[{"citation":{"mla":"Schaffer, Michael Erol, et al. <i>Perception and Consideration of the Explainees’ Needs for Satisfying Explanations</i>. 2024.","ama":"Schaffer ME, Terfloth L, Schulte C, Buhl HM. Perception and Consideration of the Explainees’ Needs for Satisfying Explanations. In: ; 2024.","bibtex":"@inproceedings{Schaffer_Terfloth_Schulte_Buhl_2024, place={Paderborn University, Paderborn, Germany}, title={Perception and Consideration of the Explainees’ Needs for Satisfying Explanations}, author={Schaffer, Michael Erol  and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}, year={2024} }","apa":"Schaffer, M. E., Terfloth, L., Schulte, C., &#38; Buhl, H. M. (2024). <i>Perception and Consideration of the Explainees’ Needs for Satisfying Explanations</i>. 2nd World Conference on eXplainable Artificial Intelligence, Valletta, Malta.","ieee":"M. E. Schaffer, L. Terfloth, C. Schulte, and H. M. Buhl, “Perception and Consideration of the Explainees’ Needs for Satisfying Explanations,” presented at the 2nd World Conference on eXplainable Artificial Intelligence, Valletta, Malta, 2024.","short":"M.E. Schaffer, L. Terfloth, C. Schulte, H.M. Buhl, in: Paderborn University, Paderborn, Germany, 2024.","chicago":"Schaffer, Michael Erol , Lutz Terfloth, Carsten Schulte, and Heike M. Buhl. “Perception and Consideration of the Explainees’ Needs for Satisfying Explanations.” Paderborn University, Paderborn, Germany, 2024."},"project":[{"grant_number":"438445824","_id":"114","name":"TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)"}],"related_material":{"link":[{"url":"https://ceur-ws.org/Vol-3793/paper_3.pdf","relation":"confirmation"}]},"place":"Paderborn University, Paderborn, Germany","date_created":"2024-11-23T09:14:58Z","oa":"1","department":[{"_id":"427"}],"type":"conference","conference":{"location":"Valletta, Malta","start_date":"2024-07-17","name":"2nd World Conference on eXplainable Artificial Intelligence","end_date":"2024-07-19"},"author":[{"full_name":"Schaffer, Michael Erol ","first_name":"Michael Erol ","last_name":"Schaffer"},{"full_name":"Terfloth, Lutz","last_name":"Terfloth","first_name":"Lutz","id":"37320"},{"full_name":"Schulte, Carsten","first_name":"Carsten","last_name":"Schulte","id":"60311"},{"last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152"}],"status":"public","year":"2024","title":"Perception and Consideration of the Explainees’ Needs for Satisfying Explanations","date_updated":"2024-11-23T10:21:35Z","_id":"57356","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://ceur-ws.org/Vol-3793/paper_3.pdf","open_access":"1"}],"user_id":"90826"},{"citation":{"apa":"Schaffer, M. E., Terfloth, L., Schulte, C., &#38; Buhl, H. M. (2024). Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations. <i>Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793</i>.","ieee":"M. E. Schaffer, L. Terfloth, C. Schulte, and H. M. Buhl, “Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations,” 2024.","short":"M.E. Schaffer, L. Terfloth, C. Schulte, H.M. Buhl, in: Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793, Paderborn University, Paderborn, Germany, 2024.","chicago":"Schaffer, Michael Erol , Lutz Terfloth, Carsten Schulte, and Heike M. Buhl. “Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations.” In <i>Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793</i>. Paderborn University, Paderborn, Germany, 2024.","mla":"Schaffer, Michael Erol, et al. “Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations.” <i>Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793</i>, 2024.","ama":"Schaffer ME, Terfloth L, Schulte C, Buhl HM. Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations. In: <i>Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793</i>. ; 2024.","bibtex":"@inproceedings{Schaffer_Terfloth_Schulte_Buhl_2024, place={Paderborn University, Paderborn, Germany}, title={Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations}, booktitle={Joint Proceedings of the xAI-2024 Late-breaking Work, Demos and Doctoral Consortium. 3793}, author={Schaffer, Michael Erol  and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}, year={2024} }"},"publication":"Joint Proceedings of the xAI-2024 Late-breaking Work, Demos and Doctoral Consortium. 3793","project":[{"grant_number":"438445824","_id":"114","name":"TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)"}],"related_material":{"link":[{"url":"https://arxiv.org/pdf/2411.08514","relation":"original"}]},"place":"Paderborn University, Paderborn, Germany","date_created":"2024-11-23T09:21:08Z","oa":"1","department":[{"_id":"427"}],"type":"conference","author":[{"full_name":"Schaffer, Michael Erol ","last_name":"Schaffer","first_name":"Michael Erol "},{"full_name":"Terfloth, Lutz","last_name":"Terfloth","first_name":"Lutz","id":"37320"},{"first_name":"Carsten","last_name":"Schulte","full_name":"Schulte, Carsten","id":"60311"},{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"}],"title":"Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations","status":"public","year":"2024","date_updated":"2024-11-23T10:20:47Z","language":[{"iso":"eng"}],"_id":"57357","main_file_link":[{"url":"https://arxiv.org/pdf/2411.08514","open_access":"1"}],"user_id":"90826"},{"project":[{"_id":"115","grant_number":"438445824","name":"TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog (Teilprojekt A05)"},{"_id":"52","name":"PC2: Computing Resources Provided by the Paderborn Center for Parallel Computing"}],"citation":{"short":"N.C. Banh, J. Tünnermann, K.J. Rohlfing, I. Scharlau, Frontiers in Psychology 15 (2024).","chicago":"Banh, Ngoc Chi, Jan Tünnermann, Katharina J. Rohlfing, and Ingrid Scharlau. “Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution.” <i>Frontiers in Psychology</i> 15 (2024). <a href=\"https://doi.org/10.3389/fpsyg.2024.1451309\">https://doi.org/10.3389/fpsyg.2024.1451309</a>.","ieee":"N. C. Banh, J. Tünnermann, K. J. Rohlfing, and I. Scharlau, “Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution,” <i>Frontiers in Psychology</i>, vol. 15, 2024, doi: <a href=\"https://doi.org/10.3389/fpsyg.2024.1451309\">10.3389/fpsyg.2024.1451309</a>.","apa":"Banh, N. C., Tünnermann, J., Rohlfing, K. J., &#38; Scharlau, I. (2024). Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution. <i>Frontiers in Psychology</i>, <i>15</i>. <a href=\"https://doi.org/10.3389/fpsyg.2024.1451309\">https://doi.org/10.3389/fpsyg.2024.1451309</a>","bibtex":"@article{Banh_Tünnermann_Rohlfing_Scharlau_2024, title={Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution}, volume={15}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2024.1451309\">10.3389/fpsyg.2024.1451309</a>}, journal={Frontiers in Psychology}, author={Banh, Ngoc Chi and Tünnermann, Jan and Rohlfing, Katharina J. and Scharlau, Ingrid}, year={2024} }","ama":"Banh NC, Tünnermann J, Rohlfing KJ, Scharlau I. Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution. <i>Frontiers in Psychology</i>. 2024;15. doi:<a href=\"https://doi.org/10.3389/fpsyg.2024.1451309\">10.3389/fpsyg.2024.1451309</a>","mla":"Banh, Ngoc Chi, et al. “Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution.” <i>Frontiers in Psychology</i>, vol. 15, 2024, doi:<a href=\"https://doi.org/10.3389/fpsyg.2024.1451309\">10.3389/fpsyg.2024.1451309</a>."},"oa":"1","status":"public","volume":15,"user_id":"38219","_id":"53072","abstract":[{"text":"Negated statements require more processing efforts than assertions. However, in certain contexts, repeating negations undergo adaptation, which over time mitigates the effort.\r\nHere, we ask negations hamper visual processing and whether consecutive repetitions mitigate its influence. \r\nWe assessed the overall attentional capacity and its distribution, the relative weight, quantitatively using \r\nthe formal Theory of Visual Attention (TVA).\r\nWe employed a very simple form for negations, binary negations. Negated instructions, expressing the only alternative to the core supposition, were cognitively demanding, resulting in a loss of attentional capacity in three experiments. The overall attentional capacity recovered gradually but stagnated at a lower level than with assertions, even after many repetitions. Additionally, negations distributed the attention equally between target and reference stimulus. Repetitions slightly increased the reference' share of attention. Assertions, on the other hand, shifted the attentional weight towards the target. Few repetitions slightly decreased the bias towards the target, many repetitions increased the bias.","lang":"eng"}],"publication":"Frontiers in Psychology","department":[{"_id":"424"},{"_id":"660"}],"type":"journal_article","date_created":"2024-03-27T12:16:33Z","article_type":"original","intvolume":"        15","publication_status":"published","date_updated":"2024-12-02T09:41:36Z","author":[{"orcid":"0000-0002-5946-4542","first_name":"Ngoc Chi","last_name":"Banh","full_name":"Banh, Ngoc Chi","id":"38219"},{"full_name":"Tünnermann, Jan","last_name":"Tünnermann","first_name":"Jan"},{"last_name":"Rohlfing","first_name":"Katharina J.","full_name":"Rohlfing, Katharina J.","id":"50352"},{"full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","first_name":"Ingrid","last_name":"Scharlau","id":"451"}],"title":"Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution","year":"2024","doi":"10.3389/fpsyg.2024.1451309","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1451309/abstract"}]},{"abstract":[{"lang":"eng","text":"<jats:p> Abstract: Teachers require various generic competencies that are not addressed explicitly in the teacher education program, such as learning strategies. Although universities offer student teachers extracurricular opportunities to develop these competencies, few students seize them. Our training program fosters students’ self-regulated competency development: Self-reflection as an important first step to self-regulated competency development is addressed through an online self-assessment tool providing individual feedback and suggestions for further development. Forming and implementing intentions to develop competencies is addressed by a workshop based on an evidence-based self-management training program and group coaching sessions to bridge potential intention–behavior gaps. After the training program, the experimental group ( n = 32) showed a more favorable development in self-reflection, procrastination, and participation in competency-enhancing offers than the control group ( n = 34). The results show that supporting students in their self-regulated competency development can be an important key in their professional development. </jats:p>"}],"issue":"4","publication":"Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie","type":"journal_article","department":[{"_id":"426"},{"_id":"427"}],"date_created":"2024-12-20T09:06:46Z","publication_status":"published","date_updated":"2024-12-20T09:16:08Z","article_type":"original","intvolume":"        56","title":"How to Improve Student Teachers’ Self-Regulated Competency Development","year":"2024","publication_identifier":{"issn":["0049-8637","2190-6262"]},"author":[{"full_name":"Kaemper, Mara","last_name":"Kaemper","first_name":"Mara","id":"82259"},{"id":"27152","first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M."},{"id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."}],"doi":"10.1026/0049-8637/a000301","alternative_title":["Effects of a Resource-Oriented Training Program"],"language":[{"iso":"ger"}],"project":[{"_id":"1387","name":"DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre"}],"citation":{"mla":"Kaemper, Mara, et al. “How to Improve Student Teachers’ Self-Regulated Competency Development.” <i>Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie</i>, vol. 56, no. 4, Hogrefe Publishing Group, 2024, pp. 197–208, doi:<a href=\"https://doi.org/10.1026/0049-8637/a000301\">10.1026/0049-8637/a000301</a>.","bibtex":"@article{Kaemper_Buhl_Klingsieck_2024, title={How to Improve Student Teachers’ Self-Regulated Competency Development}, volume={56}, DOI={<a href=\"https://doi.org/10.1026/0049-8637/a000301\">10.1026/0049-8637/a000301</a>}, number={4}, journal={Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie}, publisher={Hogrefe Publishing Group}, author={Kaemper, Mara and Buhl, Heike M. and Klingsieck, Katrin B.}, year={2024}, pages={197–208} }","ama":"Kaemper M, Buhl HM, Klingsieck KB. How to Improve Student Teachers’ Self-Regulated Competency Development. <i>Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie</i>. 2024;56(4):197-208. doi:<a href=\"https://doi.org/10.1026/0049-8637/a000301\">10.1026/0049-8637/a000301</a>","ieee":"M. Kaemper, H. M. Buhl, and K. B. Klingsieck, “How to Improve Student Teachers’ Self-Regulated Competency Development,” <i>Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie</i>, vol. 56, no. 4, pp. 197–208, 2024, doi: <a href=\"https://doi.org/10.1026/0049-8637/a000301\">10.1026/0049-8637/a000301</a>.","apa":"Kaemper, M., Buhl, H. M., &#38; Klingsieck, K. B. (2024). How to Improve Student Teachers’ Self-Regulated Competency Development. <i>Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie</i>, <i>56</i>(4), 197–208. <a href=\"https://doi.org/10.1026/0049-8637/a000301\">https://doi.org/10.1026/0049-8637/a000301</a>","short":"M. Kaemper, H.M. Buhl, K.B. Klingsieck, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 56 (2024) 197–208.","chicago":"Kaemper, Mara, Heike M. Buhl, and Katrin B. Klingsieck. “How to Improve Student Teachers’ Self-Regulated Competency Development.” <i>Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie</i> 56, no. 4 (2024): 197–208. <a href=\"https://doi.org/10.1026/0049-8637/a000301\">https://doi.org/10.1026/0049-8637/a000301</a>."},"status":"public","user_id":"82259","volume":56,"page":"197-208","publisher":"Hogrefe Publishing Group","_id":"57846"},{"department":[{"_id":"426"}],"type":"conference_abstract","date_created":"2025-01-03T11:40:11Z","citation":{"ieee":"J. Bobe and K. B. Klingsieck, “Der Einfluss des antizipierten subjektiven Unwohlseins auf akademische Prokrastination .” 2024.","apa":"Bobe, J., &#38; Klingsieck, K. B. (2024). <i>Der Einfluss des antizipierten subjektiven Unwohlseins auf akademische Prokrastination </i>. 53. DGPs Kongress 2024, Wien.","short":"J. Bobe, K.B. Klingsieck, (2024).","chicago":"Bobe, Julia, and Katrin B. Klingsieck. “Der Einfluss Des Antizipierten Subjektiven Unwohlseins Auf Akademische Prokrastination .” Ansorge, Gugerell, Pomper, Szaszkó, Werner (Eds.) Congress of the German and Austrian Psychological Societies 2024. Lengerich: Pabst., 2024.","mla":"Bobe, Julia, and Katrin B. Klingsieck. <i>Der Einfluss Des Antizipierten Subjektiven Unwohlseins Auf Akademische Prokrastination </i>. 2024.","bibtex":"@article{Bobe_Klingsieck_2024, series={Ansorge, Gugerell, Pomper, Szaszkó, Werner (Eds.) Congress of the German and Austrian Psychological Societies 2024. Lengerich: Pabst.}, title={Der Einfluss des antizipierten subjektiven Unwohlseins auf akademische Prokrastination }, author={Bobe, Julia and Klingsieck, Katrin B.}, year={2024}, collection={Ansorge, Gugerell, Pomper, Szaszkó, Werner (Eds.) Congress of the German and Austrian Psychological Societies 2024. Lengerich: Pabst.} }","ama":"Bobe J, Klingsieck KB. Der Einfluss des antizipierten subjektiven Unwohlseins auf akademische Prokrastination . Published online 2024."},"user_id":"81770","_id":"57903","language":[{"iso":"eng"}],"series_title":"Ansorge, Gugerell, Pomper, Szaszkó, Werner (Eds.) Congress of the German and Austrian Psychological Societies 2024. Lengerich: Pabst.","publication_status":"published","date_updated":"2025-01-03T11:41:21Z","author":[{"last_name":"Bobe","first_name":"Julia","full_name":"Bobe, Julia","id":"81770"},{"full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."}],"conference":{"start_date":"2024-09-16","name":"53. DGPs Kongress 2024","location":"Wien","end_date":"2024-09-19"},"title":"Der Einfluss des antizipierten subjektiven Unwohlseins auf akademische Prokrastination ","status":"public","year":"2024"},{"page":"305 - 326","publisher":"Carl Link","_id":"58110","language":[{"iso":"ger"}],"edition":"1","user_id":"38556","editor":[{"last_name":"Schindler","first_name":"Lara ","full_name":"Schindler, Lara "}],"status":"public","year":"2024","title":"Mediennutzung von Eltern","publication_identifier":{"isbn":["9783556098424"]},"author":[{"id":"38556","full_name":"Gruchel, Nicole","last_name":"Gruchel","first_name":"Nicole"},{"first_name":"Anna-Maria","last_name":"Kamin","full_name":"Kamin, Anna-Maria"}],"date_updated":"2025-01-09T07:54:51Z","publication_status":"published","place":"Hürth","date_created":"2025-01-08T17:18:08Z","type":"book_chapter","department":[{"_id":"427"}],"publication":"Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis","citation":{"mla":"Gruchel, Nicole, and Anna-Maria Kamin. “Mediennutzung von Eltern.” <i>Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis</i>, edited by Lara  Schindler, 1st ed., Carl Link, 2024, pp. 305–26.","bibtex":"@inbook{Gruchel_Kamin_2024, place={Hürth}, edition={1}, title={Mediennutzung von Eltern}, booktitle={Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis}, publisher={Carl Link}, author={Gruchel, Nicole and Kamin, Anna-Maria}, editor={Schindler, Lara }, year={2024}, pages={305–326} }","ama":"Gruchel N, Kamin A-M. Mediennutzung von Eltern. In: Schindler L, ed. <i>Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis</i>. 1st ed. Carl Link; 2024:305-326.","ieee":"N. Gruchel and A.-M. Kamin, “Mediennutzung von Eltern,” in <i>Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis</i>, 1st ed., L. Schindler, Ed. Hürth: Carl Link, 2024, pp. 305–326.","apa":"Gruchel, N., &#38; Kamin, A.-M. (2024). Mediennutzung von Eltern. In L. Schindler (Ed.), <i>Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis</i> (1st ed., pp. 305–326). Carl Link.","short":"N. Gruchel, A.-M. Kamin, in: L. Schindler (Ed.), Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis, 1st ed., Carl Link, Hürth, 2024, pp. 305–326.","chicago":"Gruchel, Nicole, and Anna-Maria Kamin. “Mediennutzung von Eltern.” In <i>Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis</i>, edited by Lara  Schindler, 1st ed., 305–26. Hürth: Carl Link, 2024."}},{"oa":"1","project":[{"name":"DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen elterlicher Unterstützung bei der informationsorientierten Internetnutzung","grant_number":"01JD1814A","_id":"378"}],"quality_controlled":"1","citation":{"mla":"Kurock, Ricarda, et al. “A Mixed‐methods Study of the Quality of Parental Support during Adolescents’ Information‐related Internet Use as a Co‐construction Process.” <i>Journal of Adolescence</i>, vol. 96, no. 3, Wiley, 2024, pp. 566–79, doi:<a href=\"http://dx.doi.org/10.1002/jad.12264\">http://dx.doi.org/10.1002/jad.12264</a>.","ama":"Kurock R, Teichert J, Meister DM, Gerhardts L, Buhl HM, Bonanati S. A mixed‐methods study of the quality of parental support during adolescents’ information‐related Internet use as a co‐construction process. <i>Journal of Adolescence</i>. 2024;96(3):566-579. doi:<a href=\"http://dx.doi.org/10.1002/jad.12264\">http://dx.doi.org/10.1002/jad.12264</a>","bibtex":"@article{Kurock_Teichert_Meister_Gerhardts_Buhl_Bonanati_2024, title={A mixed‐methods study of the quality of parental support during adolescents’ information‐related Internet use as a co‐construction process}, volume={96}, DOI={<a href=\"http://dx.doi.org/10.1002/jad.12264\">http://dx.doi.org/10.1002/jad.12264</a>}, number={3}, journal={Journal of Adolescence}, publisher={Wiley}, author={Kurock, Ricarda and Teichert, Jeannine and Meister, Dorothee M. and Gerhardts, Lara and Buhl, Heike M. and Bonanati, Sabrina}, year={2024}, pages={566–579} }","apa":"Kurock, R., Teichert, J., Meister, D. M., Gerhardts, L., Buhl, H. M., &#38; Bonanati, S. (2024). A mixed‐methods study of the quality of parental support during adolescents’ information‐related Internet use as a co‐construction process. <i>Journal of Adolescence</i>, <i>96</i>(3), 566–579. <a href=\"http://dx.doi.org/10.1002/jad.12264\">http://dx.doi.org/10.1002/jad.12264</a>","ieee":"R. Kurock, J. Teichert, D. M. Meister, L. Gerhardts, H. M. Buhl, and S. Bonanati, “A mixed‐methods study of the quality of parental support during adolescents’ information‐related Internet use as a co‐construction process,” <i>Journal of Adolescence</i>, vol. 96, no. 3, pp. 566–579, 2024, doi: <a href=\"http://dx.doi.org/10.1002/jad.12264\">http://dx.doi.org/10.1002/jad.12264</a>.","short":"R. Kurock, J. Teichert, D.M. Meister, L. Gerhardts, H.M. Buhl, S. Bonanati, Journal of Adolescence 96 (2024) 566–579.","chicago":"Kurock, Ricarda, Jeannine Teichert, Dorothee M. Meister, Lara Gerhardts, Heike M. Buhl, and Sabrina Bonanati. “A Mixed‐methods Study of the Quality of Parental Support during Adolescents’ Information‐related Internet Use as a Co‐construction Process.” <i>Journal of Adolescence</i> 96, no. 3 (2024): 566–79. <a href=\"http://dx.doi.org/10.1002/jad.12264\">http://dx.doi.org/10.1002/jad.12264</a>."},"volume":96,"user_id":"83055","_id":"48486","publisher":"Wiley","page":"566-579","status":"public","department":[{"_id":"427"},{"_id":"137"}],"keyword":["Psychiatry and Mental health","Developmental and Educational Psychology","Social Psychology","Pediatrics","Perinatology and Child Health"],"type":"journal_article","date_created":"2023-10-26T12:01:24Z","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:sec><jats:title>Introduction</jats:title><jats:p>In Europe, most Internet searches for school‐related tasks are situated at home, where parents can support adolescents. Although the frequency (quantity) of parental support has already been analyzed, a research gap exists concerning the quality of parental support in adolescents' information‐related Internet use. The quality of parental support in the field of homework involvement is known to be a predictor of adolescents' learning motivation and academic achievement, often discussed with regard to self‐determination theory (SDT) in terms of autonomy support, structure, emotional support, and control. These categories were adapted in this study to analyze parents' support in adolescents' Internet searching activities.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>Using a mixed‐methods approach, we combined quantitative questionnaires and qualitative observations to analyze joint information‐related Internet uses. Therefore, 243 parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed by videography in 2019/2020 in Germany. The adolescents were 11 years old, on average.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>The parents rated all qualities higher than the adolescents. Emotional support was rated highest by both groups, whereas structure was rated lowest. Adolescents' and parents' view on parental support differ. The qualitative study revealed parents' often interfering behavior, whereas emotional support was low. Further, the active role of adolescents was highlighted in both quantitative and qualitative data.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>By combining quantitative and qualitative approaches, we demonstrated a fruitful application of SDT in analyzing the quality of parental support during adolescents' Internet searches at home and shed light on the co‐construction of joint Internet searches.</jats:p></jats:sec>","lang":"eng"}],"publication":"Journal of Adolescence","issue":"3","doi":"http://dx.doi.org/10.1002/jad.12264","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://onlinelibrary.wiley.com/doi/10.1002/jad.12264"}],"intvolume":"        96","date_updated":"2025-07-03T09:06:39Z","publication_status":"published","author":[{"id":"78797","last_name":"Kurock","first_name":"Ricarda","full_name":"Kurock, Ricarda"},{"first_name":"Jeannine","last_name":"Teichert","orcid":"0000-0002-7571-891X","full_name":"Teichert, Jeannine","id":"83055"},{"id":"346","full_name":"Meister, Dorothee M.","last_name":"Meister","first_name":"Dorothee M.","orcid":"orcid.org/0000-0002-9685-4988"},{"full_name":"Gerhardts, Lara","last_name":"Gerhardts","first_name":"Lara"},{"last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152"},{"last_name":"Bonanati","first_name":"Sabrina","full_name":"Bonanati, Sabrina"}],"publication_identifier":{"issn":["0140-1971","1095-9254"]},"title":"A mixed‐methods study of the quality of parental support during adolescents' information‐related Internet use as a co‐construction process","year":"2024"},{"date_updated":"2025-07-16T08:13:28Z","status":"public","year":"2024","title":"The mental representation of the object of explanation in the process of co-constructive explanations","conference":{"end_date":"2024-09-19","start_date":"2024-09-16","name":"53rd DGPs Congress","location":"Vienna"},"author":[{"id":"92807","first_name":"Michael","last_name":"Schaffer","full_name":"Schaffer, Michael"},{"first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M.","id":"27152"}],"user_id":"27152","editor":[{"full_name":"Ansorge, Ulrich","last_name":"Ansorge","first_name":"Ulrich"},{"full_name":"Szaszkó, Bence","first_name":"Bence","last_name":"Szaszkó"},{"last_name":"Werner","first_name":"Lena","full_name":"Werner, Lena"}],"language":[{"iso":"eng"}],"_id":"56994","project":[{"name":"TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)","grant_number":"438445824","_id":"114"}],"publication":"53rd DGPs Congress - Abstracts","citation":{"chicago":"Schaffer, Michael, and Heike M. Buhl. “The Mental Representation of the Object of Explanation in the Process of Co-Constructive Explanations.” In <i>53rd DGPs Congress - Abstracts</i>, edited by Ulrich Ansorge, Bence Szaszkó, and Lena Werner, 2024.","short":"M. Schaffer, H.M. Buhl, in: U. Ansorge, B. Szaszkó, L. Werner (Eds.), 53rd DGPs Congress - Abstracts, 2024.","ieee":"M. Schaffer and H. M. Buhl, “The mental representation of the object of explanation in the process of co-constructive explanations,” in <i>53rd DGPs Congress - Abstracts</i>, Vienna, 2024.","apa":"Schaffer, M., &#38; Buhl, H. M. (2024). The mental representation of the object of explanation in the process of co-constructive explanations. In U. Ansorge, B. Szaszkó, &#38; L. Werner (Eds.), <i>53rd DGPs Congress - Abstracts</i>.","bibtex":"@inproceedings{Schaffer_Buhl_2024, title={The mental representation of the object of explanation in the process of co-constructive explanations}, booktitle={53rd DGPs Congress - Abstracts}, author={Schaffer, Michael and Buhl, Heike M.}, editor={Ansorge, Ulrich and Szaszkó, Bence and Werner, Lena}, year={2024} }","ama":"Schaffer M, Buhl HM. The mental representation of the object of explanation in the process of co-constructive explanations. In: Ansorge U, Szaszkó B, Werner L, eds. <i>53rd DGPs Congress - Abstracts</i>. ; 2024.","mla":"Schaffer, Michael, and Heike M. Buhl. “The Mental Representation of the Object of Explanation in the Process of Co-Constructive Explanations.” <i>53rd DGPs Congress - Abstracts</i>, edited by Ulrich Ansorge et al., 2024."},"type":"conference_abstract","department":[{"_id":"427"}],"date_created":"2024-11-12T10:10:31Z"},{"date_updated":"2025-08-12T08:00:14Z","status":"public","year":"2024","title":"Elterliche Unterstützung beim Lernen mit digitalen Medien ","author":[{"first_name":"Anna-Maria","last_name":"Kamin","full_name":"Kamin, Anna-Maria"},{"first_name":"Dorothee M.","last_name":"Meister","orcid":"orcid.org/0000-0002-9685-4988","full_name":"Meister, Dorothee M.","id":"346"},{"last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152"}],"user_id":"90826","editor":[{"last_name":"Aßmann","first_name":"Sandra ","full_name":"Aßmann, Sandra "},{"full_name":"Grafe , Silke ","last_name":"Grafe ","first_name":"Silke "},{"first_name":"Alexander","last_name":"Martin","full_name":"Martin, Alexander"}],"main_file_link":[{"open_access":"1","url":"https://www.pedocs.de/volltexte/2024/31907/pdf/Kamin_et_al_2024_Elterliche_Unterstuetzung.pdf"}],"_id":"56887","publisher":"Julius Klinkhardt","language":[{"iso":"eng"}],"project":[{"name":"DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen elterlicher Unterstützung bei der informationsorientierten Internetnutzung","grant_number":"01JD1814A","_id":"378"}],"publication":"Medien - Bildung - Forschung. Integrative und interdisziplinäre Perspektiven","citation":{"apa":"Kamin, A.-M., Meister, D. M., &#38; Buhl, H. M. (2024). Elterliche Unterstützung beim Lernen mit digitalen Medien . In S. Aßmann, S. Grafe , &#38; A. Martin (Eds.), <i>Medien - Bildung - Forschung. Integrative und interdisziplinäre Perspektiven</i>. Julius Klinkhardt.","mla":"Kamin, Anna-Maria, et al. “Elterliche Unterstützung Beim Lernen Mit Digitalen Medien .” <i>Medien - Bildung - Forschung. Integrative Und Interdisziplinäre Perspektiven</i>, edited by Sandra  Aßmann et al., Julius Klinkhardt, 2024.","ieee":"A.-M. Kamin, D. M. Meister, and H. M. Buhl, “Elterliche Unterstützung beim Lernen mit digitalen Medien ,” in <i>Medien - Bildung - Forschung. Integrative und interdisziplinäre Perspektiven</i>, S. Aßmann, S. Grafe , and A. Martin, Eds. Bad Heilbrunn: Julius Klinkhardt, 2024.","chicago":"Kamin, Anna-Maria, Dorothee M. Meister, and Heike M. Buhl. “Elterliche Unterstützung Beim Lernen Mit Digitalen Medien .” In <i>Medien - Bildung - Forschung. Integrative Und Interdisziplinäre Perspektiven</i>, edited by Sandra  Aßmann, Silke  Grafe , and Alexander Martin. Bad Heilbrunn: Julius Klinkhardt, 2024.","ama":"Kamin A-M, Meister DM, Buhl HM. Elterliche Unterstützung beim Lernen mit digitalen Medien . In: Aßmann S, Grafe  S, Martin A, eds. <i>Medien - Bildung - Forschung. Integrative Und Interdisziplinäre Perspektiven</i>. Julius Klinkhardt; 2024.","short":"A.-M. Kamin, D.M. Meister, H.M. Buhl, in: S. Aßmann, S. Grafe , A. Martin (Eds.), Medien - Bildung - Forschung. Integrative Und Interdisziplinäre Perspektiven, Julius Klinkhardt, Bad Heilbrunn, 2024.","bibtex":"@inbook{Kamin_Meister_Buhl_2024, place={Bad Heilbrunn}, title={Elterliche Unterstützung beim Lernen mit digitalen Medien }, booktitle={Medien - Bildung - Forschung. Integrative und interdisziplinäre Perspektiven}, publisher={Julius Klinkhardt}, author={Kamin, Anna-Maria and Meister, Dorothee M. and Buhl, Heike M.}, editor={Aßmann, Sandra  and Grafe , Silke  and Martin, Alexander}, year={2024} }"},"type":"book_chapter","oa":"1","department":[{"_id":"427"}],"place":"Bad Heilbrunn","date_created":"2024-11-05T17:32:08Z"},{"date_created":"2023-09-09T15:38:59Z","type":"journal_article","keyword":["General Psychology"],"department":[{"_id":"426"}],"publication":"Current Psychology","citation":{"apa":"Koppenborg, M., Klingsieck, K. B., &#38; Hüffmeier, J. (2023). Conjunctive and additive group work reduce academic procrastination: insights from a vignette study. <i>Current Psychology</i>. <a href=\"https://doi.org/10.1007/s12144-023-04294-w\">https://doi.org/10.1007/s12144-023-04294-w</a>","ieee":"M. Koppenborg, K. B. Klingsieck, and J. Hüffmeier, “Conjunctive and additive group work reduce academic procrastination: insights from a vignette study,” <i>Current Psychology</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s12144-023-04294-w\">10.1007/s12144-023-04294-w</a>.","chicago":"Koppenborg, Markus, Katrin B. Klingsieck, and Joachim Hüffmeier. “Conjunctive and Additive Group Work Reduce Academic Procrastination: Insights from a Vignette Study.” <i>Current Psychology</i>, 2023. <a href=\"https://doi.org/10.1007/s12144-023-04294-w\">https://doi.org/10.1007/s12144-023-04294-w</a>.","short":"M. Koppenborg, K.B. Klingsieck, J. Hüffmeier, Current Psychology (2023).","mla":"Koppenborg, Markus, et al. “Conjunctive and Additive Group Work Reduce Academic Procrastination: Insights from a Vignette Study.” <i>Current Psychology</i>, Springer Science and Business Media LLC, 2023, doi:<a href=\"https://doi.org/10.1007/s12144-023-04294-w\">10.1007/s12144-023-04294-w</a>.","ama":"Koppenborg M, Klingsieck KB, Hüffmeier J. Conjunctive and additive group work reduce academic procrastination: insights from a vignette study. <i>Current Psychology</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s12144-023-04294-w\">10.1007/s12144-023-04294-w</a>","bibtex":"@article{Koppenborg_Klingsieck_Hüffmeier_2023, title={Conjunctive and additive group work reduce academic procrastination: insights from a vignette study}, DOI={<a href=\"https://doi.org/10.1007/s12144-023-04294-w\">10.1007/s12144-023-04294-w</a>}, journal={Current Psychology}, publisher={Springer Science and Business Media LLC}, author={Koppenborg, Markus and Klingsieck, Katrin B. and Hüffmeier, Joachim}, year={2023} }"},"abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Group work can increase individual effort, performance, and positive affect, if group members perceive their own contribution as indispensable for the group product. A vignette methodology was applied to investigate whether group work may also reduce procrastination. The vignettes described a typical academic assignment, while varying the task structure (individual work vs. conjunctive group work vs. additive group work) and group member ability (high vs. low). For each vignette, student participants (<jats:italic>N</jats:italic> = 443) provided ratings on their perceived indispensability, procrastination of the assignment, and affect. When group member ability was high, procrastination was lower in additive group work as compared to individual work. When group member ability was low, procrastination was lower in conjunctive group work as compared to both individual work and additive group work. As predicted, perceived indispensability mediated the difference in procrastination between conjunctive and additive group work. Moderation analyses further revealed that the effects were more pronounced for high trait procrastinators. Further, both types of group work led to increases in task-related positive affect as compared to individual work. By demonstrating the relevance of group work as a social factor, the results should be useful for the extension of existing programs targeting procrastination, and may inspire measures for preventing procrastination by changes in the study environment.</jats:p>","lang":"eng"}],"language":[{"iso":"eng"}],"_id":"46933","publisher":"Springer Science and Business Media LLC","doi":"10.1007/s12144-023-04294-w","user_id":"14931","year":"2023","status":"public","title":"Conjunctive and additive group work reduce academic procrastination: insights from a vignette study","publication_identifier":{"issn":["1046-1310","1936-4733"]},"author":[{"last_name":"Koppenborg","first_name":"Markus","full_name":"Koppenborg, Markus"},{"first_name":"Katrin B.","last_name":"Klingsieck","full_name":"Klingsieck, Katrin B.","id":"36716"},{"first_name":"Joachim","last_name":"Hüffmeier","full_name":"Hüffmeier, Joachim"}],"date_updated":"2023-11-08T08:26:49Z","publication_status":"published","article_type":"original"},{"jel":["P"],"status":"public","has_accepted_license":"1","_id":"45658","publisher":"Universität Paderborn","page":"56","user_id":"14931","ddc":["150"],"citation":{"mla":"Grotegut, Lea. <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Universität Paderborn, 2023, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1753\">10.17619/UNIPB/1-1753</a>.","ama":"Grotegut L. <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Universität Paderborn; 2023. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1753\">10.17619/UNIPB/1-1753</a>","bibtex":"@book{Grotegut_2023, place={Paderborn}, title={GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-1753\">10.17619/UNIPB/1-1753</a>}, publisher={Universität Paderborn}, author={Grotegut, Lea}, year={2023} }","apa":"Grotegut, L. (2023). <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Universität Paderborn. <a href=\"https://doi.org/10.17619/UNIPB/1-1753\">https://doi.org/10.17619/UNIPB/1-1753</a>","ieee":"L. Grotegut, <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Paderborn: Universität Paderborn, 2023.","short":"L. Grotegut, GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden, Universität Paderborn, Paderborn, 2023.","chicago":"Grotegut, Lea. <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Paderborn: Universität Paderborn, 2023. <a href=\"https://doi.org/10.17619/UNIPB/1-1753\">https://doi.org/10.17619/UNIPB/1-1753</a>."},"supervisor":[{"first_name":"Katrin B.","last_name":"Klingsieck","full_name":"Klingsieck, Katrin B.","id":"36716"},{"full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M.","id":"27152"}],"file_date_updated":"2023-06-16T13:00:00Z","place":"Paderborn","author":[{"first_name":"Lea","last_name":"Grotegut","full_name":"Grotegut, Lea","id":"34280"}],"year":"2023","title":"GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden","publication_status":"published","date_updated":"2023-11-08T08:27:52Z","language":[{"iso":"ger"}],"alternative_title":["GEProS - Development and evaluation of a digital simulation to promote diagnostic competence in pre-service teachers"],"doi":"10.17619/UNIPB/1-1753","abstract":[{"text":"Um Schüler*innenmerkmale korrekt zu beurteilen benötigen Lehrkräfte diagnostische Kompetenz. Insbesondere die genaue Einschätzung nicht-kognitiver Merkmale von Schüler*innen fällt Lehrkräften eher schwer. Dazu zählen auch mögliche Anzeichen für Lern- und Verhaltensauffälligkeiten. Maßnahmen zur Förderung diagnostischer Kompetenz fokussieren bisher größtenteils die Diagnostik fachspezifischer, situativer Urteilsgegenstände, wie Fehlkonzepte im Mathematikunterricht. Systematisch evaluierte Fördermaßnahmen, die das Erkennen und Beurteilen von Lern- und Verhaltensauffälligkeiten bei Schüler*innen fokussieren, existieren bisher nicht.Aus diesem Anlass wurde die digitale, problemorientierte Simulation GEProS zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden entwickelt und systematisch in drei längsschnittlichen, (quasi-)experimentellen Kontrollgruppenstudien evaluiert. Die Ergebnisse zeigen, dass die GEProS einen Mehrwert für die Förderung diagnostischer Kompetenz insbesondere im Bereich selbstbestimmter Motivation bieten kann. Ein integriertes Quiz mit Feedback kann mittels testing effect darüber hinaus der Erwerb deklarativ-konzeptionellen Wissens als zentrale Disposition diagnostischer Kompetenz in GEProS unterstützen. Die Ergebnisse tragen durch das entwickelte Integrative Modell diagnostischer Kompetenz zur Theoriebildung sowie zur Forschung und Entwicklung im Bereich der Förderung diagnostischer Kompetenz bei, indem eine Maßnahme zur Förderung diagnostischer Kompetenz für einen fächerübergreifenden, zeitlich stabilen Urteilsgegenstand systematisch evaluiert wurde. Durch die Ableitung und Berücksichtigung wesentlicher Merkmale digitaler Simulationen trägt diese Arbeit außerdem zur theoretischen Fundierung digitaler Simulationen bei.","lang":"ger"},{"text":"In order to accurately assess student characteristics, teachers need diagnostic competence. Especially the accurate assessment of non-cognitive student characteristics tends to be difficult for teachers. These can also include possible signs of learning and behavioral problems. Measures to promote diagnostic competence have so far largely focused on the diagnosis of subject-specific and temporary objects of judgment, such as misconceptions in mathematics education. So far, there are no systematically evaluated measures that focus on the recognition and assessment of learning and behavioral problems in students.For this reason, the digital, problem-based simulation GEProS was developed to promote diagnostic competence in pre-service teachers. GEProS was systematically evaluated in three longitudinal, (quasi-)experimental control group studies. The results show that GEProS can provide added value for promoting diagnostic competence in university teacher education, especially in the area of self-determined motivation. Furthermore, by means of an integrated quiz with feedback, the testing effect can be used in GEProS to support the acquisition of declarative-conceptual knowledge, a central disposition of diagnostic competence. By developing an Integrative Model of Diagnostic Competence, this thesis contributes to theory building as well as to research and development in the area of promoting diagnostic competence of (pre-service) teachers by systematically evaluating a measure for promoting diagnostic competence for a subject-general, temporally stable object of judgment. In addition, key features of digital simulations were defined and served as a basis for the development of GEProS. This work thus also contributes to the theoretical foundation of digital simulations.","lang":"eng"}],"date_created":"2023-06-16T12:51:39Z","file":[{"date_created":"2023-06-16T13:00:00Z","creator":"lea15g","success":1,"content_type":"application/pdf","file_id":"45660","date_updated":"2023-06-16T13:00:00Z","relation":"main_file","file_size":872698,"access_level":"closed","file_name":"Grotegut_Dissertation_2023.pdf"}],"department":[{"_id":"426"}],"type":"dissertation"},{"language":[{"iso":"eng"}],"doi":"10.3224/zehf.v7i1.05","publication_identifier":{"issn":["2367-3044","2367-3052"]},"author":[{"full_name":"Grotegut, Lea","first_name":"Lea","last_name":"Grotegut","id":"34280"},{"id":"36716","first_name":"Katrin B.","last_name":"Klingsieck","full_name":"Klingsieck, Katrin B."}],"year":"2023","title":"Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation","article_type":"original","intvolume":"         7","publication_status":"published","date_updated":"2023-11-08T08:28:15Z","date_created":"2023-10-16T10:39:34Z","department":[{"_id":"426"}],"type":"journal_article","keyword":["General Earth and Planetary Sciences","General Engineering","General Environmental Science"],"publication":"ZeHf – Zeitschrift für empirische Hochschulforschung","issue":"1","abstract":[{"lang":"eng","text":"Die Förderung diagnostischer Kompetenz in der Lehrer*innenbildung birgt zwei Herausforderungen: Erstens bleibt in großen Lehrveranstaltungen wenig Raum für die notwendige Anwendung theoretischen Wissens, zweitens können Fehlentscheidungen in realen diagnostischen Situationen gravierende negative Folgen für Schüler*innen haben. Eine digitale Simulation kann beiden Herausforderungen begegnen. In diesem Beitrag wurde eine digitale, problemorientierte Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden evaluiert und mit einer textbasierten, problemorientierten und einer lehrendenzentrierten Kontrollgruppe verglichen. Die Ergebnisse zeigen positive Effekte für die digitale Simulation hinsichtlich der selbstbestimmten Motivation, aber einen geringeren Wissenszuwachs im Vergleich zum lehrendenzentrierten Setting. Die Selbstwirksamkeit nahm in allen drei Gruppen zu. Eine digitale Simulation bietet in der untersuchten Form somit einen, wenn auch geringen, Mehrwert für die Lehrkräftebildung im Bereich der Kompetenzentwicklung."}],"_id":"48087","publisher":"Verlag Barbara Budrich GmbH","page":"56-73","volume":7,"user_id":"14931","status":"public","citation":{"short":"L. Grotegut, K.B. Klingsieck, ZeHf – Zeitschrift Für Empirische Hochschulforschung 7 (2023) 56–73.","chicago":"Grotegut, Lea, and Katrin B. Klingsieck. “Kompetenzentwicklung in Der Lehrkräftebildung: Der Mehrwert Einer Digitalen Simulation.” <i>ZeHf – Zeitschrift Für Empirische Hochschulforschung</i> 7, no. 1 (2023): 56–73. <a href=\"https://doi.org/10.3224/zehf.v7i1.05\">https://doi.org/10.3224/zehf.v7i1.05</a>.","apa":"Grotegut, L., &#38; Klingsieck, K. B. (2023). Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation. <i>ZeHf – Zeitschrift Für Empirische Hochschulforschung</i>, <i>7</i>(1), 56–73. <a href=\"https://doi.org/10.3224/zehf.v7i1.05\">https://doi.org/10.3224/zehf.v7i1.05</a>","ieee":"L. Grotegut and K. B. Klingsieck, “Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation,” <i>ZeHf – Zeitschrift für empirische Hochschulforschung</i>, vol. 7, no. 1, pp. 56–73, 2023, doi: <a href=\"https://doi.org/10.3224/zehf.v7i1.05\">10.3224/zehf.v7i1.05</a>.","ama":"Grotegut L, Klingsieck KB. Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation. <i>ZeHf – Zeitschrift für empirische Hochschulforschung</i>. 2023;7(1):56-73. doi:<a href=\"https://doi.org/10.3224/zehf.v7i1.05\">10.3224/zehf.v7i1.05</a>","bibtex":"@article{Grotegut_Klingsieck_2023, title={Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation}, volume={7}, DOI={<a href=\"https://doi.org/10.3224/zehf.v7i1.05\">10.3224/zehf.v7i1.05</a>}, number={1}, journal={ZeHf – Zeitschrift für empirische Hochschulforschung}, publisher={Verlag Barbara Budrich GmbH}, author={Grotegut, Lea and Klingsieck, Katrin B.}, year={2023}, pages={56–73} }","mla":"Grotegut, Lea, and Katrin B. Klingsieck. “Kompetenzentwicklung in Der Lehrkräftebildung: Der Mehrwert Einer Digitalen Simulation.” <i>ZeHf – Zeitschrift Für Empirische Hochschulforschung</i>, vol. 7, no. 1, Verlag Barbara Budrich GmbH, 2023, pp. 56–73, doi:<a href=\"https://doi.org/10.3224/zehf.v7i1.05\">10.3224/zehf.v7i1.05</a>."}},{"date_created":"2023-11-09T12:08:33Z","type":"conference_abstract","department":[{"_id":"426"}],"citation":{"apa":"Bobe, J., &#38; Klingsieck, K. B. (2023). <i>Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination</i>. 19. Fachgruppentagung Pädagogische Psychologie, Leipzig.","ieee":"J. Bobe and K. B. Klingsieck, “Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination,” presented at the 19. 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In: ; 2023.","bibtex":"@inproceedings{Bobe_Klingsieck_2023, title={Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination}, author={Bobe, Julia and Klingsieck, Katrin B.}, year={2023} }"},"language":[{"iso":"eng"}],"_id":"48730","user_id":"81770","title":"Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination","status":"public","year":"2023","conference":{"location":"Leipzig","name":"19. 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Klingsieck, “Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.,” presented at the 10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF), Essen, 2023.","apa":"Bobe, J., &#38; Klingsieck, K. B. (2023). <i>Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.</i> 10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF), Essen.","mla":"Bobe, Julia, and Katrin B. Klingsieck. <i>Prokrastination Und Das Schlechte Gewissen - Gruppenunterschiede Im Erleben Und Auftreten von Prokrastination.</i> 2023.","bibtex":"@inproceedings{Bobe_Klingsieck_2023, title={Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.}, author={Bobe, Julia and Klingsieck, Katrin B.}, year={2023} }","short":"J. Bobe, K.B. Klingsieck, in: 2023.","ama":"Bobe J, Klingsieck KB. Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination. In: ; 2023.","chicago":"Bobe, Julia, and Katrin B. Klingsieck. “Prokrastination Und Das Schlechte Gewissen - Gruppenunterschiede Im Erleben Und Auftreten von Prokrastination.,” 2023."},"department":[{"_id":"426"}],"type":"conference_abstract","date_created":"2023-11-09T12:11:21Z"},{"publication":"Communications in Computer and Information Science","citation":{"ama":"Peters TM, Visser RW. The Importance of Distrust in AI. In: <i>Communications in Computer and Information Science</i>. Springer Nature Switzerland; 2023. doi:<a href=\"https://doi.org/10.1007/978-3-031-44070-0_15\">10.1007/978-3-031-44070-0_15</a>","bibtex":"@inproceedings{Peters_Visser_2023, place={Cham}, title={The Importance of Distrust in AI}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-44070-0_15\">10.1007/978-3-031-44070-0_15</a>}, booktitle={Communications in Computer and Information Science}, publisher={Springer Nature Switzerland}, author={Peters, Tobias Martin and Visser, Roel W.}, year={2023} }","mla":"Peters, Tobias Martin, and Roel W. Visser. “The Importance of Distrust in AI.” <i>Communications in Computer and Information Science</i>, Springer Nature Switzerland, 2023, doi:<a href=\"https://doi.org/10.1007/978-3-031-44070-0_15\">10.1007/978-3-031-44070-0_15</a>.","short":"T.M. Peters, R.W. Visser, in: Communications in Computer and Information Science, Springer Nature Switzerland, Cham, 2023.","chicago":"Peters, Tobias Martin, and Roel W. Visser. “The Importance of Distrust in AI.” In <i>Communications in Computer and Information Science</i>. Cham: Springer Nature Switzerland, 2023. <a href=\"https://doi.org/10.1007/978-3-031-44070-0_15\">https://doi.org/10.1007/978-3-031-44070-0_15</a>.","apa":"Peters, T. M., &#38; Visser, R. W. (2023). The Importance of Distrust in AI. <i>Communications in Computer and Information Science</i>. <a href=\"https://doi.org/10.1007/978-3-031-44070-0_15\">https://doi.org/10.1007/978-3-031-44070-0_15</a>","ieee":"T. M. Peters and R. W. 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Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik der Psychologie. In: Reinmann G, Rhein R, eds. <i>Wissenschaftsdidaktik II: Einzelne Disziplinen</i>. transcript; 2023:49-74.","mla":"Scharlau, Ingrid. “Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik der Psychologie.” <i>Wissenschaftsdidaktik II: Einzelne Disziplinen</i>, edited by Gabi Reinmann and Rüdiger Rhein, transcript, 2023, pp. 49–74.","short":"I. Scharlau, in: G. Reinmann, R. Rhein (Eds.), Wissenschaftsdidaktik II: Einzelne Disziplinen, transcript, Bielefeld, 2023, pp. 49–74.","chicago":"Scharlau, Ingrid. “Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik der Psychologie.” In <i>Wissenschaftsdidaktik II: Einzelne Disziplinen</i>, edited by Gabi Reinmann and Rüdiger Rhein, 49–74. Bielefeld: transcript, 2023.","ieee":"I. Scharlau, “Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik der Psychologie,” in <i>Wissenschaftsdidaktik II: Einzelne Disziplinen</i>, G. Reinmann and R. Rhein, Eds. Bielefeld: transcript, 2023, pp. 49–74.","apa":"Scharlau, I. (2023). Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik der Psychologie. In G. Reinmann &#38; R. Rhein (Eds.), <i>Wissenschaftsdidaktik II: Einzelne Disziplinen</i> (pp. 49–74). transcript."},"place":"Bielefeld","oa":"1","title":"Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik der Psychologie","year":"2023","author":[{"id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid","full_name":"Scharlau, Ingrid"}],"publication_identifier":{"isbn":[" 978-3-8376-6295-5"]},"date_updated":"2023-10-05T12:32:12Z","publication_status":"published","main_file_link":[{"url":"https://www.transcript-verlag.de/978-3-8376-6295-5/wissenschaftsdidaktik-ii/?number=978-3-8394-6295-9","open_access":"1"}],"language":[{"iso":"ger"}],"publication":"Wissenschaftsdidaktik II: Einzelne Disziplinen","date_created":"2023-03-01T12:24:29Z","type":"book_chapter","keyword":["Unterrichtsfach Psychologie"],"department":[{"_id":"424"}]},{"abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Explainable artificial intelligence has mainly focused on static learning scenarios so far. We are interested in dynamic scenarios where data is sampled progressively, and learning is done in an incremental rather than a batch mode. We seek efficient incremental algorithms for computing feature importance (FI). Permutation feature importance (PFI) is a well-established model-agnostic measure to obtain global FI based on feature marginalization of absent features. We propose an efficient, model-agnostic algorithm called iPFI to estimate this measure incrementally and under dynamic modeling conditions including concept drift. We prove theoretical guarantees on the approximation quality in terms of expectation and variance. To validate our theoretical findings and the efficacy of our approaches in incremental scenarios dealing with streaming data rather than traditional batch settings, we conduct multiple experimental studies on benchmark data with and without concept drift.</jats:p>","lang":"eng"}],"publication":"Machine Learning","citation":{"ama":"Fumagalli F, Muschalik M, Hüllermeier E, Hammer B. Incremental permutation feature importance (iPFI): towards online explanations on data streams. <i>Machine Learning</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s10994-023-06385-y\">10.1007/s10994-023-06385-y</a>","short":"F. Fumagalli, M. Muschalik, E. Hüllermeier, B. 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Incremental permutation feature importance (iPFI): towards online explanations on data streams. <i>Machine Learning</i>. <a href=\"https://doi.org/10.1007/s10994-023-06385-y\">https://doi.org/10.1007/s10994-023-06385-y</a>","mla":"Fumagalli, Fabian, et al. “Incremental Permutation Feature Importance (IPFI): Towards Online Explanations on Data Streams.” <i>Machine Learning</i>, Springer Science and Business Media LLC, 2023, doi:<a href=\"https://doi.org/10.1007/s10994-023-06385-y\">10.1007/s10994-023-06385-y</a>.","ieee":"F. Fumagalli, M. Muschalik, E. Hüllermeier, and B. 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ZPID (Leibniz Institute for Psychology); 2023. doi:<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.12945\">10.23668/PSYCHARCHIVES.12945</a>","bibtex":"@inproceedings{Banh_Scharlau_2023, title={First steps towards real-time assessment of attentional weights and capacity according to TVA}, DOI={<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.12945\">10.23668/PSYCHARCHIVES.12945</a>}, booktitle={Abstracts of the 65th TeaP}, publisher={ZPID (Leibniz Institute for Psychology)}, author={Banh, Ngoc Chi and Scharlau, Ingrid}, editor={Merz, Simon and Frings, Christian and Leuchtenberg, Bettina and Moeller, Birte and Mueller, Stefanie and Neumann, Roland and Pastötter, Bernhard and Pingen, Leah and Schui, Gabriel}, year={2023} }","mla":"Banh, Ngoc Chi, and Ingrid Scharlau. “First Steps towards Real-Time Assessment of Attentional Weights and Capacity According to TVA.” <i>Abstracts of the 65th TeaP</i>, edited by Simon Merz et al., ZPID (Leibniz Institute for Psychology), 2023, doi:<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.12945\">10.23668/PSYCHARCHIVES.12945</a>.","short":"N.C. Banh, I. Scharlau, in: S. Merz, C. Frings, B. Leuchtenberg, B. Moeller, S. Mueller, R. Neumann, B. Pastötter, L. Pingen, G. Schui (Eds.), Abstracts of the 65th TeaP, ZPID (Leibniz Institute for Psychology), 2023.","chicago":"Banh, Ngoc Chi, and Ingrid Scharlau. “First Steps towards Real-Time Assessment of Attentional Weights and Capacity According to TVA.” In <i>Abstracts of the 65th TeaP</i>, edited by Simon Merz, Christian Frings, Bettina Leuchtenberg, Birte Moeller, Stefanie Mueller, Roland Neumann, Bernhard Pastötter, Leah Pingen, and Gabriel Schui. ZPID (Leibniz Institute for Psychology), 2023. <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.12945\">https://doi.org/10.23668/PSYCHARCHIVES.12945</a>.","apa":"Banh, N. C., &#38; Scharlau, I. (2023). First steps towards real-time assessment of attentional weights and capacity according to TVA. In S. Merz, C. Frings, B. Leuchtenberg, B. Moeller, S. Mueller, R. Neumann, B. Pastötter, L. Pingen, &#38; G. Schui (Eds.), <i>Abstracts of the 65th TeaP</i>. ZPID (Leibniz Institute for Psychology). <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.12945\">https://doi.org/10.23668/PSYCHARCHIVES.12945</a>","ieee":"N. C. Banh and I. Scharlau, “First steps towards real-time assessment of attentional weights and capacity according to TVA,” in <i>Abstracts of the 65th TeaP</i>, Trier, Germany, 2023, doi: <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.12945\">10.23668/PSYCHARCHIVES.12945</a>."},"quality_controlled":"1","project":[{"grant_number":"438445824","_id":"115","name":"TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog (Teilprojekt A05)"},{"_id":"52","name":"PC2: Computing Resources Provided by the Paderborn Center for Parallel Computing"}],"_id":"46283","publisher":"ZPID (Leibniz Institute for Psychology)","user_id":"38219","editor":[{"full_name":"Merz, Simon","first_name":"Simon","last_name":"Merz"},{"full_name":"Frings, Christian","last_name":"Frings","first_name":"Christian"},{"full_name":"Leuchtenberg, Bettina","last_name":"Leuchtenberg","first_name":"Bettina"},{"first_name":"Birte","last_name":"Moeller","full_name":"Moeller, Birte"},{"first_name":"Stefanie","last_name":"Mueller","full_name":"Mueller, Stefanie"},{"first_name":"Roland","last_name":"Neumann","full_name":"Neumann, Roland"},{"first_name":"Bernhard","last_name":"Pastötter","full_name":"Pastötter, Bernhard"},{"last_name":"Pingen","first_name":"Leah","full_name":"Pingen, Leah"},{"first_name":"Gabriel","last_name":"Schui","full_name":"Schui, Gabriel"}],"status":"public","conference":{"end_date":"2023-03-29","location":"Trier, Germany","name":"Tagung experimentell arbeitender Psycholog:innen (TeaP)","start_date":"2023-03-26"}}]