[{"publication":"Frontiers in Psychology","abstract":[{"lang":"eng","text":"<jats:p>Procrastination refers to voluntarily postponing an intended course of action despite expecting to be worse off for this delay, and students are considered to be especially negatively affected. According to estimates in the literature, at least half of the students believe procrastination impacts their academic achievements and well-being. As of yet, evidence-based ideas on how to differentiate severe from less severe cases of procrastination in this population do not exist, but are important in order to identify those students in need of support. The current study recruited participants from different universities in Sweden to participate in an anonymous online survey investigating self-rated levels of procrastination, impulsivity, perfectionism, anxiety, depression, stress, and quality of life. Furthermore, diagnostic criteria for pathological delay (PDC) as well as self-report items and open-ended questions were used to determine the severity of their procrastination and its associated physical and psychological issues. In total, 732 participants completed the survey. A median-split on the Pure Procrastination Scale (PPS) and the responses to the PDC were used to differentiate two groups; “less severe procrastination” (PPS ≤ 2.99; <jats:italic>n</jats:italic> = 344; 67.7% female; <jats:italic>M</jats:italic> age = 30.03; <jats:italic>SD</jats:italic> age = 9.35), and “severe procrastination” (PPS ≥ 3.00; <jats:italic>n</jats:italic> = 388; 66.2% female; <jats:italic>M</jats:italic> age = 27.76; <jats:italic>SD</jats:italic> age = 7.08). For participants in the severe group, 96–97% considered procrastination to a problem, compared to 42–48% in the less severe group. The two groups also differed with regard to considering seeking help for procrastination, 35–38% compared to 5–7%. Participants in the severe group also reported more problems of procrastination in different life domains, greater symptoms of psychological issues, and lower quality of life. A thematic analysis of the responses on what physical issues were related to procrastination revealed that these were characterized by stress and anxiety, e.g., tension, pain, and sleep and rest, while the psychological issues were related to stress and anxiety, but also depression, e.g., self-criticism, remorse, and self-esteem. The current study recommends the PPS to be used as an initial screening tool, while the PDC can more accurately determine the severity level of procrastination for a specific individual.</jats:p>"}],"date_created":"2023-01-08T16:16:58Z","department":[{"_id":"426"}],"keyword":["General Psychology"],"type":"journal_article","author":[{"first_name":"Alexander","last_name":"Rozental","full_name":"Rozental, Alexander"},{"last_name":"Forsström","first_name":"David","full_name":"Forsström, David"},{"first_name":"Ayah","last_name":"Hussoon","full_name":"Hussoon, Ayah"},{"full_name":"Klingsieck, Katrin B.","first_name":"Katrin B.","last_name":"Klingsieck","id":"36716"}],"publication_identifier":{"issn":["1664-1078"]},"year":"2022","title":"Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases","intvolume":"        13","date_updated":"2023-11-08T08:29:36Z","publication_status":"published","language":[{"iso":"eng"}],"doi":"10.3389/fpsyg.2022.783570","citation":{"ama":"Rozental A, Forsström D, Hussoon A, Klingsieck KB. Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases. <i>Frontiers in Psychology</i>. 2022;13. doi:<a href=\"https://doi.org/10.3389/fpsyg.2022.783570\">10.3389/fpsyg.2022.783570</a>","bibtex":"@article{Rozental_Forsström_Hussoon_Klingsieck_2022, title={Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases}, volume={13}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2022.783570\">10.3389/fpsyg.2022.783570</a>}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Rozental, Alexander and Forsström, David and Hussoon, Ayah and Klingsieck, Katrin B.}, year={2022} }","mla":"Rozental, Alexander, et al. “Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases.” <i>Frontiers in Psychology</i>, vol. 13, Frontiers Media SA, 2022, doi:<a href=\"https://doi.org/10.3389/fpsyg.2022.783570\">10.3389/fpsyg.2022.783570</a>.","chicago":"Rozental, Alexander, David Forsström, Ayah Hussoon, and Katrin B. Klingsieck. “Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases.” <i>Frontiers in Psychology</i> 13 (2022). <a href=\"https://doi.org/10.3389/fpsyg.2022.783570\">https://doi.org/10.3389/fpsyg.2022.783570</a>.","short":"A. Rozental, D. Forsström, A. Hussoon, K.B. Klingsieck, Frontiers in Psychology 13 (2022).","apa":"Rozental, A., Forsström, D., Hussoon, A., &#38; Klingsieck, K. B. (2022). Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases. <i>Frontiers in Psychology</i>, <i>13</i>. <a href=\"https://doi.org/10.3389/fpsyg.2022.783570\">https://doi.org/10.3389/fpsyg.2022.783570</a>","ieee":"A. Rozental, D. Forsström, A. Hussoon, and K. B. Klingsieck, “Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases,” <i>Frontiers in Psychology</i>, vol. 13, 2022, doi: <a href=\"https://doi.org/10.3389/fpsyg.2022.783570\">10.3389/fpsyg.2022.783570</a>."},"status":"public","_id":"35420","publisher":"Frontiers Media SA","volume":13,"user_id":"14931"},{"date_created":"2023-01-08T16:11:40Z","department":[{"_id":"426"}],"type":"journal_article","keyword":["Applied Psychology"],"citation":{"ieee":"J. Bobe <i>et al.</i>, “Delaying Academic Tasks and Feeling Bad About It,” <i>European Journal of Psychological Assessment</i>, 2022, doi: <a href=\"https://doi.org/10.1027/1015-5759/a000728\">10.1027/1015-5759/a000728</a>.","apa":"Bobe, J., Schnettler, T., Scheunemann, A., Fries, S., Bäulke, L., Thies, D. O., Dresel, M., Leutner, D., Wirth, J., Klingsieck, K. B., &#38; Grunschel, C. (2022). Delaying Academic Tasks and Feeling Bad About It. <i>European Journal of Psychological Assessment</i>. <a href=\"https://doi.org/10.1027/1015-5759/a000728\">https://doi.org/10.1027/1015-5759/a000728</a>","short":"J. Bobe, T. Schnettler, A. Scheunemann, S. Fries, L. Bäulke, D.O. Thies, M. Dresel, D. Leutner, J. Wirth, K.B. Klingsieck, C. Grunschel, European Journal of Psychological Assessment (2022).","chicago":"Bobe, Julia, Theresa Schnettler, Anne Scheunemann, Stefan Fries, Lisa Bäulke, Daniel O. Thies, Markus Dresel, et al. “Delaying Academic Tasks and Feeling Bad About It.” <i>European Journal of Psychological Assessment</i>, 2022. <a href=\"https://doi.org/10.1027/1015-5759/a000728\">https://doi.org/10.1027/1015-5759/a000728</a>.","mla":"Bobe, Julia, et al. “Delaying Academic Tasks and Feeling Bad About It.” <i>European Journal of Psychological Assessment</i>, Hogrefe Publishing Group, 2022, doi:<a href=\"https://doi.org/10.1027/1015-5759/a000728\">10.1027/1015-5759/a000728</a>.","bibtex":"@article{Bobe_Schnettler_Scheunemann_Fries_Bäulke_Thies_Dresel_Leutner_Wirth_Klingsieck_et al._2022, title={Delaying Academic Tasks and Feeling Bad About It}, DOI={<a href=\"https://doi.org/10.1027/1015-5759/a000728\">10.1027/1015-5759/a000728</a>}, journal={European Journal of Psychological Assessment}, publisher={Hogrefe Publishing Group}, author={Bobe, Julia and Schnettler, Theresa and Scheunemann, Anne and Fries, Stefan and Bäulke, Lisa and Thies, Daniel O. and Dresel, Markus and Leutner, Detlev and Wirth, Joachim and Klingsieck, Katrin B. and et al.}, year={2022} }","ama":"Bobe J, Schnettler T, Scheunemann A, et al. Delaying Academic Tasks and Feeling Bad About It. <i>European Journal of Psychological Assessment</i>. Published online 2022. doi:<a href=\"https://doi.org/10.1027/1015-5759/a000728\">10.1027/1015-5759/a000728</a>"},"publication":"European Journal of Psychological Assessment","abstract":[{"lang":"eng","text":"<jats:p> Abstract. Procrastination is the irrational delay of an intended task and is common among students. A delay can only be defined as procrastination when it is voluntary, the action was intended but not implemented, and the delay is accompanied by subjective discomfort. Established scales of procrastination cover mainly behavioral aspects but have neglected the emotional aspect. This inaccuracy concerning the construct validity might entail misconceptions of procrastination. Accordingly, we developed and validated the Behavioral and Emotional Academic Procrastination Scale (BEPS), which covers all aspects of the definition of procrastination. The 6-item scale measuring self-reported academic procrastination was tested in three studies. Study 1 ( N = 239) evaluated the psychometric qualities of the BEPS, indicating good item characteristics and internal consistency. Study 2 ( N = 1,441) used confirmatory factor analysis and revealed two correlated factors: one covering the behavioral aspect and the other reflecting the emotional aspect. Measurement invariance was shown through longitudinal and multigroup confirmatory factor analyses. Study 3 ( N = 234) provided evidence for the scale’s convergent validity through correlations with established procrastination scales, self-efficacy, and neuroticism. The BEPS thus economically operationalizes all characteristics of academic procrastination and appears to be a reliable and valid self-report measure. </jats:p>"}],"_id":"35415","publisher":"Hogrefe Publishing Group","language":[{"iso":"eng"}],"alternative_title":["Development and Validation of a Six-Item Scale Measuring Academic \t\t\t\t\tProcrastination"],"user_id":"14931","doi":"10.1027/1015-5759/a000728","author":[{"last_name":"Bobe","first_name":"Julia","full_name":"Bobe, Julia","id":"81770"},{"first_name":"Theresa","last_name":"Schnettler","full_name":"Schnettler, Theresa"},{"first_name":"Anne","last_name":"Scheunemann","full_name":"Scheunemann, Anne"},{"full_name":"Fries, Stefan","last_name":"Fries","first_name":"Stefan"},{"full_name":"Bäulke, Lisa","last_name":"Bäulke","first_name":"Lisa"},{"full_name":"Thies, Daniel O.","last_name":"Thies","first_name":"Daniel O."},{"last_name":"Dresel","first_name":"Markus","full_name":"Dresel, Markus"},{"first_name":"Detlev","last_name":"Leutner","full_name":"Leutner, Detlev"},{"last_name":"Wirth","first_name":"Joachim","full_name":"Wirth, Joachim"},{"id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."},{"full_name":"Grunschel, Carola","last_name":"Grunschel","first_name":"Carola"}],"publication_identifier":{"issn":["1015-5759","2151-2426"]},"year":"2022","status":"public","title":"Delaying Academic Tasks and Feeling Bad About It","publication_status":"published","date_updated":"2023-11-08T08:29:16Z"},{"date_created":"2023-01-08T16:12:11Z","department":[{"_id":"426"}],"type":"journal_article","keyword":["Developmental and Educational Psychology"],"citation":{"apa":"Grotegut, L., &#38; Klingsieck, K. B. (2022). Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden? <i>Zeitschrift für Pädagogische Psychologie</i>. <a href=\"https://doi.org/10.1024/1010-0652/a000352\">https://doi.org/10.1024/1010-0652/a000352</a>","ieee":"L. Grotegut and K. B. Klingsieck, “Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden?,” <i>Zeitschrift für Pädagogische Psychologie</i>, 2022, doi: <a href=\"https://doi.org/10.1024/1010-0652/a000352\">10.1024/1010-0652/a000352</a>.","short":"L. Grotegut, K.B. Klingsieck, Zeitschrift für Pädagogische Psychologie (2022).","chicago":"Grotegut, Lea, and Katrin B. Klingsieck. “Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden?” <i>Zeitschrift für Pädagogische Psychologie</i>, 2022. <a href=\"https://doi.org/10.1024/1010-0652/a000352\">https://doi.org/10.1024/1010-0652/a000352</a>.","mla":"Grotegut, Lea, and Katrin B. Klingsieck. “Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden?” <i>Zeitschrift für Pädagogische Psychologie</i>, Hogrefe Publishing Group, 2022, doi:<a href=\"https://doi.org/10.1024/1010-0652/a000352\">10.1024/1010-0652/a000352</a>.","ama":"Grotegut L, Klingsieck KB. Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden? <i>Zeitschrift für Pädagogische Psychologie</i>. Published online 2022. doi:<a href=\"https://doi.org/10.1024/1010-0652/a000352\">10.1024/1010-0652/a000352</a>","bibtex":"@article{Grotegut_Klingsieck_2022, title={Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden?}, DOI={<a href=\"https://doi.org/10.1024/1010-0652/a000352\">10.1024/1010-0652/a000352</a>}, journal={Zeitschrift für Pädagogische Psychologie}, publisher={Hogrefe Publishing Group}, author={Grotegut, Lea and Klingsieck, Katrin B.}, year={2022} }"},"publication":"Zeitschrift für Pädagogische Psychologie","abstract":[{"text":"<jats:p> Zusammenfassung. Eine gut ausgebildete diagnostische Kompetenz von Lehrpersonen ist eine wesentliche Voraussetzung für gelingenden Unterricht und trägt maßgeblich zur akademischen und persönlichen Entwicklung von Schülern bei. Häufig sind Lehrpersonen jedoch nur bedingt dazu in der Lage, Schülermerkmale wie Leistung, Motivation oder Ängstlichkeit adäquat zu beurteilen. Eine Förderung der diagnostischen Kompetenz sollte bereits während des Studiums stattfinden, um Lehrpersonen früh auf diagnostische Situationen in der Schulpraxis vorzubereiten und negative Konsequenzen möglicher pädagogischer Fehlentscheidungen zu vermeiden. Dieser Beitrag vergleicht eine lehrendenzentrierte, eine problembasierte und eine digitale, simulationsbasierte Maßnahme zur Förderung unterschiedlicher Aspekte diagnostischer Kompetenz an einer Stichprobe von N = 166 Lehramtsstudierenden im Hinblick auf ihre Wirksamkeit. Es zeigen sich insbesondere Vorteile der simulationsbasierten Fördermaßnahme in den Bereichen intrinsische Motivation und Interesse sowie Nachteile der lehrendenzentrierten Maßnahme im Bereich des Wissens um das systematische Vorgehen im diagnostischen Prozess und der problembasierten Maßnahme im Bereich des Extraneous Cognitive Load. Die Ergebnisse werden insbesondere im Hinblick auf ihre praktischen Implikationen im Rahmen der Lehrerbildung und zunehmend digitalisierter Lehre diskutiert. </jats:p>","lang":"eng"}],"_id":"35416","publisher":"Hogrefe Publishing Group","language":[{"iso":"ger"}],"alternative_title":["Drei Maßnahmen im Vergleich"],"doi":"10.1024/1010-0652/a000352","user_id":"14931","publication_identifier":{"issn":["1010-0652","1664-2910"]},"author":[{"id":"34280","full_name":"Grotegut, Lea","last_name":"Grotegut","first_name":"Lea"},{"id":"36716","full_name":"Klingsieck, Katrin B.","first_name":"Katrin B.","last_name":"Klingsieck"}],"year":"2022","title":"Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden?","status":"public","date_updated":"2023-11-08T08:31:03Z","publication_status":"published"},{"year":"2022","title":"Social factors of procrastination: group work can reduce procrastination among students","publication_identifier":{"issn":["1381-2890","1573-1928"]},"author":[{"full_name":"Koppenborg, Markus","first_name":"Markus","last_name":"Koppenborg"},{"last_name":"Klingsieck","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B.","id":"36716"}],"publication_status":"published","date_updated":"2023-11-08T08:30:02Z","intvolume":"        25","language":[{"iso":"eng"}],"doi":"10.1007/s11218-021-09682-3","publication":"Social Psychology of Education","issue":"1","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Research on procrastination covers a variety of individual factors (e.g., conscientiousness) and this focus is reflected in interventions against procrastination. Less emphasis is put on situational and social factors that may help students reduce procrastination, such as social interdependence. Therefore, this study investigates the relationship between interdependence with academic procrastination and affective variables. Two vignette studies with student samples (<jats:italic>N</jats:italic><jats:sub><jats:italic>1</jats:italic></jats:sub> = 320, <jats:italic>N</jats:italic><jats:sub><jats:italic>2</jats:italic></jats:sub> = 193) were conducted and data was analyzed with regression analyses and analyses of covariance. Results of both studies show lower state procrastination in group work with interdependence compared to individual work, especially in participants with high trait procrastination. This difference is more pronounced when interdependence is accompanied by an active commitment to finish the task on time. Further, interdependent group work is related to increased positive affect and decreased negative affect. The results demonstrate the relevance of situational and social factors for academic procrastination, and point toward new approaches for intervention.</jats:p>"}],"date_created":"2023-01-08T16:15:11Z","type":"journal_article","keyword":["Sociology and Political Science","Developmental and Educational Psychology","Social Psychology"],"department":[{"_id":"426"}],"status":"public","page":"249-274","_id":"35419","publisher":"Springer Science and Business Media LLC","user_id":"14931","volume":25,"citation":{"ieee":"M. Koppenborg and K. B. Klingsieck, “Social factors of procrastination: group work can reduce procrastination among students,” <i>Social Psychology of Education</i>, vol. 25, no. 1, pp. 249–274, 2022, doi: <a href=\"https://doi.org/10.1007/s11218-021-09682-3\">10.1007/s11218-021-09682-3</a>.","apa":"Koppenborg, M., &#38; Klingsieck, K. B. (2022). Social factors of procrastination: group work can reduce procrastination among students. <i>Social Psychology of Education</i>, <i>25</i>(1), 249–274. <a href=\"https://doi.org/10.1007/s11218-021-09682-3\">https://doi.org/10.1007/s11218-021-09682-3</a>","short":"M. Koppenborg, K.B. Klingsieck, Social Psychology of Education 25 (2022) 249–274.","chicago":"Koppenborg, Markus, and Katrin B. Klingsieck. “Social Factors of Procrastination: Group Work Can Reduce Procrastination among Students.” <i>Social Psychology of Education</i> 25, no. 1 (2022): 249–74. <a href=\"https://doi.org/10.1007/s11218-021-09682-3\">https://doi.org/10.1007/s11218-021-09682-3</a>.","mla":"Koppenborg, Markus, and Katrin B. Klingsieck. “Social Factors of Procrastination: Group Work Can Reduce Procrastination among Students.” <i>Social Psychology of Education</i>, vol. 25, no. 1, Springer Science and Business Media LLC, 2022, pp. 249–74, doi:<a href=\"https://doi.org/10.1007/s11218-021-09682-3\">10.1007/s11218-021-09682-3</a>.","bibtex":"@article{Koppenborg_Klingsieck_2022, title={Social factors of procrastination: group work can reduce procrastination among students}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s11218-021-09682-3\">10.1007/s11218-021-09682-3</a>}, number={1}, journal={Social Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2022}, pages={249–274} }","ama":"Koppenborg M, Klingsieck KB. Social factors of procrastination: group work can reduce procrastination among students. <i>Social Psychology of Education</i>. 2022;25(1):249-274. doi:<a href=\"https://doi.org/10.1007/s11218-021-09682-3\">10.1007/s11218-021-09682-3</a>"}},{"type":"journal_article","keyword":["Developmental and Educational Psychology","Education","Social Psychology"],"department":[{"_id":"426"}],"date_created":"2023-01-08T16:14:36Z","publication":"Learning and Individual Differences","doi":"10.1016/j.lindif.2022.102117","article_number":"102117","language":[{"iso":"eng"}],"date_updated":"2023-11-08T08:30:24Z","publication_status":"published","intvolume":"        94","title":"Group work and student procrastination","year":"2022","author":[{"last_name":"Koppenborg","first_name":"Markus","full_name":"Koppenborg, Markus"},{"id":"36716","first_name":"Katrin B.","last_name":"Klingsieck","full_name":"Klingsieck, Katrin B."}],"publication_identifier":{"issn":["1041-6080"]},"citation":{"apa":"Koppenborg, M., &#38; Klingsieck, K. B. (2022). Group work and student procrastination. <i>Learning and Individual Differences</i>, <i>94</i>, Article 102117. <a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">https://doi.org/10.1016/j.lindif.2022.102117</a>","mla":"Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.” <i>Learning and Individual Differences</i>, vol. 94, 102117, Elsevier BV, 2022, doi:<a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>.","ieee":"M. Koppenborg and K. B. Klingsieck, “Group work and student procrastination,” <i>Learning and Individual Differences</i>, vol. 94, Art. no. 102117, 2022, doi: <a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>.","ama":"Koppenborg M, Klingsieck KB. Group work and student procrastination. <i>Learning and Individual Differences</i>. 2022;94. doi:<a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>","short":"M. Koppenborg, K.B. Klingsieck, Learning and Individual Differences 94 (2022).","chicago":"Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.” <i>Learning and Individual Differences</i> 94 (2022). <a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">https://doi.org/10.1016/j.lindif.2022.102117</a>.","bibtex":"@article{Koppenborg_Klingsieck_2022, title={Group work and student procrastination}, volume={94}, DOI={<a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>}, number={102117}, journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2022} }"},"user_id":"14931","volume":94,"_id":"35418","publisher":"Elsevier BV","status":"public"},{"project":[{"grant_number":"01JD1814A","_id":"378","name":"DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen elterlicher Unterstützung bei der informationsorientierten Internetnutzung"}],"citation":{"chicago":"Bonanati, Sabrina, Ricarda Kurock, Nicole Gruchel, and Heike M. Buhl. “Kooperation von Elternhaus und Schule zum Thema ‘digitale Medien’. Unterschiede zwischen Elternhäusern und Zusammenhänge mit elterlichen Fähigkeiten zur Nutzung und Gestaltung des Internets sowie Medienerziehung.” <i>MedienPädagogik</i> 46 (2022): 72–92. <a href=\"https://doi.org/10.21240/mpaed/46/2022.01.15.x\">https://doi.org/10.21240/mpaed/46/2022.01.15.x</a>.","short":"S. Bonanati, R. Kurock, N. Gruchel, H.M. Buhl, MedienPädagogik 46 (2022) 72–92.","ama":"Bonanati S, Kurock R, Gruchel N, Buhl HM. Kooperation von Elternhaus und Schule zum Thema “digitale Medien”. Unterschiede zwischen Elternhäusern und Zusammenhänge mit elterlichen Fähigkeiten zur Nutzung und Gestaltung des Internets sowie Medienerziehung. <i>MedienPädagogik</i>. 2022;46:72-92. doi:<a href=\"https://doi.org/10.21240/mpaed/46/2022.01.15.x\">10.21240/mpaed/46/2022.01.15.x</a>","bibtex":"@article{Bonanati_Kurock_Gruchel_Buhl_2022, title={Kooperation von Elternhaus und Schule zum Thema “digitale Medien”. Unterschiede zwischen Elternhäusern und Zusammenhänge mit elterlichen Fähigkeiten zur Nutzung und Gestaltung des Internets sowie Medienerziehung}, volume={46}, DOI={<a href=\"https://doi.org/10.21240/mpaed/46/2022.01.15.x\">10.21240/mpaed/46/2022.01.15.x</a>}, journal={MedienPädagogik}, author={Bonanati, Sabrina and Kurock, Ricarda and Gruchel, Nicole and Buhl, Heike M.}, year={2022}, pages={72–92} }","mla":"Bonanati, Sabrina, et al. “Kooperation von Elternhaus und Schule zum Thema ‘digitale Medien’. Unterschiede zwischen Elternhäusern und Zusammenhänge mit elterlichen Fähigkeiten zur Nutzung und Gestaltung des Internets sowie Medienerziehung.” <i>MedienPädagogik</i>, vol. 46, 2022, pp. 72–92, doi:<a href=\"https://doi.org/10.21240/mpaed/46/2022.01.15.x\">10.21240/mpaed/46/2022.01.15.x</a>.","apa":"Bonanati, S., Kurock, R., Gruchel, N., &#38; Buhl, H. M. (2022). Kooperation von Elternhaus und Schule zum Thema “digitale Medien”. Unterschiede zwischen Elternhäusern und Zusammenhänge mit elterlichen Fähigkeiten zur Nutzung und Gestaltung des Internets sowie Medienerziehung. <i>MedienPädagogik</i>, <i>46</i>, 72–92. <a href=\"https://doi.org/10.21240/mpaed/46/2022.01.15.x\">https://doi.org/10.21240/mpaed/46/2022.01.15.x</a>","ieee":"S. Bonanati, R. Kurock, N. Gruchel, and H. M. Buhl, “Kooperation von Elternhaus und Schule zum Thema ‘digitale Medien’. Unterschiede zwischen Elternhäusern und Zusammenhänge mit elterlichen Fähigkeiten zur Nutzung und Gestaltung des Internets sowie Medienerziehung,” <i>MedienPädagogik</i>, vol. 46, pp. 72–92, 2022, doi: <a href=\"https://doi.org/10.21240/mpaed/46/2022.01.15.x\">10.21240/mpaed/46/2022.01.15.x</a>."},"oa":"1","status":"public","volume":46,"user_id":"78797","_id":"32563","page":"72-92","abstract":[{"text":"Die Kooperation zwischen Elternhaus und Schule kann Eltern in ihren Fähigkeiten zur Internetnutzung und -gestaltung sowie in der Wahl passender Medienerziehungsstrategien ihrer Kinder unterstützen. Voraussetzung dafür ist Wissen darüber, welche Kooperationsangebote Eltern von Schulen zum Thema digitale Medien erhalten. Die vorliegende Studie untersuchte anhand einer Befragung von N = 736 Schülerinnen und Schülern der fünften Klassenstufe und N = 426 ihrer Eltern, welche Informations- und Teilhabeangebote letztere erhielten und wie diese Angebote mit elterlichen Fähigkeiten zur Nutzung und Gestaltung des Internets sowie Medienerziehung zusammenhängen. Eltern erhielten nur zum Teil Informations- und Teilhabeangebote zum Thema ‹digitale Medien›. Eltern mit Migrationshintergrund und Eltern mit niedrigeren bis mittleren Bildungsabschlüssen berichteten aber, häufiger Angebote zu erhalten. Je häufiger Eltern Angebote erhielten, bei denen sie digitale Medien mit ihren Kindern zusammen ausprobieren und erproben konnten, umso geringer waren Fähigkeiten zur Internetnutzung. Dies kann mit der Passung der Angebote von Schulen zu den Bedürfnissen von Eltern zusammenhängen, aber auch ein Anzeichen dafür sein, dass gerade Eltern mit geringeren Fähigkeiten auf Kooperationsangebote von Schulen eingehen. Es wurden keine signifikanten Zusammenhänge zwischen Kooperationsangeboten und Medienerziehung gefunden. Ergebnisse können helfen, vermehrte Angebote für Eltern zu schaffen sowie adressatengerecht zu gestalten.","lang":"ger"}],"publication":"MedienPädagogik","department":[{"_id":"427"}],"type":"journal_article","date_created":"2022-08-03T06:06:26Z","intvolume":"        46","publication_status":"published","date_updated":"2023-12-20T13:37:36Z","publication_identifier":{"issn":["1424-3636"]},"author":[{"full_name":"Bonanati, Sabrina","last_name":"Bonanati","first_name":"Sabrina"},{"full_name":"Kurock, Ricarda","last_name":"Kurock","first_name":"Ricarda","id":"78797"},{"id":"38556","full_name":"Gruchel, Nicole","last_name":"Gruchel","first_name":"Nicole"},{"first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M.","id":"27152"}],"title":"Kooperation von Elternhaus und Schule zum Thema \"digitale Medien\". Unterschiede zwischen Elternhäusern und Zusammenhänge mit elterlichen Fähigkeiten zur Nutzung und Gestaltung des Internets sowie Medienerziehung","year":"2022","doi":"10.21240/mpaed/46/2022.01.15.x","language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","url":"https://www.medienpaed.com/article/view/1162/1101"}]},{"abstract":[{"lang":"eng","text":"The family plays an important role in adolescents’ social development. Yet there is little information about the impact of family climate on adolescents’ social adaptation, and the term “family climate” is seldom clearly defined and is usually related to other concepts, such as family systems or family environments. To understand the core of family climate, this study conducted a systematic review to analyze research about family climate associated with adolescents’ social adaptation in community samples. A search of empirical research published over the last 20 years identified 12 relevant studies. The studies revealed that family climate can mainly be described in terms of cohesion, conflict, organization, adaptability, and expressiveness. Family climate was shown to be a good predictor of both problem-solving skills and violence in relationships and exhibited further associations with other aspects of social adaptation. This review revealed a need for more systematic and longitudinal research on family climate in community samples."}],"publication":"Adolescent Research Review","department":[{"_id":"427"}],"keyword":["Family environment","Family system","Adolescents","Social adaptation","Systematic review"],"type":"journal_article","date_created":"2022-08-03T06:10:07Z","publication_status":"published","date_updated":"2023-12-20T13:37:55Z","publication_identifier":{"issn":["2363-8346","2363-8354"]},"author":[{"id":"78797","first_name":"Ricarda","last_name":"Kurock","full_name":"Kurock, Ricarda"},{"full_name":"Gruchel, Nicole","last_name":"Gruchel","first_name":"Nicole","id":"38556"},{"full_name":"Bonanati, Sabrina","last_name":"Bonanati","first_name":"Sabrina"},{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"}],"year":"2022","title":"Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review","doi":"10.1007/s40894-022-00189-2","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://link.springer.com/content/pdf/10.1007/s40894-022-00189-2.pdf","open_access":"1"}],"project":[{"grant_number":"01JD1814A","_id":"378","name":"DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen elterlicher Unterstützung bei der informationsorientierten Internetnutzung"}],"citation":{"mla":"Kurock, Ricarda, et al. “Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review.” <i>Adolescent Research Review</i>, Springer Science and Business Media LLC, 2022, doi:<a href=\"https://doi.org/10.1007/s40894-022-00189-2\">10.1007/s40894-022-00189-2</a>.","ama":"Kurock R, Gruchel N, Bonanati S, Buhl HM. Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review. <i>Adolescent Research Review</i>. Published online 2022. doi:<a href=\"https://doi.org/10.1007/s40894-022-00189-2\">10.1007/s40894-022-00189-2</a>","bibtex":"@article{Kurock_Gruchel_Bonanati_Buhl_2022, title={Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review}, DOI={<a href=\"https://doi.org/10.1007/s40894-022-00189-2\">10.1007/s40894-022-00189-2</a>}, journal={Adolescent Research Review}, publisher={Springer Science and Business Media LLC}, author={Kurock, Ricarda and Gruchel, Nicole and Bonanati, Sabrina and Buhl, Heike M.}, year={2022} }","apa":"Kurock, R., Gruchel, N., Bonanati, S., &#38; Buhl, H. M. (2022). Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review. <i>Adolescent Research Review</i>. <a href=\"https://doi.org/10.1007/s40894-022-00189-2\">https://doi.org/10.1007/s40894-022-00189-2</a>","ieee":"R. Kurock, N. Gruchel, S. Bonanati, and H. M. Buhl, “Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review,” <i>Adolescent Research Review</i>, 2022, doi: <a href=\"https://doi.org/10.1007/s40894-022-00189-2\">10.1007/s40894-022-00189-2</a>.","chicago":"Kurock, Ricarda, Nicole Gruchel, Sabrina Bonanati, and Heike M. Buhl. “Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review.” <i>Adolescent Research Review</i>, 2022. <a href=\"https://doi.org/10.1007/s40894-022-00189-2\">https://doi.org/10.1007/s40894-022-00189-2</a>.","short":"R. Kurock, N. Gruchel, S. Bonanati, H.M. Buhl, Adolescent Research Review (2022)."},"oa":"1","status":"public","user_id":"78797","_id":"32565","publisher":"Springer Science and Business Media LLC"},{"type":"journal_article","department":[{"_id":"427"}],"date_created":"2023-01-03T13:38:24Z","project":[{"_id":"378","grant_number":"01JD1814A","name":"DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen elterlicher Unterstützung bei der informationsorientierten Internetnutzung"}],"issue":"2","publication":"Empirische Pädagogik","citation":{"apa":"Kurock, R., Gruchel, N., Bonanati, S., &#38; Buhl, H. M. (2022). Frag mich, dann helfe ich dir – Familienklima und Hilfebitten von Kindern als Gelingensbedingungen für elterliche Unterstützung bei Informationssuchen im Internet. <i>Empirische Pädagogik</i>, <i>36</i>(2), 12–32.","mla":"Kurock, Ricarda, et al. “Frag mich, dann helfe ich dir – Familienklima und Hilfebitten von Kindern als Gelingensbedingungen für elterliche Unterstützung bei Informationssuchen im Internet.” <i>Empirische Pädagogik</i>, vol. 36, no. 2, 2022, pp. 12–32.","ieee":"R. Kurock, N. Gruchel, S. Bonanati, and H. M. Buhl, “Frag mich, dann helfe ich dir – Familienklima und Hilfebitten von Kindern als Gelingensbedingungen für elterliche Unterstützung bei Informationssuchen im Internet,” <i>Empirische Pädagogik</i>, vol. 36, no. 2, pp. 12–32, 2022.","ama":"Kurock R, Gruchel N, Bonanati S, Buhl HM. Frag mich, dann helfe ich dir – Familienklima und Hilfebitten von Kindern als Gelingensbedingungen für elterliche Unterstützung bei Informationssuchen im Internet. <i>Empirische Pädagogik</i>. 2022;36(2):12-32.","short":"R. Kurock, N. Gruchel, S. Bonanati, H.M. Buhl, Empirische Pädagogik 36 (2022) 12–32.","chicago":"Kurock, Ricarda, Nicole Gruchel, Sabrina Bonanati, and Heike M. Buhl. “Frag mich, dann helfe ich dir – Familienklima und Hilfebitten von Kindern als Gelingensbedingungen für elterliche Unterstützung bei Informationssuchen im Internet.” <i>Empirische Pädagogik</i> 36, no. 2 (2022): 12–32.","bibtex":"@article{Kurock_Gruchel_Bonanati_Buhl_2022, title={Frag mich, dann helfe ich dir – Familienklima und Hilfebitten von Kindern als Gelingensbedingungen für elterliche Unterstützung bei Informationssuchen im Internet}, volume={36}, number={2}, journal={Empirische Pädagogik}, author={Kurock, Ricarda and Gruchel, Nicole and Bonanati, Sabrina and Buhl, Heike M.}, year={2022}, pages={12–32} }"},"user_id":"78797","volume":36,"page":"12 - 32","language":[{"iso":"ger"}],"_id":"35142","publication_status":"published","date_updated":"2023-12-20T13:37:11Z","intvolume":"        36","status":"public","year":"2022","title":"Frag mich, dann helfe ich dir – Familienklima und Hilfebitten von Kindern als Gelingensbedingungen für elterliche Unterstützung bei Informationssuchen im Internet","author":[{"id":"78797","full_name":"Kurock, Ricarda","last_name":"Kurock","first_name":"Ricarda"},{"last_name":"Gruchel","first_name":"Nicole","full_name":"Gruchel, Nicole","id":"38556"},{"first_name":"Sabrina","last_name":"Bonanati","full_name":"Bonanati, Sabrina"},{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"}]},{"author":[{"id":"38556","full_name":"Gruchel, Nicole","first_name":"Nicole","last_name":"Gruchel"},{"id":"78797","full_name":"Kurock, Ricarda","first_name":"Ricarda","last_name":"Kurock"},{"first_name":"Sabrina","last_name":"Bonanati","full_name":"Bonanati, Sabrina"},{"id":"27152","first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M."}],"year":"2022","status":"public","title":"Soziale Disparitäten in der schulbezogenen Internetnutzung von Kindern überwinden: Die Rolle der elterlichen Unterstützung als möglicher Vermittler","intvolume":"        36","date_updated":"2023-12-20T13:37:25Z","publication_status":"published","_id":"35141","language":[{"iso":"ger"}],"page":"204 - 221","volume":36,"user_id":"78797","citation":{"short":"N. Gruchel, R. Kurock, S. Bonanati, H.M. Buhl, Empirische Pädagogik 36 (2022) 204–221.","chicago":"Gruchel, Nicole, Ricarda Kurock, Sabrina Bonanati, and Heike M. Buhl. “Soziale Disparitäten in der schulbezogenen Internetnutzung von Kindern überwinden: Die Rolle der elterlichen Unterstützung als möglicher Vermittler.” <i>Empirische Pädagogik</i> 36, no. 2 (2022): 204–21.","ieee":"N. Gruchel, R. Kurock, S. Bonanati, and H. M. Buhl, “Soziale Disparitäten in der schulbezogenen Internetnutzung von Kindern überwinden: Die Rolle der elterlichen Unterstützung als möglicher Vermittler,” <i>Empirische Pädagogik</i>, vol. 36, no. 2, pp. 204–221, 2022.","apa":"Gruchel, N., Kurock, R., Bonanati, S., &#38; Buhl, H. M. (2022). Soziale Disparitäten in der schulbezogenen Internetnutzung von Kindern überwinden: Die Rolle der elterlichen Unterstützung als möglicher Vermittler. <i>Empirische Pädagogik</i>, <i>36</i>(2), 204–221.","bibtex":"@article{Gruchel_Kurock_Bonanati_Buhl_2022, title={Soziale Disparitäten in der schulbezogenen Internetnutzung von Kindern überwinden: Die Rolle der elterlichen Unterstützung als möglicher Vermittler}, volume={36}, number={2}, journal={Empirische Pädagogik}, author={Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike M.}, year={2022}, pages={204–221} }","ama":"Gruchel N, Kurock R, Bonanati S, Buhl HM. Soziale Disparitäten in der schulbezogenen Internetnutzung von Kindern überwinden: Die Rolle der elterlichen Unterstützung als möglicher Vermittler. <i>Empirische Pädagogik</i>. 2022;36(2):204-221.","mla":"Gruchel, Nicole, et al. “Soziale Disparitäten in der schulbezogenen Internetnutzung von Kindern überwinden: Die Rolle der elterlichen Unterstützung als möglicher Vermittler.” <i>Empirische Pädagogik</i>, vol. 36, no. 2, 2022, pp. 204–21."},"publication":"Empirische Pädagogik","issue":"2","project":[{"name":"DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen elterlicher Unterstützung bei der informationsorientierten Internetnutzung","_id":"378","grant_number":"01JD1814A"}],"date_created":"2023-01-03T13:31:43Z","department":[{"_id":"427"}],"type":"journal_article"},{"publication":"Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven","date_created":"2022-11-04T13:38:22Z","department":[{"_id":"424"}],"type":"book_chapter","publication_identifier":{"unknown":[" 9783763972524","9783763972517"]},"author":[{"full_name":"Haacke-Werron, Stefanie","last_name":"Haacke-Werron","first_name":"Stefanie"},{"id":"53917","full_name":"Karsten, Andrea","last_name":"Karsten","orcid":"0000-0003-0194-2000","first_name":"Andrea"},{"id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid","full_name":"Scharlau, Ingrid"}],"year":"2022","title":"Einleitung","date_updated":"2023-12-21T08:07:09Z","publication_status":"published","language":[{"iso":"ger"}],"series_title":" Theorie und Praxis der Schreibwissenschaft","main_file_link":[{"url":"https://www.wbv.de/shop/geistes-und-sozialwissenschaften/schreibwissenschaft/shop/detail/name/_/0/1/I72524/facet/I72524///////nb/0/category/1743.html","open_access":"1"}],"citation":{"chicago":"Haacke-Werron, Stefanie, Andrea Karsten, and Ingrid Scharlau. “Einleitung.” In <i>Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven</i>, edited by Stefanie Haacke-Werron, Andrea Karsten, and Ingrid Scharlau, 9–18.  Theorie und Praxis der Schreibwissenschaft. Bielefeld: WBV, 2022.","ama":"Haacke-Werron S, Karsten A, Scharlau I. Einleitung. In: Haacke-Werron S, Karsten A, Scharlau I, eds. <i>Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven</i>.  Theorie und Praxis der Schreibwissenschaft. WBV; 2022:9-18.","short":"S. Haacke-Werron, A. Karsten, I. Scharlau, in: S. Haacke-Werron, A. Karsten, I. Scharlau (Eds.), Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven, WBV, Bielefeld, 2022, pp. 9–18.","bibtex":"@inbook{Haacke-Werron_Karsten_Scharlau_2022, place={Bielefeld}, series={ Theorie und Praxis der Schreibwissenschaft}, title={Einleitung}, booktitle={Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven}, publisher={WBV}, author={Haacke-Werron, Stefanie and Karsten, Andrea and Scharlau, Ingrid}, editor={Haacke-Werron, Stefanie and Karsten, Andrea and Scharlau, Ingrid}, year={2022}, pages={9–18}, collection={ Theorie und Praxis der Schreibwissenschaft} }","apa":"Haacke-Werron, S., Karsten, A., &#38; Scharlau, I. (2022). Einleitung. In S. Haacke-Werron, A. Karsten, &#38; I. Scharlau (Eds.), <i>Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven</i> (pp. 9–18). WBV.","mla":"Haacke-Werron, Stefanie, et al. “Einleitung.” <i>Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven</i>, edited by Stefanie Haacke-Werron et al., WBV, 2022, pp. 9–18.","ieee":"S. Haacke-Werron, A. Karsten, and I. Scharlau, “Einleitung,” in <i>Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven</i>, S. Haacke-Werron, A. Karsten, and I. Scharlau, Eds. Bielefeld: WBV, 2022, pp. 9–18."},"place":"Bielefeld","oa":"1","status":"public","_id":"34014","publisher":"WBV","page":"9 - 18","editor":[{"full_name":"Haacke-Werron, Stefanie","first_name":"Stefanie","last_name":"Haacke-Werron"},{"full_name":"Karsten, Andrea","last_name":"Karsten","first_name":"Andrea"},{"last_name":"Scharlau","first_name":"Ingrid","full_name":"Scharlau, Ingrid"}],"user_id":"53917"},{"main_file_link":[{"url":"https://www.transcript-open.de/doi/10.14361/9783839460979-008","open_access":"1"}],"language":[{"iso":"ger"}],"doi":"10.14361/9783839460979-008","year":"2022","title":"Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung","author":[{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","full_name":"Jenert, Tobias","id":"71994"},{"id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid","full_name":"Scharlau, Ingrid"}],"publication_identifier":{"unknown":["978-3-8394-6097-9"]},"date_updated":"2024-03-21T15:10:02Z","publication_status":"published","date_created":"2022-10-24T06:48:14Z","type":"book_chapter","keyword":["Wissenschaftsdidaktik","Fachsozialisation","Wissenschaftskritik","Verständigung","Fachkultur","akademische Praktiken","Unterrichtsfach Psychologie"],"department":[{"_id":"424"},{"_id":"208"}],"publication":"Wissenschaftsdidaktik I: Einführung","abstract":[{"lang":"ger","text":"Im Zentrum Beitrags steht die Frage nach dem Spezifischen einer Didaktik im Wissenschafts- bzw. Hochschulkontext. Dabei hat die Organisation des Wissenschaftssystems in Disziplinen bzw. disziplinäre Gemeinschaften eine besondere Bedeutung. Disziplinen entwickeln spezifische Praktiken, die das Handeln ihrer Angehörigen prägen und sich in Fachkulturen zeigen. Diese Praktiken werden insbesondere an kommunikativen Artefakten sichtbar. Für Personen außerhalb einer disziplinären Gemeinschaft und ganz besonders für jene, die keinen direkten Bezug zum Wissenschaftssystem haben, sind disziplinäre Praktiken häufig schwer zu erschließen. Unsere Konzeption von Wissenschaftsdidaktik lenkt den Blick auf die impliziten Praktiken wissenschaftlicher Disziplinen. Aufgabe von Wissenschaftsdidaktik ist es dem- nach, erstens die impliziten disziplinären Sinnstrukturen, die hinter bestimmten Prak- tiken stehen und in kommunikativen Handlungen und Artefakten verschlüsselt sind, zu entschlüsseln. Zweitens ist es notwendig, die Wahrnehmung disziplinärer Praktiken durch die Studierenden zu analysieren und Differenzen zum Sinnverstehen von Wissenschaftler:innen zu identifizieren. Ausgehend davon kann dann drittens auf eine Verständigung über die Praktiken und deren Sinngehalt hingearbeitet werden. Der Beitrag formuliert die Grundzüge einer Wissenschaftsdidaktik, welche Verständigung über die Praktiken wissenschaftlicher Disziplinen zu einem Kernbestandteil akademischer Lehre macht. Dazu gehört auch ein Moment von Wissenschaftskritik, das auf die Disziplinen und deren Praktiken selbst zurückwirkt. Wissenschaftsdidaktik in diesem Sinne verlangt, den Blick Dritter auf die Praktiken der eigenen Disziplin einzunehmen. Dazu gehör auch, sich einzugestehen, wenn Praktiken keinen Sinn für wissenschaftliche Erkenntnisprozesse (mehr) aufweisen bzw. diesen verloren haben."}],"page":"155 - 179","publisher":"transcript","_id":"33864","user_id":"71994","editor":[{"last_name":"Reinmann","first_name":"Gabi","full_name":"Reinmann, Gabi"},{"last_name":"Rhein","first_name":"Rüdiger","full_name":"Rhein, Rüdiger"}],"status":"public","place":"Bielefeld","oa":"1","citation":{"mla":"Jenert, Tobias, and Ingrid Scharlau. “Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung.” <i>Wissenschaftsdidaktik I: Einführung</i>, edited by Gabi Reinmann and Rüdiger Rhein, transcript, 2022, pp. 155–79, doi:<a href=\"https://doi.org/10.14361/9783839460979-008\">10.14361/9783839460979-008</a>.","bibtex":"@inbook{Jenert_Scharlau_2022, place={Bielefeld}, title={Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung}, DOI={<a href=\"https://doi.org/10.14361/9783839460979-008\">10.14361/9783839460979-008</a>}, booktitle={Wissenschaftsdidaktik I: Einführung}, publisher={transcript}, author={Jenert, Tobias and Scharlau, Ingrid}, editor={Reinmann, Gabi and Rhein, Rüdiger}, year={2022}, pages={155–179} }","ama":"Jenert T, Scharlau I. Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung. In: Reinmann G, Rhein R, eds. <i>Wissenschaftsdidaktik I: Einführung</i>. transcript; 2022:155-179. doi:<a href=\"https://doi.org/10.14361/9783839460979-008\">10.14361/9783839460979-008</a>","ieee":"T. Jenert and I. Scharlau, “Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung,” in <i>Wissenschaftsdidaktik I: Einführung</i>, G. Reinmann and R. Rhein, Eds. Bielefeld: transcript, 2022, pp. 155–179.","apa":"Jenert, T., &#38; Scharlau, I. (2022). Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung. In G. Reinmann &#38; R. Rhein (Eds.), <i>Wissenschaftsdidaktik I: Einführung</i> (pp. 155–179). transcript. <a href=\"https://doi.org/10.14361/9783839460979-008\">https://doi.org/10.14361/9783839460979-008</a>","chicago":"Jenert, Tobias, and Ingrid Scharlau. “Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung.” In <i>Wissenschaftsdidaktik I: Einführung</i>, edited by Gabi Reinmann and Rüdiger Rhein, 155–79. Bielefeld: transcript, 2022. <a href=\"https://doi.org/10.14361/9783839460979-008\">https://doi.org/10.14361/9783839460979-008</a>.","short":"T. Jenert, I. Scharlau, in: G. Reinmann, R. Rhein (Eds.), Wissenschaftsdidaktik I: Einführung, transcript, Bielefeld, 2022, pp. 155–179."},"quality_controlled":"1","project":[{"_id":"608","name":"DigiSelF: DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre: Einsatz digitaler Hilfsmittel zur Förderung von Selbststeuerung"}]},{"year":"2022","status":"public","title":"Wissenschaftskommunikation als Verständigung: Chance für die Hochschulentwicklung?!","author":[{"id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","full_name":"Jenert, Tobias"},{"full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","first_name":"Ingrid","last_name":"Scharlau","id":"451"}],"publication_status":"published","date_updated":"2024-03-21T15:09:29Z","intvolume":"        17","main_file_link":[{"url":"https://zfhe.at/index.php/zfhe/article/view/1519/1072","open_access":"1"}],"language":[{"iso":"ger"}],"_id":"31678","user_id":"71994","volume":17,"issue":"2","publication":"Zeitschrift für Hochschulentwicklung","citation":{"bibtex":"@article{Jenert_Scharlau_2022, title={Wissenschaftskommunikation als Verständigung: Chance für die Hochschulentwicklung?!}, volume={17}, number={2}, journal={Zeitschrift für Hochschulentwicklung}, author={Jenert, Tobias and Scharlau, Ingrid}, year={2022} }","ama":"Jenert T, Scharlau I. Wissenschaftskommunikation als Verständigung: Chance für die Hochschulentwicklung?! <i>Zeitschrift für Hochschulentwicklung</i>. 2022;17(2).","mla":"Jenert, Tobias, and Ingrid Scharlau. “Wissenschaftskommunikation als Verständigung: Chance für die Hochschulentwicklung?!” <i>Zeitschrift für Hochschulentwicklung</i>, vol. 17, no. 2, 2022.","short":"T. Jenert, I. Scharlau, Zeitschrift für Hochschulentwicklung 17 (2022).","chicago":"Jenert, Tobias, and Ingrid Scharlau. “Wissenschaftskommunikation als Verständigung: Chance für die Hochschulentwicklung?!” <i>Zeitschrift für Hochschulentwicklung</i> 17, no. 2 (2022).","ieee":"T. Jenert and I. Scharlau, “Wissenschaftskommunikation als Verständigung: Chance für die Hochschulentwicklung?!,” <i>Zeitschrift für Hochschulentwicklung</i>, vol. 17, no. 2, 2022.","apa":"Jenert, T., &#38; Scharlau, I. (2022). Wissenschaftskommunikation als Verständigung: Chance für die Hochschulentwicklung?! <i>Zeitschrift für Hochschulentwicklung</i>, <i>17</i>(2)."},"quality_controlled":"1","date_created":"2022-06-06T01:50:13Z","type":"journal_article","department":[{"_id":"424"},{"_id":"208"}],"oa":"1"},{"date_updated":"2024-04-02T09:02:33Z","conference":{"end_date":"2022-09-16","location":"Hochschule Hannover","start_date":"2022-09-15","name":"Symposium \"Gesundheitskompetenz - Zwischen Wissenschaft und Praxis\""},"author":[{"id":"91663","first_name":"Tamara","last_name":"Schneider","full_name":"Schneider, Tamara"},{"full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."}],"year":"2022","title":"\"ProGRess\" - Prokrastination reduzieren und Gesundheit fördern. ","status":"public","user_id":"91663","language":[{"iso":"ger"}],"_id":"53111","citation":{"short":"T. Schneider, K.B. Klingsieck, in: 2022.","chicago":"Schneider, Tamara, and Katrin B. 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Klingsieck. <i>“ProGRess” - Prokrastination reduzieren und Gesundheit fördern. </i>. 2022."},"department":[{"_id":"426"}],"type":"conference_abstract","date_created":"2024-04-02T09:02:25Z"},{"department":[{"_id":"426"}],"type":"conference_abstract","date_created":"2024-04-02T08:59:29Z","citation":{"ama":"Schneider T, Klingsieck KB. “ProGRess” - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. . In: ; 2022.","bibtex":"@inproceedings{Schneider_Klingsieck_2022, title={“ProGRess” - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. }, author={Schneider, Tamara and Klingsieck, Katrin B.}, year={2022} }","mla":"Schneider, Tamara, and Katrin B. Klingsieck. <i>“ProGRess” - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. </i>. 2022.","short":"T. Schneider, K.B. Klingsieck, in: 2022.","chicago":"Schneider, Tamara, and Katrin B. Klingsieck. “‘ProGRess’ - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. ,” 2022.","apa":"Schneider, T., &#38; Klingsieck, K. B. (2022). <i>“ProGRess” - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. </i>. 1. Mainzer Tagung zur Studierendengesundheit an der Johannes-Gutenberg-Universität Mainz, Mainz.","ieee":"T. Schneider and K. B. Klingsieck, “‘ProGRess’ - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. ,” presented at the 1. Mainzer Tagung zur Studierendengesundheit an der Johannes-Gutenberg-Universität Mainz, Mainz, 2022."},"user_id":"91663","_id":"53110","language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2024-04-02T09:25:09Z","author":[{"first_name":"Tamara","last_name":"Schneider","full_name":"Schneider, Tamara","id":"91663"},{"full_name":"Klingsieck, Katrin B.","first_name":"Katrin B.","last_name":"Klingsieck","id":"36716"}],"conference":{"end_date":"2022-07-12","location":"Mainz","name":"1. Mainzer Tagung zur Studierendengesundheit an der Johannes-Gutenberg-Universität Mainz","start_date":"2022-07-12"},"title":"\"ProGRess\" - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. ","status":"public","year":"2022"},{"citation":{"ieee":"T. Schneider and K. B. Klingsieck, “‘ProGRess’ - Ressourcen gegen Prokrastination aktivieren und Gesundheit fördern. ,” presented at the 41. Motivationspsychologisches Kolloquium (MPK), Osnabrück, 2022.","apa":"Schneider, T., &#38; Klingsieck, K. B. (2022). <i>“ProGRess” - Ressourcen gegen Prokrastination aktivieren und Gesundheit fördern. </i>. 41. Motivationspsychologisches Kolloquium (MPK), Osnabrück.","chicago":"Schneider, Tamara, and Katrin B. Klingsieck. “‘ProGRess’ - Ressourcen gegen Prokrastination aktivieren und Gesundheit fördern. ,” 2022.","short":"T. Schneider, K.B. Klingsieck, in: 2022.","mla":"Schneider, Tamara, and Katrin B. 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Schürmann <i>et al.</i>, <i>Dokumentation der Erhebungsinstrumente des Projekts WiGeMath</i>. LibreCat University, 2022.","mla":"Schürmann, Mirko, et al. <i>Dokumentation Der Erhebungsinstrumente Des Projekts WiGeMath</i>. LibreCat University, 2022, doi:<a href=\"https://doi.org/10.17170/KOBRA-202205176188\">10.17170/KOBRA-202205176188</a>.","apa":"Schürmann, M., Büdenbender-Kuklinski, C., Lankeit, E., Liebendörfer, M., Hochmuth, R., Biehler, R., &#38; Schaper, N. (2022). <i>Dokumentation der Erhebungsinstrumente des Projekts WiGeMath</i>. LibreCat University. <a href=\"https://doi.org/10.17170/KOBRA-202205176188\">https://doi.org/10.17170/KOBRA-202205176188</a>","bibtex":"@book{Schürmann_Büdenbender-Kuklinski_Lankeit_Liebendörfer_Hochmuth_Biehler_Schaper_2022, title={Dokumentation der Erhebungsinstrumente des Projekts WiGeMath}, DOI={<a href=\"https://doi.org/10.17170/KOBRA-202205176188\">10.17170/KOBRA-202205176188</a>}, publisher={LibreCat University}, author={Schürmann, Mirko and Büdenbender-Kuklinski, C. and Lankeit, Elisa and Liebendörfer, Michael and Hochmuth, R. and Biehler, Rolf and Schaper, N.}, year={2022} }","chicago":"Schürmann, Mirko, C. Büdenbender-Kuklinski, Elisa Lankeit, Michael Liebendörfer, R. Hochmuth, Rolf Biehler, and N. Schaper. <i>Dokumentation Der Erhebungsinstrumente Des Projekts WiGeMath</i>. LibreCat University, 2022. <a href=\"https://doi.org/10.17170/KOBRA-202205176188\">https://doi.org/10.17170/KOBRA-202205176188</a>.","ama":"Schürmann M, Büdenbender-Kuklinski C, Lankeit E, et al. <i>Dokumentation Der Erhebungsinstrumente Des Projekts WiGeMath</i>. LibreCat University; 2022. doi:<a href=\"https://doi.org/10.17170/KOBRA-202205176188\">10.17170/KOBRA-202205176188</a>","short":"M. Schürmann, C. Büdenbender-Kuklinski, E. Lankeit, M. Liebendörfer, R. Hochmuth, R. Biehler, N. Schaper, Dokumentation Der Erhebungsinstrumente Des Projekts WiGeMath, LibreCat University, 2022."},"department":[{"_id":"363"},{"_id":"423"},{"_id":"625"}],"type":"research_data","date_created":"2023-01-10T09:04:26Z"},{"intvolume":"         8","date_updated":"2024-07-22T08:09:06Z","publication_status":"published","author":[{"first_name":"Katrin B.","last_name":"Klingsieck","full_name":"Klingsieck, Katrin B.","id":"36716"},{"full_name":"John, Thomas","first_name":"Thomas","last_name":"John"},{"id":"21117","last_name":"Kundisch","first_name":"Dennis","full_name":"Kundisch, Dennis"}],"title":"Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination?","status":"public","year":"2022","volume":8,"doi":"10.3278/HSL2205W","user_id":"1112","_id":"30295","language":[{"iso":"eng"}],"page":"61 - 76","project":[{"name":"StudyNow: StudyNow: Eine webbasierte Plattform zur Verstetigung der Lernmotivation von Studierenden mittels Gamification","_id":"102"}],"citation":{"short":"K.B. Klingsieck, T. John, D. Kundisch, Die Hochschullehre 8 (2022) 61–76.","chicago":"Klingsieck, Katrin B., Thomas John, and Dennis Kundisch. “Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination?” <i>Die Hochschullehre</i> 8, no. 5 (2022): 61–76. <a href=\"https://doi.org/10.3278/HSL2205W\">https://doi.org/10.3278/HSL2205W</a>.","apa":"Klingsieck, K. B., John, T., &#38; Kundisch, D. (2022). Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination? <i>Die Hochschullehre</i>, <i>8</i>(5), 61–76. <a href=\"https://doi.org/10.3278/HSL2205W\">https://doi.org/10.3278/HSL2205W</a>","ieee":"K. B. Klingsieck, T. John, and D. Kundisch, “Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination?,” <i>die hochschullehre</i>, vol. 8, no. 5, pp. 61–76, 2022, doi: <a href=\"https://doi.org/10.3278/HSL2205W\">10.3278/HSL2205W</a>.","ama":"Klingsieck KB, John T, Kundisch D. Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination? <i>die hochschullehre</i>. 2022;8(5):61-76. doi:<a href=\"https://doi.org/10.3278/HSL2205W\">10.3278/HSL2205W</a>","bibtex":"@article{Klingsieck_John_Kundisch_2022, title={Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination?}, volume={8}, DOI={<a href=\"https://doi.org/10.3278/HSL2205W\">10.3278/HSL2205W</a>}, number={5}, journal={die hochschullehre}, author={Klingsieck, Katrin B. and John, Thomas and Kundisch, Dennis}, year={2022}, pages={61–76} }","mla":"Klingsieck, Katrin B., et al. “Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination?” <i>Die Hochschullehre</i>, vol. 8, no. 5, 2022, pp. 61–76, doi:<a href=\"https://doi.org/10.3278/HSL2205W\">10.3278/HSL2205W</a>."},"publication":"die hochschullehre","issue":"5","department":[{"_id":"276"},{"_id":"426"}],"type":"journal_article","date_created":"2022-03-15T09:50:17Z"},{"article_type":"original","intvolume":"        23","publication_status":"published","date_updated":"2023-01-18T10:08:08Z","author":[{"full_name":"Soyka, Chantal","orcid":"https://orcid.org/0000-0002-4881-5378","last_name":"Soyka","first_name":"Chantal","id":"83964"},{"last_name":"Schaper","first_name":"Niclas","full_name":"Schaper, Niclas"},{"first_name":"Elena","last_name":"Bender","full_name":"Bender, Elena"},{"first_name":"Michael","last_name":"Striewe","full_name":"Striewe, Michael"},{"full_name":"Ullrich, Meike","last_name":"Ullrich","first_name":"Meike"}],"year":"2022","title":"Toward a Competence Model for Graphical Modeling","doi":"10.1145/3567598","language":[{"iso":"eng"}],"article_number":"15","abstract":[{"lang":"eng","text":"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”."}],"issue":"1","publication":"ACM Transactions on Computing Education","department":[{"_id":"423"}],"keyword":["graphical modeling","conceptual modeling","computer science","competence model","higher education"],"type":"journal_article","date_created":"2022-10-20T12:58:12Z","status":"public","volume":23,"user_id":"83964","publisher":"Association for Computing Machinery","_id":"33839","quality_controlled":"1","citation":{"bibtex":"@article{Soyka_Schaper_Bender_Striewe_Ullrich_2022, title={Toward a Competence Model for Graphical Modeling}, volume={23}, DOI={<a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>}, number={115}, journal={ACM Transactions on Computing Education}, publisher={Association for Computing Machinery}, author={Soyka, Chantal and Schaper, Niclas and Bender, Elena and Striewe, Michael and Ullrich, Meike}, year={2022} }","ama":"Soyka C, Schaper N, Bender E, Striewe M, Ullrich M. Toward a Competence Model for Graphical Modeling. <i>ACM Transactions on Computing Education</i>. 2022;23(1). doi:<a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>","mla":"Soyka, Chantal, et al. “Toward a Competence Model for Graphical Modeling.” <i>ACM Transactions on Computing Education</i>, vol. 23, no. 1, 15, Association for Computing Machinery, 2022, doi:<a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>.","short":"C. Soyka, N. Schaper, E. Bender, M. Striewe, M. Ullrich, ACM Transactions on Computing Education 23 (2022).","chicago":"Soyka, Chantal, Niclas Schaper, Elena Bender, Michael Striewe, and Meike Ullrich. “Toward a Competence Model for Graphical Modeling.” <i>ACM Transactions on Computing Education</i> 23, no. 1 (2022). <a href=\"https://doi.org/10.1145/3567598\">https://doi.org/10.1145/3567598</a>.","ieee":"C. Soyka, N. Schaper, E. Bender, M. Striewe, and M. Ullrich, “Toward a Competence Model for Graphical Modeling,” <i>ACM Transactions on Computing Education</i>, vol. 23, no. 1, Art. no. 15, 2022, doi: <a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>.","apa":"Soyka, C., Schaper, N., Bender, E., Striewe, M., &#38; Ullrich, M. (2022). Toward a Competence Model for Graphical Modeling. <i>ACM Transactions on Computing Education</i>, <i>23</i>(1), Article 15. <a href=\"https://doi.org/10.1145/3567598\">https://doi.org/10.1145/3567598</a>"}},{"publication":"20. Fachtagung Bildungstechnologien (DELFI)","citation":{"mla":"Ullrich, Meike, et al. “Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung.” <i>20. Fachtagung Bildungstechnologien (DELFI)</i>, edited by Peter A. Henning et al., Gesellschaft für Informatik e.V., 2022, pp. 233–34, doi:<a href=\"https://doi.org/ 10.18420/delfi2022-047 \"> 10.18420/delfi2022-047 </a>.","bibtex":"@inproceedings{Ullrich_Pfeiffer_Schiefer_Soyka_Stottrop_Striewe_Fettke_Loos_Oberweis_Schaper_2022, place={Bonn}, title={Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung}, DOI={<a href=\"https://doi.org/ 10.18420/delfi2022-047 \"> 10.18420/delfi2022-047 </a>}, booktitle={20. Fachtagung Bildungstechnologien (DELFI)}, publisher={Gesellschaft für Informatik e.V.}, 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}, editor={Henning, Peter A. and Striewe, Michael and Wölfel, Matthias}, year={2022}, pages={233–234} }","ama":"Ullrich M, Pfeiffer P, Schiefer G, et al. Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung. In: Henning PA, Striewe M, Wölfel M, eds. <i>20. Fachtagung Bildungstechnologien (DELFI)</i>. Gesellschaft für Informatik e.V.; 2022:233-234. doi:<a href=\"https://doi.org/ 10.18420/delfi2022-047 \"> 10.18420/delfi2022-047 </a>","ieee":"M. Ullrich <i>et al.</i>, “Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung,” in <i>20. Fachtagung Bildungstechnologien (DELFI)</i>, 2022, pp. 233–234, doi: <a href=\"https://doi.org/ 10.18420/delfi2022-047 \"> 10.18420/delfi2022-047 </a>.","apa":"Ullrich, M., Pfeiffer, P., Schiefer, G., Soyka, C., Stottrop, T., Striewe, M., Fettke, P., Loos, P., Oberweis, A., &#38; Schaper, N. (2022). Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung. In P. A. Henning, M. Striewe, &#38; M. Wölfel (Eds.), <i>20. Fachtagung Bildungstechnologien (DELFI)</i> (pp. 233–234). Gesellschaft für Informatik e.V. <a href=\"https://doi.org/ 10.18420/delfi2022-047 \">https://doi.org/ 10.18420/delfi2022-047 </a>","short":"M. Ullrich, P. Pfeiffer, G. Schiefer, C. Soyka, T. Stottrop, M. Striewe, P. Fettke, P. Loos, A. Oberweis, N. Schaper, in: P.A. Henning, M. Striewe, M. Wölfel (Eds.), 20. Fachtagung Bildungstechnologien (DELFI), Gesellschaft für Informatik e.V., Bonn, 2022, pp. 233–234.","chicago":"Ullrich, Meike, Peter Pfeiffer, Gunther Schiefer, Chantal Soyka, Tobias Stottrop, Michael Striewe, Peter Fettke, Peter Loos, Andreas Oberweis, and Niclas Schaper. “Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung.” In <i>20. Fachtagung Bildungstechnologien (DELFI)</i>, edited by Peter A. Henning, Michael Striewe, and Matthias Wölfel, 233–34. Bonn: Gesellschaft für Informatik e.V., 2022. <a href=\"https://doi.org/ 10.18420/delfi2022-047 \">https://doi.org/ 10.18420/delfi2022-047 </a>."},"place":"Bonn","date_created":"2022-10-17T11:56:29Z","type":"conference","department":[{"_id":"423"}],"year":"2022","title":"Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung","status":"public","author":[{"last_name":"Ullrich","first_name":"Meike","full_name":"Ullrich, Meike"},{"full_name":"Pfeiffer, Peter","first_name":"Peter","last_name":"Pfeiffer"},{"full_name":"Schiefer, Gunther","first_name":"Gunther","last_name":"Schiefer"},{"full_name":"Soyka, Chantal","orcid":"https://orcid.org/0000-0002-4881-5378","last_name":"Soyka","first_name":"Chantal","id":"83964"},{"last_name":"Stottrop","first_name":"Tobias","full_name":"Stottrop, Tobias"},{"last_name":"Striewe","first_name":"Michael","full_name":"Striewe, Michael"},{"first_name":"Peter","last_name":"Fettke","full_name":"Fettke, Peter"},{"first_name":"Peter","last_name":"Loos","full_name":"Loos, Peter"},{"full_name":"Oberweis, Andreas","first_name":"Andreas","last_name":"Oberweis"},{"full_name":"Schaper, Niclas","first_name":"Niclas","last_name":"Schaper"}],"date_updated":"2023-01-18T10:11:37Z","publication_status":"published","page":" 233-234 ","_id":"33760","language":[{"iso":"ger"}],"publisher":"Gesellschaft für Informatik e.V.","doi":" 10.18420/delfi2022-047 ","user_id":"83964","editor":[{"first_name":"Peter A.","last_name":"Henning","full_name":"Henning, Peter A."},{"full_name":"Striewe, Michael","first_name":"Michael","last_name":"Striewe"},{"full_name":"Wölfel, Matthias","first_name":"Matthias","last_name":"Wölfel"}]},{"date_updated":"2023-01-18T10:11:09Z","publication_status":"published","author":[{"last_name":"Ullrich","first_name":"Meike","full_name":"Ullrich, Meike"},{"first_name":"Peter","last_name":"Pfeiffer","full_name":"Pfeiffer, Peter"},{"last_name":"Schiefer","first_name":"Gunther","full_name":"Schiefer, Gunther"},{"id":"83964","full_name":"Soyka, Chantal","orcid":"https://orcid.org/0000-0002-4881-5378","first_name":"Chantal","last_name":"Soyka"},{"last_name":"Stottrop","first_name":"Tobias","full_name":"Stottrop, Tobias"},{"first_name":"Michael","last_name":"Striewe","full_name":"Striewe, Michael"},{"first_name":"Peter","last_name":"Fettke","full_name":"Fettke, Peter"},{"first_name":"Peter","last_name":"Loos","full_name":"Loos, Peter"},{"full_name":"Oberweis, Andreas","first_name":"Andreas","last_name":"Oberweis"},{"full_name":"Schaper, Niclas","last_name":"Schaper","first_name":"Niclas"}],"year":"2022","title":"E-Assessment-Plattform für die grafische Modellierung","status":"public","editor":[{"full_name":"Henning, Peter A.","first_name":"Peter A.","last_name":"Henning"},{"first_name":"Michael","last_name":"Striewe","full_name":"Striewe, Michael"},{"full_name":"Wölfel, Matthias","first_name":"Matthias","last_name":"Wölfel"}],"doi":" 10.18420/delfi2022-053 ","user_id":"83964","_id":"33764","language":[{"iso":"ger"}],"publisher":"Gesellschaft für Informatik e.V.","page":" 247-248 ","citation":{"short":"M. Ullrich, P. Pfeiffer, G. Schiefer, C. Soyka, T. Stottrop, M. Striewe, P. Fettke, P. Loos, A. Oberweis, N. Schaper, in: P.A. Henning, M. Striewe, M. Wölfel (Eds.), 20. Fachtagung Bildungstechnologien (DELFI), Gesellschaft für Informatik e.V., Bonn, 2022, pp. 247–248.","chicago":"Ullrich, Meike, Peter Pfeiffer, Gunther Schiefer, Chantal Soyka, Tobias Stottrop, Michael Striewe, Peter Fettke, Peter Loos, Andreas Oberweis, and Niclas Schaper. “E-Assessment-Plattform für die grafische Modellierung.” In <i>20. Fachtagung Bildungstechnologien (DELFI)</i>, edited by Peter A. Henning, Michael Striewe, and Matthias Wölfel, 247–48. Bonn: Gesellschaft für Informatik e.V., 2022. <a href=\"https://doi.org/ 10.18420/delfi2022-053 \">https://doi.org/ 10.18420/delfi2022-053 </a>.","apa":"Ullrich, M., Pfeiffer, P., Schiefer, G., Soyka, C., Stottrop, T., Striewe, M., Fettke, P., Loos, P., Oberweis, A., &#38; Schaper, N. (2022). E-Assessment-Plattform für die grafische Modellierung. In P. A. Henning, M. Striewe, &#38; M. Wölfel (Eds.), <i>20. Fachtagung Bildungstechnologien (DELFI)</i> (pp. 247–248). Gesellschaft für Informatik e.V. <a href=\"https://doi.org/ 10.18420/delfi2022-053 \">https://doi.org/ 10.18420/delfi2022-053 </a>","ieee":"M. Ullrich <i>et al.</i>, “E-Assessment-Plattform für die grafische Modellierung,” in <i>20. Fachtagung Bildungstechnologien (DELFI)</i>, 2022, pp. 247–248, doi: <a href=\"https://doi.org/ 10.18420/delfi2022-053 \"> 10.18420/delfi2022-053 </a>.","ama":"Ullrich M, Pfeiffer P, Schiefer G, et al. E-Assessment-Plattform für die grafische Modellierung. In: Henning PA, Striewe M, Wölfel M, eds. <i>20. Fachtagung Bildungstechnologien (DELFI)</i>. Gesellschaft für Informatik e.V.; 2022:247-248. doi:<a href=\"https://doi.org/ 10.18420/delfi2022-053 \"> 10.18420/delfi2022-053 </a>","bibtex":"@inproceedings{Ullrich_Pfeiffer_Schiefer_Soyka_Stottrop_Striewe_Fettke_Loos_Oberweis_Schaper_2022, place={Bonn}, title={E-Assessment-Plattform für die grafische Modellierung}, DOI={<a href=\"https://doi.org/ 10.18420/delfi2022-053 \"> 10.18420/delfi2022-053 </a>}, booktitle={20. Fachtagung Bildungstechnologien (DELFI)}, publisher={Gesellschaft für Informatik e.V.}, 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}, editor={Henning, Peter A. and Striewe, Michael and Wölfel, Matthias}, year={2022}, pages={247–248} }","mla":"Ullrich, Meike, et al. “E-Assessment-Plattform für die grafische Modellierung.” <i>20. Fachtagung Bildungstechnologien (DELFI)</i>, edited by Peter A. Henning et al., Gesellschaft für Informatik e.V., 2022, pp. 247–48, doi:<a href=\"https://doi.org/ 10.18420/delfi2022-053 \"> 10.18420/delfi2022-053 </a>."},"publication":"20. Fachtagung Bildungstechnologien (DELFI)","department":[{"_id":"423"}],"type":"conference","place":"Bonn","date_created":"2022-10-17T11:59:15Z"}]