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T., Schaffer, M., Gladow, V., Buschmeier, H., Buhl, H. M., &#38; Grimminger, A. (n.d.). <i>Retrospective video recall for analyzing cognitive processes in naturalistic explanations</i>.","bibtex":"@article{Lazarov_Schaffer_Gladow_Buschmeier_Buhl_Grimminger, title={Retrospective video recall for analyzing cognitive processes in naturalistic explanations}, author={Lazarov, Stefan Teodorov and Schaffer, Michael and Gladow, Viviane and Buschmeier, Hendrik and Buhl, Heike M. and Grimminger, Angela} }","short":"S.T. Lazarov, M. Schaffer, V. Gladow, H. Buschmeier, H.M. Buhl, A. Grimminger, (n.d.).","mla":"Lazarov, Stefan Teodorov, et al. <i>Retrospective Video Recall for Analyzing Cognitive Processes in Naturalistic Explanations</i>.","ama":"Lazarov ST, Schaffer M, Gladow V, Buschmeier H, Buhl HM, Grimminger A. Retrospective video recall for analyzing cognitive processes in naturalistic explanations.","ieee":"S. T. Lazarov, M. Schaffer, V. Gladow, H. Buschmeier, H. M. Buhl, and A. Grimminger, “Retrospective video recall for analyzing cognitive processes in naturalistic explanations.” .","chicago":"Lazarov, Stefan Teodorov, Michael Schaffer, Viviane Gladow, Hendrik Buschmeier, Heike M. Buhl, and Angela Grimminger. “Retrospective Video Recall for Analyzing Cognitive Processes in Naturalistic Explanations,” n.d."},"page":"29","date_updated":"2026-03-27T16:18:03Z","date_created":"2025-09-08T14:11:37Z","author":[{"first_name":"Stefan Teodorov","last_name":"Lazarov","orcid":"0009-0009-0892-9483","id":"90345","full_name":"Lazarov, Stefan Teodorov"},{"first_name":"Michael","last_name":"Schaffer","full_name":"Schaffer, Michael","id":"92807"},{"first_name":"Viviane","last_name":"Gladow","full_name":"Gladow, Viviane"},{"last_name":"Buschmeier","orcid":"0000-0002-9613-5713","full_name":"Buschmeier, Hendrik","id":"76456","first_name":"Hendrik"},{"last_name":"Buhl","full_name":"Buhl, Heike M.","id":"27152","first_name":"Heike M."},{"last_name":"Grimminger","full_name":"Grimminger, Angela","id":"57578","first_name":"Angela"}],"title":"Retrospective video recall for analyzing cognitive processes in naturalistic explanations","main_file_link":[{"url":"https://doi.org/10.31219/osf.io/u24kz_v2"}],"type":"preprint","abstract":[{"lang":"eng","text":"In this paper, we discuss the application of retrospective video recall for the assessment of cognitive processes in explanatory interactions, such as understanding and mental models. Our purpose is to reflect on the benefits and limitations of video recall compared to another self-report method, ‘thinking-aloud’. To do so, we reveal empirical results from the application of video recall in three interdisciplinary research projects that applied the method for the qualitative and quantitative assessment of cognitive and behavioral phenomena in everyday explanations. In all three projects, video recall was applied as a post-hoc procedure following the recording of dyadic face-to-face explanations of board games. The design of the video recall procedure differed between individual projects because they pursued different research objectives – that is the investigation of (1) an interlocutor's multimodal signals of understanding, (2) the change in assumptions about an interlocutor's dispositional and situational knowledge, and (3) the differentiated assessment of an interlocutor's developing understanding of domain knowledge aspects by distinguishing between mechanistic and functional explanatory stances. By discussing the benefits and the limitations of each procedure, this article provides critical reflections on video recall as a versatile research method applied for the analysis of human multimodal behavior in interaction and cognitive processing."}],"status":"public","project":[{"_id":"111","name":"TRR 318; TP A01: Adaptives Erklären"},{"name":"TRR 318; TP A02: Verstehensprozess einer Erklärung beobachten und auswerten","_id":"112"},{"name":"TRR 318; TP A04: Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten","_id":"114"}],"_id":"61151","user_id":"76456","department":[{"_id":"660"}],"language":[{"iso":"eng"}]},{"year":"2025","intvolume":"         3","citation":{"chicago":"Schoenert, Kathrin, Sabrina Sommer, and Heike M. Buhl. “Impact of Felt Obligation and Perceived Mutual Reciprocity on Support between Mothers and Their Adult Children.” <i>Frontiers in Developmental Psychology</i> 3 (2025). <a href=\"https://doi.org/10.3389/fdpys.2025.1508469\">https://doi.org/10.3389/fdpys.2025.1508469</a>.","ieee":"K. Schoenert, S. Sommer, and H. M. Buhl, “Impact of felt obligation and perceived mutual reciprocity on support between mothers and their adult children,” <i>Frontiers in Developmental Psychology</i>, vol. 3, 2025, doi: <a href=\"https://doi.org/10.3389/fdpys.2025.1508469\">10.3389/fdpys.2025.1508469</a>.","ama":"Schoenert K, Sommer S, Buhl HM. Impact of felt obligation and perceived mutual reciprocity on support between mothers and their adult children. <i>Frontiers in Developmental Psychology</i>. 2025;3. doi:<a href=\"https://doi.org/10.3389/fdpys.2025.1508469\">10.3389/fdpys.2025.1508469</a>","apa":"Schoenert, K., Sommer, S., &#38; Buhl, H. M. (2025). Impact of felt obligation and perceived mutual reciprocity on support between mothers and their adult children. <i>Frontiers in Developmental Psychology</i>, <i>3</i>. <a href=\"https://doi.org/10.3389/fdpys.2025.1508469\">https://doi.org/10.3389/fdpys.2025.1508469</a>","bibtex":"@article{Schoenert_Sommer_Buhl_2025, title={Impact of felt obligation and perceived mutual reciprocity on support between mothers and their adult children}, volume={3}, DOI={<a href=\"https://doi.org/10.3389/fdpys.2025.1508469\">10.3389/fdpys.2025.1508469</a>}, journal={Frontiers in Developmental Psychology}, author={Schoenert, Kathrin and Sommer, Sabrina and Buhl, Heike M.}, year={2025} }","short":"K. Schoenert, S. Sommer, H.M. Buhl, Frontiers in Developmental Psychology 3 (2025).","mla":"Schoenert, Kathrin, et al. “Impact of Felt Obligation and Perceived Mutual Reciprocity on Support between Mothers and Their Adult Children.” <i>Frontiers in Developmental Psychology</i>, vol. 3, 2025, doi:<a href=\"https://doi.org/10.3389/fdpys.2025.1508469\">10.3389/fdpys.2025.1508469</a>."},"title":"Impact of felt obligation and perceived mutual reciprocity on support between mothers and their adult children","doi":"10.3389/fdpys.2025.1508469","main_file_link":[{"open_access":"1","url":"https://www.frontiersin.org/articles/10.3389/fdpys.2025.1508469"}],"date_updated":"2025-06-23T08:33:12Z","oa":"1","volume":3,"author":[{"first_name":"Kathrin","full_name":"Schoenert, Kathrin","last_name":"Schoenert"},{"first_name":"Sabrina","last_name":"Sommer","full_name":"Sommer, Sabrina","id":"36251"},{"first_name":"Heike M.","last_name":"Buhl","id":"27152","full_name":"Buhl, Heike M."}],"date_created":"2025-06-23T08:25:09Z","status":"public","publication":"Frontiers in Developmental Psychology","type":"journal_article","language":[{"iso":"eng"}],"_id":"60306","project":[{"_id":"376","name":"Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern II","grant_number":"281828538"}],"department":[{"_id":"427"}],"user_id":"90826"},{"year":"2025","intvolume":"        28","citation":{"mla":"Bohndick, Carla, et al. “Students’ Personality Impacts Sense of Belonging of Students in Different Ways.” <i>Social Psychology of Education</i>, vol. 28, 2025, doi:<a href=\"https://doi.org/10.1007/s11218-025-10058-0\">10.1007/s11218-025-10058-0</a>.","short":"C. Bohndick, J. Breetzke, K.B. Klingsieck, H.M. Buhl, Social Psychology of Education 28 (2025).","bibtex":"@article{Bohndick_Breetzke_Klingsieck_Buhl_2025, title={Students’ personality impacts sense of belonging of students in different ways}, volume={28}, DOI={<a href=\"https://doi.org/10.1007/s11218-025-10058-0\">10.1007/s11218-025-10058-0</a>}, journal={Social Psychology of Education}, author={Bohndick, Carla and Breetzke, Jonas and Klingsieck, Katrin B. and Buhl, Heike M.}, year={2025} }","apa":"Bohndick, C., Breetzke, J., Klingsieck, K. B., &#38; Buhl, H. M. (2025). Students’ personality impacts sense of belonging of students in different ways. <i>Social Psychology of Education</i>, <i>28</i>. <a href=\"https://doi.org/10.1007/s11218-025-10058-0\">https://doi.org/10.1007/s11218-025-10058-0</a>","ama":"Bohndick C, Breetzke J, Klingsieck KB, Buhl HM. Students’ personality impacts sense of belonging of students in different ways. <i>Social Psychology of Education</i>. 2025;28. doi:<a href=\"https://doi.org/10.1007/s11218-025-10058-0\">10.1007/s11218-025-10058-0</a>","ieee":"C. Bohndick, J. Breetzke, K. B. Klingsieck, and H. M. Buhl, “Students’ personality impacts sense of belonging of students in different ways,” <i>Social Psychology of Education</i>, vol. 28, 2025, doi: <a href=\"https://doi.org/10.1007/s11218-025-10058-0\">10.1007/s11218-025-10058-0</a>.","chicago":"Bohndick, Carla, Jonas Breetzke, Katrin B. Klingsieck, and Heike M. Buhl. “Students’ Personality Impacts Sense of Belonging of Students in Different Ways.” <i>Social Psychology of Education</i> 28 (2025). <a href=\"https://doi.org/10.1007/s11218-025-10058-0\">https://doi.org/10.1007/s11218-025-10058-0</a>."},"title":"Students’ personality impacts sense of belonging of students in different ways","doi":"10.1007/s11218-025-10058-0","date_updated":"2025-07-16T08:06:08Z","volume":28,"author":[{"first_name":"Carla","full_name":"Bohndick, Carla","last_name":"Bohndick"},{"full_name":"Breetzke, Jonas","last_name":"Breetzke","first_name":"Jonas"},{"id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."},{"last_name":"Buhl","id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M."}],"date_created":"2025-04-22T17:32:46Z","status":"public","publication":"Social Psychology of Education","type":"journal_article","language":[{"iso":"eng"}],"_id":"59636","project":[{"name":"LehramtsNavi: Beratungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium","_id":"375"}],"department":[{"_id":"427"}],"user_id":"27152"},{"title":"Role Perception Questionnaire: Co-construction. Scales manual","main_file_link":[{"url":"https://osf.io/bnem2/files/osfstorage/68677f0b45587b0093f71a0f"}],"publisher":"OSF","date_updated":"2025-09-17T15:06:22Z","author":[{"id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M."},{"first_name":"Josephine Beryl","last_name":"Fisher","orcid":"0000-0002-9997-9241","id":"56345","full_name":"Fisher, Josephine Beryl"},{"orcid":"0000-0002-5676-8233","last_name":"Rohlfing","full_name":"Rohlfing, Katharina J.","id":"50352","first_name":"Katharina J."}],"date_created":"2025-09-17T15:04:28Z","year":"2025","citation":{"ama":"Buhl HM, Fisher JB, Rohlfing KJ. <i>Role Perception Questionnaire: Co-Construction. Scales Manual</i>. OSF; 2025.","chicago":"Buhl, Heike M., Josephine Beryl Fisher, and Katharina J. Rohlfing. <i>Role Perception Questionnaire: Co-Construction. Scales Manual</i>. OSF, 2025.","ieee":"H. M. Buhl, J. B. Fisher, and K. J. Rohlfing, <i>Role Perception Questionnaire: Co-construction. Scales manual</i>. OSF, 2025.","bibtex":"@book{Buhl_Fisher_Rohlfing_2025, title={Role Perception Questionnaire: Co-construction. Scales manual}, publisher={OSF}, author={Buhl, Heike M. and Fisher, Josephine Beryl and Rohlfing, Katharina J.}, year={2025} }","short":"H.M. Buhl, J.B. Fisher, K.J. Rohlfing, Role Perception Questionnaire: Co-Construction. Scales Manual, OSF, 2025.","mla":"Buhl, Heike M., et al. <i>Role Perception Questionnaire: Co-Construction. Scales Manual</i>. OSF, 2025.","apa":"Buhl, H. M., Fisher, J. B., &#38; Rohlfing, K. J. (2025). <i>Role Perception Questionnaire: Co-construction. Scales manual</i>. OSF."},"language":[{"iso":"eng"}],"_id":"61332","project":[{"name":"TRR 318; TP A01: Adaptives Erklären","_id":"111"}],"department":[{"_id":"427"}],"user_id":"90826","status":"public","type":"report"},{"language":[{"iso":"eng"}],"project":[{"name":"TRR 318; TP A01: Adaptives Erklären","_id":"111"}],"_id":"61433","user_id":"90826","department":[{"_id":"427"}],"status":"public","type":"report","title":"TRR 318, Project A01, WP 2.1. Scales manual","main_file_link":[{"url":"https://osf.io/wu3bk"}],"date_updated":"2025-09-24T12:39:13Z","publisher":"OSF","date_created":"2025-09-24T12:35:55Z","author":[{"first_name":"Heike M.","id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl"},{"last_name":"Herrmann","full_name":"Herrmann, Paula","first_name":"Paula"},{"last_name":"Bolinger","full_name":"Bolinger, Dean X.","first_name":"Dean X."}],"year":"2025","citation":{"chicago":"Buhl, Heike M., Paula Herrmann, and Dean X. Bolinger. <i>TRR 318, Project A01, WP 2.1. Scales Manual</i>. OSF, 2025.","ieee":"H. M. Buhl, P. Herrmann, and D. X. Bolinger, <i>TRR 318, Project A01, WP 2.1. Scales manual</i>. OSF, 2025.","ama":"Buhl HM, Herrmann P, Bolinger DX. <i>TRR 318, Project A01, WP 2.1. Scales Manual</i>. OSF; 2025.","short":"H.M. Buhl, P. Herrmann, D.X. Bolinger, TRR 318, Project A01, WP 2.1. Scales Manual, OSF, 2025.","mla":"Buhl, Heike M., et al. <i>TRR 318, Project A01, WP 2.1. Scales Manual</i>. OSF, 2025.","bibtex":"@book{Buhl_Herrmann_Bolinger_2025, title={TRR 318, Project A01, WP 2.1. Scales manual}, publisher={OSF}, author={Buhl, Heike M. and Herrmann, Paula and Bolinger, Dean X.}, year={2025} }","apa":"Buhl, H. M., Herrmann, P., &#38; Bolinger, D. X. (2025). <i>TRR 318, Project A01, WP 2.1. Scales manual</i>. OSF."}},{"status":"public","type":"report","language":[{"iso":"eng"}],"department":[{"_id":"427"}],"user_id":"90826","_id":"61434","project":[{"_id":"111","name":"TRR 318; TP A01: Adaptives Erklären"}],"citation":{"chicago":"Buhl, Heike M., Paula Herrmann, and Dean X. Bolinger. <i>TRR 318, Project A01, WP 2.2. Scales Manual</i>. OSF, 2025.","ieee":"H. M. Buhl, P. Herrmann, and D. X. Bolinger, <i>TRR 318, Project A01, WP 2.2. Scales manual</i>. OSF, 2025.","ama":"Buhl HM, Herrmann P, Bolinger DX. <i>TRR 318, Project A01, WP 2.2. Scales Manual</i>. OSF; 2025.","short":"H.M. Buhl, P. Herrmann, D.X. Bolinger, TRR 318, Project A01, WP 2.2. Scales Manual, OSF, 2025.","mla":"Buhl, Heike M., et al. <i>TRR 318, Project A01, WP 2.2. Scales Manual</i>. OSF, 2025.","bibtex":"@book{Buhl_Herrmann_Bolinger_2025, title={TRR 318, Project A01, WP 2.2. Scales manual}, publisher={OSF}, author={Buhl, Heike M. and Herrmann, Paula and Bolinger, Dean X.}, year={2025} }","apa":"Buhl, H. M., Herrmann, P., &#38; Bolinger, D. X. (2025). <i>TRR 318, Project A01, WP 2.2. Scales manual</i>. OSF."},"year":"2025","main_file_link":[{"url":"https://osf.io/4zdy6"}],"title":"TRR 318, Project A01, WP 2.2. Scales manual","author":[{"first_name":"Heike M.","last_name":"Buhl","id":"27152","full_name":"Buhl, Heike M."},{"full_name":"Herrmann, Paula","last_name":"Herrmann","first_name":"Paula"},{"last_name":"Bolinger","full_name":"Bolinger, Dean X.","first_name":"Dean X."}],"date_created":"2025-09-24T12:37:40Z","publisher":"OSF","date_updated":"2025-09-24T12:39:20Z"},{"status":"public","type":"journal_article","department":[{"_id":"756"},{"_id":"26"}],"user_id":"93637","_id":"57531","project":[{"name":"TRR 318 - B06: TRR 318 - Teilprojekt B6 - Ethik und Normativität der erklärbaren KI","_id":"370"},{"name":"TRR 318 - A01: TRR 318 - Adaptives Erklären (Teilprojekt A01)","_id":"111"},{"name":"TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)","_id":"114"}],"page":"3015–3033","intvolume":"         5","citation":{"ieee":"S. Alpsancar, H. M. Buhl, T. Matzner, and I. Scharlau, “Explanation needs and ethical demands: unpacking the instrumental value of XAI,” <i>AI and Ethics</i>, vol. 5, pp. 3015–3033, 2025, doi: <a href=\"https://doi.org/10.1007/s43681-024-00622-3\">https://doi.org/10.1007/s43681-024-00622-3</a>.","chicago":"Alpsancar, Suzana, Heike M. Buhl, Tobias Matzner, and Ingrid Scharlau. “Explanation Needs and Ethical Demands: Unpacking the Instrumental Value of XAI.” <i>AI and Ethics</i> 5 (2025): 3015–3033. <a href=\"https://doi.org/10.1007/s43681-024-00622-3\">https://doi.org/10.1007/s43681-024-00622-3</a>.","ama":"Alpsancar S, Buhl HM, Matzner T, Scharlau I. Explanation needs and ethical demands: unpacking the instrumental value of XAI. <i>AI and Ethics</i>. 2025;5:3015–3033. doi:<a href=\"https://doi.org/10.1007/s43681-024-00622-3\">https://doi.org/10.1007/s43681-024-00622-3</a>","apa":"Alpsancar, S., Buhl, H. M., Matzner, T., &#38; Scharlau, I. (2025). Explanation needs and ethical demands: unpacking the instrumental value of XAI. <i>AI and Ethics</i>, <i>5</i>, 3015–3033. <a href=\"https://doi.org/10.1007/s43681-024-00622-3\">https://doi.org/10.1007/s43681-024-00622-3</a>","bibtex":"@article{Alpsancar_Buhl_Matzner_Scharlau_2025, title={Explanation needs and ethical demands: unpacking the instrumental value of XAI}, volume={5}, DOI={<a href=\"https://doi.org/10.1007/s43681-024-00622-3\">https://doi.org/10.1007/s43681-024-00622-3</a>}, journal={AI and Ethics}, publisher={Springer}, author={Alpsancar, Suzana and Buhl, Heike M. and Matzner, Tobias and Scharlau, Ingrid}, year={2025}, pages={3015–3033} }","mla":"Alpsancar, Suzana, et al. “Explanation Needs and Ethical Demands: Unpacking the Instrumental Value of XAI.” <i>AI and Ethics</i>, vol. 5, Springer, 2025, pp. 3015–3033, doi:<a href=\"https://doi.org/10.1007/s43681-024-00622-3\">https://doi.org/10.1007/s43681-024-00622-3</a>.","short":"S. Alpsancar, H.M. Buhl, T. Matzner, I. Scharlau, AI and Ethics 5 (2025) 3015–3033."},"related_material":{"link":[{"url":"https://links.springernature.com/f/a/xjbXcT06ufIgbHT1duGaHQ~~/AABE5gA~/RgRpMhXcP0SiaHR0cHM6Ly9saW5rLnNwcmluZ2VyLmNvbS8xMC4xMDA3L3M0MzY4MS0wMjQtMDA2MjItMz91dG1fc291cmNlPXJjdF9jb25ncmF0ZW1haWx0JnV0bV9tZWRpdW09ZW1haWwmdXRtX2NhbXBhaWduPW9hXzIwMjQxMjAzJnV0bV9jb250ZW50PTEwLjEwMDcvczQzNjgxLTAyNC0wMDYyMi0zVwNzcGNCCmdG3JBPZxsDc2FSIXN1emFuYS5hbHBzYW5jYXJAdW5pLXBhZGVyYm9ybi5kZVgEAAAHLA~~","relation":"confirmation"}]},"publication_status":"published","doi":"https://doi.org/10.1007/s43681-024-00622-3","main_file_link":[{"open_access":"1"}],"volume":5,"author":[{"first_name":"Suzana","id":"93637","full_name":"Alpsancar, Suzana","last_name":"Alpsancar"},{"first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M.","id":"27152"},{"first_name":"Tobias","id":"65695","full_name":"Matzner, Tobias","last_name":"Matzner"},{"id":"451","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid"}],"date_updated":"2025-11-25T21:27:44Z","oa":"1","publication":"AI and Ethics","language":[{"iso":"eng"}],"year":"2025","title":"Explanation needs and ethical demands: unpacking the instrumental value of XAI","date_created":"2024-12-02T08:32:00Z","publisher":"Springer"},{"title":"Forms of Understanding for XAI-Explanations","date_created":"2025-09-08T14:24:32Z","year":"2025","quality_controlled":"1","language":[{"iso":"eng"}],"ddc":["006"],"keyword":["understanding","explaining","explanations","explainable","AI","interdisciplinarity","comprehension","enabledness","agency"],"file":[{"date_updated":"2025-12-01T21:02:20Z","date_created":"2025-12-01T21:02:20Z","creator":"hbuschme","file_size":10114981,"access_level":"closed","file_name":"Buschmeier-etal-2025-COGSYS.pdf","file_id":"62730","content_type":"application/pdf","success":1,"relation":"main_file"}],"abstract":[{"lang":"eng","text":"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."}],"publication":"Cognitive Systems Research","main_file_link":[{"url":"https://www.sciencedirect.com/science/article/pii/S1389041725000993?via%3Dihub","open_access":"1"}],"doi":"10.1016/j.cogsys.2025.101419","author":[{"id":"76456","full_name":"Buschmeier, Hendrik","orcid":"0000-0002-9613-5713","last_name":"Buschmeier","first_name":"Hendrik"},{"first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152","last_name":"Buhl"},{"first_name":"Friederike","last_name":"Kern","full_name":"Kern, Friederike"},{"first_name":"Angela","last_name":"Grimminger","full_name":"Grimminger, Angela","id":"57578"},{"first_name":"Helen","last_name":"Beierling","full_name":"Beierling, Helen","id":"50995"},{"first_name":"Josephine Beryl","id":"56345","full_name":"Fisher, Josephine Beryl","orcid":"0000-0002-9997-9241","last_name":"Fisher"},{"last_name":"Groß","orcid":"0000-0002-9593-7220","full_name":"Groß, André","id":"93405","first_name":"André"},{"last_name":"Horwath","id":"68836","full_name":"Horwath, Ilona","first_name":"Ilona"},{"last_name":"Klowait","orcid":"0000-0002-7347-099X","full_name":"Klowait, Nils","id":"98454","first_name":"Nils"},{"last_name":"Lazarov","orcid":"0009-0009-0892-9483","full_name":"Lazarov, Stefan Teodorov","id":"90345","first_name":"Stefan Teodorov"},{"first_name":"Michael","full_name":"Lenke, Michael","last_name":"Lenke"},{"full_name":"Lohmer, Vivien","last_name":"Lohmer","first_name":"Vivien"},{"first_name":"Katharina","orcid":"0000-0002-5676-8233","last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina"},{"first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","id":"451","full_name":"Scharlau, Ingrid"},{"first_name":"Amit","last_name":"Singh","orcid":"0000-0002-7789-1521","id":"91018","full_name":"Singh, Amit"},{"last_name":"Terfloth","full_name":"Terfloth, Lutz","id":"37320","first_name":"Lutz"},{"id":"86589","full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer","first_name":"Anna-Lisa"},{"last_name":"Wang","full_name":"Wang, Yu","first_name":"Yu"},{"first_name":"Annedore","full_name":"Wilmes, Annedore","last_name":"Wilmes"},{"first_name":"Britta","full_name":"Wrede, Britta","last_name":"Wrede"}],"volume":94,"oa":"1","date_updated":"2025-12-05T15:32:25Z","citation":{"apa":"Buschmeier, H., Buhl, H. M., Kern, F., Grimminger, A., Beierling, H., Fisher, J. B., Groß, A., Horwath, I., Klowait, N., Lazarov, S. T., Lenke, M., Lohmer, V., Rohlfing, K., Scharlau, I., Singh, A., Terfloth, L., Vollmer, A.-L., Wang, Y., Wilmes, A., &#38; Wrede, B. (2025). Forms of Understanding for XAI-Explanations. <i>Cognitive Systems Research</i>, <i>94</i>, Article 101419. <a href=\"https://doi.org/10.1016/j.cogsys.2025.101419\">https://doi.org/10.1016/j.cogsys.2025.101419</a>","short":"H. Buschmeier, H.M. Buhl, F. Kern, A. Grimminger, H. Beierling, J.B. Fisher, A. Groß, I. Horwath, N. Klowait, S.T. Lazarov, M. Lenke, V. Lohmer, K. Rohlfing, I. Scharlau, A. Singh, L. Terfloth, A.-L. Vollmer, Y. Wang, A. Wilmes, B. 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Springer; 2025. doi:<a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-2\">10.1007/978-3-642-54061-5_10-2</a>","chicago":"Buhl, Heike M., and Johanna Hilkenmeier. “Bildung Und Lesesozialisation Im Elternhaus.” In <i>Handbuch Entwicklungs- Und Erziehungspsychologie</i>, edited by Bärbel Kracke and Peter Noack. Berlin, Heidelberg: Springer, 2025. <a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-2\">https://doi.org/10.1007/978-3-642-54061-5_10-2</a>.","ieee":"H. M. Buhl and J. Hilkenmeier, “Bildung und Lesesozialisation im Elternhaus,” in <i>Handbuch Entwicklungs- und Erziehungspsychologie</i>, B. Kracke and P. Noack, Eds. Berlin, Heidelberg: Springer, 2025."},"place":"Berlin, Heidelberg","year":"2025"},{"_id":"65262","department":[{"_id":"427"}],"user_id":"90826","language":[{"iso":"eng"}],"publication":"Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen. Ein Lehrbuch mit Unterrichtsmaterialien","type":"book_chapter","editor":[{"full_name":"Scharlau, Ingrid","last_name":"Scharlau","first_name":"Ingrid"},{"first_name":"Elena","full_name":"Bender, Elena","last_name":"Bender"},{"first_name":"Justine","last_name":"Patrzek","full_name":"Patrzek, Justine"},{"full_name":"Schreiber, Christine","last_name":"Schreiber","first_name":"Christine"}],"status":"public","publisher":"Springer","date_updated":"2026-03-31T16:34:51Z","date_created":"2026-03-31T16:33:22Z","author":[{"first_name":"Tabea","full_name":"Brucks , Tabea","last_name":"Brucks "},{"id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M."}],"title":"Digitale Ressourcen im Psychologieunterricht","year":"2025","place":"Berlin","page":"201-228","citation":{"apa":"Brucks , T., &#38; Buhl, H. M. (2025). Digitale Ressourcen im Psychologieunterricht. In I. Scharlau, E. Bender, J. Patrzek, &#38; C. Schreiber (Eds.), <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen. Ein Lehrbuch mit Unterrichtsmaterialien</i> (pp. 201–228). Springer.","mla":"Brucks , Tabea, and Heike M. Buhl. “Digitale Ressourcen Im Psychologieunterricht.” <i>Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen. Ein Lehrbuch Mit Unterrichtsmaterialien</i>, edited by Ingrid Scharlau et al., Springer, 2025, pp. 201–28.","bibtex":"@inbook{Brucks _Buhl_2025, place={Berlin}, title={Digitale Ressourcen im Psychologieunterricht}, booktitle={Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen. Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer}, author={Brucks , Tabea and Buhl, Heike M.}, editor={Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}, year={2025}, pages={201–228} }","short":"T. Brucks , H.M. Buhl, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber (Eds.), Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen. Ein Lehrbuch Mit Unterrichtsmaterialien, Springer, Berlin, 2025, pp. 201–228.","ama":"Brucks  T, Buhl HM. Digitale Ressourcen im Psychologieunterricht. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. <i>Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen. Ein Lehrbuch Mit Unterrichtsmaterialien</i>. Springer; 2025:201-228.","chicago":"Brucks , Tabea, and Heike M. Buhl. “Digitale Ressourcen Im Psychologieunterricht.” In <i>Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen. Ein Lehrbuch Mit Unterrichtsmaterialien</i>, edited by Ingrid Scharlau, Elena Bender, Justine Patrzek, and Christine Schreiber, 201–28. Berlin: Springer, 2025.","ieee":"T. Brucks  and H. M. Buhl, “Digitale Ressourcen im Psychologieunterricht,” in <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen. Ein Lehrbuch mit Unterrichtsmaterialien</i>, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds. Berlin: Springer, 2025, pp. 201–228."}},{"status":"public","publication":"Proceedings of the Annual Meeting of the Cognitive Science Society","type":"journal_article","language":[{"iso":"eng"}],"_id":"56264","project":[{"grant_number":"438445824","name":"TRR 318 - A01: TRR 318 - Adaptives Erklären (Teilprojekt A01)","_id":"111"}],"department":[{"_id":"427"},{"_id":"749"},{"_id":"660"}],"user_id":"55908","year":"2024","intvolume":"        46","citation":{"ama":"Buhl HM, Fisher JB, Rohlfing K. Changes in partner models – Effects of adaptivity in the course of explanations. <i>Proceedings of the Annual Meeting of the Cognitive Science Society</i>. 2024;46.","chicago":"Buhl, Heike M., Josephine Beryl Fisher, and Katharina Rohlfing. “Changes in Partner Models – Effects of Adaptivity in the Course of Explanations.” <i>Proceedings of the Annual Meeting of the Cognitive Science Society</i> 46 (2024).","ieee":"H. M. Buhl, J. B. Fisher, and K. Rohlfing, “Changes in partner models – Effects of adaptivity in the course of explanations,” <i>Proceedings of the Annual Meeting of the Cognitive Science Society</i>, vol. 46, 2024.","bibtex":"@article{Buhl_Fisher_Rohlfing_2024, title={Changes in partner models – Effects of adaptivity in the course of explanations}, volume={46}, journal={Proceedings of the Annual Meeting of the Cognitive Science Society}, author={Buhl, Heike M. and Fisher, Josephine Beryl and Rohlfing, Katharina}, year={2024} }","mla":"Buhl, Heike M., et al. “Changes in Partner Models – Effects of Adaptivity in the Course of Explanations.” <i>Proceedings of the Annual Meeting of the Cognitive Science Society</i>, vol. 46, 2024.","short":"H.M. Buhl, J.B. Fisher, K. Rohlfing, Proceedings of the Annual Meeting of the Cognitive Science Society 46 (2024).","apa":"Buhl, H. M., Fisher, J. B., &#38; Rohlfing, K. (2024). Changes in partner models – Effects of adaptivity in the course of explanations. <i>Proceedings of the Annual Meeting of the Cognitive Science Society</i>, <i>46</i>."},"publication_status":"published","related_material":{"link":[{"url":"https://escholarship.org/uc/item/5bb7p5pt","relation":"original"}]},"title":"Changes in partner models – Effects of adaptivity in the course of explanations","main_file_link":[{"open_access":"1","url":"https://escholarship.org/uc/item/5bb7p5pt"}],"oa":"1","date_updated":"2025-01-15T13:32:44Z","volume":46,"author":[{"last_name":"Buhl","id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M."},{"first_name":"Josephine Beryl","last_name":"Fisher","full_name":"Fisher, Josephine Beryl","id":"56345"},{"first_name":"Katharina","orcid":"0000-0002-5676-8233","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"}],"date_created":"2024-09-26T18:14:20Z"},{"type":"journal_article","publication":"Journal of Research in Childhood Education","status":"public","abstract":[{"lang":"eng","text":"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."}],"user_id":"38556","department":[{"_id":"427"}],"project":[{"_id":"378","name":"DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen elterlicher Unterstützung bei der informationsorientierten Internetnutzung"}],"_id":"55271","language":[{"iso":"eng"}],"article_type":"original","ddc":["150"],"keyword":["children's motivation","information-related internet use","quality of parental support","quantity of parental support"],"citation":{"chicago":"Gruchel, Nicole, Ricarda Kurock, Sabrina  Bonanati, and Heike M. Buhl. “Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation.” <i>Journal of Research in Childhood Education</i>, 2024.","ieee":"N. Gruchel, R. Kurock, S. Bonanati, and H. M. Buhl, “Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation,” <i>Journal of Research in Childhood Education</i>, 2024.","ama":"Gruchel N, Kurock R, Bonanati S, Buhl HM. Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation. <i>Journal of Research in Childhood Education</i>. Published online 2024.","mla":"Gruchel, Nicole, et al. “Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation.” <i>Journal of Research in Childhood Education</i>, 2024.","bibtex":"@article{Gruchel_Kurock_Bonanati_Buhl_2024, title={Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation}, journal={Journal of Research in Childhood Education}, author={Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina  and Buhl, Heike M.}, year={2024} }","short":"N. Gruchel, R. Kurock, S. Bonanati, H.M. Buhl, Journal of Research in Childhood Education (2024).","apa":"Gruchel, N., Kurock, R., Bonanati, S., &#38; Buhl, H. M. (2024). Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation. <i>Journal of Research in Childhood Education</i>."},"year":"2024","date_created":"2024-07-16T06:38:34Z","author":[{"first_name":"Nicole","last_name":"Gruchel","full_name":"Gruchel, Nicole","id":"38556"},{"last_name":"Kurock","full_name":"Kurock, Ricarda","id":"78797","first_name":"Ricarda"},{"first_name":"Sabrina ","full_name":"Bonanati, Sabrina ","last_name":"Bonanati"},{"id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M."}],"date_updated":"2026-01-22T08:21:34Z","main_file_link":[{"url":"https://www.tandfonline.com/doi/full/10.1080/02568543.2024.2376099"}],"title":"Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation"},{"project":[{"name":"TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)","_id":"114","grant_number":"438445824"}],"_id":"57356","user_id":"90826","department":[{"_id":"427"}],"language":[{"iso":"eng"}],"type":"conference","status":"public","oa":"1","date_updated":"2024-11-23T10:21:35Z","date_created":"2024-11-23T09:14:58Z","author":[{"last_name":"Schaffer","full_name":"Schaffer, Michael Erol ","first_name":"Michael Erol "},{"first_name":"Lutz","id":"37320","full_name":"Terfloth, Lutz","last_name":"Terfloth"},{"first_name":"Carsten","id":"60311","full_name":"Schulte, Carsten","last_name":"Schulte"},{"last_name":"Buhl","full_name":"Buhl, Heike M.","id":"27152","first_name":"Heike M."}],"title":"Perception and Consideration of the Explainees’ Needs for Satisfying Explanations","main_file_link":[{"url":"https://ceur-ws.org/Vol-3793/paper_3.pdf","open_access":"1"}],"conference":{"location":"Valletta, Malta","end_date":"2024-07-19","start_date":"2024-07-17","name":"2nd World Conference on eXplainable Artificial Intelligence"},"related_material":{"link":[{"url":"https://ceur-ws.org/Vol-3793/paper_3.pdf","relation":"confirmation"}]},"year":"2024","place":"Paderborn University, Paderborn, Germany","citation":{"short":"M.E. Schaffer, L. Terfloth, C. Schulte, H.M. Buhl, in: Paderborn University, Paderborn, Germany, 2024.","bibtex":"@inproceedings{Schaffer_Terfloth_Schulte_Buhl_2024, place={Paderborn University, Paderborn, Germany}, title={Perception and Consideration of the Explainees’ Needs for Satisfying Explanations}, author={Schaffer, Michael Erol  and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}, year={2024} }","mla":"Schaffer, Michael Erol, et al. <i>Perception and Consideration of the Explainees’ Needs for Satisfying Explanations</i>. 2024.","apa":"Schaffer, M. E., Terfloth, L., Schulte, C., &#38; Buhl, H. M. (2024). <i>Perception and Consideration of the Explainees’ Needs for Satisfying Explanations</i>. 2nd World Conference on eXplainable Artificial Intelligence, Valletta, Malta.","ieee":"M. E. Schaffer, L. Terfloth, C. Schulte, and H. M. Buhl, “Perception and Consideration of the Explainees’ Needs for Satisfying Explanations,” presented at the 2nd World Conference on eXplainable Artificial Intelligence, Valletta, Malta, 2024.","chicago":"Schaffer, Michael Erol , Lutz Terfloth, Carsten Schulte, and Heike M. Buhl. “Perception and Consideration of the Explainees’ Needs for Satisfying Explanations.” Paderborn University, Paderborn, Germany, 2024.","ama":"Schaffer ME, Terfloth L, Schulte C, Buhl HM. Perception and Consideration of the Explainees’ Needs for Satisfying Explanations. In: ; 2024."}},{"related_material":{"link":[{"url":"https://arxiv.org/pdf/2411.08514","relation":"original"}]},"place":"Paderborn University, Paderborn, Germany","year":"2024","citation":{"apa":"Schaffer, M. E., Terfloth, L., Schulte, C., &#38; Buhl, H. M. (2024). Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations. <i>Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793</i>.","bibtex":"@inproceedings{Schaffer_Terfloth_Schulte_Buhl_2024, place={Paderborn University, Paderborn, Germany}, title={Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations}, booktitle={Joint Proceedings of the xAI-2024 Late-breaking Work, Demos and Doctoral Consortium. 3793}, author={Schaffer, Michael Erol  and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}, year={2024} }","mla":"Schaffer, Michael Erol, et al. “Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations.” <i>Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793</i>, 2024.","short":"M.E. Schaffer, L. Terfloth, C. Schulte, H.M. Buhl, in: Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793, Paderborn University, Paderborn, Germany, 2024.","chicago":"Schaffer, Michael Erol , Lutz Terfloth, Carsten Schulte, and Heike M. Buhl. “Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations.” In <i>Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793</i>. Paderborn University, Paderborn, Germany, 2024.","ieee":"M. E. Schaffer, L. Terfloth, C. Schulte, and H. M. Buhl, “Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations,” 2024.","ama":"Schaffer ME, Terfloth L, Schulte C, Buhl HM. Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations. In: <i>Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793</i>. ; 2024."},"date_updated":"2024-11-23T10:20:47Z","oa":"1","author":[{"full_name":"Schaffer, Michael Erol ","last_name":"Schaffer","first_name":"Michael Erol "},{"first_name":"Lutz","last_name":"Terfloth","id":"37320","full_name":"Terfloth, Lutz"},{"first_name":"Carsten","last_name":"Schulte","full_name":"Schulte, Carsten","id":"60311"},{"first_name":"Heike M.","last_name":"Buhl","id":"27152","full_name":"Buhl, Heike M."}],"date_created":"2024-11-23T09:21:08Z","title":"Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations","main_file_link":[{"url":"https://arxiv.org/pdf/2411.08514","open_access":"1"}],"type":"conference","publication":"Joint Proceedings of the xAI-2024 Late-breaking Work, Demos and Doctoral Consortium. 3793","status":"public","project":[{"grant_number":"438445824","name":"TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)","_id":"114"}],"_id":"57357","user_id":"90826","department":[{"_id":"427"}],"language":[{"iso":"eng"}]},{"author":[{"last_name":"Kaemper","full_name":"Kaemper, Mara","id":"82259","first_name":"Mara"},{"full_name":"Buhl, Heike M.","id":"27152","last_name":"Buhl","first_name":"Heike M."},{"first_name":"Katrin B.","last_name":"Klingsieck","id":"36716","full_name":"Klingsieck, Katrin B."}],"volume":56,"date_updated":"2024-12-20T09:16:08Z","doi":"10.1026/0049-8637/a000301","publication_status":"published","publication_identifier":{"issn":["0049-8637","2190-6262"]},"citation":{"ama":"Kaemper M, Buhl HM, Klingsieck KB. How to Improve Student Teachers’ Self-Regulated Competency Development. <i>Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie</i>. 2024;56(4):197-208. doi:<a href=\"https://doi.org/10.1026/0049-8637/a000301\">10.1026/0049-8637/a000301</a>","chicago":"Kaemper, Mara, Heike M. Buhl, and Katrin B. Klingsieck. “How to Improve Student Teachers’ Self-Regulated Competency Development.” <i>Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie</i> 56, no. 4 (2024): 197–208. <a href=\"https://doi.org/10.1026/0049-8637/a000301\">https://doi.org/10.1026/0049-8637/a000301</a>.","ieee":"M. Kaemper, H. M. Buhl, and K. B. Klingsieck, “How to Improve Student Teachers’ Self-Regulated Competency Development,” <i>Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie</i>, vol. 56, no. 4, pp. 197–208, 2024, doi: <a href=\"https://doi.org/10.1026/0049-8637/a000301\">10.1026/0049-8637/a000301</a>.","apa":"Kaemper, M., Buhl, H. M., &#38; Klingsieck, K. B. (2024). How to Improve Student Teachers’ Self-Regulated Competency Development. <i>Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie</i>, <i>56</i>(4), 197–208. <a href=\"https://doi.org/10.1026/0049-8637/a000301\">https://doi.org/10.1026/0049-8637/a000301</a>","mla":"Kaemper, Mara, et al. “How to Improve Student Teachers’ Self-Regulated Competency Development.” <i>Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie</i>, vol. 56, no. 4, Hogrefe Publishing Group, 2024, pp. 197–208, doi:<a href=\"https://doi.org/10.1026/0049-8637/a000301\">10.1026/0049-8637/a000301</a>.","short":"M. Kaemper, H.M. Buhl, K.B. Klingsieck, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 56 (2024) 197–208.","bibtex":"@article{Kaemper_Buhl_Klingsieck_2024, title={How to Improve Student Teachers’ Self-Regulated Competency Development}, volume={56}, DOI={<a href=\"https://doi.org/10.1026/0049-8637/a000301\">10.1026/0049-8637/a000301</a>}, number={4}, journal={Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie}, publisher={Hogrefe Publishing Group}, author={Kaemper, Mara and Buhl, Heike M. and Klingsieck, Katrin B.}, year={2024}, pages={197–208} }"},"intvolume":"        56","page":"197-208","user_id":"82259","department":[{"_id":"426"},{"_id":"427"}],"project":[{"name":"DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre","_id":"1387"}],"_id":"57846","alternative_title":["Effects of a Resource-Oriented Training Program"],"article_type":"original","type":"journal_article","status":"public","date_created":"2024-12-20T09:06:46Z","publisher":"Hogrefe Publishing Group","title":"How to Improve Student Teachers’ Self-Regulated Competency Development","issue":"4","year":"2024","language":[{"iso":"ger"}],"publication":"Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie","abstract":[{"text":"<jats:p> 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. </jats:p>","lang":"eng"}]}]