---
_id: '66650'
author:
- first_name: Nils
full_name: Sagolla, Nils
id: '86558'
last_name: Sagolla
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Sagolla N, Seifert A, Bohndick C, Buhl HM. Skills Help, but They Don’t Help
All at Once: Changes in the Relationship Between Study- Relevant Skills and Student
Stress as Well as Study Satisfaction During the First Two Years of Teacher Education.
Journal for Educational Research Online. 2026;18(1):31-48. doi:10.31244/jero.2026.01.02'
apa: 'Sagolla, N., Seifert, A., Bohndick, C., & Buhl, H. M. (2026). Skills Help,
but They Don’t Help All at Once: Changes in the Relationship Between Study- Relevant
Skills and Student Stress as Well as Study Satisfaction During the First Two Years
of Teacher Education. Journal for Educational Research Online, 18(1),
31–48. https://doi.org/10.31244/jero.2026.01.02'
bibtex: '@article{Sagolla_Seifert_Bohndick_Buhl_2026, title={Skills Help, but They
Don’t Help All at Once: Changes in the Relationship Between Study- Relevant Skills
and Student Stress as Well as Study Satisfaction During the First Two Years of
Teacher Education}, volume={18}, DOI={10.31244/jero.2026.01.02},
number={1}, journal={Journal for Educational Research Online}, publisher={Waxmann},
author={Sagolla, Nils and Seifert, Andreas and Bohndick, Carla and Buhl, Heike
M.}, year={2026}, pages={31–48} }'
chicago: 'Sagolla, Nils, Andreas Seifert, Carla Bohndick, and Heike M. Buhl. “Skills
Help, but They Don’t Help All at Once: Changes in the Relationship Between Study-
Relevant Skills and Student Stress as Well as Study Satisfaction During the First
Two Years of Teacher Education.” Journal for Educational Research Online
18, no. 1 (2026): 31–48. https://doi.org/10.31244/jero.2026.01.02.'
ieee: 'N. Sagolla, A. Seifert, C. Bohndick, and H. M. Buhl, “Skills Help, but They
Don’t Help All at Once: Changes in the Relationship Between Study- Relevant Skills
and Student Stress as Well as Study Satisfaction During the First Two Years of
Teacher Education,” Journal for Educational Research Online, vol. 18, no.
1, pp. 31–48, 2026, doi: 10.31244/jero.2026.01.02.'
mla: 'Sagolla, Nils, et al. “Skills Help, but They Don’t Help All at Once: Changes
in the Relationship Between Study- Relevant Skills and Student Stress as Well
as Study Satisfaction During the First Two Years of Teacher Education.” Journal
for Educational Research Online, vol. 18, no. 1, Waxmann, 2026, pp. 31–48,
doi:10.31244/jero.2026.01.02.'
short: N. Sagolla, A. Seifert, C. Bohndick, H.M. Buhl, Journal for Educational Research
Online 18 (2026) 31–48.
date_created: 2026-08-04T11:52:34Z
date_updated: 2026-08-24T09:03:45Z
department:
- _id: '427'
doi: 10.31244/jero.2026.01.02
intvolume: ' 18'
issue: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.waxmann.com/zeitschrift/Journal-for-Educational-Research-Online-JERO-/ausgabe/AUG100589-1-2026
oa: '1'
page: 31-48
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Journal for Educational Research Online
publisher: Waxmann
status: public
title: 'Skills Help, but They Don’t Help All at Once: Changes in the Relationship
Between Study- Relevant Skills and Student Stress as Well as Study Satisfaction
During the First Two Years of Teacher Education'
type: journal_article
user_id: '90826'
volume: 18
year: '2026'
...
---
_id: '66753'
author:
- first_name: Mara
full_name: Kaemper, Mara
last_name: Kaemper
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
last_name: Klingsieck
citation:
ama: 'Kaemper M, Buhl HM, Klingsieck KB. Verhaltensbezogene Prävention von Prokrastination:
Das PROFI-Training. In: Klingsieck KB, Koppenborg M, eds. Prokrastination:
Erkennen, Verstehen, Reduzieren. Springer Berlin Heidelberg; 2026. doi:10.1007/978-3-662-72900-7_10'
apa: 'Kaemper, M., Buhl, H. M., & Klingsieck, K. B. (2026). Verhaltensbezogene
Prävention von Prokrastination: Das PROFI-Training. In K. B. Klingsieck &
M. Koppenborg (Eds.), Prokrastination: Erkennen, Verstehen, Reduzieren.
Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-72900-7_10'
bibtex: '@inbook{Kaemper_Buhl_Klingsieck_2026, place={Berlin, Heidelberg}, title={Verhaltensbezogene
Prävention von Prokrastination: Das PROFI-Training}, DOI={10.1007/978-3-662-72900-7_10},
booktitle={Prokrastination: Erkennen, Verstehen, Reduzieren}, publisher={Springer
Berlin Heidelberg}, author={Kaemper, Mara and Buhl, Heike M. and Klingsieck, Katrin
B.}, editor={Klingsieck, Katrin B. and Koppenborg, Markus}, year={2026} }'
chicago: 'Kaemper, Mara, Heike M. Buhl, and Katrin B. Klingsieck. “Verhaltensbezogene
Prävention von Prokrastination: Das PROFI-Training.” In Prokrastination: Erkennen,
Verstehen, Reduzieren, edited by Katrin B. Klingsieck and Markus Koppenborg.
Berlin, Heidelberg: Springer Berlin Heidelberg, 2026. https://doi.org/10.1007/978-3-662-72900-7_10.'
ieee: 'M. Kaemper, H. M. Buhl, and K. B. Klingsieck, “Verhaltensbezogene Prävention
von Prokrastination: Das PROFI-Training,” in Prokrastination: Erkennen, Verstehen,
Reduzieren, K. B. Klingsieck and M. Koppenborg, Eds. Berlin, Heidelberg: Springer
Berlin Heidelberg, 2026.'
mla: 'Kaemper, Mara, et al. “Verhaltensbezogene Prävention von Prokrastination:
Das PROFI-Training.” Prokrastination: Erkennen, Verstehen, Reduzieren,
edited by Katrin B. Klingsieck and Markus Koppenborg, Springer Berlin Heidelberg,
2026, doi:10.1007/978-3-662-72900-7_10.'
short: 'M. Kaemper, H.M. Buhl, K.B. Klingsieck, in: K.B. Klingsieck, M. Koppenborg
(Eds.), Prokrastination: Erkennen, Verstehen, Reduzieren, Springer Berlin Heidelberg,
Berlin, Heidelberg, 2026.'
date_created: 2026-08-19T21:21:38Z
date_updated: 2026-08-24T09:01:39Z
department:
- _id: '426'
doi: 10.1007/978-3-662-72900-7_10
editor:
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
last_name: Klingsieck
- first_name: Markus
full_name: Koppenborg, Markus
last_name: Koppenborg
language:
- iso: ger
place: Berlin, Heidelberg
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: 'Prokrastination: Erkennen, Verstehen, Reduzieren'
publication_identifier:
isbn:
- '9783662728994'
- '9783662729007'
publication_status: published
publisher: Springer Berlin Heidelberg
status: public
title: 'Verhaltensbezogene Prävention von Prokrastination: Das PROFI-Training'
type: book_chapter
user_id: '90826'
year: '2026'
...
---
_id: '66671'
author:
- first_name: Viviane
full_name: Gladow, Viviane
last_name: Gladow
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Gladow V, Buhl HM. Partner models of explainers: a qualitative interview study.
Frontiers in Education. 2026;11. doi:10.3389/feduc.2026.1891741'
apa: 'Gladow, V., & Buhl, H. M. (2026). Partner models of explainers: a qualitative
interview study. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1891741'
bibtex: '@article{Gladow_Buhl_2026, title={Partner models of explainers: a qualitative
interview study}, volume={11}, DOI={10.3389/feduc.2026.1891741},
journal={Frontiers in Education}, author={Gladow, Viviane and Buhl, Heike M.},
year={2026} }'
chicago: 'Gladow, Viviane, and Heike M. Buhl. “Partner Models of Explainers: A Qualitative
Interview Study.” Frontiers in Education 11 (2026). https://doi.org/10.3389/feduc.2026.1891741.'
ieee: 'V. Gladow and H. M. Buhl, “Partner models of explainers: a qualitative interview
study,” Frontiers in Education, vol. 11, 2026, doi: 10.3389/feduc.2026.1891741.'
mla: 'Gladow, Viviane, and Heike M. Buhl. “Partner Models of Explainers: A Qualitative
Interview Study.” Frontiers in Education, vol. 11, 2026, doi:10.3389/feduc.2026.1891741.'
short: V. Gladow, H.M. Buhl, Frontiers in Education 11 (2026).
date_created: 2026-08-06T08:38:05Z
date_updated: 2026-08-06T08:41:48Z
department:
- _id: '427'
doi: 10.3389/feduc.2026.1891741
intvolume: ' 11'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1891741/full
oa: '1'
project:
- _id: '111'
name: 'TRR 318 - Projekt A01: Adaptives Erklären'
publication: Frontiers in Education
status: public
title: 'Partner models of explainers: a qualitative interview study'
type: journal_article
user_id: '90826'
volume: 11
year: '2026'
...
---
_id: '66690'
alternative_title:
- Über die Sorge vor schwindender Aufmerksamkeit in der Hochschullehre
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Scharlau I. Krise oder Rekonfiguration? Forschung und Lehre. 2026;33(8):22-23.
apa: Scharlau, I. (2026). Krise oder Rekonfiguration? Forschung und Lehre,
33(8), 22–23.
bibtex: '@article{Scharlau_2026, title={Krise oder Rekonfiguration?}, volume={33},
number={8}, journal={Forschung und Lehre}, publisher={Deutscher Hochschulverband},
author={Scharlau, Ingrid}, year={2026}, pages={22–23} }'
chicago: 'Scharlau, Ingrid. “Krise oder Rekonfiguration?” Forschung und Lehre
33, no. 8 (2026): 22–23.'
ieee: I. Scharlau, “Krise oder Rekonfiguration?,” Forschung und Lehre, vol.
33, no. 8, pp. 22–23, 2026.
mla: Scharlau, Ingrid. “Krise oder Rekonfiguration?” Forschung und Lehre,
vol. 33, no. 8, Deutscher Hochschulverband, 2026, pp. 22–23.
short: I. Scharlau, Forschung und Lehre 33 (2026) 22–23.
date_created: 2026-08-10T11:26:39Z
date_updated: 2026-08-10T11:26:43Z
department:
- _id: '424'
intvolume: ' 33'
issue: '8'
language:
- iso: ger
page: 22-23
publication: Forschung und Lehre
publication_status: published
publisher: Deutscher Hochschulverband
status: public
title: Krise oder Rekonfiguration?
type: journal_article
user_id: '451'
volume: 33
year: '2026'
...
---
_id: '66749'
alternative_title:
- Forschungsstand und Empfehlungen für Studium und Erwachsenenbildung
citation:
ama: 'Klingsieck KB, Koppenborg M, eds. Prokrastination: Erkennen, Verstehen,
Reduzieren. Springer Berlin Heidelberg; 2026. doi:10.1007/978-3-662-72900-7'
apa: 'Klingsieck, K. B., & Koppenborg, M. (Eds.). (2026). Prokrastination:
Erkennen, Verstehen, Reduzieren. Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-72900-7'
bibtex: '@book{Klingsieck_Koppenborg_2026, place={Berlin, Heidelberg}, title={Prokrastination:
Erkennen, Verstehen, Reduzieren}, DOI={10.1007/978-3-662-72900-7},
publisher={Springer Berlin Heidelberg}, year={2026} }'
chicago: 'Klingsieck, Katrin B., and Markus Koppenborg, eds. Prokrastination:
Erkennen, Verstehen, Reduzieren. Berlin, Heidelberg: Springer Berlin Heidelberg,
2026. https://doi.org/10.1007/978-3-662-72900-7.'
ieee: 'K. B. Klingsieck and M. Koppenborg, Eds., Prokrastination: Erkennen, Verstehen,
Reduzieren. Berlin, Heidelberg: Springer Berlin Heidelberg, 2026.'
mla: 'Klingsieck, Katrin B., and Markus Koppenborg, editors. Prokrastination:
Erkennen, Verstehen, Reduzieren. Springer Berlin Heidelberg, 2026, doi:10.1007/978-3-662-72900-7.'
short: 'K.B. Klingsieck, M. Koppenborg, eds., Prokrastination: Erkennen, Verstehen,
Reduzieren, Springer Berlin Heidelberg, Berlin, Heidelberg, 2026.'
date_created: 2026-08-19T21:09:48Z
date_updated: 2026-08-19T21:12:54Z
department:
- _id: '426'
doi: 10.1007/978-3-662-72900-7
editor:
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
- first_name: Markus
full_name: Koppenborg, Markus
last_name: Koppenborg
language:
- iso: ger
place: Berlin, Heidelberg
publication_identifier:
isbn:
- '9783662728994'
- '9783662729007'
publication_status: published
publisher: Springer Berlin Heidelberg
status: public
title: 'Prokrastination: Erkennen, Verstehen, Reduzieren'
type: book_editor
user_id: '36716'
year: '2026'
...
---
_id: '59754'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: 'Scharlau I, Seifert A. Empirische Methoden der psychologiedidaktischen Forschung.
In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik
an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien.
Springer Nature; 2025:339-365.'
apa: 'Scharlau, I., & Seifert, A. (2025). Empirische Methoden der psychologiedidaktischen
Forschung. In I. Scharlau, E. Bender, J. Patrzek, & C. Schreiber (Eds.), Psychologiedidaktik
an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien
(pp. 339–365). Springer Nature.'
bibtex: '@inbook{Scharlau_Seifert_2025, place={Berlin}, title={Empirische Methoden
der psychologiedidaktischen Forschung}, booktitle={Psychologiedidaktik an allgemeinbildenden
und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer
Nature}, author={Scharlau, Ingrid and Seifert, Andreas}, editor={Scharlau, Ingrid
and Bender, Elena and Patrzek, Justine and Schreiber, Christine}, year={2025},
pages={339–365} }'
chicago: 'Scharlau, Ingrid, and Andreas Seifert. “Empirische Methoden der psychologiedidaktischen
Forschung.” In Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen:
Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau, Elena
Bender, Justine Patrzek, and Christine Schreiber, 339–65. Berlin: Springer Nature,
2025.'
ieee: 'I. Scharlau and A. Seifert, “Empirische Methoden der psychologiedidaktischen
Forschung,” in Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen:
Ein Lehrbuch mit Unterrichtsmaterialien, I. Scharlau, E. Bender, J. Patrzek,
and C. Schreiber, Eds. Berlin: Springer Nature, 2025, pp. 339–365.'
mla: 'Scharlau, Ingrid, and Andreas Seifert. “Empirische Methoden der psychologiedidaktischen
Forschung.” Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen:
Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al.,
Springer Nature, 2025, pp. 339–65.'
short: 'I. Scharlau, A. Seifert, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber
(Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein
Lehrbuch mit Unterrichtsmaterialien, Springer Nature, Berlin, 2025, pp. 339–365.'
date_created: 2025-05-02T07:08:23Z
date_updated: 2025-05-02T07:08:27Z
department:
- _id: '424'
- _id: '427'
editor:
- first_name: Ingrid
full_name: Scharlau, Ingrid
last_name: Scharlau
- first_name: Elena
full_name: Bender, Elena
last_name: Bender
- first_name: Justine
full_name: Patrzek, Justine
last_name: Patrzek
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
language:
- iso: ger
page: 339-365
place: Berlin
publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein
Lehrbuch mit Unterrichtsmaterialien'
publication_identifier:
eisbn:
- 978-3-662-69481-7
isbn:
- 978-3-662-69480-1
publisher: Springer Nature
status: public
title: Empirische Methoden der psychologiedidaktischen Forschung
type: book_chapter
user_id: '451'
year: '2025'
...
---
_id: '59752'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Justine
full_name: Patrzek, Justine
id: '82463'
last_name: Patrzek
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
citation:
ama: 'Scharlau I, Patrzek J, Schreiber C. Psychologiedidaktik durch Analyse von
Kommunikation. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik
an Allgemeinbildenden Und Beruflichen Schulen: Ein Lehrbuch Mit Unterrichtsmaterialien.
Springer Nature; 2025:89-118.'
apa: 'Scharlau, I., Patrzek, J., & Schreiber, C. (2025). Psychologiedidaktik
durch Analyse von Kommunikation. In I. Scharlau, E. Bender, J. Patrzek, &
C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen
Schulen: Ein Lehrbuch mit Unterrichtsmaterialien (pp. 89–118). Springer Nature.'
bibtex: '@inbook{Scharlau_Patrzek_Schreiber_2025, place={Berlin}, title={Psychologiedidaktik
durch Analyse von Kommunikation}, booktitle={Psychologiedidaktik an allgemeinbildenden
und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer
Nature}, author={Scharlau, Ingrid and Patrzek, Justine and Schreiber, Christine},
editor={Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber,
Christine}, year={2025}, pages={89–118} }'
chicago: 'Scharlau, Ingrid, Justine Patrzek, and Christine Schreiber. “Psychologiedidaktik
Durch Analyse von Kommunikation.” In Psychologiedidaktik an Allgemeinbildenden
Und Beruflichen Schulen: Ein Lehrbuch Mit Unterrichtsmaterialien, edited by
Ingrid Scharlau, Elena Bender, Justine Patrzek, and Christine Schreiber, 89–118.
Berlin: Springer Nature, 2025.'
ieee: 'I. Scharlau, J. Patrzek, and C. Schreiber, “Psychologiedidaktik durch Analyse
von Kommunikation,” in Psychologiedidaktik an allgemeinbildenden und beruflichen
Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, I. Scharlau, E. Bender,
J. Patrzek, and C. Schreiber, Eds. Berlin: Springer Nature, 2025, pp. 89–118.'
mla: 'Scharlau, Ingrid, et al. “Psychologiedidaktik Durch Analyse von Kommunikation.”
Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen: Ein Lehrbuch
Mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al., Springer Nature,
2025, pp. 89–118.'
short: 'I. Scharlau, J. Patrzek, C. Schreiber, in: I. Scharlau, E. Bender, J. Patrzek,
C. Schreiber (Eds.), Psychologiedidaktik an Allgemeinbildenden Und Beruflichen
Schulen: Ein Lehrbuch Mit Unterrichtsmaterialien, Springer Nature, Berlin, 2025,
pp. 89–118.'
date_created: 2025-05-02T07:01:32Z
date_updated: 2025-05-02T07:10:02Z
department:
- _id: '424'
editor:
- first_name: Ingrid
full_name: Scharlau, Ingrid
last_name: Scharlau
- first_name: Elena
full_name: Bender, Elena
last_name: Bender
- first_name: Justine
full_name: Patrzek, Justine
last_name: Patrzek
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
language:
- iso: eng
page: 89-118
place: Berlin
publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein
Lehrbuch mit Unterrichtsmaterialien'
publication_identifier:
eisbn:
- 978-3-662-69481-7
isbn:
- 978-3-662-69480-0
publisher: Springer Nature
status: public
title: Psychologiedidaktik durch Analyse von Kommunikation
type: book_chapter
user_id: '451'
year: '2025'
...
---
_id: '59753'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Schreiber
full_name: Christine, Schreiber
last_name: Christine
citation:
ama: 'Scharlau I, Christine S. Schreiben im Psychologieunterricht unterstützen.
In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik
an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien.
Springer Nature; 2025:271-300.'
apa: 'Scharlau, I., & Christine, S. (2025). Schreiben im Psychologieunterricht
unterstützen. In I. Scharlau, E. Bender, J. Patrzek, & C. Schreiber (Eds.),
Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch
mit Unterrichtsmaterialien (pp. 271–300). Springer Nature.'
bibtex: '@inbook{Scharlau_Christine_2025, place={Berlin}, title={Schreiben im Psychologieunterricht
unterstützen}, booktitle={Psychologiedidaktik an allgemeinbildenden und beruflichen
Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer Nature},
author={Scharlau, Ingrid and Christine, Schreiber}, editor={Scharlau, Ingrid and
Bender, Elena and Patrzek, Justine and Schreiber, Christine}, year={2025}, pages={271–300}
}'
chicago: 'Scharlau, Ingrid, and Schreiber Christine. “Schreiben im Psychologieunterricht
unterstützen.” In Psychologiedidaktik an allgemeinbildenden und beruflichen
Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau,
Elena Bender, Justine Patrzek, and Christine Schreiber, 271–300. Berlin: Springer
Nature, 2025.'
ieee: 'I. Scharlau and S. Christine, “Schreiben im Psychologieunterricht unterstützen,”
in Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch
mit Unterrichtsmaterialien, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber,
Eds. Berlin: Springer Nature, 2025, pp. 271–300.'
mla: 'Scharlau, Ingrid, and Schreiber Christine. “Schreiben im Psychologieunterricht
unterstützen.” Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen:
Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al.,
Springer Nature, 2025, pp. 271–300.'
short: 'I. Scharlau, S. Christine, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber
(Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein
Lehrbuch mit Unterrichtsmaterialien, Springer Nature, Berlin, 2025, pp. 271–300.'
date_created: 2025-05-02T07:04:44Z
date_updated: 2025-05-02T07:09:07Z
department:
- _id: '424'
editor:
- first_name: Ingrid
full_name: Scharlau, Ingrid
last_name: Scharlau
- first_name: Elena
full_name: Bender, Elena
last_name: Bender
- first_name: Justine
full_name: Patrzek, Justine
last_name: Patrzek
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
language:
- iso: ger
page: 271-300
place: Berlin
publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein
Lehrbuch mit Unterrichtsmaterialien'
publication_identifier:
eisbn:
- 978-3-662-69481-7
isbn:
- 978-3-662-69480-1
publisher: Springer Nature
status: public
title: Schreiben im Psychologieunterricht unterstützen
type: book_chapter
user_id: '451'
year: '2025'
...
---
_id: '59839'
abstract:
- lang: eng
text: 'In many scientific approaches, especially in those that try to foster explainability
of Artificial Intelligences, a narrow conception of explaining prevails. This
narrow conception implies that explaining is a one-directional action in which
knowledge is transferred from the explainer to an addressee. By studying the amount
of agency in metaphors for explaining in scientific texts, we want to find out
– or at least to contribute a partial answer to the question – why this narrow
conception is so dominant. For our analysis, we use a linguistic conception of
agency, transitivity. This concept allows to specify the degree of agency or effectiveness
of the action in a verbalised event. It is defined by several component parts.
We detail and discuss both the parameters of and global transitivity. Overall,
transitivity of explaining metaphors has a rather common pattern across metaphors.
Agency is not high and reduced in characteristic aspects: The metaphors imply
that the object of explaining is static, i.e., is not changed within the explanation,
and that explaining is the activity of one person only. This pattern may account
for the narrow conception of explaining. It contrasts strongly with current co-constructive
or sociotechnical approaches to explainability.'
author:
- 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
orcid: 0000-0002-5676-8233
citation:
ama: 'Scharlau I, Rohlfing KJ. Agency in metaphors of explaining: An analysis of
scientific texts. Published online 2025.'
apa: 'Scharlau, I., & Rohlfing, K. J. (2025). Agency in metaphors of explaining:
An analysis of scientific texts. Center for Open Science.'
bibtex: '@article{Scharlau_Rohlfing_2025, title={Agency in metaphors of explaining:
An analysis of scientific texts}, publisher={Center for Open Science}, author={Scharlau,
Ingrid and Rohlfing, Katharina J.}, year={2025} }'
chicago: 'Scharlau, Ingrid, and Katharina J. Rohlfing. “Agency in Metaphors of Explaining:
An Analysis of Scientific Texts.” Center for Open Science, 2025.'
ieee: 'I. Scharlau and K. J. Rohlfing, “Agency in metaphors of explaining: An analysis
of scientific texts.” Center for Open Science, 2025.'
mla: 'Scharlau, Ingrid, and Katharina J. Rohlfing. Agency in Metaphors of Explaining:
An Analysis of Scientific Texts. Center for Open Science, 2025.'
short: I. Scharlau, K.J. Rohlfing, (2025).
date_created: 2025-05-07T11:00:09Z
date_updated: 2025-05-07T11:09:37Z
department:
- _id: '424'
- _id: '749'
language:
- iso: eng
main_file_link:
- url: https://osf.io/preprints/osf/rwh9b_v1
project:
- _id: '127'
name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens'
publication_status: published
publisher: Center for Open Science
status: public
title: 'Agency in metaphors of explaining: An analysis of scientific texts'
type: preprint
user_id: '451'
year: '2025'
...
---
_id: '59756'
abstract:
- lang: eng
text: "A current concern in the field of Artificial Intelligence (AI) is to ensure
the trustworthiness of AI systems. The development of explainability methods is
one prominent way to address this, which has often resulted in the assumption
that the use of explainability will lead to an increase in the trust of users
and wider society. However, the dynamics between explainability and trust are
not well established and empirical investigations of their relation remain mixed
or inconclusive.\r\nIn this paper we provide a detailed description of the concepts
of user trust and distrust in AI and their relation to appropriate reliance. For
that we draw from the fields of machine learning, human–computer interaction,
and the social sciences. Based on these insights, we have created a focused study
of empirical literature of existing empirical studies that investigate the effects
of AI systems and XAI methods on user (dis)trust, in order to substantiate our
conceptualization of trust, distrust, and reliance. With respect to our conceptual
understanding we identify gaps in existing empirical work. With clarifying the
concepts and summarizing the empirical studies, we aim to provide researchers,
who examine user trust in AI, with an improved starting point for developing user
studies to measure and evaluate the user’s attitude towards and reliance on AI
systems."
article_number: '101357'
author:
- first_name: Roel
full_name: Visser, Roel
last_name: Visser
- first_name: Tobias Martin
full_name: Peters, Tobias Martin
id: '92810'
last_name: Peters
orcid: 0009-0008-5193-6243
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Barbara
full_name: Hammer, Barbara
last_name: Hammer
citation:
ama: 'Visser R, Peters TM, Scharlau I, Hammer B. Trust, distrust, and appropriate
reliance in (X)AI: A conceptual clarification of user trust and survey of its
empirical evaluation. Cognitive Systems Research. Published online 2025.
doi:10.1016/j.cogsys.2025.101357'
apa: 'Visser, R., Peters, T. M., Scharlau, I., & Hammer, B. (2025). Trust, distrust,
and appropriate reliance in (X)AI: A conceptual clarification of user trust and
survey of its empirical evaluation. Cognitive Systems Research, Article
101357. https://doi.org/10.1016/j.cogsys.2025.101357'
bibtex: '@article{Visser_Peters_Scharlau_Hammer_2025, title={Trust, distrust, and
appropriate reliance in (X)AI: A conceptual clarification of user trust and survey
of its empirical evaluation}, DOI={10.1016/j.cogsys.2025.101357},
number={101357}, journal={Cognitive Systems Research}, publisher={Elsevier BV},
author={Visser, Roel and Peters, Tobias Martin and Scharlau, Ingrid and Hammer,
Barbara}, year={2025} }'
chicago: 'Visser, Roel, Tobias Martin Peters, Ingrid Scharlau, and Barbara Hammer.
“Trust, Distrust, and Appropriate Reliance in (X)AI: A Conceptual Clarification
of User Trust and Survey of Its Empirical Evaluation.” Cognitive Systems Research,
2025. https://doi.org/10.1016/j.cogsys.2025.101357.'
ieee: 'R. Visser, T. M. Peters, I. Scharlau, and B. Hammer, “Trust, distrust, and
appropriate reliance in (X)AI: A conceptual clarification of user trust and survey
of its empirical evaluation,” Cognitive Systems Research, Art. no. 101357,
2025, doi: 10.1016/j.cogsys.2025.101357.'
mla: 'Visser, Roel, et al. “Trust, Distrust, and Appropriate Reliance in (X)AI:
A Conceptual Clarification of User Trust and Survey of Its Empirical Evaluation.”
Cognitive Systems Research, 101357, Elsevier BV, 2025, doi:10.1016/j.cogsys.2025.101357.'
short: R. Visser, T.M. Peters, I. Scharlau, B. Hammer, Cognitive Systems Research
(2025).
date_created: 2025-05-02T09:26:15Z
date_updated: 2025-05-15T11:16:27Z
department:
- _id: '424'
- _id: '660'
doi: 10.1016/j.cogsys.2025.101357
keyword:
- XAI
- Appropriate trust
- Distrust
- Reliance
- Human-centric evaluation
- Trustworthy AI
language:
- iso: eng
project:
- _id: '124'
name: 'TRR 318 - C1: TRR 318 - Subproject C1 - Gesundes Misstrauen in Erklärungen'
publication: Cognitive Systems Research
publication_identifier:
issn:
- 1389-0417
publication_status: published
publisher: Elsevier BV
status: public
title: 'Trust, distrust, and appropriate reliance in (X)AI: A conceptual clarification
of user trust and survey of its empirical evaluation'
type: journal_article
user_id: '92810'
year: '2025'
...
---
_id: '59922'
author:
- first_name: Philip
full_name: Porwol, Philip
last_name: Porwol
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Porwol P, Scharlau I. An Annotated Corpus of Elicited Metaphors of Explaining
and Understanding Using MIPVU. OSF; 2025. doi:10.17605/OSF.IO/Y6SMX
apa: Porwol, P., & Scharlau, I. (2025). An annotated corpus of elicited metaphors
of explaining and understanding using MIPVU. OSF. https://doi.org/10.17605/OSF.IO/Y6SMX
bibtex: '@book{Porwol_Scharlau_2025, title={An annotated corpus of elicited metaphors
of explaining and understanding using MIPVU}, DOI={10.17605/OSF.IO/Y6SMX},
publisher={OSF}, author={Porwol, Philip and Scharlau, Ingrid}, year={2025} }'
chicago: Porwol, Philip, and Ingrid Scharlau. An Annotated Corpus of Elicited
Metaphors of Explaining and Understanding Using MIPVU. OSF, 2025. https://doi.org/10.17605/OSF.IO/Y6SMX.
ieee: P. Porwol and I. Scharlau, An annotated corpus of elicited metaphors of
explaining and understanding using MIPVU. OSF, 2025.
mla: Porwol, Philip, and Ingrid Scharlau. An Annotated Corpus of Elicited Metaphors
of Explaining and Understanding Using MIPVU. OSF, 2025, doi:10.17605/OSF.IO/Y6SMX.
short: P. Porwol, I. Scharlau, An Annotated Corpus of Elicited Metaphors of Explaining
and Understanding Using MIPVU, OSF, 2025.
date_created: 2025-05-16T10:01:58Z
date_updated: 2025-05-16T10:02:14Z
department:
- _id: '424'
doi: 10.17605/OSF.IO/Y6SMX
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://osf.io/y6smx/
oa: '1'
project:
- _id: '127'
name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens'
publisher: OSF
status: public
title: An annotated corpus of elicited metaphors of explaining and understanding using
MIPVU
type: misc
user_id: '451'
year: '2025'
...
---
_id: '59755'
abstract:
- lang: eng
text: "Due to the application of Artificial Intelligence (AI) in high-risk domains
like law or medicine,\r\ntrustworthy AI and trust in AI are of increasing scientific
and public relevance. A typical conception,\r\nfor example in the context of medical
diagnosis, is that a knowledgeable user receives AIgenerated\r\nclassification
as advice. Research to improve such interactions often aims to foster the\r\nuser’s
trust, which in turn should improve the combined human-AI performance. Given that
AI\r\nmodels can err, we argue that the possibility to critically review, thus
to distrust, an AI decision is\r\nan equally interesting target of research.\r\nWe
created two image classification scenarios in which the participants received
mock-up\r\nAI advice. The quality of the advice decreases for a phase of the experiment.
We studied the\r\ntask performance, trust and distrust of the participants, and
tested whether an instruction to\r\nremain skeptical and review each piece of
advice led to a better performance compared to a\r\nneutral condition. Our results
indicate that this instruction does not improve but rather worsens\r\nthe participants’
performance. Repeated single-item self-report of trust and distrust shows an\r\nincrease
in trust and a decrease in distrust after the drop in the AI’s classification
quality, with no\r\ndifference between the two instructions. Furthermore, via
a Bayesian Signal Detection Theory\r\nanalysis, we provide a procedure to assess
appropriate reliance in detail, by quantifying whether\r\nthe problems of under-
and over-reliance have been mitigated. We discuss implications of our\r\nresults
for the usage of disclaimers before interacting with AI, as prominently used in
current\r\nLLM-based chatbots, and for trust and distrust research."
article_type: original
author:
- first_name: Tobias Martin
full_name: Peters, Tobias Martin
id: '92810'
last_name: Peters
orcid: 0009-0008-5193-6243
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Peters TM, Scharlau I. Interacting with fallible AI: Is distrust helpful when
receiving AI misclassifications? Frontiers in Psychology. 2025;16. doi:10.3389/fpsyg.2025.1574809'
apa: 'Peters, T. M., & Scharlau, I. (2025). Interacting with fallible AI: Is
distrust helpful when receiving AI misclassifications? Frontiers in Psychology,
16. https://doi.org/10.3389/fpsyg.2025.1574809'
bibtex: '@article{Peters_Scharlau_2025, title={Interacting with fallible AI: Is
distrust helpful when receiving AI misclassifications?}, volume={16}, DOI={10.3389/fpsyg.2025.1574809},
journal={Frontiers in Psychology}, author={Peters, Tobias Martin and Scharlau,
Ingrid}, year={2025} }'
chicago: 'Peters, Tobias Martin, and Ingrid Scharlau. “Interacting with Fallible
AI: Is Distrust Helpful When Receiving AI Misclassifications?” Frontiers in
Psychology 16 (2025). https://doi.org/10.3389/fpsyg.2025.1574809.'
ieee: 'T. M. Peters and I. Scharlau, “Interacting with fallible AI: Is distrust
helpful when receiving AI misclassifications?,” Frontiers in Psychology,
vol. 16, 2025, doi: 10.3389/fpsyg.2025.1574809.'
mla: 'Peters, Tobias Martin, and Ingrid Scharlau. “Interacting with Fallible AI:
Is Distrust Helpful When Receiving AI Misclassifications?” Frontiers in Psychology,
vol. 16, 2025, doi:10.3389/fpsyg.2025.1574809.'
short: T.M. Peters, I. Scharlau, Frontiers in Psychology 16 (2025).
date_created: 2025-05-02T09:22:39Z
date_updated: 2025-05-27T09:10:09Z
department:
- _id: '424'
- _id: '660'
doi: 10.3389/fpsyg.2025.1574809
intvolume: ' 16'
keyword:
- trust in AI
- trust
- distrust
- human-AI interaction
- Signal Detection Theory
- Bayesian parameter estimation
- image classification
language:
- iso: eng
project:
- _id: '124'
name: 'TRR 318 - C1: TRR 318 - Subproject C1 - Gesundes Misstrauen in Erklärungen'
publication: Frontiers in Psychology
publication_status: published
status: public
title: 'Interacting with fallible AI: Is distrust helpful when receiving AI misclassifications?'
type: journal_article
user_id: '92810'
volume: 16
year: '2025'
...
---
_id: '60144'
author:
- first_name: Sarah
full_name: Depenbusch, Sarah
id: '32536'
last_name: Depenbusch
orcid: 0000-0003-0655-9000
citation:
ama: Depenbusch S. VR-based avatar videos as an effective tool for process training
in the context of digitalization? Frontiers in Computer Science. 2025;7(1553441).
doi:10.3389/fcomp.2025.1553441
apa: Depenbusch, S. (2025). VR-based avatar videos as an effective tool for process
training in the context of digitalization? Frontiers in Computer Science,
7(1553441). https://doi.org/10.3389/fcomp.2025.1553441
bibtex: '@article{Depenbusch_2025, title={VR-based avatar videos as an effective
tool for process training in the context of digitalization?}, volume={7}, DOI={10.3389/fcomp.2025.1553441},
number={1553441}, journal={Frontiers in Computer Science}, author={Depenbusch,
Sarah}, year={2025} }'
chicago: Depenbusch, Sarah. “VR-Based Avatar Videos as an Effective Tool for Process
Training in the Context of Digitalization?” Frontiers in Computer Science
7, no. 1553441 (2025). https://doi.org/10.3389/fcomp.2025.1553441.
ieee: 'S. Depenbusch, “VR-based avatar videos as an effective tool for process training
in the context of digitalization?,” Frontiers in Computer Science, vol.
7, no. 1553441, 2025, doi: 10.3389/fcomp.2025.1553441.'
mla: Depenbusch, Sarah. “VR-Based Avatar Videos as an Effective Tool for Process
Training in the Context of Digitalization?” Frontiers in Computer Science,
vol. 7, no. 1553441, 2025, doi:10.3389/fcomp.2025.1553441.
short: S. Depenbusch, Frontiers in Computer Science 7 (2025).
date_created: 2025-06-06T06:06:51Z
date_updated: 2025-06-06T06:08:04Z
department:
- _id: '423'
doi: 10.3389/fcomp.2025.1553441
intvolume: ' 7'
issue: '1553441'
language:
- iso: eng
publication: Frontiers in Computer Science
publication_status: published
status: public
title: VR-based avatar videos as an effective tool for process training in the context
of digitalization?
type: journal_article
user_id: '32536'
volume: 7
year: '2025'
...
---
_id: '59921'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Körber
full_name: Miriam, Körber
last_name: Miriam
citation:
ama: Scharlau I, Miriam K. Metaphors in 24 WIRED Level 5 Videos (Data Corpus).
OSF; 2025. doi:10.17605/OSF.IO/94A2J
apa: Scharlau, I., & Miriam, K. (2025). Metaphors in 24 WIRED Level 5 Videos
(Data corpus). OSF. https://doi.org/10.17605/OSF.IO/94A2J
bibtex: '@book{Scharlau_Miriam_2025, title={Metaphors in 24 WIRED Level 5 Videos
(Data corpus)}, DOI={10.17605/OSF.IO/94A2J},
publisher={OSF}, author={Scharlau, Ingrid and Miriam, Körber}, year={2025} }'
chicago: Scharlau, Ingrid, and Körber Miriam. Metaphors in 24 WIRED Level 5 Videos
(Data Corpus). OSF, 2025. https://doi.org/10.17605/OSF.IO/94A2J.
ieee: I. Scharlau and K. Miriam, Metaphors in 24 WIRED Level 5 Videos (Data corpus).
OSF, 2025.
mla: Scharlau, Ingrid, and Körber Miriam. Metaphors in 24 WIRED Level 5 Videos
(Data Corpus). OSF, 2025, doi:10.17605/OSF.IO/94A2J.
short: I. Scharlau, K. Miriam, Metaphors in 24 WIRED Level 5 Videos (Data Corpus),
OSF, 2025.
date_created: 2025-05-16T09:57:56Z
date_updated: 2025-09-16T08:57:15Z
department:
- _id: '424'
doi: 10.17605/OSF.IO/94A2J
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://osf.io/94a2j/
oa: '1'
project:
- _id: '127'
name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens'
publisher: OSF
status: public
title: Metaphors in 24 WIRED Level 5 Videos (Data corpus)
type: misc
user_id: '451'
year: '2025'
...
---
_id: '61332'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Josephine Beryl
full_name: Fisher, Josephine Beryl
id: '56345'
last_name: Fisher
orcid: 0000-0002-9997-9241
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
citation:
ama: 'Buhl HM, Fisher JB, Rohlfing KJ. Role Perception Questionnaire: Co-Construction.
Scales Manual. OSF; 2025.'
apa: 'Buhl, H. M., Fisher, J. B., & Rohlfing, K. J. (2025). Role Perception
Questionnaire: Co-construction. Scales manual. OSF.'
bibtex: '@book{Buhl_Fisher_Rohlfing_2025, title={Role Perception Questionnaire:
Co-construction. Scales manual}, publisher={OSF}, author={Buhl, Heike M. and Fisher,
Josephine Beryl and Rohlfing, Katharina J.}, year={2025} }'
chicago: 'Buhl, Heike M., Josephine Beryl Fisher, and Katharina J. Rohlfing. Role
Perception Questionnaire: Co-Construction. Scales Manual. OSF, 2025.'
ieee: 'H. M. Buhl, J. B. Fisher, and K. J. Rohlfing, Role Perception Questionnaire:
Co-construction. Scales manual. OSF, 2025.'
mla: 'Buhl, Heike M., et al. Role Perception Questionnaire: Co-Construction.
Scales Manual. OSF, 2025.'
short: 'H.M. Buhl, J.B. Fisher, K.J. Rohlfing, Role Perception Questionnaire: Co-Construction.
Scales Manual, OSF, 2025.'
date_created: 2025-09-17T15:04:28Z
date_updated: 2025-09-17T15:06:22Z
department:
- _id: '427'
language:
- iso: eng
main_file_link:
- url: https://osf.io/bnem2/files/osfstorage/68677f0b45587b0093f71a0f
project:
- _id: '111'
name: 'TRR 318; TP A01: Adaptives Erklären'
publisher: OSF
status: public
title: 'Role Perception Questionnaire: Co-construction. Scales manual'
type: report
user_id: '90826'
year: '2025'
...
---
_id: '61433'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Paula
full_name: Herrmann, Paula
last_name: Herrmann
- first_name: Dean X.
full_name: Bolinger, Dean X.
last_name: Bolinger
citation:
ama: Buhl HM, Herrmann P, Bolinger DX. TRR 318, Project A01, WP 2.1. Scales Manual.
OSF; 2025.
apa: Buhl, H. M., Herrmann, P., & Bolinger, D. X. (2025). TRR 318, Project
A01, WP 2.1. Scales manual. OSF.
bibtex: '@book{Buhl_Herrmann_Bolinger_2025, title={TRR 318, Project A01, WP 2.1.
Scales manual}, publisher={OSF}, author={Buhl, Heike M. and Herrmann, Paula and
Bolinger, Dean X.}, year={2025} }'
chicago: Buhl, Heike M., Paula Herrmann, and Dean X. Bolinger. TRR 318, Project
A01, WP 2.1. Scales Manual. OSF, 2025.
ieee: H. M. Buhl, P. Herrmann, and D. X. Bolinger, TRR 318, Project A01, WP 2.1.
Scales manual. OSF, 2025.
mla: Buhl, Heike M., et al. TRR 318, Project A01, WP 2.1. Scales Manual.
OSF, 2025.
short: H.M. Buhl, P. Herrmann, D.X. Bolinger, TRR 318, Project A01, WP 2.1. Scales
Manual, OSF, 2025.
date_created: 2025-09-24T12:35:55Z
date_updated: 2025-09-24T12:39:13Z
department:
- _id: '427'
language:
- iso: eng
main_file_link:
- url: https://osf.io/wu3bk
project:
- _id: '111'
name: 'TRR 318; TP A01: Adaptives Erklären'
publisher: OSF
status: public
title: TRR 318, Project A01, WP 2.1. Scales manual
type: report
user_id: '90826'
year: '2025'
...
---
_id: '61434'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Paula
full_name: Herrmann, Paula
last_name: Herrmann
- first_name: Dean X.
full_name: Bolinger, Dean X.
last_name: Bolinger
citation:
ama: Buhl HM, Herrmann P, Bolinger DX. TRR 318, Project A01, WP 2.2. Scales Manual.
OSF; 2025.
apa: Buhl, H. M., Herrmann, P., & Bolinger, D. X. (2025). TRR 318, Project
A01, WP 2.2. Scales manual. OSF.
bibtex: '@book{Buhl_Herrmann_Bolinger_2025, title={TRR 318, Project A01, WP 2.2.
Scales manual}, publisher={OSF}, author={Buhl, Heike M. and Herrmann, Paula and
Bolinger, Dean X.}, year={2025} }'
chicago: Buhl, Heike M., Paula Herrmann, and Dean X. Bolinger. TRR 318, Project
A01, WP 2.2. Scales Manual. OSF, 2025.
ieee: H. M. Buhl, P. Herrmann, and D. X. Bolinger, TRR 318, Project A01, WP 2.2.
Scales manual. OSF, 2025.
mla: Buhl, Heike M., et al. TRR 318, Project A01, WP 2.2. Scales Manual.
OSF, 2025.
short: H.M. Buhl, P. Herrmann, D.X. Bolinger, TRR 318, Project A01, WP 2.2. Scales
Manual, OSF, 2025.
date_created: 2025-09-24T12:37:40Z
date_updated: 2025-09-24T12:39:20Z
department:
- _id: '427'
language:
- iso: eng
main_file_link:
- url: https://osf.io/4zdy6
project:
- _id: '111'
name: 'TRR 318; TP A01: Adaptives Erklären'
publisher: OSF
status: public
title: TRR 318, Project A01, WP 2.2. Scales manual
type: report
user_id: '90826'
year: '2025'
...
---
_id: '61244'
abstract:
- lang: eng
text: Explanations play a crucial role in knowledge transfer and meaning-making
and are often described as a co-constructive process in which multiple agents
collaboratively shape understanding. However, the metaphors used to conceptualize
explaining may influence how this process is framed. This study investigates the
extent to which the co-constructive nature of explaining is represented in explaining
metaphors. Using a systematic analysis of agency, we examined how these metaphors
depict the explanation process and the roles of the agents involved. We found
that explaining metaphors lack collaboration between explainer and addressee,
constructiveness of the process, as well as bidirectionality and iterativeness.
In light of current research on metaphorical framing, the study thus highlights
the risk that such explaining metaphors may reinforce a non-co-constructive perspective
on explaining and a top-down approach in the development of AI systems as well
as other areas.
article_type: original
author:
- first_name: Philip Fabian
full_name: Porwol, Philip Fabian
id: '56681'
last_name: Porwol
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Porwol PF, Scharlau I. Is explaining more like showing or more like building?
Agency in metaphors of explaining. Frontiers in Psychology. Published online
2025. doi:https://doi.org/10.3389/fpsyg.2025.1628706
apa: Porwol, P. F., & Scharlau, I. (2025). Is explaining more like showing or
more like building? Agency in metaphors of explaining. Frontiers in Psychology.
https://doi.org/10.3389/fpsyg.2025.1628706
bibtex: '@article{Porwol_Scharlau_2025, title={Is explaining more like showing or
more like building? Agency in metaphors of explaining}, DOI={https://doi.org/10.3389/fpsyg.2025.1628706},
journal={Frontiers in Psychology}, author={Porwol, Philip Fabian and Scharlau,
Ingrid}, year={2025} }'
chicago: Porwol, Philip Fabian, and Ingrid Scharlau. “Is Explaining More like Showing
or More like Building? Agency in Metaphors of Explaining.” Frontiers in Psychology,
2025. https://doi.org/10.3389/fpsyg.2025.1628706.
ieee: 'P. F. Porwol and I. Scharlau, “Is explaining more like showing or more like
building? Agency in metaphors of explaining,” Frontiers in Psychology,
2025, doi: https://doi.org/10.3389/fpsyg.2025.1628706.'
mla: Porwol, Philip Fabian, and Ingrid Scharlau. “Is Explaining More like Showing
or More like Building? Agency in Metaphors of Explaining.” Frontiers in Psychology,
2025, doi:https://doi.org/10.3389/fpsyg.2025.1628706.
short: P.F. Porwol, I. Scharlau, Frontiers in Psychology (2025).
date_created: 2025-09-12T09:43:58Z
date_updated: 2025-10-27T08:46:28Z
department:
- _id: '424'
doi: https://doi.org/10.3389/fpsyg.2025.1628706
language:
- iso: eng
project:
- _id: '127'
name: 'TRR 318; TP C04: Metaphern als Werkzeug des Erklärens'
publication: Frontiers in Psychology
publication_status: published
quality_controlled: '1'
status: public
title: Is explaining more like showing or more like building? Agency in metaphors
of explaining
type: journal_article
user_id: '56681'
year: '2025'
...
---
_id: '62060'
author:
- first_name: Julia
full_name: Bobe, Julia
id: '81770'
last_name: Bobe
- first_name: Claudia
full_name: Decker, Claudia
id: '31046'
last_name: Decker
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Bobe J, Decker C, Klingsieck KB. Gestärkt durchs Studium - Universitäre Unterstützungsangebote
zum Stress- und Selbstmanagement. In: ; 2025.'
apa: Bobe, J., Decker, C., & Klingsieck, K. B. (2025). Gestärkt durchs Studium
- Universitäre Unterstützungsangebote zum Stress- und Selbstmanagement. 5.
DGPPF-Tagung an der Universität zu Lübeck, Lübeck.
bibtex: '@inproceedings{Bobe_Decker_Klingsieck_2025, title={Gestärkt durchs Studium
- Universitäre Unterstützungsangebote zum Stress- und Selbstmanagement}, author={Bobe,
Julia and Decker, Claudia and Klingsieck, Katrin B.}, year={2025} }'
chicago: Bobe, Julia, Claudia Decker, and Katrin B. Klingsieck. “Gestärkt Durchs
Studium - Universitäre Unterstützungsangebote Zum Stress- Und Selbstmanagement,”
2025.
ieee: J. Bobe, C. Decker, and K. B. Klingsieck, “Gestärkt durchs Studium - Universitäre
Unterstützungsangebote zum Stress- und Selbstmanagement,” presented at the 5.
DGPPF-Tagung an der Universität zu Lübeck, Lübeck, 2025.
mla: Bobe, Julia, et al. Gestärkt Durchs Studium - Universitäre Unterstützungsangebote
Zum Stress- Und Selbstmanagement. 2025.
short: 'J. Bobe, C. Decker, K.B. Klingsieck, in: 2025.'
conference:
end_date: 19.10.2025
location: Lübeck
name: 5. DGPPF-Tagung an der Universität zu Lübeck
start_date: 17.10.2025
date_created: 2025-11-04T07:53:55Z
date_updated: 2025-11-04T07:54:44Z
department:
- _id: '426'
language:
- iso: eng
status: public
title: Gestärkt durchs Studium - Universitäre Unterstützungsangebote zum Stress- und
Selbstmanagement
type: conference
user_id: '81770'
year: '2025'
...
---
_id: '62058'
author:
- first_name: Julia
full_name: Bobe, Julia
id: '81770'
last_name: Bobe
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
last_name: Klingsieck
citation:
ama: 'Bobe J, Klingsieck KB. The Role of Subjective Discomfort in Procrastination
- Feeling bad about unnecessary delaying and therefore, preventing it? In: ;
2025.'
apa: Bobe, J., & Klingsieck, K. B. (2025). The Role of Subjective Discomfort
in Procrastination - Feeling bad about unnecessary delaying and therefore, preventing
it? Procrastination Research Conference, Utrecht.
bibtex: '@inproceedings{Bobe_Klingsieck_2025, title={The Role of Subjective Discomfort
in Procrastination - Feeling bad about unnecessary delaying and therefore, preventing
it?}, author={Bobe, Julia and Klingsieck, Katrin B.}, year={2025} }'
chicago: Bobe, Julia, and Katrin B. Klingsieck. “The Role of Subjective Discomfort
in Procrastination - Feeling Bad about Unnecessary Delaying and Therefore, Preventing
It?,” 2025.
ieee: J. Bobe and K. B. Klingsieck, “The Role of Subjective Discomfort in Procrastination
- Feeling bad about unnecessary delaying and therefore, preventing it?,” presented
at the Procrastination Research Conference, Utrecht, 2025.
mla: Bobe, Julia, and Katrin B. Klingsieck. The Role of Subjective Discomfort
in Procrastination - Feeling Bad about Unnecessary Delaying and Therefore, Preventing
It? 2025.
short: 'J. Bobe, K.B. Klingsieck, in: 2025.'
conference:
end_date: 11.07.2025
location: Utrecht
name: Procrastination Research Conference
start_date: 09.07.2025
date_created: 2025-11-04T07:50:45Z
date_updated: 2025-11-04T07:54:48Z
department:
- _id: '426'
language:
- iso: eng
status: public
title: The Role of Subjective Discomfort in Procrastination - Feeling bad about unnecessary
delaying and therefore, preventing it?
type: conference
user_id: '81770'
year: '2025'
...