@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}},
}

@inbook{32545,
  abstract     = {{Deutliche Unterschiede im Bildungserfolg von Kindern abhängig vom familialen Hintergrund zeigen, dass, ungeachtet der schulischen Bemühungen um die kindliche Bildung, die Familie weiterhin ein wesentlicher Einflussfaktor ist. Vor diesem Hintergrund werden im Folgenden die Wege erörtert, über die sich diese Einflüsse realisieren. Nach einem Überblick zu einschlägigen Prozessen werden in diesem Beitrag familiale Wirkungszusammenhänge am Beispiel der Lesesozialisation genauer beleuchtet. Vor diesem Hintergrund werden abschließend Programme zur Förderung der familialen Unterstützung diskutiert.}},
  author       = {{Buhl, Heike M. and Hilkenmeier, Johanna}},
  booktitle    = {{Handbuch Entwicklungs- und Erziehungspsychologie}},
  editor       = {{Kracke, Bärbel and Noack, Peter}},
  isbn         = {{9783642540615}},
  keywords     = {{Lesesozialisation, Familiale Erziehung, Familienklima, Kindliche Bildung, Bildungserwartungen, Häusliche Anregung, Home literacy environment, Vorlesen, Literacy}},
  pages        = {{163--179}},
  publisher    = {{Springer}},
  title        = {{{Bildung und Lesesozialisation im Elternhaus}}},
  doi          = {{10.1007/978-3-642-54061-5_10-1}},
  year         = {{2017}},
}

@article{32546,
  abstract     = {{This longitudinal study addresses the role of support given by parents and peers during the transition from university to work life. A sample of 64 German university students in their last year at the university completed scales from the Network of Relationships Inventory regarding general support, namely, instrumental aid and intimacy with mothers, fathers, romantic partners, and friends. Four years later, they assessed domain-specific support when looking for work, namely, joint exploration and instrumental support. Participants perceived receiving both types of support from all significant others. However, joint exploration was more important than instrumental support. They felt especially supported by romantic partners. Women received more support than did men. Both types of domain-specific support were explained by general modes of support assessed 4 years earlier. Whether parents, friends, and partners were perceived as helpful during the transition was explained mainly by joint exploration. Again, support from a partner was seen as especially helpful in contrast to help from parents and friends. The special significance of joint exploration underlines the benefit of counseling at the transition from university to work life.}},
  author       = {{Buhl, Heike M. and Noack, Peter and Kracke, Baerbel}},
  issn         = {{0894-8453}},
  journal      = {{Journal of Career Development}},
  keywords     = {{Organizational Behavior and Human Resource Management, General Psychology, Applied Psychology, Education}},
  number       = {{6}},
  pages        = {{523--535}},
  publisher    = {{SAGE Publications}},
  title        = {{{The Role of Parents and Peers in the Transition From University to Work Life}}},
  doi          = {{10.1177/0894845317720728}},
  volume       = {{45}},
  year         = {{2017}},
}

@article{32535,
  abstract     = {{In this study, we draw on person–environment fit theory to analyze whether academic success is best explained by individual abilities subjectively exceeding situational demands or by abilities matching the demands. Moreover, we disentangled effects of perceived abilities and subjective person–environment (P-E) fit on academic success. All in all, 693 teacher education students participated in an online questionnaire. Students were asked to rate general requirements of their academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their own abilities and (2) the perceived relevance for their studies. P-E fit was determined by difference scores between abilities and relevance ratings. Academic success was assessed by grades, perceived performance, and study satisfaction. Data were analyzed through structural equation modeling and suggest that academic success is best explained by a match between abilities and demands. Moreover, all three criteria for academic success were more strongly related to subjective fit than to subjective abilities.}},
  author       = {{Bohndick, Carla and Rosman, Tom and Kohlmeyer, Susanne and Buhl, Heike M.}},
  issn         = {{0018-1560}},
  journal      = {{Higher Education}},
  keywords     = {{Academic success, Person–environment fit theory, Demands–abilities fit, Higher education}},
  number       = {{5}},
  pages        = {{839--854}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory}}},
  doi          = {{10.1007/s10734-017-0173-6}},
  volume       = {{75}},
  year         = {{2017}},
}

@article{32536,
  abstract     = {{In contrast to other career choices, the teaching profession seems familiar to those interested in teaching because they have had the chance to observe teachers for years. This phenomenon is known as the apprenticeship of observation and manifests in naïve ideas and expectations of teaching among teacher students. Therefore, characteristics of students interested in becoming teachers are important for early teacher education and counselling. These characteristics include competencies and motives, but nothing is known about their relationship to each other. Following international teaching standards and the expectancy-value framework, this paper analyses associations between both. Three competencies (i.e. planning, communication and cooperation) and seven career choice motives were examined using a paper–pencil survey of 907 high school students. Altogether, 463 students were able to imagine becoming a teacher and were included in the analyses. SEM analyses showed that (1) of all the competencies, communication had the most associations with motives, (2) the motive ‘low difficulty of study’ is positively related to planning, (3) the findings regarding extrinsic motives are ambiguous, and (4) gender differences are marginal. Practical implications for early teacher education and counselling are discussed.}},
  author       = {{Bohndick, Carla and Kohlmeyer, Susanne and Buhl, Heike M.}},
  issn         = {{0260-7476}},
  journal      = {{Journal of Education for Teaching}},
  keywords     = {{Education}},
  number       = {{5}},
  pages        = {{566--580}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Competencies and career choice motives: characteristics of high school students interested in teacher education programmes}}},
  doi          = {{10.1080/02607476.2017.1355029}},
  volume       = {{43}},
  year         = {{2017}},
}

@article{32537,
  abstract     = {{Home literacy environment (HLE) makes an important contribution to children's reading acquisition in early years. Even though some research on children's perception exists, children's reports about HLE have been neglected. The present study focuses on N = 281 six-year-old's reports about HLE and its influences on literacy enjoyment, frequency, and early literacy skills. Parents' educational background was expected to predict children-perceived HLE. A positive impact of active HLE on literacy enjoyment and frequency were found. HLE also mediates the relation between parents' background and enjoyment. The importance of children's perspective on HLE regarding family literacy programs is discussed.}},
  author       = {{Wiescholek, Sabrina and Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike M.}},
  issn         = {{0270-2711}},
  journal      = {{Reading Psychology}},
  keywords     = {{Linguistics and Language, Developmental and Educational Psychology, Education}},
  number       = {{1}},
  pages        = {{41--68}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Six-year-olds' perception of home literacy environment and its influence on children's literacy enjoyment, frequency, and early literacy skills}}},
  doi          = {{10.1080/02702711.2017.1361495}},
  volume       = {{39}},
  year         = {{2017}},
}