---
_id: '35141'
author:
- first_name: Nicole
  full_name: Gruchel, Nicole
  id: '38556'
  last_name: Gruchel
- first_name: Ricarda
  full_name: Kurock, Ricarda
  id: '78797'
  last_name: Kurock
- first_name: Sabrina
  full_name: Bonanati, Sabrina
  last_name: Bonanati
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  ama: 'Gruchel N, Kurock R, Bonanati S, Buhl HM. Soziale Disparitäten in der schulbezogenen
    Internetnutzung von Kindern überwinden: Die Rolle der elterlichen Unterstützung
    als möglicher Vermittler. <i>Empirische Pädagogik</i>. 2022;36(2):204-221.'
  apa: 'Gruchel, N., Kurock, R., Bonanati, S., &#38; Buhl, H. M. (2022). Soziale Disparitäten
    in der schulbezogenen Internetnutzung von Kindern überwinden: Die Rolle der elterlichen
    Unterstützung als möglicher Vermittler. <i>Empirische Pädagogik</i>, <i>36</i>(2),
    204–221.'
  bibtex: '@article{Gruchel_Kurock_Bonanati_Buhl_2022, title={Soziale Disparitäten
    in der schulbezogenen Internetnutzung von Kindern überwinden: Die Rolle der elterlichen
    Unterstützung als möglicher Vermittler}, volume={36}, number={2}, journal={Empirische
    Pädagogik}, author={Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina
    and Buhl, Heike M.}, year={2022}, pages={204–221} }'
  chicago: 'Gruchel, Nicole, Ricarda Kurock, Sabrina Bonanati, and Heike M. Buhl.
    “Soziale Disparitäten in der schulbezogenen Internetnutzung von Kindern überwinden:
    Die Rolle der elterlichen Unterstützung als möglicher Vermittler.” <i>Empirische
    Pädagogik</i> 36, no. 2 (2022): 204–21.'
  ieee: 'N. Gruchel, R. Kurock, S. Bonanati, and H. M. Buhl, “Soziale Disparitäten
    in der schulbezogenen Internetnutzung von Kindern überwinden: Die Rolle der elterlichen
    Unterstützung als möglicher Vermittler,” <i>Empirische Pädagogik</i>, vol. 36,
    no. 2, pp. 204–221, 2022.'
  mla: 'Gruchel, Nicole, et al. “Soziale Disparitäten in der schulbezogenen Internetnutzung
    von Kindern überwinden: Die Rolle der elterlichen Unterstützung als möglicher
    Vermittler.” <i>Empirische Pädagogik</i>, vol. 36, no. 2, 2022, pp. 204–21.'
  short: N. Gruchel, R. Kurock, S. Bonanati, H.M. Buhl, Empirische Pädagogik 36 (2022)
    204–221.
date_created: 2023-01-03T13:31:43Z
date_updated: 2023-12-20T13:37:25Z
department:
- _id: '427'
intvolume: '        36'
issue: '2'
language:
- iso: ger
page: 204 - 221
project:
- _id: '378'
  grant_number: 01JD1814A
  name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
    elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Empirische Pädagogik
publication_status: published
status: public
title: 'Soziale Disparitäten in der schulbezogenen Internetnutzung von Kindern überwinden:
  Die Rolle der elterlichen Unterstützung als möglicher Vermittler'
type: journal_article
user_id: '78797'
volume: 36
year: '2022'
...
---
_id: '56993'
author:
- first_name: Michael
  full_name: Schaffer, Michael
  id: '92807'
  last_name: Schaffer
- first_name: Budde
  full_name: Lea, Budde
  last_name: Lea
- first_name: Carsten
  full_name: Schulte, Carsten
  id: '60311'
  last_name: Schulte
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  ama: 'Schaffer M, Lea B, Schulte C, Buhl HM. Die Anpassungen von Erklärungen an
    das Verständnis des Erklärgegenstandes der Gesprächspartner. In: Bermeitinger
    C,  Greve W, eds. <i>52nd DGPs Congress  - Abstracts</i>. ; 2022.'
  apa: Schaffer, M., Lea, B., Schulte, C., &#38; Buhl, H. M. (2022). Die Anpassungen
    von Erklärungen an das Verständnis des Erklärgegenstandes der Gesprächspartner.
    In C. Bermeitinger &#38; W.  Greve (Eds.), <i>52nd DGPs Congress  - Abstracts</i>.
  bibtex: '@inproceedings{Schaffer_Lea_Schulte_Buhl_2022, title={Die Anpassungen von
    Erklärungen an das Verständnis des Erklärgegenstandes der Gesprächspartner}, booktitle={52nd
    DGPs Congress  - Abstracts}, author={Schaffer, Michael and Lea, Budde and Schulte,
    Carsten and Buhl, Heike M.}, editor={Bermeitinger, Christina and  Greve, Werner},
    year={2022} }'
  chicago: Schaffer, Michael, Budde Lea, Carsten Schulte, and Heike M. Buhl. “Die
    Anpassungen von Erklärungen an das Verständnis des Erklärgegenstandes der Gesprächspartner.”
    In <i>52nd DGPs Congress  - Abstracts</i>, edited by Christina Bermeitinger and
    Werner  Greve, 2022.
  ieee: M. Schaffer, B. Lea, C. Schulte, and H. M. Buhl, “Die Anpassungen von Erklärungen
    an das Verständnis des Erklärgegenstandes der Gesprächspartner,” in <i>52nd DGPs
    Congress  - Abstracts</i>, Hildesheim, 2022.
  mla: Schaffer, Michael, et al. “Die Anpassungen von Erklärungen an das Verständnis
    des Erklärgegenstandes der Gesprächspartner.” <i>52nd DGPs Congress  - Abstracts</i>,
    edited by Christina Bermeitinger and Werner  Greve, 2022.
  short: 'M. Schaffer, B. Lea, C. Schulte, H.M. Buhl, in: C. Bermeitinger, W.  Greve
    (Eds.), 52nd DGPs Congress  - Abstracts, 2022.'
conference:
  end_date: 2022-09-15
  location: Hildesheim
  name: 10. – 15.09.2022 52. Kongress der Deutschen Gesellschaft für Psychologie
  start_date: 2022-09-10
date_created: 2024-11-12T10:06:45Z
date_updated: 2025-07-16T08:13:48Z
editor:
- first_name: Christina
  full_name: Bermeitinger, Christina
  last_name: Bermeitinger
- first_name: Werner
  full_name: ' Greve, Werner'
  last_name: ' Greve'
keyword:
- Cognition
- Motivation
- Technical Model
- Mental Model
- Explainer
- Explainee
- Qualitative Content Analysis
language:
- iso: ger
project:
- _id: '114'
  grant_number: '438445824'
  name: 'TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell
    bei der Erklärung von digitalen Artefakten (Teilprojekt A04)'
publication: 52nd DGPs Congress  - Abstracts
status: public
title: Die Anpassungen von Erklärungen an das Verständnis des Erklärgegenstandes der
  Gesprächspartner
type: conference_abstract
user_id: '27152'
year: '2022'
...
---
_id: '32564'
abstract:
- lang: eng
  text: 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.
article_number: '104481'
author:
- first_name: Nicole
  full_name: Gruchel, Nicole
  id: '38556'
  last_name: Gruchel
- first_name: Ricarda
  full_name: Kurock, Ricarda
  id: '78797'
  last_name: Kurock
- first_name: Sabrina
  full_name: Bonanati, Sabrina
  last_name: Bonanati
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  ama: Gruchel N, Kurock R, Bonanati S, Buhl HM. Parental involvement and Children’s
    internet uses - Relationship with parental role construction, self-efficacy, internet
    skills, and parental instruction. <i>Computers &#38; Education</i>. 2022;182.
    doi:<a href="https://doi.org/10.1016/j.compedu.2022.104481">10.1016/j.compedu.2022.104481</a>
  apa: Gruchel, N., Kurock, R., Bonanati, S., &#38; Buhl, H. M. (2022). Parental involvement
    and Children’s internet uses - Relationship with parental role construction, self-efficacy,
    internet skills, and parental instruction. <i>Computers &#38; Education</i>, <i>182</i>,
    Article 104481. <a href="https://doi.org/10.1016/j.compedu.2022.104481">https://doi.org/10.1016/j.compedu.2022.104481</a>
  bibtex: '@article{Gruchel_Kurock_Bonanati_Buhl_2022, title={Parental involvement
    and Children’s internet uses - Relationship with parental role construction, self-efficacy,
    internet skills, and parental instruction}, volume={182}, DOI={<a href="https://doi.org/10.1016/j.compedu.2022.104481">10.1016/j.compedu.2022.104481</a>},
    number={104481}, journal={Computers &#38; Education}, publisher={Elsevier BV},
    author={Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike
    M.}, year={2022} }'
  chicago: Gruchel, Nicole, Ricarda Kurock, Sabrina Bonanati, and Heike M. Buhl. “Parental
    Involvement and Children’s Internet Uses - Relationship with Parental Role Construction,
    Self-Efficacy, Internet Skills, and Parental Instruction.” <i>Computers &#38;
    Education</i> 182 (2022). <a href="https://doi.org/10.1016/j.compedu.2022.104481">https://doi.org/10.1016/j.compedu.2022.104481</a>.
  ieee: 'N. Gruchel, R. Kurock, S. Bonanati, and H. M. Buhl, “Parental involvement
    and Children’s internet uses - Relationship with parental role construction, self-efficacy,
    internet skills, and parental instruction,” <i>Computers &#38; Education</i>,
    vol. 182, Art. no. 104481, 2022, doi: <a href="https://doi.org/10.1016/j.compedu.2022.104481">10.1016/j.compedu.2022.104481</a>.'
  mla: Gruchel, Nicole, et al. “Parental Involvement and Children’s Internet Uses
    - Relationship with Parental Role Construction, Self-Efficacy, Internet Skills,
    and Parental Instruction.” <i>Computers &#38; Education</i>, vol. 182, 104481,
    Elsevier BV, 2022, doi:<a href="https://doi.org/10.1016/j.compedu.2022.104481">10.1016/j.compedu.2022.104481</a>.
  short: N. Gruchel, R. Kurock, S. Bonanati, H.M. Buhl, Computers &#38; Education
    182 (2022).
date_created: 2022-08-03T06:08:58Z
date_updated: 2025-07-16T08:32:29Z
department:
- _id: '427'
doi: 10.1016/j.compedu.2022.104481
intvolume: '       182'
language:
- iso: eng
project:
- _id: '378'
  grant_number: 01JD1814A
  name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
    elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Computers & Education
publication_identifier:
  issn:
  - 0360-1315
publication_status: published
publisher: Elsevier BV
status: public
title: Parental involvement and Children's internet uses - Relationship with parental
  role construction, self-efficacy, internet skills, and parental instruction
type: journal_article
user_id: '27152'
volume: 182
year: '2022'
...
---
_id: '35144'
author:
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
- first_name: Nils
  full_name: Sagolla, Nils
  id: '86558'
  last_name: Sagolla
- first_name: Carla
  full_name: Bohndick, Carla
  last_name: Bohndick
citation:
  ama: Buhl HM, Sagolla N, Bohndick C. Die Förderung von Reflexionskompetenz und Reflexion
    durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten Online-Self-Assessments.
    <i>Lehrerbildung auf dem Prüfstand</i>. 2022;15(1):117-136.
  apa: Buhl, H. M., Sagolla, N., &#38; Bohndick, C. (2022). Die Förderung von Reflexionskompetenz
    und Reflexion durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten
    Online-Self-Assessments. <i>Lehrerbildung auf dem Prüfstand</i>, <i>15</i>(1),
    117–136.
  bibtex: '@article{Buhl_Sagolla_Bohndick_2022, title={Die Förderung von Reflexionskompetenz
    und Reflexion durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten
    Online-Self-Assessments}, volume={15}, number={1}, journal={Lehrerbildung auf
    dem Prüfstand}, author={Buhl, Heike M. and Sagolla, Nils and Bohndick, Carla},
    year={2022}, pages={117–136} }'
  chicago: 'Buhl, Heike M., Nils Sagolla, and Carla Bohndick. “Die Förderung von Reflexionskompetenz
    und Reflexion durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten
    Online-Self-Assessments.” <i>Lehrerbildung auf dem Prüfstand</i> 15, no. 1 (2022):
    117–36.'
  ieee: H. M. Buhl, N. Sagolla, and C. Bohndick, “Die Förderung von Reflexionskompetenz
    und Reflexion durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten
    Online-Self-Assessments,” <i>Lehrerbildung auf dem Prüfstand</i>, vol. 15, no.
    1, pp. 117–136, 2022.
  mla: Buhl, Heike M., et al. “Die Förderung von Reflexionskompetenz und Reflexion
    durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten Online-Self-Assessments.”
    <i>Lehrerbildung auf dem Prüfstand</i>, vol. 15, no. 1, 2022, pp. 117–36.
  short: H.M. Buhl, N. Sagolla, C. Bohndick, Lehrerbildung auf dem Prüfstand 15 (2022)
    117–136.
date_created: 2023-01-03T13:52:49Z
date_updated: 2025-07-16T08:34:33Z
department:
- _id: '427'
intvolume: '        15'
issue: '1'
language:
- iso: ger
main_file_link:
- open_access: '1'
  url: https://www.vep-landau.de/produkt/lehrerbildung-auf-dem-pruefstand-2022-15-1-digital/
oa: '1'
page: 117 - 136
project:
- _id: '377'
  name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
    zum Lehramtsstudium'
publication: Lehrerbildung auf dem Prüfstand
publication_status: published
status: public
title: Die Förderung von Reflexionskompetenz und Reflexion durch die angeleitete Bearbeitung
  eines weiterentwicklungsorientierten Online-Self-Assessments
type: journal_article
user_id: '27152'
volume: 15
year: '2022'
...
---
_id: '35143'
author:
- first_name: Sabrina
  full_name: Bonanati, Sabrina
  last_name: Bonanati
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
- first_name: Lara
  full_name: Gerhardts, Lara
  last_name: Gerhardts
- first_name: Anna-Maria
  full_name: Kamin, Anna-Maria
  last_name: Kamin
- first_name: Dorothee
  full_name: Meister, Dorothee
  id: '346'
  last_name: Meister
  orcid: orcid.org/0000-0002-9685-4988
citation:
  ama: 'Bonanati S, Buhl HM, Gerhardts L, Kamin A-M, Meister D. Digitale häusliche
    Lernumgebung: Prädiktoren und Effekte elterlicher Unterstützung beim Lernen mit
    digitalen Medien. <i>Medienimpulse</i>. 2022;60(4). doi:<a href="https://doi.org/10.21243/mi-04-22-17">10.21243/mi-04-22-17</a>'
  apa: 'Bonanati, S., Buhl, H. M., Gerhardts, L., Kamin, A.-M., &#38; Meister, D.
    (2022). Digitale häusliche Lernumgebung: Prädiktoren und Effekte elterlicher Unterstützung
    beim Lernen mit digitalen Medien. <i>Medienimpulse</i>, <i>60</i>(4). <a href="https://doi.org/10.21243/mi-04-22-17">https://doi.org/10.21243/mi-04-22-17</a>'
  bibtex: '@article{Bonanati_Buhl_Gerhardts_Kamin_Meister_2022, title={Digitale häusliche
    Lernumgebung: Prädiktoren und Effekte elterlicher Unterstützung beim Lernen mit
    digitalen Medien}, volume={60}, DOI={<a href="https://doi.org/10.21243/mi-04-22-17">10.21243/mi-04-22-17</a>},
    number={4}, journal={Medienimpulse}, author={Bonanati, Sabrina and Buhl, Heike
    M. and Gerhardts, Lara and Kamin, Anna-Maria and Meister, Dorothee}, year={2022}
    }'
  chicago: 'Bonanati, Sabrina, Heike M. Buhl, Lara Gerhardts, Anna-Maria Kamin, and
    Dorothee Meister. “Digitale häusliche Lernumgebung: Prädiktoren und Effekte elterlicher
    Unterstützung beim Lernen mit digitalen Medien.” <i>Medienimpulse</i> 60, no.
    4 (2022). <a href="https://doi.org/10.21243/mi-04-22-17">https://doi.org/10.21243/mi-04-22-17</a>.'
  ieee: 'S. Bonanati, H. M. Buhl, L. Gerhardts, A.-M. Kamin, and D. Meister, “Digitale
    häusliche Lernumgebung: Prädiktoren und Effekte elterlicher Unterstützung beim
    Lernen mit digitalen Medien,” <i>Medienimpulse</i>, vol. 60, no. 4, 2022, doi:
    <a href="https://doi.org/10.21243/mi-04-22-17">10.21243/mi-04-22-17</a>.'
  mla: 'Bonanati, Sabrina, et al. “Digitale häusliche Lernumgebung: Prädiktoren und
    Effekte elterlicher Unterstützung beim Lernen mit digitalen Medien.” <i>Medienimpulse</i>,
    vol. 60, no. 4, 2022, doi:<a href="https://doi.org/10.21243/mi-04-22-17">10.21243/mi-04-22-17</a>.'
  short: S. Bonanati, H.M. Buhl, L. Gerhardts, A.-M. Kamin, D. Meister, Medienimpulse
    60 (2022).
date_created: 2023-01-03T13:46:58Z
date_updated: 2025-08-12T07:56:50Z
department:
- _id: '427'
doi: 10.21243/mi-04-22-17
intvolume: '        60'
issue: '4'
language:
- iso: ger
main_file_link:
- open_access: '1'
  url: https://journals.univie.ac.at/index.php/mp/article/view/7683
oa: '1'
project:
- _id: '378'
  grant_number: 01JD1814A
  name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
    elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Medienimpulse
publication_status: published
status: public
title: 'Digitale häusliche Lernumgebung: Prädiktoren und Effekte elterlicher Unterstützung
  beim Lernen mit digitalen Medien'
type: journal_article
user_id: '90826'
volume: 60
year: '2022'
...
---
_id: '41482'
author:
- first_name: Johanna
  full_name: Hilkenmeier, Johanna
  last_name: Hilkenmeier
- first_name: Christian
  full_name: Greiner, Christian
  last_name: Greiner
- first_name: Sabrina
  full_name: Bonanati, Sabrina
  last_name: Bonanati
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  ama: Hilkenmeier J, Greiner C, Bonanati S, Buhl HM. Förderung von motivierenden
    Gesprächsstrategien im Elterngespräch. Workshop für Lehrkräfte und Studierende.
    <i>Journal für LehrerInnenbildung</i>. 2022;22(2):40-51.
  apa: Hilkenmeier, J., Greiner, C., Bonanati, S., &#38; Buhl, H. M. (2022). Förderung
    von motivierenden Gesprächsstrategien im Elterngespräch. Workshop für Lehrkräfte
    und Studierende. <i>Journal für LehrerInnenbildung</i>, <i>22</i>(2), 40–51.
  bibtex: '@article{Hilkenmeier_Greiner_Bonanati_Buhl_2022, title={Förderung von motivierenden
    Gesprächsstrategien im Elterngespräch. Workshop für Lehrkräfte und Studierende},
    volume={22}, number={2}, journal={Journal für LehrerInnenbildung}, author={Hilkenmeier,
    Johanna and Greiner, Christian and Bonanati, Sabrina and Buhl, Heike M.}, year={2022},
    pages={40–51} }'
  chicago: 'Hilkenmeier, Johanna, Christian Greiner, Sabrina Bonanati, and Heike M.
    Buhl. “Förderung von motivierenden Gesprächsstrategien im Elterngespräch. Workshop
    für Lehrkräfte und Studierende.” <i>Journal für LehrerInnenbildung</i> 22, no.
    2 (2022): 40–51.'
  ieee: J. Hilkenmeier, C. Greiner, S. Bonanati, and H. M. Buhl, “Förderung von motivierenden
    Gesprächsstrategien im Elterngespräch. Workshop für Lehrkräfte und Studierende,”
    <i>Journal für LehrerInnenbildung</i>, vol. 22, no. 2, pp. 40–51, 2022.
  mla: Hilkenmeier, Johanna, et al. “Förderung von motivierenden Gesprächsstrategien
    im Elterngespräch. Workshop für Lehrkräfte und Studierende.” <i>Journal für LehrerInnenbildung</i>,
    vol. 22, no. 2, 2022, pp. 40–51.
  short: J. Hilkenmeier, C. Greiner, S. Bonanati, H.M. Buhl, Journal für LehrerInnenbildung
    22 (2022) 40–51.
date_created: 2023-02-02T12:15:23Z
date_updated: 2025-08-12T08:26:58Z
department:
- _id: '427'
intvolume: '        22'
issue: '2'
language:
- iso: ger
main_file_link:
- open_access: '1'
  url: https://www.pedocs.de/volltexte/2023/25631/pdf/Jlb_2022_2_Hilkenmeier_et_al_Foerderung_von_motivierenden.pdf
oa: '1'
page: 40 - 51
project:
- _id: '382'
  name: Elternsprechtage - Kooperation zwischen Elternhaus und Schule
publication: Journal für LehrerInnenbildung
publication_status: published
status: public
title: Förderung von motivierenden Gesprächsstrategien im Elterngespräch. Workshop
  für Lehrkräfte und Studierende
type: journal_article
user_id: '90826'
volume: 22
year: '2022'
...
---
_id: '32560'
abstract:
- lang: eng
  text: "Several methods are available to answer questions regarding similarity and
    accuracy,\r\neach of which has specific properties and limitations. This study
    focuses on the\r\nLatent Congruence Model (LCM; Cheung, 2009), because of its
    capacity to deal\r\nwith cross-informant measurement invariance issues. Until
    now, no cross-national\r\napplications of LCM are present in the literature, perhaps
    because of the difficulty\r\nto deal with both cross-national and cross-informant
    measurement issues implied by\r\nthose models. This study presents a step-by-step
    procedure to apply LCM to dyadic\r\ncross-national research designs controlling
    for both cross-national and cross-informant\r\nmeasurement invariance. An illustrative
    example on parent–child support exchanges in\r\nItaly and Germany is provided.
    Findings help to show the different possible scenarios\r\nof partial invariance,
    and a discussion related to how to deal with those scenarios is\r\nprovided. Future
    perspectives in the study of parent–child similarity and accuracy in\r\ncross-national
    research will be discussed."
article_number: '672383'
author:
- first_name: Semira
  full_name: Tagliabue, Semira
  last_name: Tagliabue
- first_name: Michela
  full_name: Zambelli, Michela
  last_name: Zambelli
- first_name: Angela
  full_name: Sorgente, Angela
  last_name: Sorgente
- first_name: Sabrina
  full_name: Sommer, Sabrina
  last_name: Sommer
- first_name: Christian
  full_name: Hoellger, Christian
  last_name: Hoellger
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
- first_name: Margherita
  full_name: Lanz, Margherita
  last_name: Lanz
citation:
  ama: 'Tagliabue S, Zambelli M, Sorgente A, et al. Latent Congruence Model to Investigate
    Similarity and Accuracy in Family Members’ Perception: The Challenge of Cross-National
    and Cross-Informant Measurement (Non)Invariance. <i>Frontiers in Psychology</i>.
    2021;12. doi:<a href="https://doi.org/10.3389/fpsyg.2021.672383">10.3389/fpsyg.2021.672383</a>'
  apa: 'Tagliabue, S., Zambelli, M., Sorgente, A., Sommer, S., Hoellger, C., Buhl,
    H. M., &#38; Lanz, M. (2021). Latent Congruence Model to Investigate Similarity
    and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
    Cross-Informant Measurement (Non)Invariance. <i>Frontiers in Psychology</i>, <i>12</i>,
    Article 672383. <a href="https://doi.org/10.3389/fpsyg.2021.672383">https://doi.org/10.3389/fpsyg.2021.672383</a>'
  bibtex: '@article{Tagliabue_Zambelli_Sorgente_Sommer_Hoellger_Buhl_Lanz_2021, title={Latent
    Congruence Model to Investigate Similarity and Accuracy in Family Members’ Perception:
    The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance},
    volume={12}, DOI={<a href="https://doi.org/10.3389/fpsyg.2021.672383">10.3389/fpsyg.2021.672383</a>},
    number={672383}, journal={Frontiers in Psychology}, publisher={Frontiers Media
    SA}, author={Tagliabue, Semira and Zambelli, Michela and Sorgente, Angela and
    Sommer, Sabrina and Hoellger, Christian and Buhl, Heike M. and Lanz, Margherita},
    year={2021} }'
  chicago: 'Tagliabue, Semira, Michela Zambelli, Angela Sorgente, Sabrina Sommer,
    Christian Hoellger, Heike M. Buhl, and Margherita Lanz. “Latent Congruence Model
    to Investigate Similarity and Accuracy in Family Members’ Perception: The Challenge
    of Cross-National and Cross-Informant Measurement (Non)Invariance.” <i>Frontiers
    in Psychology</i> 12 (2021). <a href="https://doi.org/10.3389/fpsyg.2021.672383">https://doi.org/10.3389/fpsyg.2021.672383</a>.'
  ieee: 'S. Tagliabue <i>et al.</i>, “Latent Congruence Model to Investigate Similarity
    and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
    Cross-Informant Measurement (Non)Invariance,” <i>Frontiers in Psychology</i>,
    vol. 12, Art. no. 672383, 2021, doi: <a href="https://doi.org/10.3389/fpsyg.2021.672383">10.3389/fpsyg.2021.672383</a>.'
  mla: 'Tagliabue, Semira, et al. “Latent Congruence Model to Investigate Similarity
    and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
    Cross-Informant Measurement (Non)Invariance.” <i>Frontiers in Psychology</i>,
    vol. 12, 672383, Frontiers Media SA, 2021, doi:<a href="https://doi.org/10.3389/fpsyg.2021.672383">10.3389/fpsyg.2021.672383</a>.'
  short: S. Tagliabue, M. Zambelli, A. Sorgente, S. Sommer, C. Hoellger, H.M. Buhl,
    M. Lanz, Frontiers in Psychology 12 (2021).
date_created: 2022-08-03T05:59:20Z
date_updated: 2022-08-29T06:38:34Z
department:
- _id: '427'
doi: 10.3389/fpsyg.2021.672383
intvolume: '        12'
keyword:
- latent congruence model
- measurement invariance
- similarity
- accuracy
- cross-national
- cross-informant
- parent-child relationship
- support exchanges
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.672383/pdf
oa: '1'
publication: Frontiers in Psychology
publication_identifier:
  issn:
  - 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Latent Congruence Model to Investigate Similarity and Accuracy in Family Members''
  Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance'
type: journal_article
user_id: '42165'
volume: 12
year: '2021'
...
---
_id: '24456'
abstract:
- lang: eng
  text: 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.
article_type: original
author:
- first_name: Katharina J.
  full_name: Rohlfing, Katharina J.
  id: '50352'
  last_name: Rohlfing
- first_name: Philipp
  full_name: Cimiano, Philipp
  last_name: Cimiano
- first_name: Ingrid
  full_name: Scharlau, Ingrid
  id: '451'
  last_name: Scharlau
  orcid: 0000-0003-2364-9489
- first_name: Tobias
  full_name: Matzner, Tobias
  id: '65695'
  last_name: Matzner
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
- first_name: Hendrik
  full_name: Buschmeier, Hendrik
  last_name: Buschmeier
- first_name: Elena
  full_name: Esposito, Elena
  last_name: Esposito
- first_name: Angela
  full_name: Grimminger, Angela
  id: '57578'
  last_name: Grimminger
- first_name: Barbara
  full_name: Hammer, Barbara
  last_name: Hammer
- first_name: Reinhold
  full_name: Haeb-Umbach, Reinhold
  id: '242'
  last_name: Haeb-Umbach
- first_name: Ilona
  full_name: Horwath, Ilona
  id: '68836'
  last_name: Horwath
- first_name: Eyke
  full_name: Hüllermeier, Eyke
  id: '48129'
  last_name: Hüllermeier
- first_name: Friederike
  full_name: Kern, Friederike
  last_name: Kern
- first_name: Stefan
  full_name: Kopp, Stefan
  last_name: Kopp
- first_name: Kirsten
  full_name: Thommes, Kirsten
  id: '72497'
  last_name: Thommes
- first_name: Axel-Cyrille
  full_name: Ngonga Ngomo, Axel-Cyrille
  id: '65716'
  last_name: Ngonga Ngomo
- first_name: Carsten
  full_name: Schulte, Carsten
  id: '60311'
  last_name: Schulte
- first_name: Henning
  full_name: Wachsmuth, Henning
  id: '3900'
  last_name: Wachsmuth
- first_name: Petra
  full_name: Wagner, Petra
  last_name: Wagner
- first_name: Britta
  full_name: Wrede, Britta
  last_name: Wrede
citation:
  ama: 'Rohlfing KJ, Cimiano P, Scharlau I, et al. Explanation as a Social Practice:
    Toward a Conceptual Framework for the Social Design of AI Systems. <i>IEEE Transactions
    on Cognitive and Developmental Systems</i>. 2021;13(3):717-728. doi:<a href="https://doi.org/10.1109/tcds.2020.3044366">10.1109/tcds.2020.3044366</a>'
  apa: 'Rohlfing, K. J., Cimiano, P., Scharlau, I., Matzner, T., Buhl, H. M., Buschmeier,
    H., Esposito, E., Grimminger, A., Hammer, B., Haeb-Umbach, R., Horwath, I., Hüllermeier,
    E., Kern, F., Kopp, S., Thommes, K., Ngonga Ngomo, A.-C., Schulte, C., Wachsmuth,
    H., Wagner, P., &#38; Wrede, B. (2021). Explanation as a Social Practice: Toward
    a Conceptual Framework for the Social Design of AI Systems. <i>IEEE Transactions
    on Cognitive and Developmental Systems</i>, <i>13</i>(3), 717–728. <a href="https://doi.org/10.1109/tcds.2020.3044366">https://doi.org/10.1109/tcds.2020.3044366</a>'
  bibtex: '@article{Rohlfing_Cimiano_Scharlau_Matzner_Buhl_Buschmeier_Esposito_Grimminger_Hammer_Haeb-Umbach_et
    al._2021, title={Explanation as a Social Practice: Toward a Conceptual Framework
    for the Social Design of AI Systems}, volume={13}, DOI={<a href="https://doi.org/10.1109/tcds.2020.3044366">10.1109/tcds.2020.3044366</a>},
    number={3}, journal={IEEE Transactions on Cognitive and Developmental Systems},
    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 et al.}, year={2021},
    pages={717–728} }'
  chicago: 'Rohlfing, Katharina J., Philipp Cimiano, Ingrid Scharlau, Tobias Matzner,
    Heike M. Buhl, Hendrik Buschmeier, Elena Esposito, et al. “Explanation as a Social
    Practice: Toward a Conceptual Framework for the Social Design of AI Systems.”
    <i>IEEE Transactions on Cognitive and Developmental Systems</i> 13, no. 3 (2021):
    717–28. <a href="https://doi.org/10.1109/tcds.2020.3044366">https://doi.org/10.1109/tcds.2020.3044366</a>.'
  ieee: 'K. J. Rohlfing <i>et al.</i>, “Explanation as a Social Practice: Toward a
    Conceptual Framework for the Social Design of AI Systems,” <i>IEEE Transactions
    on Cognitive and Developmental Systems</i>, vol. 13, no. 3, pp. 717–728, 2021,
    doi: <a href="https://doi.org/10.1109/tcds.2020.3044366">10.1109/tcds.2020.3044366</a>.'
  mla: 'Rohlfing, Katharina J., et al. “Explanation as a Social Practice: Toward a
    Conceptual Framework for the Social Design of AI Systems.” <i>IEEE Transactions
    on Cognitive and Developmental Systems</i>, vol. 13, no. 3, 2021, pp. 717–28,
    doi:<a href="https://doi.org/10.1109/tcds.2020.3044366">10.1109/tcds.2020.3044366</a>.'
  short: K.J. Rohlfing, P. Cimiano, I. Scharlau, T. Matzner, H.M. Buhl, H. Buschmeier,
    E. Esposito, A. Grimminger, B. Hammer, R. Haeb-Umbach, I. Horwath, E. Hüllermeier,
    F. Kern, S. Kopp, K. Thommes, A.-C. Ngonga Ngomo, C. Schulte, H. Wachsmuth, P.
    Wagner, B. Wrede, IEEE Transactions on Cognitive and Developmental Systems 13
    (2021) 717–728.
date_created: 2021-09-14T20:52:57Z
date_updated: 2023-12-05T10:15:02Z
ddc:
- '300'
department:
- _id: '603'
- _id: '749'
- _id: '424'
- _id: '67'
- _id: '574'
- _id: '184'
- _id: '757'
- _id: '54'
- _id: '178'
doi: 10.1109/tcds.2020.3044366
file:
- access_level: open_access
  content_type: application/pdf
  creator: haebumb
  date_created: 2023-11-20T16:33:51Z
  date_updated: 2023-11-20T16:33:51Z
  file_id: '49081'
  file_name: 2020-12-01_explainability_final_version.pdf
  file_size: 626217
  relation: main_file
file_date_updated: 2023-11-20T16:33:51Z
has_accepted_license: '1'
intvolume: '        13'
issue: '3'
keyword:
- Explainability
- process ofexplaining andunderstanding
- explainable artificial systems
language:
- iso: eng
oa: '1'
page: 717-728
project:
- _id: '109'
  grant_number: '438445824'
  name: 'TRR 318: TRR 318 - Erklärbarkeit konstruieren'
publication: IEEE Transactions on Cognitive and Developmental Systems
publication_identifier:
  issn:
  - 2379-8920
  - 2379-8939
publication_status: published
quality_controlled: '1'
status: public
title: 'Explanation as a Social Practice: Toward a Conceptual Framework for the Social
  Design of AI Systems'
type: journal_article
user_id: '42933'
volume: 13
year: '2021'
...
---
_id: '32464'
author:
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
- first_name: Sabrina
  full_name: Bonanati, Sabrina
  last_name: Bonanati
- first_name: Birgit
  full_name: Eickelmann, Birgit
  id: '40387'
  last_name: Eickelmann
citation:
  ama: Buhl HM, Bonanati S, Eickelmann B. <i>Schule in der digitalen Welt</i>. Hogrefe;
    2021.
  apa: Buhl, H. M., Bonanati, S., &#38; Eickelmann, B. (2021). <i>Schule in der digitalen
    Welt</i>. Hogrefe.
  bibtex: '@book{Buhl_Bonanati_Eickelmann_2021, place={Göttingen}, series={Psychologie
    im Schulalltag}, title={Schule in der digitalen Welt}, publisher={Hogrefe}, author={Buhl,
    Heike M. and Bonanati, Sabrina and Eickelmann, Birgit}, year={2021}, collection={Psychologie
    im Schulalltag} }'
  chicago: 'Buhl, Heike M., Sabrina Bonanati, and Birgit Eickelmann. <i>Schule in
    der digitalen Welt</i>. Psychologie im Schulalltag. Göttingen: Hogrefe, 2021.'
  ieee: 'H. M. Buhl, S. Bonanati, and B. Eickelmann, <i>Schule in der digitalen Welt</i>.
    Göttingen: Hogrefe, 2021.'
  mla: Buhl, Heike M., et al. <i>Schule in der digitalen Welt</i>. Hogrefe, 2021.
  short: H.M. Buhl, S. Bonanati, B. Eickelmann, Schule in der digitalen Welt, Hogrefe,
    Göttingen, 2021.
date_created: 2022-08-02T09:20:36Z
date_updated: 2023-05-08T09:05:41Z
department:
- _id: '427'
- _id: '462'
language:
- iso: ger
page: '150'
place: Göttingen
publication_identifier:
  isbn:
  - 978-3-8017-3074-1
publication_status: published
publisher: Hogrefe
series_title: Psychologie im Schulalltag
status: public
title: Schule in der digitalen Welt
type: book
user_id: '14931'
year: '2021'
...
---
_id: '49292'
author:
- first_name: Christian
  full_name: Hoellger, Christian
  last_name: Hoellger
- first_name: Sabrina
  full_name: Sommer, Sabrina
  id: '36251'
  last_name: Sommer
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  ama: Hoellger C, Sommer S, Buhl HM. Zusammenhang zwischen familiären Lebenssituationen
    und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter. <i>Zeitschrift
    für Soziologie der Erziehung und Sozialisation</i>. 2021;41:432-448.
  apa: Hoellger, C., Sommer, S., &#38; Buhl, H. M. (2021). Zusammenhang zwischen familiären
    Lebenssituationen und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter.
    <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i>, <i>41</i>,
    432–448.
  bibtex: '@article{Hoellger_Sommer_Buhl_2021, title={Zusammenhang zwischen familiären
    Lebenssituationen und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter.},
    volume={41}, journal={Zeitschrift für Soziologie der Erziehung und Sozialisation},
    author={Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}, year={2021},
    pages={432–448} }'
  chicago: 'Hoellger, Christian, Sabrina Sommer, and Heike M. Buhl. “Zusammenhang
    zwischen familiären Lebenssituationen und Werteähnlichkeiten in der Eltern-Kind-Beziehung
    im Erwachsenenalter.” <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i>
    41 (2021): 432–48.'
  ieee: C. Hoellger, S. Sommer, and H. M. Buhl, “Zusammenhang zwischen familiären
    Lebenssituationen und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter.,”
    <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i>, vol. 41, pp.
    432–448, 2021.
  mla: Hoellger, Christian, et al. “Zusammenhang zwischen familiären Lebenssituationen
    und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter.” <i>Zeitschrift
    für Soziologie der Erziehung und Sozialisation</i>, vol. 41, 2021, pp. 432–48.
  short: C. Hoellger, S. Sommer, H.M. Buhl, Zeitschrift für Soziologie der Erziehung
    und Sozialisation 41 (2021) 432–448.
date_created: 2023-11-28T12:32:35Z
date_updated: 2025-07-16T08:26:48Z
intvolume: '        41'
language:
- iso: ger
page: 432-448
project:
- _id: '372'
  grant_number: '281828538'
  name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Zeitschrift für Soziologie der Erziehung und Sozialisation
status: public
title: Zusammenhang zwischen familiären Lebenssituationen und Werteähnlichkeiten in
  der Eltern-Kind-Beziehung im Erwachsenenalter.
type: journal_article
user_id: '27152'
volume: 41
year: '2021'
...
---
_id: '32562'
abstract:
- lang: ger
  text: "Family-Literacy-Programme stellen eine gute Möglichkeit dar, Eltern in Bildungsprozesse\r\neinzubeziehen.
    Am Beispiel des Programms „LIFE – Lesen in Familie erleben“ wird\r\ndie Wirkung
    auf elterliche Unterstützung beim Lesenlernen von Erstklässler*innen unter Einbezug
    von Eltern- und Kinderperspektive untersucht. Sowohl direkt nach dem\r\nProgramm
    als auch ein halbes Jahr später wirkte das Programm positiv auf verschiedene\r\nArten
    der Anschlusskommunikation beim gemeinsamen Lesen."
author:
- first_name: Sabrina
  full_name: Bonanati, Sabrina
  last_name: Bonanati
- first_name: Nicole
  full_name: Gruchel, Nicole
  id: '38556'
  last_name: Gruchel
- first_name: Ricarda
  full_name: Kurock, Ricarda
  id: '78797'
  last_name: Kurock
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  ama: Bonanati S, Gruchel N, Kurock R, Buhl HM. Teilhabe von Eltern an schulischem
    Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie
    erleben“ auf die elterliche Unterstützung beim Lesenlernen. <i>Die Deutsche Schule</i>.
    2021;113(3):282-301. doi:<a href="https://doi.org/10.31244/dds.2021.03.04">10.31244/dds.2021.03.04</a>
  apa: Bonanati, S., Gruchel, N., Kurock, R., &#38; Buhl, H. M. (2021). Teilhabe von
    Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von
    „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen.
    <i>Die Deutsche Schule</i>, <i>113</i>(3), 282–301. <a href="https://doi.org/10.31244/dds.2021.03.04">https://doi.org/10.31244/dds.2021.03.04</a>
  bibtex: '@article{Bonanati_Gruchel_Kurock_Buhl_2021, title={Teilhabe von Eltern
    an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE
    – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen},
    volume={113}, DOI={<a href="https://doi.org/10.31244/dds.2021.03.04">10.31244/dds.2021.03.04</a>},
    number={3}, journal={Die Deutsche Schule}, publisher={Waxmann}, author={Bonanati,
    Sabrina and Gruchel, Nicole and Kurock, Ricarda and Buhl, Heike M.}, year={2021},
    pages={282–301} }'
  chicago: 'Bonanati, Sabrina, Nicole Gruchel, Ricarda Kurock, and Heike M. Buhl.
    “Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte
    von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen.”
    <i>Die Deutsche Schule</i> 113, no. 3 (2021): 282–301. <a href="https://doi.org/10.31244/dds.2021.03.04">https://doi.org/10.31244/dds.2021.03.04</a>.'
  ieee: 'S. Bonanati, N. Gruchel, R. Kurock, and H. M. Buhl, “Teilhabe von Eltern
    an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE
    – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen,”
    <i>Die Deutsche Schule</i>, vol. 113, no. 3, pp. 282–301, 2021, doi: <a href="https://doi.org/10.31244/dds.2021.03.04">10.31244/dds.2021.03.04</a>.'
  mla: Bonanati, Sabrina, et al. “Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen.
    Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung
    beim Lesenlernen.” <i>Die Deutsche Schule</i>, vol. 113, no. 3, Waxmann, 2021,
    pp. 282–301, doi:<a href="https://doi.org/10.31244/dds.2021.03.04">10.31244/dds.2021.03.04</a>.
  short: S. Bonanati, N. Gruchel, R. Kurock, H.M. Buhl, Die Deutsche Schule 113 (2021)
    282–301.
date_created: 2022-08-03T06:04:41Z
date_updated: 2025-07-16T08:32:56Z
department:
- _id: '427'
doi: 10.31244/dds.2021.03.04
intvolume: '       113'
issue: '3'
keyword:
- Kooperation
- Familie
- Lesekompetenz
- Längsschnittstudie
- Intervention
language:
- iso: ger
main_file_link:
- open_access: '1'
  url: https://www.waxmann.com/index.php?eID=download&id_artikel=ART104590&uid=frei
oa: '1'
page: 282-301
project:
- _id: '381'
  name: LIFE - Lesen in Familie erleben
publication: Die Deutsche Schule
publication_identifier:
  issn:
  - 0012-0731
  - 2699-5379
publication_status: published
publisher: Waxmann
status: public
title: Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte
  von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen
type: journal_article
user_id: '27152'
volume: 113
year: '2021'
...
---
_id: '32558'
abstract:
- lang: eng
  text: 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:
- first_name: Sabrina
  full_name: Bonanati, Sabrina
  last_name: Bonanati
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  ama: Bonanati S, Buhl HM. The digital home learning environment and its relation
    to children’s ICT self-efficacy. <i>Learning Environments Research</i>. 2021;25(2):485-505.
    doi:<a href="https://doi.org/10.1007/s10984-021-09377-8">10.1007/s10984-021-09377-8</a>
  apa: Bonanati, S., &#38; Buhl, H. M. (2021). The digital home learning environment
    and its relation to children’s ICT self-efficacy. <i>Learning Environments Research</i>,
    <i>25</i>(2), 485–505. <a href="https://doi.org/10.1007/s10984-021-09377-8">https://doi.org/10.1007/s10984-021-09377-8</a>
  bibtex: '@article{Bonanati_Buhl_2021, title={The digital home learning environment
    and its relation to children’s ICT self-efficacy}, volume={25}, DOI={<a href="https://doi.org/10.1007/s10984-021-09377-8">10.1007/s10984-021-09377-8</a>},
    number={2}, journal={Learning Environments Research}, publisher={Springer Science
    and Business Media LLC}, author={Bonanati, Sabrina and Buhl, Heike M.}, year={2021},
    pages={485–505} }'
  chicago: 'Bonanati, Sabrina, and Heike M. Buhl. “The Digital Home Learning Environment
    and Its Relation to Children’s ICT Self-Efficacy.” <i>Learning Environments Research</i>
    25, no. 2 (2021): 485–505. <a href="https://doi.org/10.1007/s10984-021-09377-8">https://doi.org/10.1007/s10984-021-09377-8</a>.'
  ieee: 'S. Bonanati and H. M. Buhl, “The digital home learning environment and its
    relation to children’s ICT self-efficacy,” <i>Learning Environments Research</i>,
    vol. 25, no. 2, pp. 485–505, 2021, doi: <a href="https://doi.org/10.1007/s10984-021-09377-8">10.1007/s10984-021-09377-8</a>.'
  mla: Bonanati, Sabrina, and Heike M. Buhl. “The Digital Home Learning Environment
    and Its Relation to Children’s ICT Self-Efficacy.” <i>Learning Environments Research</i>,
    vol. 25, no. 2, Springer Science and Business Media LLC, 2021, pp. 485–505, doi:<a
    href="https://doi.org/10.1007/s10984-021-09377-8">10.1007/s10984-021-09377-8</a>.
  short: S. Bonanati, H.M. Buhl, Learning Environments Research 25 (2021) 485–505.
date_created: 2022-08-03T05:53:48Z
date_updated: 2025-07-16T08:38:51Z
department:
- _id: '427'
doi: 10.1007/s10984-021-09377-8
intvolume: '        25'
issue: '2'
keyword:
- Digital media use
- Gender
- Home learning environment
- ICT self-efcacy
- Motivation
- Parental involvement
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://link.springer.com/content/pdf/10.1007/s10984-021-09377-8.pdf
oa: '1'
page: 485-505
project:
- _id: '378'
  grant_number: 01JD1814A
  name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
    elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Learning Environments Research
publication_identifier:
  issn:
  - 1387-1579
  - 1573-1855
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: The digital home learning environment and its relation to children’s ICT self-efficacy
type: journal_article
user_id: '27152'
volume: 25
year: '2021'
...
---
_id: '32561'
abstract:
- lang: eng
  text: "This investigation concentrates on the association of intergenerational value\r\nsimilarity
    and adult children’s and parents’subjective well-being, on the linkage\r\nbetween
    relationship quality and subjective well-being. Mediation effects of\r\nthe relationship
    quality on the associations between value similarity and\r\nsubjective well-being
    were focused. The sample consisted of 600 adult\r\nGerman children (53.8% women)
    and their parents. Dyadic correlations were\r\nconstructed to determine the value
    similarity. In this study, the general value\r\norientation and the family values
    were objects of research. We measured the\r\nsubjective well-being with the Satisfaction
    with Life Scale and we used the\r\nNetwork of Relationships Inventory (NRI) to
    measure the relationship\r\nquality. Associations between subjective well-being
    and value similarity, and\r\nbetween subjective well-being and relationship quality,
    as well as mediation\r\neffects, were found. All effects depend on gender and
    perspective."
article_number: 0192513X2110544
author:
- first_name: Christian
  full_name: Hoellger, Christian
  last_name: Hoellger
- first_name: Sabrina
  full_name: Sommer, Sabrina
  last_name: Sommer
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  ama: Hoellger C, Sommer S, Buhl HM. Intergenerational Value Similarity and Subjective
    Well-Being. <i>Journal of Family Issues</i>. Published online 2021. doi:<a href="https://doi.org/10.1177/0192513x211054470">10.1177/0192513x211054470</a>
  apa: Hoellger, C., Sommer, S., &#38; Buhl, H. M. (2021). Intergenerational Value
    Similarity and Subjective Well-Being. <i>Journal of Family Issues</i>, Article
    0192513X2110544. <a href="https://doi.org/10.1177/0192513x211054470">https://doi.org/10.1177/0192513x211054470</a>
  bibtex: '@article{Hoellger_Sommer_Buhl_2021, title={Intergenerational Value Similarity
    and Subjective Well-Being}, DOI={<a href="https://doi.org/10.1177/0192513x211054470">10.1177/0192513x211054470</a>},
    number={0192513X2110544}, journal={Journal of Family Issues}, publisher={SAGE
    Publications}, author={Hoellger, Christian and Sommer, Sabrina and Buhl, Heike
    M.}, year={2021} }'
  chicago: Hoellger, Christian, Sabrina Sommer, and Heike M. Buhl. “Intergenerational
    Value Similarity and Subjective Well-Being.” <i>Journal of Family Issues</i>,
    2021. <a href="https://doi.org/10.1177/0192513x211054470">https://doi.org/10.1177/0192513x211054470</a>.
  ieee: 'C. Hoellger, S. Sommer, and H. M. Buhl, “Intergenerational Value Similarity
    and Subjective Well-Being,” <i>Journal of Family Issues</i>, Art. no. 0192513X2110544,
    2021, doi: <a href="https://doi.org/10.1177/0192513x211054470">10.1177/0192513x211054470</a>.'
  mla: Hoellger, Christian, et al. “Intergenerational Value Similarity and Subjective
    Well-Being.” <i>Journal of Family Issues</i>, 0192513X2110544, SAGE Publications,
    2021, doi:<a href="https://doi.org/10.1177/0192513x211054470">10.1177/0192513x211054470</a>.
  short: C. Hoellger, S. Sommer, H.M. Buhl, Journal of Family Issues (2021).
date_created: 2022-08-03T06:03:49Z
date_updated: 2025-07-16T08:38:15Z
department:
- _id: '427'
doi: 10.1177/0192513x211054470
keyword:
- adult child–parent dyads
- relationship quality
- life satisfaction
- parent–child relationship
- intergenerational stake hypothesis
- mediation analyses
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://journals.sagepub.com/doi/pdf/10.1177/0192513X211054470
oa: '1'
project:
- _id: '372'
  grant_number: '281828538'
  name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Journal of Family Issues
publication_identifier:
  issn:
  - 0192-513X
  - 1552-5481
publication_status: published
publisher: SAGE Publications
status: public
title: Intergenerational Value Similarity and Subjective Well-Being
type: journal_article
user_id: '27152'
year: '2021'
...
---
_id: '32566'
abstract:
- lang: ger
  text: '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:
- first_name: Christian
  full_name: Hoellger, Christian
  last_name: Hoellger
- first_name: Sabrina
  full_name: Sommer, Sabrina
  last_name: Sommer
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  ama: Hoellger C, Sommer S, Buhl HM. Zusammenhang zwischen der familiären Lebenssituation
    und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter. <i>Zeitschrift
    für Soziologie der Erziehung und Sozialisation</i>. 2021;41(4):432-448.
  apa: Hoellger, C., Sommer, S., &#38; Buhl, H. M. (2021). Zusammenhang zwischen der
    familiären Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung
    im Erwachsenenalter. <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i>,
    <i>41</i>(4), 432–448.
  bibtex: '@article{Hoellger_Sommer_Buhl_2021, title={Zusammenhang zwischen der familiären
    Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter},
    volume={41}, number={4}, journal={Zeitschrift für Soziologie der Erziehung und
    Sozialisation}, author={Hoellger, Christian and Sommer, Sabrina and Buhl, Heike
    M.}, year={2021}, pages={432–448} }'
  chicago: 'Hoellger, Christian, Sabrina Sommer, and Heike M. Buhl. “Zusammenhang
    zwischen der familiären Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung
    im Erwachsenenalter.” <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i>
    41, no. 4 (2021): 432–48.'
  ieee: C. Hoellger, S. Sommer, and H. M. Buhl, “Zusammenhang zwischen der familiären
    Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter,”
    <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i>, vol. 41, no.
    4, pp. 432–448, 2021.
  mla: Hoellger, Christian, et al. “Zusammenhang zwischen der familiären Lebenssituation
    und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter.” <i>Zeitschrift
    für Soziologie der Erziehung und Sozialisation</i>, vol. 41, no. 4, 2021, pp.
    432–48.
  short: C. Hoellger, S. Sommer, H.M. Buhl, Zeitschrift für Soziologie der Erziehung
    und Sozialisation 41 (2021) 432–448.
date_created: 2022-08-03T06:13:54Z
date_updated: 2025-07-16T08:37:54Z
department:
- _id: '427'
intvolume: '        41'
issue: '4'
language:
- iso: ger
page: 432-448
project:
- _id: '372'
  grant_number: '281828538'
  name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Zeitschrift für Soziologie der Erziehung und Sozialisation
publication_status: published
status: public
title: Zusammenhang zwischen der familiären Lebenssituation und Werteähnlichkeiten
  in der Eltern-Kind-Beziehung im Erwachsenenalter
type: journal_article
user_id: '27152'
volume: 41
year: '2021'
...
---
_id: '29066'
alternative_title:
- Themenartikel
author:
- first_name: Sabrina
  full_name: Bonanati, Sabrina
  last_name: Bonanati
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
- first_name: Birgit
  full_name: Eickelmann, Birgit
  id: '40387'
  last_name: Eickelmann
  orcid: 0000-0001-6124-746X
citation:
  ama: 'Bonanati S, Buhl HM, Eickelmann B. <i>Wie Lernen in digitalen Lernumgebungen
    motivieren kann – Stichwort: Gamification</i>. Hogrefe; 2021.'
  apa: 'Bonanati, S., Buhl, H. M., &#38; Eickelmann, B. (2021). <i>Wie Lernen in digitalen
    Lernumgebungen motivieren kann – Stichwort: Gamification</i>. Hogrefe.'
  bibtex: '@book{Bonanati_Buhl_Eickelmann_2021, title={Wie Lernen in digitalen Lernumgebungen
    motivieren kann – Stichwort: Gamification}, publisher={Hogrefe}, author={Bonanati,
    Sabrina and Buhl, Heike M. and Eickelmann, Birgit}, year={2021} }'
  chicago: 'Bonanati, Sabrina, Heike M. Buhl, and Birgit Eickelmann. <i>Wie Lernen
    in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification</i>. Hogrefe,
    2021.'
  ieee: 'S. Bonanati, H. M. Buhl, and B. Eickelmann, <i>Wie Lernen in digitalen Lernumgebungen
    motivieren kann – Stichwort: Gamification</i>. Hogrefe, 2021.'
  mla: 'Bonanati, Sabrina, et al. <i>Wie Lernen in digitalen Lernumgebungen motivieren
    kann – Stichwort: Gamification</i>. Hogrefe, 2021.'
  short: 'S. Bonanati, H.M. Buhl, B. Eickelmann, Wie Lernen in digitalen Lernumgebungen
    motivieren kann – Stichwort: Gamification, Hogrefe, 2021.'
date_created: 2021-12-20T13:18:47Z
date_updated: 2025-07-16T08:35:27Z
department:
- _id: '462'
- _id: '427'
language:
- iso: ger
publisher: Hogrefe
related_material:
  link:
  - relation: confirmation
    url: https://www.hogrefe.com/de/thema/wie-lernen-in-digitalen-lernumgebungen-motivieren-kann
status: public
title: 'Wie Lernen in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification'
type: misc
user_id: '27152'
year: '2021'
...
---
_id: '31672'
author:
- first_name: Justine
  full_name: Patrzek, Justine
  id: '82463'
  last_name: Patrzek
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
- first_name: Ingrid
  full_name: Scharlau, Ingrid
  id: '451'
  last_name: Scharlau
  orcid: 0000-0003-2364-9489
citation:
  ama: Patrzek J, Buhl HM, Scharlau I. Unterrichtsfach Psychologie an der Universität
    Paderborn. <i>Psychologieunterricht</i>. Published online 2021:21-26.
  apa: Patrzek, J., Buhl, H. M., &#38; Scharlau, I. (2021). Unterrichtsfach Psychologie
    an der Universität Paderborn. <i>Psychologieunterricht</i>, 21–26.
  bibtex: '@article{Patrzek_Buhl_Scharlau_2021, title={Unterrichtsfach Psychologie
    an der Universität Paderborn}, journal={Psychologieunterricht}, author={Patrzek,
    Justine and Buhl, Heike M. and Scharlau, Ingrid}, year={2021}, pages={21–26} }'
  chicago: Patrzek, Justine, Heike M. Buhl, and Ingrid Scharlau. “Unterrichtsfach
    Psychologie an der Universität Paderborn.” <i>Psychologieunterricht</i>, 2021,
    21–26.
  ieee: J. Patrzek, H. M. Buhl, and I. Scharlau, “Unterrichtsfach Psychologie an der
    Universität Paderborn,” <i>Psychologieunterricht</i>, pp. 21–26, 2021.
  mla: Patrzek, Justine, et al. “Unterrichtsfach Psychologie an der Universität Paderborn.”
    <i>Psychologieunterricht</i>, 2021, pp. 21–26.
  short: J. Patrzek, H.M. Buhl, I. Scharlau, Psychologieunterricht (2021) 21–26.
date_created: 2022-06-05T23:49:05Z
date_updated: 2025-07-16T08:35:48Z
department:
- _id: '424'
- _id: '427'
keyword:
- Unterrichtsfach Psychologie
language:
- iso: ger
page: 21 - 26
publication: Psychologieunterricht
publication_status: published
status: public
title: Unterrichtsfach Psychologie an der Universität Paderborn
type: journal_article
user_id: '27152'
year: '2021'
...
---
_id: '49270'
abstract:
- lang: eng
  text: <jats:p>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, <jats:xref>2009</jats:xref>),
    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.</jats:p>
author:
- first_name: Semira
  full_name: Tagliabue, Semira
  last_name: Tagliabue
- first_name: Michela
  full_name: Zambelli, Michela
  last_name: Zambelli
- first_name: Angela
  full_name: Sorgente, Angela
  last_name: Sorgente
- first_name: Sabrina
  full_name: Sommer, Sabrina
  id: '36251'
  last_name: Sommer
- first_name: Christian
  full_name: Hoellger, Christian
  last_name: Hoellger
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
- first_name: Margherita
  full_name: Lanz, Margherita
  last_name: Lanz
citation:
  ama: 'Tagliabue S, Zambelli M, Sorgente A, et al. Latent Congruence Model to Investigate
    Similarity and Accuracy in Family Members’ Perception: The Challenge of Cross-National
    and Cross-Informant Measurement (Non)Invariance. <i>Frontiers in Psychology</i>.
    2021;12. doi:<a href="https://doi.org/10.3389/fpsyg.2021.672383">10.3389/fpsyg.2021.672383</a>'
  apa: 'Tagliabue, S., Zambelli, M., Sorgente, A., Sommer, S., Hoellger, C., Buhl,
    H. M., &#38; Lanz, M. (2021). Latent Congruence Model to Investigate Similarity
    and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
    Cross-Informant Measurement (Non)Invariance. <i>Frontiers in Psychology</i>, <i>12</i>.
    <a href="https://doi.org/10.3389/fpsyg.2021.672383">https://doi.org/10.3389/fpsyg.2021.672383</a>'
  bibtex: '@article{Tagliabue_Zambelli_Sorgente_Sommer_Hoellger_Buhl_Lanz_2021, title={Latent
    Congruence Model to Investigate Similarity and Accuracy in Family Members’ Perception:
    The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance},
    volume={12}, DOI={<a href="https://doi.org/10.3389/fpsyg.2021.672383">10.3389/fpsyg.2021.672383</a>},
    journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Tagliabue,
    Semira and Zambelli, Michela and Sorgente, Angela and Sommer, Sabrina and Hoellger,
    Christian and Buhl, Heike M. and Lanz, Margherita}, year={2021} }'
  chicago: 'Tagliabue, Semira, Michela Zambelli, Angela Sorgente, Sabrina Sommer,
    Christian Hoellger, Heike M. Buhl, and Margherita Lanz. “Latent Congruence Model
    to Investigate Similarity and Accuracy in Family Members’ Perception: The Challenge
    of Cross-National and Cross-Informant Measurement (Non)Invariance.” <i>Frontiers
    in Psychology</i> 12 (2021). <a href="https://doi.org/10.3389/fpsyg.2021.672383">https://doi.org/10.3389/fpsyg.2021.672383</a>.'
  ieee: 'S. Tagliabue <i>et al.</i>, “Latent Congruence Model to Investigate Similarity
    and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
    Cross-Informant Measurement (Non)Invariance,” <i>Frontiers in Psychology</i>,
    vol. 12, 2021, doi: <a href="https://doi.org/10.3389/fpsyg.2021.672383">10.3389/fpsyg.2021.672383</a>.'
  mla: 'Tagliabue, Semira, et al. “Latent Congruence Model to Investigate Similarity
    and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
    Cross-Informant Measurement (Non)Invariance.” <i>Frontiers in Psychology</i>,
    vol. 12, Frontiers Media SA, 2021, doi:<a href="https://doi.org/10.3389/fpsyg.2021.672383">10.3389/fpsyg.2021.672383</a>.'
  short: S. Tagliabue, M. Zambelli, A. Sorgente, S. Sommer, C. Hoellger, H.M. Buhl,
    M. Lanz, Frontiers in Psychology 12 (2021).
date_created: 2023-11-28T12:15:20Z
date_updated: 2025-08-12T08:08:23Z
doi: 10.3389/fpsyg.2021.672383
intvolume: '        12'
keyword:
- General Psychology
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.672383/full
oa: '1'
project:
- _id: '372'
  grant_number: '281828538'
  name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Frontiers in Psychology
publication_identifier:
  issn:
  - 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Latent Congruence Model to Investigate Similarity and Accuracy in Family Members''
  Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance'
type: journal_article
user_id: '90826'
volume: 12
year: '2021'
...
---
_id: '49273'
abstract:
- lang: eng
  text: <jats:p> 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.
    </jats:p>
author:
- first_name: Christian
  full_name: Hoellger, Christian
  last_name: Hoellger
- first_name: Sabrina
  full_name: Sommer, Sabrina
  id: '36251'
  last_name: Sommer
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  ama: Hoellger C, Sommer S, Buhl HM. Intergenerational Value Similarity and Subjective
    Well-Being. <i>Journal of Family Issues</i>. 2021;44(3):610-632. doi:<a href="https://doi.org/10.1177/0192513x211054470">10.1177/0192513x211054470</a>
  apa: Hoellger, C., Sommer, S., &#38; Buhl, H. M. (2021). Intergenerational Value
    Similarity and Subjective Well-Being. <i>Journal of Family Issues</i>, <i>44</i>(3),
    610–632. <a href="https://doi.org/10.1177/0192513x211054470">https://doi.org/10.1177/0192513x211054470</a>
  bibtex: '@article{Hoellger_Sommer_Buhl_2021, title={Intergenerational Value Similarity
    and Subjective Well-Being}, volume={44}, DOI={<a href="https://doi.org/10.1177/0192513x211054470">10.1177/0192513x211054470</a>},
    number={3}, journal={Journal of Family Issues}, publisher={SAGE Publications},
    author={Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}, year={2021},
    pages={610–632} }'
  chicago: 'Hoellger, Christian, Sabrina Sommer, and Heike M. Buhl. “Intergenerational
    Value Similarity and Subjective Well-Being.” <i>Journal of Family Issues</i> 44,
    no. 3 (2021): 610–32. <a href="https://doi.org/10.1177/0192513x211054470">https://doi.org/10.1177/0192513x211054470</a>.'
  ieee: 'C. Hoellger, S. Sommer, and H. M. Buhl, “Intergenerational Value Similarity
    and Subjective Well-Being,” <i>Journal of Family Issues</i>, vol. 44, no. 3, pp.
    610–632, 2021, doi: <a href="https://doi.org/10.1177/0192513x211054470">10.1177/0192513x211054470</a>.'
  mla: Hoellger, Christian, et al. “Intergenerational Value Similarity and Subjective
    Well-Being.” <i>Journal of Family Issues</i>, vol. 44, no. 3, SAGE Publications,
    2021, pp. 610–32, doi:<a href="https://doi.org/10.1177/0192513x211054470">10.1177/0192513x211054470</a>.
  short: C. Hoellger, S. Sommer, H.M. Buhl, Journal of Family Issues 44 (2021) 610–632.
date_created: 2023-11-28T12:17:16Z
date_updated: 2025-08-12T08:10:41Z
doi: 10.1177/0192513x211054470
intvolume: '        44'
issue: '3'
keyword:
- Social Sciences (miscellaneous)
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://journals.sagepub.com/doi/full/10.1177/0192513X211054470
oa: '1'
page: 610-632
project:
- _id: '372'
  grant_number: '281828538'
  name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Journal of Family Issues
publication_identifier:
  issn:
  - 0192-513X
  - 1552-5481
publication_status: published
publisher: SAGE Publications
status: public
title: Intergenerational Value Similarity and Subjective Well-Being
type: journal_article
user_id: '90826'
volume: 44
year: '2021'
...
---
_id: '32555'
author:
- first_name: Isabell
  full_name: van Ackeren, Isabell
  last_name: van Ackeren
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
- first_name: Birgit
  full_name: Eickelmann, Birgit
  last_name: Eickelmann
- first_name: Martin
  full_name: Heinrich, Martin
  last_name: Heinrich
- first_name: Günther
  full_name: Wolfswinkler, Günther
  last_name: Wolfswinkler
citation:
  ama: 'van Ackeren I, Buhl HM, Eickelmann B, Heinrich M, Wolfswinkler G. Digitalisierung
    in der Lehrerbildung durch Communities of Practice. Konzeption, Governance und
    Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen. In: Kaspar
    K, Becker-Mrotzek M, Hofhues S, König J, Schmeinck D, eds. <i>Bildung, Schule
    und Digitalisierung</i>. Waxmann; 2020:321-326.'
  apa: van Ackeren, I., Buhl, H. M., Eickelmann, B., Heinrich, M., &#38; Wolfswinkler,
    G. (2020). Digitalisierung in der Lehrerbildung durch Communities of Practice.
    Konzeption, Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in
    Nordrhein-Westfalen. In K. Kaspar, M. Becker-Mrotzek, S. Hofhues, J. König, &#38;
    D. Schmeinck (Eds.), <i>Bildung, Schule und Digitalisierung</i> (pp. 321–326).
    Waxmann.
  bibtex: '@inbook{van Ackeren_Buhl_Eickelmann_Heinrich_Wolfswinkler_2020, place={Münster},
    title={Digitalisierung in der Lehrerbildung durch Communities of Practice. Konzeption,
    Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen},
    booktitle={Bildung, Schule und Digitalisierung}, publisher={Waxmann}, author={van
    Ackeren, Isabell and Buhl, Heike M. and Eickelmann, Birgit and Heinrich, Martin
    and Wolfswinkler, Günther}, editor={Kaspar, Kai and Becker-Mrotzek, Michael and
    Hofhues, Sandra and König, Johannes and Schmeinck, Daniela}, year={2020}, pages={321–326}
    }'
  chicago: 'Ackeren, Isabell van, Heike M. Buhl, Birgit Eickelmann, Martin Heinrich,
    and Günther Wolfswinkler. “Digitalisierung in der Lehrerbildung durch Communities
    of Practice. Konzeption, Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens
    in Nordrhein-Westfalen.” In <i>Bildung, Schule und Digitalisierung</i>, edited
    by Kai Kaspar, Michael Becker-Mrotzek, Sandra Hofhues, Johannes König, and Daniela
    Schmeinck, 321–26. Münster: Waxmann, 2020.'
  ieee: 'I. van Ackeren, H. M. Buhl, B. Eickelmann, M. Heinrich, and G. Wolfswinkler,
    “Digitalisierung in der Lehrerbildung durch Communities of Practice. Konzeption,
    Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen,”
    in <i>Bildung, Schule und Digitalisierung</i>, K. Kaspar, M. Becker-Mrotzek, S.
    Hofhues, J. König, and D. Schmeinck, Eds. Münster: Waxmann, 2020, pp. 321–326.'
  mla: van Ackeren, Isabell, et al. “Digitalisierung in der Lehrerbildung durch Communities
    of Practice. Konzeption, Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens
    in Nordrhein-Westfalen.” <i>Bildung, Schule und Digitalisierung</i>, edited by
    Kai Kaspar et al., Waxmann, 2020, pp. 321–26.
  short: 'I. van Ackeren, H.M. Buhl, B. Eickelmann, M. Heinrich, G. Wolfswinkler,
    in: K. Kaspar, M. Becker-Mrotzek, S. Hofhues, J. König, D. Schmeinck (Eds.), Bildung,
    Schule und Digitalisierung, Waxmann, Münster, 2020, pp. 321–326.'
date_created: 2022-08-03T05:28:47Z
date_updated: 2022-08-29T06:32:59Z
department:
- _id: '427'
editor:
- first_name: Kai
  full_name: Kaspar, Kai
  last_name: Kaspar
- first_name: Michael
  full_name: Becker-Mrotzek, Michael
  last_name: Becker-Mrotzek
- first_name: Sandra
  full_name: Hofhues, Sandra
  last_name: Hofhues
- first_name: Johannes
  full_name: König, Johannes
  last_name: König
- first_name: Daniela
  full_name: Schmeinck, Daniela
  last_name: Schmeinck
language:
- iso: ger
page: 321-326
place: Münster
publication: Bildung, Schule und Digitalisierung
publication_status: published
publisher: Waxmann
status: public
title: Digitalisierung in der Lehrerbildung durch Communities of Practice. Konzeption,
  Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen
type: book_chapter
user_id: '42165'
year: '2020'
...
---
_id: '32559'
abstract:
- lang: eng
  text: 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.
author:
- first_name: Christian
  full_name: Hoellger, Christian
  last_name: Hoellger
- first_name: Sabrina
  full_name: Sommer, Sabrina
  last_name: Sommer
- first_name: Isabelle
  full_name: Albert, Isabelle
  last_name: Albert
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  ama: Hoellger C, Sommer S, Albert I, Buhl HM. Intergenerational Value Similarity
    in Adulthood. <i>Journal of Family Issues</i>. 2020;42(6):1234-1257. doi:<a href="https://doi.org/10.1177/0192513x20943914">10.1177/0192513x20943914</a>
  apa: Hoellger, C., Sommer, S., Albert, I., &#38; Buhl, H. M. (2020). Intergenerational
    Value Similarity in Adulthood. <i>Journal of Family Issues</i>, <i>42</i>(6),
    1234–1257. <a href="https://doi.org/10.1177/0192513x20943914">https://doi.org/10.1177/0192513x20943914</a>
  bibtex: '@article{Hoellger_Sommer_Albert_Buhl_2020, title={Intergenerational Value
    Similarity in Adulthood}, volume={42}, DOI={<a href="https://doi.org/10.1177/0192513x20943914">10.1177/0192513x20943914</a>},
    number={6}, journal={Journal of Family Issues}, publisher={SAGE Publications},
    author={Hoellger, Christian and Sommer, Sabrina and Albert, Isabelle and Buhl,
    Heike M.}, year={2020}, pages={1234–1257} }'
  chicago: 'Hoellger, Christian, Sabrina Sommer, Isabelle Albert, and Heike M. Buhl.
    “Intergenerational Value Similarity in Adulthood.” <i>Journal of Family Issues</i>
    42, no. 6 (2020): 1234–57. <a href="https://doi.org/10.1177/0192513x20943914">https://doi.org/10.1177/0192513x20943914</a>.'
  ieee: 'C. Hoellger, S. Sommer, I. Albert, and H. M. Buhl, “Intergenerational Value
    Similarity in Adulthood,” <i>Journal of Family Issues</i>, vol. 42, no. 6, pp.
    1234–1257, 2020, doi: <a href="https://doi.org/10.1177/0192513x20943914">10.1177/0192513x20943914</a>.'
  mla: Hoellger, Christian, et al. “Intergenerational Value Similarity in Adulthood.”
    <i>Journal of Family Issues</i>, vol. 42, no. 6, SAGE Publications, 2020, pp.
    1234–57, doi:<a href="https://doi.org/10.1177/0192513x20943914">10.1177/0192513x20943914</a>.
  short: C. Hoellger, S. Sommer, I. Albert, H.M. Buhl, Journal of Family Issues 42
    (2020) 1234–1257.
date_created: 2022-08-03T05:56:45Z
date_updated: 2022-08-29T06:34:26Z
department:
- _id: '427'
doi: 10.1177/0192513x20943914
intvolume: '        42'
issue: '6'
keyword:
- Adult child–parent dyads
- value similarity
- relationship quality
- frequency of contact
- parent-child-relationship
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://journals.sagepub.com/doi/pdf/10.1177/0192513X20943914
oa: '1'
page: 1234-1257
publication: Journal of Family Issues
publication_identifier:
  issn:
  - 0192-513X
  - 1552-5481
publication_status: published
publisher: SAGE Publications
status: public
title: Intergenerational Value Similarity in Adulthood
type: journal_article
user_id: '42165'
volume: 42
year: '2020'
...