@article{30295,
  author       = {{Klingsieck, Katrin B. and John, Thomas and Kundisch, Dennis}},
  journal      = {{die hochschullehre}},
  number       = {{5}},
  pages        = {{61 -- 76}},
  title        = {{{Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination?}}},
  doi          = {{10.3278/HSL2205W}},
  volume       = {{8}},
  year         = {{2022}},
}

@article{33839,
  abstract     = {{Modeling is an integral part of many computing-related disciplines and thus also represents a curricular core component in computing education in tertiary education. Competence models in which modeling is integrated at least to some extent already exist in some of these disciplines. However, for the core component of graphical modeling, a competence model that illuminates the relevant competences in detail is still lacking. Therefore, we develop a competence model for graphical modeling with the aim to make teaching and especially assessments in the field more competence-oriented. This paper reports on the first two studies conducted to develop and validate the competence model for graphical modeling. In the first study, the structure of the competence model was developed based on theories and approaches of educational science. Competences relevant for graphical modeling were deductively derived from literature and existing university course descriptions using techniques of qualitative content analysis. The result of the first study is a preliminary competence model. In the second study, the preliminary competence model was reviewed by means of an expert rating in the modeling community. The competence model was revised and refined based on these findings and subsequent expert discussions. The main result of the investigation represents the competence model for graphical modeling (CMGM), which includes a total of 74 competence facets at different cognitive process levels in the five content areas of ”model understanding and interpreting”, ”model building and modifying”, ”values, attitudes, and beliefs”, ”metacognitive knowledge and skills”, and ”social-communicative skills”.}},
  author       = {{Soyka, Chantal and Schaper, Niclas and Bender, Elena and Striewe, Michael and Ullrich, Meike}},
  journal      = {{ACM Transactions on Computing Education}},
  keywords     = {{graphical modeling, conceptual modeling, computer science, competence model, higher education}},
  number       = {{1}},
  publisher    = {{Association for Computing Machinery}},
  title        = {{{Toward a Competence Model for Graphical Modeling}}},
  doi          = {{10.1145/3567598}},
  volume       = {{23}},
  year         = {{2022}},
}

@inproceedings{33760,
  author       = {{Ullrich, Meike and Pfeiffer, Peter and Schiefer, Gunther and Soyka, Chantal and Stottrop, Tobias and Striewe, Michael and Fettke, Peter and Loos, Peter and Oberweis, Andreas and Schaper, Niclas}},
  booktitle    = {{20. Fachtagung Bildungstechnologien (DELFI)}},
  editor       = {{Henning, Peter A. and Striewe, Michael and Wölfel, Matthias}},
  pages        = {{ 233--234 }},
  publisher    = {{Gesellschaft für Informatik e.V.}},
  title        = {{{Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung}}},
  doi          = {{ 10.18420/delfi2022-047 }},
  year         = {{2022}},
}

@inproceedings{33764,
  author       = {{Ullrich, Meike and Pfeiffer, Peter and Schiefer, Gunther and Soyka, Chantal and Stottrop, Tobias and Striewe, Michael and Fettke, Peter and Loos, Peter and Oberweis, Andreas and Schaper, Niclas}},
  booktitle    = {{20. Fachtagung Bildungstechnologien (DELFI)}},
  editor       = {{Henning, Peter A. and Striewe, Michael and Wölfel, Matthias}},
  pages        = {{ 247--248 }},
  publisher    = {{Gesellschaft für Informatik e.V.}},
  title        = {{{E-Assessment-Plattform für die grafische Modellierung}}},
  doi          = {{ 10.18420/delfi2022-053 }},
  year         = {{2022}},
}

@inproceedings{40058,
  author       = {{Decius, Julian and Knappstein, Michael and Schaper, Niclas and Seifert, Andreas}},
  booktitle    = {{European Association of Work and Organizational Psychology Congress 2022.}},
  location     = {{Glasgow}},
  title        = {{{Informal Workplace Learning at a Glance: Validation of  Short Measure for White-Collar Workers.}}},
  year         = {{2022}},
}

@inproceedings{40060,
  author       = {{Decius, Julian and Knappstein, Michael and Seifert, Andreas}},
  booktitle    = {{Hawaii International Conference On Education.}},
  location     = {{Hawaii}},
  title        = {{{Off Your Own Bat or Aided by Others: A Vignette Study on the Role of Metacognitions and Social Support for Informal Workplace Learning.}}},
  year         = {{2022}},
}

@inproceedings{40098,
  author       = {{Seifert, Andreas and Decius, Julian and Knappstein, Michael}},
  booktitle    = {{EARLI SIG14 Conference}},
  location     = {{Paderborn}},
  title        = {{{Off Your Own Bat or Aided by Others? An Investment-Reward Typology of Metacognition and Social Support at Work.}}},
  year         = {{2022}},
}

@inproceedings{40267,
  author       = {{Depenbusch, Sarah and Schürmann, Mirko and Schaper, Niclas and Seifert, Andreas and Schumacher, Jan-Philip and Straatmann, Tammo}},
  location     = {{Glasgow}},
  title        = {{{Effects of Digital Transformation on Job Satisfaction and Employee Retention: An Integrative Framework}}},
  year         = {{2022}},
}

@inproceedings{40278,
  author       = {{Rogge, Tim and Seifert, Andreas}},
  booktitle    = {{AEPF-Tagung „Lehren und Lernen neu gedacht – Konsequenzen für das zukünftige Bildungswesen“}},
  location     = {{Stuttgart}},
  title        = {{{Digitaler Wechselunterricht in der gymnasialen Oberstufe – ein Modell mit Zukunft?}}},
  year         = {{2022}},
}

@article{37100,
  author       = {{Caruso, Carina and Seifert, Andreas}},
  journal      = {{Religionspädagogische Beiträge. Journal for Religion in Education.}},
  number       = {{1}},
  pages        = {{3--15}},
  title        = {{{Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen.}}},
  volume       = {{45}},
  year         = {{2022}},
}

@inproceedings{40287,
  author       = {{Watson, Christina and Meier, Jana and Seifert, Andreas and Küth, Simon and Scholl, Daniel}},
  booktitle    = {{DGPs-Tagung „View on of Science“, Hildesheim}},
  location     = {{Hildesheim}},
  title        = {{{Validierung von Testinstrumenten durch Testmotivationsindikatoren.}}},
  year         = {{2022}},
}

@article{37032,
  author       = {{Caruso, Carina and Seifert, Andreas}},
  journal      = {{Österreichisches Religionspädagogisches Forum}},
  number       = {{1}},
  pages        = {{239--260}},
  title        = {{{Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch? Ergebnisse der Messung pädagogischer Kompetenzen Studierender in Deutschland.}}},
  volume       = {{30}},
  year         = {{2022}},
}

@article{40260,
  abstract     = {{<jats:p>BACKGROUND: Challenged by digital transformation, organizations increasingly integrate information and communication technologies into work designs. Often focal points of such digital reengineering initiatives are technical and economic aspects. Yet, as integration of new technologies affects how employee work and interact, there is a need to evaluate human-centered criteria (human-factor evaluation), optimally by involving employees as situational experts. OBJECTIVE: The present study develops an integrative and persona-based evaluation approach of human-centered criteria for application in participative digital (re-)design of work to support the joint optimization of the technical and social system. METHODS: Drawing on methods from usability evaluation, a persona-based approach is developed to facilitate comprehension and application of human-centered evaluation by employees. To that end, human-centered criteria from existing evaluation models are systemized with specific reference to digital transformation of work processes. The developed approach is tested in pilot runs of three German small and medium-sized enterprises (SMEs). RESULTS: The initial overview shows a divergence of specific human-centered criteria at the detailed level. Simultaneously, a high convergence is found for overarching dimensions and categories. The Integrative Socio-Digital Evaluation Model (ISDEM) is developed to balance complexity and abstraction of criteria. The derived persona-based approach (persISDEM) shows a good applicability in the pilot runs. CONCLUSIONS: The present study provides an amendment to existing work design approaches with an emphasis on employee participation, enabling organizations to foster employees’ comprehension and motivation to engage in evaluations of digital (re-)design of work and to create motivating and healthy jobs for successful digital transformation.</jats:p>}},
  author       = {{Schumacher, Jan-Philip and Depenbusch, Sarah and Straatmann, Tammo and Bender, Elena and Schaper, Niclas and Hamborg, Kai-Christoph}},
  issn         = {{1051-9815}},
  journal      = {{Work}},
  keywords     = {{Public Health, Environmental and Occupational Health, Rehabilitation}},
  number       = {{4}},
  pages        = {{1629--1654}},
  publisher    = {{IOS Press}},
  title        = {{{Participative human-factor evaluation in the context of digital work (re-)design}}},
  doi          = {{10.3233/wor-211248}},
  volume       = {{72}},
  year         = {{2022}},
}

@inproceedings{40283,
  author       = {{Seifert, Andreas and Watson, Christina}},
  booktitle    = {{DGPs-Tagung „View on of Science“}},
  location     = {{Hildesheim}},
  title        = {{{Qualitätssicherung im bildungswissenschaftlichen Studium – methodologische Überlegungen.}}},
  year         = {{2022}},
}

@article{34133,
  abstract     = {{<jats:p>In diesem Beitrag wird die ‚What Works‘-Debatte in der Sozialen Arbeit um die zentrale Frage nach Wirkfaktoren erweitert. Der empirische Nachweis von Wirkfaktoren in sozialarbeiterischen Interventionen ist bis heute ein Desiderat. Vor dem Hintergrund der Realist Evaluation werden in diesem Beitrag relevante Wirkfaktoren (Kontexte und Mechanismen) herausgearbeitet. Datengrundlage stellt eine Onlinebefragung von 200 fallführenden Fachpersonen in vier sozialarbeiterischen Handlungsfeldern in der deutschsprachigen Schweiz dar (Arbeitsintegration, Bewährungshilfe, Schuldnerberatung, Sozialhilfe). Die Ergebnisse verweisen auf signifi kante Wirkfaktoren von erfolgreichen Interventionen, u.a. Arbeitsstile der Fachpersonen und Verhaltensmerkmale der Klient(inn)en und können in einem allgemeinen Wirkungsmodell mit handlungsfeldübergreifenden Outcomes verdichtet werden. Diese Erkenntnisse leisten einen Beitrag zur Professionalisierung der Sozialen Arbeit sowie zur Konstruktion von Wirkungsmodellen und sollen zukünftige weitere Forschungsvorhaben in diese Richtung anregen.</jats:p>}},
  author       = {{Schneijderberg, Christian and Götze, Nicolai and Steinhardt, Isabel and Schindler, Janosch}},
  issn         = {{1619-5515}},
  journal      = {{Zeitschrift für Evaluation}},
  keywords     = {{Soziologie des Wertens und Bewertens, Peer Review, Akkreditierung, Hochschule}},
  number       = {{02}},
  pages        = {{217--244}},
  publisher    = {{Waxmann}},
  title        = {{{(Be)Werten im organisationsabhängigen Interaktionssystem: das Beispiel Peer Review in Akkreditierungsverfahren von Hochschulen und Studiengängen}}},
  doi          = {{10.31244/zfe.2022.02.03}},
  volume       = {{21}},
  year         = {{2022}},
}

@inproceedings{46282,
  author       = {{Banh, Ngoc Chi and Scharlau, Ingrid}},
  booktitle    = {{TeaP 2022 - Abstracts of the 64th Conference of Experimental Psychologists }},
  editor       = {{Malejka, Simone and Barth, Marius and Haider, Hilde and Stahl, Christoph}},
  location     = {{Cologne, Germany}},
  publisher    = {{Pabst Science Publishers}},
  title        = {{{Effects of verbal negation on TVA’s capacity and weight parameters}}},
  doi          = {{10.23668/psycharchives.5677}},
  year         = {{2022}},
}

@inproceedings{46289,
  author       = {{Banh, Ngoc Chi and Scharlau, Ingrid and Rohlfing, Katharina J.}},
  booktitle    = {{52. Kongress der Deutschen Gesellschaft für Psychologie}},
  editor       = {{Bermeitinger, Christina  and Greve, Werner }},
  location     = {{Hildesheim, Germany}},
  title        = {{{Folgen wiederholter Negation auf die Aufmerksamkeit}}},
  year         = {{2022}},
}

@phdthesis{47145,
  abstract     = {{Hochschulische Bildungsverläufe und -erfolge sind in Deutschland anhaltend maßgeblich von der sozialen Herkunft beeinflusst. Gleichzeitig bestehen Anforderungen an moderne Gesellschaften, Unterschiede in den bildungsbezogenen Chancen abzuschaffen, die nicht aus Leistungsunterschieden, sondern aus der Zugehörigkeit zu bestimmten sozialen Gruppen resultieren. Auch angesichts der hohen Bedeutung der Studieneingangsphase für den Studienerfolg stellt sich die Frage, wie sich Unterschiede in den ökonomischen und kulturellen Ressourcen der Herkunftsfamilie auf den Verlauf der Studieneingangsphase auswirken. Welche Unterschiede zeigen sich in den Bedingungen des Studienverbleibs, der Ausstattung mit studienverbleibsrelevanten Ressourcen und dem Umgang mit Problemen? Die Untersuchung zeigt vor allem zweierlei: Zum einen sind die Schwierigkeiten mit den universitären und fachspezifischen Bedingungen, die bereits nach dem ersten Studiensemester sichtbar werden, stark abhängig von der Fächergruppe, in der studiert wird. Zum anderen ist für das Gelingen der Studieneingangsphase das kulturelle Kapital der Herkunftsfamilie von größerer Bedeutung als das ökonomische Kapital. Die Ergebnisse sind gleichermaßen für die Bildungs- wie die Ungleichheitsforschung relevant und erlauben es, Handlungsoptionen zur Gestaltung der Studieneingangsphase abzuleiten.
}},
  author       = {{Mauermeister, Sylvi}},
  pages        = {{390}},
  publisher    = {{BWV – Berliner Wissenschafts Verlag}},
  title        = {{{Eingeschrieben und Geblieben. Herkunftsgruppenspezifische Bedingungen des Studienverbleibs nach der Studieneingangsphase an Universitäten.}}},
  year         = {{2022}},
}

@techreport{47144,
  author       = {{Schneider, Sebastian and Mauermeister, Sylvi and Aust, Robert and Henke, Justus}},
  isbn         = {{978-3-937573-85-4}},
  pages        = {{114}},
  publisher    = {{Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität}},
  title        = {{{Paralleluniversen des Wissenschaftsmanagements: Ein Vergleich zwischen Hochschulen und außeruniversitären Forschungseinrichtungen.}}},
  volume       = {{119}},
  year         = {{2022}},
}

@misc{37082,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{Mathematical Reviews, MR4090716}},
  title        = {{{Serfati, Michael, Leibniz and the Invention of Mathematical Transcendence, Franz Steiner Verlag: Stuttgart 2018 (Studia Leibnitiana Sonderheft; 54). }}},
  year         = {{2022}},
}