[{"type":"journal_article","keyword":["Adult child–parent dyads","value similarity","relationship quality","frequency of contact","parent-child-relationship"],"department":[{"_id":"427"}],"date_created":"2022-08-03T05:56:45Z","abstract":[{"lang":"eng","text":"This investigation concentrates on value similarity between parents and their children during adulthood. The interplay between gender, age, relationship quality, and frequency of contact on value similarity was analyzed. A total of 600 adult German children (53.8% women) and their parents took part in a questionnaire study. Value orientation was measured with a short version of Schwartz’s Portrait Values Questionnaire, and relationship quality with the Network of Relationships Inventory (Furman &amp; Buhrmeister, 1992).Value similarity was higher in mother–daughter dyads compared to mother–son dyads, but in the other dyads, no significant differences were found. Regarding relationship quality, verbal intimacy was not related to value similarity. Parental satisfaction was associated with value similarity in the father–child dyads. Satisfaction, as perceived by adult children, was linked to value similarity in mother–child and father–son dyads. Furthermore, the frequency of contact related to value similarity between mothers and sons."}],"issue":"6","publication":"Journal of Family Issues","doi":"10.1177/0192513x20943914","main_file_link":[{"open_access":"1","url":"https://journals.sagepub.com/doi/pdf/10.1177/0192513X20943914"}],"language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2022-08-29T06:34:26Z","intvolume":"        42","title":"Intergenerational Value Similarity in Adulthood","year":"2020","publication_identifier":{"issn":["0192-513X","1552-5481"]},"author":[{"full_name":"Hoellger, Christian","first_name":"Christian","last_name":"Hoellger"},{"last_name":"Sommer","first_name":"Sabrina","full_name":"Sommer, Sabrina"},{"first_name":"Isabelle","last_name":"Albert","full_name":"Albert, Isabelle"},{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"}],"oa":"1","citation":{"ama":"Hoellger C, Sommer S, Albert I, Buhl HM. Intergenerational Value Similarity in Adulthood. <i>Journal of Family Issues</i>. 2020;42(6):1234-1257. doi:<a href=\"https://doi.org/10.1177/0192513x20943914\">10.1177/0192513x20943914</a>","bibtex":"@article{Hoellger_Sommer_Albert_Buhl_2020, title={Intergenerational Value Similarity in Adulthood}, volume={42}, DOI={<a href=\"https://doi.org/10.1177/0192513x20943914\">10.1177/0192513x20943914</a>}, number={6}, journal={Journal of Family Issues}, publisher={SAGE Publications}, author={Hoellger, Christian and Sommer, Sabrina and Albert, Isabelle and Buhl, Heike M.}, year={2020}, pages={1234–1257} }","mla":"Hoellger, Christian, et al. “Intergenerational Value Similarity in Adulthood.” <i>Journal of Family Issues</i>, vol. 42, no. 6, SAGE Publications, 2020, pp. 1234–57, doi:<a href=\"https://doi.org/10.1177/0192513x20943914\">10.1177/0192513x20943914</a>.","chicago":"Hoellger, Christian, Sabrina Sommer, Isabelle Albert, and Heike M. Buhl. “Intergenerational Value Similarity in Adulthood.” <i>Journal of Family Issues</i> 42, no. 6 (2020): 1234–57. <a href=\"https://doi.org/10.1177/0192513x20943914\">https://doi.org/10.1177/0192513x20943914</a>.","short":"C. Hoellger, S. Sommer, I. Albert, H.M. Buhl, Journal of Family Issues 42 (2020) 1234–1257.","apa":"Hoellger, C., Sommer, S., Albert, I., &#38; Buhl, H. M. (2020). Intergenerational Value Similarity in Adulthood. <i>Journal of Family Issues</i>, <i>42</i>(6), 1234–1257. <a href=\"https://doi.org/10.1177/0192513x20943914\">https://doi.org/10.1177/0192513x20943914</a>","ieee":"C. Hoellger, S. Sommer, I. Albert, and H. M. Buhl, “Intergenerational Value Similarity in Adulthood,” <i>Journal of Family Issues</i>, vol. 42, no. 6, pp. 1234–1257, 2020, doi: <a href=\"https://doi.org/10.1177/0192513x20943914\">10.1177/0192513x20943914</a>."},"user_id":"42165","volume":42,"page":"1234-1257","_id":"32559","publisher":"SAGE Publications","status":"public"},{"publication_identifier":{"issn":["0012-1924","2190-622X"]},"author":[{"last_name":"Wetzel","first_name":"Änne","full_name":"Wetzel, Änne"},{"last_name":"Weigelt","first_name":"Matthias","full_name":"Weigelt, Matthias","id":"36388"},{"last_name":"Klingsieck","first_name":"Katrin Birte","full_name":"Klingsieck, Katrin Birte","id":"36716"}],"year":"2020","title":"Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ)","intvolume":"        66","date_updated":"2023-11-08T08:32:59Z","publication_status":"published","language":[{"iso":"ger"}],"doi":"10.1026/0012-1924/a000255","publication":"Diagnostica","issue":"4","abstract":[{"lang":"eng","text":"<jats:p> Zusammenfassung. Die vorliegende Studie befasst sich mit der Übersetzung und Validierung des englischsprachigen Sport Emotion Questionnaire (SEQ; Jones et al., 2005 ), der vorwettbewerblichen Emotionen von Sporttreibenden misst. In einer ersten Teilstudie wurde mittels einer Hin-Rück-Übersetzung und des Bilingual-Retest-Verfahrens ( n = 32) eine deutsche Version des SEQ (SEQ-d) erzeugt. In Studie 2 (Tennisspieler/innen, n = 116) zeigte sich jedoch eine vom Original abweichende Faktorstruktur, woraufhin der SEQ-d als dreidimensionale Kurzskala entwickelt wurde. Diese wurde in Studie 3 (Läufern/innen, n = 271) validiert. Die Kurzskala besitzt einen akzeptablen Fit (CFI = .950, RMSEA = .069, SRMR = .063) und eine interne Konsistenz von α = .84 (negative Emotionen), α = .86 (positive Emotionen), α = .87 (Anspannung). Durch Korrelationen mit anderen Emotionsmerkmalen konnte die konvergente Validität bestätigt werden. Die Kriteriumsvalidität wurde anhand wettkampf- und personenbezogener Zusatzparameter untersucht (bspw. Alter, Wettkampferfahrung…). Mit der deutschsprachigen Version des SEQ liegt ein ökonomisches und validiertes Messinstrument zur Erfassung vorwettbewerblicher Emotionen vor. </jats:p>"}],"date_created":"2023-01-21T13:36:21Z","department":[{"_id":"266"},{"_id":"426"}],"type":"journal_article","keyword":["Clinical Psychology"],"status":"public","_id":"37831","publisher":"Hogrefe Publishing Group","page":"246-257","volume":66,"user_id":"14931","citation":{"mla":"Wetzel, Änne, et al. “Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ).” <i>Diagnostica</i>, vol. 66, no. 4, Hogrefe Publishing Group, 2020, pp. 246–57, doi:<a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>.","bibtex":"@article{Wetzel_Weigelt_Klingsieck_2020, title={Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ)}, volume={66}, DOI={<a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>}, number={4}, journal={Diagnostica}, publisher={Hogrefe Publishing Group}, author={Wetzel, Änne and Weigelt, Matthias and Klingsieck, Katrin Birte}, year={2020}, pages={246–257} }","ama":"Wetzel Ä, Weigelt M, Klingsieck KB. Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ). <i>Diagnostica</i>. 2020;66(4):246-257. doi:<a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>","ieee":"Ä. Wetzel, M. Weigelt, and K. B. Klingsieck, “Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ),” <i>Diagnostica</i>, vol. 66, no. 4, pp. 246–257, 2020, doi: <a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>.","apa":"Wetzel, Ä., Weigelt, M., &#38; Klingsieck, K. B. (2020). Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ). <i>Diagnostica</i>, <i>66</i>(4), 246–257. <a href=\"https://doi.org/10.1026/0012-1924/a000255\">https://doi.org/10.1026/0012-1924/a000255</a>","chicago":"Wetzel, Änne, Matthias Weigelt, and Katrin Birte Klingsieck. “Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ).” <i>Diagnostica</i> 66, no. 4 (2020): 246–57. <a href=\"https://doi.org/10.1026/0012-1924/a000255\">https://doi.org/10.1026/0012-1924/a000255</a>.","short":"Ä. Wetzel, M. Weigelt, K.B. Klingsieck, Diagnostica 66 (2020) 246–257."},"quality_controlled":"1"},{"date_created":"2021-12-23T08:25:38Z","department":[{"_id":"426"}],"type":"journal_article","citation":{"ama":"Wetzel Ä, Weigelt M, Klingsieck KB. Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ). <i>Diagnostica</i>. Published online 2020:246-257. doi:<a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>","bibtex":"@article{Wetzel_Weigelt_Klingsieck_2020, title={Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ)}, DOI={<a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>}, journal={Diagnostica}, author={Wetzel, Änne and Weigelt, Matthias and Klingsieck, Katrin B.}, year={2020}, pages={246–257} }","mla":"Wetzel, Änne, et al. “Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ).” <i>Diagnostica</i>, 2020, pp. 246–57, doi:<a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>.","short":"Ä. Wetzel, M. Weigelt, K.B. Klingsieck, Diagnostica (2020) 246–257.","chicago":"Wetzel, Änne, Matthias Weigelt, and Katrin B. Klingsieck. “Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ).” <i>Diagnostica</i>, 2020, 246–57. <a href=\"https://doi.org/10.1026/0012-1924/a000255\">https://doi.org/10.1026/0012-1924/a000255</a>.","apa":"Wetzel, Ä., Weigelt, M., &#38; Klingsieck, K. B. (2020). Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ). <i>Diagnostica</i>, 246–257. <a href=\"https://doi.org/10.1026/0012-1924/a000255\">https://doi.org/10.1026/0012-1924/a000255</a>","ieee":"Ä. Wetzel, M. Weigelt, and K. B. Klingsieck, “Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ),” <i>Diagnostica</i>, pp. 246–257, 2020, doi: <a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>."},"publication":"Diagnostica","abstract":[{"lang":"eng","text":"<jats:p> Zusammenfassung. Die vorliegende Studie befasst sich mit der Übersetzung und Validierung des englischsprachigen Sport Emotion Questionnaire (SEQ; Jones et al., 2005 ), der vorwettbewerblichen Emotionen von Sporttreibenden misst. In einer ersten Teilstudie wurde mittels einer Hin-Rück-Übersetzung und des Bilingual-Retest-Verfahrens ( n = 32) eine deutsche Version des SEQ (SEQ-d) erzeugt. In Studie 2 (Tennisspieler/innen, n = 116) zeigte sich jedoch eine vom Original abweichende Faktorstruktur, woraufhin der SEQ-d als dreidimensionale Kurzskala entwickelt wurde. Diese wurde in Studie 3 (Läufern/innen, n = 271) validiert. Die Kurzskala besitzt einen akzeptablen Fit (CFI = .950, RMSEA = .069, SRMR = .063) und eine interne Konsistenz von α = .84 (negative Emotionen), α = .86 (positive Emotionen), α = .87 (Anspannung). Durch Korrelationen mit anderen Emotionsmerkmalen konnte die konvergente Validität bestätigt werden. Die Kriteriumsvalidität wurde anhand wettkampf- und personenbezogener Zusatzparameter untersucht (bspw. Alter, Wettkampferfahrung…). Mit der deutschsprachigen Version des SEQ liegt ein ökonomisches und validiertes Messinstrument zur Erfassung vorwettbewerblicher Emotionen vor. </jats:p>"}],"_id":"29112","language":[{"iso":"ger"}],"page":"246-257","user_id":"14931","doi":"10.1026/0012-1924/a000255","author":[{"full_name":"Wetzel, Änne","last_name":"Wetzel","first_name":"Änne"},{"id":"36388","full_name":"Weigelt, Matthias","last_name":"Weigelt","first_name":"Matthias"},{"full_name":"Klingsieck, Katrin B.","first_name":"Katrin B.","last_name":"Klingsieck","id":"36716"}],"publication_identifier":{"issn":["0012-1924","2190-622X"]},"year":"2020","status":"public","title":"Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ)","publication_status":"published","date_updated":"2023-11-08T08:32:31Z"},{"abstract":[{"lang":"eng","text":"Das Schreiben von wissenschaftlichen Texten ist mit einer Vielzahl von Herausforderungen verbunden, die die Bewältigung einer Schreibaufgabe häufig mühselig erscheinen lassen. Dieser Beitrag führt das wissenschaftliche Schreiben als eine Form des komplexen Problemlösens ein. Er betrachtet das wissenschaftliche Schreiben als ein rhetorisches Problem und zeigt auf, welche Ressourcen und Strategien im Rahmen des Schreibprozesses eingesetzt werden, um dieses Problem zu lösen. Der Fokus liegt dabei auf der Rolle der Selbstregulation beim wissenschaftlichen Schreiben. Aus prominenten Kompetenz- und Phasenmodellen des Schreibens abgeleitet, stellt der Beitrag grundlegende Strategien einer erfolgreichen Selbstregulation beim wissenschaftlichen Schreiben vor, die individuell eingesetzt werden können, um ins Schreiben zu kommen und im Schreiben zu bleiben."}],"publication":"HLZ – Herausforderung Lehrer*innenbildung","citation":{"apa":"Klingsieck, K. B., &#38; Golombek, C. (2020). Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen. <i>HLZ – Herausforderung Lehrer*innenbildung</i>, <i>3</i>, 655–672. <a href=\"https://doi.org/10.4119/HLZ-2499\">https://doi.org/10.4119/HLZ-2499</a>","ieee":"K. B. Klingsieck and C. Golombek, “Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen.,” <i>HLZ – Herausforderung Lehrer*innenbildung</i>, vol. 3, pp. 655–672, 2020, doi: <a href=\"https://doi.org/10.4119/HLZ-2499\">10.4119/HLZ-2499</a>.","chicago":"Klingsieck, Katrin B., and Christiane Golombek. “Schreibherausforderungen: Ins Schreiben Kommen Und Im Schreiben Bleiben –Die Selbstregulation Beim Schreiben Wissenschaftlicher Texte in Den Qualifizierungsphasen.” <i>HLZ – Herausforderung Lehrer*innenbildung</i> 3 (2020): 655–672. <a href=\"https://doi.org/10.4119/HLZ-2499\">https://doi.org/10.4119/HLZ-2499</a>.","short":"K.B. Klingsieck, C. Golombek, HLZ – Herausforderung Lehrer*innenbildung 3 (2020) 655–672.","mla":"Klingsieck, Katrin B., and Christiane Golombek. “Schreibherausforderungen: Ins Schreiben Kommen Und Im Schreiben Bleiben –Die Selbstregulation Beim Schreiben Wissenschaftlicher Texte in Den Qualifizierungsphasen.” <i>HLZ – Herausforderung Lehrer*innenbildung</i>, vol. 3, 2020, pp. 655–672, doi:<a href=\"https://doi.org/10.4119/HLZ-2499\">10.4119/HLZ-2499</a>.","ama":"Klingsieck KB, Golombek C. Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen. <i>HLZ – Herausforderung Lehrer*innenbildung</i>. 2020;3:655–672. doi:<a href=\"https://doi.org/10.4119/HLZ-2499\">10.4119/HLZ-2499</a>","bibtex":"@article{Klingsieck_Golombek_2020, title={Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen.}, volume={3}, DOI={<a href=\"https://doi.org/10.4119/HLZ-2499\">10.4119/HLZ-2499</a>}, journal={HLZ – Herausforderung Lehrer*innenbildung}, author={Klingsieck, Katrin B. and Golombek, Christiane}, year={2020}, pages={655–672} }"},"type":"journal_article","department":[{"_id":"426"}],"date_created":"2021-12-23T08:24:13Z","date_updated":"2023-11-08T08:31:50Z","intvolume":"         3","status":"public","title":"Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen.","year":"2020","author":[{"full_name":"Klingsieck, Katrin B.","first_name":"Katrin B.","last_name":"Klingsieck","id":"36716"},{"last_name":"Golombek","first_name":"Christiane","full_name":"Golombek, Christiane"}],"user_id":"14931","doi":"10.4119/HLZ-2499","volume":3,"page":"655–672","language":[{"iso":"eng"}],"_id":"29109"},{"publication":"Personality and Individual Differences","citation":{"ama":"Svartdal F, Klingsieck KB, Steel P, Gamst-Klaussen T. Measuring implemental delay in procrastination: Separating onset and sustained goal striving. <i>Personality and Individual Differences</i>. Published online 2020. doi:<a href=\"https://doi.org/10.1016/j.paid.2019.109762\">10.1016/j.paid.2019.109762</a>","bibtex":"@article{Svartdal_Klingsieck_Steel_Gamst-Klaussen_2020, title={Measuring implemental delay in procrastination: Separating onset and sustained goal striving}, DOI={<a href=\"https://doi.org/10.1016/j.paid.2019.109762\">10.1016/j.paid.2019.109762</a>}, number={109762}, journal={Personality and Individual Differences}, author={Svartdal, Frode and Klingsieck, Katrin B. and Steel, Piers and Gamst-Klaussen, Thor}, year={2020} }","mla":"Svartdal, Frode, et al. “Measuring Implemental Delay in Procrastination: Separating Onset and Sustained Goal Striving.” <i>Personality and Individual Differences</i>, 109762, 2020, doi:<a href=\"https://doi.org/10.1016/j.paid.2019.109762\">10.1016/j.paid.2019.109762</a>.","short":"F. Svartdal, K.B. Klingsieck, P. Steel, T. Gamst-Klaussen, Personality and Individual Differences (2020).","chicago":"Svartdal, Frode, Katrin B. Klingsieck, Piers Steel, and Thor Gamst-Klaussen. “Measuring Implemental Delay in Procrastination: Separating Onset and Sustained Goal Striving.” <i>Personality and Individual Differences</i>, 2020. <a href=\"https://doi.org/10.1016/j.paid.2019.109762\">https://doi.org/10.1016/j.paid.2019.109762</a>.","apa":"Svartdal, F., Klingsieck, K. B., Steel, P., &#38; Gamst-Klaussen, T. (2020). Measuring implemental delay in procrastination: Separating onset and sustained goal striving. <i>Personality and Individual Differences</i>, Article 109762. <a href=\"https://doi.org/10.1016/j.paid.2019.109762\">https://doi.org/10.1016/j.paid.2019.109762</a>","ieee":"F. Svartdal, K. B. Klingsieck, P. Steel, and T. Gamst-Klaussen, “Measuring implemental delay in procrastination: Separating onset and sustained goal striving,” <i>Personality and Individual Differences</i>, Art. no. 109762, 2020, doi: <a href=\"https://doi.org/10.1016/j.paid.2019.109762\">10.1016/j.paid.2019.109762</a>."},"date_created":"2021-12-23T08:25:22Z","type":"journal_article","department":[{"_id":"426"}],"title":"Measuring implemental delay in procrastination: Separating onset and sustained goal striving","year":"2020","status":"public","publication_identifier":{"issn":["0191-8869"]},"author":[{"full_name":"Svartdal, Frode","last_name":"Svartdal","first_name":"Frode"},{"id":"36716","full_name":"Klingsieck, Katrin B.","first_name":"Katrin B.","last_name":"Klingsieck"},{"last_name":"Steel","first_name":"Piers","full_name":"Steel, Piers"},{"last_name":"Gamst-Klaussen","first_name":"Thor","full_name":"Gamst-Klaussen, Thor"}],"date_updated":"2023-11-08T08:35:04Z","publication_status":"published","article_number":"109762","_id":"29111","language":[{"iso":"eng"}],"doi":"10.1016/j.paid.2019.109762","user_id":"14931"},{"date_created":"2021-12-23T08:24:43Z","department":[{"_id":"426"}],"type":"journal_article","citation":{"apa":"Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., &#38; Klingsieck, K. B. (2020). How Study Environments Foster Academic Procrastination: Overview and Recommendations. <i>Frontiers in Psychology</i>. <a href=\"https://doi.org/10.3389/fpsyg.2020.540910\">https://doi.org/10.3389/fpsyg.2020.540910</a>","ieee":"F. Svartdal, T. I. Dahl, T. Gamst-Klaussen, M. Koppenborg, and K. B. Klingsieck, “How Study Environments Foster Academic Procrastination: Overview and Recommendations,” <i>Frontiers in Psychology</i>, 2020, doi: <a href=\"https://doi.org/10.3389/fpsyg.2020.540910\">10.3389/fpsyg.2020.540910</a>.","chicago":"Svartdal, Frode, Tove I. Dahl, Thor Gamst-Klaussen, Markus Koppenborg, and Katrin B. Klingsieck. “How Study Environments Foster Academic Procrastination: Overview and Recommendations.” <i>Frontiers in Psychology</i>, 2020. <a href=\"https://doi.org/10.3389/fpsyg.2020.540910\">https://doi.org/10.3389/fpsyg.2020.540910</a>.","short":"F. Svartdal, T.I. Dahl, T. Gamst-Klaussen, M. Koppenborg, K.B. Klingsieck, Frontiers in Psychology (2020).","mla":"Svartdal, Frode, et al. “How Study Environments Foster Academic Procrastination: Overview and Recommendations.” <i>Frontiers in Psychology</i>, 2020, doi:<a href=\"https://doi.org/10.3389/fpsyg.2020.540910\">10.3389/fpsyg.2020.540910</a>.","ama":"Svartdal F, Dahl TI, Gamst-Klaussen T, Koppenborg M, Klingsieck KB. How Study Environments Foster Academic Procrastination: Overview and Recommendations. <i>Frontiers in Psychology</i>. Published online 2020. doi:<a href=\"https://doi.org/10.3389/fpsyg.2020.540910\">10.3389/fpsyg.2020.540910</a>","bibtex":"@article{Svartdal_Dahl_Gamst-Klaussen_Koppenborg_Klingsieck_2020, title={How Study Environments Foster Academic Procrastination: Overview and Recommendations}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2020.540910\">10.3389/fpsyg.2020.540910</a>}, journal={Frontiers in Psychology}, author={Svartdal, Frode and Dahl, Tove I. and Gamst-Klaussen, Thor and Koppenborg, Markus and Klingsieck, Katrin B.}, year={2020} }"},"publication":"Frontiers in Psychology","_id":"29110","language":[{"iso":"eng"}],"user_id":"14931","doi":"10.3389/fpsyg.2020.540910","publication_identifier":{"issn":["1664-1078"]},"author":[{"full_name":"Svartdal, Frode","last_name":"Svartdal","first_name":"Frode"},{"full_name":"Dahl, Tove I.","last_name":"Dahl","first_name":"Tove I."},{"full_name":"Gamst-Klaussen, Thor","last_name":"Gamst-Klaussen","first_name":"Thor"},{"full_name":"Koppenborg, Markus","last_name":"Koppenborg","first_name":"Markus"},{"id":"36716","full_name":"Klingsieck, Katrin B.","first_name":"Katrin B.","last_name":"Klingsieck"}],"title":"How Study Environments Foster Academic Procrastination: Overview and Recommendations","year":"2020","status":"public","publication_status":"published","date_updated":"2023-11-08T08:32:10Z"},{"status":"public","volume":40,"user_id":"37888","publisher":"Oxford University Press (OUP)","_id":"35712","page":"99-113","citation":{"short":"M. Schürmann, L. Gildehaus, M. Liebendörfer, N. Schaper, R. Biehler, R. Hochmuth, C. Kuklinski, E. Lankeit, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2020) 99–113.","chicago":"Schürmann, Mirko, Lara Gildehaus, Michael Liebendörfer, Niclas Schaper, Rolf Biehler, Reinhard Hochmuth, Christiane Kuklinski, and Elisa Lankeit. “Mathematics Learning Support Centres in Germany—an Overview.” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i> 40, no. 2 (2020): 99–113. <a href=\"https://doi.org/10.1093/teamat/hraa007\">https://doi.org/10.1093/teamat/hraa007</a>.","ieee":"M. Schürmann <i>et al.</i>, “Mathematics learning support centres in Germany—an overview,” <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>, vol. 40, no. 2, pp. 99–113, 2020, doi: <a href=\"https://doi.org/10.1093/teamat/hraa007\">10.1093/teamat/hraa007</a>.","apa":"Schürmann, M., Gildehaus, L., Liebendörfer, M., Schaper, N., Biehler, R., Hochmuth, R., Kuklinski, C., &#38; Lankeit, E. (2020). Mathematics learning support centres in Germany—an overview. <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, <i>40</i>(2), 99–113. <a href=\"https://doi.org/10.1093/teamat/hraa007\">https://doi.org/10.1093/teamat/hraa007</a>","bibtex":"@article{Schürmann_Gildehaus_Liebendörfer_Schaper_Biehler_Hochmuth_Kuklinski_Lankeit_2020, title={Mathematics learning support centres in Germany—an overview}, volume={40}, DOI={<a href=\"https://doi.org/10.1093/teamat/hraa007\">10.1093/teamat/hraa007</a>}, number={2}, journal={Teaching Mathematics and its Applications: An International Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Schürmann, Mirko and Gildehaus, Lara and Liebendörfer, Michael and Schaper, Niclas and Biehler, Rolf and Hochmuth, Reinhard and Kuklinski, Christiane and Lankeit, Elisa}, year={2020}, pages={99–113} }","ama":"Schürmann M, Gildehaus L, Liebendörfer M, et al. Mathematics learning support centres in Germany—an overview. <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>. 2020;40(2):99-113. doi:<a href=\"https://doi.org/10.1093/teamat/hraa007\">10.1093/teamat/hraa007</a>","mla":"Schürmann, Mirko, et al. “Mathematics Learning Support Centres in Germany—an Overview.” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, vol. 40, no. 2, Oxford University Press (OUP), 2020, pp. 99–113, doi:<a href=\"https://doi.org/10.1093/teamat/hraa007\">10.1093/teamat/hraa007</a>."},"intvolume":"        40","publication_status":"published","date_updated":"2024-04-18T10:10:15Z","publication_identifier":{"issn":["0268-3679","1471-6976"]},"author":[{"id":"59707","full_name":"Schürmann, Mirko","first_name":"Mirko","orcid":"0000-0003-2646-085X","last_name":"Schürmann"},{"first_name":"Lara","last_name":"Gildehaus","full_name":"Gildehaus, Lara"},{"first_name":"Michael","orcid":"0000-0001-9887-2074","last_name":"Liebendörfer","full_name":"Liebendörfer, Michael","id":"30933"},{"first_name":"Niclas","last_name":"Schaper","full_name":"Schaper, Niclas"},{"full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf","id":"16274"},{"first_name":"Reinhard","last_name":"Hochmuth","full_name":"Hochmuth, Reinhard"},{"first_name":"Christiane","last_name":"Kuklinski","full_name":"Kuklinski, Christiane"},{"full_name":"Lankeit, Elisa","last_name":"Lankeit","first_name":"Elisa"}],"title":"Mathematics learning support centres in Germany—an overview","year":"2020","doi":"10.1093/teamat/hraa007","language":[{"iso":"eng"}],"abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n               <jats:p>Mathematics learning support centres (MLSC) are widely established and evaluated in English-speaking countries (such as the UK, Ireland and Australia). In most of these countries, several national surveys on MLSCs exist. They give an overview of the number of MLSCs as well as their characteristics in these countries. In Germany, there is a lack of studies on MLSCs and the landscape of MLSCs has not been described yet. This article presents basic information concerning counts of MLSCs and their characteristics at universities. Based on a three-step approach of analysing university homepages and additional personal contact via email or phone calls, we gathered typical MLSC features (e.g. staff quantities and qualification, opening and support hours, supported study programmes). We analysed 190 universities from a web-based register on study programmes. In total, we found 61 MLSCs located at 51 German universities. Another 16 support centres were specialized on mathematics didactics, which means they focussed on didactical and methodological support for preservice teacher students and often provided different teaching materials. Thirty-eight centres were located at universities (62.3%) and 23 MLSCs at universities of applied sciences and comparable universities (37.7%). The MLSCs were different in their sizes of staff and opening hours, and both the numbers of staff and the service hours differed greatly. The student groups MLSCs at German universities focus on differ concerning characteristics like study programme or semester. We will provide the main categories describing these groups. We seek to answer research questions concerning the characteristics of MLSCs in Germany and discuss the results compared to international findings. This information is useful for further international collaborative research, for example a standardized international survey. From a national perspective, these findings support networking and collaborations between the MLSCs as well. As some German MLSCs are facing financial cuts, these results might help in gaining additional funding.</jats:p>","lang":"eng"}],"publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","issue":"2","department":[{"_id":"423"},{"_id":"363"},{"_id":"625"}],"keyword":["Education","General Mathematics"],"type":"journal_article","date_created":"2023-01-10T09:14:31Z"},{"citation":{"mla":"Schürmann, Mirko, et al. “Chancen Und Möglichkeiten Eines Netzwerks von Mathematischen Lernzentren in Deutschland - Bericht Zum Digitalen Lernzentrumsworkshop Am 22.10.2020.” <i>Dghd-Newsletter</i>, vol. 4/2020, 2020, pp. 24–26.","ama":"Schürmann M, Liebendörfer M, Gildehaus L, et al. Chancen und Möglichkeiten eines Netzwerks von Mathematischen Lernzentren in Deutschland - Bericht zum digitalen Lernzentrumsworkshop am 22.10.2020. <i>dghd-Newsletter</i>. 2020;4/2020:24-26.","bibtex":"@article{Schürmann_Liebendörfer_Gildehaus_Schaper_Hochmuth_Biehler_Lankeit_Kuklinski_Ruge_2020, title={Chancen und Möglichkeiten eines Netzwerks von Mathematischen Lernzentren in Deutschland - Bericht zum digitalen Lernzentrumsworkshop am 22.10.2020}, volume={4/2020}, journal={dghd-Newsletter}, author={Schürmann, Mirko and Liebendörfer, Michael and Gildehaus, Lara and Schaper, Niclas and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa and Kuklinski, Christiane and Ruge, Johanna}, year={2020}, pages={24–26} }","apa":"Schürmann, M., Liebendörfer, M., Gildehaus, L., Schaper, N., Hochmuth, R., Biehler, R., Lankeit, E., Kuklinski, C., &#38; Ruge, J. (2020). Chancen und Möglichkeiten eines Netzwerks von Mathematischen Lernzentren in Deutschland - Bericht zum digitalen Lernzentrumsworkshop am 22.10.2020. <i>Dghd-Newsletter</i>, <i>4/2020</i>, 24–26.","ieee":"M. Schürmann <i>et al.</i>, “Chancen und Möglichkeiten eines Netzwerks von Mathematischen Lernzentren in Deutschland - Bericht zum digitalen Lernzentrumsworkshop am 22.10.2020,” <i>dghd-Newsletter</i>, vol. 4/2020, pp. 24–26, 2020.","short":"M. Schürmann, M. Liebendörfer, L. Gildehaus, N. Schaper, R. Hochmuth, R. Biehler, E. Lankeit, C. Kuklinski, J. Ruge, Dghd-Newsletter 4/2020 (2020) 24–26.","chicago":"Schürmann, Mirko, Michael Liebendörfer, Lara Gildehaus, Niclas Schaper, Reinhard Hochmuth, Rolf Biehler, Elisa Lankeit, Christiane Kuklinski, and Johanna Ruge. “Chancen Und Möglichkeiten Eines Netzwerks von Mathematischen Lernzentren in Deutschland - Bericht Zum Digitalen Lernzentrumsworkshop Am 22.10.2020.” <i>Dghd-Newsletter</i> 4/2020 (2020): 24–26."},"publication":"dghd-Newsletter","date_created":"2021-09-21T14:53:33Z","department":[{"_id":"423"},{"_id":"625"},{"_id":"363"}],"type":"journal_article","author":[{"id":"59707","full_name":"Schürmann, Mirko","last_name":"Schürmann","orcid":"0000-0003-2646-085X","first_name":"Mirko"},{"full_name":"Liebendörfer, Michael","last_name":"Liebendörfer","first_name":"Michael","orcid":"0000-0001-9887-2074","id":"30933"},{"first_name":"Lara","last_name":"Gildehaus","full_name":"Gildehaus, Lara"},{"first_name":"Niclas","last_name":"Schaper","full_name":"Schaper, Niclas"},{"last_name":"Hochmuth","first_name":"Reinhard","full_name":"Hochmuth, Reinhard"},{"full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf","id":"16274"},{"full_name":"Lankeit, Elisa","first_name":"Elisa","last_name":"Lankeit"},{"last_name":"Kuklinski","first_name":"Christiane","full_name":"Kuklinski, Christiane"},{"full_name":"Ruge, Johanna","last_name":"Ruge","first_name":"Johanna"}],"status":"public","year":"2020","title":"Chancen und Möglichkeiten eines Netzwerks von Mathematischen Lernzentren in Deutschland - Bericht zum digitalen Lernzentrumsworkshop am 22.10.2020","date_updated":"2024-04-30T13:47:33Z","_id":"24784","language":[{"iso":"eng"}],"page":"24-26","volume":"4/2020","user_id":"30933"},{"date_updated":"2024-04-30T13:46:40Z","author":[{"full_name":"Schürmann, Mirko","orcid":"0000-0003-2646-085X","first_name":"Mirko","last_name":"Schürmann","id":"59707"},{"full_name":"Schaper, Niclas","first_name":"Niclas","last_name":"Schaper"},{"full_name":"Liebendörfer, Michael","last_name":"Liebendörfer","orcid":"0000-0001-9887-2074","first_name":"Michael","id":"30933"},{"id":"16274","last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf"},{"first_name":"Elisa","last_name":"Lankeit","full_name":"Lankeit, Elisa"},{"last_name":"Hochmuth","first_name":"Reinhard","full_name":"Hochmuth, Reinhard"},{"full_name":"Ruge, Johanna","last_name":"Ruge","first_name":"Johanna"},{"last_name":"Kuklinski","first_name":"Christiane","full_name":"Kuklinski, Christiane"}],"status":"public","title":"Ein Kurzbericht aus dem Forschungsprojekt WiGeMath-Lernzentren als Unterstützungsmaßnahme für mathematikbezogenes Lernen in der Studieneingangsphase","year":"2020","volume":"01/2020","user_id":"30933","_id":"16965","language":[{"iso":"eng"}],"page":"25-29","citation":{"apa":"Schürmann, M., Schaper, N., Liebendörfer, M., Biehler, R., Lankeit, E., Hochmuth, R., Ruge, J., &#38; Kuklinski, C. (2020). Ein Kurzbericht aus dem Forschungsprojekt WiGeMath-Lernzentren als Unterstützungsmaßnahme für mathematikbezogenes Lernen in der Studieneingangsphase. <i>Dghd-Newsletter</i>, <i>01/2020</i>, 25–29.","ieee":"M. Schürmann <i>et al.</i>, “Ein Kurzbericht aus dem Forschungsprojekt WiGeMath-Lernzentren als Unterstützungsmaßnahme für mathematikbezogenes Lernen in der Studieneingangsphase,” <i>dghd-Newsletter</i>, vol. 01/2020, pp. 25–29, 2020.","chicago":"Schürmann, Mirko, Niclas Schaper, Michael Liebendörfer, Rolf Biehler, Elisa Lankeit, Reinhard Hochmuth, Johanna Ruge, and Christiane Kuklinski. “Ein Kurzbericht Aus Dem Forschungsprojekt WiGeMath-Lernzentren Als Unterstützungsmaßnahme Für Mathematikbezogenes Lernen in Der Studieneingangsphase.” <i>Dghd-Newsletter</i> 01/2020 (2020): 25–29.","short":"M. Schürmann, N. Schaper, M. Liebendörfer, R. Biehler, E. Lankeit, R. Hochmuth, J. Ruge, C. Kuklinski, Dghd-Newsletter 01/2020 (2020) 25–29.","mla":"Schürmann, Mirko, et al. “Ein Kurzbericht Aus Dem Forschungsprojekt WiGeMath-Lernzentren Als Unterstützungsmaßnahme Für Mathematikbezogenes Lernen in Der Studieneingangsphase.” <i>Dghd-Newsletter</i>, vol. 01/2020, 2020, pp. 25–29.","ama":"Schürmann M, Schaper N, Liebendörfer M, et al. Ein Kurzbericht aus dem Forschungsprojekt WiGeMath-Lernzentren als Unterstützungsmaßnahme für mathematikbezogenes Lernen in der Studieneingangsphase. <i>dghd-Newsletter</i>. 2020;01/2020:25-29.","bibtex":"@article{Schürmann_Schaper_Liebendörfer_Biehler_Lankeit_Hochmuth_Ruge_Kuklinski_2020, title={Ein Kurzbericht aus dem Forschungsprojekt WiGeMath-Lernzentren als Unterstützungsmaßnahme für mathematikbezogenes Lernen in der Studieneingangsphase}, volume={01/2020}, journal={dghd-Newsletter}, author={Schürmann, Mirko and Schaper, Niclas and Liebendörfer, Michael and Biehler, Rolf and Lankeit, Elisa and Hochmuth, Reinhard and Ruge, Johanna and Kuklinski, Christiane}, year={2020}, pages={25–29} }"},"publication":"dghd-Newsletter","department":[{"_id":"423"},{"_id":"625"},{"_id":"363"}],"type":"journal_article","date_created":"2020-05-16T07:32:37Z"},{"citation":{"bibtex":"@article{Karsten_Weisberg_2020, title={Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). }, volume={2020}, DOI={<a href=\"https://doi.org/10.3278/JOS2002W\">10.3278/JOS2002W</a>}, number={2}, journal={JoSch - Journal der Schreibwissenschaft}, publisher={wbv}, author={Karsten, Andrea and Weisberg, Jan}, year={2020}, pages={34–42} }","ama":"Karsten A, Weisberg J. Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). . <i>JoSch - Journal der Schreibwissenschaft</i>. 2020;2020(2):34-42. doi:<a href=\"https://doi.org/10.3278/JOS2002W\">10.3278/JOS2002W</a>","mla":"Karsten, Andrea, and Jan Weisberg. “Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). .” <i>JoSch - Journal der Schreibwissenschaft</i>, vol. 2020, no. 2, wbv, 2020, pp. 34–42, doi:<a href=\"https://doi.org/10.3278/JOS2002W\">10.3278/JOS2002W</a>.","chicago":"Karsten, Andrea, and Jan Weisberg. “Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). .” <i>JoSch - Journal der Schreibwissenschaft</i> 2020, no. 2 (2020): 34–42. <a href=\"https://doi.org/10.3278/JOS2002W\">https://doi.org/10.3278/JOS2002W</a>.","short":"A. Karsten, J. Weisberg, JoSch - Journal der Schreibwissenschaft 2020 (2020) 34–42.","ieee":"A. Karsten and J. Weisberg, “Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). ,” <i>JoSch - Journal der Schreibwissenschaft</i>, vol. 2020, no. 2, pp. 34–42, 2020, doi: <a href=\"https://doi.org/10.3278/JOS2002W\">10.3278/JOS2002W</a>.","apa":"Karsten, A., &#38; Weisberg, J. (2020). Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). . <i>JoSch - Journal der Schreibwissenschaft</i>, <i>2020</i>(2), 34–42. <a href=\"https://doi.org/10.3278/JOS2002W\">https://doi.org/10.3278/JOS2002W</a>"},"oa":"1","status":"public","_id":"32154","publisher":"wbv","page":"34 - 42","volume":2020,"user_id":"53917","issue":"2","publication":"JoSch - Journal der Schreibwissenschaft","date_created":"2022-06-24T10:04:43Z","department":[{"_id":"424"}],"type":"journal_article","author":[{"orcid":"0000-0003-0194-2000","last_name":"Karsten","first_name":"Andrea","full_name":"Karsten, Andrea","id":"53917"},{"full_name":"Weisberg, Jan","first_name":"Jan","last_name":"Weisberg"}],"year":"2020","title":"Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). ","intvolume":"      2020","publication_status":"published","date_updated":"2024-08-22T07:19:31Z","language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","url":"https://www.wbv.de/shop/openaccess-download/JOS2002W"}],"doi":"10.3278/JOS2002W"},{"publication_status":"published","date_updated":"2023-01-26T10:42:14Z","article_type":"original","intvolume":"        47","year":"2020","title":"Analytical Competence of Teachers – Assessing the Construct Validity by Means of Mixed Methods and Drawing Consequences for Teacher Education.","status":"public","author":[{"full_name":"Plöger, Wilfried","last_name":"Plöger","first_name":"Wilfried"},{"full_name":"Krepf, Matthias","first_name":"Matthias","last_name":"Krepf"},{"full_name":"Scholl, Daniel","first_name":"Daniel","last_name":"Scholl"},{"full_name":"Seifert, Andreas","first_name":"Andreas","last_name":"Seifert","id":"693"}],"user_id":"693","volume":47,"page":"134-157","language":[{"iso":"eng"}],"_id":"39825","quality_controlled":"1","issue":"2","publication":"Teacher Education Quaterly","citation":{"short":"W. Plöger, M. Krepf, D. Scholl, A. Seifert, Teacher Education Quaterly 47 (2020) 134–157.","chicago":"Plöger, Wilfried, Matthias Krepf, Daniel Scholl, and Andreas Seifert. “Analytical Competence of Teachers – Assessing the Construct Validity by Means of Mixed Methods and Drawing Consequences for Teacher Education.” <i>Teacher Education Quaterly</i> 47, no. 2 (2020): 134–57.","apa":"Plöger, W., Krepf, M., Scholl, D., &#38; Seifert, A. (2020). Analytical Competence of Teachers – Assessing the Construct Validity by Means of Mixed Methods and Drawing Consequences for Teacher Education. <i>Teacher Education Quaterly</i>, <i>47</i>(2), 134–157.","ieee":"W. Plöger, M. Krepf, D. Scholl, and A. Seifert, “Analytical Competence of Teachers – Assessing the Construct Validity by Means of Mixed Methods and Drawing Consequences for Teacher Education.,” <i>Teacher Education Quaterly</i>, vol. 47, no. 2, pp. 134–157, 2020.","ama":"Plöger W, Krepf M, Scholl D, Seifert A. Analytical Competence of Teachers – Assessing the Construct Validity by Means of Mixed Methods and Drawing Consequences for Teacher Education. <i>Teacher Education Quaterly</i>. 2020;47(2):134-157.","bibtex":"@article{Plöger_Krepf_Scholl_Seifert_2020, title={Analytical Competence of Teachers – Assessing the Construct Validity by Means of Mixed Methods and Drawing Consequences for Teacher Education.}, volume={47}, number={2}, journal={Teacher Education Quaterly}, author={Plöger, Wilfried and Krepf, Matthias and Scholl, Daniel and Seifert, Andreas}, year={2020}, pages={134–157} }","mla":"Plöger, Wilfried, et al. “Analytical Competence of Teachers – Assessing the Construct Validity by Means of Mixed Methods and Drawing Consequences for Teacher Education.” <i>Teacher Education Quaterly</i>, vol. 47, no. 2, 2020, pp. 134–57."},"type":"journal_article","department":[{"_id":"33"},{"_id":"427"}],"date_created":"2023-01-25T08:10:50Z"},{"quality_controlled":"1","citation":{"ieee":"A. Vogt <i>et al.</i>, “Assessment of the quality of end-of-life care: translation and validation of the German version of the ‘Care of the Dying Evaluation’ (CODE-GER) – a questionnaire for bereaved relatives.,” <i>Health and Quality of Life Outcomes</i>, vol. 18, no. 311, pp. 2–15, 2020.","apa":"Vogt, A., Stiel, S., Heckel, M., Goebel, S., Mai, S. S., Seifert, A., Gerlach, C., Ostgathe, C., &#38; Weber, M. (2020). Assessment of the quality of end-of-life care: translation and validation of the German version of the “Care of the Dying Evaluation” (CODE-GER) – a questionnaire for bereaved relatives. <i>Health and Quality of Life Outcomes</i>, <i>18</i>(311), 2–15.","mla":"Vogt, Annika, et al. “Assessment of the Quality of End-of-Life Care: Translation and Validation of the German Version of the ‘Care of the Dying Evaluation’ (CODE-GER) – a Questionnaire for Bereaved Relatives.” <i>Health and Quality of Life Outcomes</i>, vol. 18, no. 311, 2020, pp. 2–15.","bibtex":"@article{Vogt_Stiel_Heckel_Goebel_Mai_Seifert_Gerlach_Ostgathe_Weber_2020, title={Assessment of the quality of end-of-life care: translation and validation of the German version of the “Care of the Dying Evaluation” (CODE-GER) – a questionnaire for bereaved relatives.}, volume={18}, number={311}, journal={Health and Quality of Life Outcomes}, author={Vogt, Annika and Stiel, Stephanie and Heckel, Maria and Goebel, Swantje and Mai, Sandra Stephanie and Seifert, Andreas and Gerlach, Christina and Ostgathe, Christoph and Weber, Martin }, year={2020}, pages={2–15} }","chicago":"Vogt, Annika, Stephanie Stiel, Maria Heckel, Swantje Goebel, Sandra Stephanie Mai, Andreas Seifert, Christina Gerlach, Christoph Ostgathe, and Martin  Weber. “Assessment of the Quality of End-of-Life Care: Translation and Validation of the German Version of the ‘Care of the Dying Evaluation’ (CODE-GER) – a Questionnaire for Bereaved Relatives.” <i>Health and Quality of Life Outcomes</i> 18, no. 311 (2020): 2–15.","ama":"Vogt A, Stiel S, Heckel M, et al. Assessment of the quality of end-of-life care: translation and validation of the German version of the “Care of the Dying Evaluation” (CODE-GER) – a questionnaire for bereaved relatives. <i>Health and Quality of Life Outcomes</i>. 2020;18(311):2-15.","short":"A. Vogt, S. Stiel, M. Heckel, S. Goebel, S.S. Mai, A. Seifert, C. Gerlach, C. Ostgathe, M. 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Ein Manual für das LIFE-Programm zur Stärkung der Zusammenarbeit von Schule und Elternhaus}, publisher={Springer}, author={Bonanati, Sabrina and Greiner, Christian and Gruchel, Nicole and Buhl, Heike M.}, year={2020} }"},"project":[{"_id":"381","name":"LIFE - Lesen in Familie erleben"},{"name":"Elternsprechtage - Kooperation zwischen Elternhaus und Schule","_id":"382"}],"date_created":"2022-08-02T09:15:14Z","place":"Wiesbaden","department":[{"_id":"427"}],"oa":"1","type":"book"},{"volume":47,"user_id":"57578","doi":"10.1017/S0305000919000710","_id":"20201","language":[{"iso":"eng"}],"page":"418-434","article_type":"original","intvolume":"        47","publication_status":"published","date_updated":"2025-09-02T14:21:16Z","author":[{"full_name":"Grimminger, Angela","first_name":"Angela","last_name":"Grimminger","id":"57578"},{"full_name":"Rohlfing, Katharina","first_name":"Katharina","orcid":"0000-0002-5676-8233","last_name":"Rohlfing","id":"50352"},{"first_name":"Carina","last_name":"Lüke","full_name":"Lüke, Carina"},{"first_name":"Ulf","last_name":"Liszkowski","full_name":"Liszkowski, Ulf"},{"first_name":"Ute","last_name":"Ritterfeld","full_name":"Ritterfeld, Ute"}],"title":"Decontextualized talk in caregivers’ input to 12-month-old children during structured interaction.","year":"2020","status":"public","department":[{"_id":"427"}],"type":"journal_article","date_created":"2020-10-26T12:37:05Z","citation":{"bibtex":"@article{Grimminger_Rohlfing_Lüke_Liszkowski_Ritterfeld_2020, title={Decontextualized talk in caregivers’ input to 12-month-old children during structured interaction.}, volume={47}, DOI={<a href=\"https://doi.org/10.1017/S0305000919000710\">10.1017/S0305000919000710</a>}, journal={Journal of Child Language}, author={Grimminger, Angela and Rohlfing, Katharina and Lüke, Carina and Liszkowski, Ulf and Ritterfeld, Ute}, year={2020}, pages={418–434} }","ama":"Grimminger A, Rohlfing K, Lüke C, Liszkowski U, Ritterfeld U. Decontextualized talk in caregivers’ input to 12-month-old children during structured interaction. <i>Journal of Child Language</i>. 2020;47:418-434. doi:<a href=\"https://doi.org/10.1017/S0305000919000710\">10.1017/S0305000919000710</a>","mla":"Grimminger, Angela, et al. “Decontextualized Talk in Caregivers’ Input to 12-Month-Old Children during Structured Interaction.” <i>Journal of Child Language</i>, vol. 47, 2020, pp. 418–34, doi:<a href=\"https://doi.org/10.1017/S0305000919000710\">10.1017/S0305000919000710</a>.","short":"A. Grimminger, K. Rohlfing, C. Lüke, U. Liszkowski, U. Ritterfeld, Journal of Child Language 47 (2020) 418–434.","chicago":"Grimminger, Angela, Katharina Rohlfing, Carina Lüke, Ulf Liszkowski, and Ute Ritterfeld. “Decontextualized Talk in Caregivers’ Input to 12-Month-Old Children during Structured Interaction.” <i>Journal of Child Language</i> 47 (2020): 418–34. <a href=\"https://doi.org/10.1017/S0305000919000710\">https://doi.org/10.1017/S0305000919000710</a>.","ieee":"A. Grimminger, K. Rohlfing, C. Lüke, U. Liszkowski, and U. Ritterfeld, “Decontextualized talk in caregivers’ input to 12-month-old children during structured interaction.,” <i>Journal of Child Language</i>, vol. 47, pp. 418–434, 2020, doi: <a href=\"https://doi.org/10.1017/S0305000919000710\">10.1017/S0305000919000710</a>.","apa":"Grimminger, A., Rohlfing, K., Lüke, C., Liszkowski, U., &#38; Ritterfeld, U. (2020). Decontextualized talk in caregivers’ input to 12-month-old children during structured interaction. <i>Journal of Child Language</i>, <i>47</i>, 418–434. <a href=\"https://doi.org/10.1017/S0305000919000710\">https://doi.org/10.1017/S0305000919000710</a>"},"publication":"Journal of Child Language"}]