[{"citation":{"ieee":"F. Hellmich, M. F. Löper, G. Görel, and R. Pfahl, “Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule,” in <i>Inklusiver Unterricht in der Grundschule</i>, F. Hellmich and E. Blumberg, Eds. Stuttgart: Kohlhammer, 2017, pp. 98–121.","apa":"Hellmich, F., Löper, M. F., Görel, G., &#38; Pfahl, R. (2017). Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule. In F. Hellmich &#38; E. Blumberg (Eds.), <i>Inklusiver Unterricht in der Grundschule</i> (pp. 98–121). Kohlhammer.","short":"F. Hellmich, M.F. Löper, G. Görel, R. Pfahl, in: F. Hellmich, E. Blumberg (Eds.), Inklusiver Unterricht in der Grundschule, Kohlhammer, Stuttgart, 2017, pp. 98–121.","chicago":"Hellmich, Frank, Marwin Felix Löper, Gamze Görel, and Rebecca Pfahl. “Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule.” In <i>Inklusiver Unterricht in der Grundschule</i>, edited by Frank Hellmich and Eva Blumberg, 98–121. Stuttgart: Kohlhammer, 2017.","mla":"Hellmich, Frank, et al. “Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule.” <i>Inklusiver Unterricht in der Grundschule</i>, edited by Frank Hellmich and Eva Blumberg, Kohlhammer, 2017, pp. 98–121.","bibtex":"@inbook{Hellmich_Löper_Görel_Pfahl_2017, place={Stuttgart}, title={Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule}, booktitle={Inklusiver Unterricht in der Grundschule}, publisher={Kohlhammer}, author={Hellmich, Frank and Löper, Marwin Felix and Görel, Gamze and Pfahl, Rebecca}, editor={Hellmich, Frank and Blumberg, Eva}, year={2017}, pages={98–121} }","ama":"Hellmich F, Löper MF, Görel G, Pfahl R. Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule. In: Hellmich F, Blumberg E, eds. <i>Inklusiver Unterricht in der Grundschule</i>. Kohlhammer; 2017:98-121."},"publication":"Inklusiver Unterricht in der Grundschule","department":[{"_id":"460"}],"type":"book_chapter","date_created":"2021-10-21T07:56:22Z","place":"Stuttgart","date_updated":"2022-01-06T06:57:24Z","publication_identifier":{"unknown":["978-3-17-025999-7"]},"author":[{"full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich","id":"26282"},{"last_name":"Löper","first_name":"Marwin Felix","full_name":"Löper, Marwin Felix","id":"26693"},{"full_name":"Görel, Gamze","first_name":"Gamze","last_name":"Görel","id":"13345"},{"full_name":"Pfahl, Rebecca","first_name":"Rebecca","last_name":"Pfahl"}],"title":"Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule","status":"public","year":"2017","editor":[{"last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank"},{"first_name":"Eva","last_name":"Blumberg","full_name":"Blumberg, Eva"}],"user_id":"57672","_id":"26648","language":[{"iso":"ger"}],"publisher":"Kohlhammer","page":"98-121"},{"volume":225,"user_id":"57672","_id":"26674","page":"117-126","status":"public","citation":{"short":"F. Hellmich, F.K. Hoya, Zeitschrift Für Psychologie 225 (2017) 117–126.","chicago":"Hellmich, Frank, and Fabian Karl Hoya. “Primary School Students’ Implicit Theories and Their Reading Motivation. The Role of Parents’ and Teachers’ Effort Feedback.” <i>Zeitschrift Für Psychologie</i> 225, no. 2 (2017): 117–26. <a href=\"https://doi.org/10.1027/2151-2604/a000288\">https://doi.org/10.1027/2151-2604/a000288</a>.","ieee":"F. Hellmich and F. K. Hoya, “Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback,” <i>Zeitschrift für Psychologie</i>, vol. 225, no. 2, pp. 117–126, 2017, doi: <a href=\"https://doi.org/10.1027/2151-2604/a000288\">10.1027/2151-2604/a000288</a>.","apa":"Hellmich, F., &#38; Hoya, F. K. (2017). Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback. <i>Zeitschrift Für Psychologie</i>, <i>225</i>(2), 117–126. <a href=\"https://doi.org/10.1027/2151-2604/a000288\">https://doi.org/10.1027/2151-2604/a000288</a>","bibtex":"@article{Hellmich_Hoya_2017, title={Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback}, volume={225}, DOI={<a href=\"https://doi.org/10.1027/2151-2604/a000288\">10.1027/2151-2604/a000288</a>}, number={2}, journal={Zeitschrift für Psychologie}, author={Hellmich, Frank and Hoya, Fabian Karl}, year={2017}, pages={117–126} }","ama":"Hellmich F, Hoya FK. Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback. <i>Zeitschrift für Psychologie</i>. 2017;225(2):117-126. doi:<a href=\"https://doi.org/10.1027/2151-2604/a000288\">10.1027/2151-2604/a000288</a>","mla":"Hellmich, Frank, and Fabian Karl Hoya. “Primary School Students’ Implicit Theories and Their Reading Motivation. The Role of Parents’ and Teachers’ Effort Feedback.” <i>Zeitschrift Für Psychologie</i>, vol. 225, no. 2, 2017, pp. 117–26, doi:<a href=\"https://doi.org/10.1027/2151-2604/a000288\">10.1027/2151-2604/a000288</a>."},"doi":"10.1027/2151-2604/a000288","language":[{"iso":"eng"}],"intvolume":"       225","date_updated":"2022-01-06T06:57:25Z","publication_status":"published","author":[{"first_name":"Frank","last_name":"Hellmich","full_name":"Hellmich, Frank","id":"26282"},{"full_name":"Hoya, Fabian Karl","last_name":"Hoya","first_name":"Fabian Karl","id":"10600"}],"publication_identifier":{"issn":["2190-8370","2151-2604"]},"year":"2017","title":"Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback","department":[{"_id":"460"}],"type":"journal_article","date_created":"2021-10-21T11:13:30Z","abstract":[{"text":"<jats:p> Abstract. Parents’ and teachers’ effort feedback is considered to be an important prerequisite for children’s implicit theories of intelligence and their academic self-concepts as well as for their learning and achievement motivation. Therefore, our study examines whether differences in N = 685 primary school students’ implicit theories, their reading self-concepts, and their reading motivation can be predicted by their perceptions of their parents’ and teachers’ effort feedback on reading processes. The results of a structural equation model show that children’s perceptions of their parents’ effort feedback predict their implicit theories, their reading self-concepts, and their reading motivation. The correlation between children’s perceived parental effort feedback and their intrinsic reading motivation is mediated by their implicit theories. Children’s implicit theories and their reading motivation cannot be predicted by their perceptions of their teachers’ effort feedback. </jats:p>","lang":"eng"}],"publication":"Zeitschrift für Psychologie","issue":"2"},{"publication_status":"published","date_updated":"2022-01-06T06:57:25Z","intvolume":"        64","year":"2017","status":"public","title":"Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter","author":[{"last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank","id":"26282"},{"id":"10600","first_name":"Fabian Karl","last_name":"Hoya","full_name":"Hoya, Fabian Karl"}],"publication_identifier":{"issn":["0342-183X"]},"user_id":"57672","doi":"10.2378/peu2017.art09d","volume":64,"page":"290-304","_id":"26675","language":[{"iso":"ger"}],"issue":"4","publication":"Psychologie in Erziehung und Unterricht","citation":{"ama":"Hellmich F, Hoya FK. Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter. <i>Psychologie in Erziehung und Unterricht</i>. 2017;64(4):290-304. doi:<a href=\"https://doi.org/10.2378/peu2017.art09d\">10.2378/peu2017.art09d</a>","bibtex":"@article{Hellmich_Hoya_2017, title={Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter}, volume={64}, DOI={<a href=\"https://doi.org/10.2378/peu2017.art09d\">10.2378/peu2017.art09d</a>}, number={4}, journal={Psychologie in Erziehung und Unterricht}, author={Hellmich, Frank and Hoya, Fabian Karl}, year={2017}, pages={290–304} }","mla":"Hellmich, Frank, and Fabian Karl Hoya. “Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter.” <i>Psychologie in Erziehung und Unterricht</i>, vol. 64, no. 4, 2017, pp. 290–304, doi:<a href=\"https://doi.org/10.2378/peu2017.art09d\">10.2378/peu2017.art09d</a>.","chicago":"Hellmich, Frank, and Fabian Karl Hoya. “Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter.” <i>Psychologie in Erziehung und Unterricht</i> 64, no. 4 (2017): 290–304. <a href=\"https://doi.org/10.2378/peu2017.art09d\">https://doi.org/10.2378/peu2017.art09d</a>.","short":"F. Hellmich, F.K. Hoya, Psychologie in Erziehung und Unterricht 64 (2017) 290–304.","apa":"Hellmich, F., &#38; Hoya, F. K. (2017). Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter. <i>Psychologie in Erziehung und Unterricht</i>, <i>64</i>(4), 290–304. <a href=\"https://doi.org/10.2378/peu2017.art09d\">https://doi.org/10.2378/peu2017.art09d</a>","ieee":"F. Hellmich and F. K. Hoya, “Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter,” <i>Psychologie in Erziehung und Unterricht</i>, vol. 64, no. 4, pp. 290–304, 2017, doi: <a href=\"https://doi.org/10.2378/peu2017.art09d\">10.2378/peu2017.art09d</a>."},"type":"journal_article","department":[{"_id":"460"}],"date_created":"2021-10-21T11:15:04Z"},{"date_updated":"2022-01-06T06:57:26Z","title":"Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung","year":"2017","status":"public","author":[{"first_name":"Marwin Felix","last_name":"Löper","full_name":"Löper, Marwin Felix","id":"26693"},{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank","id":"26282"}],"user_id":"57672","editor":[{"full_name":" Laubenstein, Désirée","last_name":" Laubenstein","first_name":"Désirée"},{"full_name":"Scheer , David","last_name":"Scheer ","first_name":"David"}],"page":"135-142","language":[{"iso":"ger"}],"_id":"26709","publisher":"Klinkhardt","publication":"Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik","citation":{"apa":"Löper, M. F., &#38; Hellmich, F. (2017). Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung. In D.  Laubenstein &#38; D. Scheer  (Eds.), <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i> (pp. 135–142). Klinkhardt.","ieee":"M. F. Löper and F. Hellmich, “Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung,” in <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>, D.  Laubenstein and D. Scheer , Eds. Bad Heilbrunn: Klinkhardt, 2017, pp. 135–142.","chicago":"Löper, Marwin Felix, and Frank Hellmich. “Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung.” In <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>, edited by Désirée  Laubenstein and David Scheer , 135–42. Bad Heilbrunn: Klinkhardt, 2017.","short":"M.F. Löper, F. Hellmich, in: D.  Laubenstein, D. Scheer  (Eds.), Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik, Klinkhardt, Bad Heilbrunn, 2017, pp. 135–142.","mla":"Löper, Marwin Felix, and Frank Hellmich. “Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung.” <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>, edited by Désirée  Laubenstein and David Scheer , Klinkhardt, 2017, pp. 135–42.","ama":"Löper MF, Hellmich F. Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung. In:  Laubenstein D, Scheer  D, eds. <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>. Klinkhardt; 2017:135-142.","bibtex":"@inbook{Löper_Hellmich_2017, place={Bad Heilbrunn}, title={Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung}, booktitle={Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik}, publisher={Klinkhardt}, author={Löper, Marwin Felix and Hellmich, Frank}, editor={ Laubenstein, Désirée and Scheer , David}, year={2017}, pages={135–142} }"},"type":"book_chapter","department":[{"_id":"460"}],"date_created":"2021-10-21T12:42:58Z","place":"Bad Heilbrunn"},{"place":"Stuttgart","date_created":"2021-10-22T07:28:23Z","type":"book_editor","department":[{"_id":"460"}],"citation":{"mla":"Hellmich, Frank, and Eva Blumberg, editors. <i> Inklusiver Unterricht in der Grundschule</i>. Kohlhammer, 2017.","bibtex":"@book{Hellmich_Blumberg_2017, place={Stuttgart}, title={ Inklusiver Unterricht in der Grundschule}, publisher={Kohlhammer}, year={2017} }","ama":"Hellmich F, Blumberg E, eds. <i> Inklusiver Unterricht in der Grundschule</i>. Kohlhammer; 2017.","ieee":"F. Hellmich and E. Blumberg, Eds., <i> Inklusiver Unterricht in der Grundschule</i>. Stuttgart: Kohlhammer, 2017.","apa":"Hellmich, F., &#38; Blumberg, E. (Eds.). (2017). <i> Inklusiver Unterricht in der Grundschule</i>. Kohlhammer.","chicago":"Hellmich, Frank, and Eva Blumberg, eds. <i> Inklusiver Unterricht in der Grundschule</i>. Stuttgart: Kohlhammer, 2017.","short":"F. Hellmich, E. Blumberg, eds.,  Inklusiver Unterricht in der Grundschule, Kohlhammer, Stuttgart, 2017."},"language":[{"iso":"ger"}],"_id":"26724","publisher":"Kohlhammer","user_id":"57672","editor":[{"id":"26282","last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank"},{"full_name":"Blumberg, Eva","first_name":"Eva","last_name":"Blumberg"}],"status":"public","title":" Inklusiver Unterricht in der Grundschule","year":"2017","date_updated":"2022-01-06T06:57:26Z"},{"user_id":"30984","page":"373","_id":"3600","publisher":"Springer","status":"public","place":"Wiesbaden","quality_controlled":"1","citation":{"apa":"Goller, M. (2017). <i>Human agency at work: An active approach towards expertise development</i>. Wiesbaden: Springer. <a href=\"https://doi.org/10.1007/978-3-658-18286-1\">https://doi.org/10.1007/978-3-658-18286-1</a>","ieee":"M. Goller, <i>Human agency at work: An active approach towards expertise development</i>. Wiesbaden: Springer, 2017.","short":"M. Goller, Human Agency at Work: An Active Approach towards Expertise Development, Springer, Wiesbaden, 2017.","chicago":"Goller, Michael. <i>Human Agency at Work: An Active Approach towards Expertise Development</i>. Wiesbaden: Springer, 2017. <a href=\"https://doi.org/10.1007/978-3-658-18286-1\">https://doi.org/10.1007/978-3-658-18286-1</a>.","mla":"Goller, Michael. <i>Human Agency at Work: An Active Approach towards Expertise Development</i>. Springer, 2017, doi:<a href=\"https://doi.org/10.1007/978-3-658-18286-1\">10.1007/978-3-658-18286-1</a>.","ama":"Goller M. <i>Human Agency at Work: An Active Approach towards Expertise Development</i>. Wiesbaden: Springer; 2017. doi:<a href=\"https://doi.org/10.1007/978-3-658-18286-1\">10.1007/978-3-658-18286-1</a>","bibtex":"@book{Goller_2017, place={Wiesbaden}, title={Human agency at work: An active approach towards expertise development}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-18286-1\">10.1007/978-3-658-18286-1</a>}, publisher={Springer}, author={Goller, Michael}, year={2017} }"},"doi":"10.1007/978-3-658-18286-1","main_file_link":[{"url":"https://link.springer.com/book/10.1007%2F978-3-658-18286-1"}],"language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2022-01-06T06:59:27Z","year":"2017","title":"Human agency at work: An active approach towards expertise development","author":[{"id":"30984","full_name":"Goller, Michael","first_name":"Michael","last_name":"Goller","orcid":"0000-0002-2820-9178"}],"publication_identifier":{"isbn":["978-3-658-18285-4"]},"type":"book","keyword":["Workplace learning","Agency","Expertise"],"department":[{"_id":"452"}],"date_created":"2018-07-23T09:29:39Z","abstract":[{"lang":"eng","text":"Michael Goller gives a structured overview of the current discourses of human agency in relation to professional learning and development. Based on this discussion, the author develops a theoretical framework including human agency as an individual feature (i. e., a disposition) as well as a set of self-initiated and goal-directed behaviours that are assumed to affect employees’ learning and development (e. g., crafting of new work experiences). He then further specifies this theoretical framework and investigates it empirically in the domain of geriatric care nursing. Based on the findings of the three empirical studies conducted, the author discusses the relevance of human agency for the development of professional expertise of geriatric care nurses.\r\n\r\nThe work received the American Educational Research Association (AERA) Workplace Learning SIG 2017 Dissertation of the Year Award."}]},{"user_id":"27503","editor":[{"first_name":"Martin","last_name":"Mulder","full_name":"Mulder, Martin"}],"page":"971--984","_id":"3676","publisher":"Springer","date_updated":"2022-01-06T06:59:29Z","year":"2017","title":"Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training","status":"public","author":[{"last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626","first_name":"Christian","full_name":"Harteis, Christian","id":"27503"}],"type":"book_chapter","department":[{"_id":"452"}],"place":"Dordrecht","date_created":"2018-07-23T13:21:51Z","publication":"Competence-based Vocational and Professional Education","citation":{"ieee":"C. Harteis, “Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training,” in <i>Competence-based Vocational and Professional Education</i>, M. Mulder, Ed. Dordrecht: Springer, 2017, pp. 971--984.","apa":"Harteis, C. (2017). Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training. In M. Mulder (Ed.), <i>Competence-based Vocational and Professional Education</i> (pp. 971--984). Dordrecht: Springer.","short":"C. Harteis, in: M. Mulder (Ed.), Competence-Based Vocational and Professional Education, Springer, Dordrecht, 2017, pp. 971--984.","chicago":"Harteis, Christian. “Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-Based Vocational and Professional Education and Training.” In <i>Competence-Based Vocational and Professional Education</i>, edited by Martin Mulder, 971--984. Dordrecht: Springer, 2017.","mla":"Harteis, Christian. “Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-Based Vocational and Professional Education and Training.” <i>Competence-Based Vocational and Professional Education</i>, edited by Martin Mulder, Springer, 2017, pp. 971--984.","bibtex":"@inbook{Harteis_2017, place={Dordrecht}, title={Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training}, booktitle={Competence-based Vocational and Professional Education}, publisher={Springer}, author={Harteis, Christian}, editor={Mulder, MartinEditor}, year={2017}, pages={971--984} }","ama":"Harteis C. Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training. In: Mulder M, ed. <i>Competence-Based Vocational and Professional Education</i>. Dordrecht: Springer; 2017:971--984."}},{"_id":"3679","page":"374--393","volume":29,"user_id":"27503","author":[{"full_name":"Rausch, Andreas","first_name":"Andreas","last_name":"Rausch"},{"full_name":"Seifried, Jürgen","last_name":"Seifried","first_name":"Jürgen"},{"full_name":"Harteis, Christian","last_name":"Harteis","first_name":"Christian","orcid":"https://orcid.org/0000-0002-3570-7626","id":"27503"}],"year":"2017","title":"Emotions, coping and learning in error situations in the workplace","status":"public","intvolume":"        29","date_updated":"2022-01-06T06:59:29Z","date_created":"2018-07-23T13:26:07Z","department":[{"_id":"452"}],"type":"journal_article","citation":{"bibtex":"@article{Rausch_Seifried_Harteis_2017, title={Emotions, coping and learning in error situations in the workplace}, volume={29}, number={5}, journal={Journal of Workplace Learning}, author={Rausch, Andreas and Seifried, Jürgen and Harteis, Christian}, year={2017}, pages={374--393} }","chicago":"Rausch, Andreas, Jürgen Seifried, and Christian Harteis. “Emotions, Coping and Learning in Error Situations in the Workplace.” <i>Journal of Workplace Learning</i> 29, no. 5 (2017): 374--393.","ama":"Rausch A, Seifried J, Harteis C. Emotions, coping and learning in error situations in the workplace. <i>Journal of Workplace Learning</i>. 2017;29(5):374--393.","short":"A. Rausch, J. Seifried, C. Harteis, Journal of Workplace Learning 29 (2017) 374--393.","ieee":"A. Rausch, J. Seifried, and C. Harteis, “Emotions, coping and learning in error situations in the workplace,” <i>Journal of Workplace Learning</i>, vol. 29, no. 5, pp. 374--393, 2017.","apa":"Rausch, A., Seifried, J., &#38; Harteis, C. (2017). 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Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills. <i>Large-scale Assessments in Education</i>. 2017;19(5):1-13. doi:<a href=\"https://doi.org/10.1186/s40536-017-0053-7\">10.1186/s40536-017-0053-7</a>","bibtex":"@article{Drossel_Eickelmann_2017, title={Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills}, volume={19}, DOI={<a href=\"https://doi.org/10.1186/s40536-017-0053-7\">10.1186/s40536-017-0053-7</a>}, number={5}, journal={Large-scale Assessments in Education}, author={Drossel, Kerstin and Eickelmann, Birgit}, year={2017}, pages={1–13} }"},"issue":"5","publication":"Large-scale Assessments in Education","department":[{"_id":"462"}],"type":"journal_article","date_created":"2021-11-20T09:53:33Z"},{"user_id":"50923","volume":18,"page":"24-29","_id":"27612","language":[{"iso":"ger"}],"date_updated":"2022-01-06T06:57:43Z","intvolume":"        18","status":"public","year":"2017","title":"Digitale Bildung – ein neue Perspektive auf Bildungsgerechtigkeit?","author":[{"last_name":"Eickelmann","first_name":"Birgit","full_name":"Eickelmann, Birgit","id":"40387"},{"id":"48921","full_name":"Drossel, Kerstin","last_name":"Drossel","first_name":"Kerstin"}],"type":"journal_article","department":[{"_id":"462"}],"date_created":"2021-11-20T09:56:36Z","publication":"Dreizehn - Zeitschrift für Jugendsozialarbeit","citation":{"bibtex":"@article{Eickelmann_Drossel_2017, title={Digitale Bildung – ein neue Perspektive auf Bildungsgerechtigkeit?}, volume={18}, journal={Dreizehn - Zeitschrift für Jugendsozialarbeit}, author={Eickelmann, Birgit and Drossel, Kerstin}, year={2017}, pages={24–29} }","ama":"Eickelmann B, Drossel K. Digitale Bildung – ein neue Perspektive auf Bildungsgerechtigkeit? <i>Dreizehn - Zeitschrift für Jugendsozialarbeit</i>. 2017;18:24-29.","mla":"Eickelmann, Birgit, and Kerstin Drossel. “Digitale Bildung – ein neue Perspektive auf Bildungsgerechtigkeit?” <i>Dreizehn - Zeitschrift für Jugendsozialarbeit</i>, vol. 18, 2017, pp. 24–29.","short":"B. Eickelmann, K. Drossel, Dreizehn - Zeitschrift für Jugendsozialarbeit 18 (2017) 24–29.","chicago":"Eickelmann, Birgit, and Kerstin Drossel. “Digitale Bildung – ein neue Perspektive auf Bildungsgerechtigkeit?” <i>Dreizehn - Zeitschrift für Jugendsozialarbeit</i> 18 (2017): 24–29.","ieee":"B. Eickelmann and K. Drossel, “Digitale Bildung – ein neue Perspektive auf Bildungsgerechtigkeit?,” <i>Dreizehn - Zeitschrift für Jugendsozialarbeit</i>, vol. 18, pp. 24–29, 2017.","apa":"Eickelmann, B., &#38; Drossel, K. (2017). Digitale Bildung – ein neue Perspektive auf Bildungsgerechtigkeit? <i>Dreizehn - Zeitschrift für Jugendsozialarbeit</i>, <i>18</i>, 24–29."}},{"_id":"27613","language":[{"iso":"ger"}],"user_id":"50923","doi":"10.21243/MI-04-17-08","volume":4,"year":"2017","status":"public","title":"Computer- und informationsbezogene Kompetenzen in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz","author":[{"id":"40387","full_name":"Eickelmann, Birgit","first_name":"Birgit","last_name":"Eickelmann"},{"full_name":"Drossel, Kerstin","first_name":"Kerstin","last_name":"Drossel","id":"48921"}],"date_updated":"2022-01-06T06:57:43Z","intvolume":"         4","date_created":"2021-11-20T09:58:10Z","type":"journal_article","department":[{"_id":"462"}],"publication":"Medienimpulse","citation":{"chicago":"Eickelmann, Birgit, and Kerstin Drossel. “Computer- und informationsbezogene Kompetenzen in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz.” <i>Medienimpulse</i> 4 (2017). <a href=\"https://doi.org/10.21243/MI-04-17-08\">https://doi.org/10.21243/MI-04-17-08</a>.","short":"B. Eickelmann, K. Drossel, Medienimpulse 4 (2017).","apa":"Eickelmann, B., &#38; Drossel, K. (2017). Computer- und informationsbezogene Kompetenzen in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz. <i>Medienimpulse</i>, <i>4</i>. <a href=\"https://doi.org/10.21243/MI-04-17-08\">https://doi.org/10.21243/MI-04-17-08</a>","ieee":"B. Eickelmann and K. Drossel, “Computer- und informationsbezogene Kompetenzen in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz,” <i>Medienimpulse</i>, vol. 4, 2017, doi: <a href=\"https://doi.org/10.21243/MI-04-17-08\">10.21243/MI-04-17-08</a>.","ama":"Eickelmann B, Drossel K. Computer- und informationsbezogene Kompetenzen in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz. <i>Medienimpulse</i>. 2017;4. doi:<a href=\"https://doi.org/10.21243/MI-04-17-08\">10.21243/MI-04-17-08</a>","bibtex":"@article{Eickelmann_Drossel_2017, title={Computer- und informationsbezogene Kompetenzen in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz}, volume={4}, DOI={<a href=\"https://doi.org/10.21243/MI-04-17-08\">10.21243/MI-04-17-08</a>}, journal={Medienimpulse}, author={Eickelmann, Birgit and Drossel, Kerstin}, year={2017} }","mla":"Eickelmann, Birgit, and Kerstin Drossel. “Computer- und informationsbezogene Kompetenzen in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz.” <i>Medienimpulse</i>, vol. 4, 2017, doi:<a href=\"https://doi.org/10.21243/MI-04-17-08\">10.21243/MI-04-17-08</a>."},"abstract":[{"lang":"eng","text":"Der kompetente Umgang mit Informations- und Kommunikationstechnologien (ICT) gewinnt im Zuge des Wandels zur Informations- und Wissensgesellschaft zunehmend an Bedeutung. Die International Computer and Information Literacy Study (ICILS 2013) erfasst in diesem Zusammenhang erstmals computer- und informationsbezogene Kompetenzen computerbasiert im internationalen Vergleich. Theoretische Überlegungen und empirische Befunde postulieren dabei einen Zusammenhang der erfassten Kompetenzdomäne mit der Lesekompetenz der Schülerinnen und Schüler. Eine empirische Untersuchung dieses Zusammenhangs steht bislang allerdings noch aus und ist das Anliegen dieses Beitrags. Um diesem Desiderat nachzugehen, werden die repräsentativen Schülerdaten aus ICILS 2013 für Deutschland herangezogen. Dabei wird die Untersuchung des Zusammenhangs der beiden Konstrukte möglich, da in Deutschland national ein Lesetest ergänzt wurde, den die Achtklässlerinnen und Achtklässler zusätzlich bearbeitet haben. Die Pfadanalyse zeigt, dass Lesen einen mittleren direkten Effekt von .452 auf die computer- und informationsbezogenen Kompetenzen aufweist."}]},{"editor":[{"last_name":"Tatnall","first_name":"Arthur","full_name":"Tatnall, Arthur"},{"last_name":"Webb","first_name":"Mary","full_name":"Webb, Mary"}],"ddc":["370"],"user_id":"50923","publisher":"Springer International Publishing","_id":"27796","page":"114-124","has_accepted_license":"1","status":"public","place":"Cham","citation":{"bibtex":"@inbook{Drossel_Eickelmann_2017, place={Cham}, title={The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy}, DOI={<a href=\"https://doi.org/10.1007/978-3-319-74310-3_14\">10.1007/978-3-319-74310-3_14</a>}, booktitle={Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing}, publisher={Springer International Publishing}, author={Drossel, Kerstin and Eickelmann, Birgit}, editor={Tatnall, Arthur and Webb, Mary}, year={2017}, pages={114–124} }","ama":"Drossel K, Eickelmann B. The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy. In: Tatnall A, Webb M, eds. <i>Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing</i>. Springer International Publishing; 2017:114-124. doi:<a href=\"https://doi.org/10.1007/978-3-319-74310-3_14\">10.1007/978-3-319-74310-3_14</a>","mla":"Drossel, Kerstin, and Birgit Eickelmann. “The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy.” <i>Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing</i>, edited by Arthur Tatnall and Mary Webb, Springer International Publishing, 2017, pp. 114–24, doi:<a href=\"https://doi.org/10.1007/978-3-319-74310-3_14\">10.1007/978-3-319-74310-3_14</a>.","chicago":"Drossel, Kerstin, and Birgit Eickelmann. “The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy.” In <i>Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing</i>, edited by Arthur Tatnall and Mary Webb, 114–24. Cham: Springer International Publishing, 2017. <a href=\"https://doi.org/10.1007/978-3-319-74310-3_14\">https://doi.org/10.1007/978-3-319-74310-3_14</a>.","short":"K. Drossel, B. Eickelmann, in: A. Tatnall, M. Webb (Eds.), Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing, Springer International Publishing, Cham, 2017, pp. 114–124.","ieee":"K. Drossel and B. Eickelmann, “The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy,” in <i>Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing</i>, A. Tatnall and M. Webb, Eds. Cham: Springer International Publishing, 2017, pp. 114–124.","apa":"Drossel, K., &#38; Eickelmann, B. (2017). The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy. In A. Tatnall &#38; M. Webb (Eds.), <i>Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing</i> (pp. 114–124). Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-319-74310-3_14\">https://doi.org/10.1007/978-3-319-74310-3_14</a>"},"file_date_updated":"2021-11-25T13:37:42Z","doi":"10.1007/978-3-319-74310-3_14","language":[{"iso":"eng"}],"date_updated":"2022-01-06T06:57:45Z","publication_status":"published","author":[{"full_name":"Drossel, Kerstin","last_name":"Drossel","first_name":"Kerstin","id":"48921"},{"id":"40387","full_name":"Eickelmann, Birgit","first_name":"Birgit","last_name":"Eickelmann"}],"publication_identifier":{"issn":["1868-4238","1868-422X"]},"year":"2017","title":"The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy","department":[{"_id":"462"}],"type":"book_chapter","date_created":"2021-11-25T12:03:48Z","file":[{"date_created":"2021-11-25T13:37:42Z","creator":"sschall","success":1,"content_type":"application/pdf","file_id":"27831","date_updated":"2021-11-25T13:37:42Z","relation":"main_file","file_size":466147,"access_level":"closed","file_name":"463502_1_En_14_Chapter.pdf"}],"publication":"Tomorrow's Learning: Involving Everyone. 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