}}},
  doi          = {{10.1080/0309877x.2019.1596233}},
  volume       = {{44}},
  year         = {{2019}},
}

@article{32551,
  author       = {{Bohndick, Carla and Kohlmeyer, Susanne and Buhl, Heike M.}},
  journal      = {{Lehrerbildung auf dem Prüfstand}},
  number       = {{1}},
  pages        = {{19--36}},
  title        = {{{Anstoß und Unterstützung der professionellen Weiterentwicklung im Lehramtstudium durch weiterentwicklungsorientiertes Online-Self-Assessment}}},
  volume       = {{12}},
  year         = {{2019}},
}

@article{32548,
  author       = {{Hilkenmeier, Johanna and Wiescholek, Sabrina and Buhl, Heike M.}},
  journal      = {{Zeitschrift für Soziologie der Erziehung und Sozialisation}},
  number       = {{1}},
  pages        = {{24--40}},
  title        = {{{Bedingungen elterlichen Unterstützungsverhaltens beim Lesen im Grundschulalter. Eine Untersuchung relevanter Prozessmerkmale}}},
  volume       = {{39}},
  year         = {{2019}},
}

@article{32553,
  author       = {{Kohlmeyer, Susanne and Buhl, Heike M. and Bonanati, Sabrina and Dannowsky, Janika and Bohndick, Carla}},
  journal      = {{Empirische Pädagogik}},
  number       = {{3}},
  pages        = {{344--361}},
  title        = {{{Fit für Inklusion - Entwicklung und Validierung einer deutschsprachigen Kurzskala zum Umgang mit Heterogenität}}},
  volume       = {{33}},
  year         = {{2019}},
}

@article{32552,
  author       = {{Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike M.}},
  journal      = {{SCHULE inklusiv}},
  pages        = {{46--47}},
  title        = {{{Das Elterngespräch aus Forschungsperspektive. Strategien zur Förderung elterlichen Engagements}}},
  volume       = {{5}},
  year         = {{2019}},
}

@inbook{32547,
  author       = {{Buhl, Heike M. and Bohndick, Carla and Bonanati, Sabrina and Greiner, Christian and Hilkenmeier, Johanna and Kordts-Freudinger, Robert}},
  booktitle    = {{Psychologiedidaktik und Evaluation XII}},
  editor       = {{Krämer, Michael and Preiser, Siegfried and Brusdevlins, Kerstin}},
  pages        = {{351--357}},
  publisher    = {{Shaker}},
  title        = {{{Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums}}},
  doi          = {{10.23668/PSYCHARCHIVES.1057}},
  year         = {{2018}},
}

@article{32543,
  abstract     = {{Die Professionalisierung von Grundschullehrkräften mit den
speziellen an sie gestellten Anforderungen sowie den Erwartungen der Studierenden
bewegt sich zwischen der Notwendigkeit einer wissenschaftlich-konzeptuellen Basis
und der Ausrichtung auf die schulische Praxis. Verbindendes Element ist eine gut angeleitete Reflexion. Dieser Dreiklang wird professionstheoretisch begründet, wobei
unterschiedliche Ansätze jeweils eigene Impulse für die Lehrerbildung leisten. Vor
diesem Hintergrund werden Curricula und hochschuldidaktische Maßnahmen diskutiert. Exemplarisch werden Projekte beschrieben, die in unterschiedlichen Formaten
zur Reflexion von Praxis auf theoretischer Basis anregen.}},
  author       = {{Frey, Anne and Buhl, Heike M.}},
  issn         = {{1865-3553}},
  journal      = {{Zeitschrift für Grundschulforschung}},
  keywords     = {{Grundschule, Lehrerbildung, Reflexion, Theorie-PraxisVerzahnung, Hochschuldidaktik, Professionstheorie}},
  number       = {{2}},
  pages        = {{199--213}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert}}},
  doi          = {{10.1007/s42278-018-0026-0}},
  volume       = {{11}},
  year         = {{2018}},
}

@article{32542,
  abstract     = {{This study investigates how different factors in regard to intergenerational relationships are associated with emotional support
given by adults to their parents. The analysis focuses on adult children and their parents in a representative German sample.
Data were obtained from the second wave of the German Family Panel (pairfam) consisting of 2064 women and 1841 men.
Results show that transfer of emotional support by the adult children was especially associated not only with received emotional support from parents, but also with affection, conflicts, and expectations concerning parents. A moderator analysis
focuses on gender and showed differences for the association between given support by adults and conflicts between mothers
and fathers. For the offspring, no gender effects were found.}},
  author       = {{Sommer, Sabrina and Buhl, Heike M.}},
  issn         = {{1068-0667}},
  journal      = {{Journal of Adult Development}},
  keywords     = {{Intergenerational relationships, Emotional support, Solidarity, Adult children, Gender}},
  number       = {{4}},
  pages        = {{286--296}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}}},
  doi          = {{10.1007/s10804-018-9296-y}},
  volume       = {{25}},
  year         = {{2018}},
}

@inbook{32544,
  author       = {{Kohlmeyer, Susanne and Buhl, Heike M.}},
  booktitle    = {{Heterogenität im Klassenzimmer}},
  editor       = {{Büttner, Gerhard and Mendl, Hans and Reis, Oliver and Roose, Hanna}},
  pages        = {{116 -- 131}},
  title        = {{{Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung}}},
  volume       = {{9}},
  year         = {{2018}},
}

@inbook{32541,
  author       = {{Buhl, Heike M. and Kohlmeyer, Susanne and Mertens, Dennis and Bohndick, Carla}},
  booktitle    = {{Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn}},
  editor       = {{Riegraf, Birgit and Meister, Dorothee M. and Reinhold, Peter and Schaper, Niclas and Temps, Timon T.}},
  pages        = {{24 -- 27}},
  title        = {{{Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium}}},
  year         = {{2018}},
}

@article{49267,
  author       = {{Sommer, Sabrina and Buhl, Heike M.}},
  issn         = {{1068-0667}},
  journal      = {{Journal of Adult Development}},
  keywords     = {{Life-span and Life-course Studies, Developmental and Educational Psychology, Experimental and Cognitive Psychology}},
  number       = {{4}},
  pages        = {{286--296}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}}},
  doi          = {{10.1007/s10804-018-9296-y}},
  volume       = {{25}},
  year         = {{2018}},
}

@article{49279,
  author       = {{Sommer, Sabrina and Buhl, Heike M.}},
  issn         = {{1068-0667}},
  journal      = {{Journal of Adult Development}},
  keywords     = {{Life-span and Life-course Studies, Developmental and Educational Psychology, Experimental and Cognitive Psychology}},
  number       = {{4}},
  pages        = {{286--296}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}}},
  doi          = {{10.1007/s10804-018-9296-y}},
  volume       = {{25}},
  year         = {{2018}},
}