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Schreiber, Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer 42 (2021).","mla":"Scharlau, Ingrid, et al. “ „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung.” <i>Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer</i>, vol. 42, 2021.","bibtex":"@article{Scharlau_Patrzek_Schreiber_2021, title={ „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung}, volume={42}, journal={Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer}, author={Scharlau, Ingrid and Patrzek, Justine and Schreiber, Christine}, year={2021} }","ama":"Scharlau I, Patrzek J, Schreiber C.  „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung. <i>Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer</i>. 2021;42."},"user_id":"82463","volume":42,"language":[{"iso":"ger"}],"_id":"31667","date_updated":"2025-05-02T07:17:53Z","publication_status":"published","intvolume":"        42","title":" „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung","status":"public","year":"2021","author":[{"first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid","id":"451"},{"full_name":"Patrzek, Justine","first_name":"Justine","last_name":"Patrzek","id":"82463"},{"full_name":"Schreiber, Christine","first_name":"Christine","last_name":"Schreiber"}]},{"user_id":"36716","volume":16,"page":"22-27","_id":"35421","language":[{"iso":"eng"}],"date_updated":"2025-11-04T07:54:55Z","intvolume":"        16","title":"Prokrastination bei Studierenden verringern durch Anwendung eines Ratgebers im Gruppensetting","year":"2021","status":"public","author":[{"full_name":"Korsmeier, Theresa ","first_name":"Theresa ","last_name":"Korsmeier"},{"id":"81770","first_name":"Julia","last_name":"Bobe","full_name":"Bobe, Julia"},{"id":"36716","last_name":"Klingsieck","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B."}],"type":"journal_article","department":[{"_id":"31"}],"date_created":"2023-01-08T16:23:59Z","extern":"1","publication":"Zeitschrift für Beratung und Studium","citation":{"bibtex":"@article{Korsmeier_Bobe_Klingsieck_2021, title={Prokrastination bei Studierenden verringern durch Anwendung eines Ratgebers im Gruppensetting}, volume={16}, journal={Zeitschrift für Beratung und Studium}, author={Korsmeier, Theresa  and Bobe, Julia and Klingsieck, Katrin B.}, year={2021}, pages={22–27} }","ama":"Korsmeier T, Bobe J, Klingsieck KB. Prokrastination bei Studierenden verringern durch Anwendung eines Ratgebers im Gruppensetting. <i>Zeitschrift für Beratung und Studium</i>. 2021;16:22-27.","mla":"Korsmeier, Theresa, et al. “Prokrastination Bei Studierenden Verringern Durch Anwendung Eines Ratgebers Im Gruppensetting.” <i>Zeitschrift Für Beratung Und Studium</i>, vol. 16, 2021, pp. 22–27.","short":"T. Korsmeier, J. Bobe, K.B. Klingsieck, Zeitschrift Für Beratung Und Studium 16 (2021) 22–27.","chicago":"Korsmeier, Theresa , Julia Bobe, and Katrin B. Klingsieck. “Prokrastination Bei Studierenden Verringern Durch Anwendung Eines Ratgebers Im Gruppensetting.” <i>Zeitschrift Für Beratung Und Studium</i> 16 (2021): 22–27.","ieee":"T. Korsmeier, J. Bobe, and K. B. Klingsieck, “Prokrastination bei Studierenden verringern durch Anwendung eines Ratgebers im Gruppensetting,” <i>Zeitschrift für Beratung und Studium</i>, vol. 16, pp. 22–27, 2021.","apa":"Korsmeier, T., Bobe, J., &#38; Klingsieck, K. B. (2021). Prokrastination bei Studierenden verringern durch Anwendung eines Ratgebers im Gruppensetting. <i>Zeitschrift Für Beratung Und Studium</i>, <i>16</i>, 22–27."}},{"intvolume":"       113","publication_status":"published","date_updated":"2025-07-16T08:32:56Z","publication_identifier":{"issn":["0012-0731","2699-5379"]},"author":[{"first_name":"Sabrina","last_name":"Bonanati","full_name":"Bonanati, Sabrina"},{"id":"38556","last_name":"Gruchel","first_name":"Nicole","full_name":"Gruchel, Nicole"},{"last_name":"Kurock","first_name":"Ricarda","full_name":"Kurock, Ricarda","id":"78797"},{"full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl","id":"27152"}],"title":"Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen","year":"2021","doi":"10.31244/dds.2021.03.04","language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","url":"https://www.waxmann.com/index.php?eID=download&id_artikel=ART104590&uid=frei"}],"abstract":[{"text":"Family-Literacy-Programme stellen eine gute Möglichkeit dar, Eltern in Bildungsprozesse\r\neinzubeziehen. Am Beispiel des Programms „LIFE – Lesen in Familie erleben“ wird\r\ndie Wirkung auf elterliche Unterstützung beim Lesenlernen von Erstklässler*innen unter Einbezug von Eltern- und Kinderperspektive untersucht. Sowohl direkt nach dem\r\nProgramm als auch ein halbes Jahr später wirkte das Programm positiv auf verschiedene\r\nArten der Anschlusskommunikation beim gemeinsamen Lesen.","lang":"ger"}],"issue":"3","publication":"Die Deutsche Schule","department":[{"_id":"427"}],"keyword":["Kooperation","Familie","Lesekompetenz","Längsschnittstudie","Intervention"],"type":"journal_article","date_created":"2022-08-03T06:04:41Z","status":"public","volume":113,"user_id":"27152","_id":"32562","publisher":"Waxmann","page":"282-301","project":[{"name":"LIFE - Lesen in Familie erleben","_id":"381"}],"citation":{"apa":"Bonanati, S., Gruchel, N., Kurock, R., &#38; Buhl, H. M. (2021). Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen. <i>Die Deutsche Schule</i>, <i>113</i>(3), 282–301. <a href=\"https://doi.org/10.31244/dds.2021.03.04\">https://doi.org/10.31244/dds.2021.03.04</a>","mla":"Bonanati, Sabrina, et al. “Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen.” <i>Die Deutsche Schule</i>, vol. 113, no. 3, Waxmann, 2021, pp. 282–301, doi:<a href=\"https://doi.org/10.31244/dds.2021.03.04\">10.31244/dds.2021.03.04</a>.","ieee":"S. Bonanati, N. Gruchel, R. Kurock, and H. M. Buhl, “Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen,” <i>Die Deutsche Schule</i>, vol. 113, no. 3, pp. 282–301, 2021, doi: <a href=\"https://doi.org/10.31244/dds.2021.03.04\">10.31244/dds.2021.03.04</a>.","short":"S. Bonanati, N. Gruchel, R. Kurock, H.M. Buhl, Die Deutsche Schule 113 (2021) 282–301.","ama":"Bonanati S, Gruchel N, Kurock R, Buhl HM. Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen. <i>Die Deutsche Schule</i>. 2021;113(3):282-301. doi:<a href=\"https://doi.org/10.31244/dds.2021.03.04\">10.31244/dds.2021.03.04</a>","chicago":"Bonanati, Sabrina, Nicole Gruchel, Ricarda Kurock, and Heike M. Buhl. “Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen.” <i>Die Deutsche Schule</i> 113, no. 3 (2021): 282–301. <a href=\"https://doi.org/10.31244/dds.2021.03.04\">https://doi.org/10.31244/dds.2021.03.04</a>.","bibtex":"@article{Bonanati_Gruchel_Kurock_Buhl_2021, title={Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen}, volume={113}, DOI={<a href=\"https://doi.org/10.31244/dds.2021.03.04\">10.31244/dds.2021.03.04</a>}, number={3}, journal={Die Deutsche Schule}, publisher={Waxmann}, author={Bonanati, Sabrina and Gruchel, Nicole and Kurock, Ricarda and Buhl, Heike M.}, year={2021}, pages={282–301} }"},"oa":"1"},{"oa":"1","citation":{"mla":"Bonanati, Sabrina, and Heike M. Buhl. “The Digital Home Learning Environment and Its Relation to Children’s ICT Self-Efficacy.” <i>Learning Environments Research</i>, vol. 25, no. 2, Springer Science and Business Media LLC, 2021, pp. 485–505, doi:<a href=\"https://doi.org/10.1007/s10984-021-09377-8\">10.1007/s10984-021-09377-8</a>.","ama":"Bonanati S, Buhl HM. The digital home learning environment and its relation to children’s ICT self-efficacy. <i>Learning Environments Research</i>. 2021;25(2):485-505. doi:<a href=\"https://doi.org/10.1007/s10984-021-09377-8\">10.1007/s10984-021-09377-8</a>","bibtex":"@article{Bonanati_Buhl_2021, title={The digital home learning environment and its relation to children’s ICT self-efficacy}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s10984-021-09377-8\">10.1007/s10984-021-09377-8</a>}, number={2}, journal={Learning Environments Research}, publisher={Springer Science and Business Media LLC}, author={Bonanati, Sabrina and Buhl, Heike M.}, year={2021}, pages={485–505} }","apa":"Bonanati, S., &#38; Buhl, H. M. (2021). The digital home learning environment and its relation to children’s ICT self-efficacy. <i>Learning Environments Research</i>, <i>25</i>(2), 485–505. <a href=\"https://doi.org/10.1007/s10984-021-09377-8\">https://doi.org/10.1007/s10984-021-09377-8</a>","ieee":"S. Bonanati and H. M. Buhl, “The digital home learning environment and its relation to children’s ICT self-efficacy,” <i>Learning Environments Research</i>, vol. 25, no. 2, pp. 485–505, 2021, doi: <a href=\"https://doi.org/10.1007/s10984-021-09377-8\">10.1007/s10984-021-09377-8</a>.","chicago":"Bonanati, Sabrina, and Heike M. Buhl. “The Digital Home Learning Environment and Its Relation to Children’s ICT Self-Efficacy.” <i>Learning Environments Research</i> 25, no. 2 (2021): 485–505. <a href=\"https://doi.org/10.1007/s10984-021-09377-8\">https://doi.org/10.1007/s10984-021-09377-8</a>.","short":"S. Bonanati, H.M. Buhl, Learning Environments Research 25 (2021) 485–505."},"project":[{"_id":"378","grant_number":"01JD1814A","name":"DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen elterlicher Unterstützung bei der informationsorientierten Internetnutzung"}],"page":"485-505","_id":"32558","publisher":"Springer Science and Business Media LLC","user_id":"27152","volume":25,"status":"public","date_created":"2022-08-03T05:53:48Z","type":"journal_article","keyword":["Digital media use","Gender","Home learning environment","ICT self-efcacy","Motivation","Parental involvement"],"department":[{"_id":"427"}],"issue":"2","publication":"Learning Environments Research","abstract":[{"text":"With the rapid progress of technological development, self-efficacy in reference to digital devices (i.e., information and computer technology [ICT] self-efficacy) is an important driver that helps students to deal with technological problems and support their lifelong learning processes. Schools, peers, and home learning environments are important sources for the development of positive self-efficacy. Expanding on previous research, we investigated the associations between different aspects of the digital home learning environment and students’ ICT self-efficacy. The moderation effects of gender were also tested. A total of 651 children answered a questionnaire about different digital home learning environment dimensions and estimated their ICT self-efficacy using an adapted scale—Schwarzer and Jerusalem’s (1999) general self-efficacy scale. Using the structural equation modeling technique, a digital home learning environment containing six different qualities of parental support was investigated. Families’ cultural capital, parents’ attitudes toward the Internet, and shared Internet activities at home contributed positively to ICT self-efficacy. We observed small gender differences, with the moderation effect being nonsignificant. The results help researchers and practitioners to understand how different dimensions of the digital home learning environment support ICT self-efficacy. We will discuss how parents can enhance the home learning environment and how teachers can integrate this knowledge into formal education.","lang":"eng"}],"main_file_link":[{"url":"https://link.springer.com/content/pdf/10.1007/s10984-021-09377-8.pdf","open_access":"1"}],"language":[{"iso":"eng"}],"doi":"10.1007/s10984-021-09377-8","year":"2021","title":"The digital home learning environment and its relation to children’s ICT self-efficacy","publication_identifier":{"issn":["1387-1579","1573-1855"]},"author":[{"full_name":"Bonanati, Sabrina","first_name":"Sabrina","last_name":"Bonanati"},{"full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl","id":"27152"}],"date_updated":"2025-07-16T08:38:51Z","publication_status":"published","intvolume":"        25"},{"doi":"10.1177/0192513x211054470","main_file_link":[{"url":"https://journals.sagepub.com/doi/pdf/10.1177/0192513X211054470","open_access":"1"}],"article_number":"0192513X2110544","language":[{"iso":"eng"}],"date_updated":"2025-07-16T08:38:15Z","publication_status":"published","title":"Intergenerational Value Similarity and Subjective Well-Being","year":"2021","publication_identifier":{"issn":["0192-513X","1552-5481"]},"author":[{"first_name":"Christian","last_name":"Hoellger","full_name":"Hoellger, Christian"},{"full_name":"Sommer, Sabrina","last_name":"Sommer","first_name":"Sabrina"},{"id":"27152","first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M."}],"type":"journal_article","keyword":["adult child–parent dyads","relationship quality","life satisfaction","parent–child relationship","intergenerational stake hypothesis","mediation analyses"],"department":[{"_id":"427"}],"date_created":"2022-08-03T06:03:49Z","abstract":[{"lang":"eng","text":"This investigation concentrates on the association of intergenerational value\r\nsimilarity and adult children’s and parents’subjective well-being, on the linkage\r\nbetween relationship quality and subjective well-being. Mediation effects of\r\nthe relationship quality on the associations between value similarity and\r\nsubjective well-being were focused. The sample consisted of 600 adult\r\nGerman children (53.8% women) and their parents. Dyadic correlations were\r\nconstructed to determine the value similarity. In this study, the general value\r\norientation and the family values were objects of research. We measured the\r\nsubjective well-being with the Satisfaction with Life Scale and we used the\r\nNetwork of Relationships Inventory (NRI) to measure the relationship\r\nquality. Associations between subjective well-being and value similarity, and\r\nbetween subjective well-being and relationship quality, as well as mediation\r\neffects, were found. All effects depend on gender and perspective."}],"publication":"Journal of Family Issues","user_id":"27152","publisher":"SAGE Publications","_id":"32561","status":"public","oa":"1","project":[{"name":"Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern","grant_number":"281828538","_id":"372"}],"citation":{"bibtex":"@article{Hoellger_Sommer_Buhl_2021, title={Intergenerational Value Similarity and Subjective Well-Being}, DOI={<a href=\"https://doi.org/10.1177/0192513x211054470\">10.1177/0192513x211054470</a>}, number={0192513X2110544}, journal={Journal of Family Issues}, publisher={SAGE Publications}, author={Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}, year={2021} }","chicago":"Hoellger, Christian, Sabrina Sommer, and Heike M. Buhl. “Intergenerational Value Similarity and Subjective Well-Being.” <i>Journal of Family Issues</i>, 2021. <a href=\"https://doi.org/10.1177/0192513x211054470\">https://doi.org/10.1177/0192513x211054470</a>.","short":"C. Hoellger, S. Sommer, H.M. Buhl, Journal of Family Issues (2021).","ama":"Hoellger C, Sommer S, Buhl HM. Intergenerational Value Similarity and Subjective Well-Being. <i>Journal of Family Issues</i>. Published online 2021. doi:<a href=\"https://doi.org/10.1177/0192513x211054470\">10.1177/0192513x211054470</a>","ieee":"C. Hoellger, S. Sommer, and H. M. Buhl, “Intergenerational Value Similarity and Subjective Well-Being,” <i>Journal of Family Issues</i>, Art. no. 0192513X2110544, 2021, doi: <a href=\"https://doi.org/10.1177/0192513x211054470\">10.1177/0192513x211054470</a>.","mla":"Hoellger, Christian, et al. “Intergenerational Value Similarity and Subjective Well-Being.” <i>Journal of Family Issues</i>, 0192513X2110544, SAGE Publications, 2021, doi:<a href=\"https://doi.org/10.1177/0192513x211054470\">10.1177/0192513x211054470</a>.","apa":"Hoellger, C., Sommer, S., &#38; Buhl, H. M. (2021). Intergenerational Value Similarity and Subjective Well-Being. <i>Journal of Family Issues</i>, Article 0192513X2110544. <a href=\"https://doi.org/10.1177/0192513x211054470\">https://doi.org/10.1177/0192513x211054470</a>"}},{"user_id":"27152","volume":41,"page":"432-448","_id":"32566","language":[{"iso":"ger"}],"date_updated":"2025-07-16T08:37:54Z","publication_status":"published","intvolume":"        41","year":"2021","status":"public","title":"Zusammenhang zwischen der familiären Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter","author":[{"full_name":"Hoellger, Christian","first_name":"Christian","last_name":"Hoellger"},{"full_name":"Sommer, Sabrina","first_name":"Sabrina","last_name":"Sommer"},{"full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl","id":"27152"}],"type":"journal_article","department":[{"_id":"427"}],"date_created":"2022-08-03T06:13:54Z","abstract":[{"text":"Die Querschnittsuntersuchung beschäftigt sich mit der Fragestellung, ob in Zusammenhang mit der familiären Lebenssituation Erwachsener (Elternstatus und Beziehungsstatus) Unterschiede hinsichtlich der Werteähnlichkeit zwischen ihnen und ihren Eltern bestehen. Dabei wurde die Ähnlichkeit der individuellen Grundwerte nach Schwartz (1992) fokussiert. Die Werteähnlichkeit wurde mittels dyadischer Korrelationen bestimmt (Kenny & Winquist, 2001). Die Stichprobe bestand aus N= 1047 Dyaden. Dafür nahmen 600 erwachsene Kinder (53.8 % weiblich) mit ihren Eltern (542 Mütter und 505 Väter) teil. Das Alter der teilnehmenden Kinder lag zwischen 25 und 49 Jahren (M= 33.9, SD = 6.1). Die Ergebnisse dieser Studie zeigten, dass sich die Werteähnlichkeiten in Abhängigkeit von der familiären Lebenssituation unterschieden: Die Elternschaft der erwachsenen Kinder ging mit einer größeren Werteähnlichkeit in der Mutter-Kind-Dyade einher. Ebenso konnte eine größere Werteähnlichkeit zwischen verheirateten Söhnen und deren beiden Elternteilen beobachtet werden, verglichen mit den Söhnen, die Single oder in einer Partnerschaft waren. Die Werteähnlichkeit der Töchter zu ihren Eltern unterschied sich nicht in Abhängigkeit des Beziehungsstatus.","lang":"ger"}],"project":[{"name":"Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern","_id":"372","grant_number":"281828538"}],"publication":"Zeitschrift für Soziologie der Erziehung und Sozialisation","issue":"4","citation":{"apa":"Hoellger, C., Sommer, S., &#38; Buhl, H. M. (2021). Zusammenhang zwischen der familiären Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter. <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i>, <i>41</i>(4), 432–448.","ieee":"C. Hoellger, S. Sommer, and H. M. Buhl, “Zusammenhang zwischen der familiären Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter,” <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i>, vol. 41, no. 4, pp. 432–448, 2021.","chicago":"Hoellger, Christian, Sabrina Sommer, and Heike M. Buhl. “Zusammenhang zwischen der familiären Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter.” <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i> 41, no. 4 (2021): 432–48.","short":"C. Hoellger, S. Sommer, H.M. Buhl, Zeitschrift für Soziologie der Erziehung und Sozialisation 41 (2021) 432–448.","mla":"Hoellger, Christian, et al. “Zusammenhang zwischen der familiären Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter.” <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i>, vol. 41, no. 4, 2021, pp. 432–48.","ama":"Hoellger C, Sommer S, Buhl HM. Zusammenhang zwischen der familiären Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter. <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i>. 2021;41(4):432-448.","bibtex":"@article{Hoellger_Sommer_Buhl_2021, title={Zusammenhang zwischen der familiären Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter}, volume={41}, number={4}, journal={Zeitschrift für Soziologie der Erziehung und Sozialisation}, author={Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}, year={2021}, pages={432–448} }"}},{"date_created":"2021-12-20T13:18:47Z","department":[{"_id":"462"},{"_id":"427"}],"type":"misc","citation":{"apa":"Bonanati, S., Buhl, H. M., &#38; Eickelmann, B. (2021). <i>Wie Lernen in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification</i>. Hogrefe.","mla":"Bonanati, Sabrina, et al. <i>Wie Lernen in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification</i>. Hogrefe, 2021.","ieee":"S. Bonanati, H. M. Buhl, and B. Eickelmann, <i>Wie Lernen in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification</i>. Hogrefe, 2021.","chicago":"Bonanati, Sabrina, Heike M. Buhl, and Birgit Eickelmann. <i>Wie Lernen in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification</i>. Hogrefe, 2021.","ama":"Bonanati S, Buhl HM, Eickelmann B. <i>Wie Lernen in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification</i>. Hogrefe; 2021.","short":"S. Bonanati, H.M. Buhl, B. Eickelmann, Wie Lernen in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification, Hogrefe, 2021.","bibtex":"@book{Bonanati_Buhl_Eickelmann_2021, title={Wie Lernen in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification}, publisher={Hogrefe}, author={Bonanati, Sabrina and Buhl, Heike M. and Eickelmann, Birgit}, year={2021} }"},"related_material":{"link":[{"url":"https://www.hogrefe.com/de/thema/wie-lernen-in-digitalen-lernumgebungen-motivieren-kann","relation":"confirmation"}]},"_id":"29066","publisher":"Hogrefe","language":[{"iso":"ger"}],"alternative_title":["Themenartikel"],"user_id":"27152","author":[{"full_name":"Bonanati, Sabrina","first_name":"Sabrina","last_name":"Bonanati"},{"full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl","id":"27152"},{"full_name":"Eickelmann, Birgit","orcid":"0000-0001-6124-746X","first_name":"Birgit","last_name":"Eickelmann","id":"40387"}],"title":"Wie Lernen in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification","status":"public","year":"2021","date_updated":"2025-07-16T08:35:27Z"},{"author":[{"id":"82463","full_name":"Patrzek, Justine","first_name":"Justine","last_name":"Patrzek"},{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"},{"orcid":"0000-0003-2364-9489","first_name":"Ingrid","last_name":"Scharlau","full_name":"Scharlau, Ingrid","id":"451"}],"year":"2021","status":"public","title":"Unterrichtsfach Psychologie an der Universität Paderborn","date_updated":"2025-07-16T08:35:48Z","publication_status":"published","_id":"31672","language":[{"iso":"ger"}],"page":"21 - 26","user_id":"27152","citation":{"ieee":"J. Patrzek, H. M. Buhl, and I. Scharlau, “Unterrichtsfach Psychologie an der Universität Paderborn,” <i>Psychologieunterricht</i>, pp. 21–26, 2021.","apa":"Patrzek, J., Buhl, H. M., &#38; Scharlau, I. (2021). Unterrichtsfach Psychologie an der Universität Paderborn. <i>Psychologieunterricht</i>, 21–26.","mla":"Patrzek, Justine, et al. “Unterrichtsfach Psychologie an der Universität Paderborn.” <i>Psychologieunterricht</i>, 2021, pp. 21–26.","bibtex":"@article{Patrzek_Buhl_Scharlau_2021, title={Unterrichtsfach Psychologie an der Universität Paderborn}, journal={Psychologieunterricht}, author={Patrzek, Justine and Buhl, Heike M. and Scharlau, Ingrid}, year={2021}, pages={21–26} }","ama":"Patrzek J, Buhl HM, Scharlau I. Unterrichtsfach Psychologie an der Universität Paderborn. <i>Psychologieunterricht</i>. Published online 2021:21-26.","short":"J. Patrzek, H.M. Buhl, I. Scharlau, Psychologieunterricht (2021) 21–26.","chicago":"Patrzek, Justine, Heike M. Buhl, and Ingrid Scharlau. “Unterrichtsfach Psychologie an der Universität Paderborn.” <i>Psychologieunterricht</i>, 2021, 21–26."},"publication":"Psychologieunterricht","date_created":"2022-06-05T23:49:05Z","department":[{"_id":"424"},{"_id":"427"}],"keyword":["Unterrichtsfach Psychologie"],"type":"journal_article"},{"citation":{"ieee":"L. Knoll, “Bewerten oder Prüfen? Zur Relevanz der Figur der Prüfung für die Organisationssoziologie,” in <i>Organisation und Bewertung</i>, T. Peetz and F. Meier, Eds. Wiesbaden: Springer VS, 2021, pp. 49–69.","apa":"Knoll, L. (2021). Bewerten oder Prüfen? Zur Relevanz der Figur der Prüfung für die Organisationssoziologie. In T. Peetz &#38; F. Meier (Eds.), <i>Organisation und Bewertung</i> (pp. 49–69). Springer VS.","chicago":"Knoll, Lisa. “Bewerten Oder Prüfen? Zur Relevanz Der Figur Der Prüfung Für Die Organisationssoziologie.” In <i>Organisation Und Bewertung</i>, edited by Thorsten Peetz and Frank Meier, 49–69. Reihe: “Organisationssoziologie.” Wiesbaden: Springer VS, 2021.","short":"L. Knoll, in: T. Peetz, F. Meier (Eds.), Organisation Und Bewertung, Springer VS, Wiesbaden, 2021, pp. 49–69.","mla":"Knoll, Lisa. “Bewerten Oder Prüfen? Zur Relevanz Der Figur Der Prüfung Für Die Organisationssoziologie.” <i>Organisation Und Bewertung</i>, edited by Thorsten Peetz and Frank Meier, Springer VS, 2021, pp. 49–69.","bibtex":"@inbook{Knoll_2021, place={Wiesbaden}, series={Reihe: “Organisationssoziologie”}, title={Bewerten oder Prüfen? Zur Relevanz der Figur der Prüfung für die Organisationssoziologie}, booktitle={Organisation und Bewertung}, publisher={Springer VS}, author={Knoll, Lisa}, editor={Peetz, Thorsten and Meier, Frank}, year={2021}, pages={49–69}, collection={Reihe: “Organisationssoziologie”} }","ama":"Knoll L. Bewerten oder Prüfen? Zur Relevanz der Figur der Prüfung für die Organisationssoziologie. In: Peetz T, Meier F, eds. <i>Organisation Und Bewertung</i>. Reihe: “Organisationssoziologie.” Springer VS; 2021:49-69."},"publication":"Organisation und Bewertung","department":[{"_id":"121"}],"type":"book_chapter","date_created":"2023-01-17T09:42:15Z","place":"Wiesbaden","date_updated":"2026-07-07T15:01:37Z","author":[{"id":"88789","full_name":"Knoll, Lisa","first_name":"Lisa","last_name":"Knoll"}],"year":"2021","status":"public","title":"Bewerten oder Prüfen? Zur Relevanz der Figur der Prüfung für die Organisationssoziologie","editor":[{"last_name":"Peetz","first_name":"Thorsten","full_name":"Peetz, Thorsten"},{"full_name":"Meier, Frank","first_name":"Frank","last_name":"Meier"}],"user_id":"88789","_id":"37017","series_title":"Reihe: \"Organisationssoziologie\"","language":[{"iso":"eng"}],"publisher":"Springer VS","page":"49-69"},{"page":"59-70","_id":"19684","publisher":"wbv","user_id":"53425","volume":19,"status":"public","conference":{"start_date":"2017-09-30","name":"Schreib-Peer-Tutor*innen-Konferenz 2017","location":"Köln ","end_date":"2017-10-02"},"citation":{"chicago":"Lebock, Sarah. “Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis.” <i>Journal der Schreibberatung</i> 19, no. 1 (2020): 59–70. <a href=\"https://doi.org/10.3278/JOS2001W008\">https://doi.org/10.3278/JOS2001W008</a>.","short":"S. Lebock, Journal der Schreibberatung 19 (2020) 59–70.","apa":"Lebock, S. (2020). Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis. <i>Journal der Schreibberatung</i>, <i>19</i>(1), 59–70. <a href=\"https://doi.org/10.3278/JOS2001W008\">https://doi.org/10.3278/JOS2001W008</a>","ieee":"S. Lebock, “Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis,” <i>Journal der Schreibberatung</i>, vol. 19, no. 1, pp. 59–70, 2020.","ama":"Lebock S. Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis. <i>Journal der Schreibberatung</i>. 2020;19(1):59-70. doi:<a href=\"https://doi.org/10.3278/JOS2001W008\">10.3278/JOS2001W008</a>","bibtex":"@article{Lebock_2020, title={Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis}, volume={19}, DOI={<a href=\"https://doi.org/10.3278/JOS2001W008\">10.3278/JOS2001W008</a>}, number={1}, journal={Journal der Schreibberatung}, publisher={wbv}, author={Lebock, Sarah}, year={2020}, pages={59–70} }","mla":"Lebock, Sarah. “Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis.” <i>Journal der Schreibberatung</i>, vol. 19, no. 1, wbv, 2020, pp. 59–70, doi:<a href=\"https://doi.org/10.3278/JOS2001W008\">10.3278/JOS2001W008</a>."},"quality_controlled":"1","language":[{"iso":"ger"}],"doi":"10.3278/JOS2001W008","title":"Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis","year":"2020","author":[{"id":"53425","full_name":"Lebock, Sarah","first_name":"Sarah","last_name":"Lebock"}],"date_updated":"2022-01-06T06:54:10Z","publication_status":"published","intvolume":"        19","date_created":"2020-09-25T09:17:43Z","keyword":["Expertenberatung","Prozessberatung","Rolleneinnahme","Selbstprofessionalisierung"],"type":"journal_article","department":[{"_id":"424"}],"issue":"1","publication":"Journal der Schreibberatung","abstract":[{"lang":"ger","text":"Peer-Berater*innen nehmen während eines Beratungsgespräches teilweise intuitiv, teilweise bewusst verschiedene\r\nRollen ein. Dieser Artikel soll einen Beitrag zur Reflexion über das Spannungsverhältnis zwischen der Experten- und\r\nProzessberatungsrolle leisten, um die Selbstprofessionalisierung in der Rolleneinnahme zu fördern. Dafür werden\r\nauf theoretischer Ebene die konträren Arbeitsweisen beleuchtet, auf denen beide Rollen basieren. Zur Betrachtung\r\nvon möglichen Einflussfaktoren auf die Rolleneinnahme wird ein selbst entwickeltes Modell präsentiert, welches zum\r\nAustausch über diese Faktoren motivieren soll. Zuletzt wird eine praktische Möglichkeit zur gezielten Reflexion über\r\ndie eigene Rolleneinnahme anhand eines Fragebogens vorgeschlagen."}]},{"date_created":"2020-08-06T07:06:43Z","place":"Stuttgart","department":[{"_id":"520"}],"type":"book_chapter","citation":{"bibtex":"@inbook{Peckhaus_2020, place={Stuttgart}, title={Logik}, booktitle={Gottfried Wilhelm Leibniz. Rezeption, Forschung, Ausblick}, publisher={Steiner Verlag}, author={Peckhaus, Volker}, editor={Beiderbeck, Friedrich and Li, Wenchao and Waldhoff, Stephan}, year={2020}, pages={537–547} }","short":"V. Peckhaus, in: F. Beiderbeck, W. Li, S. Waldhoff (Eds.), Gottfried Wilhelm Leibniz. Rezeption, Forschung, Ausblick, Steiner Verlag, Stuttgart, 2020, pp. 537–547.","ama":"Peckhaus V. Logik. In: Beiderbeck F, Li W, Waldhoff S, eds. <i>Gottfried Wilhelm Leibniz. Rezeption, Forschung, Ausblick</i>. Steiner Verlag; 2020:537-547.","chicago":"Peckhaus, Volker. “Logik.” In <i>Gottfried Wilhelm Leibniz. Rezeption, Forschung, Ausblick</i>, edited by Friedrich Beiderbeck, Wenchao Li, and Stephan Waldhoff, 537–47. Stuttgart: Steiner Verlag, 2020.","ieee":"V. Peckhaus, “Logik,” in <i>Gottfried Wilhelm Leibniz. Rezeption, Forschung, Ausblick</i>, F. Beiderbeck, W. Li, and S. Waldhoff, Eds. Stuttgart: Steiner Verlag, 2020, pp. 537–547.","apa":"Peckhaus, V. (2020). Logik. In F. Beiderbeck, W. Li, &#38; S. Waldhoff (Eds.), <i>Gottfried Wilhelm Leibniz. Rezeption, Forschung, Ausblick</i> (pp. 537–547). Steiner Verlag.","mla":"Peckhaus, Volker. “Logik.” <i>Gottfried Wilhelm Leibniz. Rezeption, Forschung, Ausblick</i>, edited by Friedrich Beiderbeck et al., Steiner Verlag, 2020, pp. 537–47."},"publication":"Gottfried Wilhelm Leibniz. 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November 2019</i>, vol. 155, 2020, pp. 3–4.","bibtex":"@inbook{Peckhaus_2020, place={Paderborn}, series={Paderborner Universitätsreden}, title={Grußwort}, volume={155}, booktitle={Verleihung der Ehrendoktorwürde an Maria von Welser durch die Fakultät für Kulturwissenschaften der Universität Paderborn am 14. November 2019}, author={Peckhaus, Volker}, year={2020}, pages={3–4}, collection={Paderborner Universitätsreden} }","ama":"Peckhaus V. Grußwort. In: <i>Verleihung der Ehrendoktorwürde an Maria von Welser durch die Fakultät für Kulturwissenschaften der Universität Paderborn am 14. November 2019</i>. Vol 155. Paderborner Universitätsreden. ; 2020:3-4.","ieee":"V. Peckhaus, “Grußwort,” in <i>Verleihung der Ehrendoktorwürde an Maria von Welser durch die Fakultät für Kulturwissenschaften der Universität Paderborn am 14. November 2019</i>, vol. 155, Paderborn, 2020, pp. 3–4.","apa":"Peckhaus, V. (2020). Grußwort. In <i>Verleihung der Ehrendoktorwürde an Maria von Welser durch die Fakultät für Kulturwissenschaften der Universität Paderborn am 14. November 2019</i> (Vol. 155, pp. 3–4).","short":"V. Peckhaus, in: Verleihung der Ehrendoktorwürde an Maria von Welser durch die Fakultät für Kulturwissenschaften der Universität Paderborn am 14. November 2019, Paderborn, 2020, pp. 3–4.","chicago":"Peckhaus, Volker. “Grußwort.” In <i>Verleihung der Ehrendoktorwürde an Maria von Welser durch die Fakultät für Kulturwissenschaften der Universität Paderborn am 14. November 2019</i>, 155:3–4. Paderborner Universitätsreden. 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