---
_id: '30295'
author:
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
- first_name: Thomas
full_name: John, Thomas
last_name: John
- first_name: Dennis
full_name: Kundisch, Dennis
id: '21117'
last_name: Kundisch
citation:
ama: 'Klingsieck KB, John T, Kundisch D. Procrastination in the Looking Glass of
Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination?
die hochschullehre. 2022;8(5):61-76. doi:10.3278/HSL2205W'
apa: 'Klingsieck, K. B., John, T., & Kundisch, D. (2022). Procrastination in
the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic
Procrastination? Die Hochschullehre, 8(5), 61–76. https://doi.org/10.3278/HSL2205W'
bibtex: '@article{Klingsieck_John_Kundisch_2022, title={Procrastination in the Looking
Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination?},
volume={8}, DOI={10.3278/HSL2205W},
number={5}, journal={die hochschullehre}, author={Klingsieck, Katrin B. and John,
Thomas and Kundisch, Dennis}, year={2022}, pages={61–76} }'
chicago: 'Klingsieck, Katrin B., Thomas John, and Dennis Kundisch. “Procrastination
in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic
Procrastination?” Die Hochschullehre 8, no. 5 (2022): 61–76. https://doi.org/10.3278/HSL2205W.'
ieee: 'K. B. Klingsieck, T. John, and D. Kundisch, “Procrastination in the Looking
Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination?,”
die hochschullehre, vol. 8, no. 5, pp. 61–76, 2022, doi: 10.3278/HSL2205W.'
mla: 'Klingsieck, Katrin B., et al. “Procrastination in the Looking Glass of Self-Awareness:
Can Gamified Self-Monitoring Reduce Academic Procrastination?” Die Hochschullehre,
vol. 8, no. 5, 2022, pp. 61–76, doi:10.3278/HSL2205W.'
short: K.B. Klingsieck, T. John, D. Kundisch, Die Hochschullehre 8 (2022) 61–76.
date_created: 2022-03-15T09:50:17Z
date_updated: 2024-07-22T08:09:06Z
department:
- _id: '276'
- _id: '426'
doi: 10.3278/HSL2205W
intvolume: ' 8'
issue: '5'
language:
- iso: eng
page: 61 - 76
project:
- _id: '102'
name: 'StudyNow: StudyNow: Eine webbasierte Plattform zur Verstetigung der Lernmotivation
von Studierenden mittels Gamification'
publication: die hochschullehre
publication_status: published
status: public
title: 'Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring
Reduce Academic Procrastination?'
type: journal_article
user_id: '1112'
volume: 8
year: '2022'
...
---
_id: '33839'
abstract:
- lang: eng
text: Modeling is an integral part of many computing-related disciplines and thus
also represents a curricular core component in computing education in tertiary
education. Competence models in which modeling is integrated at least to some
extent already exist in some of these disciplines. However, for the core component
of graphical modeling, a competence model that illuminates the relevant competences
in detail is still lacking. Therefore, we develop a competence model for graphical
modeling with the aim to make teaching and especially assessments in the field
more competence-oriented. This paper reports on the first two studies conducted
to develop and validate the competence model for graphical modeling. In the first
study, the structure of the competence model was developed based on theories and
approaches of educational science. Competences relevant for graphical modeling
were deductively derived from literature and existing university course descriptions
using techniques of qualitative content analysis. The result of the first study
is a preliminary competence model. In the second study, the preliminary competence
model was reviewed by means of an expert rating in the modeling community. The
competence model was revised and refined based on these findings and subsequent
expert discussions. The main result of the investigation represents the competence
model for graphical modeling (CMGM), which includes a total of 74 competence facets
at different cognitive process levels in the five content areas of ”model understanding
and interpreting”, ”model building and modifying”, ”values, attitudes, and beliefs”,
”metacognitive knowledge and skills”, and ”social-communicative skills”.
article_number: '15'
article_type: original
author:
- first_name: Chantal
full_name: Soyka, Chantal
id: '83964'
last_name: Soyka
orcid: https://orcid.org/0000-0002-4881-5378
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Elena
full_name: Bender, Elena
last_name: Bender
- first_name: Michael
full_name: Striewe, Michael
last_name: Striewe
- first_name: Meike
full_name: Ullrich, Meike
last_name: Ullrich
citation:
ama: Soyka C, Schaper N, Bender E, Striewe M, Ullrich M. Toward a Competence Model
for Graphical Modeling. ACM Transactions on Computing Education. 2022;23(1).
doi:10.1145/3567598
apa: Soyka, C., Schaper, N., Bender, E., Striewe, M., & Ullrich, M. (2022).
Toward a Competence Model for Graphical Modeling. ACM Transactions on Computing
Education, 23(1), Article 15. https://doi.org/10.1145/3567598
bibtex: '@article{Soyka_Schaper_Bender_Striewe_Ullrich_2022, title={Toward a Competence
Model for Graphical Modeling}, volume={23}, DOI={10.1145/3567598},
number={115}, journal={ACM Transactions on Computing Education}, publisher={Association
for Computing Machinery}, author={Soyka, Chantal and Schaper, Niclas and Bender,
Elena and Striewe, Michael and Ullrich, Meike}, year={2022} }'
chicago: Soyka, Chantal, Niclas Schaper, Elena Bender, Michael Striewe, and Meike
Ullrich. “Toward a Competence Model for Graphical Modeling.” ACM Transactions
on Computing Education 23, no. 1 (2022). https://doi.org/10.1145/3567598.
ieee: 'C. Soyka, N. Schaper, E. Bender, M. Striewe, and M. Ullrich, “Toward a Competence
Model for Graphical Modeling,” ACM Transactions on Computing Education,
vol. 23, no. 1, Art. no. 15, 2022, doi: 10.1145/3567598.'
mla: Soyka, Chantal, et al. “Toward a Competence Model for Graphical Modeling.”
ACM Transactions on Computing Education, vol. 23, no. 1, 15, Association
for Computing Machinery, 2022, doi:10.1145/3567598.
short: C. Soyka, N. Schaper, E. Bender, M. Striewe, M. Ullrich, ACM Transactions
on Computing Education 23 (2022).
date_created: 2022-10-20T12:58:12Z
date_updated: 2023-01-18T10:08:08Z
department:
- _id: '423'
doi: 10.1145/3567598
intvolume: ' 23'
issue: '1'
keyword:
- graphical modeling
- conceptual modeling
- computer science
- competence model
- higher education
language:
- iso: eng
publication: ACM Transactions on Computing Education
publication_status: published
publisher: Association for Computing Machinery
quality_controlled: '1'
status: public
title: Toward a Competence Model for Graphical Modeling
type: journal_article
user_id: '83964'
volume: 23
year: '2022'
...
---
_id: '33760'
author:
- first_name: Meike
full_name: Ullrich, Meike
last_name: Ullrich
- first_name: Peter
full_name: Pfeiffer, Peter
last_name: Pfeiffer
- first_name: Gunther
full_name: Schiefer, Gunther
last_name: Schiefer
- first_name: Chantal
full_name: Soyka, Chantal
id: '83964'
last_name: Soyka
orcid: https://orcid.org/0000-0002-4881-5378
- first_name: Tobias
full_name: Stottrop, Tobias
last_name: Stottrop
- first_name: Michael
full_name: Striewe, Michael
last_name: Striewe
- first_name: Peter
full_name: Fettke, Peter
last_name: Fettke
- first_name: Peter
full_name: Loos, Peter
last_name: Loos
- first_name: Andreas
full_name: Oberweis, Andreas
last_name: Oberweis
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
citation:
ama: 'Ullrich M, Pfeiffer P, Schiefer G, et al. Piloteinsatz einer E-Assessment-Plattform
für die grafische Modellierung. In: Henning PA, Striewe M, Wölfel M, eds. 20.
Fachtagung Bildungstechnologien (DELFI). Gesellschaft für Informatik e.V.;
2022:233-234. doi: 10.18420/delfi2022-047
'
apa: Ullrich, M., Pfeiffer, P., Schiefer, G., Soyka, C., Stottrop, T., Striewe,
M., Fettke, P., Loos, P., Oberweis, A., & Schaper, N. (2022). Piloteinsatz
einer E-Assessment-Plattform für die grafische Modellierung. In P. A. Henning,
M. Striewe, & M. Wölfel (Eds.), 20. Fachtagung Bildungstechnologien (DELFI)
(pp. 233–234). Gesellschaft für Informatik e.V. https://doi.org/ 10.18420/delfi2022-047
bibtex: '@inproceedings{Ullrich_Pfeiffer_Schiefer_Soyka_Stottrop_Striewe_Fettke_Loos_Oberweis_Schaper_2022,
place={Bonn}, title={Piloteinsatz einer E-Assessment-Plattform für die grafische
Modellierung}, DOI={ 10.18420/delfi2022-047
}, booktitle={20. Fachtagung Bildungstechnologien (DELFI)}, publisher={Gesellschaft
für Informatik e.V.}, author={Ullrich, Meike and Pfeiffer, Peter and Schiefer,
Gunther and Soyka, Chantal and Stottrop, Tobias and Striewe, Michael and Fettke,
Peter and Loos, Peter and Oberweis, Andreas and Schaper, Niclas}, editor={Henning,
Peter A. and Striewe, Michael and Wölfel, Matthias}, year={2022}, pages={233–234}
}'
chicago: 'Ullrich, Meike, Peter Pfeiffer, Gunther Schiefer, Chantal Soyka, Tobias
Stottrop, Michael Striewe, Peter Fettke, Peter Loos, Andreas Oberweis, and Niclas
Schaper. “Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung.”
In 20. Fachtagung Bildungstechnologien (DELFI), edited by Peter A. Henning,
Michael Striewe, and Matthias Wölfel, 233–34. Bonn: Gesellschaft für Informatik
e.V., 2022. https://doi.org/
10.18420/delfi2022-047 .'
ieee: 'M. Ullrich et al., “Piloteinsatz einer E-Assessment-Plattform für
die grafische Modellierung,” in 20. Fachtagung Bildungstechnologien (DELFI),
2022, pp. 233–234, doi: 10.18420/delfi2022-047
.'
mla: Ullrich, Meike, et al. “Piloteinsatz einer E-Assessment-Plattform für die grafische
Modellierung.” 20. Fachtagung Bildungstechnologien (DELFI), edited by Peter
A. Henning et al., Gesellschaft für Informatik e.V., 2022, pp. 233–34, doi: 10.18420/delfi2022-047 .
short: 'M. Ullrich, P. Pfeiffer, G. Schiefer, C. Soyka, T. Stottrop, M. Striewe,
P. Fettke, P. Loos, A. Oberweis, N. Schaper, in: P.A. Henning, M. Striewe, M.
Wölfel (Eds.), 20. Fachtagung Bildungstechnologien (DELFI), Gesellschaft für Informatik
e.V., Bonn, 2022, pp. 233–234.'
date_created: 2022-10-17T11:56:29Z
date_updated: 2023-01-18T10:11:37Z
department:
- _id: '423'
doi: ' 10.18420/delfi2022-047 '
editor:
- first_name: Peter A.
full_name: Henning, Peter A.
last_name: Henning
- first_name: Michael
full_name: Striewe, Michael
last_name: Striewe
- first_name: Matthias
full_name: Wölfel, Matthias
last_name: Wölfel
language:
- iso: ger
page: ' 233-234 '
place: Bonn
publication: 20. Fachtagung Bildungstechnologien (DELFI)
publication_status: published
publisher: Gesellschaft für Informatik e.V.
status: public
title: Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung
type: conference
user_id: '83964'
year: '2022'
...
---
_id: '33764'
author:
- first_name: Meike
full_name: Ullrich, Meike
last_name: Ullrich
- first_name: Peter
full_name: Pfeiffer, Peter
last_name: Pfeiffer
- first_name: Gunther
full_name: Schiefer, Gunther
last_name: Schiefer
- first_name: Chantal
full_name: Soyka, Chantal
id: '83964'
last_name: Soyka
orcid: https://orcid.org/0000-0002-4881-5378
- first_name: Tobias
full_name: Stottrop, Tobias
last_name: Stottrop
- first_name: Michael
full_name: Striewe, Michael
last_name: Striewe
- first_name: Peter
full_name: Fettke, Peter
last_name: Fettke
- first_name: Peter
full_name: Loos, Peter
last_name: Loos
- first_name: Andreas
full_name: Oberweis, Andreas
last_name: Oberweis
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
citation:
ama: 'Ullrich M, Pfeiffer P, Schiefer G, et al. E-Assessment-Plattform für die grafische
Modellierung. In: Henning PA, Striewe M, Wölfel M, eds. 20. Fachtagung Bildungstechnologien
(DELFI). Gesellschaft für Informatik e.V.; 2022:247-248. doi: 10.18420/delfi2022-053 '
apa: Ullrich, M., Pfeiffer, P., Schiefer, G., Soyka, C., Stottrop, T., Striewe,
M., Fettke, P., Loos, P., Oberweis, A., & Schaper, N. (2022). E-Assessment-Plattform
für die grafische Modellierung. In P. A. Henning, M. Striewe, & M. Wölfel
(Eds.), 20. Fachtagung Bildungstechnologien (DELFI) (pp. 247–248). Gesellschaft
für Informatik e.V. https://doi.org/
10.18420/delfi2022-053
bibtex: '@inproceedings{Ullrich_Pfeiffer_Schiefer_Soyka_Stottrop_Striewe_Fettke_Loos_Oberweis_Schaper_2022,
place={Bonn}, title={E-Assessment-Plattform für die grafische Modellierung}, DOI={ 10.18420/delfi2022-053 },
booktitle={20. Fachtagung Bildungstechnologien (DELFI)}, publisher={Gesellschaft
für Informatik e.V.}, author={Ullrich, Meike and Pfeiffer, Peter and Schiefer,
Gunther and Soyka, Chantal and Stottrop, Tobias and Striewe, Michael and Fettke,
Peter and Loos, Peter and Oberweis, Andreas and Schaper, Niclas}, editor={Henning,
Peter A. and Striewe, Michael and Wölfel, Matthias}, year={2022}, pages={247–248}
}'
chicago: 'Ullrich, Meike, Peter Pfeiffer, Gunther Schiefer, Chantal Soyka, Tobias
Stottrop, Michael Striewe, Peter Fettke, Peter Loos, Andreas Oberweis, and Niclas
Schaper. “E-Assessment-Plattform für die grafische Modellierung.” In 20. Fachtagung
Bildungstechnologien (DELFI), edited by Peter A. Henning, Michael Striewe,
and Matthias Wölfel, 247–48. Bonn: Gesellschaft für Informatik e.V., 2022. https://doi.org/ 10.18420/delfi2022-053
.'
ieee: 'M. Ullrich et al., “E-Assessment-Plattform für die grafische Modellierung,”
in 20. Fachtagung Bildungstechnologien (DELFI), 2022, pp. 247–248, doi:
10.18420/delfi2022-053 .'
mla: Ullrich, Meike, et al. “E-Assessment-Plattform für die grafische Modellierung.”
20. Fachtagung Bildungstechnologien (DELFI), edited by Peter A. Henning
et al., Gesellschaft für Informatik e.V., 2022, pp. 247–48, doi: 10.18420/delfi2022-053 .
short: 'M. Ullrich, P. Pfeiffer, G. Schiefer, C. Soyka, T. Stottrop, M. Striewe,
P. Fettke, P. Loos, A. Oberweis, N. Schaper, in: P.A. Henning, M. Striewe, M.
Wölfel (Eds.), 20. Fachtagung Bildungstechnologien (DELFI), Gesellschaft für Informatik
e.V., Bonn, 2022, pp. 247–248.'
date_created: 2022-10-17T11:59:15Z
date_updated: 2023-01-18T10:11:09Z
department:
- _id: '423'
doi: ' 10.18420/delfi2022-053 '
editor:
- first_name: Peter A.
full_name: Henning, Peter A.
last_name: Henning
- first_name: Michael
full_name: Striewe, Michael
last_name: Striewe
- first_name: Matthias
full_name: Wölfel, Matthias
last_name: Wölfel
language:
- iso: ger
page: ' 247-248 '
place: Bonn
publication: 20. Fachtagung Bildungstechnologien (DELFI)
publication_status: published
publisher: Gesellschaft für Informatik e.V.
status: public
title: E-Assessment-Plattform für die grafische Modellierung
type: conference
user_id: '83964'
year: '2022'
...
---
_id: '40058'
author:
- first_name: Julian
full_name: Decius, Julian
last_name: Decius
- first_name: Michael
full_name: Knappstein, Michael
last_name: Knappstein
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: 'Decius J, Knappstein M, Schaper N, Seifert A. Informal Workplace Learning
at a Glance: Validation of Short Measure for White-Collar Workers. In: European
Association of Work and Organizational Psychology Congress 2022. ; 2022.'
apa: 'Decius, J., Knappstein, M., Schaper, N., & Seifert, A. (2022). Informal
Workplace Learning at a Glance: Validation of Short Measure for White-Collar
Workers. European Association of Work and Organizational Psychology Congress
2022. European Association of Work and Organizational Psychology Congress
2022., Glasgow.'
bibtex: '@inproceedings{Decius_Knappstein_Schaper_Seifert_2022, title={Informal
Workplace Learning at a Glance: Validation of Short Measure for White-Collar
Workers.}, booktitle={European Association of Work and Organizational Psychology
Congress 2022.}, author={Decius, Julian and Knappstein, Michael and Schaper, Niclas
and Seifert, Andreas}, year={2022} }'
chicago: 'Decius, Julian, Michael Knappstein, Niclas Schaper, and Andreas Seifert.
“Informal Workplace Learning at a Glance: Validation of Short Measure for White-Collar
Workers.” In European Association of Work and Organizational Psychology Congress
2022., 2022.'
ieee: 'J. Decius, M. Knappstein, N. Schaper, and A. Seifert, “Informal Workplace
Learning at a Glance: Validation of Short Measure for White-Collar Workers.,”
presented at the European Association of Work and Organizational Psychology Congress
2022., Glasgow, 2022.'
mla: 'Decius, Julian, et al. “Informal Workplace Learning at a Glance: Validation
of Short Measure for White-Collar Workers.” European Association of Work and
Organizational Psychology Congress 2022., 2022.'
short: 'J. Decius, M. Knappstein, N. Schaper, A. Seifert, in: European Association
of Work and Organizational Psychology Congress 2022., 2022.'
conference:
end_date: 24.01.2022
location: Glasgow
name: European Association of Work and Organizational Psychology Congress 2022.
start_date: 11.01.2022
date_created: 2023-01-25T15:23:00Z
date_updated: 2023-01-26T10:42:35Z
department:
- _id: '33'
- _id: '427'
language:
- iso: eng
publication: European Association of Work and Organizational Psychology Congress 2022.
publication_status: published
quality_controlled: '1'
status: public
title: 'Informal Workplace Learning at a Glance: Validation of Short Measure for
White-Collar Workers.'
type: conference_abstract
user_id: '693'
year: '2022'
...
---
_id: '40060'
author:
- first_name: Julian
full_name: Decius, Julian
last_name: Decius
- first_name: Michael
full_name: Knappstein, Michael
last_name: Knappstein
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: 'Decius J, Knappstein M, Seifert A. Off Your Own Bat or Aided by Others: A
Vignette Study on the Role of Metacognitions and Social Support for Informal Workplace
Learning. In: Hawaii International Conference On Education. ; 2022.'
apa: 'Decius, J., Knappstein, M., & Seifert, A. (2022). Off Your Own Bat or
Aided by Others: A Vignette Study on the Role of Metacognitions and Social Support
for Informal Workplace Learning. Hawaii International Conference On Education.
Hawaii International Conference On Education., Hawaii.'
bibtex: '@inproceedings{Decius_Knappstein_Seifert_2022, title={Off Your Own Bat
or Aided by Others: A Vignette Study on the Role of Metacognitions and Social
Support for Informal Workplace Learning.}, booktitle={Hawaii International Conference
On Education.}, author={Decius, Julian and Knappstein, Michael and Seifert, Andreas},
year={2022} }'
chicago: 'Decius, Julian, Michael Knappstein, and Andreas Seifert. “Off Your Own
Bat or Aided by Others: A Vignette Study on the Role of Metacognitions and Social
Support for Informal Workplace Learning.” In Hawaii International Conference
On Education., 2022.'
ieee: 'J. Decius, M. Knappstein, and A. Seifert, “Off Your Own Bat or Aided by Others:
A Vignette Study on the Role of Metacognitions and Social Support for Informal
Workplace Learning.,” presented at the Hawaii International Conference On Education.,
Hawaii, 2022.'
mla: 'Decius, Julian, et al. “Off Your Own Bat or Aided by Others: A Vignette Study
on the Role of Metacognitions and Social Support for Informal Workplace Learning.”
Hawaii International Conference On Education., 2022.'
short: 'J. Decius, M. Knappstein, A. Seifert, in: Hawaii International Conference
On Education., 2022.'
conference:
end_date: 06.01.2022
location: Hawaii
name: Hawaii International Conference On Education.
start_date: 02.01.2022
date_created: 2023-01-25T15:26:11Z
date_updated: 2023-01-26T10:42:26Z
department:
- _id: '33'
- _id: '427'
language:
- iso: eng
publication: Hawaii International Conference On Education.
publication_status: published
quality_controlled: '1'
status: public
title: 'Off Your Own Bat or Aided by Others: A Vignette Study on the Role of Metacognitions
and Social Support for Informal Workplace Learning.'
type: conference_abstract
user_id: '693'
year: '2022'
...
---
_id: '40098'
author:
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
- first_name: Julian
full_name: Decius, Julian
last_name: Decius
- first_name: Michael
full_name: Knappstein, Michael
last_name: Knappstein
citation:
ama: 'Seifert A, Decius J, Knappstein M. Off Your Own Bat or Aided by Others? An
Investment-Reward Typology of Metacognition and Social Support at Work. In: EARLI
SIG14 Conference. ; 2022.'
apa: Seifert, A., Decius, J., & Knappstein, M. (2022). Off Your Own Bat or Aided
by Others? An Investment-Reward Typology of Metacognition and Social Support at
Work. EARLI SIG14 Conference. EARLI SIG14 Conference, Paderborn.
bibtex: '@inproceedings{Seifert_Decius_Knappstein_2022, title={Off Your Own Bat
or Aided by Others? An Investment-Reward Typology of Metacognition and Social
Support at Work.}, booktitle={EARLI SIG14 Conference}, author={Seifert, Andreas
and Decius, Julian and Knappstein, Michael}, year={2022} }'
chicago: Seifert, Andreas, Julian Decius, and Michael Knappstein. “Off Your Own
Bat or Aided by Others? An Investment-Reward Typology of Metacognition and Social
Support at Work.” In EARLI SIG14 Conference, 2022.
ieee: A. Seifert, J. Decius, and M. Knappstein, “Off Your Own Bat or Aided by Others?
An Investment-Reward Typology of Metacognition and Social Support at Work.,” presented
at the EARLI SIG14 Conference, Paderborn, 2022.
mla: Seifert, Andreas, et al. “Off Your Own Bat or Aided by Others? An Investment-Reward
Typology of Metacognition and Social Support at Work.” EARLI SIG14 Conference,
2022.
short: 'A. Seifert, J. Decius, M. Knappstein, in: EARLI SIG14 Conference, 2022.'
conference:
end_date: 19.08.2022
location: Paderborn
name: EARLI SIG14 Conference
start_date: 17.08.2022
date_created: 2023-01-25T18:32:19Z
date_updated: 2023-01-26T10:43:00Z
department:
- _id: '33'
- _id: '427'
language:
- iso: eng
publication: EARLI SIG14 Conference
publication_status: published
quality_controlled: '1'
status: public
title: Off Your Own Bat or Aided by Others? An Investment-Reward Typology of Metacognition
and Social Support at Work.
type: conference_abstract
user_id: '693'
year: '2022'
...
---
_id: '40267'
author:
- first_name: Sarah
full_name: Depenbusch, Sarah
id: '32536'
last_name: Depenbusch
orcid: 0000-0003-0655-9000
- first_name: Mirko
full_name: Schürmann, Mirko
id: '59707'
last_name: Schürmann
orcid: 0000-0003-2646-085X
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
- first_name: Jan-Philip
full_name: Schumacher, Jan-Philip
last_name: Schumacher
- first_name: Tammo
full_name: Straatmann, Tammo
last_name: Straatmann
citation:
ama: 'Depenbusch S, Schürmann M, Schaper N, Seifert A, Schumacher J-P, Straatmann
T. Effects of Digital Transformation on Job Satisfaction and Employee Retention:
An Integrative Framework. In: ; 2022.'
apa: 'Depenbusch, S., Schürmann, M., Schaper, N., Seifert, A., Schumacher, J.-P.,
& Straatmann, T. (2022). Effects of Digital Transformation on Job Satisfaction
and Employee Retention: An Integrative Framework. EAWOP Kongress der European
Association of Work and Organizational Psychology (EAWOP 22), Glasgow.'
bibtex: '@inproceedings{Depenbusch_Schürmann_Schaper_Seifert_Schumacher_Straatmann_2022,
title={Effects of Digital Transformation on Job Satisfaction and Employee Retention:
An Integrative Framework}, author={Depenbusch, Sarah and Schürmann, Mirko and
Schaper, Niclas and Seifert, Andreas and Schumacher, Jan-Philip and Straatmann,
Tammo}, year={2022} }'
chicago: 'Depenbusch, Sarah, Mirko Schürmann, Niclas Schaper, Andreas Seifert, Jan-Philip
Schumacher, and Tammo Straatmann. “Effects of Digital Transformation on Job Satisfaction
and Employee Retention: An Integrative Framework,” 2022.'
ieee: 'S. Depenbusch, M. Schürmann, N. Schaper, A. Seifert, J.-P. Schumacher, and
T. Straatmann, “Effects of Digital Transformation on Job Satisfaction and Employee
Retention: An Integrative Framework,” presented at the EAWOP Kongress der European
Association of Work and Organizational Psychology (EAWOP 22), Glasgow, 2022.'
mla: 'Depenbusch, Sarah, et al. Effects of Digital Transformation on Job Satisfaction
and Employee Retention: An Integrative Framework. 2022.'
short: 'S. Depenbusch, M. Schürmann, N. Schaper, A. Seifert, J.-P. Schumacher, T.
Straatmann, in: 2022.'
conference:
end_date: 14.01.2022
location: Glasgow
name: EAWOP Kongress der European Association of Work and Organizational Psychology
(EAWOP 22)
start_date: 11.01.2022
date_created: 2023-01-26T10:16:21Z
date_updated: 2023-01-26T10:43:54Z
department:
- _id: '423'
language:
- iso: eng
status: public
title: 'Effects of Digital Transformation on Job Satisfaction and Employee Retention:
An Integrative Framework'
type: conference
user_id: '693'
year: '2022'
...
---
_id: '40278'
author:
- first_name: Tim
full_name: Rogge, Tim
last_name: Rogge
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: 'Rogge T, Seifert A. Digitaler Wechselunterricht in der gymnasialen Oberstufe
– ein Modell mit Zukunft? In: AEPF-Tagung „Lehren und Lernen neu gedacht –
Konsequenzen für das zukünftige Bildungswesen“. ; 2022.'
apa: Rogge, T., & Seifert, A. (2022). Digitaler Wechselunterricht in der gymnasialen
Oberstufe – ein Modell mit Zukunft? AEPF-Tagung „Lehren und Lernen neu gedacht
– Konsequenzen für das zukünftige Bildungswesen“. AEPF-Tagung „Lehren und
Lernen neu gedacht – Konsequenzen für das zukünftige Bildungswesen“, Stuttgart.
bibtex: '@inproceedings{Rogge_Seifert_2022, title={Digitaler Wechselunterricht in
der gymnasialen Oberstufe – ein Modell mit Zukunft?}, booktitle={AEPF-Tagung „Lehren
und Lernen neu gedacht – Konsequenzen für das zukünftige Bildungswesen“}, author={Rogge,
Tim and Seifert, Andreas}, year={2022} }'
chicago: Rogge, Tim, and Andreas Seifert. “Digitaler Wechselunterricht in der gymnasialen
Oberstufe – ein Modell mit Zukunft?” In AEPF-Tagung „Lehren und Lernen neu
gedacht – Konsequenzen für das zukünftige Bildungswesen“, 2022.
ieee: T. Rogge and A. Seifert, “Digitaler Wechselunterricht in der gymnasialen Oberstufe
– ein Modell mit Zukunft?,” presented at the AEPF-Tagung „Lehren und Lernen neu
gedacht – Konsequenzen für das zukünftige Bildungswesen“, Stuttgart, 2022.
mla: Rogge, Tim, and Andreas Seifert. “Digitaler Wechselunterricht in der gymnasialen
Oberstufe – ein Modell mit Zukunft?” AEPF-Tagung „Lehren und Lernen neu gedacht
– Konsequenzen für das zukünftige Bildungswesen“, 2022.
short: 'T. Rogge, A. Seifert, in: AEPF-Tagung „Lehren und Lernen neu gedacht – Konsequenzen
für das zukünftige Bildungswesen“, 2022.'
conference:
end_date: 23.09.2022
location: Stuttgart
name: AEPF-Tagung „Lehren und Lernen neu gedacht – Konsequenzen für das zukünftige
Bildungswesen“
start_date: 21.09.2022
date_created: 2023-01-26T10:31:52Z
date_updated: 2023-01-26T10:44:04Z
department:
- _id: '427'
language:
- iso: ger
publication: AEPF-Tagung „Lehren und Lernen neu gedacht – Konsequenzen für das zukünftige
Bildungswesen“
publication_status: published
quality_controlled: '1'
status: public
title: Digitaler Wechselunterricht in der gymnasialen Oberstufe – ein Modell mit Zukunft?
type: conference_abstract
user_id: '693'
year: '2022'
...
---
_id: '37100'
article_type: original
author:
- first_name: Carina
full_name: Caruso, Carina
id: '23123'
last_name: Caruso
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: Caruso C, Seifert A. Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!?
Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller
Voraussetzungen. Religionspädagogische Beiträge Journal for Religion in Education.
2022;45(1):3-15.
apa: Caruso, C., & Seifert, A. (2022). Pädagogische Kompetenz als Ausgangspunkt
beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter
Berücksichtigung individueller Voraussetzungen. Religionspädagogische Beiträge.
Journal for Religion in Education., 45(1), 3–15.
bibtex: '@article{Caruso_Seifert_2022, title={Pädagogische Kompetenz als Ausgangspunkt
beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter
Berücksichtigung individueller Voraussetzungen.}, volume={45}, number={1}, journal={Religionspädagogische
Beiträge. Journal for Religion in Education.}, author={Caruso, Carina and Seifert,
Andreas}, year={2022}, pages={3–15} }'
chicago: 'Caruso, Carina, and Andreas Seifert. “Pädagogische Kompetenz als Ausgangspunkt
beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter
Berücksichtigung individueller Voraussetzungen.” Religionspädagogische Beiträge.
Journal for Religion in Education. 45, no. 1 (2022): 3–15.'
ieee: C. Caruso and A. Seifert, “Pädagogische Kompetenz als Ausgangspunkt beruflichen
Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung
individueller Voraussetzungen.,” Religionspädagogische Beiträge. Journal for
Religion in Education., vol. 45, no. 1, pp. 3–15, 2022.
mla: Caruso, Carina, and Andreas Seifert. “Pädagogische Kompetenz als Ausgangspunkt
beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter
Berücksichtigung individueller Voraussetzungen.” Religionspädagogische Beiträge.
Journal for Religion in Education., vol. 45, no. 1, 2022, pp. 3–15.
short: C. Caruso, A. Seifert, Religionspädagogische Beiträge. Journal for Religion
in Education. 45 (2022) 3–15.
date_created: 2023-01-17T13:08:25Z
date_updated: 2023-01-26T10:44:47Z
department:
- _id: '33'
- _id: '427'
intvolume: ' 45'
issue: '1'
language:
- iso: ger
page: 3-15
publication: Religionspädagogische Beiträge. Journal for Religion in Education.
publication_status: published
quality_controlled: '1'
status: public
title: Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der
Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen.
type: journal_article
user_id: '693'
volume: 45
year: '2022'
...
---
_id: '40287'
author:
- first_name: Christina
full_name: Watson, Christina
last_name: Watson
- first_name: Jana
full_name: Meier, Jana
last_name: Meier
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
- first_name: Simon
full_name: Küth, Simon
last_name: Küth
- first_name: Daniel
full_name: Scholl, Daniel
last_name: Scholl
citation:
ama: 'Watson C, Meier J, Seifert A, Küth S, Scholl D. Validierung von Testinstrumenten
durch Testmotivationsindikatoren. In: DGPs-Tagung „View on of Science“, Hildesheim.
; 2022.'
apa: Watson, C., Meier, J., Seifert, A., Küth, S., & Scholl, D. (2022). Validierung
von Testinstrumenten durch Testmotivationsindikatoren. DGPs-Tagung „View on
of Science“, Hildesheim. DGPs-Tagung „View on of Science“, Hildesheim, Hildesheim.
bibtex: '@inproceedings{Watson_Meier_Seifert_Küth_Scholl_2022, title={Validierung
von Testinstrumenten durch Testmotivationsindikatoren.}, booktitle={DGPs-Tagung
„View on of Science“, Hildesheim}, author={Watson, Christina and Meier, Jana and
Seifert, Andreas and Küth, Simon and Scholl, Daniel}, year={2022} }'
chicago: Watson, Christina, Jana Meier, Andreas Seifert, Simon Küth, and Daniel
Scholl. “Validierung von Testinstrumenten durch Testmotivationsindikatoren.” In
DGPs-Tagung „View on of Science“, Hildesheim, 2022.
ieee: C. Watson, J. Meier, A. Seifert, S. Küth, and D. Scholl, “Validierung von
Testinstrumenten durch Testmotivationsindikatoren.,” presented at the DGPs-Tagung
„View on of Science“, Hildesheim, Hildesheim, 2022.
mla: Watson, Christina, et al. “Validierung von Testinstrumenten durch Testmotivationsindikatoren.”
DGPs-Tagung „View on of Science“, Hildesheim, 2022.
short: 'C. Watson, J. Meier, A. Seifert, S. Küth, D. Scholl, in: DGPs-Tagung „View
on of Science“, Hildesheim, 2022.'
conference:
end_date: 15.09.2022
location: Hildesheim
name: DGPs-Tagung „View on of Science“, Hildesheim
start_date: 10.09.2022
date_created: 2023-01-26T10:39:16Z
date_updated: 2023-01-26T10:44:56Z
department:
- _id: '33'
- _id: '427'
language:
- iso: ger
publication: DGPs-Tagung „View on of Science“, Hildesheim
publication_status: published
quality_controlled: '1'
status: public
title: Validierung von Testinstrumenten durch Testmotivationsindikatoren.
type: conference_abstract
user_id: '693'
year: '2022'
...
---
_id: '37032'
article_type: original
author:
- first_name: Carina
full_name: Caruso, Carina
id: '23123'
last_name: Caruso
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: Caruso C, Seifert A. Inwiefern ist die Professionalisierung in Praxisphasen
schulformspezifisch? Ergebnisse der Messung pädagogischer Kompetenzen Studierender
in Deutschland. Österreichisches Religionspädagogisches Forum. 2022;30(1):239-260.
apa: Caruso, C., & Seifert, A. (2022). Inwiefern ist die Professionalisierung
in Praxisphasen schulformspezifisch? Ergebnisse der Messung pädagogischer Kompetenzen
Studierender in Deutschland. Österreichisches Religionspädagogisches Forum,
30(1), 239–260.
bibtex: '@article{Caruso_Seifert_2022, title={Inwiefern ist die Professionalisierung
in Praxisphasen schulformspezifisch? Ergebnisse der Messung pädagogischer Kompetenzen
Studierender in Deutschland.}, volume={30}, number={1}, journal={Österreichisches
Religionspädagogisches Forum}, author={Caruso, Carina and Seifert, Andreas}, year={2022},
pages={239–260} }'
chicago: 'Caruso, Carina, and Andreas Seifert. “Inwiefern ist die Professionalisierung
in Praxisphasen schulformspezifisch? Ergebnisse der Messung pädagogischer Kompetenzen
Studierender in Deutschland.” Österreichisches Religionspädagogisches Forum
30, no. 1 (2022): 239–60.'
ieee: C. Caruso and A. Seifert, “Inwiefern ist die Professionalisierung in Praxisphasen
schulformspezifisch? Ergebnisse der Messung pädagogischer Kompetenzen Studierender
in Deutschland.,” Österreichisches Religionspädagogisches Forum, vol. 30,
no. 1, pp. 239–260, 2022.
mla: Caruso, Carina, and Andreas Seifert. “Inwiefern ist die Professionalisierung
in Praxisphasen schulformspezifisch? Ergebnisse der Messung pädagogischer Kompetenzen
Studierender in Deutschland.” Österreichisches Religionspädagogisches Forum,
vol. 30, no. 1, 2022, pp. 239–60.
short: C. Caruso, A. Seifert, Österreichisches Religionspädagogisches Forum 30 (2022)
239–260.
date_created: 2023-01-17T10:25:53Z
date_updated: 2023-01-26T10:44:37Z
department:
- _id: '427'
intvolume: ' 30'
issue: '1'
language:
- iso: ger
page: 239-260
publication: Österreichisches Religionspädagogisches Forum
publication_status: published
quality_controlled: '1'
status: public
title: Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?
Ergebnisse der Messung pädagogischer Kompetenzen Studierender in Deutschland.
type: journal_article
user_id: '693'
volume: 30
year: '2022'
...
---
_id: '40260'
abstract:
- lang: eng
text: 'BACKGROUND: Challenged by digital transformation, organizations increasingly
integrate information and communication technologies into work designs. Often
focal points of such digital reengineering initiatives are technical and economic
aspects. Yet, as integration of new technologies affects how employee work and
interact, there is a need to evaluate human-centered criteria (human-factor evaluation),
optimally by involving employees as situational experts. OBJECTIVE: The present
study develops an integrative and persona-based evaluation approach of human-centered
criteria for application in participative digital (re-)design of work to support
the joint optimization of the technical and social system. METHODS: Drawing on
methods from usability evaluation, a persona-based approach is developed to facilitate
comprehension and application of human-centered evaluation by employees. To that
end, human-centered criteria from existing evaluation models are systemized with
specific reference to digital transformation of work processes. The developed
approach is tested in pilot runs of three German small and medium-sized enterprises
(SMEs). RESULTS: The initial overview shows a divergence of specific human-centered
criteria at the detailed level. Simultaneously, a high convergence is found for
overarching dimensions and categories. The Integrative Socio-Digital Evaluation
Model (ISDEM) is developed to balance complexity and abstraction of criteria.
The derived persona-based approach (persISDEM) shows a good applicability in the
pilot runs. CONCLUSIONS: The present study provides an amendment to existing work
design approaches with an emphasis on employee participation, enabling organizations
to foster employees’ comprehension and motivation to engage in evaluations of
digital (re-)design of work and to create motivating and healthy jobs for successful
digital transformation.'
author:
- first_name: Jan-Philip
full_name: Schumacher, Jan-Philip
last_name: Schumacher
- first_name: Sarah
full_name: Depenbusch, Sarah
id: '32536'
last_name: Depenbusch
- first_name: Tammo
full_name: Straatmann, Tammo
last_name: Straatmann
- first_name: Elena
full_name: Bender, Elena
id: '3211'
last_name: Bender
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Kai-Christoph
full_name: Hamborg, Kai-Christoph
last_name: Hamborg
citation:
ama: Schumacher J-P, Depenbusch S, Straatmann T, Bender E, Schaper N, Hamborg K-C.
Participative human-factor evaluation in the context of digital work (re-)design.
Work. 2022;72(4):1629-1654. doi:10.3233/wor-211248
apa: Schumacher, J.-P., Depenbusch, S., Straatmann, T., Bender, E., Schaper, N.,
& Hamborg, K.-C. (2022). Participative human-factor evaluation in the context
of digital work (re-)design. Work, 72(4), 1629–1654. https://doi.org/10.3233/wor-211248
bibtex: '@article{Schumacher_Depenbusch_Straatmann_Bender_Schaper_Hamborg_2022,
title={Participative human-factor evaluation in the context of digital work (re-)design},
volume={72}, DOI={10.3233/wor-211248},
number={4}, journal={Work}, publisher={IOS Press}, author={Schumacher, Jan-Philip
and Depenbusch, Sarah and Straatmann, Tammo and Bender, Elena and Schaper, Niclas
and Hamborg, Kai-Christoph}, year={2022}, pages={1629–1654} }'
chicago: 'Schumacher, Jan-Philip, Sarah Depenbusch, Tammo Straatmann, Elena Bender,
Niclas Schaper, and Kai-Christoph Hamborg. “Participative Human-Factor Evaluation
in the Context of Digital Work (Re-)Design.” Work 72, no. 4 (2022): 1629–54.
https://doi.org/10.3233/wor-211248.'
ieee: 'J.-P. Schumacher, S. Depenbusch, T. Straatmann, E. Bender, N. Schaper, and
K.-C. Hamborg, “Participative human-factor evaluation in the context of digital
work (re-)design,” Work, vol. 72, no. 4, pp. 1629–1654, 2022, doi: 10.3233/wor-211248.'
mla: Schumacher, Jan-Philip, et al. “Participative Human-Factor Evaluation in the
Context of Digital Work (Re-)Design.” Work, vol. 72, no. 4, IOS Press,
2022, pp. 1629–54, doi:10.3233/wor-211248.
short: J.-P. Schumacher, S. Depenbusch, T. Straatmann, E. Bender, N. Schaper, K.-C.
Hamborg, Work 72 (2022) 1629–1654.
date_created: 2023-01-26T10:04:11Z
date_updated: 2023-01-26T10:07:39Z
department:
- _id: '36'
- _id: '423'
doi: 10.3233/wor-211248
intvolume: ' 72'
issue: '4'
keyword:
- Public Health
- Environmental and Occupational Health
- Rehabilitation
language:
- iso: eng
page: 1629-1654
publication: Work
publication_identifier:
issn:
- 1051-9815
- 1875-9270
publication_status: published
publisher: IOS Press
status: public
title: Participative human-factor evaluation in the context of digital work (re-)design
type: journal_article
user_id: '32536'
volume: 72
year: '2022'
...
---
_id: '40283'
author:
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
- first_name: Christina
full_name: Watson, Christina
last_name: Watson
citation:
ama: 'Seifert A, Watson C. Qualitätssicherung im bildungswissenschaftlichen Studium
– methodologische Überlegungen. In: DGPs-Tagung „View on of Science“. ;
2022.'
apa: Seifert, A., & Watson, C. (2022). Qualitätssicherung im bildungswissenschaftlichen
Studium – methodologische Überlegungen. DGPs-Tagung „View on of Science“.
DGPs-Tagung „View on of Science“, Hildesheim.
bibtex: '@inproceedings{Seifert_Watson_2022, title={Qualitätssicherung im bildungswissenschaftlichen
Studium – methodologische Überlegungen.}, booktitle={DGPs-Tagung „View on of Science“},
author={Seifert, Andreas and Watson, Christina}, year={2022} }'
chicago: Seifert, Andreas, and Christina Watson. “Qualitätssicherung im bildungswissenschaftlichen
Studium – methodologische Überlegungen.” In DGPs-Tagung „View on of Science“,
2022.
ieee: A. Seifert and C. Watson, “Qualitätssicherung im bildungswissenschaftlichen
Studium – methodologische Überlegungen.,” presented at the DGPs-Tagung „View on
of Science“, Hildesheim, 2022.
mla: Seifert, Andreas, and Christina Watson. “Qualitätssicherung im bildungswissenschaftlichen
Studium – methodologische Überlegungen.” DGPs-Tagung „View on of Science“,
2022.
short: 'A. Seifert, C. Watson, in: DGPs-Tagung „View on of Science“, 2022.'
conference:
end_date: 15.09.2022
location: Hildesheim
name: DGPs-Tagung „View on of Science“
start_date: 10.09.2022
date_created: 2023-01-26T10:35:49Z
date_updated: 2023-01-26T10:45:04Z
department:
- _id: '33'
- _id: '427'
language:
- iso: ger
publication: DGPs-Tagung „View on of Science“
publication_status: published
quality_controlled: '1'
status: public
title: Qualitätssicherung im bildungswissenschaftlichen Studium – methodologische
Überlegungen.
type: conference_abstract
user_id: '693'
year: '2022'
...
---
_id: '46282'
author:
- first_name: Ngoc Chi
full_name: Banh, Ngoc Chi
id: '38219'
last_name: Banh
orcid: 0000-0002-5946-4542
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Banh NC, Scharlau I. Effects of verbal negation on TVA’s capacity and weight
parameters. In: Malejka S, Barth M, Haider H, Stahl C, eds. TeaP 2022 - Abstracts
of the 64th Conference of Experimental Psychologists . Pabst Science Publishers;
2022. doi:10.23668/psycharchives.5677'
apa: Banh, N. C., & Scharlau, I. (2022). Effects of verbal negation on TVA’s
capacity and weight parameters. In S. Malejka, M. Barth, H. Haider, & C. Stahl
(Eds.), TeaP 2022 - Abstracts of the 64th Conference of Experimental Psychologists
. Pabst Science Publishers. https://doi.org/10.23668/psycharchives.5677
bibtex: '@inproceedings{Banh_Scharlau_2022, title={Effects of verbal negation on
TVA’s capacity and weight parameters}, DOI={10.23668/psycharchives.5677},
booktitle={TeaP 2022 - Abstracts of the 64th Conference of Experimental Psychologists
}, publisher={Pabst Science Publishers}, author={Banh, Ngoc Chi and Scharlau,
Ingrid}, editor={Malejka, Simone and Barth, Marius and Haider, Hilde and Stahl,
Christoph}, year={2022} }'
chicago: Banh, Ngoc Chi, and Ingrid Scharlau. “Effects of Verbal Negation on TVA’s
Capacity and Weight Parameters.” In TeaP 2022 - Abstracts of the 64th Conference
of Experimental Psychologists , edited by Simone Malejka, Marius Barth, Hilde
Haider, and Christoph Stahl. Pabst Science Publishers, 2022. https://doi.org/10.23668/psycharchives.5677.
ieee: 'N. C. Banh and I. Scharlau, “Effects of verbal negation on TVA’s capacity
and weight parameters,” in TeaP 2022 - Abstracts of the 64th Conference of
Experimental Psychologists , Cologne, Germany, 2022, doi: 10.23668/psycharchives.5677.'
mla: Banh, Ngoc Chi, and Ingrid Scharlau. “Effects of Verbal Negation on TVA’s Capacity
and Weight Parameters.” TeaP 2022 - Abstracts of the 64th Conference of Experimental
Psychologists , edited by Simone Malejka et al., Pabst Science Publishers,
2022, doi:10.23668/psycharchives.5677.
short: 'N.C. Banh, I. Scharlau, in: S. Malejka, M. Barth, H. Haider, C. Stahl (Eds.),
TeaP 2022 - Abstracts of the 64th Conference of Experimental Psychologists , Pabst
Science Publishers, 2022.'
conference:
end_date: 2022-03-23
location: Cologne, Germany
name: Tagung experimentell arbeitender Psycholog:innen (TeaP)
start_date: 2022-03-20
date_created: 2023-08-03T13:09:31Z
date_updated: 2023-08-03T14:08:31Z
department:
- _id: '424'
doi: 10.23668/psycharchives.5677
editor:
- first_name: Simone
full_name: Malejka, Simone
last_name: Malejka
- first_name: Marius
full_name: Barth, Marius
last_name: Barth
- first_name: Hilde
full_name: Haider, Hilde
last_name: Haider
- first_name: Christoph
full_name: Stahl, Christoph
last_name: Stahl
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://pada.psycharchives.org/bitstream/55709d4f-a663-4038-9514-7f8cdee55089
oa: '1'
project:
- _id: '115'
grant_number: '438445824'
name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog
(Teilprojekt A05)'
publication: 'TeaP 2022 - Abstracts of the 64th Conference of Experimental Psychologists '
publisher: Pabst Science Publishers
quality_controlled: '1'
status: public
title: Effects of verbal negation on TVA’s capacity and weight parameters
type: conference_abstract
user_id: '38219'
year: '2022'
...
---
_id: '46289'
author:
- first_name: Ngoc Chi
full_name: Banh, Ngoc Chi
id: '38219'
last_name: Banh
orcid: 0000-0002-5946-4542
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Banh NC, Scharlau I, Rohlfing KJ. Folgen wiederholter Negation auf die Aufmerksamkeit.
In: Bermeitinger C, Greve W, eds. 52. Kongress Der Deutschen Gesellschaft Für
Psychologie. Pabst Science Publishers. ; 2022.'
apa: Banh, N. C., Scharlau, I., & Rohlfing, K. J. (2022). Folgen wiederholter
Negation auf die Aufmerksamkeit. In C. Bermeitinger & W. Greve (Eds.), 52.
Kongress der Deutschen Gesellschaft für Psychologie.
bibtex: '@inproceedings{Banh_Scharlau_Rohlfing_2022, series={Pabst Science Publishers},
title={Folgen wiederholter Negation auf die Aufmerksamkeit}, booktitle={52. Kongress
der Deutschen Gesellschaft für Psychologie}, author={Banh, Ngoc Chi and Scharlau,
Ingrid and Rohlfing, Katharina J.}, editor={Bermeitinger, Christina and Greve,
Werner }, year={2022}, collection={Pabst Science Publishers} }'
chicago: Banh, Ngoc Chi, Ingrid Scharlau, and Katharina J. Rohlfing. “Folgen Wiederholter
Negation Auf Die Aufmerksamkeit.” In 52. Kongress Der Deutschen Gesellschaft
Für Psychologie, edited by Christina Bermeitinger and Werner Greve. Pabst
Science Publishers, 2022.
ieee: N. C. Banh, I. Scharlau, and K. J. Rohlfing, “Folgen wiederholter Negation
auf die Aufmerksamkeit,” in 52. Kongress der Deutschen Gesellschaft für Psychologie,
Hildesheim, Germany, 2022.
mla: Banh, Ngoc Chi, et al. “Folgen Wiederholter Negation Auf Die Aufmerksamkeit.”
52. Kongress Der Deutschen Gesellschaft Für Psychologie, edited by Christina Bermeitinger
and Werner Greve, 2022.
short: 'N.C. Banh, I. Scharlau, K.J. Rohlfing, in: C. Bermeitinger, W. Greve (Eds.),
52. Kongress Der Deutschen Gesellschaft Für Psychologie, 2022.'
conference:
end_date: 2022-10-15
location: Hildesheim, Germany
name: 52nd Congress of the German Psychological Society
start_date: 2022-09-10
date_created: 2023-08-03T14:00:36Z
date_updated: 2023-08-03T14:10:48Z
department:
- _id: '424'
- _id: '660'
editor:
- first_name: 'Christina '
full_name: 'Bermeitinger, Christina '
last_name: Bermeitinger
- first_name: 'Werner '
full_name: 'Greve, Werner '
last_name: Greve
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.uni-hildesheim.de/dgps2022/wp-content/uploads/2022/09/DGPsKongress2022_Abstractband_20220926.pdf
oa: '1'
project:
- _id: '115'
grant_number: '438445824'
name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog
(Teilprojekt A05)'
publication: 52. Kongress der Deutschen Gesellschaft für Psychologie
quality_controlled: '1'
series_title: Pabst Science Publishers
status: public
title: Folgen wiederholter Negation auf die Aufmerksamkeit
type: conference_abstract
user_id: '38219'
year: '2022'
...
---
_id: '31783'
alternative_title:
- Signifikanz
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Scharlau I, Jenert T. *. In: Hofhues S, Schütze K, eds. Doing Research:
Wissenschaftspraktiken zwischen Positionierung und Suchanfrage. transcript;
2022:25-58.'
apa: 'Scharlau, I., & Jenert, T. (2022). *. In S. Hofhues & K. Schütze (Eds.),
Doing Research: Wissenschaftspraktiken zwischen Positionierung und Suchanfrage
(pp. 25–58). transcript.'
bibtex: '@inbook{Scharlau_Jenert_2022, place={Bielefeld}, title={*}, booktitle={Doing
Research: Wissenschaftspraktiken zwischen Positionierung und Suchanfrage}, publisher={transcript},
author={Scharlau, Ingrid and Jenert, Tobias}, editor={Hofhues, Sandra and Schütze,
Konstanze}, year={2022}, pages={25–58} }'
chicago: 'Scharlau, Ingrid, and Tobias Jenert. “*.” In Doing Research: Wissenschaftspraktiken
zwischen Positionierung und Suchanfrage, edited by Sandra Hofhues and Konstanze
Schütze, 25–58. Bielefeld: transcript, 2022.'
ieee: 'I. Scharlau and T. Jenert, “*,” in Doing Research: Wissenschaftspraktiken
zwischen Positionierung und Suchanfrage, S. Hofhues and K. Schütze, Eds. Bielefeld:
transcript, 2022, pp. 25–58.'
mla: 'Scharlau, Ingrid, and Tobias Jenert. “*.” Doing Research: Wissenschaftspraktiken
zwischen Positionierung und Suchanfrage, edited by Sandra Hofhues and Konstanze
Schütze, transcript, 2022, pp. 25–58.'
short: 'I. Scharlau, T. Jenert, in: S. Hofhues, K. Schütze (Eds.), Doing Research:
Wissenschaftspraktiken zwischen Positionierung und Suchanfrage, transcript, Bielefeld,
2022, pp. 25–58.'
date_created: 2022-06-07T10:22:58Z
date_updated: 2025-01-27T20:45:55Z
department:
- _id: '424'
editor:
- first_name: Sandra
full_name: Hofhues, Sandra
last_name: Hofhues
- first_name: Konstanze
full_name: Schütze, Konstanze
last_name: Schütze
language:
- iso: ger
page: 25-58
place: Bielefeld
publication: 'Doing Research: Wissenschaftspraktiken zwischen Positionierung und Suchanfrage'
publication_identifier:
isbn:
- 978-3-8376-5632-9
publication_status: published
publisher: transcript
status: public
title: '*'
type: book_chapter
user_id: '451'
year: '2022'
...
---
_id: '32564'
abstract:
- lang: eng
text: Internet use is significant in the everyday lives of children and can be distinguished
into different uses (e.g., entertainment-related, informative or school-related).
When considering the literature on internet inquiries, the family as an informal
place of learning is of particular importance. Although some predictors within
the family (e.g., structural factors) are widely researched, comprehensive results
on the influence of parental involvement, especially parental instruction as a
form of parental support during information-related internet activities, on different
internet uses are still lacking. Therefore, the study investigates (1) the relationship
of parental role construction, self-efficacy, internet skills, and parental instruction
in information-related internet use perceived by parents and children and (2)
the relationship of parental role construction, self-efficacy, internet skills,
parental instruction, and children's internet uses at home (entertainment-related,
practical and school-or-learning-related). The mediation effects of parental instruction
were also tested. A paper-and-pencil questionnaire was answered by 361 German
children and their parents. Structural equation modeling was applied to answer
the research questions. We observed that children's perceived parental instruction
was positively associated with children's practical and school-or-learning-related
internet use. Parents' motivational factors were the strongest predictors for
parents' perceived parental instruction The findings have significant implications
for research and practice on how parents can be more active in fulfilling their
role as supporters for children's internet use.
article_number: '104481'
author:
- first_name: Nicole
full_name: Gruchel, Nicole
id: '38556'
last_name: Gruchel
- first_name: Ricarda
full_name: Kurock, Ricarda
id: '78797'
last_name: Kurock
- first_name: Sabrina
full_name: Bonanati, Sabrina
last_name: Bonanati
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Gruchel N, Kurock R, Bonanati S, Buhl HM. Parental involvement and Children’s
internet uses - Relationship with parental role construction, self-efficacy, internet
skills, and parental instruction. Computers & Education. 2022;182.
doi:10.1016/j.compedu.2022.104481
apa: Gruchel, N., Kurock, R., Bonanati, S., & Buhl, H. M. (2022). Parental involvement
and Children’s internet uses - Relationship with parental role construction, self-efficacy,
internet skills, and parental instruction. Computers & Education, 182,
Article 104481. https://doi.org/10.1016/j.compedu.2022.104481
bibtex: '@article{Gruchel_Kurock_Bonanati_Buhl_2022, title={Parental involvement
and Children’s internet uses - Relationship with parental role construction, self-efficacy,
internet skills, and parental instruction}, volume={182}, DOI={10.1016/j.compedu.2022.104481},
number={104481}, journal={Computers & Education}, publisher={Elsevier BV},
author={Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike
M.}, year={2022} }'
chicago: Gruchel, Nicole, Ricarda Kurock, Sabrina Bonanati, and Heike M. Buhl. “Parental
Involvement and Children’s Internet Uses - Relationship with Parental Role Construction,
Self-Efficacy, Internet Skills, and Parental Instruction.” Computers &
Education 182 (2022). https://doi.org/10.1016/j.compedu.2022.104481.
ieee: 'N. Gruchel, R. Kurock, S. Bonanati, and H. M. Buhl, “Parental involvement
and Children’s internet uses - Relationship with parental role construction, self-efficacy,
internet skills, and parental instruction,” Computers & Education,
vol. 182, Art. no. 104481, 2022, doi: 10.1016/j.compedu.2022.104481.'
mla: Gruchel, Nicole, et al. “Parental Involvement and Children’s Internet Uses
- Relationship with Parental Role Construction, Self-Efficacy, Internet Skills,
and Parental Instruction.” Computers & Education, vol. 182, 104481,
Elsevier BV, 2022, doi:10.1016/j.compedu.2022.104481.
short: N. Gruchel, R. Kurock, S. Bonanati, H.M. Buhl, Computers & Education
182 (2022).
date_created: 2022-08-03T06:08:58Z
date_updated: 2025-07-16T08:32:29Z
department:
- _id: '427'
doi: 10.1016/j.compedu.2022.104481
intvolume: ' 182'
language:
- iso: eng
project:
- _id: '378'
grant_number: 01JD1814A
name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Computers & Education
publication_identifier:
issn:
- 0360-1315
publication_status: published
publisher: Elsevier BV
status: public
title: Parental involvement and Children's internet uses - Relationship with parental
role construction, self-efficacy, internet skills, and parental instruction
type: journal_article
user_id: '27152'
volume: 182
year: '2022'
...
---
_id: '35144'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Nils
full_name: Sagolla, Nils
id: '86558'
last_name: Sagolla
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
citation:
ama: Buhl HM, Sagolla N, Bohndick C. Die Förderung von Reflexionskompetenz und Reflexion
durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten Online-Self-Assessments.
Lehrerbildung auf dem Prüfstand. 2022;15(1):117-136.
apa: Buhl, H. M., Sagolla, N., & Bohndick, C. (2022). Die Förderung von Reflexionskompetenz
und Reflexion durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten
Online-Self-Assessments. Lehrerbildung auf dem Prüfstand, 15(1),
117–136.
bibtex: '@article{Buhl_Sagolla_Bohndick_2022, title={Die Förderung von Reflexionskompetenz
und Reflexion durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten
Online-Self-Assessments}, volume={15}, number={1}, journal={Lehrerbildung auf
dem Prüfstand}, author={Buhl, Heike M. and Sagolla, Nils and Bohndick, Carla},
year={2022}, pages={117–136} }'
chicago: 'Buhl, Heike M., Nils Sagolla, and Carla Bohndick. “Die Förderung von Reflexionskompetenz
und Reflexion durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten
Online-Self-Assessments.” Lehrerbildung auf dem Prüfstand 15, no. 1 (2022):
117–36.'
ieee: H. M. Buhl, N. Sagolla, and C. Bohndick, “Die Förderung von Reflexionskompetenz
und Reflexion durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten
Online-Self-Assessments,” Lehrerbildung auf dem Prüfstand, vol. 15, no.
1, pp. 117–136, 2022.
mla: Buhl, Heike M., et al. “Die Förderung von Reflexionskompetenz und Reflexion
durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten Online-Self-Assessments.”
Lehrerbildung auf dem Prüfstand, vol. 15, no. 1, 2022, pp. 117–36.
short: H.M. Buhl, N. Sagolla, C. Bohndick, Lehrerbildung auf dem Prüfstand 15 (2022)
117–136.
date_created: 2023-01-03T13:52:49Z
date_updated: 2025-07-16T08:34:33Z
department:
- _id: '427'
intvolume: ' 15'
issue: '1'
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.vep-landau.de/produkt/lehrerbildung-auf-dem-pruefstand-2022-15-1-digital/
oa: '1'
page: 117 - 136
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Lehrerbildung auf dem Prüfstand
publication_status: published
status: public
title: Die Förderung von Reflexionskompetenz und Reflexion durch die angeleitete Bearbeitung
eines weiterentwicklungsorientierten Online-Self-Assessments
type: journal_article
user_id: '27152'
volume: 15
year: '2022'
...
---
_id: '35143'
author:
- first_name: Sabrina
full_name: Bonanati, Sabrina
last_name: Bonanati
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Lara
full_name: Gerhardts, Lara
last_name: Gerhardts
- first_name: Anna-Maria
full_name: Kamin, Anna-Maria
last_name: Kamin
- first_name: Dorothee
full_name: Meister, Dorothee
id: '346'
last_name: Meister
orcid: orcid.org/0000-0002-9685-4988
citation:
ama: 'Bonanati S, Buhl HM, Gerhardts L, Kamin A-M, Meister D. Digitale häusliche
Lernumgebung: Prädiktoren und Effekte elterlicher Unterstützung beim Lernen mit
digitalen Medien. Medienimpulse. 2022;60(4). doi:10.21243/mi-04-22-17'
apa: 'Bonanati, S., Buhl, H. M., Gerhardts, L., Kamin, A.-M., & Meister, D.
(2022). Digitale häusliche Lernumgebung: Prädiktoren und Effekte elterlicher Unterstützung
beim Lernen mit digitalen Medien. Medienimpulse, 60(4). https://doi.org/10.21243/mi-04-22-17'
bibtex: '@article{Bonanati_Buhl_Gerhardts_Kamin_Meister_2022, title={Digitale häusliche
Lernumgebung: Prädiktoren und Effekte elterlicher Unterstützung beim Lernen mit
digitalen Medien}, volume={60}, DOI={10.21243/mi-04-22-17},
number={4}, journal={Medienimpulse}, author={Bonanati, Sabrina and Buhl, Heike
M. and Gerhardts, Lara and Kamin, Anna-Maria and Meister, Dorothee}, year={2022}
}'
chicago: 'Bonanati, Sabrina, Heike M. Buhl, Lara Gerhardts, Anna-Maria Kamin, and
Dorothee Meister. “Digitale häusliche Lernumgebung: Prädiktoren und Effekte elterlicher
Unterstützung beim Lernen mit digitalen Medien.” Medienimpulse 60, no.
4 (2022). https://doi.org/10.21243/mi-04-22-17.'
ieee: 'S. Bonanati, H. M. Buhl, L. Gerhardts, A.-M. Kamin, and D. Meister, “Digitale
häusliche Lernumgebung: Prädiktoren und Effekte elterlicher Unterstützung beim
Lernen mit digitalen Medien,” Medienimpulse, vol. 60, no. 4, 2022, doi:
10.21243/mi-04-22-17.'
mla: 'Bonanati, Sabrina, et al. “Digitale häusliche Lernumgebung: Prädiktoren und
Effekte elterlicher Unterstützung beim Lernen mit digitalen Medien.” Medienimpulse,
vol. 60, no. 4, 2022, doi:10.21243/mi-04-22-17.'
short: S. Bonanati, H.M. Buhl, L. Gerhardts, A.-M. Kamin, D. Meister, Medienimpulse
60 (2022).
date_created: 2023-01-03T13:46:58Z
date_updated: 2025-08-12T07:56:50Z
department:
- _id: '427'
doi: 10.21243/mi-04-22-17
intvolume: ' 60'
issue: '4'
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://journals.univie.ac.at/index.php/mp/article/view/7683
oa: '1'
project:
- _id: '378'
grant_number: 01JD1814A
name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Medienimpulse
publication_status: published
status: public
title: 'Digitale häusliche Lernumgebung: Prädiktoren und Effekte elterlicher Unterstützung
beim Lernen mit digitalen Medien'
type: journal_article
user_id: '90826'
volume: 60
year: '2022'
...