@inbook{65654,
  author       = {{Aebli, Hans and Scharlau, Ingrid}},
  booktitle    = {{Kindlers Literatur Lexikon (KLL)}},
  isbn         = {{9783476057280}},
  publisher    = {{J.B. Metzler}},
  title        = {{{Piaget, Jean: Le développement des quantités physiques chez l'enfant}}},
  doi          = {{10.1007/978-3-476-05728-0_16045-1}},
  year         = {{2020}},
}

@inbook{65652,
  author       = {{Aebli, Hans and Scharlau, Ingrid}},
  booktitle    = {{Kindlers Literatur Lexikon (KLL)}},
  isbn         = {{9783476057280}},
  publisher    = {{J.B. Metzler}},
  title        = {{{Piaget, Jean: La naissance de l'intelligence chez l'enfant}}},
  doi          = {{10.1007/978-3-476-05728-0_16044-1}},
  year         = {{2020}},
}

@inbook{65653,
  author       = {{Scharlau, Ingrid}},
  booktitle    = {{Kindlers Literatur Lexikon (KLL)}},
  isbn         = {{9783476057280}},
  publisher    = {{J.B. Metzler}},
  title        = {{{Piaget, Jean}}},
  doi          = {{10.1007/978-3-476-05728-0_16043-1}},
  year         = {{2020}},
}

@inbook{32157,
  author       = {{Karsten, Andrea}},
  booktitle    = {{Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen}},
  editor       = {{Wymann, Christian}},
  pages        = {{158 -- 163}},
  publisher    = {{Barbara Budrich}},
  title        = {{{Blätterwald zur Positionierung in akademischen Texten}}},
  year         = {{2019}},
}

@inbook{31658,
  author       = {{Scharlau, Ingrid and Heuer, Claudia}},
  booktitle    = {{Wissenschaftliches Lesen und Schreiben vermitteln}},
  editor       = {{Wymann, Christian}},
  publisher    = {{Budrich Verlag}},
  title        = {{{Schnelles inhaltliches Feedback zu Entwürfen}}},
  year         = {{2019}},
}

@inproceedings{31682,
  author       = {{Stratmann, Lukas and Buse, Dominik S. and Heinovski, Julian and Klingler, Florian and Sommer, Christoph and Tünnermann, Jan and Scharlau, Ingrid and Dressler, Falko}},
  booktitle    = {{INFORMATIK 2019: 50 Jahre Gesellschaft für Informatik – Informatik für Gesellschaft (Workshop-Beiträge)}},
  editor       = {{Draude, Claude and Lange, Martin and Sick, Bernhard}},
  pages        = {{ 185 -- 194 }},
  publisher    = {{Gesellschaft für Informatik e.V.}},
  title        = {{{Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments}}},
  doi          = {{ 10.18420/inf2019_ws21 }},
  year         = {{2019}},
}

@article{28687,
  abstract     = {{Although there is considerable research on and knowledge about students’ conceptual-izations of learning or academic practices and skills, the variability of these conceptu-alizations has been consistently neglected.In the present study, we address this varia-bility in the field of academic readingwith the help of a novel approach. Drawing on qualitative metaphor analysis, we report a detailed system of students’ conceptual met-aphors of reading. Ourspecific methodologicalapproach to identify the structure of these conceptual metaphorsallowsto analyze subjective agency on a lexical as well as grammatical level.The conceptual metaphors we identified by this method are markedly variable, although they create an overall impression of medium to low agency, that is a reader who is only weakly active or potent. Interrater reliability of the coding system was very good. We also report and analyze the frequency of the conceptual metaphors ina sample of 143 texts written by bachelor students.}},
  author       = {{Scharlau, Ingrid and Körber, Miriam and Karsten, Andrea}},
  issn         = {{2295-3159}},
  journal      = {{Frontline Learning Research}},
  keywords     = {{metaphor, conceptual metaphor, metaphor analysis, academic reading, transitivity}},
  number       = {{4}},
  pages        = {{25 -- 57}},
  title        = {{{Plunging into a world? A novel approach to undergraduates’ metaphors of reading}}},
  doi          = {{10.14786/flr.v7i4.559}},
  volume       = {{9}},
  year         = {{2019}},
}

@article{28986,
  abstract     = {{With the present exploration, we aimed to answer the question whether distinct disciplinary cultures are present at today’s universities. To this purpose, we conducted 16 interviews with scholars from different disciplines. Qualitative analysis shows that disciplinary cultures in a narrow, epistemological sense (including forms of knowledge and work as well as organisation of teaching and learning) are perceived as distinct aspects of higher education and deemed important. Disciplinary cultures in a broader sense related to lifestyle and habitus, however, were hardly reported and not perceived as characteristic. Questions of social selectivity or inequality within universities were rarely touched in the interviews. Own cultures are typically described as rather heterogeneous, which is not the case for other cultures. Handling of possible cultures as well as differences by the interviewees turned out to be very cautious, at the same time restrained and respectful. Even where differences are observed or different values are revealed, there is little evidence of disputes. Consequences of these findings for research into disciplinary cultures and higher education are discussed.}},
  author       = {{Scharlau, Ingrid and Huber, Ludwig}},
  journal      = {{die hochschullehre}},
  keywords     = {{disciplinary culture, habitus, distinctions}},
  title        = {{{Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.}}},
  volume       = {{5}},
  year         = {{2019}},
}

@article{28992,
  abstract     = {{<jats:p> Abstract. Academic writing is a complex and demanding activity that plays an important role in self-regulated learning settings within higher education. Self-efficacy and self-regulation are crucial factors for success and failure in academic writing. Because of the lack of adequate instruments, assessment of these factors is still limited. This paper introduces a scale for the assessment of self-efficacy for self-regulation of academic writing (SSAW). We deductively developed the SSAW scale and then conducted three studies in order to test and validate the scale. The first study ( N = 121) resulted in a brief scale with good psychometric properties. The second study ( N = 660) showed the scale’s factorial validity. The third study ( N = 188) provided evidence for the convergent validity of the SSAW scale. In sum, these studies yield a reliable, valid, and economic scale. The results are discussed with regard to the usefulness of the SSAW scale for research and practice in higher education. </jats:p>}},
  author       = {{Golombek, Christiane and Klingsieck, Katrin B. and Scharlau, Ingrid}},
  issn         = {{1015-5759}},
  journal      = {{European Journal of Psychological Assessment}},
  number       = {{5}},
  pages        = {{751 -- 761}},
  title        = {{{Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale}}},
  doi          = {{10.1027/1015-5759/a000452}},
  volume       = {{35}},
  year         = {{2019}},
}

@inbook{31657,
  abstract     = {{Die Forderung nach evidenzbasierter Arbeit verbreitet sich zunehmend auch in der Hochschuldidaktik. In diesem Beitrag wird das Konzept der Evidenzbasierung kritisch analysiert und geprüft, ob bzw. unter welchen Bedingungen, es für die Bewertung schreibdidaktischer Arbeit taugt. Zudem werden alternative Überlegungen dazu, wie der Nutzen schreibdidaktischer Maßnahmen erkundet und geprüft werden kann, entwickelt.}},
  author       = {{Scharlau, Ingrid and Klingsieck, Katrin B.}},
  booktitle    = {{Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?}},
  editor       = {{Hirsch-Weber, Andreas and Loesch, Cristina and Scherer, Stefan}},
  pages        = {{207 -- 226}},
  publisher    = {{Beltz (Juventa)}},
  title        = {{{Zur Positionierung der Forschung an Schreibzentren}}},
  year         = {{2019}},
}

@article{46949,
  author       = {{Klingsieck, Katrin B. and Marker, Rabea}},
  journal      = {{die hochschullehre}},
  number       = {{2019}},
  pages        = {{825--838}},
  title        = {{{Zweifel am Studium. Konzeptuelle Überlegungen und eine erste empirische Annäherung}}},
  volume       = {{5}},
  year         = {{2019}},
}

@article{32156,
  abstract     = {{How do ideas come into being? Our contribution takes its starting point in an observation
we made in empirical data from a prior study. The data center around an instant of an
academic writer’s thinking during the revision of a scientific paper. Through a detailed
discourse-oriented micro-analysis, we zoom in on the writer’s thinking activity and uncover
the genesis of a complex idea through a sequence of interrelated moments. These
moments feature different degrees of “crystallization” of the idea; from gestures, a sketch,
a short written note, oral explanations to a final spelled-out written argument. For this
contribution, we re-analyze the material, asking how the idea gets formed during the
thinking process and how it reaches a tangible form, which is understandable both for
the thinker and for other persons. We root our analysis in a notion of language as social,
embodied, and dialogical activity, drawing on concepts from Humboldt, Jakubinskij, and
Vygotsky. We focus our analysis on three conceptual nodes. The first node is the ebbing
and advancing of language in idea formation – observable as a trajectory through linguistically more condensed or more expanded utterance forms. The second node is the degree of objectification that the idea reaches when it is performed differently in a variety of addressivity constellations, i.e., whether and how it becomes understandable to the thinker and to others in the social sphere. Finally, the third node is the saturation of the idea through what we call intrapersonal intertextuality, i.e., its complex and dialogically related re-articulations in a sequence of formative moments. With these considerations, we articulate a clear consequence for theorizing thinking. We hold that thinking is social, embodied, and dialogically organized because it is entangled with language. Ideas come into being and become understandable and communicable to other persons only by and within their different, yet, intertextually related formations.}},
  author       = {{Karsten, Andrea and Bertau, Marie-Cécile}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{idea formation, language activity, objectification, intrapersonal intertextuality, articulation, Jakubinskij, Vygotsky, Humboldt}},
  title        = {{{How ideas come into being: Tracing intertextual moments in grades of objectification and publicness}}},
  doi          = {{10.3389/fpsyg.2019.02355}},
  volume       = {{10}},
  year         = {{2019}},
}

@inbook{16966,
  author       = {{Kuklinski, Christiane and Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Schaper, Niclas and Lankeit, Elisa and Leis, Elena and Schürmann, Mirko}},
  booktitle    = {{Proceedings of {CERME} 11}},
  title        = {{{Features of innovative lectures that distinguish them from traditional lectures and their evaluation by attending students}}},
  year         = {{2019}},
}

@article{37225,
  abstract     = {{<jats:p>Abstract. This study investigates factors influencing employeesʼ intention to stay. Therefore, we developed and analyzed a retention model relating to the voluntary turnover model ( Allen et al., 2010 ). We assume that the decision processes for retention and turnover might be similar. Differences can be found in the initiating factors (the drivers for leaving and staying). We combine empirically evident retention drivers, which are weighted regarding their implementation in the organization, with process variables from the turnover model. The model is tested with a sample of 881 German employees using structural equation modeling. Results show a significant indirect effect of the retention drivers on the intention to stay. The influence is mediated by the key attitudes job satisfaction and affective commitment. A psychological contract breach influences the relationship between job satisfaction and intention to stay, but not between affective commitment and intention to stay. We integrated research from Human Resource Management (HRM) into the framework of voluntary turnover.</jats:p>}},
  author       = {{Bender, Elena and Schaper, Niclas and Schürmann, Mirko}},
  issn         = {{0932-4089}},
  journal      = {{Zeitschrift für Arbeits- und Organisationspsychologie}},
  keywords     = {{Organizational Behavior and Human Resource Management, Applied Psychology}},
  number       = {{4}},
  pages        = {{238--250}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Factors Driving Employeesʼ Intention to Stay}}},
  doi          = {{10.1026/0932-4089/a000313}},
  volume       = {{63}},
  year         = {{2019}},
}

@article{41152,
  author       = {{Plöger, Wilfried and Scholl, Daniel and Schüle, Christoph and Seifert, Andreas}},
  journal      = {{Teaching and Teacher Education}},
  pages        = {{215--225}},
  title        = {{{Development of trainee teachers’ analytical competence in their induction phase – A longitudinal study comparing science and non-science teachers.}}},
  doi          = {{https://doi.org/10.1016/j.tate.2019.06.018}},
  volume       = {{85}},
  year         = {{2019}},
}

@article{41151,
  author       = {{Decius, Julian and Schaper, Niclas and Seifert, Andreas}},
  journal      = {{Human Resource Development Quarterly}},
  number       = {{4}},
  pages        = {{495--535}},
  title        = {{{Informal Workplace Learning: Development and validation of a measure.}}},
  volume       = {{30}},
  year         = {{2019}},
}

@article{28982,
  author       = {{Wildt, Eugenia and Rohlfing, Katharina and Scharlau, Ingrid}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  title        = {{{The Role of Saliency in Learning First Words}}},
  doi          = {{10.3389/fpsyg.2019.01150}},
  year         = {{2019}},
}

@inbook{35840,
  author       = {{Caruso, Carina and Seifert, Andreas}},
  booktitle    = {{Praxissemester (Religion) in NRW: Bilanz und Perspektiven}},
  editor       = {{Caruso, Carina and Woppowa, Jan}},
  pages        = {{37--51}},
  publisher    = {{Universität Paderborn}},
  title        = {{{Kompetenzprofile pädagogischen Wissens. Ein Blick auf die Entwicklung Theologistudierender im Praxissemester.}}},
  doi          = {{10.17619/UNIPB/1-603 }},
  year         = {{2019}},
}

@article{41153,
  author       = {{Teuber, Ziwen and Möer, Johanna and Webel, Luise and Seifert, Andreas}},
  issn         = {{1861-6755}},
  journal      = {{Prävention und Gesundheitsförderung}},
  keywords     = {{Public Health, Environmental and Occupational Health}},
  number       = {{3}},
  pages        = {{269--274}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Burnout und Engagement: Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells in den deutschen Schulkontext}}},
  doi          = {{10.1007/s11553-019-00752-1}},
  volume       = {{15}},
  year         = {{2019}},
}

@article{32550,
  abstract     = {{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.}},
  author       = {{Buhl, Heike M. and Sommer, Sabrina}},
  issn         = {{1613-2637}},
  journal      = {{Psychotherapie im Alter}},
  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         = {{2019}},
}