@article{44639,
  author       = {{Hoppe, Julia Amelie and Tuisku, Outi and Johansson-Pajala, Rose-Marie and Pekkarinen, Satu and Hennala, Lea and Gustafsson, Christine and Melkas, Helinä and Thommes, Kirsten}},
  issn         = {{2451-9588}},
  journal      = {{Computers in Human Behavior Reports}},
  keywords     = {{Artificial Intelligence, Cognitive Neuroscience, Computer Science Applications, Human-Computer Interaction, Applied Psychology, Neuroscience (miscellaneous)}},
  publisher    = {{Elsevier BV}},
  title        = {{{When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty}}},
  doi          = {{10.1016/j.chbr.2022.100258}},
  volume       = {{9}},
  year         = {{2023}},
}

@article{49515,
  author       = {{Güldenpenning, Iris and Jackson, Robin C. and Weigelt, Matthias}},
  issn         = {{1469-0292}},
  journal      = {{Psychology of Sport and Exercise}},
  keywords     = {{Applied Psychology}},
  publisher    = {{Elsevier BV}},
  title        = {{{Action outcome probability influences the size of the head-fake effect in basketball}}},
  doi          = {{10.1016/j.psychsport.2023.102467}},
  volume       = {{68}},
  year         = {{2023}},
}

@article{53224,
  author       = {{Santos-Arteaga, Francisco J. and Di Caprio, Debora and Tavana, Madjid}},
  issn         = {{0040-1625}},
  journal      = {{Technological Forecasting and Social Change}},
  keywords     = {{Management of Technology and Innovation, Applied Psychology, Business and International Management}},
  publisher    = {{Elsevier BV}},
  title        = {{{A combinatorial data envelopment analysis with uncertain interval data with application to ICT evaluation}}},
  doi          = {{10.1016/j.techfore.2023.122510}},
  volume       = {{191}},
  year         = {{2023}},
}

@article{30341,
  author       = {{Hoyer, Britta and van Straaten, Dirk}},
  issn         = {{2214-8043}},
  journal      = {{Journal of Behavioral and Experimental Economics}},
  keywords     = {{General Social Sciences, Economics and Econometrics, Applied Psychology}},
  pages        = {{101869}},
  publisher    = {{Elsevier BV}},
  title        = {{{Anonymity and Self-Expression in Online Rating Systems - An Experimental Analysis}}},
  doi          = {{10.1016/j.socec.2022.101869}},
  volume       = {{98}},
  year         = {{2022}},
}

@article{34200,
  abstract     = {{<jats:p>Praxeologische Kompetenzansätze verstehen Kompetenz als sozial erlernt und folglich als relativ zum sozialen Kontext. Damit einher geht die Frage, wie solche praxeologisch gerahmten Kompetenzen eigentlich unabhängig von der sie hervorbringenden Praxis evaluiert werden können – und eben dadurch erst für einen breiteren Kompetenzdiskurs fruchtbar sind. Die Dokumentarische Evaluationsforschung bietet hierzu erste Anhaltspunkte, offenbart aber auch Grenzen, die mit dem Evaluationsverständnis zusammenhängen, sich jedoch in der Forschungspraxis so nicht finden lassen. Aus der Differenz zwischen Methode und Praxis dokumentarischer Evaluation lässt sich formulieren, wie eine praxeologische Evaluation gestaltet werden könnte. Dabei spielt die Formulierung von Referenzrahmen eine zentrale Rolle, welche einerseits der zu evaluierenden Praktik external sein, andererseits praktisch formuliert werden müssen, damit sie soziale Praktiken jenseits ihrer eigenen Sinnhaftigkeit evaluativ (er-)fassen können.</jats:p>}},
  author       = {{Bloh, Thiemo}},
  issn         = {{1619-5515}},
  journal      = {{Zeitschrift für Evaluation}},
  keywords     = {{Strategy and Management, Applied Psychology, Social Sciences (miscellaneous), Education, Communication, Statistics and Probability}},
  number       = {{02}},
  pages        = {{193--215}},
  publisher    = {{Waxmann}},
  title        = {{{Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung}}},
  doi          = {{10.31244/zfe.2022.02.02}},
  volume       = {{2022}},
  year         = {{2022}},
}

@article{32361,
  author       = {{Scharfen, Hans-Erik and Lehmann, Tim and Büchel, Daniel and Baumeister, Jochen}},
  issn         = {{1469-0292}},
  journal      = {{Psychology of Sport and Exercise}},
  keywords     = {{Applied Psychology}},
  publisher    = {{Elsevier BV}},
  title        = {{{Cortical responses to sport-specific stimuli in a standing stop signal task}}},
  doi          = {{10.1016/j.psychsport.2022.102250}},
  year         = {{2022}},
}

@article{35622,
  author       = {{Scharfen, Hans-Erik and Lehmann, Tim and Büchel, Daniel and Baumeister, Jochen}},
  issn         = {{1469-0292}},
  journal      = {{Psychology of Sport and Exercise}},
  keywords     = {{Applied Psychology}},
  publisher    = {{Elsevier BV}},
  title        = {{{Cortical responses to sport-specific stimuli in a standing stop signal task}}},
  doi          = {{10.1016/j.psychsport.2022.102250}},
  volume       = {{63}},
  year         = {{2022}},
}

@article{35415,
  abstract     = {{<jats:p> Abstract. Procrastination is the irrational delay of an intended task and is common among students. A delay can only be defined as procrastination when it is voluntary, the action was intended but not implemented, and the delay is accompanied by subjective discomfort. Established scales of procrastination cover mainly behavioral aspects but have neglected the emotional aspect. This inaccuracy concerning the construct validity might entail misconceptions of procrastination. Accordingly, we developed and validated the Behavioral and Emotional Academic Procrastination Scale (BEPS), which covers all aspects of the definition of procrastination. The 6-item scale measuring self-reported academic procrastination was tested in three studies. Study 1 ( N = 239) evaluated the psychometric qualities of the BEPS, indicating good item characteristics and internal consistency. Study 2 ( N = 1,441) used confirmatory factor analysis and revealed two correlated factors: one covering the behavioral aspect and the other reflecting the emotional aspect. Measurement invariance was shown through longitudinal and multigroup confirmatory factor analyses. Study 3 ( N = 234) provided evidence for the scale’s convergent validity through correlations with established procrastination scales, self-efficacy, and neuroticism. The BEPS thus economically operationalizes all characteristics of academic procrastination and appears to be a reliable and valid self-report measure. </jats:p>}},
  author       = {{Bobe, Julia and Schnettler, Theresa and Scheunemann, Anne and Fries, Stefan and Bäulke, Lisa and Thies, Daniel O. and Dresel, Markus and Leutner, Detlev and Wirth, Joachim and Klingsieck, Katrin B. and Grunschel, Carola}},
  issn         = {{1015-5759}},
  journal      = {{European Journal of Psychological Assessment}},
  keywords     = {{Applied Psychology}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Delaying Academic Tasks and Feeling Bad About It}}},
  doi          = {{10.1027/1015-5759/a000728}},
  year         = {{2022}},
}

@article{48518,
  abstract     = {{Although the leadership literature has emphasized the importance of leader identity for leader behaviors and leader effectiveness, little is known about whether and how professionals, who are experts in their field and hold a formal leader role, construe a leader identity. To expand our understanding of leader identity construal, we explored how professors in German research universities interpreted their formal leader role and whether and how they saw themselves as leaders. Based on findings from an inductive interview study, we contribute to the literature in three ways: First, our findings imply that patterns of professional identity and leader identity dimensions likely predict when a leader role is <jats:italic>rejected</jats:italic>, <jats:italic>accommodated</jats:italic>, <jats:italic>incorporated</jats:italic>, or <jats:italic>emphasized</jats:italic>. Second, we explain why professionals with a formal leader role see themselves primarily as <jats:italic>specialists</jats:italic>, <jats:italic>mentors</jats:italic>, <jats:italic>managers</jats:italic>, or <jats:italic>shapers</jats:italic>. Third, we extend previous notions of the leader identity concept by elaborating on its dimensions. Our findings have practical implications on an individual and organizational level, and may help design more effective leadership development programs.}},
  author       = {{Rehbock, Stephanie K. and Hubner-Benz, Sylvia and Knipfer, Kristin and Peus, Claudia V.}},
  issn         = {{0269-994X}},
  journal      = {{Applied Psychology}},
  keywords     = {{Applied Psychology, Arts and Humanities (miscellaneous), Developmental and Educational Psychology}},
  number       = {{2}},
  pages        = {{559--587}},
  publisher    = {{Wiley}},
  title        = {{{What kind of leader am I? An exploration of professionals' leader identity construal}}},
  doi          = {{10.1111/apps.12389}},
  volume       = {{72}},
  year         = {{2022}},
}

@article{44637,
  author       = {{Hoppe, Julia Amelie and Tuisku, Outi and Johansson-Pajala, Rose-Marie and Pekkarinen, Satu and Hennala, Lea and Gustafsson, Christine and Melkas, Helinä and Thommes, Kirsten}},
  issn         = {{2451-9588}},
  journal      = {{Computers in Human Behavior Reports}},
  keywords     = {{Artificial Intelligence, Cognitive Neuroscience, Computer Science Applications, Human-Computer Interaction, Applied Psychology, Neuroscience (miscellaneous)}},
  publisher    = {{Elsevier BV}},
  title        = {{{When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty}}},
  doi          = {{10.1016/j.chbr.2022.100258}},
  volume       = {{9}},
  year         = {{2022}},
}

@article{34295,
  author       = {{Hoppe, Julia Amelie and Tuisku, Outi and Johansson-Pajala, Rose-Marie and Pekkarinen, Satu and Hennala, Lea and Gustafsson, Christine and Melkas, Helinä and Thommes, Kirsten}},
  issn         = {{2451-9588}},
  journal      = {{Computers in Human Behavior Reports}},
  keywords     = {{Artificial Intelligence, Cognitive Neuroscience, Computer Science Applications, Human-Computer Interaction, Applied Psychology, Neuroscience (miscellaneous)}},
  publisher    = {{Elsevier BV}},
  title        = {{{When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty}}},
  doi          = {{10.1016/j.chbr.2022.100258}},
  year         = {{2022}},
}

@article{44636,
  author       = {{Hoppe, Julia A. and Tuisku, Outi and Johansson-Pajala, Rose-Marie and Pekkarinen, Satu and Hennala, Lea and Gustafsson, Christine and Melkas, Helinä and Thommes, Kirsten}},
  issn         = {{2451-9588}},
  journal      = {{Computers in Human Behavior Reports}},
  keywords     = {{Artificial Intelligence, Cognitive Neuroscience, Computer Science Applications, Human-Computer Interaction, Applied Psychology, Neuroscience (miscellaneous)}},
  publisher    = {{Elsevier BV}},
  title        = {{{When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty}}},
  doi          = {{10.1016/j.chbr.2022.100258}},
  volume       = {{9}},
  year         = {{2022}},
}

@article{37762,
  author       = {{Friehs, Maximilian A. and Whelan, Eric and Güldenpenning, Iris and Krause, Daniel and Weigelt, Matthias}},
  issn         = {{1469-0292}},
  journal      = {{Psychology of Sport and Exercise}},
  keywords     = {{Applied Psychology}},
  publisher    = {{Elsevier BV}},
  title        = {{{Stimulating performance: A scoping review on transcranial electrical stimulation effects on olympic sports}}},
  doi          = {{10.1016/j.psychsport.2021.102130}},
  volume       = {{59}},
  year         = {{2022}},
}

@article{42714,
  abstract     = {{Physical self-concept (PSC) and motor competencies are important factors in view of the development of a physically active lifestyle. There are research gaps regarding longitudinal studies of these relationships. This article presents findings of a longitudinal study (n = 200; 58% girls, M = 8.84 ± 0.63 years) at three primary schools. The aim of this study was to analyze the relationship between actual motor competencies (AMC) and perceived motor competencies (PMC) and PSC. Therefore, manifest path models in cross-lagged design were performed. Results show that correlations between PMC and AMC increased over time and were stronger in object control than in locomotor. Effects of AMC on PSC were more strongly mediated by PMC in object control than in locomotor. To promote physical activity, developing strategies should be aimed at the acquisition of AMC, particularly in object control, and PMC, especially in locomotor, during childhood.}},
  author       = {{Strotmeyer, Anne and Herrmann, Christian and Kehne, Miriam}},
  issn         = {{1469-0292}},
  journal      = {{Psychology of Sport and Exercise}},
  keywords     = {{Applied Psychology}},
  publisher    = {{Elsevier BV}},
  title        = {{{A longitudinal analysis of reciprocal relationships between actual and perceived motor competencies and physical self-concept in primary-school age children}}},
  doi          = {{10.1016/j.psychsport.2022.102269}},
  volume       = {{63}},
  year         = {{2022}},
}

@article{44638,
  author       = {{Hoppe, Julia Amelie and Tuisku, Outi and Johansson-Pajala, Rose-Marie and Pekkarinen, Satu and Hennala, Lea and Gustafsson, Christine and Melkas, Helinä and Thommes, Kirsten}},
  issn         = {{2451-9588}},
  journal      = {{Computers in Human Behavior Reports}},
  keywords     = {{Artificial Intelligence, Cognitive Neuroscience, Computer Science Applications, Human-Computer Interaction, Applied Psychology, Neuroscience (miscellaneous)}},
  publisher    = {{Elsevier BV}},
  title        = {{{When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty}}},
  doi          = {{10.1016/j.chbr.2022.100258}},
  volume       = {{9}},
  year         = {{2022}},
}

@article{48513,
  abstract     = {{Evaluators’ fit assessments are not only influenced by applicants’ qualities, but also by stereotypes, especially in recruitment for high‐status jobs in male‐dominated fields. The unidimensional agentic stereotype of these work contexts signals agentic job and organizational requirements (stereotypically male qualities such as achievement orientation), although the actual requirements usually also include communality (stereotypically female qualities such as interpersonal skills). In five experiments, we investigate the relevance of perceived applicant agency for perceived applicant fit, the influence of recruitment material, contextual differences, and the role of applicant gender. Our findings indicate that perceived applicant agency drives perceived person‐job and person‐organization fit in strictly male stereotyped work contexts, regardless of gender, and agentic recruitment material enhances this effect. Contrasting different contexts (high‐ with low‐status jobs and a male‐dominated with a gender‐balanced and female‐dominated field) revealed that the relevance of perceived agency increases with perceived job status, and the relevance of perceived communality decreases with the expected share of men. Although women were perceived as highly agentic in strictly male stereotyped work contexts, their need to be perceived as agentic also was higher than for men, due to the perceived lack of fit between women and high‐status jobs.}},
  author       = {{Dutz, Regina and Hubner-Benz, Sylvia and Peus, Claudia}},
  issn         = {{0031-5826}},
  journal      = {{Personnel Psychology}},
  keywords     = {{Organizational Behavior and Human Resource Management, Applied Psychology}},
  number       = {{2}},
  pages        = {{441--483}},
  publisher    = {{Wiley}},
  title        = {{{When agency “fits” regardless of gender: Perceptions of applicant fit when job and organization signal male stereotypes}}},
  doi          = {{10.1111/peps.12470}},
  volume       = {{75}},
  year         = {{2021}},
}

@article{48698,
  author       = {{Friehs, Maximilian A. and Whelan, Eric and Güldenpenning, Iris and Krause, Daniel and Weigelt, Matthias}},
  issn         = {{1469-0292}},
  journal      = {{Psychology of Sport and Exercise}},
  keywords     = {{Applied Psychology}},
  publisher    = {{Elsevier BV}},
  title        = {{{Stimulating performance: A scoping review on transcranial electrical stimulation effects on olympic sports}}},
  doi          = {{10.1016/j.psychsport.2021.102130}},
  volume       = {{59}},
  year         = {{2021}},
}

@article{37231,
  abstract     = {{<jats:title>Zusammenfassung</jats:title><jats:p>In diesem Beitrag der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) wird das Instrument zur Diagnose pädagogischer Kompetenzen von Pflegelehrpersonen (PädKomPflege) vorgestellt.</jats:p><jats:p>Die Berufsbildung in der Pflege ist durch sich verändernde inhaltliche und gesetzliche Anforderungen geprägt. Verschiedene landesspezifische rechtliche Vorgaben führen zu einem sehr heterogenen Bild von Qualifikationen und Kompetenzen der Pflegelehrpersonen. Die Anrechnung bereits erworbener Kompetenzen auf pflegepädagogische Studiengänge sowie die Kompetenzerfassung und -bilanzierung in Berufsbildungseinrichtungen spielt daher eine wichtige Rolle. Vor diesem Hintergrund wurde das Instrument PädKomPflege entwickelt und erprobt. Grundlage des Kompetenzmodells sind die Empfehlungen der Kultusministerkonferenz (2004) zu den Standards für die (allgemeine) Lehrerbildung sowie Expertenworkshops und -interviews mit PflegedidaktikerInnen. Die empirische Erprobung erfolgte an einer Stichprobe von 1096 Pflegelehrpersonen. Psychometrische Analysen auf Grundlage der klassischen Testtheorie sowie IRT-basierte Analysen führten zu einer Überarbeitung des Instruments, welches nun als zweisprachiges Online-Self-Assessmenttool (eng./deut.) vorliegt. Die Validierung der deutschsprachigen Version fand anhand von 545 TeilnehmerInnen im Jahr 2016 statt, sodass ein geprüftes Instrument mit 54 Items in den fünf Hauptskalen (Unterricht, Beurteilung, Beratung, Lernortkooperation sowie Organisations- und Schulentwicklung) und 18 Subskalen zur Verfügung steht.</jats:p><jats:p>Sowohl klassische als auch probabilistische Testgütekriterien werden erfüllt. Die Skalen weisen hohe interne Konsistenzen auf (<jats:italic>α</jats:italic> &gt; 0,80) und sind überwiegend konstruktvalide. So lassen sich für 17 der 18 Subskalen ordinale Raschmodelle anpassen. Auf der Ebene der Hauptskalen können Partial Credit Modelle für alle Items von modellkonformen Subskalen einer Hauptskala angepasst werden. Das Instrument kann zur individuellen Kompetenzdiagnostik, zur Identifikation von Bildungsbedarfen in Schulen des Gesundheitswesens und im Kontext beruflicher Bildungsprozesse genutzt werden. In der Onlineversion erhalten Teilnehmende abschließend ein individuelles Kompetenzprofil mit möglichen Vergleichswerten. Das Tool kann begleitend zu Qualifizierungsprozessen als Monitoring-Instrument oder zur individuellen Kompetenzbilanzierung eingesetzt werden.</jats:p>}},
  author       = {{Schürmann, Mirko and Bender, Elena and Grebe, Christian}},
  issn         = {{2366-6145}},
  journal      = {{Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)}},
  keywords     = {{Organizational Behavior and Human Resource Management, Applied Psychology, Developmental and Educational Psychology, Education, Social Psychology}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen}}},
  doi          = {{10.1007/s11612-021-00574-w}},
  year         = {{2021}},
}

@article{33748,
  abstract     = {{<jats:p> Zusammenfassung. In der Arbeit 4.0 ist durch neue Beschäftigungsmöglichkeiten für Mitarbeitende eine Langzeitbindung an ein Unternehmen seltener. Unternehmen reagieren mit flexibilisierten Arbeitsplätzen, um diesem Wunsch der Mitarbeitenden nachzukommen. Flexibilisierung reduziert die Absicht das Unternehmen zu verlassen. Dabei ist wichtig, räumliche und zeitliche Flexibilisierung zu differenzieren. Außerdem gewinnen individuelle Werte bezüglich Stabilität und Kontinuität an Bedeutung und können den Bindungswunsch stärken. Hauptziel dieser Untersuchung ist, anhand eines kontroll- und ressourcentheoretisch fundierten Rahmens in zwei aufeinander aufbauenden Studien ( N = 448, N = 202) die (potenziell unterschiedlich starken) Zusammenhänge von zeitlicher und räumlicher Flexibilisierung mit Mitarbeitendenbindung zu analysieren und zu prüfen, ob sich diese Zusammenhänge bestätigen lassen, wenn zusätzlich individuelle Werte in die Analyse einbezogen werden. Die Ergebnisse zeigen, dass zeitliche und räumliche Flexibilisierung unterschiedlich mit der Bleibeabsicht zusammenhängen. Während zeitliche Flexibilisierung positive Zusammenhänge zeigt, finden sich in Bezug auf räumliche Flexibilisierung keine Zusammenhänge. Werte bezüglich Stabilität und Kontinuität scheinen dabei nicht mit einer stärkeren Mitarbeitendenbindung zusammenzuhängen. </jats:p>}},
  author       = {{Bender, Elena and Schürmann, Mirko and Poethke, Ute and Soyka, Chantal and Schaper, Niclas and Rowold, und Jens}},
  issn         = {{0932-4089}},
  journal      = {{Zeitschrift für Arbeits- und Organisationspsychologie A&amp;O}},
  keywords     = {{Organizational Behavior and Human Resource Management, Applied Psychology}},
  number       = {{1}},
  pages        = {{14--30}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen Werten           für Mitarbeitendenbindung in der Arbeitswelt 4.0}}},
  doi          = {{10.1026/0932-4089/a000364}},
  volume       = {{66}},
  year         = {{2021}},
}

@article{37760,
  author       = {{Güldenpenning, Iris and Kunde, Wilfried and Weigelt, Matthias}},
  issn         = {{1612-197X}},
  journal      = {{International Journal of Sport and Exercise Psychology}},
  keywords     = {{Applied Psychology, Social Psychology}},
  number       = {{1}},
  pages        = {{202--222}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Head-fake perception in basketball: the relative contributions of expertise, visual or motor training, and test repetition}}},
  doi          = {{10.1080/1612197x.2020.1854819}},
  volume       = {{20}},
  year         = {{2020}},
}