---
_id: '55577'
abstract:
- lang: eng
text: ' Abstract: Research differentiates between procrastination as a trait
and as a state. While trait procrastination implies cross-temporal stability,
state procrastination denotes an episode in which a particular task is procrastinated,
therefore implying cross-temporal variability. However, it is unclear whether
trait procrastination scales (i) capture temporal-variable variance components
(i.e., state procrastination), and (ii) how trait and state are differentially
related to other variables commonly associated with procrastination. Latent state-trait
modeling was used to separate stable from temporal-variable variance components
of a common trait procrastination measure and to relate both facets of procrastination
to satisfaction with the studies as an example for related variables. Student
participants ( N = 194) filled out the five-item short version of the General
Procrastination Scale (GPS; Klein et al., 2019 ) three times with 12-month intervals
between each measurement. Results confirm that GPS scores reflect stable components
of procrastination to a larger extent than temporal-variable variance components.
And they demonstrate that variable procrastination correlates more strongly with
study satisfaction, as compared to stable procrastination. These results may inspire
research to specify how far correlates of procrastination pertain to trait procrastination,
state procrastination, or both. '
alternative_title:
- Insights From a LST-Analysis of a Trait Procrastination Scale
author:
- first_name: Markus
full_name: Koppenborg, Markus
last_name: Koppenborg
- first_name: Anna
full_name: Ebert, Anna
last_name: Ebert
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: Koppenborg M, Ebert A, Klingsieck KB. Trait- and State-Aspects of Procrastination
and Their Relation to Study Satisfaction. European Journal of Psychological
Assessment. Published online 2024. doi:10.1027/1015-5759/a000853
apa: Koppenborg, M., Ebert, A., & Klingsieck, K. B. (2024). Trait- and State-Aspects
of Procrastination and Their Relation to Study Satisfaction. European Journal
of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000853
bibtex: '@article{Koppenborg_Ebert_Klingsieck_2024, title={Trait- and State-Aspects
of Procrastination and Their Relation to Study Satisfaction}, DOI={10.1027/1015-5759/a000853},
journal={European Journal of Psychological Assessment}, publisher={Hogrefe Publishing
Group}, author={Koppenborg, Markus and Ebert, Anna and Klingsieck, Katrin B.},
year={2024} }'
chicago: Koppenborg, Markus, Anna Ebert, and Katrin B. Klingsieck. “Trait- and State-Aspects
of Procrastination and Their Relation to Study Satisfaction.” European Journal
of Psychological Assessment, 2024. https://doi.org/10.1027/1015-5759/a000853.
ieee: 'M. Koppenborg, A. Ebert, and K. B. Klingsieck, “Trait- and State-Aspects
of Procrastination and Their Relation to Study Satisfaction,” European Journal
of Psychological Assessment, 2024, doi: 10.1027/1015-5759/a000853.'
mla: Koppenborg, Markus, et al. “Trait- and State-Aspects of Procrastination and
Their Relation to Study Satisfaction.” European Journal of Psychological Assessment,
Hogrefe Publishing Group, 2024, doi:10.1027/1015-5759/a000853.
short: M. Koppenborg, A. Ebert, K.B. Klingsieck, European Journal of Psychological
Assessment (2024).
date_created: 2024-08-10T09:59:42Z
date_updated: 2024-08-10T10:01:59Z
department:
- _id: '426'
doi: 10.1027/1015-5759/a000853
language:
- iso: eng
publication: European Journal of Psychological Assessment
publication_identifier:
issn:
- 1015-5759
- 2151-2426
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Trait- and State-Aspects of Procrastination and Their Relation to Study Satisfaction
type: journal_article
user_id: '36716'
year: '2024'
...
---
_id: '55578'
abstract:
- lang: eng
text: ' Abstract: There is ample theoretical and empirical support for the
idea that both conscious and unconscious volitional processes, predecisional and
postdecisional aspects, and the aspect of having or not having self-access play
a role in procrastination episodes. The unconscious volitional processes, predecisional
aspects, and the aspect of self-access are yet rather under-researched. If they
are considered, however, procrastination can be understood on an even deeper level
and treated more sustainably. Moreover, considering these aspects opens up a humanistic
perspective on procrastination episodes, thereby, putting procrastination and
procrastination interventions in the bigger picture of self-actualization, self-alienation,
and self-growth. '
author:
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: Klingsieck KB. Procrastination – Having, or Not Having Self-Access, That Is
the Question. European Psychologist. 2024;29(2):123-135. doi:10.1027/1016-9040/a000528
apa: Klingsieck, K. B. (2024). Procrastination – Having, or Not Having Self-Access,
That Is the Question. European Psychologist, 29(2), 123–135. https://doi.org/10.1027/1016-9040/a000528
bibtex: '@article{Klingsieck_2024, title={Procrastination – Having, or Not Having
Self-Access, That Is the Question}, volume={29}, DOI={10.1027/1016-9040/a000528},
number={2}, journal={European Psychologist}, publisher={Hogrefe Publishing Group},
author={Klingsieck, Katrin B.}, year={2024}, pages={123–135} }'
chicago: 'Klingsieck, Katrin B. “Procrastination – Having, or Not Having Self-Access,
That Is the Question.” European Psychologist 29, no. 2 (2024): 123–35.
https://doi.org/10.1027/1016-9040/a000528.'
ieee: 'K. B. Klingsieck, “Procrastination – Having, or Not Having Self-Access, That
Is the Question,” European Psychologist, vol. 29, no. 2, pp. 123–135, 2024,
doi: 10.1027/1016-9040/a000528.'
mla: Klingsieck, Katrin B. “Procrastination – Having, or Not Having Self-Access,
That Is the Question.” European Psychologist, vol. 29, no. 2, Hogrefe Publishing
Group, 2024, pp. 123–35, doi:10.1027/1016-9040/a000528.
short: K.B. Klingsieck, European Psychologist 29 (2024) 123–135.
date_created: 2024-08-10T10:01:06Z
date_updated: 2024-08-10T10:01:52Z
department:
- _id: '426'
doi: 10.1027/1016-9040/a000528
intvolume: ' 29'
issue: '2'
language:
- iso: eng
page: 123-135
publication: European Psychologist
publication_identifier:
issn:
- 1016-9040
- 1878-531X
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Procrastination – Having, or Not Having Self-Access, That Is the Question
type: journal_article
user_id: '36716'
volume: 29
year: '2024'
...
---
_id: '55721'
author:
- first_name: Ingrid
full_name: Stock, Ingrid
last_name: Stock
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
orcid: 0000-0003-0194-2000
- first_name: Nancy Lea
full_name: Eik-Nes, Nancy Lea
last_name: Eik-Nes
citation:
ama: 'Stock I, Karsten A, Eik-Nes NL. Knowledge telling und knowledge transforming.
Eine dialogische Perspektive. In: Karsten A, Haacke-Werron S, eds. 40 Begriffe
für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken
des Schreibens. wbv; 2024:75-82.'
apa: Stock, I., Karsten, A., & Eik-Nes, N. L. (2024). Knowledge telling und
knowledge transforming. Eine dialogische Perspektive. In A. Karsten & S. Haacke-Werron
(Eds.), 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven
auf Praxis und Praktiken des Schreibens (pp. 75–82). wbv.
bibtex: '@inbook{Stock_Karsten_Eik-Nes_2024, place={Bielefeld}, title={Knowledge
telling und knowledge transforming. Eine dialogische Perspektive}, booktitle={40
Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und
Praktiken des Schreibens}, publisher={wbv}, author={Stock, Ingrid and Karsten,
Andrea and Eik-Nes, Nancy Lea}, editor={Karsten, Andrea and Haacke-Werron, Stefanie},
year={2024}, pages={75–82} }'
chicago: 'Stock, Ingrid, Andrea Karsten, and Nancy Lea Eik-Nes. “Knowledge telling
und knowledge transforming. Eine dialogische Perspektive.” In 40 Begriffe für
eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des
Schreibens, edited by Andrea Karsten and Stefanie Haacke-Werron, 75–82. Bielefeld:
wbv, 2024.'
ieee: 'I. Stock, A. Karsten, and N. L. Eik-Nes, “Knowledge telling und knowledge
transforming. Eine dialogische Perspektive,” in 40 Begriffe für eine Schreibwissenschaft.
Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens, A. Karsten
and S. Haacke-Werron, Eds. Bielefeld: wbv, 2024, pp. 75–82.'
mla: Stock, Ingrid, et al. “Knowledge telling und knowledge transforming. Eine dialogische
Perspektive.” 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven
auf Praxis und Praktiken des Schreibens, edited by Andrea Karsten and Stefanie
Haacke-Werron, wbv, 2024, pp. 75–82.
short: 'I. Stock, A. Karsten, N.L. Eik-Nes, in: A. Karsten, S. Haacke-Werron (Eds.),
40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis
und Praktiken des Schreibens, wbv, Bielefeld, 2024, pp. 75–82.'
date_created: 2024-08-22T06:31:35Z
date_updated: 2024-08-22T06:37:24Z
department:
- _id: '424'
editor:
- first_name: Andrea
full_name: Karsten, Andrea
last_name: Karsten
- first_name: Stefanie
full_name: Haacke-Werron, Stefanie
last_name: Haacke-Werron
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.wbv.de/shop/openaccess-download/I76584
oa: '1'
page: 75-82
place: Bielefeld
publication: 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf
Praxis und Praktiken des Schreibens
publication_status: published
publisher: wbv
status: public
title: Knowledge telling und knowledge transforming. Eine dialogische Perspektive
type: book_chapter
user_id: '53917'
year: '2024'
...
---
_id: '55723'
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. Stimme. Eine dialogische Perspektive. In: Karsten A,
Haacke-Werron S, eds. 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle
Perspektiven auf Praxis und Praktiken des Schreibens. wbv; 2024:261-267.'
apa: Karsten, A., & Bertau, M.-C. (2024). Stimme. Eine dialogische Perspektive.
In A. Karsten & S. Haacke-Werron (Eds.), 40 Begriffe für eine Schreibwissenschaft.
Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens (pp. 261–267).
wbv.
bibtex: '@inbook{Karsten_Bertau_2024, place={Bielefeld}, title={Stimme. Eine dialogische
Perspektive}, booktitle={40 Begriffe für eine Schreibwissenschaft. Konzeptuelle
Perspektiven auf Praxis und Praktiken des Schreibens}, publisher={wbv}, author={Karsten,
Andrea and Bertau, Marie-Cécile}, editor={Karsten, Andrea and Haacke-Werron, Stefanie},
year={2024}, pages={261–267} }'
chicago: 'Karsten, Andrea, and Marie-Cécile Bertau. “Stimme. Eine dialogische Perspektive.”
In 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf
Praxis und Praktiken des Schreibens, edited by Andrea Karsten and Stefanie
Haacke-Werron, 261–67. Bielefeld: wbv, 2024.'
ieee: 'A. Karsten and M.-C. Bertau, “Stimme. Eine dialogische Perspektive,” in 40
Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und
Praktiken des Schreibens, A. Karsten and S. Haacke-Werron, Eds. Bielefeld:
wbv, 2024, pp. 261–267.'
mla: Karsten, Andrea, and Marie-Cécile Bertau. “Stimme. Eine dialogische Perspektive.”
40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis
und Praktiken des Schreibens, edited by Andrea Karsten and Stefanie Haacke-Werron,
wbv, 2024, pp. 261–67.
short: 'A. Karsten, M.-C. Bertau, in: A. Karsten, S. Haacke-Werron (Eds.), 40 Begriffe
für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken
des Schreibens, wbv, Bielefeld, 2024, pp. 261–267.'
date_created: 2024-08-22T06:37:01Z
date_updated: 2024-08-22T06:37:09Z
department:
- _id: '424'
editor:
- first_name: Andrea
full_name: Karsten, Andrea
last_name: Karsten
- first_name: Stefanie
full_name: Haacke-Werron, Stefanie
last_name: Haacke-Werron
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.wbv.de/shop/openaccess-download/I76584
oa: '1'
page: 261-267
place: Bielefeld
publication: 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf
Praxis und Praktiken des Schreibens
publication_status: published
publisher: wbv
status: public
title: Stimme. Eine dialogische Perspektive
type: book_chapter
user_id: '53917'
year: '2024'
...
---
_id: '32394'
citation:
ama: Karsten A, Haacke-Werron S, eds. 40 Begriffe für eine Schreibwissenschaft.
Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens. wbv; 2024.
doi:https://dx.doi.org/10.3278/9783763976584
apa: Karsten, A., & Haacke-Werron, S. (Eds.). (2024). 40 Begriffe für eine
Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens.
wbv. https://dx.doi.org/10.3278/9783763976584
bibtex: '@book{Karsten_Haacke-Werron_2024, place={Bielefeld}, title={40 Begriffe
für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken
des Schreibens}, DOI={https://dx.doi.org/10.3278/9783763976584},
publisher={wbv}, year={2024} }'
chicago: 'Karsten, Andrea, and Stefanie Haacke-Werron, eds. 40 Begriffe für eine
Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens.
Bielefeld: wbv, 2024. https://dx.doi.org/10.3278/9783763976584.'
ieee: 'A. Karsten and S. Haacke-Werron, Eds., 40 Begriffe für eine Schreibwissenschaft.
Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens. Bielefeld:
wbv, 2024.'
mla: Karsten, Andrea, and Stefanie Haacke-Werron, editors. 40 Begriffe für eine
Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens.
wbv, 2024, doi:https://dx.doi.org/10.3278/9783763976584.
short: A. Karsten, S. Haacke-Werron, eds., 40 Begriffe für eine Schreibwissenschaft.
Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens, wbv, Bielefeld,
2024.
date_created: 2022-07-18T09:58:19Z
date_updated: 2024-08-22T06:24:24Z
department:
- _id: '424'
doi: https://dx.doi.org/10.3278/9783763976584
editor:
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
orcid: 0000-0003-0194-2000
- first_name: Stefanie
full_name: Haacke-Werron, Stefanie
last_name: Haacke-Werron
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.wbv.de/shop/openaccess-download/I76584
oa: '1'
place: Bielefeld
publication_identifier:
eisbn:
- '9783763976584'
unknown:
- '9783763976591'
publication_status: published
publisher: wbv
status: public
title: 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis
und Praktiken des Schreibens
type: book_editor
user_id: '53917'
year: '2024'
...
---
_id: '55720'
author:
- first_name: Stefanie
full_name: Haacke-Werron, Stefanie
last_name: Haacke-Werron
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
orcid: 0000-0003-0194-2000
citation:
ama: 'Haacke-Werron S, Karsten A. Einleitung. In: Karsten A, Haacke-Werron S, eds.
40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis
und Praktiken des Schreibens. wbv; 2024:11-14.'
apa: Haacke-Werron, S., & Karsten, A. (2024). Einleitung. In A. Karsten &
S. Haacke-Werron (Eds.), 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle
Perspektiven auf Praxis und Praktiken des Schreibens (pp. 11–14). wbv.
bibtex: '@inbook{Haacke-Werron_Karsten_2024, place={Bielefeld}, title={Einleitung},
booktitle={40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven
auf Praxis und Praktiken des Schreibens}, publisher={wbv}, author={Haacke-Werron,
Stefanie and Karsten, Andrea}, editor={Karsten, Andrea and Haacke-Werron, Stefanie},
year={2024}, pages={11–14} }'
chicago: 'Haacke-Werron, Stefanie, and Andrea Karsten. “Einleitung.” In 40 Begriffe
für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken
des Schreibens, edited by Andrea Karsten and Stefanie Haacke-Werron, 11–14.
Bielefeld: wbv, 2024.'
ieee: 'S. Haacke-Werron and A. Karsten, “Einleitung,” in 40 Begriffe für eine
Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens,
A. Karsten and S. Haacke-Werron, Eds. Bielefeld: wbv, 2024, pp. 11–14.'
mla: Haacke-Werron, Stefanie, and Andrea Karsten. “Einleitung.” 40 Begriffe für
eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des
Schreibens, edited by Andrea Karsten and Stefanie Haacke-Werron, wbv, 2024,
pp. 11–14.
short: 'S. Haacke-Werron, A. Karsten, in: A. Karsten, S. Haacke-Werron (Eds.), 40
Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und
Praktiken des Schreibens, wbv, Bielefeld, 2024, pp. 11–14.'
date_created: 2024-08-22T06:28:27Z
date_updated: 2024-08-22T06:45:28Z
department:
- _id: '424'
editor:
- first_name: Andrea
full_name: Karsten, Andrea
last_name: Karsten
- first_name: Stefanie
full_name: Haacke-Werron, Stefanie
last_name: Haacke-Werron
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.wbv.de/shop/openaccess-download/I76584
oa: '1'
page: 11-14
place: Bielefeld
publication: 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf
Praxis und Praktiken des Schreibens
publication_status: published
publisher: wbv
status: public
title: Einleitung
type: book_chapter
user_id: '53917'
year: '2024'
...
---
_id: '55722'
author:
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
orcid: 0000-0003-0194-2000
citation:
ama: 'Karsten A. Schreibprozess. Eine dialogische sprachpsychologische Perspektive.
In: Karsten A, Haacke-Werron S, eds. 40 Begriffe Für Eine Schreibwissenschaft.
Konzeptuelle Perspektiven Auf Praxis Und Praktiken Des Schreibens. ; 2024:213-220.'
apa: Karsten, A. (2024). Schreibprozess. Eine dialogische sprachpsychologische Perspektive.
In A. Karsten & S. Haacke-Werron (Eds.), 40 Begriffe für eine Schreibwissenschaft.
Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens (pp. 213–220).
bibtex: '@inbook{Karsten_2024, title={Schreibprozess. Eine dialogische sprachpsychologische
Perspektive}, booktitle={40 Begriffe für eine Schreibwissenschaft. Konzeptuelle
Perspektiven auf Praxis und Praktiken des Schreibens}, author={Karsten, Andrea},
editor={Karsten, Andrea and Haacke-Werron, Stefanie}, year={2024}, pages={213–220}
}'
chicago: Karsten, Andrea. “Schreibprozess. Eine Dialogische Sprachpsychologische
Perspektive.” In 40 Begriffe Für Eine Schreibwissenschaft. Konzeptuelle Perspektiven
Auf Praxis Und Praktiken Des Schreibens, edited by Andrea Karsten and Stefanie
Haacke-Werron, 213–20, 2024.
ieee: A. Karsten, “Schreibprozess. Eine dialogische sprachpsychologische Perspektive,”
in 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf
Praxis und Praktiken des Schreibens, A. Karsten and S. Haacke-Werron, Eds.
2024, pp. 213–220.
mla: Karsten, Andrea. “Schreibprozess. Eine Dialogische Sprachpsychologische Perspektive.”
40 Begriffe Für Eine Schreibwissenschaft. Konzeptuelle Perspektiven Auf Praxis
Und Praktiken Des Schreibens, edited by Andrea Karsten and Stefanie Haacke-Werron,
2024, pp. 213–20.
short: 'A. Karsten, in: A. Karsten, S. Haacke-Werron (Eds.), 40 Begriffe Für Eine
Schreibwissenschaft. Konzeptuelle Perspektiven Auf Praxis Und Praktiken Des Schreibens,
2024, pp. 213–220.'
date_created: 2024-08-22T06:33:48Z
date_updated: 2024-08-22T06:37:13Z
department:
- _id: '424'
editor:
- first_name: Andrea
full_name: Karsten, Andrea
last_name: Karsten
- first_name: Stefanie
full_name: Haacke-Werron, Stefanie
last_name: Haacke-Werron
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.wbv.de/shop/openaccess-download/I76584
oa: '1'
page: 213-220
publication: 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf
Praxis und Praktiken des Schreibens
status: public
title: Schreibprozess. Eine dialogische sprachpsychologische Perspektive
type: book_chapter
user_id: '53917'
year: '2024'
...
---
_id: '56888'
abstract:
- lang: ger
text: "Elterliche Unterstützung bei der Internetnutzung geriet durch die Covid-19-Pandemie
stärker in den Fokus, auch wenn diese bereits vor der Pandemie aufgrund der nur
langsam fortschreitenden Digitalisierung von Schulen elementar war. Neben der
Relevanz der Quantität elterlicher Unterstützung ist in Untersuchungen zur Rolle
der Familie für das Lernen mit digitalen Medien auch die Qualität von zentraler
Bedeutung (Bonanati et al., 2022). Dabei erwies sich allgemein in der Forschung
zur elterlichen Hausaufgabenunterstützung eine autonomieunterstützende, strukturgebende
und zugleich wertschätzende Instruktion als besonders gewinnbringend (Dumont et
al., 2014). Zudem ist bekannt, dass die elterliche Unterstützung unter anderem
auf Grund der steigenden Komplexität der Unterrichtsinhalte, der steigenden Selbstständigkeit
sowie dem zunehmenden Autonomiebedürfnis der Lernenden im Schulverlauf abnimmt
(Luplow & Schneider, 2018). Wie sich die elterliche Unterstützung bei der informationsorientierten
Internetnutzung von Kindern über die Zeit und mit Beginn der Covid-19-Pandemie
verändert, ist relevant für den Förderkontext, bislang aber nur wenig betrachtet
worden und deshalb Ziel der vorliegenden Untersuchung.\r\nGrundlage der vorliegenden
Untersuchung sind längsschnittliche Daten von 395 Schüler*innen sowie 191 Eltern,
die im Jahr 2019/2020 in fünften Klassen (~10-11 Jahre) und im Jahr 2021/22 in
siebten Klassen (~12-13 Jahre) erhoben wurden. \r\nDie Ergebnisse zeigten eine
Abnahme der Quantität elterlicher Instruktion von der fünften zur siebten Jahrgansstufe
sowohl aus Eltern- als auch aus Kinderperspektive. Hinsichtlich der Qualität elterlicher
Unterstützung berichteten Eltern in der 7. Klassenstufe von weniger autonomieunterstützender
Instruktion, während Kinder der 7. Klassenstufe von einer weniger autonomieunterstützenden
und wertschätzenden Instruktion berichteten. Weitere Ergebnisse werden in dem
Vortrag diskutiert."
author:
- first_name: Nicole
full_name: Gruchel, Nicole
id: '38556'
last_name: Gruchel
- first_name: Ricarda
full_name: Kurock, Ricarda
id: '78797'
last_name: Kurock
- first_name: Heike M.
full_name: Buhl, Heike M.
last_name: Buhl
citation:
ama: 'Gruchel N, Kurock R, Buhl HM. Digitale häusliche Lernumwelt – Veränderungen
der elterlichen Unterstützung bei der informationsorientierten Internetnutzung
von Fünft- und Siebtklässler*innen . In: ; 2024.'
apa: Gruchel, N., Kurock, R., & Buhl, H. M. (2024). Digitale häusliche Lernumwelt
– Veränderungen der elterlichen Unterstützung bei der informationsorientierten
Internetnutzung von Fünft- und Siebtklässler*innen . Deutsche Gesellschaft
für Psychologie, Wien.
bibtex: '@inproceedings{Gruchel_Kurock_Buhl_2024, title={Digitale häusliche Lernumwelt
– Veränderungen der elterlichen Unterstützung bei der informationsorientierten
Internetnutzung von Fünft- und Siebtklässler*innen }, author={Gruchel, Nicole
and Kurock, Ricarda and Buhl, Heike M.}, year={2024} }'
chicago: Gruchel, Nicole, Ricarda Kurock, and Heike M. Buhl. “Digitale Häusliche
Lernumwelt – Veränderungen Der Elterlichen Unterstützung Bei Der Informationsorientierten
Internetnutzung von Fünft- Und Siebtklässler*innen ,” 2024.
ieee: N. Gruchel, R. Kurock, and H. M. Buhl, “Digitale häusliche Lernumwelt – Veränderungen
der elterlichen Unterstützung bei der informationsorientierten Internetnutzung
von Fünft- und Siebtklässler*innen ,” presented at the Deutsche Gesellschaft für
Psychologie, Wien, 2024.
mla: Gruchel, Nicole, et al. Digitale Häusliche Lernumwelt – Veränderungen Der
Elterlichen Unterstützung Bei Der Informationsorientierten Internetnutzung von
Fünft- Und Siebtklässler*innen . 2024.
short: 'N. Gruchel, R. Kurock, H.M. Buhl, in: 2024.'
conference:
end_date: 2024-09-19
location: Wien
name: Deutsche Gesellschaft für Psychologie
start_date: 2024-09-26
date_created: 2024-11-06T08:35:04Z
date_updated: 2024-11-06T10:06:43Z
department:
- _id: '427'
language:
- iso: eng
popular_science: '1'
quality_controlled: '1'
status: public
title: 'Digitale häusliche Lernumwelt – Veränderungen der elterlichen Unterstützung
bei der informationsorientierten Internetnutzung von Fünft- und Siebtklässler*innen '
type: conference
user_id: '38556'
year: '2024'
...
---
_id: '56264'
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
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
citation:
ama: Buhl HM, Fisher JB, Rohlfing K. Changes in partner models – Effects of adaptivity
in the course of explanations. Proceedings of the Annual Meeting of the Cognitive
Science Society. 2024;46.
apa: Buhl, H. M., Fisher, J. B., & Rohlfing, K. (2024). Changes in partner models
– Effects of adaptivity in the course of explanations. Proceedings of the Annual
Meeting of the Cognitive Science Society, 46.
bibtex: '@article{Buhl_Fisher_Rohlfing_2024, title={Changes in partner models –
Effects of adaptivity in the course of explanations}, volume={46}, journal={Proceedings
of the Annual Meeting of the Cognitive Science Society}, author={Buhl, Heike M.
and Fisher, Josephine Beryl and Rohlfing, Katharina}, year={2024} }'
chicago: Buhl, Heike M., Josephine Beryl Fisher, and Katharina Rohlfing. “Changes
in Partner Models – Effects of Adaptivity in the Course of Explanations.” Proceedings
of the Annual Meeting of the Cognitive Science Society 46 (2024).
ieee: H. M. Buhl, J. B. Fisher, and K. Rohlfing, “Changes in partner models – Effects
of adaptivity in the course of explanations,” Proceedings of the Annual Meeting
of the Cognitive Science Society, vol. 46, 2024.
mla: Buhl, Heike M., et al. “Changes in Partner Models – Effects of Adaptivity in
the Course of Explanations.” Proceedings of the Annual Meeting of the Cognitive
Science Society, vol. 46, 2024.
short: H.M. Buhl, J.B. Fisher, K. Rohlfing, Proceedings of the Annual Meeting of
the Cognitive Science Society 46 (2024).
date_created: 2024-09-26T18:14:20Z
date_updated: 2025-01-15T13:32:44Z
department:
- _id: '427'
- _id: '749'
- _id: '660'
intvolume: ' 46'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://escholarship.org/uc/item/5bb7p5pt
oa: '1'
project:
- _id: '111'
grant_number: '438445824'
name: 'TRR 318 - A01: TRR 318 - Adaptives Erklären (Teilprojekt A01)'
publication: Proceedings of the Annual Meeting of the Cognitive Science Society
publication_status: published
related_material:
link:
- relation: original
url: https://escholarship.org/uc/item/5bb7p5pt
status: public
title: Changes in partner models – Effects of adaptivity in the course of explanations
type: journal_article
user_id: '55908'
volume: 46
year: '2024'
...
---
_id: '58361'
author:
- first_name: Sarah
full_name: Depenbusch, Sarah
id: '32536'
last_name: Depenbusch
orcid: 0000-0003-0655-9000
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
citation:
ama: 'Depenbusch S, Schaper N. Ist Job Crafting eine hilfreiche Bewältigungsstrategie
im Umgang mit Technostress? In: ; 2024.'
apa: Depenbusch, S., & Schaper, N. (2024). Ist Job Crafting eine hilfreiche
Bewältigungsstrategie im Umgang mit Technostress? DGPs Kongress, Wien.
bibtex: '@inproceedings{Depenbusch_Schaper_2024, title={Ist Job Crafting eine hilfreiche
Bewältigungsstrategie im Umgang mit Technostress?}, author={Depenbusch, Sarah
and Schaper, Niclas}, year={2024} }'
chicago: Depenbusch, Sarah, and Niclas Schaper. “Ist Job Crafting Eine Hilfreiche
Bewältigungsstrategie Im Umgang Mit Technostress?,” 2024.
ieee: S. Depenbusch and N. Schaper, “Ist Job Crafting eine hilfreiche Bewältigungsstrategie
im Umgang mit Technostress?,” presented at the DGPs Kongress, Wien, 2024.
mla: Depenbusch, Sarah, and Niclas Schaper. Ist Job Crafting Eine Hilfreiche
Bewältigungsstrategie Im Umgang Mit Technostress? 2024.
short: 'S. Depenbusch, N. Schaper, in: 2024.'
conference:
end_date: 19.09.2014
location: Wien
name: DGPs Kongress
start_date: 16.09.2024
date_created: 2025-01-24T15:11:10Z
date_updated: 2025-01-24T15:11:16Z
department:
- _id: '423'
language:
- iso: eng
status: public
title: Ist Job Crafting eine hilfreiche Bewältigungsstrategie im Umgang mit Technostress?
type: conference_abstract
user_id: '32536'
year: '2024'
...
---
_id: '58322'
alternative_title:
- Prokrastination von Lernenden in Schule und Hochschule
author:
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
- first_name: Carola
full_name: Grunschel, Carola
last_name: Grunschel
citation:
ama: Klingsieck KB, Grunschel C. Procrastination of learners in school and at universities.
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 2024;56(4):159-161.
doi:10.1026/0049-8637/a000297
apa: Klingsieck, K. B., & Grunschel, C. (2024). Procrastination of learners
in school and at universities. Zeitschrift für Entwicklungspsychologie und
Pädagogische Psychologie, 56(4), 159–161. https://doi.org/10.1026/0049-8637/a000297
bibtex: '@article{Klingsieck_Grunschel_2024, title={Procrastination of learners
in school and at universities}, volume={56}, DOI={10.1026/0049-8637/a000297},
number={4}, journal={Zeitschrift für Entwicklungspsychologie und Pädagogische
Psychologie}, publisher={Hogrefe Publishing Group}, author={Klingsieck, Katrin
B. and Grunschel, Carola}, year={2024}, pages={159–161} }'
chicago: 'Klingsieck, Katrin B., and Carola Grunschel. “Procrastination of learners
in school and at universities.” Zeitschrift für Entwicklungspsychologie und
Pädagogische Psychologie 56, no. 4 (2024): 159–61. https://doi.org/10.1026/0049-8637/a000297.'
ieee: 'K. B. Klingsieck and C. Grunschel, “Procrastination of learners in school
and at universities,” Zeitschrift für Entwicklungspsychologie und Pädagogische
Psychologie, vol. 56, no. 4, pp. 159–161, 2024, doi: 10.1026/0049-8637/a000297.'
mla: Klingsieck, Katrin B., and Carola Grunschel. “Procrastination of learners in
school and at universities.” Zeitschrift für Entwicklungspsychologie und Pädagogische
Psychologie, vol. 56, no. 4, Hogrefe Publishing Group, 2024, pp. 159–61, doi:10.1026/0049-8637/a000297.
short: K.B. Klingsieck, C. Grunschel, Zeitschrift für Entwicklungspsychologie und
Pädagogische Psychologie 56 (2024) 159–161.
date_created: 2025-01-22T13:38:35Z
date_updated: 2025-04-14T20:57:11Z
department:
- _id: '426'
doi: 10.1026/0049-8637/a000297
intvolume: ' 56'
issue: '4'
language:
- iso: ger
page: 159-161
publication: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
publication_identifier:
issn:
- 0049-8637
- 2190-6262
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Procrastination of learners in school and at universities
type: journal_article
user_id: '36716'
volume: 56
year: '2024'
...
---
_id: '55271'
abstract:
- lang: eng
text: Children’s information-related internet use positively affects their acquisition
of computer- and information-related skills. Nevertheless, this use still occurs
predominantly in the family context. Parents’ support of their children’s internet
use can motivate them to use the internet for information-related purposes. However,
while parents’ support seems to be important, the quantity and quality of parental
support have been shown to have different associations with children’s motivation.
Thus, the goal of the current study was to examine the relationship between parents’
support (quantity and quality), children’s motivation to engage in information-related
internet use, and children’s actual information-related internet use (practical
and school- or learning-related use) using structural equation modeling. In addition,
we examined the mediating effects of children’s motivation. Specifically, 492
12-year-old German children answered a paper-and-pencil questionnaire. We found
positive associations between the quantity and quality of parents’ support and
children’s intrinsic and extrinsic motivation, while only structure-giving support
was found to be related to children’s intrinsic motivation. The quantity of support
was directly related to children’s school- or learning-related use, while intrinsic
motivation was associated with both forms of information-related internet use.
Furthermore, we confirmed that children’s motivation is an important mediator
in this context. The implications of these findings for parents and children are
considered.
article_type: original
author:
- first_name: Nicole
full_name: Gruchel, Nicole
id: '38556'
last_name: Gruchel
- first_name: Ricarda
full_name: Kurock, Ricarda
id: '78797'
last_name: Kurock
- first_name: 'Sabrina '
full_name: 'Bonanati, Sabrina '
last_name: Bonanati
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Gruchel N, Kurock R, Bonanati S, Buhl HM. Children’s Information-Related Internet
Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s
Motivation. Journal of Research in Childhood Education. Published online
2024.'
apa: 'Gruchel, N., Kurock, R., Bonanati, S., & Buhl, H. M. (2024). Children’s
Information-Related Internet Use at Home: The Role of the Quantity and Quality
of Parental Support and Children’s Motivation. Journal of Research in Childhood
Education.'
bibtex: '@article{Gruchel_Kurock_Bonanati_Buhl_2024, title={Children’s Information-Related
Internet Use at Home: The Role of the Quantity and Quality of Parental Support
and Children’s Motivation}, journal={Journal of Research in Childhood Education},
author={Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike
M.}, year={2024} }'
chicago: 'Gruchel, Nicole, Ricarda Kurock, Sabrina Bonanati, and Heike M. Buhl.
“Children’s Information-Related Internet Use at Home: The Role of the Quantity
and Quality of Parental Support and Children’s Motivation.” Journal of Research
in Childhood Education, 2024.'
ieee: 'N. Gruchel, R. Kurock, S. Bonanati, and H. M. Buhl, “Children’s Information-Related
Internet Use at Home: The Role of the Quantity and Quality of Parental Support
and Children’s Motivation,” Journal of Research in Childhood Education,
2024.'
mla: 'Gruchel, Nicole, et al. “Children’s Information-Related Internet Use at Home:
The Role of the Quantity and Quality of Parental Support and Children’s Motivation.”
Journal of Research in Childhood Education, 2024.'
short: N. Gruchel, R. Kurock, S. Bonanati, H.M. Buhl, Journal of Research in Childhood
Education (2024).
date_created: 2024-07-16T06:38:34Z
date_updated: 2026-01-22T08:21:34Z
ddc:
- '150'
department:
- _id: '427'
keyword:
- children's motivation
- information-related internet use
- quality of parental support
- quantity of parental support
language:
- iso: eng
main_file_link:
- url: https://www.tandfonline.com/doi/full/10.1080/02568543.2024.2376099
project:
- _id: '378'
name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Journal of Research in Childhood Education
status: public
title: 'Children’s Information-Related Internet Use at Home: The Role of the Quantity
and Quality of Parental Support and Children’s Motivation'
type: journal_article
user_id: '38556'
year: '2024'
...
---
_id: '57356'
author:
- first_name: 'Michael Erol '
full_name: 'Schaffer, Michael Erol '
last_name: Schaffer
- first_name: Lutz
full_name: Terfloth, Lutz
id: '37320'
last_name: Terfloth
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Schaffer ME, Terfloth L, Schulte C, Buhl HM. Perception and Consideration
of the Explainees’ Needs for Satisfying Explanations. In: ; 2024.'
apa: Schaffer, M. E., Terfloth, L., Schulte, C., & Buhl, H. M. (2024). Perception
and Consideration of the Explainees’ Needs for Satisfying Explanations. 2nd
World Conference on eXplainable Artificial Intelligence, Valletta, Malta.
bibtex: '@inproceedings{Schaffer_Terfloth_Schulte_Buhl_2024, place={Paderborn University,
Paderborn, Germany}, title={Perception and Consideration of the Explainees’ Needs
for Satisfying Explanations}, author={Schaffer, Michael Erol and Terfloth, Lutz
and Schulte, Carsten and Buhl, Heike M.}, year={2024} }'
chicago: Schaffer, Michael Erol , Lutz Terfloth, Carsten Schulte, and Heike M. Buhl.
“Perception and Consideration of the Explainees’ Needs for Satisfying Explanations.”
Paderborn University, Paderborn, Germany, 2024.
ieee: M. E. Schaffer, L. Terfloth, C. Schulte, and H. M. Buhl, “Perception and Consideration
of the Explainees’ Needs for Satisfying Explanations,” presented at the 2nd World
Conference on eXplainable Artificial Intelligence, Valletta, Malta, 2024.
mla: Schaffer, Michael Erol, et al. Perception and Consideration of the Explainees’
Needs for Satisfying Explanations. 2024.
short: 'M.E. Schaffer, L. Terfloth, C. Schulte, H.M. Buhl, in: Paderborn University,
Paderborn, Germany, 2024.'
conference:
end_date: 2024-07-19
location: Valletta, Malta
name: 2nd World Conference on eXplainable Artificial Intelligence
start_date: 2024-07-17
date_created: 2024-11-23T09:14:58Z
date_updated: 2024-11-23T10:21:35Z
department:
- _id: '427'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://ceur-ws.org/Vol-3793/paper_3.pdf
oa: '1'
place: Paderborn University, Paderborn, Germany
project:
- _id: '114'
grant_number: '438445824'
name: 'TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell
bei der Erklärung von digitalen Artefakten (Teilprojekt A04)'
related_material:
link:
- relation: confirmation
url: https://ceur-ws.org/Vol-3793/paper_3.pdf
status: public
title: Perception and Consideration of the Explainees’ Needs for Satisfying Explanations
type: conference
user_id: '90826'
year: '2024'
...
---
_id: '57357'
author:
- first_name: 'Michael Erol '
full_name: 'Schaffer, Michael Erol '
last_name: Schaffer
- first_name: Lutz
full_name: Terfloth, Lutz
id: '37320'
last_name: Terfloth
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Schaffer ME, Terfloth L, Schulte C, Buhl HM. Explainers’ Mental Representations
of Explainees’ Needs in Everyday Explanations. In: Joint Proceedings of the
XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793. ; 2024.'
apa: Schaffer, M. E., Terfloth, L., Schulte, C., & Buhl, H. M. (2024). Explainers’
Mental Representations of Explainees’ Needs in Everyday Explanations. Joint
Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium.
3793.
bibtex: '@inproceedings{Schaffer_Terfloth_Schulte_Buhl_2024, place={Paderborn University,
Paderborn, Germany}, title={Explainers’ Mental Representations of Explainees’
Needs in Everyday Explanations}, booktitle={Joint Proceedings of the xAI-2024
Late-breaking Work, Demos and Doctoral Consortium. 3793}, author={Schaffer, Michael
Erol and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}, year={2024}
}'
chicago: Schaffer, Michael Erol , Lutz Terfloth, Carsten Schulte, and Heike M. Buhl.
“Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations.”
In Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral
Consortium. 3793. Paderborn University, Paderborn, Germany, 2024.
ieee: M. E. Schaffer, L. Terfloth, C. Schulte, and H. M. Buhl, “Explainers’ Mental
Representations of Explainees’ Needs in Everyday Explanations,” 2024.
mla: Schaffer, Michael Erol, et al. “Explainers’ Mental Representations of Explainees’
Needs in Everyday Explanations.” Joint Proceedings of the XAI-2024 Late-Breaking
Work, Demos and Doctoral Consortium. 3793, 2024.
short: 'M.E. Schaffer, L. Terfloth, C. Schulte, H.M. Buhl, in: Joint Proceedings
of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793, Paderborn
University, Paderborn, Germany, 2024.'
date_created: 2024-11-23T09:21:08Z
date_updated: 2024-11-23T10:20:47Z
department:
- _id: '427'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://arxiv.org/pdf/2411.08514
oa: '1'
place: Paderborn University, Paderborn, Germany
project:
- _id: '114'
grant_number: '438445824'
name: 'TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell
bei der Erklärung von digitalen Artefakten (Teilprojekt A04)'
publication: Joint Proceedings of the xAI-2024 Late-breaking Work, Demos and Doctoral
Consortium. 3793
related_material:
link:
- relation: original
url: https://arxiv.org/pdf/2411.08514
status: public
title: Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations
type: conference
user_id: '90826'
year: '2024'
...
---
_id: '53072'
abstract:
- lang: eng
text: "Negated statements require more processing efforts than assertions. However,
in certain contexts, repeating negations undergo adaptation, which over time mitigates
the effort.\r\nHere, we ask negations hamper visual processing and whether consecutive
repetitions mitigate its influence. \r\nWe assessed the overall attentional capacity
and its distribution, the relative weight, quantitatively using \r\nthe formal
Theory of Visual Attention (TVA).\r\nWe employed a very simple form for negations,
binary negations. Negated instructions, expressing the only alternative to the
core supposition, were cognitively demanding, resulting in a loss of attentional
capacity in three experiments. The overall attentional capacity recovered gradually
but stagnated at a lower level than with assertions, even after many repetitions.
Additionally, negations distributed the attention equally between target and reference
stimulus. Repetitions slightly increased the reference' share of attention. Assertions,
on the other hand, shifted the attentional weight towards the target. Few repetitions
slightly decreased the bias towards the target, many repetitions increased the
bias."
article_type: original
author:
- first_name: Ngoc Chi
full_name: Banh, Ngoc Chi
id: '38219'
last_name: Banh
orcid: 0000-0002-5946-4542
- first_name: Jan
full_name: Tünnermann, Jan
last_name: Tünnermann
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Banh NC, Tünnermann J, Rohlfing KJ, Scharlau I. Benefiting from Binary Negations?
Verbal Negations Decrease Visual Attention and Balance Its Distribution. Frontiers
in Psychology. 2024;15. doi:10.3389/fpsyg.2024.1451309
apa: Banh, N. C., Tünnermann, J., Rohlfing, K. J., & Scharlau, I. (2024). Benefiting
from Binary Negations? Verbal Negations Decrease Visual Attention and Balance
Its Distribution. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1451309
bibtex: '@article{Banh_Tünnermann_Rohlfing_Scharlau_2024, title={Benefiting from
Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution},
volume={15}, DOI={10.3389/fpsyg.2024.1451309},
journal={Frontiers in Psychology}, author={Banh, Ngoc Chi and Tünnermann, Jan
and Rohlfing, Katharina J. and Scharlau, Ingrid}, year={2024} }'
chicago: Banh, Ngoc Chi, Jan Tünnermann, Katharina J. Rohlfing, and Ingrid Scharlau.
“Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention
and Balance Its Distribution.” Frontiers in Psychology 15 (2024). https://doi.org/10.3389/fpsyg.2024.1451309.
ieee: 'N. C. Banh, J. Tünnermann, K. J. Rohlfing, and I. Scharlau, “Benefiting from
Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution,”
Frontiers in Psychology, vol. 15, 2024, doi: 10.3389/fpsyg.2024.1451309.'
mla: Banh, Ngoc Chi, et al. “Benefiting from Binary Negations? Verbal Negations
Decrease Visual Attention and Balance Its Distribution.” Frontiers in Psychology,
vol. 15, 2024, doi:10.3389/fpsyg.2024.1451309.
short: N.C. Banh, J. Tünnermann, K.J. Rohlfing, I. Scharlau, Frontiers in Psychology
15 (2024).
date_created: 2024-03-27T12:16:33Z
date_updated: 2024-12-02T09:41:36Z
department:
- _id: '424'
- _id: '660'
doi: 10.3389/fpsyg.2024.1451309
intvolume: ' 15'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1451309/abstract
oa: '1'
project:
- _id: '115'
grant_number: '438445824'
name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog
(Teilprojekt A05)'
- _id: '52'
name: 'PC2: Computing Resources Provided by the Paderborn Center for Parallel Computing'
publication: Frontiers in Psychology
publication_status: published
status: public
title: Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention
and Balance Its Distribution
type: journal_article
user_id: '38219'
volume: 15
year: '2024'
...
---
_id: '57846'
abstract:
- lang: eng
text: ' Abstract: Teachers require various generic competencies that are
not addressed explicitly in the teacher education program, such as learning strategies.
Although universities offer student teachers extracurricular opportunities to
develop these competencies, few students seize them. Our training program fosters
students’ self-regulated competency development: Self-reflection as an important
first step to self-regulated competency development is addressed through an online
self-assessment tool providing individual feedback and suggestions for further
development. Forming and implementing intentions to develop competencies is addressed
by a workshop based on an evidence-based self-management training program and
group coaching sessions to bridge potential intention–behavior gaps. After the
training program, the experimental group ( n = 32) showed a more favorable development
in self-reflection, procrastination, and participation in competency-enhancing
offers than the control group ( n = 34). The results show that supporting students
in their self-regulated competency development can be an important key in their
professional development. '
alternative_title:
- Effects of a Resource-Oriented Training Program
article_type: original
author:
- first_name: Mara
full_name: Kaemper, Mara
id: '82259'
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.
id: '36716'
last_name: Klingsieck
citation:
ama: Kaemper M, Buhl HM, Klingsieck KB. How to Improve Student Teachers’ Self-Regulated
Competency Development. Zeitschrift für Entwicklungspsychologie und Pädagogische
Psychologie. 2024;56(4):197-208. doi:10.1026/0049-8637/a000301
apa: Kaemper, M., Buhl, H. M., & Klingsieck, K. B. (2024). How to Improve Student
Teachers’ Self-Regulated Competency Development. Zeitschrift für Entwicklungspsychologie
und Pädagogische Psychologie, 56(4), 197–208. https://doi.org/10.1026/0049-8637/a000301
bibtex: '@article{Kaemper_Buhl_Klingsieck_2024, title={How to Improve Student Teachers’
Self-Regulated Competency Development}, volume={56}, DOI={10.1026/0049-8637/a000301},
number={4}, journal={Zeitschrift für Entwicklungspsychologie und Pädagogische
Psychologie}, publisher={Hogrefe Publishing Group}, author={Kaemper, Mara and
Buhl, Heike M. and Klingsieck, Katrin B.}, year={2024}, pages={197–208} }'
chicago: 'Kaemper, Mara, Heike M. Buhl, and Katrin B. Klingsieck. “How to Improve
Student Teachers’ Self-Regulated Competency Development.” Zeitschrift für Entwicklungspsychologie
und Pädagogische Psychologie 56, no. 4 (2024): 197–208. https://doi.org/10.1026/0049-8637/a000301.'
ieee: 'M. Kaemper, H. M. Buhl, and K. B. Klingsieck, “How to Improve Student Teachers’
Self-Regulated Competency Development,” Zeitschrift für Entwicklungspsychologie
und Pädagogische Psychologie, vol. 56, no. 4, pp. 197–208, 2024, doi: 10.1026/0049-8637/a000301.'
mla: Kaemper, Mara, et al. “How to Improve Student Teachers’ Self-Regulated Competency
Development.” Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie,
vol. 56, no. 4, Hogrefe Publishing Group, 2024, pp. 197–208, doi:10.1026/0049-8637/a000301.
short: M. Kaemper, H.M. Buhl, K.B. Klingsieck, Zeitschrift für Entwicklungspsychologie
und Pädagogische Psychologie 56 (2024) 197–208.
date_created: 2024-12-20T09:06:46Z
date_updated: 2024-12-20T09:16:08Z
department:
- _id: '426'
- _id: '427'
doi: 10.1026/0049-8637/a000301
intvolume: ' 56'
issue: '4'
language:
- iso: ger
page: 197-208
project:
- _id: '1387'
name: DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre
publication: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
publication_identifier:
issn:
- 0049-8637
- 2190-6262
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: How to Improve Student Teachers’ Self-Regulated Competency Development
type: journal_article
user_id: '82259'
volume: 56
year: '2024'
...
---
_id: '57903'
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. Der Einfluss des antizipierten subjektiven Unwohlseins
auf akademische Prokrastination . Published online 2024.
apa: Bobe, J., & Klingsieck, K. B. (2024). Der Einfluss des antizipierten
subjektiven Unwohlseins auf akademische Prokrastination . 53. DGPs Kongress
2024, Wien.
bibtex: '@article{Bobe_Klingsieck_2024, series={Ansorge, Gugerell, Pomper, Szaszkó,
Werner (Eds.) Congress of the German and Austrian Psychological Societies 2024.
Lengerich: Pabst.}, title={Der Einfluss des antizipierten subjektiven Unwohlseins
auf akademische Prokrastination }, author={Bobe, Julia and Klingsieck, Katrin
B.}, year={2024}, collection={Ansorge, Gugerell, Pomper, Szaszkó, Werner (Eds.)
Congress of the German and Austrian Psychological Societies 2024. Lengerich: Pabst.}
}'
chicago: 'Bobe, Julia, and Katrin B. Klingsieck. “Der Einfluss Des Antizipierten
Subjektiven Unwohlseins Auf Akademische Prokrastination .” Ansorge, Gugerell,
Pomper, Szaszkó, Werner (Eds.) Congress of the German and Austrian Psychological
Societies 2024. Lengerich: Pabst., 2024.'
ieee: J. Bobe and K. B. Klingsieck, “Der Einfluss des antizipierten subjektiven
Unwohlseins auf akademische Prokrastination .” 2024.
mla: Bobe, Julia, and Katrin B. Klingsieck. Der Einfluss Des Antizipierten Subjektiven
Unwohlseins Auf Akademische Prokrastination . 2024.
short: J. Bobe, K.B. Klingsieck, (2024).
conference:
end_date: 2024-09-19
location: Wien
name: 53. DGPs Kongress 2024
start_date: 2024-09-16
date_created: 2025-01-03T11:40:11Z
date_updated: 2025-01-03T11:41:21Z
department:
- _id: '426'
language:
- iso: eng
publication_status: published
series_title: 'Ansorge, Gugerell, Pomper, Szaszkó, Werner (Eds.) Congress of the German
and Austrian Psychological Societies 2024. Lengerich: Pabst.'
status: public
title: 'Der Einfluss des antizipierten subjektiven Unwohlseins auf akademische Prokrastination '
type: conference_abstract
user_id: '81770'
year: '2024'
...
---
_id: '58110'
author:
- first_name: Nicole
full_name: Gruchel, Nicole
id: '38556'
last_name: Gruchel
- first_name: Anna-Maria
full_name: Kamin, Anna-Maria
last_name: Kamin
citation:
ama: 'Gruchel N, Kamin A-M. Mediennutzung von Eltern. In: Schindler L, ed. Handbuch
Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis. 1st ed. Carl
Link; 2024:305-326.'
apa: Gruchel, N., & Kamin, A.-M. (2024). Mediennutzung von Eltern. In L. Schindler
(Ed.), Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis
(1st ed., pp. 305–326). Carl Link.
bibtex: '@inbook{Gruchel_Kamin_2024, place={Hürth}, edition={1}, title={Mediennutzung
von Eltern}, booktitle={Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen
und Praxis}, publisher={Carl Link}, author={Gruchel, Nicole and Kamin, Anna-Maria},
editor={Schindler, Lara }, year={2024}, pages={305–326} }'
chicago: 'Gruchel, Nicole, and Anna-Maria Kamin. “Mediennutzung von Eltern.” In
Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis,
edited by Lara Schindler, 1st ed., 305–26. Hürth: Carl Link, 2024.'
ieee: 'N. Gruchel and A.-M. Kamin, “Mediennutzung von Eltern,” in Handbuch Digitalisierung
in der Kita. Grundlagen, Kompetenzen und Praxis, 1st ed., L. Schindler, Ed.
Hürth: Carl Link, 2024, pp. 305–326.'
mla: Gruchel, Nicole, and Anna-Maria Kamin. “Mediennutzung von Eltern.” Handbuch
Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis, edited by
Lara Schindler, 1st ed., Carl Link, 2024, pp. 305–26.
short: 'N. Gruchel, A.-M. Kamin, in: L. Schindler (Ed.), Handbuch Digitalisierung
in der Kita. Grundlagen, Kompetenzen und Praxis, 1st ed., Carl Link, Hürth, 2024,
pp. 305–326.'
date_created: 2025-01-08T17:18:08Z
date_updated: 2025-01-09T07:54:51Z
department:
- _id: '427'
edition: '1'
editor:
- first_name: 'Lara '
full_name: 'Schindler, Lara '
last_name: Schindler
language:
- iso: ger
page: 305 - 326
place: Hürth
publication: Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis
publication_identifier:
isbn:
- '9783556098424'
publication_status: published
publisher: Carl Link
status: public
title: Mediennutzung von Eltern
type: book_chapter
user_id: '38556'
year: '2024'
...
---
_id: '48486'
abstract:
- lang: eng
text: AbstractIntroductionIn
Europe, most Internet searches for school‐related tasks are situated at home,
where parents can support adolescents. Although the frequency (quantity) of parental
support has already been analyzed, a research gap exists concerning the quality
of parental support in adolescents' information‐related Internet use. The quality
of parental support in the field of homework involvement is known to be a predictor
of adolescents' learning motivation and academic achievement, often discussed
with regard to self‐determination theory (SDT) in terms of autonomy support, structure,
emotional support, and control. These categories were adapted in this study to
analyze parents' support in adolescents' Internet searching activities.MethodsUsing
a mixed‐methods approach, we combined quantitative questionnaires and qualitative
observations to analyze joint information‐related Internet uses. Therefore, 243
parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed
by videography in 2019/2020 in Germany. The adolescents were 11 years old, on
average.ResultsThe
parents rated all qualities higher than the adolescents. Emotional support was
rated highest by both groups, whereas structure was rated lowest. Adolescents' and
parents' view on parental support differ. The qualitative study revealed parents' often
interfering behavior, whereas emotional support was low. Further, the active role
of adolescents was highlighted in both quantitative and qualitative data.ConclusionsBy
combining quantitative and qualitative approaches, we demonstrated a fruitful
application of SDT in analyzing the quality of parental support during adolescents' Internet
searches at home and shed light on the co‐construction of joint Internet searches.
author:
- first_name: Ricarda
full_name: Kurock, Ricarda
id: '78797'
last_name: Kurock
- first_name: Jeannine
full_name: Teichert, Jeannine
id: '83055'
last_name: Teichert
orcid: 0000-0002-7571-891X
- first_name: Dorothee M.
full_name: Meister, Dorothee M.
id: '346'
last_name: Meister
orcid: orcid.org/0000-0002-9685-4988
- first_name: Lara
full_name: Gerhardts, Lara
last_name: Gerhardts
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Sabrina
full_name: Bonanati, Sabrina
last_name: Bonanati
citation:
ama: Kurock R, Teichert J, Meister DM, Gerhardts L, Buhl HM, Bonanati S. A mixed‐methods study
of the quality of parental support during adolescents’ information‐related Internet
use as a co‐construction process. Journal of Adolescence. 2024;96(3):566-579.
doi:http://dx.doi.org/10.1002/jad.12264
apa: Kurock, R., Teichert, J., Meister, D. M., Gerhardts, L., Buhl, H. M., &
Bonanati, S. (2024). A mixed‐methods study of the quality of parental support
during adolescents’ information‐related Internet use as a co‐construction process.
Journal of Adolescence, 96(3), 566–579. http://dx.doi.org/10.1002/jad.12264
bibtex: '@article{Kurock_Teichert_Meister_Gerhardts_Buhl_Bonanati_2024, title={A
mixed‐methods study of the quality of parental support during adolescents’ information‐related
Internet use as a co‐construction process}, volume={96}, DOI={http://dx.doi.org/10.1002/jad.12264},
number={3}, journal={Journal of Adolescence}, publisher={Wiley}, author={Kurock,
Ricarda and Teichert, Jeannine and Meister, Dorothee M. and Gerhardts, Lara and
Buhl, Heike M. and Bonanati, Sabrina}, year={2024}, pages={566–579} }'
chicago: 'Kurock, Ricarda, Jeannine Teichert, Dorothee M. Meister, Lara Gerhardts,
Heike M. Buhl, and Sabrina Bonanati. “A Mixed‐methods Study of the Quality of
Parental Support during Adolescents’ Information‐related Internet Use as a Co‐construction
Process.” Journal of Adolescence 96, no. 3 (2024): 566–79. http://dx.doi.org/10.1002/jad.12264.'
ieee: 'R. Kurock, J. Teichert, D. M. Meister, L. Gerhardts, H. M. Buhl, and S. Bonanati,
“A mixed‐methods study of the quality of parental support during adolescents’ information‐related
Internet use as a co‐construction process,” Journal of Adolescence, vol.
96, no. 3, pp. 566–579, 2024, doi: http://dx.doi.org/10.1002/jad.12264.'
mla: Kurock, Ricarda, et al. “A Mixed‐methods Study of the Quality of Parental Support
during Adolescents’ Information‐related Internet Use as a Co‐construction Process.”
Journal of Adolescence, vol. 96, no. 3, Wiley, 2024, pp. 566–79, doi:http://dx.doi.org/10.1002/jad.12264.
short: R. Kurock, J. Teichert, D.M. Meister, L. Gerhardts, H.M. Buhl, S. Bonanati,
Journal of Adolescence 96 (2024) 566–579.
date_created: 2023-10-26T12:01:24Z
date_updated: 2025-07-03T09:06:39Z
department:
- _id: '427'
- _id: '137'
doi: http://dx.doi.org/10.1002/jad.12264
intvolume: ' 96'
issue: '3'
keyword:
- Psychiatry and Mental health
- Developmental and Educational Psychology
- Social Psychology
- Pediatrics
- Perinatology and Child Health
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://onlinelibrary.wiley.com/doi/10.1002/jad.12264
oa: '1'
page: 566-579
project:
- _id: '378'
grant_number: 01JD1814A
name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Journal of Adolescence
publication_identifier:
issn:
- 0140-1971
- 1095-9254
publication_status: published
publisher: Wiley
quality_controlled: '1'
status: public
title: A mixed‐methods study of the quality of parental support during adolescents' information‐related
Internet use as a co‐construction process
type: journal_article
user_id: '83055'
volume: 96
year: '2024'
...
---
_id: '56994'
author:
- first_name: Michael
full_name: Schaffer, Michael
id: '92807'
last_name: Schaffer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Schaffer M, Buhl HM. The mental representation of the object of explanation
in the process of co-constructive explanations. In: Ansorge U, Szaszkó B, Werner
L, eds. 53rd DGPs Congress - Abstracts. ; 2024.'
apa: Schaffer, M., & Buhl, H. M. (2024). The mental representation of the object
of explanation in the process of co-constructive explanations. In U. Ansorge,
B. Szaszkó, & L. Werner (Eds.), 53rd DGPs Congress - Abstracts.
bibtex: '@inproceedings{Schaffer_Buhl_2024, title={The mental representation of
the object of explanation in the process of co-constructive explanations}, booktitle={53rd
DGPs Congress - Abstracts}, author={Schaffer, Michael and Buhl, Heike M.}, editor={Ansorge,
Ulrich and Szaszkó, Bence and Werner, Lena}, year={2024} }'
chicago: Schaffer, Michael, and Heike M. Buhl. “The Mental Representation of the
Object of Explanation in the Process of Co-Constructive Explanations.” In 53rd
DGPs Congress - Abstracts, edited by Ulrich Ansorge, Bence Szaszkó, and Lena
Werner, 2024.
ieee: M. Schaffer and H. M. Buhl, “The mental representation of the object of explanation
in the process of co-constructive explanations,” in 53rd DGPs Congress - Abstracts,
Vienna, 2024.
mla: Schaffer, Michael, and Heike M. Buhl. “The Mental Representation of the Object
of Explanation in the Process of Co-Constructive Explanations.” 53rd DGPs Congress
- Abstracts, edited by Ulrich Ansorge et al., 2024.
short: 'M. Schaffer, H.M. Buhl, in: U. Ansorge, B. Szaszkó, L. Werner (Eds.), 53rd
DGPs Congress - Abstracts, 2024.'
conference:
end_date: 2024-09-19
location: Vienna
name: 53rd DGPs Congress
start_date: 2024-09-16
date_created: 2024-11-12T10:10:31Z
date_updated: 2025-07-16T08:13:28Z
department:
- _id: '427'
editor:
- first_name: Ulrich
full_name: Ansorge, Ulrich
last_name: Ansorge
- first_name: Bence
full_name: Szaszkó, Bence
last_name: Szaszkó
- first_name: Lena
full_name: Werner, Lena
last_name: Werner
language:
- iso: eng
project:
- _id: '114'
grant_number: '438445824'
name: 'TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell
bei der Erklärung von digitalen Artefakten (Teilprojekt A04)'
publication: 53rd DGPs Congress - Abstracts
status: public
title: The mental representation of the object of explanation in the process of co-constructive
explanations
type: conference_abstract
user_id: '27152'
year: '2024'
...