@inproceedings{40060,
  author       = {{Decius, Julian and Knappstein, Michael and Seifert, Andreas}},
  booktitle    = {{Hawaii International Conference On Education.}},
  location     = {{Hawaii}},
  title        = {{{Off Your Own Bat or Aided by Others: A Vignette Study on the Role of Metacognitions and Social Support for Informal Workplace Learning.}}},
  year         = {{2022}},
}

@inproceedings{40098,
  author       = {{Seifert, Andreas and Decius, Julian and Knappstein, Michael}},
  booktitle    = {{EARLI SIG14 Conference}},
  location     = {{Paderborn}},
  title        = {{{Off Your Own Bat or Aided by Others? An Investment-Reward Typology of Metacognition and Social Support at Work.}}},
  year         = {{2022}},
}

@inproceedings{40278,
  author       = {{Rogge, Tim and Seifert, Andreas}},
  booktitle    = {{AEPF-Tagung „Lehren und Lernen neu gedacht – Konsequenzen für das zukünftige Bildungswesen“}},
  location     = {{Stuttgart}},
  title        = {{{Digitaler Wechselunterricht in der gymnasialen Oberstufe – ein Modell mit Zukunft?}}},
  year         = {{2022}},
}

@article{37100,
  author       = {{Caruso, Carina and Seifert, Andreas}},
  journal      = {{Religionspädagogische Beiträge. Journal for Religion in Education.}},
  number       = {{1}},
  pages        = {{3--15}},
  title        = {{{Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen.}}},
  volume       = {{45}},
  year         = {{2022}},
}

@inproceedings{40287,
  author       = {{Watson, Christina and Meier, Jana and Seifert, Andreas and Küth, Simon and Scholl, Daniel}},
  booktitle    = {{DGPs-Tagung „View on of Science“, Hildesheim}},
  location     = {{Hildesheim}},
  title        = {{{Validierung von Testinstrumenten durch Testmotivationsindikatoren.}}},
  year         = {{2022}},
}

@article{37032,
  author       = {{Caruso, Carina and Seifert, Andreas}},
  journal      = {{Österreichisches Religionspädagogisches Forum}},
  number       = {{1}},
  pages        = {{239--260}},
  title        = {{{Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch? Ergebnisse der Messung pädagogischer Kompetenzen Studierender in Deutschland.}}},
  volume       = {{30}},
  year         = {{2022}},
}

@inproceedings{40283,
  author       = {{Seifert, Andreas and Watson, Christina}},
  booktitle    = {{DGPs-Tagung „View on of Science“}},
  location     = {{Hildesheim}},
  title        = {{{Qualitätssicherung im bildungswissenschaftlichen Studium – methodologische Überlegungen.}}},
  year         = {{2022}},
}

@article{32564,
  abstract     = {{Internet use is significant in the everyday lives of children and can be distinguished into different uses (e.g., entertainment-related, informative or school-related). When considering the literature on internet inquiries, the family as an informal place of learning is of particular importance. Although some predictors within the family (e.g., structural factors) are widely researched, comprehensive results on the influence of parental involvement, especially parental instruction as a form of parental support during information-related internet activities, on different internet uses are still lacking. Therefore, the study investigates (1) the relationship of parental role construction, self-efficacy, internet skills, and parental instruction in information-related internet use perceived by parents and children and (2) the relationship of parental role construction, self-efficacy, internet skills, parental instruction, and children's internet uses at home (entertainment-related, practical and school-or-learning-related). The mediation effects of parental instruction were also tested. A paper-and-pencil questionnaire was answered by 361 German children and their parents. Structural equation modeling was applied to answer the research questions. We observed that children's perceived parental instruction was positively associated with children's practical and school-or-learning-related internet use. Parents' motivational factors were the strongest predictors for parents' perceived parental instruction The findings have significant implications for research and practice on how parents can be more active in fulfilling their role as supporters for children's internet use.}},
  author       = {{Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike M.}},
  issn         = {{0360-1315}},
  journal      = {{Computers & Education}},
  publisher    = {{Elsevier BV}},
  title        = {{{Parental involvement and Children's internet uses - Relationship with parental role construction, self-efficacy, internet skills, and parental instruction}}},
  doi          = {{10.1016/j.compedu.2022.104481}},
  volume       = {{182}},
  year         = {{2022}},
}

@article{35144,
  author       = {{Buhl, Heike M. and Sagolla, Nils and Bohndick, Carla}},
  journal      = {{Lehrerbildung auf dem Prüfstand}},
  number       = {{1}},
  pages        = {{117 -- 136}},
  title        = {{{Die Förderung von Reflexionskompetenz und Reflexion durch die angeleitete Bearbeitung eines weiterentwicklungsorientierten Online-Self-Assessments}}},
  volume       = {{15}},
  year         = {{2022}},
}

@article{35143,
  author       = {{Bonanati, Sabrina and Buhl, Heike M. and Gerhardts, Lara and Kamin, Anna-Maria and Meister, Dorothee}},
  journal      = {{Medienimpulse}},
  number       = {{4}},
  title        = {{{Digitale häusliche Lernumgebung: Prädiktoren und Effekte elterlicher Unterstützung beim Lernen mit digitalen Medien}}},
  doi          = {{10.21243/mi-04-22-17}},
  volume       = {{60}},
  year         = {{2022}},
}

@article{41482,
  author       = {{Hilkenmeier, Johanna and Greiner, Christian and Bonanati, Sabrina and Buhl, Heike M.}},
  journal      = {{Journal für LehrerInnenbildung}},
  number       = {{2}},
  pages        = {{40 -- 51}},
  title        = {{{Förderung von motivierenden Gesprächsstrategien im Elterngespräch. Workshop für Lehrkräfte und Studierende}}},
  volume       = {{22}},
  year         = {{2022}},
}

@article{32560,
  abstract     = {{Several methods are available to answer questions regarding similarity and accuracy,
each of which has specific properties and limitations. This study focuses on the
Latent Congruence Model (LCM; Cheung, 2009), because of its capacity to deal
with cross-informant measurement invariance issues. Until now, no cross-national
applications of LCM are present in the literature, perhaps because of the difficulty
to deal with both cross-national and cross-informant measurement issues implied by
those models. This study presents a step-by-step procedure to apply LCM to dyadic
cross-national research designs controlling for both cross-national and cross-informant
measurement invariance. An illustrative example on parent–child support exchanges in
Italy and Germany is provided. Findings help to show the different possible scenarios
of partial invariance, and a discussion related to how to deal with those scenarios is
provided. Future perspectives in the study of parent–child similarity and accuracy in
cross-national research will be discussed.}},
  author       = {{Tagliabue, Semira and Zambelli, Michela and Sorgente, Angela and Sommer, Sabrina and Hoellger, Christian and Buhl, Heike M. and Lanz, Margherita}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{latent congruence model, measurement invariance, similarity, accuracy, cross-national, cross-informant, parent-child relationship, support exchanges}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Latent Congruence Model to Investigate Similarity and Accuracy in Family Members' Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance}}},
  doi          = {{10.3389/fpsyg.2021.672383}},
  volume       = {{12}},
  year         = {{2021}},
}

@article{37413,
  author       = {{Decius, Julian and Schaper, Niclas and Seifert, Andreas}},
  journal      = {{Vocations and Learning}},
  number       = {{2}},
  pages        = {{285--326}},
  title        = {{{Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue Collar Workers.}}},
  volume       = {{14}},
  year         = {{2021}},
}

@article{39824,
  author       = {{Seifert, Andreas and Caruso, Carina}},
  journal      = {{PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.}},
  number       = {{1}},
  pages        = {{173--187}},
  title        = {{{Bildungswissenschaftliches Wissen und Kompetenzselbsteinschätzungen unter Berücksichtigung individueller Voraussetzungen. Ergebnisse der Befragung angehender Lehrkräfte im Praktikum.}}},
  volume       = {{3}},
  year         = {{2021}},
}

@inproceedings{40299,
  author       = {{Rogge, Tm and Seifert, Andreas}},
  booktitle    = {{DigiGebf21}},
  title        = {{{„Allgemein hat sich die psychische Gesundheit vieler Schüler verschlechtert…” – Belastungserleben als Herausforderung von Abiturientinnen und Abiturienten im digital vermittelten Distanzunterricht.}}},
  year         = {{2021}},
}

@inproceedings{40306,
  author       = {{Watson, Christina and Seifert, Andreas}},
  booktitle    = {{PAEPSY 2021}},
  title        = {{{„Ich weiß die Antwort nicht“ – Ein Mangel an Motivation oder ein Mangel an Wissen?}}},
  year         = {{2021}},
}

@article{37411,
  author       = {{Decius, Julian and Schaper, Niclas and Seifert, Andreas}},
  journal      = {{Academy of Management Prodeedings}},
  number       = {{1}},
  title        = {{{The Hen-Egg-Problem of Informal Workplace Learning & Work Design: The Mediating Role of Job Crafting.}}},
  volume       = {{2021}},
  year         = {{2021}},
}

@book{32464,
  author       = {{Buhl, Heike M. and Bonanati, Sabrina and Eickelmann, Birgit}},
  isbn         = {{978-3-8017-3074-1}},
  pages        = {{150}},
  publisher    = {{Hogrefe}},
  title        = {{{Schule in der digitalen Welt}}},
  year         = {{2021}},
}

@article{32562,
  abstract     = {{Family-Literacy-Programme stellen eine gute Möglichkeit dar, Eltern in Bildungsprozesse
einzubeziehen. Am Beispiel des Programms „LIFE – Lesen in Familie erleben“ wird
die Wirkung auf elterliche Unterstützung beim Lesenlernen von Erstklässler*innen unter Einbezug von Eltern- und Kinderperspektive untersucht. Sowohl direkt nach dem
Programm als auch ein halbes Jahr später wirkte das Programm positiv auf verschiedene
Arten der Anschlusskommunikation beim gemeinsamen Lesen.}},
  author       = {{Bonanati, Sabrina and Gruchel, Nicole and Kurock, Ricarda and Buhl, Heike M.}},
  issn         = {{0012-0731}},
  journal      = {{Die Deutsche Schule}},
  keywords     = {{Kooperation, Familie, Lesekompetenz, Längsschnittstudie, Intervention}},
  number       = {{3}},
  pages        = {{282--301}},
  publisher    = {{Waxmann}},
  title        = {{{Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen}}},
  doi          = {{10.31244/dds.2021.03.04}},
  volume       = {{113}},
  year         = {{2021}},
}

@article{32558,
  abstract     = {{With the rapid progress of technological development, self-efficacy in reference to digital devices (i.e., information and computer technology [ICT] self-efficacy) is an important driver that helps students to deal with technological problems and support their lifelong learning processes. Schools, peers, and home learning environments are important sources for the development of positive self-efficacy. Expanding on previous research, we investigated the associations between different aspects of the digital home learning environment and students’ ICT self-efficacy. The moderation effects of gender were also tested. A total of 651 children answered a questionnaire about different digital home learning environment dimensions and estimated their ICT self-efficacy using an adapted scale—Schwarzer and Jerusalem’s (1999) general self-efficacy scale. Using the structural equation modeling technique, a digital home learning environment containing six different qualities of parental support was investigated. Families’ cultural capital, parents’ attitudes toward the Internet, and shared Internet activities at home contributed positively to ICT self-efficacy. We observed small gender differences, with the moderation effect being nonsignificant. The results help researchers and practitioners to understand how different dimensions of the digital home learning environment support ICT self-efficacy. We will discuss how parents can enhance the home learning environment and how teachers can integrate this knowledge into formal education.}},
  author       = {{Bonanati, Sabrina and Buhl, Heike M.}},
  issn         = {{1387-1579}},
  journal      = {{Learning Environments Research}},
  keywords     = {{Digital media use, Gender, Home learning environment, ICT self-efcacy, Motivation, Parental involvement}},
  number       = {{2}},
  pages        = {{485--505}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{The digital home learning environment and its relation to children’s ICT self-efficacy}}},
  doi          = {{10.1007/s10984-021-09377-8}},
  volume       = {{25}},
  year         = {{2021}},
}