[{"main_file_link":[{"open_access":"1","url":"https://link.springer.com/content/pdf/10.1007/s10804-018-9296-y.pdf"}],"language":[{"iso":"eng"}],"doi":"10.1007/s10804-018-9296-y","year":"2018","title":"Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents","author":[{"full_name":"Sommer, Sabrina","first_name":"Sabrina","last_name":"Sommer"},{"last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152"}],"publication_identifier":{"issn":["1068-0667","1573-3440"]},"date_updated":"2025-07-16T08:44:10Z","publication_status":"published","intvolume":"        25","date_created":"2022-08-03T03:19:32Z","keyword":["Intergenerational relationships","Emotional support","Solidarity","Adult children","Gender"],"type":"journal_article","department":[{"_id":"427"}],"issue":"4","publication":"Journal of Adult Development","abstract":[{"lang":"eng","text":"This study investigates how different factors in regard to intergenerational relationships are associated with emotional support\r\ngiven by adults to their parents. The analysis focuses on adult children and their parents in a representative German sample.\r\nData were obtained from the second wave of the German Family Panel (pairfam) consisting of 2064 women and 1841 men.\r\nResults show that transfer of emotional support by the adult children was especially associated not only with received emotional support from parents, but also with affection, conflicts, and expectations concerning parents. A moderator analysis\r\nfocuses on gender and showed differences for the association between given support by adults and conflicts between mothers\r\nand fathers. For the offspring, no gender effects were found."}],"page":"286-296","publisher":"Springer Science and Business Media LLC","_id":"32542","user_id":"27152","volume":25,"status":"public","oa":"1","citation":{"apa":"Sommer, S., &#38; Buhl, H. M. (2018). Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>, <i>25</i>(4), 286–296. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>","mla":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i>, vol. 25, no. 4, Springer Science and Business Media LLC, 2018, pp. 286–96, doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","ieee":"S. Sommer and H. M. Buhl, “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents,” <i>Journal of Adult Development</i>, vol. 25, no. 4, pp. 286–296, 2018, doi: <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","ama":"Sommer S, Buhl HM. Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>. 2018;25(4):286-296. doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>","short":"S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.","chicago":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i> 25, no. 4 (2018): 286–96. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>.","bibtex":"@article{Sommer_Buhl_2018, title={Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>}, number={4}, journal={Journal of Adult Development}, publisher={Springer Science and Business Media LLC}, author={Sommer, Sabrina and Buhl, Heike M.}, year={2018}, pages={286–296} }"},"project":[{"_id":"372","grant_number":"281828538","name":"Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern"}]},{"date_created":"2022-08-03T03:34:56Z","type":"book_chapter","department":[{"_id":"427"}],"publication":"Heterogenität im Klassenzimmer","language":[{"iso":"ger"}],"series_title":"Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik","year":"2018","title":"Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung","author":[{"full_name":"Kohlmeyer, Susanne","last_name":"Kohlmeyer","first_name":"Susanne"},{"first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M.","id":"27152"}],"date_updated":"2025-07-16T08:43:29Z","publication_status":"published","intvolume":"         9","place":"Babenhausen","citation":{"short":"S. Kohlmeyer, H.M. Buhl, in: G. Büttner, H. Mendl, O. Reis, H. Roose (Eds.), Heterogenität im Klassenzimmer, Babenhausen, 2018, pp. 116–131.","chicago":"Kohlmeyer, Susanne, and Heike M. Buhl. “Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung.” In <i>Heterogenität im Klassenzimmer</i>, edited by Gerhard Büttner, Hans Mendl, Oliver Reis, and Hanna Roose, 9:116–31. Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik. Babenhausen, 2018.","ieee":"S. Kohlmeyer and H. M. Buhl, “Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung,” in <i>Heterogenität im Klassenzimmer</i>, vol. 9, G. Büttner, H. Mendl, O. Reis, and H. Roose, Eds. Babenhausen, 2018, pp. 116–131.","apa":"Kohlmeyer, S., &#38; Buhl, H. M. (2018). Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung. In G. Büttner, H. Mendl, O. Reis, &#38; H. Roose (Eds.), <i>Heterogenität im Klassenzimmer</i> (Vol. 9, pp. 116–131).","bibtex":"@inbook{Kohlmeyer_Buhl_2018, place={Babenhausen}, series={Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik}, title={Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung}, volume={9}, booktitle={Heterogenität im Klassenzimmer}, author={Kohlmeyer, Susanne and Buhl, Heike M.}, editor={Büttner, Gerhard and Mendl, Hans and Reis, Oliver and Roose, Hanna}, year={2018}, pages={116–131}, collection={Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik} }","ama":"Kohlmeyer S, Buhl HM. Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung. In: Büttner G, Mendl H, Reis O, Roose H, eds. <i>Heterogenität im Klassenzimmer</i>. Vol 9. Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik. ; 2018:116-131.","mla":"Kohlmeyer, Susanne, and Heike M. Buhl. “Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung.” <i>Heterogenität im Klassenzimmer</i>, edited by Gerhard Büttner et al., vol. 9, 2018, pp. 116–31."},"project":[{"_id":"377","name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium"}],"page":"116 - 131","_id":"32544","user_id":"27152","editor":[{"last_name":"Büttner","first_name":"Gerhard","full_name":"Büttner, Gerhard"},{"full_name":"Mendl, Hans","first_name":"Hans","last_name":"Mendl"},{"last_name":"Reis","first_name":"Oliver","full_name":"Reis, Oliver"},{"first_name":"Hanna","last_name":"Roose","full_name":"Roose, Hanna"}],"volume":9,"status":"public"},{"date_updated":"2025-07-16T08:44:45Z","publication_status":"published","title":"Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium","status":"public","year":"2018","corporate_editor":["Universität Paderborn"],"author":[{"full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M.","id":"27152"},{"full_name":"Kohlmeyer, Susanne","first_name":"Susanne","last_name":"Kohlmeyer"},{"last_name":"Mertens","first_name":"Dennis","full_name":"Mertens, Dennis"},{"full_name":"Bohndick, Carla","first_name":"Carla","last_name":"Bohndick"}],"user_id":"27152","editor":[{"first_name":"Birgit","last_name":"Riegraf","full_name":"Riegraf, Birgit"},{"last_name":"Meister","first_name":"Dorothee M.","full_name":"Meister, Dorothee M."},{"full_name":"Reinhold, Peter","last_name":"Reinhold","first_name":"Peter"},{"full_name":"Schaper, Niclas","first_name":"Niclas","last_name":"Schaper"},{"first_name":"Timon T.","last_name":"Temps","full_name":"Temps, Timon T."}],"page":"24 - 27","_id":"32541","language":[{"iso":"ger"}],"project":[{"_id":"377","name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium"}],"publication":"Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn","citation":{"ama":"Buhl HM, Kohlmeyer S, Mertens D, Bohndick C. Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium. In: Riegraf B, Meister DM, Reinhold P, Schaper N, Temps TT, Universität Paderborn, eds. <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i>. ; 2018:24-27.","bibtex":"@inbook{Buhl_Kohlmeyer_Mertens_Bohndick_2018, place={Paderborn}, title={Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium}, booktitle={Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn}, author={Buhl, Heike M. and Kohlmeyer, Susanne and Mertens, Dennis and Bohndick, Carla}, editor={Riegraf, Birgit and Meister, Dorothee M. and Reinhold, Peter and Schaper, Niclas and Temps, Timon T. and Universität Paderborn}, year={2018}, pages={24–27} }","mla":"Buhl, Heike M., et al. “Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium.” <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i>, edited by Birgit Riegraf et al., 2018, pp. 24–27.","short":"H.M. Buhl, S. Kohlmeyer, D. Mertens, C. Bohndick, in: B. Riegraf, D.M. Meister, P. Reinhold, N. Schaper, T.T. Temps, Universität Paderborn (Eds.), Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn, Paderborn, 2018, pp. 24–27.","chicago":"Buhl, Heike M., Susanne Kohlmeyer, Dennis Mertens, and Carla Bohndick. “Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium.” In <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i>, edited by Birgit Riegraf, Dorothee M. Meister, Peter Reinhold, Niclas Schaper, Timon T. Temps, and Universität Paderborn, 24–27. Paderborn, 2018.","apa":"Buhl, H. M., Kohlmeyer, S., Mertens, D., &#38; Bohndick, C. (2018). Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium. In B. Riegraf, D. M. Meister, P. Reinhold, N. Schaper, T. T. Temps, &#38; Universität Paderborn (Eds.), <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i> (pp. 24–27).","ieee":"H. M. Buhl, S. Kohlmeyer, D. Mertens, and C. Bohndick, “Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium,” in <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i>, B. Riegraf, D. M. Meister, P. Reinhold, N. Schaper, T. T. Temps, and Universität Paderborn, Eds. Paderborn, 2018, pp. 24–27."},"type":"book_chapter","department":[{"_id":"427"}],"place":"Paderborn","date_created":"2022-08-03T01:37:55Z"},{"language":[{"iso":"eng"}],"doi":"10.1007/s10804-018-9296-y","title":"Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents","year":"2018","publication_identifier":{"issn":["1068-0667","1573-3440"]},"author":[{"first_name":"Sabrina","last_name":"Sommer","full_name":"Sommer, Sabrina","id":"36251"},{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"}],"date_updated":"2026-03-17T11:24:34Z","publication_status":"published","intvolume":"        25","date_created":"2023-11-28T12:06:41Z","keyword":["Life-span and Life-course Studies","Developmental and Educational Psychology","Experimental and Cognitive Psychology"],"type":"journal_article","department":[{"_id":"427"}],"publication":"Journal of Adult Development","issue":"4","page":"286-296","_id":"49267","publisher":"Springer Science and Business Media LLC","user_id":"90826","volume":25,"status":"public","citation":{"short":"S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.","chicago":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i> 25, no. 4 (2018): 286–96. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>.","apa":"Sommer, S., &#38; Buhl, H. M. (2018). Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>, <i>25</i>(4), 286–296. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>","ieee":"S. Sommer and H. M. Buhl, “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents,” <i>Journal of Adult Development</i>, vol. 25, no. 4, pp. 286–296, 2018, doi: <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","ama":"Sommer S, Buhl HM. Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>. 2018;25(4):286-296. doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>","bibtex":"@article{Sommer_Buhl_2018, title={Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>}, number={4}, journal={Journal of Adult Development}, publisher={Springer Science and Business Media LLC}, author={Sommer, Sabrina and Buhl, Heike M.}, year={2018}, pages={286–296} }","mla":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i>, vol. 25, no. 4, Springer Science and Business Media LLC, 2018, pp. 286–96, doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>."},"project":[{"name":"Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern","_id":"372"}]},{"user_id":"42165","editor":[{"full_name":"Kracke, Bärbel","last_name":"Kracke","first_name":"Bärbel"},{"full_name":"Noack, Peter","last_name":"Noack","first_name":"Peter"}],"page":"163-179","publisher":"Springer","_id":"32545","status":"public","oa":"1","place":"Berlin","citation":{"apa":"Buhl, H. M., &#38; Hilkenmeier, J. (2017). Bildung und Lesesozialisation im Elternhaus. In B. Kracke &#38; P. Noack (Eds.), <i>Handbuch Entwicklungs- und Erziehungspsychologie</i> (pp. 163–179). Springer. <a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">https://doi.org/10.1007/978-3-642-54061-5_10-1</a>","ieee":"H. M. Buhl and J. Hilkenmeier, “Bildung und Lesesozialisation im Elternhaus,” in <i>Handbuch Entwicklungs- und Erziehungspsychologie</i>, B. Kracke and P. Noack, Eds. Berlin: Springer, 2017, pp. 163–179.","chicago":"Buhl, Heike M., and Johanna Hilkenmeier. “Bildung und Lesesozialisation im Elternhaus.” In <i>Handbuch Entwicklungs- und Erziehungspsychologie</i>, edited by Bärbel Kracke and Peter Noack, 163–79. Berlin: Springer, 2017. <a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">https://doi.org/10.1007/978-3-642-54061-5_10-1</a>.","short":"H.M. Buhl, J. Hilkenmeier, in: B. Kracke, P. Noack (Eds.), Handbuch Entwicklungs- und Erziehungspsychologie, Springer, Berlin, 2017, pp. 163–179.","mla":"Buhl, Heike M., and Johanna Hilkenmeier. “Bildung und Lesesozialisation im Elternhaus.” <i>Handbuch Entwicklungs- und Erziehungspsychologie</i>, edited by Bärbel Kracke and Peter Noack, Springer, 2017, pp. 163–79, doi:<a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">10.1007/978-3-642-54061-5_10-1</a>.","ama":"Buhl HM, Hilkenmeier J. Bildung und Lesesozialisation im Elternhaus. In: Kracke B, Noack P, eds. <i>Handbuch Entwicklungs- und Erziehungspsychologie</i>. Springer; 2017:163-179. doi:<a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">10.1007/978-3-642-54061-5_10-1</a>","bibtex":"@inbook{Buhl_Hilkenmeier_2017, place={Berlin}, title={Bildung und Lesesozialisation im Elternhaus}, DOI={<a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">10.1007/978-3-642-54061-5_10-1</a>}, booktitle={Handbuch Entwicklungs- und Erziehungspsychologie}, publisher={Springer}, author={Buhl, Heike M. and Hilkenmeier, Johanna}, editor={Kracke, Bärbel and Noack, Peter}, year={2017}, pages={163–179} }"},"doi":"10.1007/978-3-642-54061-5_10-1","main_file_link":[{"url":"https://link.springer.com/content/pdf/10.1007/978-3-642-54061-5_10-1.pdf","open_access":"1"}],"language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2022-08-29T05:21:25Z","title":"Bildung und Lesesozialisation im Elternhaus","year":"2017","publication_identifier":{"isbn":["9783642540615"]},"author":[{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"},{"last_name":"Hilkenmeier","first_name":"Johanna","full_name":"Hilkenmeier, Johanna"}],"type":"book_chapter","keyword":["Lesesozialisation","Familiale Erziehung","Familienklima","Kindliche Bildung","Bildungserwartungen","Häusliche Anregung","Home literacy environment","Vorlesen","Literacy"],"department":[{"_id":"427"}],"date_created":"2022-08-03T03:36:25Z","abstract":[{"text":"Deutliche Unterschiede im Bildungserfolg von Kindern abhängig vom familialen Hintergrund zeigen, dass, ungeachtet der schulischen Bemühungen um die kindliche Bildung, die Familie weiterhin ein wesentlicher Einflussfaktor ist. Vor diesem Hintergrund werden im Folgenden die Wege erörtert, über die sich diese Einflüsse realisieren. Nach einem Überblick zu einschlägigen Prozessen werden in diesem Beitrag familiale Wirkungszusammenhänge am Beispiel der Lesesozialisation genauer beleuchtet. Vor diesem Hintergrund werden abschließend Programme zur Förderung der familialen Unterstützung diskutiert.","lang":"ger"}],"publication":"Handbuch Entwicklungs- und Erziehungspsychologie"},{"date_created":"2022-08-03T03:42:53Z","department":[{"_id":"427"}],"type":"journal_article","keyword":["Organizational Behavior and Human Resource Management","General Psychology","Applied Psychology","Education"],"publication":"Journal of Career Development","issue":"6","abstract":[{"lang":"eng","text":"This longitudinal study addresses the role of support given by parents and peers during the transition from university to work life. A sample of 64 German university students in their last year at the university completed scales from the Network of Relationships Inventory regarding general support, namely, instrumental aid and intimacy with mothers, fathers, romantic partners, and friends. Four years later, they assessed domain-specific support when looking for work, namely, joint exploration and instrumental support. Participants perceived receiving both types of support from all significant others. However, joint exploration was more important than instrumental support. They felt especially supported by romantic partners. Women received more support than did men. Both types of domain-specific support were explained by general modes of support assessed 4 years earlier. Whether parents, friends, and partners were perceived as helpful during the transition was explained mainly by joint exploration. Again, support from a partner was seen as especially helpful in contrast to help from parents and friends. The special significance of joint exploration underlines the benefit of counseling at the transition from university to work life."}],"language":[{"iso":"eng"}],"doi":"10.1177/0894845317720728","publication_identifier":{"issn":["0894-8453","1556-0856"]},"author":[{"last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152"},{"last_name":"Noack","first_name":"Peter","full_name":"Noack, Peter"},{"full_name":"Kracke, Baerbel","last_name":"Kracke","first_name":"Baerbel"}],"year":"2017","title":"The Role of Parents and Peers in the Transition From University to Work Life","intvolume":"        45","publication_status":"published","date_updated":"2022-08-29T06:10:00Z","citation":{"ieee":"H. M. Buhl, P. Noack, and B. Kracke, “The Role of Parents and Peers in the Transition From University to Work Life,” <i>Journal of Career Development</i>, vol. 45, no. 6, pp. 523–535, 2017, doi: <a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>.","apa":"Buhl, H. M., Noack, P., &#38; Kracke, B. (2017). The Role of Parents and Peers in the Transition From University to Work Life. <i>Journal of Career Development</i>, <i>45</i>(6), 523–535. <a href=\"https://doi.org/10.1177/0894845317720728\">https://doi.org/10.1177/0894845317720728</a>","short":"H.M. Buhl, P. Noack, B. Kracke, Journal of Career Development 45 (2017) 523–535.","chicago":"Buhl, Heike M., Peter Noack, and Baerbel Kracke. “The Role of Parents and Peers in the Transition From University to Work Life.” <i>Journal of Career Development</i> 45, no. 6 (2017): 523–35. <a href=\"https://doi.org/10.1177/0894845317720728\">https://doi.org/10.1177/0894845317720728</a>.","mla":"Buhl, Heike M., et al. “The Role of Parents and Peers in the Transition From University to Work Life.” <i>Journal of Career Development</i>, vol. 45, no. 6, SAGE Publications, 2017, pp. 523–35, doi:<a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>.","bibtex":"@article{Buhl_Noack_Kracke_2017, title={The Role of Parents and Peers in the Transition From University to Work Life}, volume={45}, DOI={<a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>}, number={6}, journal={Journal of Career Development}, publisher={SAGE Publications}, author={Buhl, Heike M. and Noack, Peter and Kracke, Baerbel}, year={2017}, pages={523–535} }","ama":"Buhl HM, Noack P, Kracke B. 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Kompetenzselbsteinschätzungen und bildungswissenschaftliches Wissen im Lehramtsstudium – Zeigen sich Unterschiede zwischen einem Orientierungspraktikum und dem Praxissemester? <i>2. Internationalen Kongress „Lernen in der Praxis.“</i>. 2. Internationalen Kongress „Lernen in der Praxis.“, Bochum.","mla":"Festner, Dagmar, et al. “Kompetenzselbsteinschätzungen und bildungswissenschaftliches Wissen im Lehramtsstudium – Zeigen sich Unterschiede zwischen einem Orientierungspraktikum und dem Praxissemester?” <i>2. Internationalen Kongress „Lernen in der Praxis.“</i>, 2017.","ieee":"D. Festner, A. Gröschner, and A. Seifert, “Kompetenzselbsteinschätzungen und bildungswissenschaftliches Wissen im Lehramtsstudium – Zeigen sich Unterschiede zwischen einem Orientierungspraktikum und dem Praxissemester?,” presented at the 2. Internationalen Kongress „Lernen in der Praxis.“, Bochum, 2017."},"publication":"2. Internationalen Kongress „Lernen in der Praxis.“"},{"date_created":"2023-02-01T15:04:26Z","department":[{"_id":"33"},{"_id":"427"}],"type":"conference_abstract","citation":{"mla":"Seifert, Andreas, et al. “Learning to Practice (LtP): Ermittlung der Kompetenzentwicklung im Praxissemester – Pädagogisches Wissen und Kompetenzeinschätzungen.” <i>Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017</i>, 2017.","bibtex":"@inproceedings{Seifert_Schaper_König_2017, title={Learning to Practice (LtP): Ermittlung der Kompetenzentwicklung im Praxissemester – Pädagogisches Wissen und Kompetenzeinschätzungen.}, booktitle={Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017}, author={Seifert, Andreas and Schaper, Niclas and König, JOhannes}, year={2017} }","ama":"Seifert A, Schaper N, König Jo. Learning to Practice (LtP): Ermittlung der Kompetenzentwicklung im Praxissemester – Pädagogisches Wissen und Kompetenzeinschätzungen. In: <i>Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017</i>. ; 2017.","ieee":"A. Seifert, N. Schaper, and Jo. König, “Learning to Practice (LtP): Ermittlung der Kompetenzentwicklung im Praxissemester – Pädagogisches Wissen und Kompetenzeinschätzungen.,” presented at the Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017, Essen, 2017.","apa":"Seifert, A., Schaper, N., &#38; König, Jo. (2017). Learning to Practice (LtP): Ermittlung der Kompetenzentwicklung im Praxissemester – Pädagogisches Wissen und Kompetenzeinschätzungen. <i>Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017</i>. Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017, Essen.","chicago":"Seifert, Andreas, Niclas Schaper, and JOhannes König. “Learning to Practice (LtP): Ermittlung der Kompetenzentwicklung im Praxissemester – Pädagogisches Wissen und Kompetenzeinschätzungen.” In <i>Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017</i>, 2017.","short":"A. Seifert, N. Schaper, Jo. König, in: Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017, 2017."},"publication":"Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017","quality_controlled":"1","_id":"41390","language":[{"iso":"ger"}],"user_id":"693","conference":{"end_date":"23.11.2017","location":"Essen","start_date":"23.11.2017","name":"Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017"},"author":[{"full_name":"Seifert, Andreas","first_name":"Andreas","last_name":"Seifert","id":"693"},{"last_name":"Schaper","first_name":"Niclas","full_name":"Schaper, Niclas"},{"full_name":"König, JOhannes","last_name":"König","first_name":"JOhannes"}],"year":"2017","status":"public","title":"Learning to Practice (LtP): Ermittlung der Kompetenzentwicklung im Praxissemester – Pädagogisches Wissen und Kompetenzeinschätzungen.","date_updated":"2023-02-01T15:04:29Z","publication_status":"published"},{"date_created":"2023-02-01T15:02:16Z","department":[{"_id":"144"},{"_id":"427"}],"type":"conference_abstract","citation":{"bibtex":"@inproceedings{Seifert_Schaper_2017, title={Veränderungen des bildungswissenschaftlichen Wissens und der subjektiven Kompetenzeinschätzungen von Studierenden im Praxissemester.}, booktitle={2. Internationalen Kongress „Lernen in der Praxis.“}, author={Seifert, Andreas and Schaper, Niclas}, year={2017} }","ama":"Seifert A, Schaper N. Veränderungen des bildungswissenschaftlichen Wissens und der subjektiven Kompetenzeinschätzungen von Studierenden im Praxissemester. In: <i>2. Internationalen Kongress „Lernen in der Praxis.“</i>. ; 2017.","mla":"Seifert, Andreas, and Niclas Schaper. “Veränderungen des bildungswissenschaftlichen Wissens und der subjektiven Kompetenzeinschätzungen von Studierenden im Praxissemester.” <i>2. Internationalen Kongress „Lernen in der Praxis.“</i>, 2017.","short":"A. Seifert, N. Schaper, in: 2. Internationalen Kongress „Lernen in der Praxis.“, 2017.","chicago":"Seifert, Andreas, and Niclas Schaper. “Veränderungen des bildungswissenschaftlichen Wissens und der subjektiven Kompetenzeinschätzungen von Studierenden im Praxissemester.” In <i>2. Internationalen Kongress „Lernen in der Praxis.“</i>, 2017.","ieee":"A. Seifert and N. Schaper, “Veränderungen des bildungswissenschaftlichen Wissens und der subjektiven Kompetenzeinschätzungen von Studierenden im Praxissemester.,” presented at the 2. Internationalen Kongress „Lernen in der Praxis.“, Bochum, 2017.","apa":"Seifert, A., &#38; Schaper, N. (2017). Veränderungen des bildungswissenschaftlichen Wissens und der subjektiven Kompetenzeinschätzungen von Studierenden im Praxissemester. <i>2. Internationalen Kongress „Lernen in der Praxis.“</i>. 2. Internationalen Kongress „Lernen in der Praxis.“, Bochum."},"publication":"2. Internationalen Kongress „Lernen in der Praxis.“","quality_controlled":"1","_id":"41389","language":[{"iso":"ger"}],"user_id":"693","conference":{"end_date":"08.03.2017","name":"2. Internationalen Kongress „Lernen in der Praxis.“","start_date":"06.03.2017","location":"Bochum"},"author":[{"id":"693","last_name":"Seifert","first_name":"Andreas","full_name":"Seifert, Andreas"},{"full_name":"Schaper, Niclas","last_name":"Schaper","first_name":"Niclas"}],"title":"Veränderungen des bildungswissenschaftlichen Wissens und der subjektiven Kompetenzeinschätzungen von Studierenden im Praxissemester.","year":"2017","status":"public","date_updated":"2023-02-01T15:17:03Z","publication_status":"published"},{"publication_status":"published","date_updated":"2023-02-01T15:17:18Z","author":[{"full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas","id":"693"}],"conference":{"start_date":"21.12.2017","name":"Forschungskolloquium der Psychologie","location":"Paderborn","end_date":"21.12.2017"},"status":"public","year":"2017","title":"Die Befragungen im bildungswissenschaftlichen Studium an der Universität Paderborn: Ansatz, Ergebnisse, Implikationen, Verbesserungsmöglichkeiten.","user_id":"693","_id":"41388","language":[{"iso":"ger"}],"quality_controlled":"1","citation":{"chicago":"Seifert, Andreas. “Die Befragungen im bildungswissenschaftlichen Studium an der Universität Paderborn: Ansatz, Ergebnisse, Implikationen, Verbesserungsmöglichkeiten.” In <i>Forschungskolloquium der Psychologie</i>, 2017.","short":"A. Seifert, in: Forschungskolloquium der Psychologie, 2017.","apa":"Seifert, A. (2017). Die Befragungen im bildungswissenschaftlichen Studium an der Universität Paderborn: Ansatz, Ergebnisse, Implikationen, Verbesserungsmöglichkeiten. <i>Forschungskolloquium der Psychologie</i>. Forschungskolloquium der Psychologie, Paderborn.","ieee":"A. Seifert, “Die Befragungen im bildungswissenschaftlichen Studium an der Universität Paderborn: Ansatz, Ergebnisse, Implikationen, Verbesserungsmöglichkeiten.,” presented at the Forschungskolloquium der Psychologie, Paderborn, 2017.","ama":"Seifert A. Die Befragungen im bildungswissenschaftlichen Studium an der Universität Paderborn: Ansatz, Ergebnisse, Implikationen, Verbesserungsmöglichkeiten. In: <i>Forschungskolloquium der Psychologie</i>. ; 2017.","bibtex":"@inproceedings{Seifert_2017, title={Die Befragungen im bildungswissenschaftlichen Studium an der Universität Paderborn: Ansatz, Ergebnisse, Implikationen, Verbesserungsmöglichkeiten.}, booktitle={Forschungskolloquium der Psychologie}, author={Seifert, Andreas}, year={2017} }","mla":"Seifert, Andreas. “Die Befragungen im bildungswissenschaftlichen Studium an der Universität Paderborn: Ansatz, Ergebnisse, Implikationen, Verbesserungsmöglichkeiten.” <i>Forschungskolloquium der Psychologie</i>, 2017."},"publication":"Forschungskolloquium der Psychologie","department":[{"_id":"33"},{"_id":"427"}],"type":"conference_abstract","date_created":"2023-02-01T15:00:10Z"},{"status":"public","page":"839-854","publisher":"Springer Science and Business Media LLC","_id":"32535","user_id":"27152","volume":75,"citation":{"bibtex":"@article{Bohndick_Rosman_Kohlmeyer_Buhl_2017, title={The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory}, volume={75}, DOI={<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>}, number={5}, journal={Higher Education}, publisher={Springer Science and Business Media LLC}, author={Bohndick, Carla and Rosman, Tom and Kohlmeyer, Susanne and Buhl, Heike M.}, year={2017}, pages={839–854} }","chicago":"Bohndick, Carla, Tom Rosman, Susanne Kohlmeyer, and Heike M. Buhl. “The Interplay between Subjective Abilities and Subjective Demands and Its Relationship with Academic Success. An Application of the Person–Environment Fit Theory.” <i>Higher Education</i> 75, no. 5 (2017): 839–54. <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">https://doi.org/10.1007/s10734-017-0173-6</a>.","short":"C. Bohndick, T. Rosman, S. Kohlmeyer, H.M. Buhl, Higher Education 75 (2017) 839–854.","ama":"Bohndick C, Rosman T, Kohlmeyer S, Buhl HM. The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory. <i>Higher Education</i>. 2017;75(5):839-854. doi:<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>","ieee":"C. Bohndick, T. Rosman, S. Kohlmeyer, and H. M. Buhl, “The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory,” <i>Higher Education</i>, vol. 75, no. 5, pp. 839–854, 2017, doi: <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>.","apa":"Bohndick, C., Rosman, T., Kohlmeyer, S., &#38; Buhl, H. M. (2017). The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory. <i>Higher Education</i>, <i>75</i>(5), 839–854. <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">https://doi.org/10.1007/s10734-017-0173-6</a>","mla":"Bohndick, Carla, et al. “The Interplay between Subjective Abilities and Subjective Demands and Its Relationship with Academic Success. An Application of the Person–Environment Fit Theory.” <i>Higher Education</i>, vol. 75, no. 5, Springer Science and Business Media LLC, 2017, pp. 839–54, doi:<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>."},"project":[{"name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium","_id":"377"}],"oa":"1","title":"The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory","year":"2017","author":[{"first_name":"Carla","last_name":"Bohndick","full_name":"Bohndick, Carla"},{"first_name":"Tom","last_name":"Rosman","full_name":"Rosman, Tom"},{"first_name":"Susanne","last_name":"Kohlmeyer","full_name":"Kohlmeyer, Susanne"},{"id":"27152","last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M."}],"publication_identifier":{"issn":["0018-1560","1573-174X"]},"publication_status":"published","date_updated":"2025-07-16T08:47:02Z","intvolume":"        75","main_file_link":[{"url":"https://link.springer.com/content/pdf/10.1007/s10734-017-0173-6.pdf","open_access":"1"}],"language":[{"iso":"eng"}],"doi":"10.1007/s10734-017-0173-6","issue":"5","publication":"Higher Education","abstract":[{"lang":"eng","text":"In this study, we draw on person–environment fit theory to analyze whether academic success is best explained by individual abilities subjectively exceeding situational demands or by abilities matching the demands. Moreover, we disentangled effects of perceived abilities and subjective person–environment (P-E) fit on academic success. All in all, 693 teacher education students participated in an online questionnaire. Students were asked to rate general requirements of their academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their own abilities and (2) the perceived relevance for their studies. P-E fit was determined by difference scores between abilities and relevance ratings. Academic success was assessed by grades, perceived performance, and study satisfaction. Data were analyzed through structural equation modeling and suggest that academic success is best explained by a match between abilities and demands. Moreover, all three criteria for academic success were more strongly related to subjective fit than to subjective abilities."}],"date_created":"2022-08-03T01:12:49Z","type":"journal_article","keyword":["Academic success","Person–environment fit theory","Demands–abilities fit","Higher education"],"department":[{"_id":"427"}]},{"citation":{"ieee":"C. Bohndick, S. Kohlmeyer, and H. M. Buhl, “Competencies and career choice motives: characteristics of high school students interested in teacher education programmes,” <i>Journal of Education for Teaching</i>, vol. 43, no. 5, pp. 566–580, 2017, doi: <a href=\"https://doi.org/10.1080/02607476.2017.1355029\">10.1080/02607476.2017.1355029</a>.","mla":"Bohndick, Carla, et al. “Competencies and Career Choice Motives: Characteristics of High School Students Interested in Teacher Education Programmes.” <i>Journal of Education for Teaching</i>, vol. 43, no. 5, Informa UK Limited, 2017, pp. 566–80, doi:<a href=\"https://doi.org/10.1080/02607476.2017.1355029\">10.1080/02607476.2017.1355029</a>.","apa":"Bohndick, C., Kohlmeyer, S., &#38; Buhl, H. M. (2017). Competencies and career choice motives: characteristics of high school students interested in teacher education programmes. <i>Journal of Education for Teaching</i>, <i>43</i>(5), 566–580. <a href=\"https://doi.org/10.1080/02607476.2017.1355029\">https://doi.org/10.1080/02607476.2017.1355029</a>","bibtex":"@article{Bohndick_Kohlmeyer_Buhl_2017, title={Competencies and career choice motives: characteristics of high school students interested in teacher education programmes}, volume={43}, DOI={<a href=\"https://doi.org/10.1080/02607476.2017.1355029\">10.1080/02607476.2017.1355029</a>}, number={5}, journal={Journal of Education for Teaching}, publisher={Informa UK Limited}, author={Bohndick, Carla and Kohlmeyer, Susanne and Buhl, Heike M.}, year={2017}, pages={566–580} }","chicago":"Bohndick, Carla, Susanne Kohlmeyer, and Heike M. Buhl. “Competencies and Career Choice Motives: Characteristics of High School Students Interested in Teacher Education Programmes.” <i>Journal of Education for Teaching</i> 43, no. 5 (2017): 566–80. <a href=\"https://doi.org/10.1080/02607476.2017.1355029\">https://doi.org/10.1080/02607476.2017.1355029</a>.","ama":"Bohndick C, Kohlmeyer S, Buhl HM. Competencies and career choice motives: characteristics of high school students interested in teacher education programmes. <i>Journal of Education for Teaching</i>. 2017;43(5):566-580. doi:<a href=\"https://doi.org/10.1080/02607476.2017.1355029\">10.1080/02607476.2017.1355029</a>","short":"C. Bohndick, S. Kohlmeyer, H.M. Buhl, Journal of Education for Teaching 43 (2017) 566–580."},"project":[{"_id":"377","name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium"}],"status":"public","page":"566-580","_id":"32536","publisher":"Informa UK Limited","user_id":"27152","volume":43,"publication":"Journal of Education for Teaching","issue":"5","abstract":[{"text":"In contrast to other career choices, the teaching profession seems familiar to those interested in teaching because they have had the chance to observe teachers for years. This phenomenon is known as the apprenticeship of observation and manifests in naïve ideas and expectations of teaching among teacher students. Therefore, characteristics of students interested in becoming teachers are important for early teacher education and counselling. These characteristics include competencies and motives, but nothing is known about their relationship to each other. Following international teaching standards and the expectancy-value framework, this paper analyses associations between both. Three competencies (i.e. planning, communication and cooperation) and seven career choice motives were examined using a paper–pencil survey of 907 high school students. Altogether, 463 students were able to imagine becoming a teacher and were included in the analyses. SEM analyses showed that (1) of all the competencies, communication had the most associations with motives, (2) the motive ‘low difficulty of study’ is positively related to planning, (3) the findings regarding extrinsic motives are ambiguous, and (4) gender differences are marginal. Practical implications for early teacher education and counselling are discussed.","lang":"eng"}],"date_created":"2022-08-03T01:14:22Z","keyword":["Education"],"type":"journal_article","department":[{"_id":"427"}],"title":"Competencies and career choice motives: characteristics of high school students interested in teacher education programmes","year":"2017","publication_identifier":{"issn":["0260-7476","1360-0540"]},"author":[{"first_name":"Carla","last_name":"Bohndick","full_name":"Bohndick, Carla"},{"full_name":"Kohlmeyer, Susanne","first_name":"Susanne","last_name":"Kohlmeyer"},{"full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl","id":"27152"}],"publication_status":"published","date_updated":"2025-07-16T08:46:37Z","intvolume":"        43","language":[{"iso":"eng"}],"doi":"10.1080/02607476.2017.1355029"},{"issue":"1","publication":"Reading Psychology","abstract":[{"text":"Home literacy environment (HLE) makes an important contribution to children's reading acquisition in early years. Even though some research on children's perception exists, children's reports about HLE have been neglected. The present study focuses on N = 281 six-year-old's reports about HLE and its influences on literacy enjoyment, frequency, and early literacy skills. Parents' educational background was expected to predict children-perceived HLE. A positive impact of active HLE on literacy enjoyment and frequency were found. HLE also mediates the relation between parents' background and enjoyment. The importance of children's perspective on HLE regarding family literacy programs is discussed.","lang":"eng"}],"date_created":"2022-08-03T01:15:27Z","keyword":["Linguistics and Language","Developmental and Educational Psychology","Education"],"type":"journal_article","department":[{"_id":"427"}],"year":"2017","title":"Six-year-olds' perception of home literacy environment and its influence on children's literacy enjoyment, frequency, and early literacy skills","publication_identifier":{"issn":["0270-2711","1521-0685"]},"author":[{"full_name":"Wiescholek, Sabrina","last_name":"Wiescholek","first_name":"Sabrina"},{"first_name":"Johanna","last_name":"Hilkenmeier","full_name":"Hilkenmeier, Johanna"},{"full_name":"Greiner, Christian","last_name":"Greiner","first_name":"Christian"},{"first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M.","id":"27152"}],"date_updated":"2025-07-16T08:46:09Z","publication_status":"published","intvolume":"        39","language":[{"iso":"eng"}],"doi":"10.1080/02702711.2017.1361495","citation":{"ieee":"S. Wiescholek, J. Hilkenmeier, C. Greiner, and H. M. Buhl, “Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills,” <i>Reading Psychology</i>, vol. 39, no. 1, pp. 41–68, 2017, doi: <a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>.","apa":"Wiescholek, S., Hilkenmeier, J., Greiner, C., &#38; Buhl, H. M. (2017). Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills. <i>Reading Psychology</i>, <i>39</i>(1), 41–68. <a href=\"https://doi.org/10.1080/02702711.2017.1361495\">https://doi.org/10.1080/02702711.2017.1361495</a>","mla":"Wiescholek, Sabrina, et al. “Six-Year-Olds’ Perception of Home Literacy Environment and Its Influence on Children’s Literacy Enjoyment, Frequency, and Early Literacy Skills.” <i>Reading Psychology</i>, vol. 39, no. 1, Informa UK Limited, 2017, pp. 41–68, doi:<a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>.","bibtex":"@article{Wiescholek_Hilkenmeier_Greiner_Buhl_2017, title={Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills}, volume={39}, DOI={<a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>}, number={1}, journal={Reading Psychology}, publisher={Informa UK Limited}, author={Wiescholek, Sabrina and Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike M.}, year={2017}, pages={41–68} }","short":"S. Wiescholek, J. Hilkenmeier, C. Greiner, H.M. Buhl, Reading Psychology 39 (2017) 41–68.","ama":"Wiescholek S, Hilkenmeier J, Greiner C, Buhl HM. Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills. <i>Reading Psychology</i>. 2017;39(1):41-68. doi:<a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>","chicago":"Wiescholek, Sabrina, Johanna Hilkenmeier, Christian Greiner, and Heike M. Buhl. “Six-Year-Olds’ Perception of Home Literacy Environment and Its Influence on Children’s Literacy Enjoyment, Frequency, and Early Literacy Skills.” <i>Reading Psychology</i> 39, no. 1 (2017): 41–68. <a href=\"https://doi.org/10.1080/02702711.2017.1361495\">https://doi.org/10.1080/02702711.2017.1361495</a>."},"project":[{"_id":"381","name":"LIFE - Lesen in Familie erleben"}],"status":"public","page":"41-68","_id":"32537","publisher":"Informa UK Limited","user_id":"27152","volume":39}]