@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 = {{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.}}, 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}}, } @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}}, } @inbook{31783, author = {{Scharlau, Ingrid and Jenert, Tobias}}, booktitle = {{Doing Research: Wissenschaftspraktiken zwischen Positionierung und Suchanfrage}}, editor = {{Hofhues, Sandra and Schütze, Konstanze}}, isbn = {{978-3-8376-5632-9}}, pages = {{25--58}}, publisher = {{transcript}}, title = {{{*}}}, year = {{2022}}, } @article{32564, abstract = {{Internet use is significant in the everyday lives of children and can be distinguished into different uses (e.g., entertainment-related, informative or school-related). When considering the literature on internet inquiries, the family as an informal place of learning is of particular importance. Although some predictors within the family (e.g., structural factors) are widely researched, comprehensive results on the influence of parental involvement, especially parental instruction as a form of parental support during information-related internet activities, on different internet uses are still lacking. Therefore, the study investigates (1) the relationship of parental role construction, self-efficacy, internet skills, and parental instruction in information-related internet use perceived by parents and children and (2) the relationship of parental role construction, self-efficacy, internet skills, parental instruction, and children's internet uses at home (entertainment-related, practical and school-or-learning-related). The mediation effects of parental instruction were also tested. A paper-and-pencil questionnaire was answered by 361 German children and their parents. Structural equation modeling was applied to answer the research questions. We observed that children's perceived parental instruction was positively associated with children's practical and school-or-learning-related internet use. Parents' motivational factors were the strongest predictors for parents' perceived parental instruction The findings have significant implications for research and practice on how parents can be more active in fulfilling their role as supporters for children's internet use.}}, author = {{Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike M.}}, issn = {{0360-1315}}, journal = {{Computers & Education}}, publisher = {{Elsevier BV}}, title = {{{Parental involvement and Children's internet uses - Relationship with parental role construction, self-efficacy, internet skills, and parental instruction}}}, doi = {{10.1016/j.compedu.2022.104481}}, volume = {{182}}, year = {{2022}}, } @article{35144, author = {{Buhl, Heike M. and Sagolla, Nils and Bohndick, Carla}}, journal = {{Lehrerbildung auf dem Prüfstand}}, number = {{1}}, pages = {{117 -- 136}}, title = {{{Die Förderung von Reflexionskompetenz und Reflexion durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten Online-Self-Assessments}}}, volume = {{15}}, year = {{2022}}, } @article{35143, author = {{Bonanati, Sabrina and Buhl, Heike M. and Gerhardts, Lara and Kamin, Anna-Maria and Meister, Dorothee}}, journal = {{Medienimpulse}}, number = {{4}}, title = {{{Digitale häusliche Lernumgebung: Prädiktoren und Effekte elterlicher Unterstützung beim Lernen mit digitalen Medien}}}, doi = {{10.21243/mi-04-22-17}}, volume = {{60}}, year = {{2022}}, }