@book{57762,
  editor       = {{Alpsancar, Suzana and Friedrich, Alexander and Gehring, Petra and Kaminski, Andreas and Nordmann, Alfred}},
  publisher    = {{Nomos}},
  title        = {{{Der Sog des Neuen (und der Schock des Alten). Jahrbuch Technikphilosophie 2024}}},
  year         = {{2024}},
}

@article{57846,
  abstract     = {{<jats:p> Abstract: Teachers require various generic competencies that are not addressed explicitly in the teacher education program, such as learning strategies. Although universities offer student teachers extracurricular opportunities to develop these competencies, few students seize them. Our training program fosters students’ self-regulated competency development: Self-reflection as an important first step to self-regulated competency development is addressed through an online self-assessment tool providing individual feedback and suggestions for further development. Forming and implementing intentions to develop competencies is addressed by a workshop based on an evidence-based self-management training program and group coaching sessions to bridge potential intention–behavior gaps. After the training program, the experimental group ( n = 32) showed a more favorable development in self-reflection, procrastination, and participation in competency-enhancing offers than the control group ( n = 34). The results show that supporting students in their self-regulated competency development can be an important key in their professional development. </jats:p>}},
  author       = {{Kaemper, Mara and Buhl, Heike M. and Klingsieck, Katrin B.}},
  issn         = {{0049-8637}},
  journal      = {{Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie}},
  number       = {{4}},
  pages        = {{197--208}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{How to Improve Student Teachers’ Self-Regulated Competency Development}}},
  doi          = {{10.1026/0049-8637/a000301}},
  volume       = {{56}},
  year         = {{2024}},
}

@article{57892,
  abstract     = {{The present paper discusses the extent to which Large Language Models (LLMs) may affect the scientific enterprise, reinforcing or mitigating existing structural inequalities expressed by the Matthew Effect and introducing a “bot delusion” in academia. In a theory-led thought experiment, we first focus on the academic publication and citation system and develop three scenarios of the anticipated consequences of using LLMs: reproducing content and status quo (Scenario 1), enabling content coherence evaluation (Scenario 2) and content evaluation (Scenario 3). Second, we discuss the interaction between the use of LLMs and academic (counter)norms for citation selection and their impact on the publication and citation system. Finally, we introduce communal counter-norms to capture academics’ loyal citation behavior and develop three future scenarios that academia may face when LLMs are widely used in the research process, namely status quo future of science, mixed-access future, and open science future.}},
  author       = {{Wieczorek, Oliver and Steinhardt, Isabel and Schmidt, Rebecca and Mauermeister, Sylvi and Schneijderberg, Christian}},
  issn         = {{0016-3287}},
  journal      = {{Futures}},
  keywords     = {{Large Language Models, Matthew Effect, Academic Publishing and Citation Systems, Scientific Norms, Thought Experiment}},
  publisher    = {{Elsevier BV}},
  title        = {{{The Bot Delusion. Large language models and anticipated consequences for academics’ publication and citation behavior}}},
  doi          = {{10.1016/j.futures.2024.103537}},
  volume       = {{166}},
  year         = {{2024}},
}

@inproceedings{57903,
  author       = {{Bobe, Julia and Klingsieck, Katrin B.}},
  location     = {{Wien}},
  title        = {{{Der Einfluss des antizipierten subjektiven Unwohlseins auf akademische Prokrastination }}},
  year         = {{2024}},
}

@inbook{58110,
  author       = {{Gruchel, Nicole and Kamin, Anna-Maria}},
  booktitle    = {{Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis}},
  editor       = {{Schindler, Lara }},
  isbn         = {{9783556098424}},
  pages        = {{305 -- 326}},
  publisher    = {{Carl Link}},
  title        = {{{Mediennutzung von Eltern}}},
  year         = {{2024}},
}

@article{58808,
  author       = {{Milkov, Nikolay}},
  isbn         = {{0036-0163}},
  journal      = {{Russell: th Journal for Bertrand Russell Studies}},
  number       = {{1}},
  pages        = {{114--119}},
  publisher    = {{The Johns Hopkins University Press}},
  title        = {{{Whitehead and Russell: Odd Couple? Review of Whitehead und Russell: Perspektiven, Konvergenzen, Dissonanzen, hg. von Ch. Kann und D. Sölch}}},
  doi          = {{10.1353/rss.2024.a929934}},
  volume       = {{44}},
  year         = {{2024}},
}

@inbook{56177,
  author       = {{Knoll, Lisa}},
  booktitle    = {{The Routledge International Handbook of Valuation and Society}},
  editor       = {{Krüger, Anne and Peetz, Thorsten and Schaefer, Hilmar}},
  pages        = {{316--325}},
  publisher    = {{Routledge}},
  title        = {{{Valuation and Sustainability}}},
  year         = {{2024}},
}

@article{49564,
  author       = {{Knoll, Lisa and Fraser, Alec}},
  journal      = {{Economy and Society}},
  number       = {{1}},
  pages        = {{92–111}},
  title        = {{{Social Impact Bond Assetization Struggles. A Comparative Case Study of the UK and Germany}}},
  doi          = {{https://doi.org/10.1080/03085147.2024.2309802}},
  volume       = {{53}},
  year         = {{2024}},
}

@book{55868,
  editor       = {{Adolphi, Rainer and Hahn, Susanne and Kettner, Matthias}},
  isbn         = {{978-3-8376-7497-2}},
  pages        = {{464}},
  publisher    = {{transcript}},
  title        = {{{Philosophische Digitalisierungsforschung  Verantwortung, Verständigung, Vernunft, Macht}}},
  year         = {{2024}},
}

@article{48486,
  abstract     = {{<jats:title>Abstract</jats:title><jats:sec><jats:title>Introduction</jats:title><jats:p>In Europe, most Internet searches for school‐related tasks are situated at home, where parents can support adolescents. Although the frequency (quantity) of parental support has already been analyzed, a research gap exists concerning the quality of parental support in adolescents' information‐related Internet use. The quality of parental support in the field of homework involvement is known to be a predictor of adolescents' learning motivation and academic achievement, often discussed with regard to self‐determination theory (SDT) in terms of autonomy support, structure, emotional support, and control. These categories were adapted in this study to analyze parents' support in adolescents' Internet searching activities.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>Using a mixed‐methods approach, we combined quantitative questionnaires and qualitative observations to analyze joint information‐related Internet uses. Therefore, 243 parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed by videography in 2019/2020 in Germany. The adolescents were 11 years old, on average.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>The parents rated all qualities higher than the adolescents. Emotional support was rated highest by both groups, whereas structure was rated lowest. Adolescents' and parents' view on parental support differ. The qualitative study revealed parents' often interfering behavior, whereas emotional support was low. Further, the active role of adolescents was highlighted in both quantitative and qualitative data.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>By combining quantitative and qualitative approaches, we demonstrated a fruitful application of SDT in analyzing the quality of parental support during adolescents' Internet searches at home and shed light on the co‐construction of joint Internet searches.</jats:p></jats:sec>}},
  author       = {{Kurock, Ricarda and Teichert, Jeannine and Meister, Dorothee M. and Gerhardts, Lara and Buhl, Heike M. and Bonanati, Sabrina}},
  issn         = {{0140-1971}},
  journal      = {{Journal of Adolescence}},
  keywords     = {{Psychiatry and Mental health, Developmental and Educational Psychology, Social Psychology, Pediatrics, Perinatology and Child Health}},
  number       = {{3}},
  pages        = {{566--579}},
  publisher    = {{Wiley}},
  title        = {{{A mixed‐methods study of the quality of parental support during adolescents' information‐related Internet use as a co‐construction process}}},
  doi          = {{http://dx.doi.org/10.1002/jad.12264}},
  volume       = {{96}},
  year         = {{2024}},
}

@book{58692,
  editor       = {{Alpsancar, Suzana}},
  isbn         = {{ISBN 978-3-7560-1830-7}},
  publisher    = {{Nomos}},
  title        = {{{ Der Sog des Neuen und der Schock des Alten Jahrbuch Technikphilosophie 2024 }}},
  volume       = {{10. Jahrgang}},
  year         = {{2024}},
}

@inproceedings{56994,
  author       = {{Schaffer, Michael and Buhl, Heike M.}},
  booktitle    = {{53rd DGPs Congress - Abstracts}},
  editor       = {{Ansorge, Ulrich and Szaszkó, Bence and Werner, Lena}},
  location     = {{Vienna}},
  title        = {{{The mental representation of the object of explanation in the process of co-constructive explanations}}},
  year         = {{2024}},
}

@misc{58262,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{zbMATH Open, Zbl. 1542.01013}},
  title        = {{{Volkert, Klaus, „Drei mathematische Freunde über Poincaré“, Philosophia Scientiæ 27.3 (2023), 129–159. }}},
  year         = {{2024}},
}

@misc{56262,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{zbMATH Open, Zbl. 1533.01004}},
  title        = {{{Morscher, Edgar, Bernard Bolzano’s System der Philosophie (Bernard Bolzano-Gesamtausgabe. Einleitungsband, Tl. 3), Frommann-Holzboog Verlag, Eckhart Holzboog: Stuttgart-Bad Cannstatt 2024. }}},
  year         = {{2024}},
}

@inbook{56887,
  author       = {{Kamin, Anna-Maria and Meister, Dorothee M. and Buhl, Heike M.}},
  booktitle    = {{Medien - Bildung - Forschung. Integrative und interdisziplinäre Perspektiven}},
  editor       = {{Aßmann, Sandra  and Grafe , Silke  and Martin, Alexander}},
  publisher    = {{Julius Klinkhardt}},
  title        = {{{Elterliche Unterstützung beim Lernen mit digitalen Medien }}},
  year         = {{2024}},
}

@misc{60921,
  author       = {{Schmidt, Rebecca}},
  booktitle    = {{Sozialwissenschaftliche Methodenberatung}},
  title        = {{{Automatische Transkriptionssoftware - ein Erfahrungsbericht}}},
  year         = {{2024}},
}

@misc{61115,
  author       = {{Peckhaus, Volker}},
  publisher    = {{Universität Paderborn}},
  title        = {{{Fotografie: „Aristoteles am Apothekenerker des Rathauses in Lemgo“, in: Volker Peckhaus und Sebastian Luft: Philosophische Übergänge. Die Abschiedsvorlesung von Volker Peckhaus und die Antrittsvorlesung von Sebastian Luft im Oktober 2023, hg. v. Vanessa Albus, Universität Paderborn: Paderborn (PUR #163), 39}}},
  year         = {{2024}},
}

@misc{61114,
  author       = {{Peckhaus, Volker}},
  publisher    = {{Universität Paderborn}},
  title        = {{{Fotografie: „Ratio an der Lateinschule in Alfeld“, in: Volker Peckhaus und Sebastian Luft: Philosophische Übergänge. Die Abschiedsvorlesung von Volker Peckhaus und die Antrittsvorlesung von Sebastian Luft im Oktober 2023, hg. v. Vanessa Albus, Universität Paderborn: Paderborn (PUR #163), 34–35}}},
  year         = {{2024}},
}

@misc{17752,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{Neue Deutsche Biographie, Bd. 28: Wettstein - Zwoch}},
  pages        = {{659--660}},
  publisher    = {{Duncker & Humblot}},
  title        = {{{Zermelo }}},
  year         = {{2024}},
}

@misc{58263,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{zbMATH Open, Zbl. 07782971}},
  title        = {{{Schmidt, Gunther, Mathematik als Wissenschaft in der Gesellschaft. Historische Äußerungen und aktuelle Anregungen, Springer Spektrum: Berlin 2023, xiii, 263 S. }}},
  year         = {{2024}},
}