---
_id: '32463'
author:
- first_name: Sabrina
full_name: Bonanati, Sabrina
last_name: Bonanati
- first_name: Christian
full_name: Greiner, Christian
last_name: Greiner
- first_name: Nicole
full_name: Gruchel, Nicole
id: '38556'
last_name: Gruchel
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Bonanati S, Greiner C, Gruchel N, Buhl HM. Lesekompetenz fördern. Ein Manual
für das LIFE-Programm zur Stärkung der Zusammenarbeit von Schule und Elternhaus.
Springer; 2020.
apa: Bonanati, S., Greiner, C., Gruchel, N., & Buhl, H. M. (2020). Lesekompetenz
fördern. Ein Manual für das LIFE-Programm zur Stärkung der Zusammenarbeit von
Schule und Elternhaus. Springer.
bibtex: '@book{Bonanati_Greiner_Gruchel_Buhl_2020, place={Wiesbaden}, title={ Lesekompetenz
fördern. Ein Manual für das LIFE-Programm zur Stärkung der Zusammenarbeit von
Schule und Elternhaus}, publisher={Springer}, author={Bonanati, Sabrina and Greiner,
Christian and Gruchel, Nicole and Buhl, Heike M.}, year={2020} }'
chicago: 'Bonanati, Sabrina, Christian Greiner, Nicole Gruchel, and Heike M. Buhl.
Lesekompetenz fördern. Ein Manual für das LIFE-Programm zur Stärkung der Zusammenarbeit
von Schule und Elternhaus. Wiesbaden: Springer, 2020.'
ieee: 'S. Bonanati, C. Greiner, N. Gruchel, and H. M. Buhl, Lesekompetenz fördern.
Ein Manual für das LIFE-Programm zur Stärkung der Zusammenarbeit von Schule und
Elternhaus. Wiesbaden: Springer, 2020.'
mla: Bonanati, Sabrina, et al. Lesekompetenz fördern. Ein Manual für das LIFE-Programm
zur Stärkung der Zusammenarbeit von Schule und Elternhaus. Springer, 2020.
short: S. Bonanati, C. Greiner, N. Gruchel, H.M. Buhl, Lesekompetenz fördern. Ein
Manual für das LIFE-Programm zur Stärkung der Zusammenarbeit von Schule und Elternhaus,
Springer, Wiesbaden, 2020.
date_created: 2022-08-02T09:15:14Z
date_updated: 2025-08-12T08:27:28Z
department:
- _id: '427'
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.springer.com/de/book/9783658283421
oa: '1'
place: Wiesbaden
project:
- _id: '381'
name: LIFE - Lesen in Familie erleben
- _id: '382'
name: Elternsprechtage - Kooperation zwischen Elternhaus und Schule
publication_status: published
publisher: Springer
status: public
title: ' Lesekompetenz fördern. Ein Manual für das LIFE-Programm zur Stärkung der
Zusammenarbeit von Schule und Elternhaus'
type: book
user_id: '90826'
year: '2020'
...
---
_id: '49275'
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 & 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
id: '36251'
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. Journal of Family Issues. 2020;42(6):1234-1257. doi:10.1177/0192513x20943914
apa: Hoellger, C., Sommer, S., Albert, I., & Buhl, H. M. (2020). Intergenerational
Value Similarity in Adulthood. Journal of Family Issues, 42(6),
1234–1257. https://doi.org/10.1177/0192513x20943914
bibtex: '@article{Hoellger_Sommer_Albert_Buhl_2020, title={Intergenerational Value
Similarity in Adulthood}, volume={42}, DOI={10.1177/0192513x20943914},
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.” Journal of Family Issues
42, no. 6 (2020): 1234–57. https://doi.org/10.1177/0192513x20943914.'
ieee: 'C. Hoellger, S. Sommer, I. Albert, and H. M. Buhl, “Intergenerational Value
Similarity in Adulthood,” Journal of Family Issues, vol. 42, no. 6, pp.
1234–1257, 2020, doi: 10.1177/0192513x20943914.'
mla: Hoellger, Christian, et al. “Intergenerational Value Similarity in Adulthood.”
Journal of Family Issues, vol. 42, no. 6, SAGE Publications, 2020, pp.
1234–57, doi:10.1177/0192513x20943914.
short: C. Hoellger, S. Sommer, I. Albert, H.M. Buhl, Journal of Family Issues 42
(2020) 1234–1257.
date_created: 2023-11-28T12:17:47Z
date_updated: 2026-03-17T11:24:40Z
doi: 10.1177/0192513x20943914
intvolume: ' 42'
issue: '6'
keyword:
- Social Sciences (miscellaneous)
language:
- iso: eng
page: 1234-1257
project:
- _id: '372'
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 in Adulthood
type: journal_article
user_id: '27152'
volume: 42
year: '2020'
...
---
_id: '32550'
abstract:
- lang: ger
text: Beziehungen zwischen Erwachsenen und ihren Eltern sind durch Interdependenzen
und Dependenzen gekennzeichnet. Während das Zusammenleben von Familien mit Kindern
im mittleren Erwachsenenalter dabei ganz überwiegend durch Interdependenz geprägt
ist, nehmen im Alter Dependenzen durch gesundheitliche Beeinträchtigungen der
Eltern zu. Mit Blick darauf werden im Artikel behaviorale, kognitive und emotionale
Merkmale von Eltern-Kind-Beziehungen erläutert und theoretisch in zentrale Konzepte
eingebettet. Das Verhalten ist durch Solidarität zwischen den Generationen, aber
auch durch Aspekte des Einflusses innerhalb der Beziehung und aufeinander, gekennzeichnet.
Um Familienkognitionen zu beschreiben, werden die verwandten Konzepte der Individuation
und der filialen Reife herangezogen. Verhalten, wie auch Kognitionen, sind eng
mit dem dritten Beziehungsmerkmal, der Affektivität verknüpft, das neben positiven
auch negative Gefühle sowie Ambivalenzen umfasst.
alternative_title:
- Interdependenzen und Dependenzen in der Beziehung zwischen Erwachsenen und ihren
Eltern
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Sabrina
full_name: Sommer, Sabrina
last_name: Sommer
citation:
ama: Buhl HM, Sommer S. Intergenerationelle Beziehungen in der Familie. Psychotherapie
im Alter. 2019;16(2):123-135. doi:10.30820/1613-2637-2019-2-123
apa: Buhl, H. M., & Sommer, S. (2019). Intergenerationelle Beziehungen in der
Familie. Psychotherapie im Alter, 16(2), 123–135. https://doi.org/10.30820/1613-2637-2019-2-123
bibtex: '@article{Buhl_Sommer_2019, title={Intergenerationelle Beziehungen in der
Familie}, volume={16}, DOI={10.30820/1613-2637-2019-2-123},
number={2}, journal={Psychotherapie im Alter}, publisher={Psychosozial Verlag},
author={Buhl, Heike M. and Sommer, Sabrina}, year={2019}, pages={123–135} }'
chicago: 'Buhl, Heike M., and Sabrina Sommer. “Intergenerationelle Beziehungen in
der Familie.” Psychotherapie im Alter 16, no. 2 (2019): 123–35. https://doi.org/10.30820/1613-2637-2019-2-123.'
ieee: 'H. M. Buhl and S. Sommer, “Intergenerationelle Beziehungen in der Familie,”
Psychotherapie im Alter, vol. 16, no. 2, pp. 123–135, 2019, doi: 10.30820/1613-2637-2019-2-123.'
mla: Buhl, Heike M., and Sabrina Sommer. “Intergenerationelle Beziehungen in der
Familie.” Psychotherapie im Alter, vol. 16, no. 2, Psychosozial Verlag,
2019, pp. 123–35, doi:10.30820/1613-2637-2019-2-123.
short: H.M. Buhl, S. Sommer, Psychotherapie im Alter 16 (2019) 123–135.
date_created: 2022-08-03T04:13:33Z
date_updated: 2025-07-16T08:42:00Z
department:
- _id: '427'
doi: 10.30820/1613-2637-2019-2-123
intvolume: ' 16'
issue: '2'
language:
- iso: ger
page: 123-135
project:
- _id: '372'
grant_number: '281828538'
name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Psychotherapie im Alter
publication_identifier:
issn:
- 1613-2637
- 2699-1594
publication_status: published
publisher: Psychosozial Verlag
status: public
title: Intergenerationelle Beziehungen in der Familie
type: journal_article
user_id: '27152'
volume: 16
year: '2019'
...
---
_id: '32549'
abstract:
- lang: eng
text: Internet-based self-assessments (ISAs) are tools used to support finding the
right educational fit for higher education (HE) students. ISAs typically consist
of a questionnaire followed by a feedback report about the results. It is unknown
how the characteristics of the feedback report itself affect individuals’ acceptance
and motivation to follow the advice from the report. Literature on feedback in
general has suggested relationships between acceptance of feedback and motivation,
feedback sign (positive versus negative) and regulatory focus (promotion focus
versus prevention focus), influence acceptance and the motivation to develop.
To investigate if these findings are transferable to the context of ISAs, we conducted
an online study with N = 249 German university students (73% female; M = 22.84
years of age (SD = 3.73)) and a bogus self-assessment. Feedback sign was manipulated
randomly, and the regulatory focus was measured by values. Regression analyses
indicate a positive effect of positive feedback sign, but no differences regarding
regulatory focus.
author:
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Christina
full_name: Menne, Christina
last_name: Menne
- first_name: Susanne
full_name: Kohlmeyer, Susanne
last_name: Kohlmeyer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Bohndick C, Menne C, Kohlmeyer S, Buhl HM. Feedback in internet-based self-assessments
and its effects on acceptance and motivation. Journal of Further and Higher
Education. 2019;44(6):717-728. doi:10.1080/0309877x.2019.1596233
apa: Bohndick, C., Menne, C., Kohlmeyer, S., & Buhl, H. M. (2019). Feedback
in internet-based self-assessments and its effects on acceptance and motivation.
Journal of Further and Higher Education, 44(6), 717–728. https://doi.org/10.1080/0309877x.2019.1596233
bibtex: '@article{Bohndick_Menne_Kohlmeyer_Buhl_2019, title={Feedback in internet-based
self-assessments and its effects on acceptance and motivation}, volume={44}, DOI={10.1080/0309877x.2019.1596233},
number={6}, journal={Journal of Further and Higher Education}, author={Bohndick,
Carla and Menne, Christina and Kohlmeyer, Susanne and Buhl, Heike M.}, year={2019},
pages={717–728} }'
chicago: 'Bohndick, Carla, Christina Menne, Susanne Kohlmeyer, and Heike M. Buhl.
“Feedback in Internet-Based Self-Assessments and Its Effects on Acceptance and
Motivation.” Journal of Further and Higher Education 44, no. 6 (2019):
717–28. https://doi.org/10.1080/0309877x.2019.1596233.'
ieee: 'C. Bohndick, C. Menne, S. Kohlmeyer, and H. M. Buhl, “Feedback in internet-based
self-assessments and its effects on acceptance and motivation,” Journal of
Further and Higher Education, vol. 44, no. 6, pp. 717–728, 2019, doi: 10.1080/0309877x.2019.1596233.'
mla: Bohndick, Carla, et al. “Feedback in Internet-Based Self-Assessments and Its
Effects on Acceptance and Motivation.” Journal of Further and Higher Education,
vol. 44, no. 6, 2019, pp. 717–28, doi:10.1080/0309877x.2019.1596233.
short: C. Bohndick, C. Menne, S. Kohlmeyer, H.M. Buhl, Journal of Further and Higher
Education 44 (2019) 717–728.
date_created: 2022-08-03T04:09:41Z
date_updated: 2025-07-16T08:41:24Z
department:
- _id: '427'
doi: 10.1080/0309877x.2019.1596233
intvolume: ' 44'
issue: '6'
language:
- iso: eng
page: 717-728
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Journal of Further and Higher Education
publication_identifier:
issn:
- 0309-877X
- 1469-9486
publication_status: published
status: public
title: Feedback in internet-based self-assessments and its effects on acceptance and
motivation
type: journal_article
user_id: '27152'
volume: 44
year: '2019'
...
---
_id: '32551'
author:
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Susanne
full_name: Kohlmeyer, Susanne
last_name: Kohlmeyer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Bohndick C, Kohlmeyer S, Buhl HM. Anstoß und Unterstützung der professionellen
Weiterentwicklung im Lehramtstudium durch weiterentwicklungsorientiertes Online-Self-Assessment.
Lehrerbildung auf dem Prüfstand. 2019;12(1):19-36.
apa: Bohndick, C., Kohlmeyer, S., & Buhl, H. M. (2019). Anstoß und Unterstützung
der professionellen Weiterentwicklung im Lehramtstudium durch weiterentwicklungsorientiertes
Online-Self-Assessment. Lehrerbildung auf dem Prüfstand, 12(1),
19–36.
bibtex: '@article{Bohndick_Kohlmeyer_Buhl_2019, title={Anstoß und Unterstützung
der professionellen Weiterentwicklung im Lehramtstudium durch weiterentwicklungsorientiertes
Online-Self-Assessment}, volume={12}, number={1}, journal={Lehrerbildung auf dem
Prüfstand}, author={Bohndick, Carla and Kohlmeyer, Susanne and Buhl, Heike M.},
year={2019}, pages={19–36} }'
chicago: 'Bohndick, Carla, Susanne Kohlmeyer, and Heike M. Buhl. “Anstoß und Unterstützung
der professionellen Weiterentwicklung im Lehramtstudium durch weiterentwicklungsorientiertes
Online-Self-Assessment.” Lehrerbildung auf dem Prüfstand 12, no. 1 (2019):
19–36.'
ieee: C. Bohndick, S. Kohlmeyer, and H. M. Buhl, “Anstoß und Unterstützung der professionellen
Weiterentwicklung im Lehramtstudium durch weiterentwicklungsorientiertes Online-Self-Assessment,”
Lehrerbildung auf dem Prüfstand, vol. 12, no. 1, pp. 19–36, 2019.
mla: Bohndick, Carla, et al. “Anstoß und Unterstützung der professionellen Weiterentwicklung
im Lehramtstudium durch weiterentwicklungsorientiertes Online-Self-Assessment.”
Lehrerbildung auf dem Prüfstand, vol. 12, no. 1, 2019, pp. 19–36.
short: C. Bohndick, S. Kohlmeyer, H.M. Buhl, Lehrerbildung auf dem Prüfstand 12
(2019) 19–36.
date_created: 2022-08-03T04:18:28Z
date_updated: 2025-07-16T08:40:48Z
department:
- _id: '427'
intvolume: ' 12'
issue: '1'
language:
- iso: ger
page: 19-36
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Lehrerbildung auf dem Prüfstand
publication_status: published
status: public
title: Anstoß und Unterstützung der professionellen Weiterentwicklung im Lehramtstudium
durch weiterentwicklungsorientiertes Online-Self-Assessment
type: journal_article
user_id: '27152'
volume: 12
year: '2019'
...
---
_id: '32548'
author:
- first_name: Johanna
full_name: Hilkenmeier, Johanna
last_name: Hilkenmeier
- first_name: Sabrina
full_name: Wiescholek, Sabrina
last_name: Wiescholek
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Hilkenmeier J, Wiescholek S, Buhl HM. Bedingungen elterlichen Unterstützungsverhaltens
beim Lesen im Grundschulalter. Eine Untersuchung relevanter Prozessmerkmale. Zeitschrift
für Soziologie der Erziehung und Sozialisation. 2019;39(1):24-40.
apa: Hilkenmeier, J., Wiescholek, S., & Buhl, H. M. (2019). Bedingungen elterlichen
Unterstützungsverhaltens beim Lesen im Grundschulalter. Eine Untersuchung relevanter
Prozessmerkmale. Zeitschrift für Soziologie der Erziehung und Sozialisation,
39(1), 24–40.
bibtex: '@article{Hilkenmeier_Wiescholek_Buhl_2019, title={Bedingungen elterlichen
Unterstützungsverhaltens beim Lesen im Grundschulalter. Eine Untersuchung relevanter
Prozessmerkmale}, volume={39}, number={1}, journal={Zeitschrift für Soziologie
der Erziehung und Sozialisation}, author={Hilkenmeier, Johanna and Wiescholek,
Sabrina and Buhl, Heike M.}, year={2019}, pages={24–40} }'
chicago: 'Hilkenmeier, Johanna, Sabrina Wiescholek, and Heike M. Buhl. “Bedingungen
elterlichen Unterstützungsverhaltens beim Lesen im Grundschulalter. Eine Untersuchung
relevanter Prozessmerkmale.” Zeitschrift für Soziologie der Erziehung und Sozialisation
39, no. 1 (2019): 24–40.'
ieee: J. Hilkenmeier, S. Wiescholek, and H. M. Buhl, “Bedingungen elterlichen Unterstützungsverhaltens
beim Lesen im Grundschulalter. Eine Untersuchung relevanter Prozessmerkmale,”
Zeitschrift für Soziologie der Erziehung und Sozialisation, vol. 39, no.
1, pp. 24–40, 2019.
mla: Hilkenmeier, Johanna, et al. “Bedingungen elterlichen Unterstützungsverhaltens
beim Lesen im Grundschulalter. Eine Untersuchung relevanter Prozessmerkmale.”
Zeitschrift für Soziologie der Erziehung und Sozialisation, vol. 39, no.
1, 2019, pp. 24–40.
short: J. Hilkenmeier, S. Wiescholek, H.M. Buhl, Zeitschrift für Soziologie der
Erziehung und Sozialisation 39 (2019) 24–40.
date_created: 2022-08-03T04:09:12Z
date_updated: 2025-07-16T08:42:33Z
department:
- _id: '427'
intvolume: ' 39'
issue: '1'
language:
- iso: ger
page: 24-40
project:
- _id: '381'
name: LIFE - Lesen in Familie erleben
publication: Zeitschrift für Soziologie der Erziehung und Sozialisation
publication_status: published
status: public
title: Bedingungen elterlichen Unterstützungsverhaltens beim Lesen im Grundschulalter.
Eine Untersuchung relevanter Prozessmerkmale
type: journal_article
user_id: '27152'
volume: 39
year: '2019'
...
---
_id: '32553'
author:
- first_name: Susanne
full_name: Kohlmeyer, Susanne
last_name: Kohlmeyer
- 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: Janika
full_name: Dannowsky, Janika
last_name: Dannowsky
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
citation:
ama: Kohlmeyer S, Buhl HM, Bonanati S, Dannowsky J, Bohndick C. Fit für Inklusion
- Entwicklung und Validierung einer deutschsprachigen Kurzskala zum Umgang mit
Heterogenität. Empirische Pädagogik. 2019;33(3):344-361.
apa: Kohlmeyer, S., Buhl, H. M., Bonanati, S., Dannowsky, J., & Bohndick, C.
(2019). Fit für Inklusion - Entwicklung und Validierung einer deutschsprachigen
Kurzskala zum Umgang mit Heterogenität. Empirische Pädagogik, 33(3),
344–361.
bibtex: '@article{Kohlmeyer_Buhl_Bonanati_Dannowsky_Bohndick_2019, title={Fit für
Inklusion - Entwicklung und Validierung einer deutschsprachigen Kurzskala zum
Umgang mit Heterogenität}, volume={33}, number={3}, journal={Empirische Pädagogik},
author={Kohlmeyer, Susanne and Buhl, Heike M. and Bonanati, Sabrina and Dannowsky,
Janika and Bohndick, Carla}, year={2019}, pages={344–361} }'
chicago: 'Kohlmeyer, Susanne, Heike M. Buhl, Sabrina Bonanati, Janika Dannowsky,
and Carla Bohndick. “Fit für Inklusion - Entwicklung und Validierung einer deutschsprachigen
Kurzskala zum Umgang mit Heterogenität.” Empirische Pädagogik 33, no. 3
(2019): 344–61.'
ieee: S. Kohlmeyer, H. M. Buhl, S. Bonanati, J. Dannowsky, and C. Bohndick, “Fit
für Inklusion - Entwicklung und Validierung einer deutschsprachigen Kurzskala
zum Umgang mit Heterogenität,” Empirische Pädagogik, vol. 33, no. 3, pp.
344–361, 2019.
mla: Kohlmeyer, Susanne, et al. “Fit für Inklusion - Entwicklung und Validierung
einer deutschsprachigen Kurzskala zum Umgang mit Heterogenität.” Empirische
Pädagogik, vol. 33, no. 3, 2019, pp. 344–61.
short: S. Kohlmeyer, H.M. Buhl, S. Bonanati, J. Dannowsky, C. Bohndick, Empirische
Pädagogik 33 (2019) 344–361.
date_created: 2022-08-03T04:24:35Z
date_updated: 2025-07-16T08:39:28Z
department:
- _id: '427'
intvolume: ' 33'
issue: '3'
language:
- iso: ger
page: 344-361
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Empirische Pädagogik
publication_status: published
status: public
title: Fit für Inklusion - Entwicklung und Validierung einer deutschsprachigen Kurzskala
zum Umgang mit Heterogenität
type: journal_article
user_id: '27152'
volume: 33
year: '2019'
...
---
_id: '32552'
author:
- first_name: Johanna
full_name: Hilkenmeier, Johanna
last_name: Hilkenmeier
- first_name: Christian
full_name: Greiner, Christian
last_name: Greiner
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Hilkenmeier J, Greiner C, Buhl HM. Das Elterngespräch aus Forschungsperspektive.
Strategien zur Förderung elterlichen Engagements. SCHULE inklusiv. 2019;5:46-47.
apa: Hilkenmeier, J., Greiner, C., & Buhl, H. M. (2019). Das Elterngespräch
aus Forschungsperspektive. Strategien zur Förderung elterlichen Engagements. SCHULE
inklusiv, 5, 46–47.
bibtex: '@article{Hilkenmeier_Greiner_Buhl_2019, title={Das Elterngespräch aus Forschungsperspektive.
Strategien zur Förderung elterlichen Engagements}, volume={5}, journal={SCHULE
inklusiv}, author={Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike
M.}, year={2019}, pages={46–47} }'
chicago: 'Hilkenmeier, Johanna, Christian Greiner, and Heike M. Buhl. “Das Elterngespräch
aus Forschungsperspektive. Strategien zur Förderung elterlichen Engagements.”
SCHULE inklusiv 5 (2019): 46–47.'
ieee: J. Hilkenmeier, C. Greiner, and H. M. Buhl, “Das Elterngespräch aus Forschungsperspektive.
Strategien zur Förderung elterlichen Engagements,” SCHULE inklusiv, vol.
5, pp. 46–47, 2019.
mla: Hilkenmeier, Johanna, et al. “Das Elterngespräch aus Forschungsperspektive.
Strategien zur Förderung elterlichen Engagements.” SCHULE inklusiv, vol.
5, 2019, pp. 46–47.
short: J. Hilkenmeier, C. Greiner, H.M. Buhl, SCHULE inklusiv 5 (2019) 46–47.
date_created: 2022-08-03T04:20:35Z
date_updated: 2025-08-12T08:28:21Z
department:
- _id: '427'
intvolume: ' 5'
language:
- iso: ger
page: 46-47
project:
- _id: '382'
name: Elternsprechtage - Kooperation zwischen Elternhaus und Schule
publication: SCHULE inklusiv
publication_status: published
status: public
title: Das Elterngespräch aus Forschungsperspektive. Strategien zur Förderung elterlichen
Engagements
type: journal_article
user_id: '90826'
volume: 5
year: '2019'
...
---
_id: '32547'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Sabrina
full_name: Bonanati, Sabrina
last_name: Bonanati
- first_name: Christian
full_name: Greiner, Christian
last_name: Greiner
- first_name: Johanna
full_name: Hilkenmeier, Johanna
last_name: Hilkenmeier
- first_name: Robert
full_name: Kordts-Freudinger, Robert
last_name: Kordts-Freudinger
citation:
ama: 'Buhl HM, Bohndick C, Bonanati S, Greiner C, Hilkenmeier J, Kordts-Freudinger
R. Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis
im Master des Lehramtsstudiums. In: Krämer M, Preiser S, Brusdevlins K, eds. Psychologiedidaktik
und Evaluation XII. Shaker; 2018:351-357. doi:10.23668/PSYCHARCHIVES.1057'
apa: Buhl, H. M., Bohndick, C., Bonanati, S., Greiner, C., Hilkenmeier, J., &
Kordts-Freudinger, R. (2018). Fallbasierte Modulabschlussprüfungen zur Verzahnung
von Theorie und Praxis im Master des Lehramtsstudiums. In M. Krämer, S. Preiser,
& K. Brusdevlins (Eds.), Psychologiedidaktik und Evaluation XII (pp.
351–357). Shaker. https://doi.org/10.23668/PSYCHARCHIVES.1057
bibtex: '@inbook{Buhl_Bohndick_Bonanati_Greiner_Hilkenmeier_Kordts-Freudinger_2018,
place={Aachen}, title={Fallbasierte Modulabschlussprüfungen zur Verzahnung von
Theorie und Praxis im Master des Lehramtsstudiums}, DOI={10.23668/PSYCHARCHIVES.1057},
booktitle={Psychologiedidaktik und Evaluation XII}, publisher={Shaker}, author={Buhl,
Heike M. and Bohndick, Carla and Bonanati, Sabrina and Greiner, Christian and
Hilkenmeier, Johanna and Kordts-Freudinger, Robert}, editor={Krämer, Michael and
Preiser, Siegfried and Brusdevlins, Kerstin}, year={2018}, pages={351–357} }'
chicago: 'Buhl, Heike M., Carla Bohndick, Sabrina Bonanati, Christian Greiner, Johanna
Hilkenmeier, and Robert Kordts-Freudinger. “Fallbasierte Modulabschlussprüfungen
zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums.” In Psychologiedidaktik
und Evaluation XII, edited by Michael Krämer, Siegfried Preiser, and Kerstin
Brusdevlins, 351–57. Aachen: Shaker, 2018. https://doi.org/10.23668/PSYCHARCHIVES.1057.'
ieee: 'H. M. Buhl, C. Bohndick, S. Bonanati, C. Greiner, J. Hilkenmeier, and R.
Kordts-Freudinger, “Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie
und Praxis im Master des Lehramtsstudiums,” in Psychologiedidaktik und Evaluation
XII, M. Krämer, S. Preiser, and K. Brusdevlins, Eds. Aachen: Shaker, 2018,
pp. 351–357.'
mla: Buhl, Heike M., et al. “Fallbasierte Modulabschlussprüfungen zur Verzahnung
von Theorie und Praxis im Master des Lehramtsstudiums.” Psychologiedidaktik
und Evaluation XII, edited by Michael Krämer et al., Shaker, 2018, pp. 351–57,
doi:10.23668/PSYCHARCHIVES.1057.
short: 'H.M. Buhl, C. Bohndick, S. Bonanati, C. Greiner, J. Hilkenmeier, R. Kordts-Freudinger,
in: M. Krämer, S. Preiser, K. Brusdevlins (Eds.), Psychologiedidaktik und Evaluation
XII, Shaker, Aachen, 2018, pp. 351–357.'
date_created: 2022-08-03T03:48:30Z
date_updated: 2022-08-29T06:11:49Z
department:
- _id: '427'
doi: 10.23668/PSYCHARCHIVES.1057
editor:
- first_name: Michael
full_name: Krämer, Michael
last_name: Krämer
- first_name: Siegfried
full_name: Preiser, Siegfried
last_name: Preiser
- first_name: Kerstin
full_name: Brusdevlins, Kerstin
last_name: Brusdevlins
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://pada.psycharchives.org/bitstream/4ecbf0ef-507f-4e25-b146-c147fcca9da2
oa: '1'
page: 351-357
place: Aachen
publication: Psychologiedidaktik und Evaluation XII
publication_status: published
publisher: Shaker
status: public
title: Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis
im Master des Lehramtsstudiums
type: book_chapter
user_id: '42165'
year: '2018'
...
---
_id: '32543'
abstract:
- lang: ger
text: "Die Professionalisierung von Grundschullehrkräften mit den\r\nspeziellen
an sie gestellten Anforderungen sowie den Erwartungen der Studierenden\r\nbewegt
sich zwischen der Notwendigkeit einer wissenschaftlich-konzeptuellen Basis\r\nund
der Ausrichtung auf die schulische Praxis. Verbindendes Element ist eine gut angeleitete
Reflexion. Dieser Dreiklang wird professionstheoretisch begründet, wobei\r\nunterschiedliche
Ansätze jeweils eigene Impulse für die Lehrerbildung leisten. Vor\r\ndiesem Hintergrund
werden Curricula und hochschuldidaktische Maßnahmen diskutiert. Exemplarisch werden
Projekte beschrieben, die in unterschiedlichen Formaten\r\nzur Reflexion von Praxis
auf theoretischer Basis anregen."
author:
- first_name: Anne
full_name: Frey, Anne
last_name: Frey
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Frey A, Buhl HM. Professionalisierung von Grundschullehrkräften – wissenschaftlich
fundiert, praxisorientiert und reflexionsbasiert. Zeitschrift für Grundschulforschung.
2018;11(2):199-213. doi:10.1007/s42278-018-0026-0
apa: Frey, A., & Buhl, H. M. (2018). Professionalisierung von Grundschullehrkräften –
wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert. Zeitschrift
für Grundschulforschung, 11(2), 199–213. https://doi.org/10.1007/s42278-018-0026-0
bibtex: '@article{Frey_Buhl_2018, title={Professionalisierung von Grundschullehrkräften –
wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert}, volume={11},
DOI={10.1007/s42278-018-0026-0},
number={2}, journal={Zeitschrift für Grundschulforschung}, publisher={Springer
Science and Business Media LLC}, author={Frey, Anne and Buhl, Heike M.}, year={2018},
pages={199–213} }'
chicago: 'Frey, Anne, and Heike M. Buhl. “Professionalisierung von Grundschullehrkräften –
wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert.” Zeitschrift
für Grundschulforschung 11, no. 2 (2018): 199–213. https://doi.org/10.1007/s42278-018-0026-0.'
ieee: 'A. Frey and H. M. Buhl, “Professionalisierung von Grundschullehrkräften –
wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert,” Zeitschrift
für Grundschulforschung, vol. 11, no. 2, pp. 199–213, 2018, doi: 10.1007/s42278-018-0026-0.'
mla: Frey, Anne, and Heike M. Buhl. “Professionalisierung von Grundschullehrkräften –
wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert.” Zeitschrift
für Grundschulforschung, vol. 11, no. 2, Springer Science and Business Media
LLC, 2018, pp. 199–213, doi:10.1007/s42278-018-0026-0.
short: A. Frey, H.M. Buhl, Zeitschrift für Grundschulforschung 11 (2018) 199–213.
date_created: 2022-08-03T03:20:30Z
date_updated: 2025-07-16T08:43:49Z
department:
- _id: '427'
doi: 10.1007/s42278-018-0026-0
intvolume: ' 11'
issue: '2'
keyword:
- Grundschule
- Lehrerbildung
- Reflexion
- Theorie-PraxisVerzahnung
- Hochschuldidaktik
- Professionstheorie
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://link.springer.com/content/pdf/10.1007/s42278-018-0026-0.pdf
oa: '1'
page: 199-213
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Zeitschrift für Grundschulforschung
publication_identifier:
issn:
- 1865-3553
- 2523-3181
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert,
praxisorientiert und reflexionsbasiert
type: journal_article
user_id: '27152'
volume: 11
year: '2018'
...
---
_id: '32542'
abstract:
- lang: eng
text: "This study investigates how different factors in regard to intergenerational
relationships are associated with emotional support\r\ngiven by adults to their
parents. The analysis focuses on adult children and their parents in a representative
German sample.\r\nData were obtained from the second wave of the German Family
Panel (pairfam) consisting of 2064 women and 1841 men.\r\nResults show that transfer
of emotional support by the adult children was especially associated not only
with received emotional support from parents, but also with affection, conflicts,
and expectations concerning parents. A moderator analysis\r\nfocuses on gender
and showed differences for the association between given support by adults and
conflicts between mothers\r\nand fathers. For the offspring, no gender effects
were found."
author:
- 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: 'Sommer S, Buhl HM. Intergenerational Transfers: Associations with Adult Children’s
Emotional Support of Their Parents. Journal of Adult Development. 2018;25(4):286-296.
doi:10.1007/s10804-018-9296-y'
apa: 'Sommer, S., & Buhl, H. M. (2018). Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents. Journal of Adult
Development, 25(4), 286–296. https://doi.org/10.1007/s10804-018-9296-y'
bibtex: '@article{Sommer_Buhl_2018, title={Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents}, volume={25}, DOI={10.1007/s10804-018-9296-y},
number={4}, journal={Journal of Adult Development}, publisher={Springer Science
and Business Media LLC}, author={Sommer, Sabrina and Buhl, Heike M.}, year={2018},
pages={286–296} }'
chicago: 'Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents.” Journal of Adult
Development 25, no. 4 (2018): 286–96. https://doi.org/10.1007/s10804-018-9296-y.'
ieee: 'S. Sommer and H. M. Buhl, “Intergenerational Transfers: Associations with
Adult Children’s Emotional Support of Their Parents,” Journal of Adult Development,
vol. 25, no. 4, pp. 286–296, 2018, doi: 10.1007/s10804-018-9296-y.'
mla: 'Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents.” Journal of Adult
Development, vol. 25, no. 4, Springer Science and Business Media LLC, 2018,
pp. 286–96, doi:10.1007/s10804-018-9296-y.'
short: S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.
date_created: 2022-08-03T03:19:32Z
date_updated: 2025-07-16T08:44:10Z
department:
- _id: '427'
doi: 10.1007/s10804-018-9296-y
intvolume: ' 25'
issue: '4'
keyword:
- Intergenerational relationships
- Emotional support
- Solidarity
- Adult children
- Gender
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/content/pdf/10.1007/s10804-018-9296-y.pdf
oa: '1'
page: 286-296
project:
- _id: '372'
grant_number: '281828538'
name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Journal of Adult Development
publication_identifier:
issn:
- 1068-0667
- 1573-3440
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Intergenerational Transfers: Associations with Adult Children’s Emotional
Support of Their Parents'
type: journal_article
user_id: '27152'
volume: 25
year: '2018'
...
---
_id: '32544'
author:
- first_name: Susanne
full_name: Kohlmeyer, Susanne
last_name: Kohlmeyer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Kohlmeyer S, Buhl HM. Ist das denn noch normal? - Normalität und Inklusion
in der Lehrerbildung. In: Büttner G, Mendl H, Reis O, Roose H, eds. Heterogenität
im Klassenzimmer. Vol 9. Religion lernen. Jahrbuch für konstruktivistische
Religionsdidaktik. ; 2018:116-131.'
apa: Kohlmeyer, S., & Buhl, H. M. (2018). Ist das denn noch normal? - Normalität
und Inklusion in der Lehrerbildung. In G. Büttner, H. Mendl, O. Reis, & H.
Roose (Eds.), Heterogenität im Klassenzimmer (Vol. 9, pp. 116–131).
bibtex: '@inbook{Kohlmeyer_Buhl_2018, place={Babenhausen}, series={Religion lernen.
Jahrbuch für konstruktivistische Religionsdidaktik}, title={Ist das denn noch
normal? - Normalität und Inklusion in der Lehrerbildung}, volume={9}, booktitle={Heterogenität
im Klassenzimmer}, author={Kohlmeyer, Susanne and Buhl, Heike M.}, editor={Büttner,
Gerhard and Mendl, Hans and Reis, Oliver and Roose, Hanna}, year={2018}, pages={116–131},
collection={Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik}
}'
chicago: Kohlmeyer, Susanne, and Heike M. Buhl. “Ist das denn noch normal? - Normalität
und Inklusion in der Lehrerbildung.” In Heterogenität im Klassenzimmer,
edited by Gerhard Büttner, Hans Mendl, Oliver Reis, and Hanna Roose, 9:116–31.
Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik. Babenhausen,
2018.
ieee: S. Kohlmeyer and H. M. Buhl, “Ist das denn noch normal? - Normalität und Inklusion
in der Lehrerbildung,” in Heterogenität im Klassenzimmer, vol. 9, G. Büttner,
H. Mendl, O. Reis, and H. Roose, Eds. Babenhausen, 2018, pp. 116–131.
mla: Kohlmeyer, Susanne, and Heike M. Buhl. “Ist das denn noch normal? - Normalität
und Inklusion in der Lehrerbildung.” Heterogenität im Klassenzimmer, edited
by Gerhard Büttner et al., vol. 9, 2018, pp. 116–31.
short: 'S. Kohlmeyer, H.M. Buhl, in: G. Büttner, H. Mendl, O. Reis, H. Roose (Eds.),
Heterogenität im Klassenzimmer, Babenhausen, 2018, pp. 116–131.'
date_created: 2022-08-03T03:34:56Z
date_updated: 2025-07-16T08:43:29Z
department:
- _id: '427'
editor:
- first_name: Gerhard
full_name: Büttner, Gerhard
last_name: Büttner
- first_name: Hans
full_name: Mendl, Hans
last_name: Mendl
- first_name: Oliver
full_name: Reis, Oliver
last_name: Reis
- first_name: Hanna
full_name: Roose, Hanna
last_name: Roose
intvolume: ' 9'
language:
- iso: ger
page: 116 - 131
place: Babenhausen
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Heterogenität im Klassenzimmer
publication_status: published
series_title: Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik
status: public
title: Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung
type: book_chapter
user_id: '27152'
volume: 9
year: '2018'
...
---
_id: '32541'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Susanne
full_name: Kohlmeyer, Susanne
last_name: Kohlmeyer
- first_name: Dennis
full_name: Mertens, Dennis
last_name: Mertens
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
citation:
ama: 'Buhl HM, Kohlmeyer S, Mertens D, Bohndick C. Lehramtsnavi: Beratungsorientiertes
Self-Assessment im Lehramtsstudium. In: Riegraf B, Meister DM, Reinhold P, Schaper
N, Temps TT, Universität Paderborn, eds. Heterogenität als Chance: Bilanz und
Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn.
; 2018:24-27.'
apa: 'Buhl, H. M., Kohlmeyer, S., Mertens, D., & Bohndick, C. (2018). Lehramtsnavi:
Beratungsorientiertes Self-Assessment im Lehramtsstudium. In B. Riegraf, D. M.
Meister, P. Reinhold, N. Schaper, T. T. Temps, & Universität Paderborn (Eds.),
Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts
an der Universität Paderborn (pp. 24–27).'
bibtex: '@inbook{Buhl_Kohlmeyer_Mertens_Bohndick_2018, place={Paderborn}, title={Lehramtsnavi:
Beratungsorientiertes Self-Assessment im Lehramtsstudium}, booktitle={Heterogenität
als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität
Paderborn}, author={Buhl, Heike M. and Kohlmeyer, Susanne and Mertens, Dennis
and Bohndick, Carla}, editor={Riegraf, Birgit and Meister, Dorothee M. and Reinhold,
Peter and Schaper, Niclas and Temps, Timon T. and Universität Paderborn}, year={2018},
pages={24–27} }'
chicago: 'Buhl, Heike M., Susanne Kohlmeyer, Dennis Mertens, and Carla Bohndick.
“Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium.” In Heterogenität
als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität
Paderborn, edited by Birgit Riegraf, Dorothee M. Meister, Peter Reinhold,
Niclas Schaper, Timon T. Temps, and Universität Paderborn, 24–27. Paderborn, 2018.'
ieee: 'H. M. Buhl, S. Kohlmeyer, D. Mertens, and C. Bohndick, “Lehramtsnavi: Beratungsorientiertes
Self-Assessment im Lehramtsstudium,” in Heterogenität als Chance: Bilanz und
Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn,
B. Riegraf, D. M. Meister, P. Reinhold, N. Schaper, T. T. Temps, and Universität
Paderborn, Eds. Paderborn, 2018, pp. 24–27.'
mla: 'Buhl, Heike M., et al. “Lehramtsnavi: Beratungsorientiertes Self-Assessment
im Lehramtsstudium.” Heterogenität als Chance: Bilanz und Perspektiven des
Qualitätspakt Lehre-Projekts an der Universität Paderborn, edited by Birgit
Riegraf et al., 2018, pp. 24–27.'
short: 'H.M. Buhl, S. Kohlmeyer, D. Mertens, C. Bohndick, in: B. Riegraf, D.M. Meister,
P. Reinhold, N. Schaper, T.T. Temps, Universität Paderborn (Eds.), Heterogenität
als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität
Paderborn, Paderborn, 2018, pp. 24–27.'
corporate_editor:
- Universität Paderborn
date_created: 2022-08-03T01:37:55Z
date_updated: 2025-07-16T08:44:45Z
department:
- _id: '427'
editor:
- first_name: Birgit
full_name: Riegraf, Birgit
last_name: Riegraf
- first_name: Dorothee M.
full_name: Meister, Dorothee M.
last_name: Meister
- first_name: Peter
full_name: Reinhold, Peter
last_name: Reinhold
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Timon T.
full_name: Temps, Timon T.
last_name: Temps
language:
- iso: ger
page: 24 - 27
place: Paderborn
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: 'Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt
Lehre-Projekts an der Universität Paderborn'
publication_status: published
status: public
title: 'Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium'
type: book_chapter
user_id: '27152'
year: '2018'
...
---
_id: '49267'
author:
- 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: 'Sommer S, Buhl HM. Intergenerational Transfers: Associations with Adult Children’s
Emotional Support of Their Parents. Journal of Adult Development. 2018;25(4):286-296.
doi:10.1007/s10804-018-9296-y'
apa: 'Sommer, S., & Buhl, H. M. (2018). Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents. Journal of Adult
Development, 25(4), 286–296. https://doi.org/10.1007/s10804-018-9296-y'
bibtex: '@article{Sommer_Buhl_2018, title={Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents}, volume={25}, DOI={10.1007/s10804-018-9296-y},
number={4}, journal={Journal of Adult Development}, publisher={Springer Science
and Business Media LLC}, author={Sommer, Sabrina and Buhl, Heike M.}, year={2018},
pages={286–296} }'
chicago: 'Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents.” Journal of Adult
Development 25, no. 4 (2018): 286–96. https://doi.org/10.1007/s10804-018-9296-y.'
ieee: 'S. Sommer and H. M. Buhl, “Intergenerational Transfers: Associations with
Adult Children’s Emotional Support of Their Parents,” Journal of Adult Development,
vol. 25, no. 4, pp. 286–296, 2018, doi: 10.1007/s10804-018-9296-y.'
mla: 'Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents.” Journal of Adult
Development, vol. 25, no. 4, Springer Science and Business Media LLC, 2018,
pp. 286–96, doi:10.1007/s10804-018-9296-y.'
short: S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.
date_created: 2023-11-28T12:06:41Z
date_updated: 2026-03-17T11:24:34Z
department:
- _id: '427'
doi: 10.1007/s10804-018-9296-y
intvolume: ' 25'
issue: '4'
keyword:
- Life-span and Life-course Studies
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology
language:
- iso: eng
page: 286-296
project:
- _id: '372'
name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Journal of Adult Development
publication_identifier:
issn:
- 1068-0667
- 1573-3440
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Intergenerational Transfers: Associations with Adult Children’s Emotional
Support of Their Parents'
type: journal_article
user_id: '90826'
volume: 25
year: '2018'
...
---
_id: '49279'
author:
- 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: 'Sommer S, Buhl HM. Intergenerational Transfers: Associations with Adult Children’s
Emotional Support of Their Parents. Journal of Adult Development. 2018;25(4):286-296.
doi:10.1007/s10804-018-9296-y'
apa: 'Sommer, S., & Buhl, H. M. (2018). Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents. Journal of Adult
Development, 25(4), 286–296. https://doi.org/10.1007/s10804-018-9296-y'
bibtex: '@article{Sommer_Buhl_2018, title={Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents}, volume={25}, DOI={10.1007/s10804-018-9296-y},
number={4}, journal={Journal of Adult Development}, publisher={Springer Science
and Business Media LLC}, author={Sommer, Sabrina and Buhl, Heike M.}, year={2018},
pages={286–296} }'
chicago: 'Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents.” Journal of Adult
Development 25, no. 4 (2018): 286–96. https://doi.org/10.1007/s10804-018-9296-y.'
ieee: 'S. Sommer and H. M. Buhl, “Intergenerational Transfers: Associations with
Adult Children’s Emotional Support of Their Parents,” Journal of Adult Development,
vol. 25, no. 4, pp. 286–296, 2018, doi: 10.1007/s10804-018-9296-y.'
mla: 'Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents.” Journal of Adult
Development, vol. 25, no. 4, Springer Science and Business Media LLC, 2018,
pp. 286–96, doi:10.1007/s10804-018-9296-y.'
short: S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.
date_created: 2023-11-28T12:18:36Z
date_updated: 2026-03-17T11:24:30Z
doi: 10.1007/s10804-018-9296-y
intvolume: ' 25'
issue: '4'
keyword:
- Life-span and Life-course Studies
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology
language:
- iso: eng
page: 286-296
project:
- _id: '372'
name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Journal of Adult Development
publication_identifier:
issn:
- 1068-0667
- 1573-3440
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Intergenerational Transfers: Associations with Adult Children’s Emotional
Support of Their Parents'
type: journal_article
user_id: '90826'
volume: 25
year: '2018'
...
---
_id: '32545'
abstract:
- lang: ger
text: Deutliche Unterschiede im Bildungserfolg von Kindern abhängig vom familialen
Hintergrund zeigen, dass, ungeachtet der schulischen Bemühungen um die kindliche
Bildung, die Familie weiterhin ein wesentlicher Einflussfaktor ist. Vor diesem
Hintergrund werden im Folgenden die Wege erörtert, über die sich diese Einflüsse
realisieren. Nach einem Überblick zu einschlägigen Prozessen werden in diesem
Beitrag familiale Wirkungszusammenhänge am Beispiel der Lesesozialisation genauer
beleuchtet. Vor diesem Hintergrund werden abschließend Programme zur Förderung
der familialen Unterstützung diskutiert.
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Johanna
full_name: Hilkenmeier, Johanna
last_name: Hilkenmeier
citation:
ama: 'Buhl HM, Hilkenmeier J. Bildung und Lesesozialisation im Elternhaus. In: Kracke
B, Noack P, eds. Handbuch Entwicklungs- und Erziehungspsychologie. Springer;
2017:163-179. doi:10.1007/978-3-642-54061-5_10-1'
apa: Buhl, H. M., & Hilkenmeier, J. (2017). Bildung und Lesesozialisation im
Elternhaus. In B. Kracke & P. Noack (Eds.), Handbuch Entwicklungs- und
Erziehungspsychologie (pp. 163–179). Springer. https://doi.org/10.1007/978-3-642-54061-5_10-1
bibtex: '@inbook{Buhl_Hilkenmeier_2017, place={Berlin}, title={Bildung und Lesesozialisation
im Elternhaus}, DOI={10.1007/978-3-642-54061-5_10-1},
booktitle={Handbuch Entwicklungs- und Erziehungspsychologie}, publisher={Springer},
author={Buhl, Heike M. and Hilkenmeier, Johanna}, editor={Kracke, Bärbel and Noack,
Peter}, year={2017}, pages={163–179} }'
chicago: 'Buhl, Heike M., and Johanna Hilkenmeier. “Bildung und Lesesozialisation
im Elternhaus.” In Handbuch Entwicklungs- und Erziehungspsychologie, edited
by Bärbel Kracke and Peter Noack, 163–79. Berlin: Springer, 2017. https://doi.org/10.1007/978-3-642-54061-5_10-1.'
ieee: 'H. M. Buhl and J. Hilkenmeier, “Bildung und Lesesozialisation im Elternhaus,”
in Handbuch Entwicklungs- und Erziehungspsychologie, B. Kracke and P. Noack,
Eds. Berlin: Springer, 2017, pp. 163–179.'
mla: Buhl, Heike M., and Johanna Hilkenmeier. “Bildung und Lesesozialisation im
Elternhaus.” Handbuch Entwicklungs- und Erziehungspsychologie, edited by
Bärbel Kracke and Peter Noack, Springer, 2017, pp. 163–79, doi:10.1007/978-3-642-54061-5_10-1.
short: 'H.M. Buhl, J. Hilkenmeier, in: B. Kracke, P. Noack (Eds.), Handbuch Entwicklungs-
und Erziehungspsychologie, Springer, Berlin, 2017, pp. 163–179.'
date_created: 2022-08-03T03:36:25Z
date_updated: 2022-08-29T05:21:25Z
department:
- _id: '427'
doi: 10.1007/978-3-642-54061-5_10-1
editor:
- first_name: Bärbel
full_name: Kracke, Bärbel
last_name: Kracke
- first_name: Peter
full_name: Noack, Peter
last_name: Noack
keyword:
- Lesesozialisation
- Familiale Erziehung
- Familienklima
- Kindliche Bildung
- Bildungserwartungen
- Häusliche Anregung
- Home literacy environment
- Vorlesen
- Literacy
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://link.springer.com/content/pdf/10.1007/978-3-642-54061-5_10-1.pdf
oa: '1'
page: 163-179
place: Berlin
publication: Handbuch Entwicklungs- und Erziehungspsychologie
publication_identifier:
isbn:
- '9783642540615'
publication_status: published
publisher: Springer
status: public
title: Bildung und Lesesozialisation im Elternhaus
type: book_chapter
user_id: '42165'
year: '2017'
...
---
_id: '32546'
abstract:
- lang: eng
text: This longitudinal study addresses the role of support given by parents and
peers during the transition from university to work life. A sample of 64 German
university students in their last year at the university completed scales from
the Network of Relationships Inventory regarding general support, namely, instrumental
aid and intimacy with mothers, fathers, romantic partners, and friends. Four years
later, they assessed domain-specific support when looking for work, namely, joint
exploration and instrumental support. Participants perceived receiving both types
of support from all significant others. However, joint exploration was more important
than instrumental support. They felt especially supported by romantic partners.
Women received more support than did men. Both types of domain-specific support
were explained by general modes of support assessed 4 years earlier. Whether parents,
friends, and partners were perceived as helpful during the transition was explained
mainly by joint exploration. Again, support from a partner was seen as especially
helpful in contrast to help from parents and friends. The special significance
of joint exploration underlines the benefit of counseling at the transition from
university to work life.
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Peter
full_name: Noack, Peter
last_name: Noack
- first_name: Baerbel
full_name: Kracke, Baerbel
last_name: Kracke
citation:
ama: Buhl HM, Noack P, Kracke B. The Role of Parents and Peers in the Transition
From University to Work Life. Journal of Career Development. 2017;45(6):523-535.
doi:10.1177/0894845317720728
apa: Buhl, H. M., Noack, P., & Kracke, B. (2017). The Role of Parents and Peers
in the Transition From University to Work Life. Journal of Career Development,
45(6), 523–535. https://doi.org/10.1177/0894845317720728
bibtex: '@article{Buhl_Noack_Kracke_2017, title={The Role of Parents and Peers in
the Transition From University to Work Life}, volume={45}, DOI={10.1177/0894845317720728},
number={6}, journal={Journal of Career Development}, publisher={SAGE Publications},
author={Buhl, Heike M. and Noack, Peter and Kracke, Baerbel}, year={2017}, pages={523–535}
}'
chicago: 'Buhl, Heike M., Peter Noack, and Baerbel Kracke. “The Role of Parents
and Peers in the Transition From University to Work Life.” Journal of Career
Development 45, no. 6 (2017): 523–35. https://doi.org/10.1177/0894845317720728.'
ieee: 'H. M. Buhl, P. Noack, and B. Kracke, “The Role of Parents and Peers in the
Transition From University to Work Life,” Journal of Career Development,
vol. 45, no. 6, pp. 523–535, 2017, doi: 10.1177/0894845317720728.'
mla: Buhl, Heike M., et al. “The Role of Parents and Peers in the Transition From
University to Work Life.” Journal of Career Development, vol. 45, no. 6,
SAGE Publications, 2017, pp. 523–35, doi:10.1177/0894845317720728.
short: H.M. Buhl, P. Noack, B. Kracke, Journal of Career Development 45 (2017) 523–535.
date_created: 2022-08-03T03:42:53Z
date_updated: 2022-08-29T06:10:00Z
department:
- _id: '427'
doi: 10.1177/0894845317720728
intvolume: ' 45'
issue: '6'
keyword:
- Organizational Behavior and Human Resource Management
- General Psychology
- Applied Psychology
- Education
language:
- iso: eng
page: 523-535
publication: Journal of Career Development
publication_identifier:
issn:
- 0894-8453
- 1556-0856
publication_status: published
publisher: SAGE Publications
status: public
title: The Role of Parents and Peers in the Transition From University to Work Life
type: journal_article
user_id: '42165'
volume: 45
year: '2017'
...
---
_id: '32535'
abstract:
- lang: eng
text: In this study, we draw on person–environment fit theory to analyze whether
academic success is best explained by individual abilities subjectively exceeding
situational demands or by abilities matching the demands. Moreover, we disentangled
effects of perceived abilities and subjective person–environment (P-E) fit on
academic success. All in all, 693 teacher education students participated in an
online questionnaire. Students were asked to rate general requirements of their
academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their
own abilities and (2) the perceived relevance for their studies. P-E fit was determined
by difference scores between abilities and relevance ratings. Academic success
was assessed by grades, perceived performance, and study satisfaction. Data were
analyzed through structural equation modeling and suggest that academic success
is best explained by a match between abilities and demands. Moreover, all three
criteria for academic success were more strongly related to subjective fit than
to subjective abilities.
author:
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Tom
full_name: Rosman, Tom
last_name: Rosman
- first_name: Susanne
full_name: Kohlmeyer, Susanne
last_name: Kohlmeyer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Bohndick C, Rosman T, Kohlmeyer S, Buhl HM. The interplay between subjective
abilities and subjective demands and its relationship with academic success. An
application of the person–environment fit theory. Higher Education. 2017;75(5):839-854.
doi:10.1007/s10734-017-0173-6
apa: Bohndick, C., Rosman, T., Kohlmeyer, S., & Buhl, H. M. (2017). The interplay
between subjective abilities and subjective demands and its relationship with
academic success. An application of the person–environment fit theory. Higher
Education, 75(5), 839–854. https://doi.org/10.1007/s10734-017-0173-6
bibtex: '@article{Bohndick_Rosman_Kohlmeyer_Buhl_2017, title={The interplay between
subjective abilities and subjective demands and its relationship with academic
success. An application of the person–environment fit theory}, volume={75}, DOI={10.1007/s10734-017-0173-6},
number={5}, journal={Higher Education}, publisher={Springer Science and Business
Media LLC}, author={Bohndick, Carla and Rosman, Tom and Kohlmeyer, Susanne and
Buhl, Heike M.}, year={2017}, pages={839–854} }'
chicago: 'Bohndick, Carla, Tom Rosman, Susanne Kohlmeyer, and Heike M. Buhl. “The
Interplay between Subjective Abilities and Subjective Demands and Its Relationship
with Academic Success. An Application of the Person–Environment Fit Theory.” Higher
Education 75, no. 5 (2017): 839–54. https://doi.org/10.1007/s10734-017-0173-6.'
ieee: 'C. Bohndick, T. Rosman, S. Kohlmeyer, and H. M. Buhl, “The interplay between
subjective abilities and subjective demands and its relationship with academic
success. An application of the person–environment fit theory,” Higher Education,
vol. 75, no. 5, pp. 839–854, 2017, doi: 10.1007/s10734-017-0173-6.'
mla: Bohndick, Carla, et al. “The Interplay between Subjective Abilities and Subjective
Demands and Its Relationship with Academic Success. An Application of the Person–Environment
Fit Theory.” Higher Education, vol. 75, no. 5, Springer Science and Business
Media LLC, 2017, pp. 839–54, doi:10.1007/s10734-017-0173-6.
short: C. Bohndick, T. Rosman, S. Kohlmeyer, H.M. Buhl, Higher Education 75 (2017)
839–854.
date_created: 2022-08-03T01:12:49Z
date_updated: 2025-07-16T08:47:02Z
department:
- _id: '427'
doi: 10.1007/s10734-017-0173-6
intvolume: ' 75'
issue: '5'
keyword:
- Academic success
- Person–environment fit theory
- Demands–abilities fit
- Higher education
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/content/pdf/10.1007/s10734-017-0173-6.pdf
oa: '1'
page: 839-854
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Higher Education
publication_identifier:
issn:
- 0018-1560
- 1573-174X
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: The interplay between subjective abilities and subjective demands and its relationship
with academic success. An application of the person–environment fit theory
type: journal_article
user_id: '27152'
volume: 75
year: '2017'
...
---
_id: '32536'
abstract:
- lang: eng
text: In contrast to other career choices, the teaching profession seems familiar
to those interested in teaching because they have had the chance to observe teachers
for years. This phenomenon is known as the apprenticeship of observation and manifests
in naïve ideas and expectations of teaching among teacher students. Therefore,
characteristics of students interested in becoming teachers are important for
early teacher education and counselling. These characteristics include competencies
and motives, but nothing is known about their relationship to each other. Following
international teaching standards and the expectancy-value framework, this paper
analyses associations between both. Three competencies (i.e. planning, communication
and cooperation) and seven career choice motives were examined using a paper–pencil
survey of 907 high school students. Altogether, 463 students were able to imagine
becoming a teacher and were included in the analyses. SEM analyses showed that
(1) of all the competencies, communication had the most associations with motives,
(2) the motive ‘low difficulty of study’ is positively related to planning, (3)
the findings regarding extrinsic motives are ambiguous, and (4) gender differences
are marginal. Practical implications for early teacher education and counselling
are discussed.
author:
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Susanne
full_name: Kohlmeyer, Susanne
last_name: Kohlmeyer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Bohndick C, Kohlmeyer S, Buhl HM. Competencies and career choice motives:
characteristics of high school students interested in teacher education programmes.
Journal of Education for Teaching. 2017;43(5):566-580. doi:10.1080/02607476.2017.1355029'
apa: 'Bohndick, C., Kohlmeyer, S., & Buhl, H. M. (2017). Competencies and career
choice motives: characteristics of high school students interested in teacher
education programmes. Journal of Education for Teaching, 43(5),
566–580. https://doi.org/10.1080/02607476.2017.1355029'
bibtex: '@article{Bohndick_Kohlmeyer_Buhl_2017, title={Competencies and career choice
motives: characteristics of high school students interested in teacher education
programmes}, volume={43}, DOI={10.1080/02607476.2017.1355029},
number={5}, journal={Journal of Education for Teaching}, publisher={Informa UK
Limited}, author={Bohndick, Carla and Kohlmeyer, Susanne and Buhl, Heike M.},
year={2017}, pages={566–580} }'
chicago: 'Bohndick, Carla, Susanne Kohlmeyer, and Heike M. Buhl. “Competencies and
Career Choice Motives: Characteristics of High School Students Interested in Teacher
Education Programmes.” Journal of Education for Teaching 43, no. 5 (2017):
566–80. https://doi.org/10.1080/02607476.2017.1355029.'
ieee: 'C. Bohndick, S. Kohlmeyer, and H. M. Buhl, “Competencies and career choice
motives: characteristics of high school students interested in teacher education
programmes,” Journal of Education for Teaching, vol. 43, no. 5, pp. 566–580,
2017, doi: 10.1080/02607476.2017.1355029.'
mla: 'Bohndick, Carla, et al. “Competencies and Career Choice Motives: Characteristics
of High School Students Interested in Teacher Education Programmes.” Journal
of Education for Teaching, vol. 43, no. 5, Informa UK Limited, 2017, pp. 566–80,
doi:10.1080/02607476.2017.1355029.'
short: C. Bohndick, S. Kohlmeyer, H.M. Buhl, Journal of Education for Teaching 43
(2017) 566–580.
date_created: 2022-08-03T01:14:22Z
date_updated: 2025-07-16T08:46:37Z
department:
- _id: '427'
doi: 10.1080/02607476.2017.1355029
intvolume: ' 43'
issue: '5'
keyword:
- Education
language:
- iso: eng
page: 566-580
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Journal of Education for Teaching
publication_identifier:
issn:
- 0260-7476
- 1360-0540
publication_status: published
publisher: Informa UK Limited
status: public
title: 'Competencies and career choice motives: characteristics of high school students
interested in teacher education programmes'
type: journal_article
user_id: '27152'
volume: 43
year: '2017'
...
---
_id: '32537'
abstract:
- lang: eng
text: Home literacy environment (HLE) makes an important contribution to children's
reading acquisition in early years. Even though some research on children's perception
exists, children's reports about HLE have been neglected. The present study focuses
on N = 281 six-year-old's reports about HLE and its influences on literacy enjoyment,
frequency, and early literacy skills. Parents' educational background was expected
to predict children-perceived HLE. A positive impact of active HLE on literacy
enjoyment and frequency were found. HLE also mediates the relation between parents'
background and enjoyment. The importance of children's perspective on HLE regarding
family literacy programs is discussed.
author:
- first_name: Sabrina
full_name: Wiescholek, Sabrina
last_name: Wiescholek
- first_name: Johanna
full_name: Hilkenmeier, Johanna
last_name: Hilkenmeier
- first_name: Christian
full_name: Greiner, Christian
last_name: Greiner
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Wiescholek S, Hilkenmeier J, Greiner C, Buhl HM. Six-year-olds’ perception
of home literacy environment and its influence on children’s literacy enjoyment,
frequency, and early literacy skills. Reading Psychology. 2017;39(1):41-68.
doi:10.1080/02702711.2017.1361495
apa: Wiescholek, S., Hilkenmeier, J., Greiner, C., & Buhl, H. M. (2017). Six-year-olds’
perception of home literacy environment and its influence on children’s literacy
enjoyment, frequency, and early literacy skills. Reading Psychology, 39(1),
41–68. https://doi.org/10.1080/02702711.2017.1361495
bibtex: '@article{Wiescholek_Hilkenmeier_Greiner_Buhl_2017, title={Six-year-olds’
perception of home literacy environment and its influence on children’s literacy
enjoyment, frequency, and early literacy skills}, volume={39}, DOI={10.1080/02702711.2017.1361495},
number={1}, journal={Reading Psychology}, publisher={Informa UK Limited}, author={Wiescholek,
Sabrina and Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike M.}, year={2017},
pages={41–68} }'
chicago: 'Wiescholek, Sabrina, Johanna Hilkenmeier, Christian Greiner, and Heike
M. Buhl. “Six-Year-Olds’ Perception of Home Literacy Environment and Its Influence
on Children’s Literacy Enjoyment, Frequency, and Early Literacy Skills.” Reading
Psychology 39, no. 1 (2017): 41–68. https://doi.org/10.1080/02702711.2017.1361495.'
ieee: 'S. Wiescholek, J. Hilkenmeier, C. Greiner, and H. M. Buhl, “Six-year-olds’
perception of home literacy environment and its influence on children’s literacy
enjoyment, frequency, and early literacy skills,” Reading Psychology, vol.
39, no. 1, pp. 41–68, 2017, doi: 10.1080/02702711.2017.1361495.'
mla: Wiescholek, Sabrina, et al. “Six-Year-Olds’ Perception of Home Literacy Environment
and Its Influence on Children’s Literacy Enjoyment, Frequency, and Early Literacy
Skills.” Reading Psychology, vol. 39, no. 1, Informa UK Limited, 2017,
pp. 41–68, doi:10.1080/02702711.2017.1361495.
short: S. Wiescholek, J. Hilkenmeier, C. Greiner, H.M. Buhl, Reading Psychology
39 (2017) 41–68.
date_created: 2022-08-03T01:15:27Z
date_updated: 2025-07-16T08:46:09Z
department:
- _id: '427'
doi: 10.1080/02702711.2017.1361495
intvolume: ' 39'
issue: '1'
keyword:
- Linguistics and Language
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 41-68
project:
- _id: '381'
name: LIFE - Lesen in Familie erleben
publication: Reading Psychology
publication_identifier:
issn:
- 0270-2711
- 1521-0685
publication_status: published
publisher: Informa UK Limited
status: public
title: Six-year-olds' perception of home literacy environment and its influence on
children's literacy enjoyment, frequency, and early literacy skills
type: journal_article
user_id: '27152'
volume: 39
year: '2017'
...