@article{60306,
  author       = {{Schoenert, Kathrin and Sommer, Sabrina and Buhl, Heike M.}},
  journal      = {{Frontiers in Developmental Psychology}},
  title        = {{{Impact of felt obligation and perceived mutual reciprocity on support between mothers and their adult children}}},
  doi          = {{10.3389/fdpys.2025.1508469}},
  volume       = {{3}},
  year         = {{2025}},
}

@article{49296,
  author       = {{Sommer, Sabrina and Förster, Anika}},
  journal      = {{Therapie Lernen}},
  pages        = {{76--81}},
  title        = {{{Beteiligung im Onlineunterricht in der Berufsfachschule.}}},
  volume       = {{12}},
  year         = {{2023}},
}

@article{49292,
  author       = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}},
  journal      = {{Zeitschrift für Soziologie der Erziehung und Sozialisation}},
  pages        = {{432--448}},
  title        = {{{Zusammenhang zwischen familiären Lebenssituationen und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter.}}},
  volume       = {{41}},
  year         = {{2021}},
}

@article{49270,
  abstract     = {{<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       = {{Tagliabue, Semira and Zambelli, Michela and Sorgente, Angela and Sommer, Sabrina and Hoellger, Christian and Buhl, Heike M. and Lanz, Margherita}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{General Psychology}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Latent Congruence Model to Investigate Similarity and Accuracy in Family Members' Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance}}},
  doi          = {{10.3389/fpsyg.2021.672383}},
  volume       = {{12}},
  year         = {{2021}},
}

@article{49273,
  abstract     = {{<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       = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}},
  issn         = {{0192-513X}},
  journal      = {{Journal of Family Issues}},
  keywords     = {{Social Sciences (miscellaneous)}},
  number       = {{3}},
  pages        = {{610--632}},
  publisher    = {{SAGE Publications}},
  title        = {{{Intergenerational Value Similarity and Subjective Well-Being}}},
  doi          = {{10.1177/0192513x211054470}},
  volume       = {{44}},
  year         = {{2021}},
}

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

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

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

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

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

@misc{49287,
  author       = {{Praetorius, Saskia and Al-Kabbani, Daniel and Bohndick, Carla and Hilkenmeier, Johanna and T. König, Sebastian and Salome Müsche, Hanna and Sommer, Sabrina and B. Klingsieck, Katrin}},
  publisher    = {{LibreCat University}},
  title        = {{{Spielend Lehrer/in werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern}}},
  doi          = {{10.3217/ZFHE-11-03/14}},
  year         = {{2016}},
}

@article{49302,
  author       = {{Klingsieck, Katrin B. and Al-Kabbani, Daniel and Bohndick, Carla and Hilkenmeier, Johanna and König, Sebastian and Müsche, Hanna S. and Praetorius, Saskia and Sommer, Sabrina}},
  journal      = {{die hochschullehre}},
  title        = {{{Spielend eine diagnostisch kompetente Lehrkraft werden – mit der game- und e-learningbasierten, problemorientierten und selbstgesteuerten Lernumgebung GEProS.}}},
  doi          = {{10.3278/HSL1623W}},
  year         = {{2016}},
}

@misc{49298,
  author       = {{Klingsieck, Katrin B. and Al-Kabbani, Daniel and Bohndick, Carla and Hilkenmeier, Johanna and König, Sebastian and Müsche, Hanna S. and Praetorius, Saskia and Sommer, Sabrina}},
  publisher    = {{LibreCat University}},
  title        = {{{Gamebasiertes Lernen in der Lehrerbildung - spielend zur diagnostisch kompetenten Lehrkraft werden}}},
  doi          = {{10.23668/PSYCHARCHIVES.998}},
  year         = {{2016}},
}

@article{48462,
  abstract     = {{Über das Lehramtsstudium sollen Studierende unter anderem dazu befähigt werden, die Leistung ihrer Schüler/innenzu bewerten. Dazu müssen sie Einflussfaktoren auf Schulleistung kennen und diese richtig diagnostizieren und fördern können. Mit diesem Beitrag wird eine game-und E-Learning-gestützte Lernumgebung vorgestellt, in der Studierende –anders als in vielen inputorientierten Seminarkonzepten –in einem virtuellen Klassenzimmer an realitätsnahen Fällen lernen,problembasiert zu diagnostizieren und zu fördern. Über denEinsatz der Lernumgebung in der Lehre wird berichtet, erste Rückmeldungen von Lehrenden und Studierenden werden erläutert und weitere Planungsschritte dargestellt. }},
  author       = {{Praetorius, Saskia and Al-Kabbani, Daniel and Bohndick, Carla and Hilkenmeier, Johanna and König, Sebastian T. and Müsche, Hannah S. and Sommer, Sabrina and Klingsieck, Katrin B.}},
  journal      = {{Zeitschrift für Hochschulentwicklung}},
  keywords     = {{E-Learning, digitale Medien, problembasiertes Lernen, Lehrerbildung, Diagnostik}},
  number       = {{3}},
  pages        = {{213--245}},
  title        = {{{Spielend Lehrer/in werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern. }}},
  volume       = {{11}},
  year         = {{2016}},
}

@inbook{46944,
  author       = {{Klingsieck, Katrin B. and Al-Kabbani, Daniel and Bohndick, Carla and Hilkenmeier, Johanna and König, Sebastian and Müsche, Hanna and Praetorius, Saskia and Sommer, Sabrina}},
  booktitle    = {{Psychologiedidaktik und Evaluation XI }},
  editor       = {{Krämer, M. and Preisner, S. and Brusdeylins, K.}},
  pages        = {{203--211}},
  publisher    = {{Shaker Verlag}},
  title        = {{{Gamebasiertes Lernen in der Lehrerbildung – spielend zur diagnostisch kompetenten Lehrkraft werden}}},
  year         = {{2016}},
}

@article{35422,
  author       = {{Klingsieck, Katrin B. and Al-Kabbani, Daniel and Bohndick, Carla and Hilkenmeier, Johanna and König, Sebastian and Müsche, Hanna  and Praetorius, Saskia and Sommer, Sabrina}},
  journal      = {{die hochschullehre}},
  title        = {{{Spielend eine diagnostisch kompetente Lehrkraft werden – mit der game- und e-learningbasierten, problemorientierten und selbstgesteuerten Lernumgebung GEProS.}}},
  volume       = {{2}},
  year         = {{2016}},
}

@article{49283,
  abstract     = {{<jats:p>Schwerpunkt des im Beitrag beschriebenen Forschungs- und Lehrprojektes ist das Lernen anhand von praxisnahen Fallbeispielen im Rahmen eines viertägigen Blockseminars in der universitären Lehrerinnen- und Lehrerbildung. Zur Überprüfung der Wirksamkeit des Seminarkonzepts wurde der Frage nachgegangen, ob Studierende der Blockveranstaltung, die eine Arbeit mit realitätsnahen Fallbeispielen beinhaltet, einen höheren Zuwachs an Wissensinhalten und Selbstwirksamkeit aufweisen als Studierende einer wöchentlichen Veranstaltung, die gleichermassen auf der Arbeit mit Fallbeispielen aufbaut. Die Studierenden wurden zu drei Messzeitpunkten getestet und befragt. Die Ergebnisse bestätigen, dass die Teilnehmenden aus der Blockveranstaltung über einen höheren Wissenszuwachs verfügten als die Studierenden der wöchentlichen Veranstaltung. Hinsichtlich der Selbstwirksamkeit bezüglich diagnostischer Kompetenzen ergaben sich keine signifikanten Unterschiede.</jats:p>}},
  author       = {{Hilkenmeier, Johanna and Sommer, Sabrina}},
  issn         = {{2296-9632}},
  journal      = {{BzL - Beiträge zur Lehrerinnen- und Lehrerbildung}},
  number       = {{1}},
  pages        = {{88--100}},
  publisher    = {{University of Bern}},
  title        = {{{Praxisnahe Fallarbeit – Block versus wöchentliches Seminar. Ein Vergleich zweier Veranstaltungsformate in der Lehrerin­nen- und Lehrerbildung}}},
  doi          = {{10.36950/bzl.32.2014.9626}},
  volume       = {{32}},
  year         = {{2014}},
}

@article{49294,
  author       = {{Sommer, Sabrina and Saupe, Jeanine and Brunner, Ewald J.  and Buhl, Heike M.}},
  journal      = {{Zeitschrift für   Soziologie der Erziehung und Sozialisation}},
  pages        = {{422--438}},
  title        = {{{Die Bedeutung von Einstellungen zur Vorhersage von Pflegebereitschaft.}}},
  volume       = {{34}},
  year         = {{2014}},
}