---
_id: '32561'
abstract:
- lang: eng
text: "This investigation concentrates on the association of intergenerational value\r\nsimilarity
and adult children’s and parents’subjective well-being, on the linkage\r\nbetween
relationship quality and subjective well-being. Mediation effects of\r\nthe relationship
quality on the associations between value similarity and\r\nsubjective well-being
were focused. The sample consisted of 600 adult\r\nGerman children (53.8% women)
and their parents. Dyadic correlations were\r\nconstructed to determine the value
similarity. In this study, the general value\r\norientation and the family values
were objects of research. We measured the\r\nsubjective well-being with the Satisfaction
with Life Scale and we used the\r\nNetwork of Relationships Inventory (NRI) to
measure the relationship\r\nquality. Associations between subjective well-being
and value similarity, and\r\nbetween subjective well-being and relationship quality,
as well as mediation\r\neffects, were found. All effects depend on gender and
perspective."
article_number: 0192513X2110544
author:
- first_name: Christian
full_name: Hoellger, Christian
last_name: Hoellger
- first_name: Sabrina
full_name: Sommer, Sabrina
last_name: Sommer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Hoellger C, Sommer S, Buhl HM. Intergenerational Value Similarity and Subjective
Well-Being. Journal of Family Issues. Published online 2021. doi:10.1177/0192513x211054470
apa: Hoellger, C., Sommer, S., & Buhl, H. M. (2021). Intergenerational Value
Similarity and Subjective Well-Being. Journal of Family Issues, Article
0192513X2110544. https://doi.org/10.1177/0192513x211054470
bibtex: '@article{Hoellger_Sommer_Buhl_2021, title={Intergenerational Value Similarity
and Subjective Well-Being}, DOI={10.1177/0192513x211054470},
number={0192513X2110544}, journal={Journal of Family Issues}, publisher={SAGE
Publications}, author={Hoellger, Christian and Sommer, Sabrina and Buhl, Heike
M.}, year={2021} }'
chicago: Hoellger, Christian, Sabrina Sommer, and Heike M. Buhl. “Intergenerational
Value Similarity and Subjective Well-Being.” Journal of Family Issues,
2021. https://doi.org/10.1177/0192513x211054470.
ieee: 'C. Hoellger, S. Sommer, and H. M. Buhl, “Intergenerational Value Similarity
and Subjective Well-Being,” Journal of Family Issues, Art. no. 0192513X2110544,
2021, doi: 10.1177/0192513x211054470.'
mla: Hoellger, Christian, et al. “Intergenerational Value Similarity and Subjective
Well-Being.” Journal of Family Issues, 0192513X2110544, SAGE Publications,
2021, doi:10.1177/0192513x211054470.
short: C. Hoellger, S. Sommer, H.M. Buhl, Journal of Family Issues (2021).
date_created: 2022-08-03T06:03:49Z
date_updated: 2025-07-16T08:38:15Z
department:
- _id: '427'
doi: 10.1177/0192513x211054470
keyword:
- adult child–parent dyads
- relationship quality
- life satisfaction
- parent–child relationship
- intergenerational stake hypothesis
- mediation analyses
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://journals.sagepub.com/doi/pdf/10.1177/0192513X211054470
oa: '1'
project:
- _id: '372'
grant_number: '281828538'
name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Journal of Family Issues
publication_identifier:
issn:
- 0192-513X
- 1552-5481
publication_status: published
publisher: SAGE Publications
status: public
title: Intergenerational Value Similarity and Subjective Well-Being
type: journal_article
user_id: '27152'
year: '2021'
...
---
_id: '32566'
abstract:
- lang: ger
text: '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:
- first_name: Christian
full_name: Hoellger, Christian
last_name: Hoellger
- first_name: Sabrina
full_name: Sommer, Sabrina
last_name: Sommer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Hoellger C, Sommer S, Buhl HM. Zusammenhang zwischen der familiären Lebenssituation
und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter. Zeitschrift
für Soziologie der Erziehung und Sozialisation. 2021;41(4):432-448.
apa: Hoellger, C., Sommer, S., & Buhl, H. M. (2021). Zusammenhang zwischen der
familiären Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung
im Erwachsenenalter. Zeitschrift für Soziologie der Erziehung und Sozialisation,
41(4), 432–448.
bibtex: '@article{Hoellger_Sommer_Buhl_2021, title={Zusammenhang zwischen der familiären
Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter},
volume={41}, number={4}, journal={Zeitschrift für Soziologie der Erziehung und
Sozialisation}, author={Hoellger, Christian and Sommer, Sabrina and Buhl, Heike
M.}, year={2021}, pages={432–448} }'
chicago: 'Hoellger, Christian, Sabrina Sommer, and Heike M. Buhl. “Zusammenhang
zwischen der familiären Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung
im Erwachsenenalter.” Zeitschrift für Soziologie der Erziehung und Sozialisation
41, no. 4 (2021): 432–48.'
ieee: C. Hoellger, S. Sommer, and H. M. Buhl, “Zusammenhang zwischen der familiären
Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter,”
Zeitschrift für Soziologie der Erziehung und Sozialisation, vol. 41, no.
4, pp. 432–448, 2021.
mla: Hoellger, Christian, et al. “Zusammenhang zwischen der familiären Lebenssituation
und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter.” Zeitschrift
für Soziologie der Erziehung und Sozialisation, vol. 41, no. 4, 2021, pp.
432–48.
short: C. Hoellger, S. Sommer, H.M. Buhl, Zeitschrift für Soziologie der Erziehung
und Sozialisation 41 (2021) 432–448.
date_created: 2022-08-03T06:13:54Z
date_updated: 2025-07-16T08:37:54Z
department:
- _id: '427'
intvolume: ' 41'
issue: '4'
language:
- iso: ger
page: 432-448
project:
- _id: '372'
grant_number: '281828538'
name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Zeitschrift für Soziologie der Erziehung und Sozialisation
publication_status: published
status: public
title: Zusammenhang zwischen der familiären Lebenssituation und Werteähnlichkeiten
in der Eltern-Kind-Beziehung im Erwachsenenalter
type: journal_article
user_id: '27152'
volume: 41
year: '2021'
...
---
_id: '29066'
alternative_title:
- Themenartikel
author:
- first_name: Sabrina
full_name: Bonanati, Sabrina
last_name: Bonanati
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Birgit
full_name: Eickelmann, Birgit
id: '40387'
last_name: Eickelmann
orcid: 0000-0001-6124-746X
citation:
ama: 'Bonanati S, Buhl HM, Eickelmann B. Wie Lernen in digitalen Lernumgebungen
motivieren kann – Stichwort: Gamification. Hogrefe; 2021.'
apa: 'Bonanati, S., Buhl, H. M., & Eickelmann, B. (2021). Wie Lernen in digitalen
Lernumgebungen motivieren kann – Stichwort: Gamification. Hogrefe.'
bibtex: '@book{Bonanati_Buhl_Eickelmann_2021, title={Wie Lernen in digitalen Lernumgebungen
motivieren kann – Stichwort: Gamification}, publisher={Hogrefe}, author={Bonanati,
Sabrina and Buhl, Heike M. and Eickelmann, Birgit}, year={2021} }'
chicago: 'Bonanati, Sabrina, Heike M. Buhl, and Birgit Eickelmann. Wie Lernen
in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification. Hogrefe,
2021.'
ieee: 'S. Bonanati, H. M. Buhl, and B. Eickelmann, Wie Lernen in digitalen Lernumgebungen
motivieren kann – Stichwort: Gamification. Hogrefe, 2021.'
mla: 'Bonanati, Sabrina, et al. Wie Lernen in digitalen Lernumgebungen motivieren
kann – Stichwort: Gamification. Hogrefe, 2021.'
short: 'S. Bonanati, H.M. Buhl, B. Eickelmann, Wie Lernen in digitalen Lernumgebungen
motivieren kann – Stichwort: Gamification, Hogrefe, 2021.'
date_created: 2021-12-20T13:18:47Z
date_updated: 2025-07-16T08:35:27Z
department:
- _id: '462'
- _id: '427'
language:
- iso: ger
publisher: Hogrefe
related_material:
link:
- relation: confirmation
url: https://www.hogrefe.com/de/thema/wie-lernen-in-digitalen-lernumgebungen-motivieren-kann
status: public
title: 'Wie Lernen in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification'
type: misc
user_id: '27152'
year: '2021'
...
---
_id: '31672'
author:
- first_name: Justine
full_name: Patrzek, Justine
id: '82463'
last_name: Patrzek
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Patrzek J, Buhl HM, Scharlau I. Unterrichtsfach Psychologie an der Universität
Paderborn. Psychologieunterricht. Published online 2021:21-26.
apa: Patrzek, J., Buhl, H. M., & Scharlau, I. (2021). Unterrichtsfach Psychologie
an der Universität Paderborn. Psychologieunterricht, 21–26.
bibtex: '@article{Patrzek_Buhl_Scharlau_2021, title={Unterrichtsfach Psychologie
an der Universität Paderborn}, journal={Psychologieunterricht}, author={Patrzek,
Justine and Buhl, Heike M. and Scharlau, Ingrid}, year={2021}, pages={21–26} }'
chicago: Patrzek, Justine, Heike M. Buhl, and Ingrid Scharlau. “Unterrichtsfach
Psychologie an der Universität Paderborn.” Psychologieunterricht, 2021,
21–26.
ieee: J. Patrzek, H. M. Buhl, and I. Scharlau, “Unterrichtsfach Psychologie an der
Universität Paderborn,” Psychologieunterricht, pp. 21–26, 2021.
mla: Patrzek, Justine, et al. “Unterrichtsfach Psychologie an der Universität Paderborn.”
Psychologieunterricht, 2021, pp. 21–26.
short: J. Patrzek, H.M. Buhl, I. Scharlau, Psychologieunterricht (2021) 21–26.
date_created: 2022-06-05T23:49:05Z
date_updated: 2025-07-16T08:35:48Z
department:
- _id: '424'
- _id: '427'
keyword:
- Unterrichtsfach Psychologie
language:
- iso: ger
page: 21 - 26
publication: Psychologieunterricht
publication_status: published
status: public
title: Unterrichtsfach Psychologie an der Universität Paderborn
type: journal_article
user_id: '27152'
year: '2021'
...
---
_id: '32555'
author:
- first_name: Isabell
full_name: van Ackeren, Isabell
last_name: van Ackeren
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Birgit
full_name: Eickelmann, Birgit
last_name: Eickelmann
- first_name: Martin
full_name: Heinrich, Martin
last_name: Heinrich
- first_name: Günther
full_name: Wolfswinkler, Günther
last_name: Wolfswinkler
citation:
ama: 'van Ackeren I, Buhl HM, Eickelmann B, Heinrich M, Wolfswinkler G. Digitalisierung
in der Lehrerbildung durch Communities of Practice. Konzeption, Governance und
Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen. In: Kaspar
K, Becker-Mrotzek M, Hofhues S, König J, Schmeinck D, eds. Bildung, Schule
und Digitalisierung. Waxmann; 2020:321-326.'
apa: van Ackeren, I., Buhl, H. M., Eickelmann, B., Heinrich, M., & Wolfswinkler,
G. (2020). Digitalisierung in der Lehrerbildung durch Communities of Practice.
Konzeption, Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in
Nordrhein-Westfalen. In K. Kaspar, M. Becker-Mrotzek, S. Hofhues, J. König, &
D. Schmeinck (Eds.), Bildung, Schule und Digitalisierung (pp. 321–326).
Waxmann.
bibtex: '@inbook{van Ackeren_Buhl_Eickelmann_Heinrich_Wolfswinkler_2020, place={Münster},
title={Digitalisierung in der Lehrerbildung durch Communities of Practice. Konzeption,
Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen},
booktitle={Bildung, Schule und Digitalisierung}, publisher={Waxmann}, author={van
Ackeren, Isabell and Buhl, Heike M. and Eickelmann, Birgit and Heinrich, Martin
and Wolfswinkler, Günther}, editor={Kaspar, Kai and Becker-Mrotzek, Michael and
Hofhues, Sandra and König, Johannes and Schmeinck, Daniela}, year={2020}, pages={321–326}
}'
chicago: 'Ackeren, Isabell van, Heike M. Buhl, Birgit Eickelmann, Martin Heinrich,
and Günther Wolfswinkler. “Digitalisierung in der Lehrerbildung durch Communities
of Practice. Konzeption, Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens
in Nordrhein-Westfalen.” In Bildung, Schule und Digitalisierung, edited
by Kai Kaspar, Michael Becker-Mrotzek, Sandra Hofhues, Johannes König, and Daniela
Schmeinck, 321–26. Münster: Waxmann, 2020.'
ieee: 'I. van Ackeren, H. M. Buhl, B. Eickelmann, M. Heinrich, and G. Wolfswinkler,
“Digitalisierung in der Lehrerbildung durch Communities of Practice. Konzeption,
Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen,”
in Bildung, Schule und Digitalisierung, K. Kaspar, M. Becker-Mrotzek, S.
Hofhues, J. König, and D. Schmeinck, Eds. Münster: Waxmann, 2020, pp. 321–326.'
mla: van Ackeren, Isabell, et al. “Digitalisierung in der Lehrerbildung durch Communities
of Practice. Konzeption, Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens
in Nordrhein-Westfalen.” Bildung, Schule und Digitalisierung, edited by
Kai Kaspar et al., Waxmann, 2020, pp. 321–26.
short: 'I. van Ackeren, H.M. Buhl, B. Eickelmann, M. Heinrich, G. Wolfswinkler,
in: K. Kaspar, M. Becker-Mrotzek, S. Hofhues, J. König, D. Schmeinck (Eds.), Bildung,
Schule und Digitalisierung, Waxmann, Münster, 2020, pp. 321–326.'
date_created: 2022-08-03T05:28:47Z
date_updated: 2022-08-29T06:32:59Z
department:
- _id: '427'
editor:
- first_name: Kai
full_name: Kaspar, Kai
last_name: Kaspar
- first_name: Michael
full_name: Becker-Mrotzek, Michael
last_name: Becker-Mrotzek
- first_name: Sandra
full_name: Hofhues, Sandra
last_name: Hofhues
- first_name: Johannes
full_name: König, Johannes
last_name: König
- first_name: Daniela
full_name: Schmeinck, Daniela
last_name: Schmeinck
language:
- iso: ger
page: 321-326
place: Münster
publication: Bildung, Schule und Digitalisierung
publication_status: published
publisher: Waxmann
status: public
title: Digitalisierung in der Lehrerbildung durch Communities of Practice. Konzeption,
Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen
type: book_chapter
user_id: '42165'
year: '2020'
...
---
_id: '32559'
abstract:
- lang: eng
text: 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:
- first_name: Christian
full_name: Hoellger, Christian
last_name: Hoellger
- first_name: Sabrina
full_name: Sommer, Sabrina
last_name: Sommer
- first_name: Isabelle
full_name: Albert, Isabelle
last_name: Albert
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Hoellger C, Sommer S, Albert I, Buhl HM. Intergenerational Value Similarity
in Adulthood. Journal of Family Issues. 2020;42(6):1234-1257. doi:10.1177/0192513x20943914
apa: Hoellger, C., Sommer, S., Albert, I., & Buhl, H. M. (2020). Intergenerational
Value Similarity in Adulthood. Journal of Family Issues, 42(6),
1234–1257. https://doi.org/10.1177/0192513x20943914
bibtex: '@article{Hoellger_Sommer_Albert_Buhl_2020, title={Intergenerational Value
Similarity in Adulthood}, volume={42}, DOI={10.1177/0192513x20943914},
number={6}, journal={Journal of Family Issues}, publisher={SAGE Publications},
author={Hoellger, Christian and Sommer, Sabrina and Albert, Isabelle and Buhl,
Heike M.}, year={2020}, pages={1234–1257} }'
chicago: 'Hoellger, Christian, Sabrina Sommer, Isabelle Albert, and Heike M. Buhl.
“Intergenerational Value Similarity in Adulthood.” Journal of Family Issues
42, no. 6 (2020): 1234–57. https://doi.org/10.1177/0192513x20943914.'
ieee: 'C. Hoellger, S. Sommer, I. Albert, and H. M. Buhl, “Intergenerational Value
Similarity in Adulthood,” Journal of Family Issues, vol. 42, no. 6, pp.
1234–1257, 2020, doi: 10.1177/0192513x20943914.'
mla: Hoellger, Christian, et al. “Intergenerational Value Similarity in Adulthood.”
Journal of Family Issues, vol. 42, no. 6, SAGE Publications, 2020, pp.
1234–57, doi:10.1177/0192513x20943914.
short: C. Hoellger, S. Sommer, I. Albert, H.M. Buhl, Journal of Family Issues 42
(2020) 1234–1257.
date_created: 2022-08-03T05:56:45Z
date_updated: 2022-08-29T06:34:26Z
department:
- _id: '427'
doi: 10.1177/0192513x20943914
intvolume: ' 42'
issue: '6'
keyword:
- Adult child–parent dyads
- value similarity
- relationship quality
- frequency of contact
- parent-child-relationship
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://journals.sagepub.com/doi/pdf/10.1177/0192513X20943914
oa: '1'
page: 1234-1257
publication: Journal of Family Issues
publication_identifier:
issn:
- 0192-513X
- 1552-5481
publication_status: published
publisher: SAGE Publications
status: public
title: Intergenerational Value Similarity in Adulthood
type: journal_article
user_id: '42165'
volume: 42
year: '2020'
...
---
_id: '39825'
article_type: original
author:
- first_name: Wilfried
full_name: Plöger, Wilfried
last_name: Plöger
- first_name: Matthias
full_name: Krepf, Matthias
last_name: Krepf
- first_name: Daniel
full_name: Scholl, Daniel
last_name: Scholl
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: Plöger W, Krepf M, Scholl D, Seifert A. Analytical Competence of Teachers –
Assessing the Construct Validity by Means of Mixed Methods and Drawing Consequences
for Teacher Education. Teacher Education Quaterly. 2020;47(2):134-157.
apa: Plöger, W., Krepf, M., Scholl, D., & Seifert, A. (2020). Analytical Competence
of Teachers – Assessing the Construct Validity by Means of Mixed Methods and Drawing
Consequences for Teacher Education. Teacher Education Quaterly, 47(2),
134–157.
bibtex: '@article{Plöger_Krepf_Scholl_Seifert_2020, title={Analytical Competence
of Teachers – Assessing the Construct Validity by Means of Mixed Methods and Drawing
Consequences for Teacher Education.}, volume={47}, number={2}, journal={Teacher
Education Quaterly}, author={Plöger, Wilfried and Krepf, Matthias and Scholl,
Daniel and Seifert, Andreas}, year={2020}, pages={134–157} }'
chicago: 'Plöger, Wilfried, Matthias Krepf, Daniel Scholl, and Andreas Seifert.
“Analytical Competence of Teachers – Assessing the Construct Validity by Means
of Mixed Methods and Drawing Consequences for Teacher Education.” Teacher Education
Quaterly 47, no. 2 (2020): 134–57.'
ieee: W. Plöger, M. Krepf, D. Scholl, and A. Seifert, “Analytical Competence of
Teachers – Assessing the Construct Validity by Means of Mixed Methods and Drawing
Consequences for Teacher Education.,” Teacher Education Quaterly, vol.
47, no. 2, pp. 134–157, 2020.
mla: Plöger, Wilfried, et al. “Analytical Competence of Teachers – Assessing the
Construct Validity by Means of Mixed Methods and Drawing Consequences for Teacher
Education.” Teacher Education Quaterly, vol. 47, no. 2, 2020, pp. 134–57.
short: W. Plöger, M. Krepf, D. Scholl, A. Seifert, Teacher Education Quaterly 47
(2020) 134–157.
date_created: 2023-01-25T08:10:50Z
date_updated: 2023-01-26T10:42:14Z
department:
- _id: '33'
- _id: '427'
intvolume: ' 47'
issue: '2'
language:
- iso: eng
page: 134-157
publication: Teacher Education Quaterly
publication_status: published
quality_controlled: '1'
status: public
title: Analytical Competence of Teachers – Assessing the Construct Validity by Means
of Mixed Methods and Drawing Consequences for Teacher Education.
type: journal_article
user_id: '693'
volume: 47
year: '2020'
...
---
_id: '39836'
article_type: original
author:
- first_name: Annika
full_name: Vogt, Annika
last_name: Vogt
- first_name: Stephanie
full_name: Stiel, Stephanie
last_name: Stiel
- first_name: Maria
full_name: Heckel, Maria
last_name: Heckel
- first_name: Swantje
full_name: Goebel, Swantje
last_name: Goebel
- first_name: Sandra Stephanie
full_name: Mai, Sandra Stephanie
last_name: Mai
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
- first_name: Christina
full_name: Gerlach, Christina
last_name: Gerlach
- first_name: Christoph
full_name: Ostgathe, Christoph
last_name: Ostgathe
- first_name: 'Martin '
full_name: 'Weber, Martin '
last_name: Weber
citation:
ama: 'Vogt A, Stiel S, Heckel M, et al. 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. Health and
Quality of Life Outcomes. 2020;18(311):2-15.'
apa: 'Vogt, A., Stiel, S., Heckel, M., Goebel, S., Mai, S. S., Seifert, A., Gerlach,
C., Ostgathe, C., & Weber, M. (2020). 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. Health and
Quality of Life Outcomes, 18(311), 2–15.'
bibtex: '@article{Vogt_Stiel_Heckel_Goebel_Mai_Seifert_Gerlach_Ostgathe_Weber_2020,
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}, number={311}, journal={Health and Quality
of Life Outcomes}, 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 }, year={2020}, pages={2–15}
}'
chicago: 'Vogt, Annika, Stephanie Stiel, Maria Heckel, Swantje Goebel, Sandra Stephanie
Mai, Andreas Seifert, Christina Gerlach, Christoph Ostgathe, and Martin Weber.
“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.” Health and Quality of Life Outcomes 18, no. 311
(2020): 2–15.'
ieee: 'A. Vogt et al., “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.,” Health and Quality of Life Outcomes,
vol. 18, no. 311, pp. 2–15, 2020.'
mla: 'Vogt, Annika, et al. “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.” Health and Quality of Life Outcomes,
vol. 18, no. 311, 2020, pp. 2–15.'
short: A. Vogt, S. Stiel, M. Heckel, S. Goebel, S.S. Mai, A. Seifert, C. Gerlach,
C. Ostgathe, M. Weber, Health and Quality of Life Outcomes 18 (2020) 2–15.
date_created: 2023-01-25T08:27:45Z
date_updated: 2023-02-01T15:19:52Z
department:
- _id: '33'
- _id: '427'
intvolume: ' 18'
issue: '311'
language:
- iso: eng
page: 2-15
publication: Health and Quality of Life Outcomes
publication_status: published
quality_controlled: '1'
status: public
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.'
type: journal_article
user_id: '693'
volume: 18
year: '2020'
...
---
_id: '40310'
author:
- first_name: Julian
full_name: Decius, Julian
last_name: Decius
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: 'Decius J, Schaper N, Seifert A. Investigating the Hen-Egg-Problem: A Cross-Lagged-Panel
Approach to Informal Workplace Learning and Working Conditions. In: 9th PDRnet
Research Symposium. ; 2020.'
apa: 'Decius, J., Schaper, N., & Seifert, A. (2020). Investigating the Hen-Egg-Problem:
A Cross-Lagged-Panel Approach to Informal Workplace Learning and Working Conditions.
9th PDRnet Research Symposium. 9th PDRnet Research Symposium, Antwerpen.'
bibtex: '@inproceedings{Decius_Schaper_Seifert_2020, title={Investigating the Hen-Egg-Problem:
A Cross-Lagged-Panel Approach to Informal Workplace Learning and Working Conditions.},
booktitle={9th PDRnet Research Symposium}, author={Decius, Julian and Schaper,
Niclas and Seifert, Andreas}, year={2020} }'
chicago: 'Decius, Julian, Niclas Schaper, and Andreas Seifert. “Investigating the
Hen-Egg-Problem: A Cross-Lagged-Panel Approach to Informal Workplace Learning
and Working Conditions.” In 9th PDRnet Research Symposium, 2020.'
ieee: 'J. Decius, N. Schaper, and A. Seifert, “Investigating the Hen-Egg-Problem:
A Cross-Lagged-Panel Approach to Informal Workplace Learning and Working Conditions.,”
presented at the 9th PDRnet Research Symposium, Antwerpen, 2020.'
mla: 'Decius, Julian, et al. “Investigating the Hen-Egg-Problem: A Cross-Lagged-Panel
Approach to Informal Workplace Learning and Working Conditions.” 9th PDRnet
Research Symposium, 2020.'
short: 'J. Decius, N. Schaper, A. Seifert, in: 9th PDRnet Research Symposium, 2020.'
conference:
end_date: 16.09.2020
location: Antwerpen
name: 9th PDRnet Research Symposium
start_date: 16.09.2020
date_created: 2023-01-26T10:54:09Z
date_updated: 2023-01-26T10:54:21Z
department:
- _id: '33'
- _id: '427'
language:
- iso: eng
publication: 9th PDRnet Research Symposium
publication_status: published
quality_controlled: '1'
status: public
title: 'Investigating the Hen-Egg-Problem: A Cross-Lagged-Panel Approach to Informal
Workplace Learning and Working Conditions.'
type: conference_abstract
user_id: '693'
year: '2020'
...
---
_id: '31660'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Justine
full_name: Patrzek, Justine
id: '82463'
last_name: Patrzek
- first_name: Sara
full_name: Hiller, Sara
last_name: Hiller
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Buhl HM, Scharlau I, Patrzek J, Hiller S, Klingsieck KB. Psychologie als Unterrichtsfach:
Konzeption des Curriculums an der Universität Paderborn. In: Krämer M, ed. Psychologiedidaktik
und Evaluation XIII. Shaker; 2020:83-91. doi:10.23668/PSYCHARCHIVES.4244'
apa: 'Buhl, H. M., Scharlau, I., Patrzek, J., Hiller, S., & Klingsieck, K. B.
(2020). Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität
Paderborn. In M. Krämer (Ed.), Psychologiedidaktik und Evaluation XIII
(pp. 83–91). Shaker. https://doi.org/10.23668/PSYCHARCHIVES.4244'
bibtex: '@inbook{Buhl_Scharlau_Patrzek_Hiller_Klingsieck_2020, place={Aachen}, title={Psychologie
als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn},
DOI={10.23668/PSYCHARCHIVES.4244},
booktitle={Psychologiedidaktik und Evaluation XIII}, publisher={Shaker}, author={Buhl,
Heike M. and Scharlau, Ingrid and Patrzek, Justine and Hiller, Sara and Klingsieck,
Katrin B.}, editor={Krämer, Michael}, year={2020}, pages={83–91} }'
chicago: 'Buhl, Heike M., Ingrid Scharlau, Justine Patrzek, Sara Hiller, and Katrin
B. Klingsieck. “Psychologie als Unterrichtsfach: Konzeption des Curriculums an
der Universität Paderborn.” In Psychologiedidaktik und Evaluation XIII,
edited by Michael Krämer, 83–91. Aachen: Shaker, 2020. https://doi.org/10.23668/PSYCHARCHIVES.4244.'
ieee: 'H. M. Buhl, I. Scharlau, J. Patrzek, S. Hiller, and K. B. Klingsieck, “Psychologie
als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn,”
in Psychologiedidaktik und Evaluation XIII, M. Krämer, Ed. Aachen: Shaker,
2020, pp. 83–91.'
mla: 'Buhl, Heike M., et al. “Psychologie als Unterrichtsfach: Konzeption des Curriculums
an der Universität Paderborn.” Psychologiedidaktik und Evaluation XIII,
edited by Michael Krämer, Shaker, 2020, pp. 83–91, doi:10.23668/PSYCHARCHIVES.4244.'
short: 'H.M. Buhl, I. Scharlau, J. Patrzek, S. Hiller, K.B. Klingsieck, in: M. Krämer
(Ed.), Psychologiedidaktik und Evaluation XIII, Shaker, Aachen, 2020, pp. 83–91.'
date_created: 2022-06-05T02:23:51Z
date_updated: 2025-07-16T08:32:03Z
department:
- _id: '424'
- _id: '426'
- _id: '427'
doi: 10.23668/PSYCHARCHIVES.4244
editor:
- first_name: Michael
full_name: Krämer, Michael
last_name: Krämer
keyword:
- Unterrichtsfach Psychologie
language:
- iso: ger
page: 83 - 91
place: Aachen
publication: Psychologiedidaktik und Evaluation XIII
publication_status: published
publisher: Shaker
status: public
title: 'Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität
Paderborn'
type: book_chapter
user_id: '27152'
year: '2020'
...
---
_id: '28883'
author:
- first_name: Isabell
full_name: van Ackeren, Isabell
last_name: van Ackeren
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Birgit
full_name: Eickelmann, Birgit
id: '40387'
last_name: Eickelmann
orcid: 0000-0001-6124-746X
- first_name: Martin
full_name: Heinrich, Martin
last_name: Heinrich
- first_name: Günther
full_name: Wolfswinkler, Günther
last_name: Wolfswinkler
citation:
ama: 'van Ackeren I, Buhl HM, Eickelmann B, Heinrich M, Wolfswinkler G. Digitalisierung
in der Lehrerbildung durch Communities of Practice. Konzeption, Governance und
Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen. In: Kaspar
K, Becker-Mrotzek M, Hofhues S, König J, Schmeinck D, eds. Bildung, Schule
und Digitalisierung. Waxmann; 2020:321-326.'
apa: van Ackeren, I., Buhl, H. M., Eickelmann, B., Heinrich, M., & Wolfswinkler,
G. (2020). Digitalisierung in der Lehrerbildung durch Communities of Practice.
Konzeption, Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in
Nordrhein-Westfalen. In K. Kaspar, M. Becker-Mrotzek, S. Hofhues, J. König, &
D. Schmeinck (Eds.), Bildung, Schule und Digitalisierung (pp. 321–326).
Waxmann.
bibtex: '@inbook{van Ackeren_Buhl_Eickelmann_Heinrich_Wolfswinkler_2020, place={Münster},
title={Digitalisierung in der Lehrerbildung durch Communities of Practice. Konzeption,
Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen},
booktitle={Bildung, Schule und Digitalisierung}, publisher={Waxmann}, author={van
Ackeren, Isabell and Buhl, Heike M. and Eickelmann, Birgit and Heinrich, Martin
and Wolfswinkler, Günther}, editor={Kaspar, Kai and Becker-Mrotzek, Michael and
Hofhues, Sandra and König, Johannes and Schmeinck, Daniela}, year={2020}, pages={321–326}
}'
chicago: 'Ackeren, Isabell van, Heike M. Buhl, Birgit Eickelmann, Martin Heinrich,
and Günther Wolfswinkler. “Digitalisierung in der Lehrerbildung durch Communities
of Practice. Konzeption, Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens
in Nordrhein-Westfalen.” In Bildung, Schule und Digitalisierung, edited
by Kai Kaspar, Michael Becker-Mrotzek, Sandra Hofhues, Johannes König, and Daniela
Schmeinck, 321–26. Münster: Waxmann, 2020.'
ieee: 'I. van Ackeren, H. M. Buhl, B. Eickelmann, M. Heinrich, and G. Wolfswinkler,
“Digitalisierung in der Lehrerbildung durch Communities of Practice. Konzeption,
Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen,”
in Bildung, Schule und Digitalisierung, K. Kaspar, M. Becker-Mrotzek, S.
Hofhues, J. König, and D. Schmeinck, Eds. Münster: Waxmann, 2020, pp. 321–326.'
mla: van Ackeren, Isabell, et al. “Digitalisierung in der Lehrerbildung durch Communities
of Practice. Konzeption, Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens
in Nordrhein-Westfalen.” Bildung, Schule und Digitalisierung, edited by
Kai Kaspar et al., Waxmann, 2020, pp. 321–26.
short: 'I. van Ackeren, H.M. Buhl, B. Eickelmann, M. Heinrich, G. Wolfswinkler,
in: K. Kaspar, M. Becker-Mrotzek, S. Hofhues, J. König, D. Schmeinck (Eds.), Bildung,
Schule und Digitalisierung, Waxmann, Münster, 2020, pp. 321–326.'
date_created: 2021-12-15T08:56:48Z
date_updated: 2025-07-16T08:34:55Z
department:
- _id: '462'
- _id: '427'
editor:
- first_name: Kai
full_name: Kaspar, Kai
last_name: Kaspar
- first_name: Michael
full_name: Becker-Mrotzek, Michael
last_name: Becker-Mrotzek
- first_name: Sandra
full_name: Hofhues, Sandra
last_name: Hofhues
- first_name: Johannes
full_name: König, Johannes
last_name: König
- first_name: Daniela
full_name: Schmeinck, Daniela
last_name: Schmeinck
language:
- iso: ger
page: 321-326
place: Münster
project:
- _id: '380'
grant_number: 01JA2033J
name: 'CoMeIN: COMeIN (Communities of Practice NRW für eine Innovative Lehrerbildung)
- Qualitätsmanagement'
publication: Bildung, Schule und Digitalisierung
publisher: Waxmann
status: public
title: Digitalisierung in der Lehrerbildung durch Communities of Practice. Konzeption,
Governance und Qualitätsmanagement des ComeIn-Verbundvorhabens in Nordrhein-Westfalen
type: book_chapter
user_id: '27152'
year: '2020'
...
---
_id: '21267'
author:
- first_name: Lea
full_name: Budde, Lea
id: '32443'
last_name: Budde
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Andreas
full_name: Muehling, Andreas
last_name: Muehling
citation:
ama: Budde L, Schulte C, Buhl HM, Muehling A. Understanding and Explaining Digital
Artefacts - the Role of a Duality (Accepted Paper - Digital Publication Follows).
Seventh International Conference on Learning and Teaching in Computing and
Engineeringe. Published online 2020.
apa: Budde, L., Schulte, C., Buhl, H. M., & Muehling, A. (2020). Understanding
and Explaining Digital Artefacts - the Role of a Duality (Accepted Paper - Digital
Publication Follows). Seventh International Conference on Learning and Teaching
in Computing and Engineeringe.
bibtex: '@article{Budde_Schulte_Buhl_Muehling_2020, title={Understanding and Explaining
Digital Artefacts - the Role of a Duality (Accepted Paper - Digital Publication
Follows)}, journal={Seventh International Conference on Learning and Teaching
in Computing and Engineeringe}, publisher={(IEEE)}, author={Budde, Lea and Schulte,
Carsten and Buhl, Heike M. and Muehling, Andreas}, year={2020} }'
chicago: Budde, Lea, Carsten Schulte, Heike M. Buhl, and Andreas Muehling. “Understanding
and Explaining Digital Artefacts - the Role of a Duality (Accepted Paper - Digital
Publication Follows).” Seventh International Conference on Learning and Teaching
in Computing and Engineeringe, 2020.
ieee: L. Budde, C. Schulte, H. M. Buhl, and A. Muehling, “Understanding and Explaining
Digital Artefacts - the Role of a Duality (Accepted Paper - Digital Publication
Follows),” Seventh International Conference on Learning and Teaching in Computing
and Engineeringe, 2020.
mla: Budde, Lea, et al. “Understanding and Explaining Digital Artefacts - the Role
of a Duality (Accepted Paper - Digital Publication Follows).” Seventh International
Conference on Learning and Teaching in Computing and Engineeringe, (IEEE),
2020.
short: L. Budde, C. Schulte, H.M. Buhl, A. Muehling, Seventh International Conference
on Learning and Teaching in Computing and Engineeringe (2020).
date_created: 2021-02-24T09:18:36Z
date_updated: 2025-08-12T07:15:23Z
department:
- _id: '67'
- _id: '427'
keyword:
- ⛔ No DOI found
language:
- iso: eng
project:
- _id: '114'
grant_number: '438445824'
name: 'TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell
bei der Erklärung von digitalen Artefakten (Teilprojekt A04)'
publication: Seventh International Conference on Learning and Teaching in Computing
and Engineeringe
publisher: (IEEE)
status: public
title: Understanding and Explaining Digital Artefacts - the Role of a Duality (Accepted
Paper - Digital Publication Follows)
type: journal_article
user_id: '90826'
year: '2020'
...
---
_id: '32463'
author:
- first_name: Sabrina
full_name: Bonanati, Sabrina
last_name: Bonanati
- first_name: Christian
full_name: Greiner, Christian
last_name: Greiner
- first_name: Nicole
full_name: Gruchel, Nicole
id: '38556'
last_name: Gruchel
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Bonanati S, Greiner C, Gruchel N, Buhl HM. Lesekompetenz fördern. Ein Manual
für das LIFE-Programm zur Stärkung der Zusammenarbeit von Schule und Elternhaus.
Springer; 2020.
apa: Bonanati, S., Greiner, C., Gruchel, N., & Buhl, H. M. (2020). Lesekompetenz
fördern. Ein Manual für das LIFE-Programm zur Stärkung der Zusammenarbeit von
Schule und Elternhaus. Springer.
bibtex: '@book{Bonanati_Greiner_Gruchel_Buhl_2020, place={Wiesbaden}, title={ Lesekompetenz
fördern. Ein Manual für das LIFE-Programm zur Stärkung der Zusammenarbeit von
Schule und Elternhaus}, publisher={Springer}, author={Bonanati, Sabrina and Greiner,
Christian and Gruchel, Nicole and Buhl, Heike M.}, year={2020} }'
chicago: 'Bonanati, Sabrina, Christian Greiner, Nicole Gruchel, and Heike M. Buhl.
Lesekompetenz fördern. Ein Manual für das LIFE-Programm zur Stärkung der Zusammenarbeit
von Schule und Elternhaus. Wiesbaden: Springer, 2020.'
ieee: 'S. Bonanati, C. Greiner, N. Gruchel, and H. M. Buhl, Lesekompetenz fördern.
Ein Manual für das LIFE-Programm zur Stärkung der Zusammenarbeit von Schule und
Elternhaus. Wiesbaden: Springer, 2020.'
mla: Bonanati, Sabrina, et al. Lesekompetenz fördern. Ein Manual für das LIFE-Programm
zur Stärkung der Zusammenarbeit von Schule und Elternhaus. Springer, 2020.
short: S. Bonanati, C. Greiner, N. Gruchel, H.M. Buhl, Lesekompetenz fördern. Ein
Manual für das LIFE-Programm zur Stärkung der Zusammenarbeit von Schule und Elternhaus,
Springer, Wiesbaden, 2020.
date_created: 2022-08-02T09:15:14Z
date_updated: 2025-08-12T08:27:28Z
department:
- _id: '427'
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.springer.com/de/book/9783658283421
oa: '1'
place: Wiesbaden
project:
- _id: '381'
name: LIFE - Lesen in Familie erleben
- _id: '382'
name: Elternsprechtage - Kooperation zwischen Elternhaus und Schule
publication_status: published
publisher: Springer
status: public
title: ' Lesekompetenz fördern. Ein Manual für das LIFE-Programm zur Stärkung der
Zusammenarbeit von Schule und Elternhaus'
type: book
user_id: '90826'
year: '2020'
...
---
_id: '20201'
article_type: original
author:
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
- first_name: Carina
full_name: Lüke, Carina
last_name: Lüke
- first_name: Ulf
full_name: Liszkowski, Ulf
last_name: Liszkowski
- first_name: Ute
full_name: Ritterfeld, Ute
last_name: Ritterfeld
citation:
ama: Grimminger A, Rohlfing K, Lüke C, Liszkowski U, Ritterfeld U. Decontextualized
talk in caregivers’ input to 12-month-old children during structured interaction.
Journal of Child Language. 2020;47:418-434. doi:10.1017/S0305000919000710
apa: Grimminger, A., Rohlfing, K., Lüke, C., Liszkowski, U., & Ritterfeld, U.
(2020). Decontextualized talk in caregivers’ input to 12-month-old children during
structured interaction. Journal of Child Language, 47, 418–434.
https://doi.org/10.1017/S0305000919000710
bibtex: '@article{Grimminger_Rohlfing_Lüke_Liszkowski_Ritterfeld_2020, title={Decontextualized
talk in caregivers’ input to 12-month-old children during structured interaction.},
volume={47}, DOI={10.1017/S0305000919000710},
journal={Journal of Child Language}, author={Grimminger, Angela and Rohlfing,
Katharina and Lüke, Carina and Liszkowski, Ulf and Ritterfeld, Ute}, year={2020},
pages={418–434} }'
chicago: 'Grimminger, Angela, Katharina Rohlfing, Carina Lüke, Ulf Liszkowski, and
Ute Ritterfeld. “Decontextualized Talk in Caregivers’ Input to 12-Month-Old Children
during Structured Interaction.” Journal of Child Language 47 (2020): 418–34.
https://doi.org/10.1017/S0305000919000710.'
ieee: 'A. Grimminger, K. Rohlfing, C. Lüke, U. Liszkowski, and U. Ritterfeld, “Decontextualized
talk in caregivers’ input to 12-month-old children during structured interaction.,”
Journal of Child Language, vol. 47, pp. 418–434, 2020, doi: 10.1017/S0305000919000710.'
mla: Grimminger, Angela, et al. “Decontextualized Talk in Caregivers’ Input to 12-Month-Old
Children during Structured Interaction.” Journal of Child Language, vol.
47, 2020, pp. 418–34, doi:10.1017/S0305000919000710.
short: A. Grimminger, K. Rohlfing, C. Lüke, U. Liszkowski, U. Ritterfeld, Journal
of Child Language 47 (2020) 418–434.
date_created: 2020-10-26T12:37:05Z
date_updated: 2025-09-02T14:21:16Z
department:
- _id: '427'
doi: 10.1017/S0305000919000710
intvolume: ' 47'
language:
- iso: eng
page: 418-434
publication: Journal of Child Language
publication_status: published
status: public
title: Decontextualized talk in caregivers’ input to 12-month-old children during
structured interaction.
type: journal_article
user_id: '57578'
volume: 47
year: '2020'
...
---
_id: '41152'
article_type: original
author:
- first_name: Wilfried
full_name: Plöger, Wilfried
last_name: Plöger
- first_name: Daniel
full_name: Scholl, Daniel
last_name: Scholl
- first_name: Christoph
full_name: Schüle, Christoph
last_name: Schüle
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: Plöger W, Scholl D, Schüle C, Seifert A. Development of trainee teachers’ analytical
competence in their induction phase – A longitudinal study comparing science and
non-science teachers. Teaching and Teacher Education. 2019;85:215-225.
doi:https://doi.org/10.1016/j.tate.2019.06.018
apa: Plöger, W., Scholl, D., Schüle, C., & Seifert, A. (2019). Development of
trainee teachers’ analytical competence in their induction phase – A longitudinal
study comparing science and non-science teachers. Teaching and Teacher Education,
85, 215–225. https://doi.org/10.1016/j.tate.2019.06.018
bibtex: '@article{Plöger_Scholl_Schüle_Seifert_2019, title={Development of trainee
teachers’ analytical competence in their induction phase – A longitudinal study
comparing science and non-science teachers.}, volume={85}, DOI={https://doi.org/10.1016/j.tate.2019.06.018},
journal={Teaching and Teacher Education}, author={Plöger, Wilfried and Scholl,
Daniel and Schüle, Christoph and Seifert, Andreas}, year={2019}, pages={215–225}
}'
chicago: 'Plöger, Wilfried, Daniel Scholl, Christoph Schüle, and Andreas Seifert.
“Development of Trainee Teachers’ Analytical Competence in Their Induction Phase
– A Longitudinal Study Comparing Science and Non-Science Teachers.” Teaching
and Teacher Education 85 (2019): 215–25. https://doi.org/10.1016/j.tate.2019.06.018.'
ieee: 'W. Plöger, D. Scholl, C. Schüle, and A. Seifert, “Development of trainee
teachers’ analytical competence in their induction phase – A longitudinal study
comparing science and non-science teachers.,” Teaching and Teacher Education,
vol. 85, pp. 215–225, 2019, doi: https://doi.org/10.1016/j.tate.2019.06.018.'
mla: Plöger, Wilfried, et al. “Development of Trainee Teachers’ Analytical Competence
in Their Induction Phase – A Longitudinal Study Comparing Science and Non-Science
Teachers.” Teaching and Teacher Education, vol. 85, 2019, pp. 215–25, doi:https://doi.org/10.1016/j.tate.2019.06.018.
short: W. Plöger, D. Scholl, C. Schüle, A. Seifert, Teaching and Teacher Education
85 (2019) 215–225.
date_created: 2023-01-31T11:33:00Z
date_updated: 2023-01-31T11:33:18Z
department:
- _id: '33'
- _id: '427'
doi: https://doi.org/10.1016/j.tate.2019.06.018
intvolume: ' 85'
language:
- iso: eng
page: 215-225
publication: Teaching and Teacher Education
publication_status: published
quality_controlled: '1'
status: public
title: Development of trainee teachers’ analytical competence in their induction phase
– A longitudinal study comparing science and non-science teachers.
type: journal_article
user_id: '693'
volume: 85
year: '2019'
...
---
_id: '41151'
article_type: original
author:
- first_name: Julian
full_name: Decius, Julian
last_name: Decius
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: 'Decius J, Schaper N, Seifert A. Informal Workplace Learning: Development and
validation of a measure. Human Resource Development Quarterly. 2019;30(4):495-535.'
apa: 'Decius, J., Schaper, N., & Seifert, A. (2019). Informal Workplace Learning:
Development and validation of a measure. Human Resource Development Quarterly,
30(4), 495–535.'
bibtex: '@article{Decius_Schaper_Seifert_2019, title={Informal Workplace Learning:
Development and validation of a measure.}, volume={30}, number={4}, journal={Human
Resource Development Quarterly}, author={Decius, Julian and Schaper, Niclas and
Seifert, Andreas}, year={2019}, pages={495–535} }'
chicago: 'Decius, Julian, Niclas Schaper, and Andreas Seifert. “Informal Workplace
Learning: Development and Validation of a Measure.” Human Resource Development
Quarterly 30, no. 4 (2019): 495–535.'
ieee: 'J. Decius, N. Schaper, and A. Seifert, “Informal Workplace Learning: Development
and validation of a measure.,” Human Resource Development Quarterly, vol.
30, no. 4, pp. 495–535, 2019.'
mla: 'Decius, Julian, et al. “Informal Workplace Learning: Development and Validation
of a Measure.” Human Resource Development Quarterly, vol. 30, no. 4, 2019,
pp. 495–535.'
short: J. Decius, N. Schaper, A. Seifert, Human Resource Development Quarterly 30
(2019) 495–535.
date_created: 2023-01-31T11:28:04Z
date_updated: 2023-01-31T11:28:47Z
department:
- _id: '33'
- _id: '427'
intvolume: ' 30'
issue: '4'
language:
- iso: eng
page: 495-535
publication: Human Resource Development Quarterly
publication_status: published
quality_controlled: '1'
status: public
title: 'Informal Workplace Learning: Development and validation of a measure.'
type: journal_article
user_id: '693'
volume: 30
year: '2019'
...
---
_id: '35840'
alternative_title:
- Ein Blick auf die Entwicklung Theologiestudierender im Praxissemester
author:
- first_name: Carina
full_name: Caruso, Carina
id: '23123'
last_name: Caruso
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: 'Caruso C, Seifert A. Kompetenzprofile pädagogischen Wissens. Ein Blick auf
die Entwicklung Theologistudierender im Praxissemester. In: Caruso C, Woppowa
J, eds. Praxissemester (Religion) in NRW: Bilanz und Perspektiven. Universität
Paderborn; 2019:37-51. doi:10.17619/UNIPB/1-603
'
apa: 'Caruso, C., & Seifert, A. (2019). Kompetenzprofile pädagogischen Wissens.
Ein Blick auf die Entwicklung Theologistudierender im Praxissemester. In C. Caruso
& J. Woppowa (Eds.), Praxissemester (Religion) in NRW: Bilanz und Perspektiven
(pp. 37–51). Universität Paderborn. https://doi.org/10.17619/UNIPB/1-603 '
bibtex: '@inbook{Caruso_Seifert_2019, place={Paderborn }, title={Kompetenzprofile
pädagogischen Wissens. Ein Blick auf die Entwicklung Theologistudierender im Praxissemester.},
DOI={10.17619/UNIPB/1-603 },
booktitle={Praxissemester (Religion) in NRW: Bilanz und Perspektiven}, publisher={Universität
Paderborn}, author={Caruso, Carina and Seifert, Andreas}, editor={Caruso, Carina
and Woppowa, Jan}, year={2019}, pages={37–51} }'
chicago: 'Caruso, Carina, and Andreas Seifert. “Kompetenzprofile pädagogischen Wissens.
Ein Blick auf die Entwicklung Theologistudierender im Praxissemester.” In Praxissemester
(Religion) in NRW: Bilanz und Perspektiven, edited by Carina Caruso and Jan
Woppowa, 37–51. Paderborn : Universität Paderborn, 2019. https://doi.org/10.17619/UNIPB/1-603 .'
ieee: 'C. Caruso and A. Seifert, “Kompetenzprofile pädagogischen Wissens. Ein Blick
auf die Entwicklung Theologistudierender im Praxissemester.,” in Praxissemester
(Religion) in NRW: Bilanz und Perspektiven, C. Caruso and J. Woppowa, Eds.
Paderborn : Universität Paderborn, 2019, pp. 37–51.'
mla: 'Caruso, Carina, and Andreas Seifert. “Kompetenzprofile pädagogischen Wissens.
Ein Blick auf die Entwicklung Theologistudierender im Praxissemester.” Praxissemester
(Religion) in NRW: Bilanz und Perspektiven, edited by Carina Caruso and Jan
Woppowa, Universität Paderborn, 2019, pp. 37–51, doi:10.17619/UNIPB/1-603 .'
short: 'C. Caruso, A. Seifert, in: C. Caruso, J. Woppowa (Eds.), Praxissemester
(Religion) in NRW: Bilanz und Perspektiven, Universität Paderborn, Paderborn ,
2019, pp. 37–51.'
date_created: 2023-01-10T12:47:48Z
date_updated: 2023-01-26T10:45:16Z
department:
- _id: '33'
- _id: '427'
doi: '10.17619/UNIPB/1-603 '
editor:
- first_name: Carina
full_name: Caruso, Carina
last_name: Caruso
- first_name: Jan
full_name: Woppowa, Jan
last_name: Woppowa
language:
- iso: ger
page: 37-51
place: 'Paderborn '
publication: 'Praxissemester (Religion) in NRW: Bilanz und Perspektiven'
publication_status: published
publisher: Universität Paderborn
status: public
title: Kompetenzprofile pädagogischen Wissens. Ein Blick auf die Entwicklung Theologistudierender
im Praxissemester.
type: book_chapter
user_id: '693'
year: '2019'
...
---
_id: '41153'
article_type: original
author:
- first_name: Ziwen
full_name: Teuber, Ziwen
last_name: Teuber
- first_name: Johanna
full_name: Möer, Johanna
last_name: Möer
- first_name: Luise
full_name: Webel, Luise
last_name: Webel
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: 'Teuber Z, Möer J, Webel L, Seifert A. Burnout und Engagement: Eine Pilotstudie
zum Transfer des Job-Demands-Resources-Modells in den deutschen Schulkontext.
Prävention und Gesundheitsförderung. 2019;15(3):269-274. doi:10.1007/s11553-019-00752-1'
apa: 'Teuber, Z., Möer, J., Webel, L., & Seifert, A. (2019). Burnout und Engagement:
Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells in den deutschen
Schulkontext. Prävention und Gesundheitsförderung, 15(3), 269–274.
https://doi.org/10.1007/s11553-019-00752-1'
bibtex: '@article{Teuber_Möer_Webel_Seifert_2019, title={Burnout und Engagement:
Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells in den deutschen
Schulkontext}, volume={15}, DOI={10.1007/s11553-019-00752-1},
number={3}, journal={Prävention und Gesundheitsförderung}, publisher={Springer
Science and Business Media LLC}, author={Teuber, Ziwen and Möer, Johanna and Webel,
Luise and Seifert, Andreas}, year={2019}, pages={269–274} }'
chicago: 'Teuber, Ziwen, Johanna Möer, Luise Webel, and Andreas Seifert. “Burnout
und Engagement: Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells
in den deutschen Schulkontext.” Prävention und Gesundheitsförderung 15,
no. 3 (2019): 269–74. https://doi.org/10.1007/s11553-019-00752-1.'
ieee: 'Z. Teuber, J. Möer, L. Webel, and A. Seifert, “Burnout und Engagement: Eine
Pilotstudie zum Transfer des Job-Demands-Resources-Modells in den deutschen Schulkontext,”
Prävention und Gesundheitsförderung, vol. 15, no. 3, pp. 269–274, 2019,
doi: 10.1007/s11553-019-00752-1.'
mla: 'Teuber, Ziwen, et al. “Burnout und Engagement: Eine Pilotstudie zum Transfer
des Job-Demands-Resources-Modells in den deutschen Schulkontext.” Prävention
und Gesundheitsförderung, vol. 15, no. 3, Springer Science and Business Media
LLC, 2019, pp. 269–74, doi:10.1007/s11553-019-00752-1.'
short: Z. Teuber, J. Möer, L. Webel, A. Seifert, Prävention und Gesundheitsförderung
15 (2019) 269–274.
date_created: 2023-01-31T11:34:08Z
date_updated: 2023-01-31T11:35:02Z
department:
- _id: '33'
- _id: '427'
doi: 10.1007/s11553-019-00752-1
intvolume: ' 15'
issue: '3'
keyword:
- Public Health
- Environmental and Occupational Health
language:
- iso: ger
page: 269-274
publication: Prävention und Gesundheitsförderung
publication_identifier:
issn:
- 1861-6755
- 1861-6763
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: 'Burnout und Engagement: Eine Pilotstudie zum Transfer des Job-Demands-Resources-Modells
in den deutschen Schulkontext'
type: journal_article
user_id: '693'
volume: 15
year: '2019'
...
---
_id: '32550'
abstract:
- lang: ger
text: 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.
alternative_title:
- Interdependenzen und Dependenzen in der Beziehung zwischen Erwachsenen und ihren
Eltern
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Sabrina
full_name: Sommer, Sabrina
last_name: Sommer
citation:
ama: Buhl HM, Sommer S. Intergenerationelle Beziehungen in der Familie. Psychotherapie
im Alter. 2019;16(2):123-135. doi:10.30820/1613-2637-2019-2-123
apa: Buhl, H. M., & Sommer, S. (2019). Intergenerationelle Beziehungen in der
Familie. Psychotherapie im Alter, 16(2), 123–135. https://doi.org/10.30820/1613-2637-2019-2-123
bibtex: '@article{Buhl_Sommer_2019, title={Intergenerationelle Beziehungen in der
Familie}, volume={16}, DOI={10.30820/1613-2637-2019-2-123},
number={2}, journal={Psychotherapie im Alter}, publisher={Psychosozial Verlag},
author={Buhl, Heike M. and Sommer, Sabrina}, year={2019}, pages={123–135} }'
chicago: 'Buhl, Heike M., and Sabrina Sommer. “Intergenerationelle Beziehungen in
der Familie.” Psychotherapie im Alter 16, no. 2 (2019): 123–35. https://doi.org/10.30820/1613-2637-2019-2-123.'
ieee: 'H. M. Buhl and S. Sommer, “Intergenerationelle Beziehungen in der Familie,”
Psychotherapie im Alter, vol. 16, no. 2, pp. 123–135, 2019, doi: 10.30820/1613-2637-2019-2-123.'
mla: Buhl, Heike M., and Sabrina Sommer. “Intergenerationelle Beziehungen in der
Familie.” Psychotherapie im Alter, vol. 16, no. 2, Psychosozial Verlag,
2019, pp. 123–35, doi:10.30820/1613-2637-2019-2-123.
short: H.M. Buhl, S. Sommer, Psychotherapie im Alter 16 (2019) 123–135.
date_created: 2022-08-03T04:13:33Z
date_updated: 2025-07-16T08:42:00Z
department:
- _id: '427'
doi: 10.30820/1613-2637-2019-2-123
intvolume: ' 16'
issue: '2'
language:
- iso: ger
page: 123-135
project:
- _id: '372'
grant_number: '281828538'
name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Psychotherapie im Alter
publication_identifier:
issn:
- 1613-2637
- 2699-1594
publication_status: published
publisher: Psychosozial Verlag
status: public
title: Intergenerationelle Beziehungen in der Familie
type: journal_article
user_id: '27152'
volume: 16
year: '2019'
...
---
_id: '32549'
abstract:
- lang: eng
text: 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:
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Christina
full_name: Menne, Christina
last_name: Menne
- first_name: Susanne
full_name: Kohlmeyer, Susanne
last_name: Kohlmeyer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Bohndick C, Menne C, Kohlmeyer S, Buhl HM. Feedback in internet-based self-assessments
and its effects on acceptance and motivation. Journal of Further and Higher
Education. 2019;44(6):717-728. doi:10.1080/0309877x.2019.1596233
apa: Bohndick, C., Menne, C., Kohlmeyer, S., & Buhl, H. M. (2019). Feedback
in internet-based self-assessments and its effects on acceptance and motivation.
Journal of Further and Higher Education, 44(6), 717–728. https://doi.org/10.1080/0309877x.2019.1596233
bibtex: '@article{Bohndick_Menne_Kohlmeyer_Buhl_2019, title={Feedback in internet-based
self-assessments and its effects on acceptance and motivation}, volume={44}, DOI={10.1080/0309877x.2019.1596233},
number={6}, journal={Journal of Further and Higher Education}, author={Bohndick,
Carla and Menne, Christina and Kohlmeyer, Susanne and Buhl, Heike M.}, year={2019},
pages={717–728} }'
chicago: 'Bohndick, Carla, Christina Menne, Susanne Kohlmeyer, and Heike M. Buhl.
“Feedback in Internet-Based Self-Assessments and Its Effects on Acceptance and
Motivation.” Journal of Further and Higher Education 44, no. 6 (2019):
717–28. https://doi.org/10.1080/0309877x.2019.1596233.'
ieee: 'C. Bohndick, C. Menne, S. Kohlmeyer, and H. M. Buhl, “Feedback in internet-based
self-assessments and its effects on acceptance and motivation,” Journal of
Further and Higher Education, vol. 44, no. 6, pp. 717–728, 2019, doi: 10.1080/0309877x.2019.1596233.'
mla: Bohndick, Carla, et al. “Feedback in Internet-Based Self-Assessments and Its
Effects on Acceptance and Motivation.” Journal of Further and Higher Education,
vol. 44, no. 6, 2019, pp. 717–28, doi:10.1080/0309877x.2019.1596233.
short: C. Bohndick, C. Menne, S. Kohlmeyer, H.M. Buhl, Journal of Further and Higher
Education 44 (2019) 717–728.
date_created: 2022-08-03T04:09:41Z
date_updated: 2025-07-16T08:41:24Z
department:
- _id: '427'
doi: 10.1080/0309877x.2019.1596233
intvolume: ' 44'
issue: '6'
language:
- iso: eng
page: 717-728
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Journal of Further and Higher Education
publication_identifier:
issn:
- 0309-877X
- 1469-9486
publication_status: published
status: public
title: Feedback in internet-based self-assessments and its effects on acceptance and
motivation
type: journal_article
user_id: '27152'
volume: 44
year: '2019'
...