[{"publication":"Kindlers Literatur Lexikon (KLL)","citation":{"ama":"Aebli H, Scharlau I. Piaget, Jean: Le développement des quantités physiques chez l’enfant. In: <i>Kindlers Literatur Lexikon (KLL)</i>. J.B. Metzler; 2020. doi:<a href=\"https://doi.org/10.1007/978-3-476-05728-0_16045-1\">10.1007/978-3-476-05728-0_16045-1</a>","bibtex":"@inbook{Aebli_Scharlau_2020, place={Stuttgart}, title={Piaget, Jean: Le développement des quantités physiques chez l’enfant}, DOI={<a href=\"https://doi.org/10.1007/978-3-476-05728-0_16045-1\">10.1007/978-3-476-05728-0_16045-1</a>}, booktitle={Kindlers Literatur Lexikon (KLL)}, publisher={J.B. Metzler}, author={Aebli, Hans and Scharlau, Ingrid}, year={2020} }","mla":"Aebli, Hans, and Ingrid Scharlau. “Piaget, Jean: Le développement des quantités physiques chez l’enfant.” <i>Kindlers Literatur Lexikon (KLL)</i>, J.B. Metzler, 2020, doi:<a href=\"https://doi.org/10.1007/978-3-476-05728-0_16045-1\">10.1007/978-3-476-05728-0_16045-1</a>.","chicago":"Aebli, Hans, and Ingrid Scharlau. “Piaget, Jean: Le développement des quantités physiques chez l’enfant.” In <i>Kindlers Literatur Lexikon (KLL)</i>. Stuttgart: J.B. Metzler, 2020. <a href=\"https://doi.org/10.1007/978-3-476-05728-0_16045-1\">https://doi.org/10.1007/978-3-476-05728-0_16045-1</a>.","short":"H. Aebli, I. Scharlau, in: Kindlers Literatur Lexikon (KLL), J.B. Metzler, Stuttgart, 2020.","apa":"Aebli, H., &#38; Scharlau, I. (2020). Piaget, Jean: Le développement des quantités physiques chez l’enfant. In <i>Kindlers Literatur Lexikon (KLL)</i>. J.B. Metzler. <a href=\"https://doi.org/10.1007/978-3-476-05728-0_16045-1\">https://doi.org/10.1007/978-3-476-05728-0_16045-1</a>","ieee":"H. Aebli and I. Scharlau, “Piaget, Jean: Le développement des quantités physiques chez l’enfant,” in <i>Kindlers Literatur Lexikon (KLL)</i>, Stuttgart: J.B. Metzler, 2020."},"place":"Stuttgart","date_created":"2026-05-20T06:03:29Z","type":"book_chapter","department":[{"_id":"424"}],"status":"public","title":"Piaget, Jean: Le développement des quantités physiques chez l'enfant","year":"2020","publication_identifier":{"isbn":["9783476057280","9783476057280"]},"author":[{"last_name":"Aebli","first_name":"Hans","full_name":"Aebli, Hans"},{"id":"451","first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid"}],"date_updated":"2026-05-20T07:19:05Z","publication_status":"published","_id":"65654","language":[{"iso":"ger"}],"publisher":"J.B. Metzler","doi":"10.1007/978-3-476-05728-0_16045-1","user_id":"451","alternative_title":["Conservation et atomisme"]},{"_id":"65652","language":[{"iso":"ger"}],"publisher":"J.B. Metzler","user_id":"451","doi":"10.1007/978-3-476-05728-0_16044-1","year":"2020","title":"Piaget, Jean: La naissance de l'intelligence chez l'enfant","status":"public","publication_identifier":{"isbn":["9783476057280","9783476057280"]},"author":[{"full_name":"Aebli, Hans","last_name":"Aebli","first_name":"Hans"},{"id":"451","full_name":"Scharlau, Ingrid","first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489"}],"publication_status":"published","date_updated":"2026-05-20T05:53:48Z","date_created":"2026-05-20T05:53:32Z","place":"Stuttgart","type":"book_chapter","department":[{"_id":"424"}],"publication":"Kindlers Literatur Lexikon (KLL)","citation":{"apa":"Aebli, H., &#38; Scharlau, I. (2020). Piaget, Jean: La naissance de l’intelligence chez l’enfant. In <i>Kindlers Literatur Lexikon (KLL)</i>. J.B. Metzler. <a href=\"https://doi.org/10.1007/978-3-476-05728-0_16044-1\">https://doi.org/10.1007/978-3-476-05728-0_16044-1</a>","ieee":"H. Aebli and I. Scharlau, “Piaget, Jean: La naissance de l’intelligence chez l’enfant,” in <i>Kindlers Literatur Lexikon (KLL)</i>, Stuttgart: J.B. Metzler, 2020.","chicago":"Aebli, Hans, and Ingrid Scharlau. “Piaget, Jean: La naissance de l’intelligence chez l’enfant.” In <i>Kindlers Literatur Lexikon (KLL)</i>. Stuttgart: J.B. Metzler, 2020. <a href=\"https://doi.org/10.1007/978-3-476-05728-0_16044-1\">https://doi.org/10.1007/978-3-476-05728-0_16044-1</a>.","short":"H. Aebli, I. Scharlau, in: Kindlers Literatur Lexikon (KLL), J.B. Metzler, Stuttgart, 2020.","mla":"Aebli, Hans, and Ingrid Scharlau. “Piaget, Jean: La naissance de l’intelligence chez l’enfant.” <i>Kindlers Literatur Lexikon (KLL)</i>, J.B. Metzler, 2020, doi:<a href=\"https://doi.org/10.1007/978-3-476-05728-0_16044-1\">10.1007/978-3-476-05728-0_16044-1</a>.","ama":"Aebli H, Scharlau I. Piaget, Jean: La naissance de l’intelligence chez l’enfant. In: <i>Kindlers Literatur Lexikon (KLL)</i>. J.B. Metzler; 2020. doi:<a href=\"https://doi.org/10.1007/978-3-476-05728-0_16044-1\">10.1007/978-3-476-05728-0_16044-1</a>","bibtex":"@inbook{Aebli_Scharlau_2020, place={Stuttgart}, title={Piaget, Jean: La naissance de l’intelligence chez l’enfant}, DOI={<a href=\"https://doi.org/10.1007/978-3-476-05728-0_16044-1\">10.1007/978-3-476-05728-0_16044-1</a>}, booktitle={Kindlers Literatur Lexikon (KLL)}, publisher={J.B. Metzler}, author={Aebli, Hans and Scharlau, Ingrid}, year={2020} }"}},{"date_created":"2026-05-20T05:54:04Z","place":"Stuttgart","department":[{"_id":"424"}],"type":"book_chapter","citation":{"mla":"Scharlau, Ingrid. “Piaget, Jean.” <i>Kindlers Literatur Lexikon (KLL)</i>, J.B. Metzler, 2020, doi:<a href=\"https://doi.org/10.1007/978-3-476-05728-0_16043-1\">10.1007/978-3-476-05728-0_16043-1</a>.","ama":"Scharlau I. Piaget, Jean. In: <i>Kindlers Literatur Lexikon (KLL)</i>. J.B. Metzler; 2020. doi:<a href=\"https://doi.org/10.1007/978-3-476-05728-0_16043-1\">10.1007/978-3-476-05728-0_16043-1</a>","bibtex":"@inbook{Scharlau_2020, place={Stuttgart}, title={Piaget, Jean}, DOI={<a href=\"https://doi.org/10.1007/978-3-476-05728-0_16043-1\">10.1007/978-3-476-05728-0_16043-1</a>}, booktitle={Kindlers Literatur Lexikon (KLL)}, publisher={J.B. Metzler}, author={Scharlau, Ingrid}, year={2020} }","apa":"Scharlau, I. (2020). Piaget, Jean. In <i>Kindlers Literatur Lexikon (KLL)</i>. J.B. Metzler. <a href=\"https://doi.org/10.1007/978-3-476-05728-0_16043-1\">https://doi.org/10.1007/978-3-476-05728-0_16043-1</a>","ieee":"I. Scharlau, “Piaget, Jean,” in <i>Kindlers Literatur Lexikon (KLL)</i>, Stuttgart: J.B. Metzler, 2020.","short":"I. Scharlau, in: Kindlers Literatur Lexikon (KLL), J.B. Metzler, Stuttgart, 2020.","chicago":"Scharlau, Ingrid. “Piaget, Jean.” In <i>Kindlers Literatur Lexikon (KLL)</i>. Stuttgart: J.B. Metzler, 2020. <a href=\"https://doi.org/10.1007/978-3-476-05728-0_16043-1\">https://doi.org/10.1007/978-3-476-05728-0_16043-1</a>."},"publication":"Kindlers Literatur Lexikon (KLL)","publisher":"J.B. Metzler","_id":"65653","language":[{"iso":"ger"}],"user_id":"451","doi":"10.1007/978-3-476-05728-0_16043-1","publication_identifier":{"isbn":["9783476057280","9783476057280"]},"author":[{"full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid","id":"451"}],"year":"2020","title":"Piaget, Jean","status":"public","publication_status":"published","date_updated":"2026-05-20T05:54:23Z"},{"department":[{"_id":"424"}],"type":"book_chapter","place":"Leverkusen","date_created":"2022-06-24T14:39:21Z","citation":{"ieee":"A. Karsten, “Blätterwald zur Positionierung in akademischen Texten,” in <i>Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen</i>, C. Wymann, Ed. Leverkusen: Barbara Budrich, 2019, pp. 158–163.","apa":"Karsten, A. (2019). Blätterwald zur Positionierung in akademischen Texten. In C. Wymann (Ed.), <i>Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen</i> (pp. 158–163). Barbara Budrich.","mla":"Karsten, Andrea. “Blätterwald zur Positionierung in akademischen Texten.” <i>Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen</i>, edited by Christian Wymann, Barbara Budrich, 2019, pp. 158–63.","bibtex":"@inbook{Karsten_2019, place={Leverkusen}, title={Blätterwald zur Positionierung in akademischen Texten}, booktitle={Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen}, publisher={Barbara Budrich}, author={Karsten, Andrea}, editor={Wymann, Christian}, year={2019}, pages={158–163} }","ama":"Karsten A. Blätterwald zur Positionierung in akademischen Texten. In: Wymann C, ed. <i>Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen</i>. Barbara Budrich; 2019:158-163.","short":"A. Karsten, in: C. Wymann (Ed.), Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen, Barbara Budrich, Leverkusen, 2019, pp. 158–163.","chicago":"Karsten, Andrea. “Blätterwald zur Positionierung in akademischen Texten.” In <i>Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen</i>, edited by Christian Wymann, 158–63. Leverkusen: Barbara Budrich, 2019."},"publication":"Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen","editor":[{"first_name":"Christian","last_name":"Wymann","full_name":"Wymann, Christian"}],"user_id":"42165","_id":"32157","language":[{"iso":"ger"}],"publisher":"Barbara Budrich","page":"158 - 163","date_updated":"2022-07-18T09:20:30Z","publication_status":"published","author":[{"first_name":"Andrea","last_name":"Karsten","full_name":"Karsten, Andrea","id":"53917"}],"status":"public","title":"Blätterwald zur Positionierung in akademischen Texten","year":"2019"},{"user_id":"42165","editor":[{"full_name":"Wymann, Christian","first_name":"Christian","last_name":"Wymann"}],"_id":"31658","publisher":"Budrich Verlag","language":[{"iso":"ger"}],"date_updated":"2022-06-06T20:32:34Z","publication_status":"published","year":"2019","title":"Schnelles inhaltliches Feedback zu Entwürfen","status":"public","author":[{"id":"451","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid","full_name":"Scharlau, Ingrid"},{"last_name":"Heuer","first_name":"Claudia","full_name":"Heuer, Claudia"}],"type":"book_chapter","department":[{"_id":"424"}],"place":"Leverkusen","date_created":"2022-06-05T02:14:27Z","publication":"Wissenschaftliches Lesen und Schreiben vermitteln","citation":{"apa":"Scharlau, I., &#38; Heuer, C. (2019). Schnelles inhaltliches Feedback zu Entwürfen. In C. Wymann (Ed.), <i>Wissenschaftliches Lesen und Schreiben vermitteln</i>. Budrich Verlag.","ieee":"I. Scharlau and C. Heuer, “Schnelles inhaltliches Feedback zu Entwürfen,” in <i>Wissenschaftliches Lesen und Schreiben vermitteln</i>, C. Wymann, Ed. Leverkusen: Budrich Verlag, 2019.","chicago":"Scharlau, Ingrid, and Claudia Heuer. “Schnelles inhaltliches Feedback zu Entwürfen.” In <i>Wissenschaftliches Lesen und Schreiben vermitteln</i>, edited by Christian Wymann. Leverkusen: Budrich Verlag, 2019.","short":"I. Scharlau, C. Heuer, in: C. Wymann (Ed.), Wissenschaftliches Lesen und Schreiben vermitteln, Budrich Verlag, Leverkusen, 2019.","mla":"Scharlau, Ingrid, and Claudia Heuer. “Schnelles inhaltliches Feedback zu Entwürfen.” <i>Wissenschaftliches Lesen und Schreiben vermitteln</i>, edited by Christian Wymann, Budrich Verlag, 2019.","ama":"Scharlau I, Heuer C. Schnelles inhaltliches Feedback zu Entwürfen. In: Wymann C, ed. <i>Wissenschaftliches Lesen und Schreiben vermitteln</i>. Budrich Verlag; 2019.","bibtex":"@inbook{Scharlau_Heuer_2019, place={Leverkusen}, title={Schnelles inhaltliches Feedback zu Entwürfen}, booktitle={Wissenschaftliches Lesen und Schreiben vermitteln}, publisher={Budrich Verlag}, author={Scharlau, Ingrid and Heuer, Claudia}, editor={Wymann, Christian}, year={2019} }"}},{"_id":"31682","publisher":"Gesellschaft für Informatik e.V.","language":[{"iso":"eng"}],"page":" 185 - 194 ","editor":[{"last_name":"Draude","first_name":"Claude","full_name":"Draude, Claude"},{"first_name":"Martin","last_name":"Lange","full_name":"Lange, Martin"},{"full_name":"Sick, Bernhard","first_name":"Bernhard","last_name":"Sick"}],"doi":" 10.18420/inf2019_ws21 ","user_id":"42165","author":[{"full_name":"Stratmann, Lukas","last_name":"Stratmann","first_name":"Lukas"},{"full_name":"Buse, Dominik S.","first_name":"Dominik S.","last_name":"Buse"},{"id":"38102","orcid":"0000-0003-3169-8109","first_name":"Julian","last_name":"Heinovski","full_name":"Heinovski, Julian"},{"last_name":"Klingler","first_name":"Florian","full_name":"Klingler, Florian","id":"49153"},{"orcid":"0000-0002-4336-7350","last_name":"Sommer","first_name":"Christoph","full_name":"Sommer, Christoph","id":"49154"},{"full_name":"Tünnermann, Jan","last_name":"Tünnermann","first_name":"Jan"},{"id":"451","first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid"},{"id":"48097","full_name":"Dressler, Falko","first_name":"Falko","orcid":"0000-0002-1989-1750","last_name":"Dressler"}],"status":"public","title":"Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments","year":"2019","date_updated":"2022-06-06T23:47:17Z","publication_status":"published","place":"Bonn","date_created":"2022-06-06T13:50:29Z","department":[{"_id":"424"}],"type":"conference","citation":{"mla":"Stratmann, Lukas, et al. “Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments.” <i>INFORMATIK 2019: 50 Jahre Gesellschaft Für Informatik – Informatik Für Gesellschaft (Workshop-Beiträge)</i>, edited by Claude Draude et al., Gesellschaft für Informatik e.V., 2019, pp. 185–94, doi:<a href=\"https://doi.org/ 10.18420/inf2019_ws21 \"> 10.18420/inf2019_ws21 </a>.","apa":"Stratmann, L., Buse, D. S., Heinovski, J., Klingler, F., Sommer, C., Tünnermann, J., Scharlau, I., &#38; Dressler, F. (2019). Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments. In C. Draude, M. Lange, &#38; B. Sick (Eds.), <i>INFORMATIK 2019: 50 Jahre Gesellschaft für Informatik – Informatik für Gesellschaft (Workshop-Beiträge)</i> (pp. 185–194). Gesellschaft für Informatik e.V. <a href=\"https://doi.org/ 10.18420/inf2019_ws21 \">https://doi.org/ 10.18420/inf2019_ws21 </a>","ieee":"L. Stratmann <i>et al.</i>, “Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments,” in <i>INFORMATIK 2019: 50 Jahre Gesellschaft für Informatik – Informatik für Gesellschaft (Workshop-Beiträge)</i>, 2019, pp. 185–194, doi: <a href=\"https://doi.org/ 10.18420/inf2019_ws21 \"> 10.18420/inf2019_ws21 </a>.","short":"L. Stratmann, D.S. Buse, J. Heinovski, F. Klingler, C. Sommer, J. Tünnermann, I. Scharlau, F. Dressler, in: C. Draude, M. Lange, B. Sick (Eds.), INFORMATIK 2019: 50 Jahre Gesellschaft Für Informatik – Informatik Für Gesellschaft (Workshop-Beiträge), Gesellschaft für Informatik e.V., Bonn, 2019, pp. 185–194.","ama":"Stratmann L, Buse DS, Heinovski J, et al. Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments. In: Draude C, Lange M, Sick B, eds. <i>INFORMATIK 2019: 50 Jahre Gesellschaft Für Informatik – Informatik Für Gesellschaft (Workshop-Beiträge)</i>. Gesellschaft für Informatik e.V.; 2019:185-194. doi:<a href=\"https://doi.org/ 10.18420/inf2019_ws21 \"> 10.18420/inf2019_ws21 </a>","chicago":"Stratmann, Lukas, Dominik S. Buse, Julian Heinovski, Florian Klingler, Christoph Sommer, Jan Tünnermann, Ingrid Scharlau, and Falko Dressler. “Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments.” In <i>INFORMATIK 2019: 50 Jahre Gesellschaft Für Informatik – Informatik Für Gesellschaft (Workshop-Beiträge)</i>, edited by Claude Draude, Martin Lange, and Bernhard Sick, 185–94. Bonn: Gesellschaft für Informatik e.V., 2019. <a href=\"https://doi.org/ 10.18420/inf2019_ws21 \">https://doi.org/ 10.18420/inf2019_ws21 </a>.","bibtex":"@inproceedings{Stratmann_Buse_Heinovski_Klingler_Sommer_Tünnermann_Scharlau_Dressler_2019, place={Bonn}, title={Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments}, DOI={<a href=\"https://doi.org/ 10.18420/inf2019_ws21 \"> 10.18420/inf2019_ws21 </a>}, booktitle={INFORMATIK 2019: 50 Jahre Gesellschaft für Informatik – Informatik für Gesellschaft (Workshop-Beiträge)}, publisher={Gesellschaft für Informatik e.V.}, author={Stratmann, Lukas and Buse, Dominik S. and Heinovski, Julian and Klingler, Florian and Sommer, Christoph and Tünnermann, Jan and Scharlau, Ingrid and Dressler, Falko}, editor={Draude, Claude and Lange, Martin and Sick, Bernhard}, year={2019}, pages={185–194} }"},"publication":"INFORMATIK 2019: 50 Jahre Gesellschaft für Informatik – Informatik für Gesellschaft (Workshop-Beiträge)","quality_controlled":"1"},{"date_updated":"2022-06-07T00:06:15Z","publication_status":"published","intvolume":"         9","year":"2019","title":"Plunging into a world? A novel approach to undergraduates’ metaphors of reading","author":[{"full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid","id":"451"},{"full_name":"Körber, Miriam","last_name":"Körber","first_name":"Miriam"},{"id":"53917","full_name":"Karsten, Andrea","last_name":"Karsten","first_name":"Andrea"}],"publication_identifier":{"issn":["2295-3159"]},"doi":"10.14786/flr.v7i4.559","main_file_link":[{"open_access":"1","url":"https://journals.sfu.ca/flr/index.php/journal/article/view/559/597"}],"language":[{"iso":"eng"}],"abstract":[{"text":"Although there is considerable research on and knowledge about students’ conceptual-izations of learning or academic practices and skills, the variability of these conceptu-alizations has been consistently neglected.In the present study, we address this varia-bility in the field of academic readingwith the help of a novel approach. Drawing on qualitative metaphor analysis, we report a detailed system of students’ conceptual met-aphors of reading. Ourspecific methodologicalapproach to identify the structure of these conceptual metaphorsallowsto analyze subjective agency on a lexical as well as grammatical level.The conceptual metaphors we identified by this method are markedly variable, although they create an overall impression of medium to low agency, that is a reader who is only weakly active or potent. Interrater reliability of the coding system was very good. We also report and analyze the frequency of the conceptual metaphors ina sample of 143 texts written by bachelor students.","lang":"eng"}],"publication":"Frontline Learning Research","issue":"4","keyword":["metaphor","conceptual metaphor","metaphor analysis","academic reading","transitivity"],"type":"journal_article","department":[{"_id":"424"}],"date_created":"2021-12-13T09:50:25Z","status":"public","user_id":"42165","volume":9,"page":"25 - 57","_id":"28687","citation":{"ieee":"I. Scharlau, M. Körber, and A. Karsten, “Plunging into a world? A novel approach to undergraduates’ metaphors of reading,” <i>Frontline Learning Research</i>, vol. 9, no. 4, pp. 25–57, 2019, doi: <a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>.","apa":"Scharlau, I., Körber, M., &#38; Karsten, A. (2019). Plunging into a world? A novel approach to undergraduates’ metaphors of reading. <i>Frontline Learning Research</i>, <i>9</i>(4), 25–57. <a href=\"https://doi.org/10.14786/flr.v7i4.559\">https://doi.org/10.14786/flr.v7i4.559</a>","chicago":"Scharlau, Ingrid, Miriam Körber, and Andrea Karsten. “Plunging into a World? A Novel Approach to Undergraduates’ Metaphors of Reading.” <i>Frontline Learning Research</i> 9, no. 4 (2019): 25–57. <a href=\"https://doi.org/10.14786/flr.v7i4.559\">https://doi.org/10.14786/flr.v7i4.559</a>.","short":"I. Scharlau, M. Körber, A. Karsten, Frontline Learning Research 9 (2019) 25–57.","mla":"Scharlau, Ingrid, et al. “Plunging into a World? A Novel Approach to Undergraduates’ Metaphors of Reading.” <i>Frontline Learning Research</i>, vol. 9, no. 4, 2019, pp. 25–57, doi:<a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>.","bibtex":"@article{Scharlau_Körber_Karsten_2019, title={Plunging into a world? A novel approach to undergraduates’ metaphors of reading}, volume={9}, DOI={<a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>}, number={4}, journal={Frontline Learning Research}, author={Scharlau, Ingrid and Körber, Miriam and Karsten, Andrea}, year={2019}, pages={25–57} }","ama":"Scharlau I, Körber M, Karsten A. Plunging into a world? A novel approach to undergraduates’ metaphors of reading. <i>Frontline Learning Research</i>. 2019;9(4):25-57. doi:<a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>"},"oa":"1"},{"intvolume":"         5","date_updated":"2022-06-07T00:04:25Z","publication_status":"published","author":[{"full_name":"Scharlau, Ingrid","last_name":"Scharlau","first_name":"Ingrid","orcid":"0000-0003-2364-9489","id":"451"},{"first_name":"Ludwig","last_name":"Huber","full_name":"Huber, Ludwig"}],"year":"2019","title":"Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.","status":"public","volume":5,"user_id":"42165","_id":"28986","language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","url":"http://www.hochschullehre.org/wp-content/files/die_hochschullehre_2019_Scharlau_Huber_Fachkulturen.pdf"}],"abstract":[{"text":"With the present exploration, we aimed to answer the question whether distinct disciplinary cultures are present at today’s universities. To this purpose, we conducted 16 interviews with scholars from different disciplines. Qualitative analysis shows that disciplinary cultures in a narrow, epistemological sense (including forms of knowledge and work as well as organisation of teaching and learning) are perceived as distinct aspects of higher education and deemed important. Disciplinary cultures in a broader sense related to lifestyle and habitus, however, were hardly reported and not perceived as characteristic. Questions of social selectivity or inequality within universities were rarely touched in the interviews. Own cultures are typically described as rather heterogeneous, which is not the case for other cultures. Handling of possible cultures as well as differences by the interviewees turned out to be very cautious, at the same time restrained and respectful. Even where differences are observed or different values are revealed, there is little evidence of disputes. Consequences of these findings for research into disciplinary cultures and higher education are discussed.","lang":"eng"}],"citation":{"bibtex":"@article{Scharlau_Huber_2019, title={Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.}, volume={5}, journal={die hochschullehre}, author={Scharlau, Ingrid and Huber, Ludwig}, year={2019} }","chicago":"Scharlau, Ingrid, and Ludwig Huber. “Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.” <i>die hochschullehre</i> 5 (2019).","short":"I. Scharlau, L. Huber, die hochschullehre 5 (2019).","ama":"Scharlau I, Huber L. Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie. <i>die hochschullehre</i>. 2019;5.","ieee":"I. Scharlau and L. Huber, “Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.,” <i>die hochschullehre</i>, vol. 5, 2019.","apa":"Scharlau, I., &#38; Huber, L. (2019). Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie. <i>die hochschullehre</i>, <i>5</i>.","mla":"Scharlau, Ingrid, and Ludwig Huber. “Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.” <i>die hochschullehre</i>, vol. 5, 2019."},"publication":"die hochschullehre","oa":"1","department":[{"_id":"424"}],"keyword":["disciplinary culture","habitus","distinctions"],"type":"journal_article","date_created":"2021-12-15T14:27:45Z"},{"citation":{"ama":"Golombek C, Klingsieck KB, Scharlau I. Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale. <i>European Journal of Psychological Assessment</i>. 2019;35(5):751-761. doi:<a href=\"https://doi.org/10.1027/1015-5759/a000452\">10.1027/1015-5759/a000452</a>","bibtex":"@article{Golombek_Klingsieck_Scharlau_2019, title={Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale}, volume={35}, DOI={<a href=\"https://doi.org/10.1027/1015-5759/a000452\">10.1027/1015-5759/a000452</a>}, number={5}, journal={European Journal of Psychological Assessment}, author={Golombek, Christiane and Klingsieck, Katrin B. and Scharlau, Ingrid}, year={2019}, pages={751–761} }","mla":"Golombek, Christiane, et al. “Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and Validation of a Scale.” <i>European Journal of Psychological Assessment</i>, vol. 35, no. 5, 2019, pp. 751–61, doi:<a href=\"https://doi.org/10.1027/1015-5759/a000452\">10.1027/1015-5759/a000452</a>.","chicago":"Golombek, Christiane, Katrin B. Klingsieck, and Ingrid Scharlau. “Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and Validation of a Scale.” <i>European Journal of Psychological Assessment</i> 35, no. 5 (2019): 751–61. <a href=\"https://doi.org/10.1027/1015-5759/a000452\">https://doi.org/10.1027/1015-5759/a000452</a>.","short":"C. Golombek, K.B. Klingsieck, I. Scharlau, European Journal of Psychological Assessment 35 (2019) 751–761.","apa":"Golombek, C., Klingsieck, K. B., &#38; Scharlau, I. (2019). Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale. <i>European Journal of Psychological Assessment</i>, <i>35</i>(5), 751–761. <a href=\"https://doi.org/10.1027/1015-5759/a000452\">https://doi.org/10.1027/1015-5759/a000452</a>","ieee":"C. Golombek, K. B. Klingsieck, and I. Scharlau, “Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale,” <i>European Journal of Psychological Assessment</i>, vol. 35, no. 5, pp. 751–761, 2019, doi: <a href=\"https://doi.org/10.1027/1015-5759/a000452\">10.1027/1015-5759/a000452</a>."},"status":"public","page":"751 - 761","_id":"28992","user_id":"14931","volume":35,"publication":"European Journal of Psychological Assessment","issue":"5","abstract":[{"text":"<jats:p> Abstract. Academic writing is a complex and demanding activity that plays an important role in self-regulated learning settings within higher education. Self-efficacy and self-regulation are crucial factors for success and failure in academic writing. Because of the lack of adequate instruments, assessment of these factors is still limited. This paper introduces a scale for the assessment of self-efficacy for self-regulation of academic writing (SSAW). We deductively developed the SSAW scale and then conducted three studies in order to test and validate the scale. The first study ( N = 121) resulted in a brief scale with good psychometric properties. The second study ( N = 660) showed the scale’s factorial validity. The third study ( N = 188) provided evidence for the convergent validity of the SSAW scale. In sum, these studies yield a reliable, valid, and economic scale. The results are discussed with regard to the usefulness of the SSAW scale for research and practice in higher education. </jats:p>","lang":"eng"}],"date_created":"2021-12-15T16:38:25Z","type":"journal_article","department":[{"_id":"424"},{"_id":"426"}],"title":"Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale","year":"2019","publication_identifier":{"issn":["1015-5759","2151-2426"]},"author":[{"last_name":"Golombek","first_name":"Christiane","full_name":"Golombek, Christiane"},{"id":"36716","first_name":"Katrin B.","last_name":"Klingsieck","full_name":"Klingsieck, Katrin B."},{"id":"451","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid","full_name":"Scharlau, Ingrid"}],"publication_status":"published","date_updated":"2023-11-08T08:36:31Z","intvolume":"        35","language":[{"iso":"eng"}],"doi":"10.1027/1015-5759/a000452"},{"citation":{"mla":"Scharlau, Ingrid, and Katrin B. Klingsieck. “Zur Positionierung der Forschung an Schreibzentren.” <i>Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?</i>, edited by Andreas Hirsch-Weber et al., Beltz (Juventa), 2019, pp. 207–26.","ama":"Scharlau I, Klingsieck KB. Zur Positionierung der Forschung an Schreibzentren. In: Hirsch-Weber A, Loesch C, Scherer S, eds. <i>Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?</i>. Beltz (Juventa); 2019:207-226.","bibtex":"@inbook{Scharlau_Klingsieck_2019, place={Weinheim}, title={Zur Positionierung der Forschung an Schreibzentren}, booktitle={Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?}, publisher={Beltz (Juventa)}, author={Scharlau, Ingrid and Klingsieck, Katrin B.}, editor={Hirsch-Weber, Andreas and Loesch, Cristina and Scherer, Stefan}, year={2019}, pages={207–226} }","apa":"Scharlau, I., &#38; Klingsieck, K. B. (2019). Zur Positionierung der Forschung an Schreibzentren. In A. Hirsch-Weber, C. Loesch, &#38; S. Scherer (Eds.), <i>Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?</i> (pp. 207–226). Beltz (Juventa).","ieee":"I. Scharlau and K. B. Klingsieck, “Zur Positionierung der Forschung an Schreibzentren,” in <i>Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?</i>, A. Hirsch-Weber, C. Loesch, and S. Scherer, Eds. Weinheim: Beltz (Juventa), 2019, pp. 207–226.","chicago":"Scharlau, Ingrid, and Katrin B. Klingsieck. “Zur Positionierung der Forschung an Schreibzentren.” In <i>Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?</i>, edited by Andreas Hirsch-Weber, Cristina Loesch, and Stefan Scherer, 207–26. Weinheim: Beltz (Juventa), 2019.","short":"I. Scharlau, K.B. Klingsieck, in: A. Hirsch-Weber, C. Loesch, S. Scherer (Eds.), Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?, Beltz (Juventa), Weinheim, 2019, pp. 207–226."},"publication":"Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?","abstract":[{"text":"Die Forderung nach evidenzbasierter Arbeit verbreitet sich zunehmend auch in der Hochschuldidaktik. In diesem Beitrag wird das Konzept der Evidenzbasierung kritisch analysiert und geprüft, ob bzw. unter welchen Bedingungen, es für die Bewertung schreibdidaktischer Arbeit taugt. Zudem werden alternative Überlegungen dazu, wie der Nutzen schreibdidaktischer Maßnahmen erkundet und geprüft werden kann, entwickelt.","lang":"ger"}],"place":"Weinheim","date_created":"2022-06-05T02:10:06Z","department":[{"_id":"424"},{"_id":"426"}],"type":"book_chapter","author":[{"full_name":"Scharlau, Ingrid","first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","id":"451"},{"id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."}],"title":"Zur Positionierung der Forschung an Schreibzentren","year":"2019","status":"public","date_updated":"2023-11-08T08:35:38Z","publication_status":"published","_id":"31657","language":[{"iso":"ger"}],"publisher":"Beltz (Juventa)","page":"207 - 226","editor":[{"full_name":"Hirsch-Weber, Andreas","last_name":"Hirsch-Weber","first_name":"Andreas"},{"first_name":"Cristina","last_name":"Loesch","full_name":"Loesch, Cristina"},{"last_name":"Scherer","first_name":"Stefan","full_name":"Scherer, Stefan"}],"user_id":"14931"},{"volume":5,"user_id":"14931","_id":"46949","language":[{"iso":"eng"}],"page":"825-838","intvolume":"         5","date_updated":"2023-11-08T08:36:03Z","author":[{"last_name":"Klingsieck","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B.","id":"36716"},{"first_name":"Rabea","last_name":"Marker","full_name":"Marker, Rabea"}],"title":"Zweifel am Studium. Konzeptuelle Überlegungen und eine erste empirische Annäherung","year":"2019","status":"public","department":[{"_id":"426"}],"type":"journal_article","date_created":"2023-09-09T16:28:04Z","citation":{"mla":"Klingsieck, Katrin B., and Rabea Marker. “Zweifel Am Studium. Konzeptuelle Überlegungen Und Eine Erste Empirische Annäherung.” <i>Die Hochschullehre</i>, vol. 5, no. 2019, 2019, pp. 825–38.","ama":"Klingsieck KB, Marker R. Zweifel am Studium. Konzeptuelle Überlegungen und eine erste empirische Annäherung. <i>die hochschullehre</i>. 2019;5(2019):825-838.","bibtex":"@article{Klingsieck_Marker_2019, title={Zweifel am Studium. Konzeptuelle Überlegungen und eine erste empirische Annäherung}, volume={5}, number={2019}, journal={die hochschullehre}, author={Klingsieck, Katrin B. and Marker, Rabea}, year={2019}, pages={825–838} }","apa":"Klingsieck, K. B., &#38; Marker, R. (2019). Zweifel am Studium. Konzeptuelle Überlegungen und eine erste empirische Annäherung. <i>Die Hochschullehre</i>, <i>5</i>(2019), 825–838.","ieee":"K. B. Klingsieck and R. Marker, “Zweifel am Studium. Konzeptuelle Überlegungen und eine erste empirische Annäherung,” <i>die hochschullehre</i>, vol. 5, no. 2019, pp. 825–838, 2019.","short":"K.B. Klingsieck, R. Marker, Die Hochschullehre 5 (2019) 825–838.","chicago":"Klingsieck, Katrin B., and Rabea Marker. “Zweifel Am Studium. Konzeptuelle Überlegungen Und Eine Erste Empirische Annäherung.” <i>Die Hochschullehre</i> 5, no. 2019 (2019): 825–38."},"issue":"2019","publication":"die hochschullehre"},{"date_created":"2022-06-24T14:27:04Z","type":"journal_article","keyword":["idea formation","language activity","objectification","intrapersonal intertextuality","articulation","Jakubinskij","Vygotsky","Humboldt"],"department":[{"_id":"424"}],"publication":"Frontiers in Psychology","abstract":[{"lang":"eng","text":"How do ideas come into being? Our contribution takes its starting point in an observation\r\nwe made in empirical data from a prior study. The data center around an instant of an\r\nacademic writer’s thinking during the revision of a scientific paper. Through a detailed\r\ndiscourse-oriented micro-analysis, we zoom in on the writer’s thinking activity and uncover\r\nthe genesis of a complex idea through a sequence of interrelated moments. These\r\nmoments feature different degrees of “crystallization” of the idea; from gestures, a sketch,\r\na short written note, oral explanations to a final spelled-out written argument. For this\r\ncontribution, we re-analyze the material, asking how the idea gets formed during the\r\nthinking process and how it reaches a tangible form, which is understandable both for\r\nthe thinker and for other persons. We root our analysis in a notion of language as social,\r\nembodied, and dialogical activity, drawing on concepts from Humboldt, Jakubinskij, and\r\nVygotsky. We focus our analysis on three conceptual nodes. The first node is the ebbing\r\nand advancing of language in idea formation – observable as a trajectory through linguistically more condensed or more expanded utterance forms. The second node is the degree of objectification that the idea reaches when it is performed differently in a variety of addressivity constellations, i.e., whether and how it becomes understandable to the thinker and to others in the social sphere. Finally, the third node is the saturation of the idea through what we call intrapersonal intertextuality, i.e., its complex and dialogically related re-articulations in a sequence of formative moments. With these considerations, we articulate a clear consequence for theorizing thinking. We hold that thinking is social, embodied, and dialogically organized because it is entangled with language. Ideas come into being and become understandable and communicable to other persons only by and within their different, yet, intertextually related formations."}],"main_file_link":[{"open_access":"1"}],"language":[{"iso":"eng"}],"doi":"10.3389/fpsyg.2019.02355","title":"How ideas come into being: Tracing intertextual moments in grades of objectification and publicness","year":"2019","author":[{"full_name":"Karsten, Andrea","first_name":"Andrea","orcid":"0000-0003-0194-2000","last_name":"Karsten","id":"53917"},{"first_name":"Marie-Cécile","last_name":"Bertau","full_name":"Bertau, Marie-Cécile"}],"date_updated":"2023-12-21T08:42:58Z","publication_status":"published","intvolume":"        10","oa":"1","citation":{"bibtex":"@article{Karsten_Bertau_2019, title={How ideas come into being: Tracing intertextual moments in grades of objectification and publicness}, volume={10}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2019.02355\">10.3389/fpsyg.2019.02355</a>}, journal={Frontiers in Psychology}, author={Karsten, Andrea and Bertau, Marie-Cécile}, year={2019} }","chicago":"Karsten, Andrea, and Marie-Cécile Bertau. “How Ideas Come into Being: Tracing Intertextual Moments in Grades of Objectification and Publicness.” <i>Frontiers in Psychology</i> 10 (2019). <a href=\"https://doi.org/10.3389/fpsyg.2019.02355\">https://doi.org/10.3389/fpsyg.2019.02355</a>.","short":"A. Karsten, M.-C. Bertau, Frontiers in Psychology 10 (2019).","ama":"Karsten A, Bertau M-C. How ideas come into being: Tracing intertextual moments in grades of objectification and publicness. <i>Frontiers in Psychology</i>. 2019;10. doi:<a href=\"https://doi.org/10.3389/fpsyg.2019.02355\">10.3389/fpsyg.2019.02355</a>","ieee":"A. Karsten and M.-C. Bertau, “How ideas come into being: Tracing intertextual moments in grades of objectification and publicness,” <i>Frontiers in Psychology</i>, vol. 10, 2019, doi: <a href=\"https://doi.org/10.3389/fpsyg.2019.02355\">10.3389/fpsyg.2019.02355</a>.","apa":"Karsten, A., &#38; Bertau, M.-C. (2019). How ideas come into being: Tracing intertextual moments in grades of objectification and publicness. <i>Frontiers in Psychology</i>, <i>10</i>. <a href=\"https://doi.org/10.3389/fpsyg.2019.02355\">https://doi.org/10.3389/fpsyg.2019.02355</a>","mla":"Karsten, Andrea, and Marie-Cécile Bertau. “How Ideas Come into Being: Tracing Intertextual Moments in Grades of Objectification and Publicness.” <i>Frontiers in Psychology</i>, vol. 10, 2019, doi:<a href=\"https://doi.org/10.3389/fpsyg.2019.02355\">10.3389/fpsyg.2019.02355</a>."},"_id":"32156","user_id":"53917","volume":10,"status":"public"},{"citation":{"ama":"Kuklinski C, Liebendörfer M, Hochmuth R, et al. Features of innovative lectures that distinguish them from traditional lectures and their evaluation by attending students. In: <i>Proceedings of {CERME} 11</i>. ; 2019.","short":"C. Kuklinski, M. Liebendörfer, R. Hochmuth, R. Biehler, N. Schaper, E. Lankeit, E. Leis, M. Schürmann, in: Proceedings of {CERME} 11, Utrecht, 2019.","chicago":"Kuklinski, Christiane, Michael Liebendörfer, Reinhard Hochmuth, Rolf Biehler, Niclas Schaper, Elisa Lankeit, Elena Leis, and Mirko Schürmann. “Features of Innovative Lectures That Distinguish Them from Traditional Lectures and Their Evaluation by Attending Students.” In <i>Proceedings of {CERME} 11</i>. Utrecht, 2019.","bibtex":"@inbook{Kuklinski_Liebendörfer_Hochmuth_Biehler_Schaper_Lankeit_Leis_Schürmann_2019, place={Utrecht}, title={Features of innovative lectures that distinguish them from traditional lectures and their evaluation by attending students}, booktitle={Proceedings of {CERME} 11}, author={Kuklinski, Christiane and Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Schaper, Niclas and Lankeit, Elisa and Leis, Elena and Schürmann, Mirko}, year={2019} }","mla":"Kuklinski, Christiane, et al. “Features of Innovative Lectures That Distinguish Them from Traditional Lectures and Their Evaluation by Attending Students.” <i>Proceedings of {CERME} 11</i>, 2019.","apa":"Kuklinski, C., Liebendörfer, M., Hochmuth, R., Biehler, R., Schaper, N., Lankeit, E., Leis, E., &#38; Schürmann, M. (2019). Features of innovative lectures that distinguish them from traditional lectures and their evaluation by attending students. In <i>Proceedings of {CERME} 11</i>.","ieee":"C. Kuklinski <i>et al.</i>, “Features of innovative lectures that distinguish them from traditional lectures and their evaluation by attending students,” in <i>Proceedings of {CERME} 11</i>, Utrecht, 2019."},"publication":"Proceedings of {CERME} 11","place":"Utrecht","date_created":"2020-05-16T07:32:47Z","department":[{"_id":"423"},{"_id":"625"}],"type":"book_chapter","author":[{"first_name":"Christiane","last_name":"Kuklinski","full_name":"Kuklinski, Christiane"},{"id":"30933","last_name":"Liebendörfer","orcid":"0000-0001-9887-2074","first_name":"Michael","full_name":"Liebendörfer, Michael"},{"last_name":"Hochmuth","first_name":"Reinhard","full_name":"Hochmuth, Reinhard"},{"id":"16274","first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"},{"full_name":"Schaper, Niclas","first_name":"Niclas","last_name":"Schaper"},{"full_name":"Lankeit, Elisa","last_name":"Lankeit","first_name":"Elisa"},{"full_name":"Leis, Elena","last_name":"Leis","first_name":"Elena"},{"first_name":"Mirko","orcid":"0000-0003-2646-085X","last_name":"Schürmann","full_name":"Schürmann, Mirko","id":"59707"}],"year":"2019","status":"public","title":"Features of innovative lectures that distinguish them from traditional lectures and their evaluation by attending students","date_updated":"2024-04-30T13:44:25Z","language":[{"iso":"eng"}],"_id":"16966","user_id":"30933"},{"citation":{"ama":"Bender E, Schaper N, Schürmann M. Factors Driving Employeesʼ Intention to Stay. <i>Zeitschrift für Arbeits- und Organisationspsychologie</i>. 2019;63(4):238-250. doi:<a href=\"https://doi.org/10.1026/0932-4089/a000313\">10.1026/0932-4089/a000313</a>","bibtex":"@article{Bender_Schaper_Schürmann_2019, title={Factors Driving Employeesʼ Intention to Stay}, volume={63}, DOI={<a href=\"https://doi.org/10.1026/0932-4089/a000313\">10.1026/0932-4089/a000313</a>}, number={4}, journal={Zeitschrift für Arbeits- und Organisationspsychologie}, publisher={Hogrefe Publishing Group}, author={Bender, Elena and Schaper, Niclas and Schürmann, Mirko}, year={2019}, pages={238–250} }","mla":"Bender, Elena, et al. “Factors Driving Employeesʼ Intention to Stay.” <i>Zeitschrift für Arbeits- und Organisationspsychologie</i>, vol. 63, no. 4, Hogrefe Publishing Group, 2019, pp. 238–50, doi:<a href=\"https://doi.org/10.1026/0932-4089/a000313\">10.1026/0932-4089/a000313</a>.","short":"E. Bender, N. Schaper, M. Schürmann, Zeitschrift für Arbeits- und Organisationspsychologie 63 (2019) 238–250.","chicago":"Bender, Elena, Niclas Schaper, and Mirko Schürmann. “Factors Driving Employeesʼ Intention to Stay.” <i>Zeitschrift für Arbeits- und Organisationspsychologie</i> 63, no. 4 (2019): 238–50. <a href=\"https://doi.org/10.1026/0932-4089/a000313\">https://doi.org/10.1026/0932-4089/a000313</a>.","apa":"Bender, E., Schaper, N., &#38; Schürmann, M. (2019). Factors Driving Employeesʼ Intention to Stay. <i>Zeitschrift für Arbeits- und Organisationspsychologie</i>, <i>63</i>(4), 238–250. <a href=\"https://doi.org/10.1026/0932-4089/a000313\">https://doi.org/10.1026/0932-4089/a000313</a>","ieee":"E. Bender, N. Schaper, and M. Schürmann, “Factors Driving Employeesʼ Intention to Stay,” <i>Zeitschrift für Arbeits- und Organisationspsychologie</i>, vol. 63, no. 4, pp. 238–250, 2019, doi: <a href=\"https://doi.org/10.1026/0932-4089/a000313\">10.1026/0932-4089/a000313</a>."},"quality_controlled":"1","status":"public","page":"238-250","publisher":"Hogrefe Publishing Group","_id":"37225","user_id":"59707","volume":63,"publication":"Zeitschrift für Arbeits- und Organisationspsychologie","issue":"4","abstract":[{"text":"<jats:p>Abstract. This study investigates factors influencing employeesʼ intention to stay. Therefore, we developed and analyzed a retention model relating to the voluntary turnover model ( Allen et al., 2010 ). We assume that the decision processes for retention and turnover might be similar. Differences can be found in the initiating factors (the drivers for leaving and staying). We combine empirically evident retention drivers, which are weighted regarding their implementation in the organization, with process variables from the turnover model. The model is tested with a sample of 881 German employees using structural equation modeling. Results show a significant indirect effect of the retention drivers on the intention to stay. The influence is mediated by the key attitudes job satisfaction and affective commitment. A psychological contract breach influences the relationship between job satisfaction and intention to stay, but not between affective commitment and intention to stay. We integrated research from Human Resource Management (HRM) into the framework of voluntary turnover.</jats:p>","lang":"eng"}],"date_created":"2023-01-18T07:41:51Z","type":"journal_article","keyword":["Organizational Behavior and Human Resource Management","Applied Psychology"],"department":[{"_id":"36"},{"_id":"117"},{"_id":"31"},{"_id":"423"}],"year":"2019","title":"Factors Driving Employeesʼ Intention to Stay","publication_identifier":{"issn":["0932-4089","2190-6270"]},"author":[{"full_name":"Bender, Elena","first_name":"Elena","last_name":"Bender","id":"3211"},{"first_name":"Niclas","last_name":"Schaper","full_name":"Schaper, Niclas"},{"id":"59707","full_name":"Schürmann, Mirko","first_name":"Mirko","last_name":"Schürmann","orcid":"0000-0003-2646-085X"}],"date_updated":"2023-01-18T07:45:16Z","publication_status":"published","intvolume":"        63","article_type":"original","language":[{"iso":"ger"}],"doi":"10.1026/0932-4089/a000313","alternative_title":["Combining Retention Management and Research in Voluntary Turnover"]},{"citation":{"ieee":"W. Plöger, D. Scholl, C. Schüle, and A. Seifert, “Development of trainee teachers’ analytical competence in their induction phase – A longitudinal study comparing science and non-science teachers.,” <i>Teaching and Teacher Education</i>, vol. 85, pp. 215–225, 2019, doi: <a href=\"https://doi.org/10.1016/j.tate.2019.06.018\">https://doi.org/10.1016/j.tate.2019.06.018</a>.","mla":"Plöger, Wilfried, et al. “Development of Trainee Teachers’ Analytical Competence in Their Induction Phase – A Longitudinal Study Comparing Science and Non-Science Teachers.” <i>Teaching and Teacher Education</i>, vol. 85, 2019, pp. 215–25, doi:<a href=\"https://doi.org/10.1016/j.tate.2019.06.018\">https://doi.org/10.1016/j.tate.2019.06.018</a>.","apa":"Plöger, W., Scholl, D., Schüle, C., &#38; Seifert, A. (2019). Development of trainee teachers’ analytical competence in their induction phase – A longitudinal study comparing science and non-science teachers. <i>Teaching and Teacher Education</i>, <i>85</i>, 215–225. <a href=\"https://doi.org/10.1016/j.tate.2019.06.018\">https://doi.org/10.1016/j.tate.2019.06.018</a>","bibtex":"@article{Plöger_Scholl_Schüle_Seifert_2019, title={Development of trainee teachers’ analytical competence in their induction phase – A longitudinal study comparing science and non-science teachers.}, volume={85}, DOI={<a href=\"https://doi.org/10.1016/j.tate.2019.06.018\">https://doi.org/10.1016/j.tate.2019.06.018</a>}, journal={Teaching and Teacher Education}, author={Plöger, Wilfried and Scholl, Daniel and Schüle, Christoph and Seifert, Andreas}, year={2019}, pages={215–225} }","ama":"Plöger W, Scholl D, Schüle C, Seifert A. Development of trainee teachers’ analytical competence in their induction phase – A longitudinal study comparing science and non-science teachers. <i>Teaching and Teacher Education</i>. 2019;85:215-225. doi:<a href=\"https://doi.org/10.1016/j.tate.2019.06.018\">https://doi.org/10.1016/j.tate.2019.06.018</a>","short":"W. Plöger, D. Scholl, C. Schüle, A. 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Seifert, Human Resource Development Quarterly 30 (2019) 495–535."},"quality_controlled":"1","page":"495-535","_id":"41151","language":[{"iso":"eng"}],"user_id":"693","volume":30,"title":"Informal Workplace Learning: Development and validation of a measure.","year":"2019","status":"public","author":[{"first_name":"Julian","last_name":"Decius","full_name":"Decius, Julian"},{"full_name":"Schaper, Niclas","first_name":"Niclas","last_name":"Schaper"},{"last_name":"Seifert","first_name":"Andreas","full_name":"Seifert, Andreas","id":"693"}],"date_updated":"2023-01-31T11:28:47Z","publication_status":"published","intvolume":"        30","article_type":"original"},{"date_created":"2021-12-15T14:07:36Z","type":"journal_article","oa":"1","department":[{"_id":"424"},{"_id":"749"}],"publication":"Frontiers in Psychology","citation":{"chicago":"Wildt, Eugenia, Katharina Rohlfing, and Ingrid Scharlau. “The Role of Saliency in Learning First Words.” <i>Frontiers in Psychology</i>, 2019. <a href=\"https://doi.org/10.3389/fpsyg.2019.01150\">https://doi.org/10.3389/fpsyg.2019.01150</a>.","short":"E. 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Caruso and A. Seifert, “Kompetenzprofile pädagogischen Wissens. Ein Blick auf die Entwicklung Theologistudierender im Praxissemester.,” in <i>Praxissemester (Religion) in NRW: Bilanz und Perspektiven</i>, C. Caruso and J. Woppowa, Eds. Paderborn : Universität Paderborn, 2019, pp. 37–51.","apa":"Caruso, C., &#38; Seifert, A. (2019). Kompetenzprofile pädagogischen Wissens. Ein Blick auf die Entwicklung Theologistudierender im Praxissemester. In C. Caruso &#38; J. Woppowa (Eds.), <i>Praxissemester (Religion) in NRW: Bilanz und Perspektiven</i> (pp. 37–51). Universität Paderborn. <a href=\"https://doi.org/10.17619/UNIPB/1-603 \">https://doi.org/10.17619/UNIPB/1-603 </a>","chicago":"Caruso, Carina, and Andreas Seifert. “Kompetenzprofile pädagogischen Wissens. Ein Blick auf die Entwicklung Theologistudierender im Praxissemester.” In <i>Praxissemester (Religion) in NRW: Bilanz und Perspektiven</i>, edited by Carina Caruso and Jan Woppowa, 37–51. 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Ein Blick auf die Entwicklung Theologistudierender im Praxissemester.}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-603 \">10.17619/UNIPB/1-603 </a>}, booktitle={Praxissemester (Religion) in NRW: Bilanz und Perspektiven}, publisher={Universität Paderborn}, author={Caruso, Carina and Seifert, Andreas}, editor={Caruso, Carina and Woppowa, Jan}, year={2019}, pages={37–51} }","ama":"Caruso C, Seifert A. Kompetenzprofile pädagogischen Wissens. Ein Blick auf die Entwicklung Theologistudierender im Praxissemester. In: Caruso C, Woppowa J, eds. <i>Praxissemester (Religion) in NRW: Bilanz und Perspektiven</i>. Universität Paderborn; 2019:37-51. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-603 \">10.17619/UNIPB/1-603 </a>"},"place":"Paderborn ","date_created":"2023-01-10T12:47:48Z","type":"book_chapter","department":[{"_id":"33"},{"_id":"427"}],"year":"2019","status":"public","title":"Kompetenzprofile pädagogischen Wissens. 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Burnout und Engagement: Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells in den deutschen Schulkontext. <i>Prävention und Gesundheitsförderung</i>. 2019;15(3):269-274. doi:<a href=\"https://doi.org/10.1007/s11553-019-00752-1\">10.1007/s11553-019-00752-1</a>","bibtex":"@article{Teuber_Möer_Webel_Seifert_2019, title={Burnout und Engagement: Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells in den deutschen Schulkontext}, volume={15}, DOI={<a href=\"https://doi.org/10.1007/s11553-019-00752-1\">10.1007/s11553-019-00752-1</a>}, number={3}, journal={Prävention und Gesundheitsförderung}, publisher={Springer Science and Business Media LLC}, author={Teuber, Ziwen and Möer, Johanna and Webel, Luise and Seifert, Andreas}, year={2019}, pages={269–274} }","apa":"Teuber, Z., Möer, J., Webel, L., &#38; Seifert, A. (2019). Burnout und Engagement: Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells in den deutschen Schulkontext. <i>Prävention und Gesundheitsförderung</i>, <i>15</i>(3), 269–274. <a href=\"https://doi.org/10.1007/s11553-019-00752-1\">https://doi.org/10.1007/s11553-019-00752-1</a>","ieee":"Z. Teuber, J. Möer, L. Webel, and A. Seifert, “Burnout und Engagement: Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells in den deutschen Schulkontext,” <i>Prävention und Gesundheitsförderung</i>, vol. 15, no. 3, pp. 269–274, 2019, doi: <a href=\"https://doi.org/10.1007/s11553-019-00752-1\">10.1007/s11553-019-00752-1</a>.","chicago":"Teuber, Ziwen, Johanna Möer, Luise Webel, and Andreas Seifert. “Burnout und Engagement: Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells in den deutschen Schulkontext.” <i>Prävention und Gesundheitsförderung</i> 15, no. 3 (2019): 269–74. <a href=\"https://doi.org/10.1007/s11553-019-00752-1\">https://doi.org/10.1007/s11553-019-00752-1</a>.","short":"Z. Teuber, J. Möer, L. Webel, A. Seifert, Prävention und Gesundheitsförderung 15 (2019) 269–274."},"doi":"10.1007/s11553-019-00752-1","language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2023-01-31T11:35:02Z","article_type":"original","intvolume":"        15","title":"Burnout und Engagement: Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells in den deutschen Schulkontext","year":"2019","publication_identifier":{"issn":["1861-6755","1861-6763"]},"author":[{"full_name":"Teuber, Ziwen","first_name":"Ziwen","last_name":"Teuber"},{"last_name":"Möer","first_name":"Johanna","full_name":"Möer, Johanna"},{"last_name":"Webel","first_name":"Luise","full_name":"Webel, Luise"},{"id":"693","full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"}],"keyword":["Public Health","Environmental and Occupational Health"],"type":"journal_article","department":[{"_id":"33"},{"_id":"427"}],"date_created":"2023-01-31T11:34:08Z","publication":"Prävention und Gesundheitsförderung","issue":"3"},{"date_created":"2022-08-03T04:13:33Z","department":[{"_id":"427"}],"type":"journal_article","publication":"Psychotherapie im Alter","issue":"2","abstract":[{"text":"Beziehungen zwischen Erwachsenen und ihren Eltern sind durch Interdependenzen und Dependenzen gekennzeichnet. Während das Zusammenleben von Familien mit Kindern im mittleren Erwachsenenalter dabei ganz überwiegend durch Interdependenz geprägt ist, nehmen im Alter Dependenzen durch gesundheitliche Beeinträchtigungen der Eltern zu. Mit Blick darauf werden im Artikel behaviorale, kognitive und emotionale Merkmale von Eltern-Kind-Beziehungen erläutert und theoretisch in zentrale Konzepte eingebettet. Das Verhalten ist durch Solidarität zwischen den Generationen, aber auch durch Aspekte des Einflusses innerhalb der Beziehung und aufeinander, gekennzeichnet. Um Familienkognitionen zu beschreiben, werden die verwandten Konzepte der Individuation und der filialen Reife herangezogen. Verhalten, wie auch Kognitionen, sind eng mit dem dritten Beziehungsmerkmal, der Affektivität verknüpft, das neben positiven auch negative Gefühle sowie Ambivalenzen umfasst.","lang":"ger"}],"language":[{"iso":"ger"}],"alternative_title":["Interdependenzen und Dependenzen in der Beziehung zwischen Erwachsenen und ihren Eltern"],"doi":"10.30820/1613-2637-2019-2-123","publication_identifier":{"issn":["1613-2637","2699-1594"]},"author":[{"id":"27152","last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M."},{"last_name":"Sommer","first_name":"Sabrina","full_name":"Sommer, Sabrina"}],"year":"2019","title":"Intergenerationelle Beziehungen in der Familie","intvolume":"        16","publication_status":"published","date_updated":"2025-07-16T08:42:00Z","citation":{"bibtex":"@article{Buhl_Sommer_2019, title={Intergenerationelle Beziehungen in der Familie}, volume={16}, DOI={<a href=\"https://doi.org/10.30820/1613-2637-2019-2-123\">10.30820/1613-2637-2019-2-123</a>}, number={2}, journal={Psychotherapie im Alter}, publisher={Psychosozial Verlag}, author={Buhl, Heike M. and Sommer, Sabrina}, year={2019}, pages={123–135} }","chicago":"Buhl, Heike M., and Sabrina Sommer. “Intergenerationelle Beziehungen in der Familie.” <i>Psychotherapie im Alter</i> 16, no. 2 (2019): 123–35. <a href=\"https://doi.org/10.30820/1613-2637-2019-2-123\">https://doi.org/10.30820/1613-2637-2019-2-123</a>.","short":"H.M. Buhl, S. Sommer, Psychotherapie im Alter 16 (2019) 123–135.","ama":"Buhl HM, Sommer S. Intergenerationelle Beziehungen in der Familie. <i>Psychotherapie im Alter</i>. 2019;16(2):123-135. doi:<a href=\"https://doi.org/10.30820/1613-2637-2019-2-123\">10.30820/1613-2637-2019-2-123</a>","ieee":"H. M. Buhl and S. Sommer, “Intergenerationelle Beziehungen in der Familie,” <i>Psychotherapie im Alter</i>, vol. 16, no. 2, pp. 123–135, 2019, doi: <a href=\"https://doi.org/10.30820/1613-2637-2019-2-123\">10.30820/1613-2637-2019-2-123</a>.","apa":"Buhl, H. M., &#38; Sommer, S. (2019). Intergenerationelle Beziehungen in der Familie. <i>Psychotherapie im Alter</i>, <i>16</i>(2), 123–135. <a href=\"https://doi.org/10.30820/1613-2637-2019-2-123\">https://doi.org/10.30820/1613-2637-2019-2-123</a>","mla":"Buhl, Heike M., and Sabrina Sommer. “Intergenerationelle Beziehungen in der Familie.” <i>Psychotherapie im Alter</i>, vol. 16, no. 2, Psychosozial Verlag, 2019, pp. 123–35, doi:<a href=\"https://doi.org/10.30820/1613-2637-2019-2-123\">10.30820/1613-2637-2019-2-123</a>."},"project":[{"grant_number":"281828538","_id":"372","name":"Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern"}],"publisher":"Psychosozial Verlag","_id":"32550","page":"123-135","volume":16,"user_id":"27152","status":"public"}]