@article{32561,
  abstract     = {{This investigation concentrates on the association of intergenerational value
similarity and adult children’s and parents’subjective well-being, on the linkage
between relationship quality and subjective well-being. Mediation effects of
the relationship quality on the associations between value similarity and
subjective well-being were focused. The sample consisted of 600 adult
German children (53.8% women) and their parents. Dyadic correlations were
constructed to determine the value similarity. In this study, the general value
orientation and the family values were objects of research. We measured the
subjective well-being with the Satisfaction with Life Scale and we used the
Network of Relationships Inventory (NRI) to measure the relationship
quality. Associations between subjective well-being and value similarity, and
between subjective well-being and relationship quality, as well as mediation
effects, were found. All effects depend on gender and perspective.}},
  author       = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}},
  issn         = {{0192-513X}},
  journal      = {{Journal of Family Issues}},
  keywords     = {{adult child–parent dyads, relationship quality, life satisfaction, parent–child relationship, intergenerational stake hypothesis, mediation analyses}},
  publisher    = {{SAGE Publications}},
  title        = {{{Intergenerational Value Similarity and Subjective Well-Being}}},
  doi          = {{10.1177/0192513x211054470}},
  year         = {{2021}},
}

@article{32566,
  abstract     = {{Die Querschnittsuntersuchung beschäftigt sich mit der Fragestellung, ob in Zusammenhang mit der familiären Lebenssituation Erwachsener (Elternstatus und Beziehungsstatus) Unterschiede hinsichtlich der Werteähnlichkeit zwischen ihnen und ihren Eltern bestehen. Dabei wurde die Ähnlichkeit der individuellen Grundwerte nach Schwartz (1992) fokussiert. Die Werteähnlichkeit wurde mittels dyadischer Korrelationen bestimmt (Kenny & Winquist, 2001). Die Stichprobe bestand aus N= 1047 Dyaden. Dafür nahmen 600 erwachsene Kinder (53.8 % weiblich) mit ihren Eltern (542 Mütter und 505 Väter) teil. Das Alter der teilnehmenden Kinder lag zwischen 25 und 49 Jahren (M= 33.9, SD = 6.1). Die Ergebnisse dieser Studie zeigten, dass sich die Werteähnlichkeiten in Abhängigkeit von der familiären Lebenssituation unterschieden: Die Elternschaft der erwachsenen Kinder ging mit einer größeren Werteähnlichkeit in der Mutter-Kind-Dyade einher. Ebenso konnte eine größere Werteähnlichkeit zwischen verheirateten Söhnen und deren beiden Elternteilen beobachtet werden, verglichen mit den Söhnen, die Single oder in einer Partnerschaft waren. Die Werteähnlichkeit der Töchter zu ihren Eltern unterschied sich nicht in Abhängigkeit des Beziehungsstatus.}},
  author       = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}},
  journal      = {{Zeitschrift für Soziologie der Erziehung und Sozialisation}},
  number       = {{4}},
  pages        = {{432--448}},
  title        = {{{Zusammenhang zwischen der familiären Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter}}},
  volume       = {{41}},
  year         = {{2021}},
}

@misc{29066,
  author       = {{Bonanati, Sabrina and Buhl, Heike M. and Eickelmann, Birgit}},
  publisher    = {{Hogrefe}},
  title        = {{{Wie Lernen in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification}}},
  year         = {{2021}},
}

@article{31672,
  author       = {{Patrzek, Justine and Buhl, Heike M. and Scharlau, Ingrid}},
  journal      = {{Psychologieunterricht}},
  keywords     = {{Unterrichtsfach Psychologie}},
  pages        = {{21 -- 26}},
  title        = {{{Unterrichtsfach Psychologie an der Universität Paderborn}}},
  year         = {{2021}},
}

@inbook{32555,
  author       = {{van Ackeren, Isabell and Buhl, Heike M. and Eickelmann, Birgit and Heinrich, Martin and Wolfswinkler, Günther}},
  booktitle    = {{Bildung, Schule und Digitalisierung}},
  editor       = {{Kaspar, Kai and Becker-Mrotzek, Michael and Hofhues, Sandra and König, Johannes and Schmeinck, Daniela}},
  pages        = {{321--326}},
  publisher    = {{Waxmann}},
  title        = {{{Digitalisierung in der Lehrerbildung durch Communities of Practice. Konzeption, Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen}}},
  year         = {{2020}},
}

@article{32559,
  abstract     = {{This investigation concentrates on value similarity between parents and their children during adulthood. The interplay between gender, age, relationship quality, and frequency of contact on value similarity was analyzed. A total of 600 adult German children (53.8% women) and their parents took part in a questionnaire study. Value orientation was measured with a short version of Schwartz’s Portrait Values Questionnaire, and relationship quality with the Network of Relationships Inventory (Furman & Buhrmeister, 1992).Value similarity was higher in mother–daughter dyads compared to mother–son dyads, but in the other dyads, no significant differences were found. Regarding relationship quality, verbal intimacy was not related to value similarity. Parental satisfaction was associated with value similarity in the father–child dyads. Satisfaction, as perceived by adult children, was linked to value similarity in mother–child and father–son dyads. Furthermore, the frequency of contact related to value similarity between mothers and sons.}},
  author       = {{Hoellger, Christian and Sommer, Sabrina and Albert, Isabelle and Buhl, Heike M.}},
  issn         = {{0192-513X}},
  journal      = {{Journal of Family Issues}},
  keywords     = {{Adult child–parent dyads, value similarity, relationship quality, frequency of contact, parent-child-relationship}},
  number       = {{6}},
  pages        = {{1234--1257}},
  publisher    = {{SAGE Publications}},
  title        = {{{Intergenerational Value Similarity in Adulthood}}},
  doi          = {{10.1177/0192513x20943914}},
  volume       = {{42}},
  year         = {{2020}},
}

@article{39825,
  author       = {{Plöger, Wilfried and Krepf, Matthias and Scholl, Daniel and Seifert, Andreas}},
  journal      = {{Teacher Education Quaterly}},
  number       = {{2}},
  pages        = {{134--157}},
  title        = {{{Analytical Competence of Teachers – Assessing the Construct Validity by Means of Mixed Methods and Drawing Consequences for Teacher Education.}}},
  volume       = {{47}},
  year         = {{2020}},
}

@article{39836,
  author       = {{Vogt, Annika and Stiel, Stephanie and Heckel, Maria and Goebel, Swantje and Mai, Sandra Stephanie and Seifert, Andreas and Gerlach, Christina and Ostgathe, Christoph and Weber, Martin }},
  journal      = {{Health and Quality of Life Outcomes}},
  number       = {{311}},
  pages        = {{2--15}},
  title        = {{{Assessment of the quality of end-of-life care: translation and validation of the German version of the “Care of the Dying Evaluation” (CODE-GER) – a questionnaire for bereaved relatives.}}},
  volume       = {{18}},
  year         = {{2020}},
}

@inproceedings{40310,
  author       = {{Decius, Julian and Schaper, Niclas and Seifert, Andreas}},
  booktitle    = {{9th PDRnet Research Symposium}},
  location     = {{Antwerpen}},
  title        = {{{Investigating the Hen-Egg-Problem: A Cross-Lagged-Panel Approach to Informal Workplace Learning and Working Conditions.}}},
  year         = {{2020}},
}

@inbook{31660,
  author       = {{Buhl, Heike M. and Scharlau, Ingrid and Patrzek, Justine and Hiller, Sara and Klingsieck, Katrin B.}},
  booktitle    = {{Psychologiedidaktik und Evaluation XIII}},
  editor       = {{Krämer, Michael}},
  keywords     = {{Unterrichtsfach Psychologie}},
  pages        = {{83 -- 91}},
  publisher    = {{Shaker}},
  title        = {{{Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn}}},
  doi          = {{10.23668/PSYCHARCHIVES.4244}},
  year         = {{2020}},
}

@inbook{28883,
  author       = {{van Ackeren, Isabell and Buhl, Heike M. and Eickelmann, Birgit and Heinrich, Martin and Wolfswinkler, Günther}},
  booktitle    = {{Bildung, Schule und Digitalisierung}},
  editor       = {{Kaspar, Kai and Becker-Mrotzek, Michael and Hofhues, Sandra and König, Johannes and Schmeinck, Daniela}},
  pages        = {{321--326}},
  publisher    = {{Waxmann}},
  title        = {{{Digitalisierung in der Lehrerbildung durch Communities of Practice. Konzeption, Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen}}},
  year         = {{2020}},
}

@article{21267,
  author       = {{Budde, Lea and Schulte, Carsten and Buhl, Heike M. and Muehling, Andreas}},
  journal      = {{Seventh International Conference on Learning and Teaching in Computing and Engineeringe}},
  keywords     = {{⛔ No DOI found}},
  publisher    = {{(IEEE)}},
  title        = {{{Understanding and Explaining Digital Artefacts - the Role of a Duality (Accepted Paper - Digital Publication Follows)}}},
  year         = {{2020}},
}

@book{32463,
  author       = {{Bonanati, Sabrina and Greiner, Christian and Gruchel, Nicole and Buhl, Heike M.}},
  publisher    = {{Springer}},
  title        = {{{ Lesekompetenz fördern. Ein Manual für das LIFE-Programm zur Stärkung der Zusammenarbeit von Schule und Elternhaus}}},
  year         = {{2020}},
}

@article{20201,
  author       = {{Grimminger, Angela and Rohlfing, Katharina and Lüke, Carina and Liszkowski, Ulf and Ritterfeld, Ute}},
  journal      = {{Journal of Child Language}},
  pages        = {{418--434}},
  title        = {{{Decontextualized talk in caregivers’ input to 12-month-old children during structured interaction.}}},
  doi          = {{10.1017/S0305000919000710}},
  volume       = {{47}},
  year         = {{2020}},
}

@article{41152,
  author       = {{Plöger, Wilfried and Scholl, Daniel and Schüle, Christoph and Seifert, Andreas}},
  journal      = {{Teaching and Teacher Education}},
  pages        = {{215--225}},
  title        = {{{Development of trainee teachers’ analytical competence in their induction phase – A longitudinal study comparing science and non-science teachers.}}},
  doi          = {{https://doi.org/10.1016/j.tate.2019.06.018}},
  volume       = {{85}},
  year         = {{2019}},
}

@article{41151,
  author       = {{Decius, Julian and Schaper, Niclas and Seifert, Andreas}},
  journal      = {{Human Resource Development Quarterly}},
  number       = {{4}},
  pages        = {{495--535}},
  title        = {{{Informal Workplace Learning: Development and validation of a measure.}}},
  volume       = {{30}},
  year         = {{2019}},
}

@inbook{35840,
  author       = {{Caruso, Carina and Seifert, Andreas}},
  booktitle    = {{Praxissemester (Religion) in NRW: Bilanz und Perspektiven}},
  editor       = {{Caruso, Carina and Woppowa, Jan}},
  pages        = {{37--51}},
  publisher    = {{Universität Paderborn}},
  title        = {{{Kompetenzprofile pädagogischen Wissens. Ein Blick auf die Entwicklung Theologistudierender im Praxissemester.}}},
  doi          = {{10.17619/UNIPB/1-603 }},
  year         = {{2019}},
}

@article{41153,
  author       = {{Teuber, Ziwen and Möer, Johanna and Webel, Luise and Seifert, Andreas}},
  issn         = {{1861-6755}},
  journal      = {{Prävention und Gesundheitsförderung}},
  keywords     = {{Public Health, Environmental and Occupational Health}},
  number       = {{3}},
  pages        = {{269--274}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Burnout und Engagement: Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells in den deutschen Schulkontext}}},
  doi          = {{10.1007/s11553-019-00752-1}},
  volume       = {{15}},
  year         = {{2019}},
}

@article{32550,
  abstract     = {{Beziehungen zwischen Erwachsenen und ihren Eltern sind durch Interdependenzen und Dependenzen gekennzeichnet. Während das Zusammenleben von Familien mit Kindern im mittleren Erwachsenenalter dabei ganz überwiegend durch Interdependenz geprägt ist, nehmen im Alter Dependenzen durch gesundheitliche Beeinträchtigungen der Eltern zu. Mit Blick darauf werden im Artikel behaviorale, kognitive und emotionale Merkmale von Eltern-Kind-Beziehungen erläutert und theoretisch in zentrale Konzepte eingebettet. Das Verhalten ist durch Solidarität zwischen den Generationen, aber auch durch Aspekte des Einflusses innerhalb der Beziehung und aufeinander, gekennzeichnet. Um Familienkognitionen zu beschreiben, werden die verwandten Konzepte der Individuation und der filialen Reife herangezogen. Verhalten, wie auch Kognitionen, sind eng mit dem dritten Beziehungsmerkmal, der Affektivität verknüpft, das neben positiven auch negative Gefühle sowie Ambivalenzen umfasst.}},
  author       = {{Buhl, Heike M. and Sommer, Sabrina}},
  issn         = {{1613-2637}},
  journal      = {{Psychotherapie im Alter}},
  number       = {{2}},
  pages        = {{123--135}},
  publisher    = {{Psychosozial Verlag}},
  title        = {{{Intergenerationelle Beziehungen in der Familie}}},
  doi          = {{10.30820/1613-2637-2019-2-123}},
  volume       = {{16}},
  year         = {{2019}},
}

@article{32549,
  abstract     = {{Internet-based self-assessments (ISAs) are tools used to support finding the right educational fit for higher education (HE) students. ISAs typically consist of a questionnaire followed by a feedback report about the results. It is unknown how the characteristics of the feedback report itself affect individuals’ acceptance and motivation to follow the advice from the report. Literature on feedback in general has suggested relationships between acceptance of feedback and motivation, feedback sign (positive versus negative) and regulatory focus (promotion focus versus prevention focus), influence acceptance and the motivation to develop. To investigate if these findings are transferable to the context of ISAs, we conducted an online study with N = 249 German university students (73% female; M = 22.84 years of age (SD = 3.73)) and a bogus self-assessment. Feedback sign was manipulated randomly, and the regulatory focus was measured by values. Regression analyses indicate a positive effect of positive feedback sign, but no differences regarding regulatory focus.}},
  author       = {{Bohndick, Carla and Menne, Christina and Kohlmeyer, Susanne and Buhl, Heike M.}},
  issn         = {{0309-877X}},
  journal      = {{Journal of Further and Higher Education}},
  number       = {{6}},
  pages        = {{717--728}},
  title        = {{{Feedback in internet-based self-assessments and its effects on acceptance and motivation}}},
  doi          = {{10.1080/0309877x.2019.1596233}},
  volume       = {{44}},
  year         = {{2019}},
}