---
_id: '65654'
alternative_title:
- Conservation et atomisme
author:
- first_name: Hans
full_name: Aebli, Hans
last_name: Aebli
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Aebli H, Scharlau I. Piaget, Jean: Le développement des quantités physiques
chez l’enfant. In: Kindlers Literatur Lexikon (KLL). J.B. Metzler; 2020.
doi:10.1007/978-3-476-05728-0_16045-1'
apa: 'Aebli, H., & Scharlau, I. (2020). Piaget, Jean: Le développement des quantités
physiques chez l’enfant. In Kindlers Literatur Lexikon (KLL). J.B. Metzler.
https://doi.org/10.1007/978-3-476-05728-0_16045-1'
bibtex: '@inbook{Aebli_Scharlau_2020, place={Stuttgart}, title={Piaget, Jean: Le
développement des quantités physiques chez l’enfant}, DOI={10.1007/978-3-476-05728-0_16045-1},
booktitle={Kindlers Literatur Lexikon (KLL)}, publisher={J.B. Metzler}, author={Aebli,
Hans and Scharlau, Ingrid}, year={2020} }'
chicago: 'Aebli, Hans, and Ingrid Scharlau. “Piaget, Jean: Le développement des
quantités physiques chez l’enfant.” In Kindlers Literatur Lexikon (KLL).
Stuttgart: J.B. Metzler, 2020. https://doi.org/10.1007/978-3-476-05728-0_16045-1.'
ieee: 'H. Aebli and I. Scharlau, “Piaget, Jean: Le développement des quantités physiques
chez l’enfant,” in Kindlers Literatur Lexikon (KLL), Stuttgart: J.B. Metzler,
2020.'
mla: 'Aebli, Hans, and Ingrid Scharlau. “Piaget, Jean: Le développement des quantités
physiques chez l’enfant.” Kindlers Literatur Lexikon (KLL), J.B. Metzler,
2020, doi:10.1007/978-3-476-05728-0_16045-1.'
short: 'H. Aebli, I. Scharlau, in: Kindlers Literatur Lexikon (KLL), J.B. Metzler,
Stuttgart, 2020.'
date_created: 2026-05-20T06:03:29Z
date_updated: 2026-05-20T07:19:05Z
department:
- _id: '424'
doi: 10.1007/978-3-476-05728-0_16045-1
language:
- iso: ger
place: Stuttgart
publication: Kindlers Literatur Lexikon (KLL)
publication_identifier:
isbn:
- '9783476057280'
- '9783476057280'
publication_status: published
publisher: J.B. Metzler
status: public
title: 'Piaget, Jean: Le développement des quantités physiques chez l''enfant'
type: book_chapter
user_id: '451'
year: '2020'
...
---
_id: '65652'
author:
- first_name: Hans
full_name: Aebli, Hans
last_name: Aebli
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Aebli H, Scharlau I. Piaget, Jean: La naissance de l’intelligence chez l’enfant.
In: Kindlers Literatur Lexikon (KLL). J.B. Metzler; 2020. doi:10.1007/978-3-476-05728-0_16044-1'
apa: 'Aebli, H., & Scharlau, I. (2020). Piaget, Jean: La naissance de l’intelligence
chez l’enfant. In Kindlers Literatur Lexikon (KLL). J.B. Metzler. https://doi.org/10.1007/978-3-476-05728-0_16044-1'
bibtex: '@inbook{Aebli_Scharlau_2020, place={Stuttgart}, title={Piaget, Jean: La
naissance de l’intelligence chez l’enfant}, DOI={10.1007/978-3-476-05728-0_16044-1},
booktitle={Kindlers Literatur Lexikon (KLL)}, publisher={J.B. Metzler}, author={Aebli,
Hans and Scharlau, Ingrid}, year={2020} }'
chicago: 'Aebli, Hans, and Ingrid Scharlau. “Piaget, Jean: La naissance de l’intelligence
chez l’enfant.” In Kindlers Literatur Lexikon (KLL). Stuttgart: J.B. Metzler,
2020. https://doi.org/10.1007/978-3-476-05728-0_16044-1.'
ieee: 'H. Aebli and I. Scharlau, “Piaget, Jean: La naissance de l’intelligence chez
l’enfant,” in Kindlers Literatur Lexikon (KLL), Stuttgart: J.B. Metzler,
2020.'
mla: 'Aebli, Hans, and Ingrid Scharlau. “Piaget, Jean: La naissance de l’intelligence
chez l’enfant.” Kindlers Literatur Lexikon (KLL), J.B. Metzler, 2020, doi:10.1007/978-3-476-05728-0_16044-1.'
short: 'H. Aebli, I. Scharlau, in: Kindlers Literatur Lexikon (KLL), J.B. Metzler,
Stuttgart, 2020.'
date_created: 2026-05-20T05:53:32Z
date_updated: 2026-05-20T05:53:48Z
department:
- _id: '424'
doi: 10.1007/978-3-476-05728-0_16044-1
language:
- iso: ger
place: Stuttgart
publication: Kindlers Literatur Lexikon (KLL)
publication_identifier:
isbn:
- '9783476057280'
- '9783476057280'
publication_status: published
publisher: J.B. Metzler
status: public
title: 'Piaget, Jean: La naissance de l''intelligence chez l''enfant'
type: book_chapter
user_id: '451'
year: '2020'
...
---
_id: '65653'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Scharlau I. Piaget, Jean. In: Kindlers Literatur Lexikon (KLL). J.B.
Metzler; 2020. doi:10.1007/978-3-476-05728-0_16043-1'
apa: Scharlau, I. (2020). Piaget, Jean. In Kindlers Literatur Lexikon (KLL).
J.B. Metzler. https://doi.org/10.1007/978-3-476-05728-0_16043-1
bibtex: '@inbook{Scharlau_2020, place={Stuttgart}, title={Piaget, Jean}, DOI={10.1007/978-3-476-05728-0_16043-1},
booktitle={Kindlers Literatur Lexikon (KLL)}, publisher={J.B. Metzler}, author={Scharlau,
Ingrid}, year={2020} }'
chicago: 'Scharlau, Ingrid. “Piaget, Jean.” In Kindlers Literatur Lexikon (KLL).
Stuttgart: J.B. Metzler, 2020. https://doi.org/10.1007/978-3-476-05728-0_16043-1.'
ieee: 'I. Scharlau, “Piaget, Jean,” in Kindlers Literatur Lexikon (KLL),
Stuttgart: J.B. Metzler, 2020.'
mla: Scharlau, Ingrid. “Piaget, Jean.” Kindlers Literatur Lexikon (KLL),
J.B. Metzler, 2020, doi:10.1007/978-3-476-05728-0_16043-1.
short: 'I. Scharlau, in: Kindlers Literatur Lexikon (KLL), J.B. Metzler, Stuttgart,
2020.'
date_created: 2026-05-20T05:54:04Z
date_updated: 2026-05-20T05:54:23Z
department:
- _id: '424'
doi: 10.1007/978-3-476-05728-0_16043-1
language:
- iso: ger
place: Stuttgart
publication: Kindlers Literatur Lexikon (KLL)
publication_identifier:
isbn:
- '9783476057280'
- '9783476057280'
publication_status: published
publisher: J.B. Metzler
status: public
title: Piaget, Jean
type: book_chapter
user_id: '451'
year: '2020'
...
---
_id: '32157'
author:
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
citation:
ama: 'Karsten A. Blätterwald zur Positionierung in akademischen Texten. In: Wymann
C, ed. Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher
Schreibkompetenzen. Barbara Budrich; 2019:158-163.'
apa: Karsten, A. (2019). Blätterwald zur Positionierung in akademischen Texten.
In C. Wymann (Ed.), Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung
wissenschaftlicher Schreibkompetenzen (pp. 158–163). Barbara Budrich.
bibtex: '@inbook{Karsten_2019, place={Leverkusen}, title={Blätterwald zur Positionierung
in akademischen Texten}, booktitle={Praxishandbuch Schreibdidaktik. Übungen zur
Vermittlung wissenschaftlicher Schreibkompetenzen}, publisher={Barbara Budrich},
author={Karsten, Andrea}, editor={Wymann, Christian}, year={2019}, pages={158–163}
}'
chicago: 'Karsten, Andrea. “Blätterwald zur Positionierung in akademischen Texten.”
In Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher
Schreibkompetenzen, edited by Christian Wymann, 158–63. Leverkusen: Barbara
Budrich, 2019.'
ieee: 'A. Karsten, “Blätterwald zur Positionierung in akademischen Texten,” in Praxishandbuch
Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen,
C. Wymann, Ed. Leverkusen: Barbara Budrich, 2019, pp. 158–163.'
mla: Karsten, Andrea. “Blätterwald zur Positionierung in akademischen Texten.” Praxishandbuch
Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen,
edited by Christian Wymann, Barbara Budrich, 2019, pp. 158–63.
short: 'A. Karsten, in: C. Wymann (Ed.), Praxishandbuch Schreibdidaktik. Übungen
zur Vermittlung wissenschaftlicher Schreibkompetenzen, Barbara Budrich, Leverkusen,
2019, pp. 158–163.'
date_created: 2022-06-24T14:39:21Z
date_updated: 2022-07-18T09:20:30Z
department:
- _id: '424'
editor:
- first_name: Christian
full_name: Wymann, Christian
last_name: Wymann
language:
- iso: ger
page: 158 - 163
place: Leverkusen
publication: Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher
Schreibkompetenzen
publication_status: published
publisher: Barbara Budrich
status: public
title: Blätterwald zur Positionierung in akademischen Texten
type: book_chapter
user_id: '42165'
year: '2019'
...
---
_id: '31658'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Claudia
full_name: Heuer, Claudia
last_name: Heuer
citation:
ama: 'Scharlau I, Heuer C. Schnelles inhaltliches Feedback zu Entwürfen. In: Wymann
C, ed. Wissenschaftliches Lesen und Schreiben vermitteln. Budrich Verlag;
2019.'
apa: Scharlau, I., & Heuer, C. (2019). Schnelles inhaltliches Feedback zu Entwürfen.
In C. Wymann (Ed.), Wissenschaftliches Lesen und Schreiben vermitteln.
Budrich Verlag.
bibtex: '@inbook{Scharlau_Heuer_2019, place={Leverkusen}, title={Schnelles inhaltliches
Feedback zu Entwürfen}, booktitle={Wissenschaftliches Lesen und Schreiben vermitteln},
publisher={Budrich Verlag}, author={Scharlau, Ingrid and Heuer, Claudia}, editor={Wymann,
Christian}, year={2019} }'
chicago: 'Scharlau, Ingrid, and Claudia Heuer. “Schnelles inhaltliches Feedback
zu Entwürfen.” In Wissenschaftliches Lesen und Schreiben vermitteln, edited
by Christian Wymann. Leverkusen: Budrich Verlag, 2019.'
ieee: 'I. Scharlau and C. Heuer, “Schnelles inhaltliches Feedback zu Entwürfen,”
in Wissenschaftliches Lesen und Schreiben vermitteln, C. Wymann, Ed. Leverkusen:
Budrich Verlag, 2019.'
mla: Scharlau, Ingrid, and Claudia Heuer. “Schnelles inhaltliches Feedback zu Entwürfen.”
Wissenschaftliches Lesen und Schreiben vermitteln, edited by Christian
Wymann, Budrich Verlag, 2019.
short: 'I. Scharlau, C. Heuer, in: C. Wymann (Ed.), Wissenschaftliches Lesen und
Schreiben vermitteln, Budrich Verlag, Leverkusen, 2019.'
date_created: 2022-06-05T02:14:27Z
date_updated: 2022-06-06T20:32:34Z
department:
- _id: '424'
editor:
- first_name: Christian
full_name: Wymann, Christian
last_name: Wymann
language:
- iso: ger
place: Leverkusen
publication: Wissenschaftliches Lesen und Schreiben vermitteln
publication_status: published
publisher: Budrich Verlag
status: public
title: Schnelles inhaltliches Feedback zu Entwürfen
type: book_chapter
user_id: '42165'
year: '2019'
...
---
_id: '31682'
author:
- first_name: Lukas
full_name: Stratmann, Lukas
last_name: Stratmann
- first_name: Dominik S.
full_name: Buse, Dominik S.
last_name: Buse
- first_name: Julian
full_name: Heinovski, Julian
id: '38102'
last_name: Heinovski
orcid: 0000-0003-3169-8109
- first_name: Florian
full_name: Klingler, Florian
id: '49153'
last_name: Klingler
- first_name: Christoph
full_name: Sommer, Christoph
id: '49154'
last_name: Sommer
orcid: 0000-0002-4336-7350
- first_name: Jan
full_name: Tünnermann, Jan
last_name: Tünnermann
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Falko
full_name: Dressler, Falko
id: '48097'
last_name: Dressler
orcid: 0000-0002-1989-1750
citation:
ama: 'Stratmann L, Buse DS, Heinovski J, et al. Psychological Feasibility of a Virtual
Cycling Environment for Human-in-the-Loop Experiments. In: Draude C, Lange M,
Sick B, eds. INFORMATIK 2019: 50 Jahre Gesellschaft Für Informatik – Informatik
Für Gesellschaft (Workshop-Beiträge). Gesellschaft für Informatik e.V.; 2019:185-194.
doi: 10.18420/inf2019_ws21 '
apa: 'Stratmann, L., Buse, D. S., Heinovski, J., Klingler, F., Sommer, C., Tünnermann,
J., Scharlau, I., & Dressler, F. (2019). Psychological Feasibility of a Virtual
Cycling Environment for Human-in-the-Loop Experiments. In C. Draude, M. Lange,
& B. Sick (Eds.), INFORMATIK 2019: 50 Jahre Gesellschaft für Informatik
– Informatik für Gesellschaft (Workshop-Beiträge) (pp. 185–194). Gesellschaft
für Informatik e.V. https://doi.org/
10.18420/inf2019_ws21 '
bibtex: '@inproceedings{Stratmann_Buse_Heinovski_Klingler_Sommer_Tünnermann_Scharlau_Dressler_2019,
place={Bonn}, title={Psychological Feasibility of a Virtual Cycling Environment
for Human-in-the-Loop Experiments}, DOI={ 10.18420/inf2019_ws21 }, booktitle={INFORMATIK 2019: 50 Jahre Gesellschaft
für Informatik – Informatik für Gesellschaft (Workshop-Beiträge)}, publisher={Gesellschaft
für Informatik e.V.}, author={Stratmann, Lukas and Buse, Dominik S. and Heinovski,
Julian and Klingler, Florian and Sommer, Christoph and Tünnermann, Jan and Scharlau,
Ingrid and Dressler, Falko}, editor={Draude, Claude and Lange, Martin and Sick,
Bernhard}, year={2019}, pages={185–194} }'
chicago: 'Stratmann, Lukas, Dominik S. Buse, Julian Heinovski, Florian Klingler,
Christoph Sommer, Jan Tünnermann, Ingrid Scharlau, and Falko Dressler. “Psychological
Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments.”
In INFORMATIK 2019: 50 Jahre Gesellschaft Für Informatik – Informatik Für Gesellschaft
(Workshop-Beiträge), edited by Claude Draude, Martin Lange, and Bernhard Sick,
185–94. Bonn: Gesellschaft für Informatik e.V., 2019. https://doi.org/ 10.18420/inf2019_ws21 .'
ieee: 'L. Stratmann et al., “Psychological Feasibility of a Virtual Cycling
Environment for Human-in-the-Loop Experiments,” in INFORMATIK 2019: 50 Jahre
Gesellschaft für Informatik – Informatik für Gesellschaft (Workshop-Beiträge),
2019, pp. 185–194, doi: 10.18420/inf2019_ws21
.'
mla: 'Stratmann, Lukas, et al. “Psychological Feasibility of a Virtual Cycling Environment
for Human-in-the-Loop Experiments.” INFORMATIK 2019: 50 Jahre Gesellschaft
Für Informatik – Informatik Für Gesellschaft (Workshop-Beiträge), edited by
Claude Draude et al., Gesellschaft für Informatik e.V., 2019, pp. 185–94, doi: 10.18420/inf2019_ws21 .'
short: 'L. Stratmann, D.S. Buse, J. Heinovski, F. Klingler, C. Sommer, J. Tünnermann,
I. Scharlau, F. Dressler, in: C. Draude, M. Lange, B. Sick (Eds.), INFORMATIK
2019: 50 Jahre Gesellschaft Für Informatik – Informatik Für Gesellschaft (Workshop-Beiträge),
Gesellschaft für Informatik e.V., Bonn, 2019, pp. 185–194.'
date_created: 2022-06-06T13:50:29Z
date_updated: 2022-06-06T23:47:17Z
department:
- _id: '424'
doi: ' 10.18420/inf2019_ws21 '
editor:
- first_name: Claude
full_name: Draude, Claude
last_name: Draude
- first_name: Martin
full_name: Lange, Martin
last_name: Lange
- first_name: Bernhard
full_name: Sick, Bernhard
last_name: Sick
language:
- iso: eng
page: ' 185 - 194 '
place: Bonn
publication: 'INFORMATIK 2019: 50 Jahre Gesellschaft für Informatik – Informatik für
Gesellschaft (Workshop-Beiträge)'
publication_status: published
publisher: Gesellschaft für Informatik e.V.
quality_controlled: '1'
status: public
title: Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop
Experiments
type: conference
user_id: '42165'
year: '2019'
...
---
_id: '28687'
abstract:
- lang: eng
text: Although there is considerable research on and knowledge about students’ conceptual-izations
of learning or academic practices and skills, the variability of these conceptu-alizations
has been consistently neglected.In the present study, we address this varia-bility
in the field of academic readingwith the help of a novel approach. Drawing on
qualitative metaphor analysis, we report a detailed system of students’ conceptual
met-aphors of reading. Ourspecific methodologicalapproach to identify the structure
of these conceptual metaphorsallowsto analyze subjective agency on a lexical as
well as grammatical level.The conceptual metaphors we identified by this method
are markedly variable, although they create an overall impression of medium to
low agency, that is a reader who is only weakly active or potent. Interrater reliability
of the coding system was very good. We also report and analyze the frequency of
the conceptual metaphors ina sample of 143 texts written by bachelor students.
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Miriam
full_name: Körber, Miriam
last_name: Körber
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
citation:
ama: Scharlau I, Körber M, Karsten A. Plunging into a world? A novel approach to
undergraduates’ metaphors of reading. Frontline Learning Research. 2019;9(4):25-57.
doi:10.14786/flr.v7i4.559
apa: Scharlau, I., Körber, M., & Karsten, A. (2019). Plunging into a world?
A novel approach to undergraduates’ metaphors of reading. Frontline Learning
Research, 9(4), 25–57. https://doi.org/10.14786/flr.v7i4.559
bibtex: '@article{Scharlau_Körber_Karsten_2019, title={Plunging into a world? A
novel approach to undergraduates’ metaphors of reading}, volume={9}, DOI={10.14786/flr.v7i4.559},
number={4}, journal={Frontline Learning Research}, author={Scharlau, Ingrid and
Körber, Miriam and Karsten, Andrea}, year={2019}, pages={25–57} }'
chicago: 'Scharlau, Ingrid, Miriam Körber, and Andrea Karsten. “Plunging into a
World? A Novel Approach to Undergraduates’ Metaphors of Reading.” Frontline
Learning Research 9, no. 4 (2019): 25–57. https://doi.org/10.14786/flr.v7i4.559.'
ieee: 'I. Scharlau, M. Körber, and A. Karsten, “Plunging into a world? A novel approach
to undergraduates’ metaphors of reading,” Frontline Learning Research,
vol. 9, no. 4, pp. 25–57, 2019, doi: 10.14786/flr.v7i4.559.'
mla: Scharlau, Ingrid, et al. “Plunging into a World? A Novel Approach to Undergraduates’
Metaphors of Reading.” Frontline Learning Research, vol. 9, no. 4, 2019,
pp. 25–57, doi:10.14786/flr.v7i4.559.
short: I. Scharlau, M. Körber, A. Karsten, Frontline Learning Research 9 (2019)
25–57.
date_created: 2021-12-13T09:50:25Z
date_updated: 2022-06-07T00:06:15Z
department:
- _id: '424'
doi: 10.14786/flr.v7i4.559
intvolume: ' 9'
issue: '4'
keyword:
- metaphor
- conceptual metaphor
- metaphor analysis
- academic reading
- transitivity
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://journals.sfu.ca/flr/index.php/journal/article/view/559/597
oa: '1'
page: 25 - 57
publication: Frontline Learning Research
publication_identifier:
issn:
- 2295-3159
publication_status: published
status: public
title: Plunging into a world? A novel approach to undergraduates’ metaphors of reading
type: journal_article
user_id: '42165'
volume: 9
year: '2019'
...
---
_id: '28986'
abstract:
- lang: eng
text: With the present exploration, we aimed to answer the question whether distinct
disciplinary cultures are present at today’s universities. To this purpose, we
conducted 16 interviews with scholars from different disciplines. Qualitative
analysis shows that disciplinary cultures in a narrow, epistemological sense (including
forms of knowledge and work as well as organisation of teaching and learning)
are perceived as distinct aspects of higher education and deemed important. Disciplinary
cultures in a broader sense related to lifestyle and habitus, however, were hardly
reported and not perceived as characteristic. Questions of social selectivity
or inequality within universities were rarely touched in the interviews. Own cultures
are typically described as rather heterogeneous, which is not the case for other
cultures. Handling of possible cultures as well as differences by the interviewees
turned out to be very cautious, at the same time restrained and respectful. Even
where differences are observed or different values are revealed, there is little
evidence of disputes. Consequences of these findings for research into disciplinary
cultures and higher education are discussed.
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Ludwig
full_name: Huber, Ludwig
last_name: Huber
citation:
ama: Scharlau I, Huber L. Welche Rolle spielen Fachkulturen heute? Bericht von einer
Erkundungsstudie. die hochschullehre. 2019;5.
apa: Scharlau, I., & Huber, L. (2019). Welche Rolle spielen Fachkulturen heute?
Bericht von einer Erkundungsstudie. die hochschullehre, 5.
bibtex: '@article{Scharlau_Huber_2019, title={Welche Rolle spielen Fachkulturen
heute? Bericht von einer Erkundungsstudie.}, volume={5}, journal={die hochschullehre},
author={Scharlau, Ingrid and Huber, Ludwig}, year={2019} }'
chicago: Scharlau, Ingrid, and Ludwig Huber. “Welche Rolle spielen Fachkulturen
heute? Bericht von einer Erkundungsstudie.” die hochschullehre 5 (2019).
ieee: I. Scharlau and L. Huber, “Welche Rolle spielen Fachkulturen heute? Bericht
von einer Erkundungsstudie.,” die hochschullehre, vol. 5, 2019.
mla: Scharlau, Ingrid, and Ludwig Huber. “Welche Rolle spielen Fachkulturen heute?
Bericht von einer Erkundungsstudie.” die hochschullehre, vol. 5, 2019.
short: I. Scharlau, L. Huber, die hochschullehre 5 (2019).
date_created: 2021-12-15T14:27:45Z
date_updated: 2022-06-07T00:04:25Z
department:
- _id: '424'
intvolume: ' 5'
keyword:
- disciplinary culture
- habitus
- distinctions
language:
- iso: ger
main_file_link:
- open_access: '1'
url: http://www.hochschullehre.org/wp-content/files/die_hochschullehre_2019_Scharlau_Huber_Fachkulturen.pdf
oa: '1'
publication: die hochschullehre
publication_status: published
status: public
title: Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.
type: journal_article
user_id: '42165'
volume: 5
year: '2019'
...
---
_id: '28992'
abstract:
- lang: eng
text: Abstract. Academic writing is a complex and demanding activity that
plays an important role in self-regulated learning settings within higher education.
Self-efficacy and self-regulation are crucial factors for success and failure
in academic writing. Because of the lack of adequate instruments, assessment of
these factors is still limited. This paper introduces a scale for the assessment
of self-efficacy for self-regulation of academic writing (SSAW). We deductively
developed the SSAW scale and then conducted three studies in order to test and
validate the scale. The first study ( N = 121) resulted in a brief scale with
good psychometric properties. The second study ( N = 660) showed the scale’s factorial
validity. The third study ( N = 188) provided evidence for the convergent validity
of the SSAW scale. In sum, these studies yield a reliable, valid, and economic
scale. The results are discussed with regard to the usefulness of the SSAW scale
for research and practice in higher education.
author:
- first_name: Christiane
full_name: Golombek, Christiane
last_name: Golombek
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Golombek C, Klingsieck KB, Scharlau I. Assessing Self-Efficacy for Self-Regulation
of Academic Writing: Development and validation of a scale. European Journal
of Psychological Assessment. 2019;35(5):751-761. doi:10.1027/1015-5759/a000452'
apa: 'Golombek, C., Klingsieck, K. B., & Scharlau, I. (2019). Assessing Self-Efficacy
for Self-Regulation of Academic Writing: Development and validation of a scale.
European Journal of Psychological Assessment, 35(5), 751–761. https://doi.org/10.1027/1015-5759/a000452'
bibtex: '@article{Golombek_Klingsieck_Scharlau_2019, title={Assessing Self-Efficacy
for Self-Regulation of Academic Writing: Development and validation of a scale},
volume={35}, DOI={10.1027/1015-5759/a000452},
number={5}, journal={European Journal of Psychological Assessment}, author={Golombek,
Christiane and Klingsieck, Katrin B. and Scharlau, Ingrid}, year={2019}, pages={751–761}
}'
chicago: 'Golombek, Christiane, Katrin B. Klingsieck, and Ingrid Scharlau. “Assessing
Self-Efficacy for Self-Regulation of Academic Writing: Development and Validation
of a Scale.” European Journal of Psychological Assessment 35, no. 5 (2019):
751–61. https://doi.org/10.1027/1015-5759/a000452.'
ieee: 'C. Golombek, K. B. Klingsieck, and I. Scharlau, “Assessing Self-Efficacy
for Self-Regulation of Academic Writing: Development and validation of a scale,”
European Journal of Psychological Assessment, vol. 35, no. 5, pp. 751–761,
2019, doi: 10.1027/1015-5759/a000452.'
mla: 'Golombek, Christiane, et al. “Assessing Self-Efficacy for Self-Regulation
of Academic Writing: Development and Validation of a Scale.” European Journal
of Psychological Assessment, vol. 35, no. 5, 2019, pp. 751–61, doi:10.1027/1015-5759/a000452.'
short: C. Golombek, K.B. Klingsieck, I. Scharlau, European Journal of Psychological
Assessment 35 (2019) 751–761.
date_created: 2021-12-15T16:38:25Z
date_updated: 2023-11-08T08:36:31Z
department:
- _id: '424'
- _id: '426'
doi: 10.1027/1015-5759/a000452
intvolume: ' 35'
issue: '5'
language:
- iso: eng
page: 751 - 761
publication: European Journal of Psychological Assessment
publication_identifier:
issn:
- 1015-5759
- 2151-2426
publication_status: published
status: public
title: 'Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development
and validation of a scale'
type: journal_article
user_id: '14931'
volume: 35
year: '2019'
...
---
_id: '31657'
abstract:
- lang: ger
text: Die Forderung nach evidenzbasierter Arbeit verbreitet sich zunehmend auch
in der Hochschuldidaktik. In diesem Beitrag wird das Konzept der Evidenzbasierung
kritisch analysiert und geprüft, ob bzw. unter welchen Bedingungen, es für die
Bewertung schreibdidaktischer Arbeit taugt. Zudem werden alternative Überlegungen
dazu, wie der Nutzen schreibdidaktischer Maßnahmen erkundet und geprüft werden
kann, entwickelt.
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Scharlau I, Klingsieck KB. Zur Positionierung der Forschung an Schreibzentren.
In: Hirsch-Weber A, Loesch C, Scherer S, eds. Forschung für die Schreibdidaktik:
Voraussetzung oder institutioneller Irrweg?. Beltz (Juventa); 2019:207-226.'
apa: 'Scharlau, I., & Klingsieck, K. B. (2019). Zur Positionierung der Forschung
an Schreibzentren. In A. Hirsch-Weber, C. Loesch, & S. Scherer (Eds.), Forschung
für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg? (pp.
207–226). Beltz (Juventa).'
bibtex: '@inbook{Scharlau_Klingsieck_2019, place={Weinheim}, title={Zur Positionierung
der Forschung an Schreibzentren}, booktitle={Forschung für die Schreibdidaktik:
Voraussetzung oder institutioneller Irrweg?}, publisher={Beltz (Juventa)}, author={Scharlau,
Ingrid and Klingsieck, Katrin B.}, editor={Hirsch-Weber, Andreas and Loesch, Cristina
and Scherer, Stefan}, year={2019}, pages={207–226} }'
chicago: 'Scharlau, Ingrid, and Katrin B. Klingsieck. “Zur Positionierung der Forschung
an Schreibzentren.” In Forschung für die Schreibdidaktik: Voraussetzung oder
institutioneller Irrweg?, edited by Andreas Hirsch-Weber, Cristina Loesch,
and Stefan Scherer, 207–26. Weinheim: Beltz (Juventa), 2019.'
ieee: 'I. Scharlau and K. B. Klingsieck, “Zur Positionierung der Forschung an Schreibzentren,”
in Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?,
A. Hirsch-Weber, C. Loesch, and S. Scherer, Eds. Weinheim: Beltz (Juventa), 2019,
pp. 207–226.'
mla: 'Scharlau, Ingrid, and Katrin B. Klingsieck. “Zur Positionierung der Forschung
an Schreibzentren.” Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller
Irrweg?, edited by Andreas Hirsch-Weber et al., Beltz (Juventa), 2019, pp.
207–26.'
short: 'I. Scharlau, K.B. Klingsieck, in: A. Hirsch-Weber, C. Loesch, S. Scherer
(Eds.), Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller
Irrweg?, Beltz (Juventa), Weinheim, 2019, pp. 207–226.'
date_created: 2022-06-05T02:10:06Z
date_updated: 2023-11-08T08:35:38Z
department:
- _id: '424'
- _id: '426'
editor:
- first_name: Andreas
full_name: Hirsch-Weber, Andreas
last_name: Hirsch-Weber
- first_name: Cristina
full_name: Loesch, Cristina
last_name: Loesch
- first_name: Stefan
full_name: Scherer, Stefan
last_name: Scherer
language:
- iso: ger
page: 207 - 226
place: Weinheim
publication: 'Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller
Irrweg?'
publication_status: published
publisher: Beltz (Juventa)
status: public
title: Zur Positionierung der Forschung an Schreibzentren
type: book_chapter
user_id: '14931'
year: '2019'
...
---
_id: '46949'
author:
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
- first_name: Rabea
full_name: Marker, Rabea
last_name: Marker
citation:
ama: Klingsieck KB, Marker R. Zweifel am Studium. Konzeptuelle Überlegungen und
eine erste empirische Annäherung. die hochschullehre. 2019;5(2019):825-838.
apa: Klingsieck, K. B., & Marker, R. (2019). Zweifel am Studium. Konzeptuelle
Überlegungen und eine erste empirische Annäherung. Die Hochschullehre,
5(2019), 825–838.
bibtex: '@article{Klingsieck_Marker_2019, title={Zweifel am Studium. Konzeptuelle
Überlegungen und eine erste empirische Annäherung}, volume={5}, number={2019},
journal={die hochschullehre}, author={Klingsieck, Katrin B. and Marker, Rabea},
year={2019}, pages={825–838} }'
chicago: 'Klingsieck, Katrin B., and Rabea Marker. “Zweifel Am Studium. Konzeptuelle
Überlegungen Und Eine Erste Empirische Annäherung.” Die Hochschullehre
5, no. 2019 (2019): 825–38.'
ieee: K. B. Klingsieck and R. Marker, “Zweifel am Studium. Konzeptuelle Überlegungen
und eine erste empirische Annäherung,” die hochschullehre, vol. 5, no.
2019, pp. 825–838, 2019.
mla: Klingsieck, Katrin B., and Rabea Marker. “Zweifel Am Studium. Konzeptuelle
Überlegungen Und Eine Erste Empirische Annäherung.” Die Hochschullehre,
vol. 5, no. 2019, 2019, pp. 825–38.
short: K.B. Klingsieck, R. Marker, Die Hochschullehre 5 (2019) 825–838.
date_created: 2023-09-09T16:28:04Z
date_updated: 2023-11-08T08:36:03Z
department:
- _id: '426'
intvolume: ' 5'
issue: '2019'
language:
- iso: eng
page: 825-838
publication: die hochschullehre
status: public
title: Zweifel am Studium. Konzeptuelle Überlegungen und eine erste empirische Annäherung
type: journal_article
user_id: '14931'
volume: 5
year: '2019'
...
---
_id: '32156'
abstract:
- lang: eng
text: "How do ideas come into being? Our contribution takes its starting point in
an observation\r\nwe made in empirical data from a prior study. The data center
around an instant of an\r\nacademic writer’s thinking during the revision of a
scientific paper. Through a detailed\r\ndiscourse-oriented micro-analysis, we
zoom in on the writer’s thinking activity and uncover\r\nthe genesis of a complex
idea through a sequence of interrelated moments. These\r\nmoments feature different
degrees of “crystallization” of the idea; from gestures, a sketch,\r\na short
written note, oral explanations to a final spelled-out written argument. For this\r\ncontribution,
we re-analyze the material, asking how the idea gets formed during the\r\nthinking
process and how it reaches a tangible form, which is understandable both for\r\nthe
thinker and for other persons. We root our analysis in a notion of language as
social,\r\nembodied, and dialogical activity, drawing on concepts from Humboldt,
Jakubinskij, and\r\nVygotsky. We focus our analysis on three conceptual nodes.
The first node is the ebbing\r\nand advancing of language in idea formation –
observable as a trajectory through linguistically more condensed or more expanded
utterance forms. The second node is the degree of objectification that the idea
reaches when it is performed differently in a variety of addressivity constellations,
i.e., whether and how it becomes understandable to the thinker and to others in
the social sphere. Finally, the third node is the saturation of the idea through
what we call intrapersonal intertextuality, i.e., its complex and dialogically
related re-articulations in a sequence of formative moments. With these considerations,
we articulate a clear consequence for theorizing thinking. We hold that thinking
is social, embodied, and dialogically organized because it is entangled with language.
Ideas come into being and become understandable and communicable to other persons
only by and within their different, yet, intertextually related formations."
author:
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
orcid: 0000-0003-0194-2000
- first_name: Marie-Cécile
full_name: Bertau, Marie-Cécile
last_name: Bertau
citation:
ama: 'Karsten A, Bertau M-C. How ideas come into being: Tracing intertextual moments
in grades of objectification and publicness. Frontiers in Psychology. 2019;10.
doi:10.3389/fpsyg.2019.02355'
apa: 'Karsten, A., & Bertau, M.-C. (2019). How ideas come into being: Tracing
intertextual moments in grades of objectification and publicness. Frontiers
in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02355'
bibtex: '@article{Karsten_Bertau_2019, title={How ideas come into being: Tracing
intertextual moments in grades of objectification and publicness}, volume={10},
DOI={10.3389/fpsyg.2019.02355},
journal={Frontiers in Psychology}, author={Karsten, Andrea and Bertau, Marie-Cécile},
year={2019} }'
chicago: 'Karsten, Andrea, and Marie-Cécile Bertau. “How Ideas Come into Being:
Tracing Intertextual Moments in Grades of Objectification and Publicness.” Frontiers
in Psychology 10 (2019). https://doi.org/10.3389/fpsyg.2019.02355.'
ieee: 'A. Karsten and M.-C. Bertau, “How ideas come into being: Tracing intertextual
moments in grades of objectification and publicness,” Frontiers in Psychology,
vol. 10, 2019, doi: 10.3389/fpsyg.2019.02355.'
mla: 'Karsten, Andrea, and Marie-Cécile Bertau. “How Ideas Come into Being: Tracing
Intertextual Moments in Grades of Objectification and Publicness.” Frontiers
in Psychology, vol. 10, 2019, doi:10.3389/fpsyg.2019.02355.'
short: A. Karsten, M.-C. Bertau, Frontiers in Psychology 10 (2019).
date_created: 2022-06-24T14:27:04Z
date_updated: 2023-12-21T08:42:58Z
department:
- _id: '424'
doi: 10.3389/fpsyg.2019.02355
intvolume: ' 10'
keyword:
- idea formation
- language activity
- objectification
- intrapersonal intertextuality
- articulation
- Jakubinskij
- Vygotsky
- Humboldt
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
publication: Frontiers in Psychology
publication_status: published
status: public
title: 'How ideas come into being: Tracing intertextual moments in grades of objectification
and publicness'
type: journal_article
user_id: '53917'
volume: 10
year: '2019'
...
---
_id: '16966'
author:
- first_name: Christiane
full_name: Kuklinski, Christiane
last_name: Kuklinski
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Elisa
full_name: Lankeit, Elisa
last_name: Lankeit
- first_name: Elena
full_name: Leis, Elena
last_name: Leis
- first_name: Mirko
full_name: Schürmann, Mirko
id: '59707'
last_name: Schürmann
orcid: 0000-0003-2646-085X
citation:
ama: 'Kuklinski C, Liebendörfer M, Hochmuth R, et al. Features of innovative lectures
that distinguish them from traditional lectures and their evaluation by attending
students. In: Proceedings of {CERME} 11. ; 2019.'
apa: Kuklinski, C., Liebendörfer, M., Hochmuth, R., Biehler, R., Schaper, N., Lankeit,
E., Leis, E., & Schürmann, M. (2019). Features of innovative lectures that
distinguish them from traditional lectures and their evaluation by attending students.
In Proceedings of {CERME} 11.
bibtex: '@inbook{Kuklinski_Liebendörfer_Hochmuth_Biehler_Schaper_Lankeit_Leis_Schürmann_2019,
place={Utrecht}, title={Features of innovative lectures that distinguish them
from traditional lectures and their evaluation by attending students}, booktitle={Proceedings
of {CERME} 11}, author={Kuklinski, Christiane and Liebendörfer, Michael and Hochmuth,
Reinhard and Biehler, Rolf and Schaper, Niclas and Lankeit, Elisa and Leis, Elena
and Schürmann, Mirko}, year={2019} }'
chicago: Kuklinski, Christiane, Michael Liebendörfer, Reinhard Hochmuth, Rolf Biehler,
Niclas Schaper, Elisa Lankeit, Elena Leis, and Mirko Schürmann. “Features of Innovative
Lectures That Distinguish Them from Traditional Lectures and Their Evaluation
by Attending Students.” In Proceedings of {CERME} 11. Utrecht, 2019.
ieee: C. Kuklinski et al., “Features of innovative lectures that distinguish
them from traditional lectures and their evaluation by attending students,” in
Proceedings of {CERME} 11, Utrecht, 2019.
mla: Kuklinski, Christiane, et al. “Features of Innovative Lectures That Distinguish
Them from Traditional Lectures and Their Evaluation by Attending Students.” Proceedings
of {CERME} 11, 2019.
short: 'C. Kuklinski, M. Liebendörfer, R. Hochmuth, R. Biehler, N. Schaper, E. Lankeit,
E. Leis, M. Schürmann, in: Proceedings of {CERME} 11, Utrecht, 2019.'
date_created: 2020-05-16T07:32:47Z
date_updated: 2024-04-30T13:44:25Z
department:
- _id: '423'
- _id: '625'
language:
- iso: eng
place: Utrecht
publication: Proceedings of {CERME} 11
status: public
title: Features of innovative lectures that distinguish them from traditional lectures
and their evaluation by attending students
type: book_chapter
user_id: '30933'
year: '2019'
...
---
_id: '37225'
abstract:
- lang: eng
text: Abstract. This study investigates factors influencing employeesʼ intention
to stay. Therefore, we developed and analyzed a retention model relating to the
voluntary turnover model ( Allen et al., 2010 ). We assume that the decision processes
for retention and turnover might be similar. Differences can be found in the initiating
factors (the drivers for leaving and staying). We combine empirically evident
retention drivers, which are weighted regarding their implementation in the organization,
with process variables from the turnover model. The model is tested with a sample
of 881 German employees using structural equation modeling. Results show a significant
indirect effect of the retention drivers on the intention to stay. The influence
is mediated by the key attitudes job satisfaction and affective commitment. A
psychological contract breach influences the relationship between job satisfaction
and intention to stay, but not between affective commitment and intention to stay.
We integrated research from Human Resource Management (HRM) into the framework
of voluntary turnover.
alternative_title:
- Combining Retention Management and Research in Voluntary Turnover
article_type: original
author:
- first_name: Elena
full_name: Bender, Elena
id: '3211'
last_name: Bender
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Mirko
full_name: Schürmann, Mirko
id: '59707'
last_name: Schürmann
orcid: 0000-0003-2646-085X
citation:
ama: Bender E, Schaper N, Schürmann M. Factors Driving Employeesʼ Intention to Stay.
Zeitschrift für Arbeits- und Organisationspsychologie. 2019;63(4):238-250.
doi:10.1026/0932-4089/a000313
apa: Bender, E., Schaper, N., & Schürmann, M. (2019). Factors Driving Employeesʼ
Intention to Stay. Zeitschrift für Arbeits- und Organisationspsychologie,
63(4), 238–250. https://doi.org/10.1026/0932-4089/a000313
bibtex: '@article{Bender_Schaper_Schürmann_2019, title={Factors Driving Employeesʼ
Intention to Stay}, volume={63}, DOI={10.1026/0932-4089/a000313},
number={4}, journal={Zeitschrift für Arbeits- und Organisationspsychologie}, publisher={Hogrefe
Publishing Group}, author={Bender, Elena and Schaper, Niclas and Schürmann, Mirko},
year={2019}, pages={238–250} }'
chicago: 'Bender, Elena, Niclas Schaper, and Mirko Schürmann. “Factors Driving Employeesʼ
Intention to Stay.” Zeitschrift für Arbeits- und Organisationspsychologie
63, no. 4 (2019): 238–50. https://doi.org/10.1026/0932-4089/a000313.'
ieee: 'E. Bender, N. Schaper, and M. Schürmann, “Factors Driving Employeesʼ Intention
to Stay,” Zeitschrift für Arbeits- und Organisationspsychologie, vol. 63,
no. 4, pp. 238–250, 2019, doi: 10.1026/0932-4089/a000313.'
mla: Bender, Elena, et al. “Factors Driving Employeesʼ Intention to Stay.” Zeitschrift
für Arbeits- und Organisationspsychologie, vol. 63, no. 4, Hogrefe Publishing
Group, 2019, pp. 238–50, doi:10.1026/0932-4089/a000313.
short: E. Bender, N. Schaper, M. Schürmann, Zeitschrift für Arbeits- und Organisationspsychologie
63 (2019) 238–250.
date_created: 2023-01-18T07:41:51Z
date_updated: 2023-01-18T07:45:16Z
department:
- _id: '36'
- _id: '117'
- _id: '31'
- _id: '423'
doi: 10.1026/0932-4089/a000313
intvolume: ' 63'
issue: '4'
keyword:
- Organizational Behavior and Human Resource Management
- Applied Psychology
language:
- iso: ger
page: 238-250
publication: Zeitschrift für Arbeits- und Organisationspsychologie
publication_identifier:
issn:
- 0932-4089
- 2190-6270
publication_status: published
publisher: Hogrefe Publishing Group
quality_controlled: '1'
status: public
title: Factors Driving Employeesʼ Intention to Stay
type: journal_article
user_id: '59707'
volume: 63
year: '2019'
...
---
_id: '41152'
article_type: original
author:
- first_name: Wilfried
full_name: Plöger, Wilfried
last_name: Plöger
- first_name: Daniel
full_name: Scholl, Daniel
last_name: Scholl
- first_name: Christoph
full_name: Schüle, Christoph
last_name: Schüle
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: Plöger W, Scholl D, Schüle C, Seifert A. Development of trainee teachers’ analytical
competence in their induction phase – A longitudinal study comparing science and
non-science teachers. Teaching and Teacher Education. 2019;85:215-225.
doi:https://doi.org/10.1016/j.tate.2019.06.018
apa: Plöger, W., Scholl, D., Schüle, C., & Seifert, A. (2019). Development of
trainee teachers’ analytical competence in their induction phase – A longitudinal
study comparing science and non-science teachers. Teaching and Teacher Education,
85, 215–225. https://doi.org/10.1016/j.tate.2019.06.018
bibtex: '@article{Plöger_Scholl_Schüle_Seifert_2019, title={Development of trainee
teachers’ analytical competence in their induction phase – A longitudinal study
comparing science and non-science teachers.}, volume={85}, DOI={https://doi.org/10.1016/j.tate.2019.06.018},
journal={Teaching and Teacher Education}, author={Plöger, Wilfried and Scholl,
Daniel and Schüle, Christoph and Seifert, Andreas}, year={2019}, pages={215–225}
}'
chicago: 'Plöger, Wilfried, Daniel Scholl, Christoph Schüle, and Andreas Seifert.
“Development of Trainee Teachers’ Analytical Competence in Their Induction Phase
– A Longitudinal Study Comparing Science and Non-Science Teachers.” Teaching
and Teacher Education 85 (2019): 215–25. https://doi.org/10.1016/j.tate.2019.06.018.'
ieee: 'W. Plöger, D. Scholl, C. Schüle, and A. Seifert, “Development of trainee
teachers’ analytical competence in their induction phase – A longitudinal study
comparing science and non-science teachers.,” Teaching and Teacher Education,
vol. 85, pp. 215–225, 2019, doi: https://doi.org/10.1016/j.tate.2019.06.018.'
mla: Plöger, Wilfried, et al. “Development of Trainee Teachers’ Analytical Competence
in Their Induction Phase – A Longitudinal Study Comparing Science and Non-Science
Teachers.” Teaching and Teacher Education, vol. 85, 2019, pp. 215–25, doi:https://doi.org/10.1016/j.tate.2019.06.018.
short: W. Plöger, D. Scholl, C. Schüle, A. Seifert, Teaching and Teacher Education
85 (2019) 215–225.
date_created: 2023-01-31T11:33:00Z
date_updated: 2023-01-31T11:33:18Z
department:
- _id: '33'
- _id: '427'
doi: https://doi.org/10.1016/j.tate.2019.06.018
intvolume: ' 85'
language:
- iso: eng
page: 215-225
publication: Teaching and Teacher Education
publication_status: published
quality_controlled: '1'
status: public
title: Development of trainee teachers’ analytical competence in their induction phase
– A longitudinal study comparing science and non-science teachers.
type: journal_article
user_id: '693'
volume: 85
year: '2019'
...
---
_id: '41151'
article_type: original
author:
- first_name: Julian
full_name: Decius, Julian
last_name: Decius
- 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, Schaper N, Seifert A. Informal Workplace Learning: Development and
validation of a measure. Human Resource Development Quarterly. 2019;30(4):495-535.'
apa: 'Decius, J., Schaper, N., & Seifert, A. (2019). Informal Workplace Learning:
Development and validation of a measure. Human Resource Development Quarterly,
30(4), 495–535.'
bibtex: '@article{Decius_Schaper_Seifert_2019, title={Informal Workplace Learning:
Development and validation of a measure.}, volume={30}, number={4}, journal={Human
Resource Development Quarterly}, author={Decius, Julian and Schaper, Niclas and
Seifert, Andreas}, year={2019}, pages={495–535} }'
chicago: 'Decius, Julian, Niclas Schaper, and Andreas Seifert. “Informal Workplace
Learning: Development and Validation of a Measure.” Human Resource Development
Quarterly 30, no. 4 (2019): 495–535.'
ieee: 'J. Decius, N. Schaper, and A. Seifert, “Informal Workplace Learning: Development
and validation of a measure.,” Human Resource Development Quarterly, vol.
30, no. 4, pp. 495–535, 2019.'
mla: 'Decius, Julian, et al. “Informal Workplace Learning: Development and Validation
of a Measure.” Human Resource Development Quarterly, vol. 30, no. 4, 2019,
pp. 495–535.'
short: J. Decius, N. Schaper, A. Seifert, Human Resource Development Quarterly 30
(2019) 495–535.
date_created: 2023-01-31T11:28:04Z
date_updated: 2023-01-31T11:28:47Z
department:
- _id: '33'
- _id: '427'
intvolume: ' 30'
issue: '4'
language:
- iso: eng
page: 495-535
publication: Human Resource Development Quarterly
publication_status: published
quality_controlled: '1'
status: public
title: 'Informal Workplace Learning: Development and validation of a measure.'
type: journal_article
user_id: '693'
volume: 30
year: '2019'
...
---
_id: '28982'
author:
- first_name: Eugenia
full_name: Wildt, Eugenia
last_name: Wildt
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Wildt E, Rohlfing K, Scharlau I. The Role of Saliency in Learning First Words.
Frontiers in Psychology. Published online 2019. doi:10.3389/fpsyg.2019.01150
apa: Wildt, E., Rohlfing, K., & Scharlau, I. (2019). The Role of Saliency in
Learning First Words. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.01150
bibtex: '@article{Wildt_Rohlfing_Scharlau_2019, title={The Role of Saliency in Learning
First Words}, DOI={10.3389/fpsyg.2019.01150},
journal={Frontiers in Psychology}, author={Wildt, Eugenia and Rohlfing, Katharina
and Scharlau, Ingrid}, year={2019} }'
chicago: Wildt, Eugenia, Katharina Rohlfing, and Ingrid Scharlau. “The Role of Saliency
in Learning First Words.” Frontiers in Psychology, 2019. https://doi.org/10.3389/fpsyg.2019.01150.
ieee: 'E. Wildt, K. Rohlfing, and I. Scharlau, “The Role of Saliency in Learning
First Words,” Frontiers in Psychology, 2019, doi: 10.3389/fpsyg.2019.01150.'
mla: Wildt, Eugenia, et al. “The Role of Saliency in Learning First Words.” Frontiers
in Psychology, 2019, doi:10.3389/fpsyg.2019.01150.
short: E. Wildt, K. Rohlfing, I. Scharlau, Frontiers in Psychology (2019).
date_created: 2021-12-15T14:07:36Z
date_updated: 2023-02-01T12:13:38Z
department:
- _id: '424'
- _id: '749'
doi: 10.3389/fpsyg.2019.01150
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01150/full
oa: '1'
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
status: public
title: The Role of Saliency in Learning First Words
type: journal_article
user_id: '14931'
year: '2019'
...
---
_id: '35840'
alternative_title:
- Ein Blick auf die Entwicklung Theologiestudierender im Praxissemester
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. Kompetenzprofile pädagogischen Wissens. Ein Blick auf
die Entwicklung Theologistudierender im Praxissemester. In: Caruso C, Woppowa
J, eds. Praxissemester (Religion) in NRW: Bilanz und Perspektiven. Universität
Paderborn; 2019:37-51. doi:10.17619/UNIPB/1-603
'
apa: 'Caruso, C., & Seifert, A. (2019). Kompetenzprofile pädagogischen Wissens.
Ein Blick auf die Entwicklung Theologistudierender im Praxissemester. In C. Caruso
& J. Woppowa (Eds.), Praxissemester (Religion) in NRW: Bilanz und Perspektiven
(pp. 37–51). Universität Paderborn. https://doi.org/10.17619/UNIPB/1-603 '
bibtex: '@inbook{Caruso_Seifert_2019, place={Paderborn }, title={Kompetenzprofile
pädagogischen Wissens. Ein Blick auf die Entwicklung Theologistudierender im Praxissemester.},
DOI={10.17619/UNIPB/1-603 },
booktitle={Praxissemester (Religion) in NRW: Bilanz und Perspektiven}, publisher={Universität
Paderborn}, author={Caruso, Carina and Seifert, Andreas}, editor={Caruso, Carina
and Woppowa, Jan}, year={2019}, pages={37–51} }'
chicago: 'Caruso, Carina, and Andreas Seifert. “Kompetenzprofile pädagogischen Wissens.
Ein Blick auf die Entwicklung Theologistudierender im Praxissemester.” In Praxissemester
(Religion) in NRW: Bilanz und Perspektiven, edited by Carina Caruso and Jan
Woppowa, 37–51. Paderborn : Universität Paderborn, 2019. https://doi.org/10.17619/UNIPB/1-603 .'
ieee: 'C. Caruso and A. Seifert, “Kompetenzprofile pädagogischen Wissens. Ein Blick
auf die Entwicklung Theologistudierender im Praxissemester.,” in Praxissemester
(Religion) in NRW: Bilanz und Perspektiven, C. Caruso and J. Woppowa, Eds.
Paderborn : Universität Paderborn, 2019, pp. 37–51.'
mla: 'Caruso, Carina, and Andreas Seifert. “Kompetenzprofile pädagogischen Wissens.
Ein Blick auf die Entwicklung Theologistudierender im Praxissemester.” Praxissemester
(Religion) in NRW: Bilanz und Perspektiven, edited by Carina Caruso and Jan
Woppowa, Universität Paderborn, 2019, pp. 37–51, doi:10.17619/UNIPB/1-603 .'
short: 'C. Caruso, A. Seifert, in: C. Caruso, J. Woppowa (Eds.), Praxissemester
(Religion) in NRW: Bilanz und Perspektiven, Universität Paderborn, Paderborn ,
2019, pp. 37–51.'
date_created: 2023-01-10T12:47:48Z
date_updated: 2023-01-26T10:45:16Z
department:
- _id: '33'
- _id: '427'
doi: '10.17619/UNIPB/1-603 '
editor:
- first_name: Carina
full_name: Caruso, Carina
last_name: Caruso
- first_name: Jan
full_name: Woppowa, Jan
last_name: Woppowa
language:
- iso: ger
page: 37-51
place: 'Paderborn '
publication: 'Praxissemester (Religion) in NRW: Bilanz und Perspektiven'
publication_status: published
publisher: Universität Paderborn
status: public
title: Kompetenzprofile pädagogischen Wissens. Ein Blick auf die Entwicklung Theologistudierender
im Praxissemester.
type: book_chapter
user_id: '693'
year: '2019'
...
---
_id: '41153'
article_type: original
author:
- first_name: Ziwen
full_name: Teuber, Ziwen
last_name: Teuber
- first_name: Johanna
full_name: Möer, Johanna
last_name: Möer
- first_name: Luise
full_name: Webel, Luise
last_name: Webel
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: 'Teuber Z, Möer J, Webel L, Seifert A. Burnout und Engagement: Eine Pilotstudie
zum Transfer des Job-Demands-Resources-Modells in den deutschen Schulkontext.
Prävention und Gesundheitsförderung. 2019;15(3):269-274. doi:10.1007/s11553-019-00752-1'
apa: 'Teuber, Z., Möer, J., Webel, L., & Seifert, A. (2019). Burnout und Engagement:
Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells in den deutschen
Schulkontext. Prävention und Gesundheitsförderung, 15(3), 269–274.
https://doi.org/10.1007/s11553-019-00752-1'
bibtex: '@article{Teuber_Möer_Webel_Seifert_2019, title={Burnout und Engagement:
Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells in den deutschen
Schulkontext}, volume={15}, DOI={10.1007/s11553-019-00752-1},
number={3}, journal={Prävention und Gesundheitsförderung}, publisher={Springer
Science and Business Media LLC}, author={Teuber, Ziwen and Möer, Johanna and Webel,
Luise and Seifert, Andreas}, year={2019}, pages={269–274} }'
chicago: 'Teuber, Ziwen, Johanna Möer, Luise Webel, and Andreas Seifert. “Burnout
und Engagement: Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells
in den deutschen Schulkontext.” Prävention und Gesundheitsförderung 15,
no. 3 (2019): 269–74. https://doi.org/10.1007/s11553-019-00752-1.'
ieee: 'Z. Teuber, J. Möer, L. Webel, and A. Seifert, “Burnout und Engagement: Eine
Pilotstudie zum Transfer des Job-Demands-Resources-Modells in den deutschen Schulkontext,”
Prävention und Gesundheitsförderung, vol. 15, no. 3, pp. 269–274, 2019,
doi: 10.1007/s11553-019-00752-1.'
mla: 'Teuber, Ziwen, et al. “Burnout und Engagement: Eine Pilotstudie zum Transfer
des Job-Demands-Resources-Modells in den deutschen Schulkontext.” Prävention
und Gesundheitsförderung, vol. 15, no. 3, Springer Science and Business Media
LLC, 2019, pp. 269–74, doi:10.1007/s11553-019-00752-1.'
short: Z. Teuber, J. Möer, L. Webel, A. Seifert, Prävention und Gesundheitsförderung
15 (2019) 269–274.
date_created: 2023-01-31T11:34:08Z
date_updated: 2023-01-31T11:35:02Z
department:
- _id: '33'
- _id: '427'
doi: 10.1007/s11553-019-00752-1
intvolume: ' 15'
issue: '3'
keyword:
- Public Health
- Environmental and Occupational Health
language:
- iso: ger
page: 269-274
publication: Prävention und Gesundheitsförderung
publication_identifier:
issn:
- 1861-6755
- 1861-6763
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: 'Burnout und Engagement: Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells
in den deutschen Schulkontext'
type: journal_article
user_id: '693'
volume: 15
year: '2019'
...
---
_id: '32550'
abstract:
- lang: ger
text: Beziehungen zwischen Erwachsenen und ihren Eltern sind durch Interdependenzen
und Dependenzen gekennzeichnet. Während das Zusammenleben von Familien mit Kindern
im mittleren Erwachsenenalter dabei ganz überwiegend durch Interdependenz geprägt
ist, nehmen im Alter Dependenzen durch gesundheitliche Beeinträchtigungen der
Eltern zu. Mit Blick darauf werden im Artikel behaviorale, kognitive und emotionale
Merkmale von Eltern-Kind-Beziehungen erläutert und theoretisch in zentrale Konzepte
eingebettet. Das Verhalten ist durch Solidarität zwischen den Generationen, aber
auch durch Aspekte des Einflusses innerhalb der Beziehung und aufeinander, gekennzeichnet.
Um Familienkognitionen zu beschreiben, werden die verwandten Konzepte der Individuation
und der filialen Reife herangezogen. Verhalten, wie auch Kognitionen, sind eng
mit dem dritten Beziehungsmerkmal, der Affektivität verknüpft, das neben positiven
auch negative Gefühle sowie Ambivalenzen umfasst.
alternative_title:
- Interdependenzen und Dependenzen in der Beziehung zwischen Erwachsenen und ihren
Eltern
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Sabrina
full_name: Sommer, Sabrina
last_name: Sommer
citation:
ama: Buhl HM, Sommer S. Intergenerationelle Beziehungen in der Familie. Psychotherapie
im Alter. 2019;16(2):123-135. doi:10.30820/1613-2637-2019-2-123
apa: Buhl, H. M., & Sommer, S. (2019). Intergenerationelle Beziehungen in der
Familie. Psychotherapie im Alter, 16(2), 123–135. https://doi.org/10.30820/1613-2637-2019-2-123
bibtex: '@article{Buhl_Sommer_2019, title={Intergenerationelle Beziehungen in der
Familie}, volume={16}, DOI={10.30820/1613-2637-2019-2-123},
number={2}, journal={Psychotherapie im Alter}, publisher={Psychosozial Verlag},
author={Buhl, Heike M. and Sommer, Sabrina}, year={2019}, pages={123–135} }'
chicago: 'Buhl, Heike M., and Sabrina Sommer. “Intergenerationelle Beziehungen in
der Familie.” Psychotherapie im Alter 16, no. 2 (2019): 123–35. https://doi.org/10.30820/1613-2637-2019-2-123.'
ieee: 'H. M. Buhl and S. Sommer, “Intergenerationelle Beziehungen in der Familie,”
Psychotherapie im Alter, vol. 16, no. 2, pp. 123–135, 2019, doi: 10.30820/1613-2637-2019-2-123.'
mla: Buhl, Heike M., and Sabrina Sommer. “Intergenerationelle Beziehungen in der
Familie.” Psychotherapie im Alter, vol. 16, no. 2, Psychosozial Verlag,
2019, pp. 123–35, doi:10.30820/1613-2637-2019-2-123.
short: H.M. Buhl, S. Sommer, Psychotherapie im Alter 16 (2019) 123–135.
date_created: 2022-08-03T04:13:33Z
date_updated: 2025-07-16T08:42:00Z
department:
- _id: '427'
doi: 10.30820/1613-2637-2019-2-123
intvolume: ' 16'
issue: '2'
language:
- iso: ger
page: 123-135
project:
- _id: '372'
grant_number: '281828538'
name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Psychotherapie im Alter
publication_identifier:
issn:
- 1613-2637
- 2699-1594
publication_status: published
publisher: Psychosozial Verlag
status: public
title: Intergenerationelle Beziehungen in der Familie
type: journal_article
user_id: '27152'
volume: 16
year: '2019'
...