[{"abstract":[{"lang":"eng","text":" Zusammenfassung: Für die Evaluation und Qualitätsentwicklung von Studium und Lehre werden häufig quantitative Befragungen von Studenten eingesetzt. Jedoch ist häufig unklar, aus welcher Motivation Studenten an den Befragungen teilnehmen und inwieweit unterschiedliche motivationale Regulationsstile mit dem Antwortverhalten im Fragebogen zusammenhängen. Ausgehend von der Selbstbestimmungstheorie der Motivation nach Deci und Ryan stellt der Beitrag die Entwicklung der Skalen zur motivationalen Regulation bei Befragungen zur Evaluation (SMR-Eval) vor. Studie 1 zeigt die fünffaktorielle Struktur des Instruments. Studie 2 weist auf eine starke Messinvarianz bezüglich Geschlecht, Abschlussziel und Fakultät hin. Korrelationen mit Drittvariablen belegen die konvergente Validität der fünf Subskalen. In Studie 3 werden latente Profilanalysen über die fünf Regulationsstile berechnet. Die Ergebnisse zeigen vier Profile, welche sich inhaltlich plausibel im Antwortverhalten der Befragten unterscheiden und damit Hinweise auf die Kriteriumsvalidität der Skalen geben. Diskutiert werden theoretische und praktische Implikationen für Evaluationsvorhaben an Hochschulen sowie Übertragungsmöglichkeiten auf andere Evaluationsgegenstände. "}],"publication":"Zeitschrift für Pädagogische Psychologie","citation":{"bibtex":"@article{Koppenborg_Klingsieck_2024, title={„Wir wollen mitreden!“ – Entwicklung und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme an Befragungen zur Evaluation des Studiums (SMR-Eval)}, DOI={10.1024/1010-0652/a000381}, journal={Zeitschrift für Pädagogische Psychologie}, publisher={Hogrefe Publishing Group}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2024} }","ama":"Koppenborg M, Klingsieck KB. „Wir wollen mitreden!“ – Entwicklung und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme an Befragungen zur Evaluation des Studiums (SMR-Eval). Zeitschrift für Pädagogische Psychologie. Published online 2024. doi:10.1024/1010-0652/a000381","mla":"Koppenborg, Markus, and Katrin B. Klingsieck. “„Wir wollen mitreden!“ – Entwicklung und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme an Befragungen zur Evaluation des Studiums (SMR-Eval).” Zeitschrift für Pädagogische Psychologie, Hogrefe Publishing Group, 2024, doi:10.1024/1010-0652/a000381.","chicago":"Koppenborg, Markus, and Katrin B. Klingsieck. “„Wir wollen mitreden!“ – Entwicklung und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme an Befragungen zur Evaluation des Studiums (SMR-Eval).” Zeitschrift für Pädagogische Psychologie, 2024. https://doi.org/10.1024/1010-0652/a000381.","short":"M. Koppenborg, K.B. Klingsieck, Zeitschrift für Pädagogische Psychologie (2024).","ieee":"M. Koppenborg and K. B. Klingsieck, “„Wir wollen mitreden!“ – Entwicklung und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme an Befragungen zur Evaluation des Studiums (SMR-Eval),” Zeitschrift für Pädagogische Psychologie, 2024, doi: 10.1024/1010-0652/a000381.","apa":"Koppenborg, M., & Klingsieck, K. B. (2024). „Wir wollen mitreden!“ – Entwicklung und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme an Befragungen zur Evaluation des Studiums (SMR-Eval). Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652/a000381"},"type":"journal_article","keyword":["Developmental and Educational Psychology"],"department":[{"_id":"426"}],"date_created":"2024-04-19T18:20:08Z","date_updated":"2024-04-19T18:22:00Z","publication_status":"published","year":"2024","title":"„Wir wollen mitreden!“ – Entwicklung und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme an Befragungen zur Evaluation des Studiums (SMR-Eval)","status":"public","author":[{"last_name":"Koppenborg","first_name":"Markus","full_name":"Koppenborg, Markus"},{"id":"36716","last_name":"Klingsieck","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B."}],"publication_identifier":{"issn":["1010-0652","1664-2910"]},"doi":"10.1024/1010-0652/a000381","user_id":"36716","_id":"53603","language":[{"iso":"ger"}],"publisher":"Hogrefe Publishing Group"},{"status":"public","page":"566-579","publisher":"Wiley","_id":"48486","user_id":"83055","volume":96,"citation":{"mla":"Kurock, Ricarda, et al. “A Mixed‐methods Study of the Quality of Parental Support during Adolescents’ Information‐related Internet Use as a Co‐construction Process.” Journal of Adolescence, vol. 96, no. 3, Wiley, 2024, pp. 566–79, doi:http://dx.doi.org/10.1002/jad.12264.","ama":"Kurock R, Teichert J, Meister DM, Gerhardts L, Buhl HM, Bonanati S. A mixed‐methods study of the quality of parental support during adolescents’ information‐related Internet use as a co‐construction process. Journal of Adolescence. 2024;96(3):566-579. doi:http://dx.doi.org/10.1002/jad.12264","bibtex":"@article{Kurock_Teichert_Meister_Gerhardts_Buhl_Bonanati_2024, title={A mixed‐methods study of the quality of parental support during adolescents’ information‐related Internet use as a co‐construction process}, volume={96}, DOI={http://dx.doi.org/10.1002/jad.12264}, number={3}, journal={Journal of Adolescence}, publisher={Wiley}, author={Kurock, Ricarda and Teichert, Jeannine and Meister, Dorothee M. and Gerhardts, Lara and Buhl, Heike M. and Bonanati, Sabrina}, year={2024}, pages={566–579} }","apa":"Kurock, R., Teichert, J., Meister, D. M., Gerhardts, L., Buhl, H. M., & Bonanati, S. (2024). A mixed‐methods study of the quality of parental support during adolescents’ information‐related Internet use as a co‐construction process. Journal of Adolescence, 96(3), 566–579. http://dx.doi.org/10.1002/jad.12264","ieee":"R. Kurock, J. Teichert, D. M. Meister, L. Gerhardts, H. M. Buhl, and S. Bonanati, “A mixed‐methods study of the quality of parental support during adolescents’ information‐related Internet use as a co‐construction process,” Journal of Adolescence, vol. 96, no. 3, pp. 566–579, 2024, doi: http://dx.doi.org/10.1002/jad.12264.","short":"R. Kurock, J. Teichert, D.M. Meister, L. Gerhardts, H.M. Buhl, S. Bonanati, Journal of Adolescence 96 (2024) 566–579.","chicago":"Kurock, Ricarda, Jeannine Teichert, Dorothee M. Meister, Lara Gerhardts, Heike M. Buhl, and Sabrina Bonanati. “A Mixed‐methods Study of the Quality of Parental Support during Adolescents’ Information‐related Internet Use as a Co‐construction Process.” Journal of Adolescence 96, no. 3 (2024): 566–79. http://dx.doi.org/10.1002/jad.12264."},"quality_controlled":"1","project":[{"name":"DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen elterlicher Unterstützung bei der informationsorientierten Internetnutzung","grant_number":"01JD1814A","_id":"378"}],"oa":"1","year":"2024","title":"A mixed‐methods study of the quality of parental support during adolescents' information‐related Internet use as a co‐construction process","publication_identifier":{"issn":["0140-1971","1095-9254"]},"author":[{"id":"78797","full_name":"Kurock, Ricarda","first_name":"Ricarda","last_name":"Kurock"},{"id":"83055","first_name":"Jeannine","last_name":"Teichert","orcid":"0000-0002-7571-891X","full_name":"Teichert, Jeannine"},{"id":"346","full_name":"Meister, Dorothee M.","orcid":"orcid.org/0000-0002-9685-4988","first_name":"Dorothee M.","last_name":"Meister"},{"last_name":"Gerhardts","first_name":"Lara","full_name":"Gerhardts, Lara"},{"last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152"},{"full_name":"Bonanati, Sabrina","first_name":"Sabrina","last_name":"Bonanati"}],"publication_status":"published","date_updated":"2025-07-03T09:06:39Z","intvolume":" 96","main_file_link":[{"open_access":"1","url":"https://onlinelibrary.wiley.com/doi/10.1002/jad.12264"}],"language":[{"iso":"eng"}],"doi":"http://dx.doi.org/10.1002/jad.12264","issue":"3","publication":"Journal of Adolescence","abstract":[{"lang":"eng","text":"AbstractIntroductionIn Europe, most Internet searches for school‐related tasks are situated at home, where parents can support adolescents. Although the frequency (quantity) of parental support has already been analyzed, a research gap exists concerning the quality of parental support in adolescents' information‐related Internet use. The quality of parental support in the field of homework involvement is known to be a predictor of adolescents' learning motivation and academic achievement, often discussed with regard to self‐determination theory (SDT) in terms of autonomy support, structure, emotional support, and control. These categories were adapted in this study to analyze parents' support in adolescents' Internet searching activities.MethodsUsing a mixed‐methods approach, we combined quantitative questionnaires and qualitative observations to analyze joint information‐related Internet uses. Therefore, 243 parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed by videography in 2019/2020 in Germany. The adolescents were 11 years old, on average.ResultsThe parents rated all qualities higher than the adolescents. Emotional support was rated highest by both groups, whereas structure was rated lowest. Adolescents' and parents' view on parental support differ. The qualitative study revealed parents' often interfering behavior, whereas emotional support was low. Further, the active role of adolescents was highlighted in both quantitative and qualitative data.ConclusionsBy combining quantitative and qualitative approaches, we demonstrated a fruitful application of SDT in analyzing the quality of parental support during adolescents' Internet searches at home and shed light on the co‐construction of joint Internet searches."}],"date_created":"2023-10-26T12:01:24Z","type":"journal_article","keyword":["Psychiatry and Mental health","Developmental and Educational Psychology","Social Psychology","Pediatrics","Perinatology and Child Health"],"department":[{"_id":"427"},{"_id":"137"}]},{"abstract":[{"text":"AbstractPrevious research indicates that performing passes with a head fake in basketball leads to increased response initiation times and errors as compared to performing a pass without a head fake. These so-called fake production costs only occurred when not given the time to mentally prepare the deceptive movement. In the current study, we investigated if extensive practice could reduce the cognitive costs of producing a pass with head fake. Twenty-four basketball novices participated in an experiment on five consecutive days. A visual cue prompted participants to play a pass with or without a head fake either to the left or right side. The cued action had to be executed after an interstimulus interval (ISI) of either 0 ms, 400 ms, 800 ms or 1200 ms, allowing for different movement preparation times. Results indicated higher response initiation times (ITs) and error rates (ERs) for passes with head fakes for the short preparation intervals (ISI 0 ms and 400 ms) on the first day but no difference for the longer preparation intervals (ISI 800 ms and 1200 ms). After only one day of practice, participants showed reduced fake production costs (for ISI 0 ms) and were even able to eliminate these cognitive costs when given time to mentally prepare the movement (for ISI 400 ms). Accordingly, physical practice can reduce the cognitive costs associated with head-fake generation. This finding is discussed against the background of the strengthening of stimulus response associations.","lang":"eng"}],"related_material":{"link":[{"url":"https://osf.io/svjtz/files","relation":"research_data"}]},"publication":"Psychological Research","keyword":["Arts and Humanities (miscellaneous)","Developmental and Educational Psychology","Experimental and Cognitive Psychology","General Medicine"],"type":"journal_article","department":[{"_id":"17"},{"_id":"266"}],"file":[{"date_created":"2025-11-06T13:32:52Z","creator":"nboeer","success":1,"content_type":"application/pdf","file_id":"62114","date_updated":"2025-11-06T13:32:52Z","relation":"main_file","file_size":898697,"access_level":"closed","file_name":"Böer, Weigelt, Schütz, & Güldenpenning_2024_Practice reduces the costs of producing head fakes in basketball.pdf"}],"date_created":"2023-10-26T09:57:43Z","date_updated":"2026-05-03T11:16:46Z","publication_status":"published","intvolume":" 88","article_type":"original","year":"2024","title":"Practice reduces the costs of producing head fakes in basketball","author":[{"full_name":"Böer, Nils Tobias","orcid":"0000-0002-0236-7282","first_name":"Nils Tobias","last_name":"Böer","id":"52000"},{"id":"36388","first_name":"Matthias","last_name":"Weigelt","full_name":"Weigelt, Matthias"},{"full_name":"Schütz, Christoph","last_name":"Schütz","first_name":"Christoph"},{"first_name":"Iris","last_name":"Güldenpenning","orcid":"0000-0003-0549-5543","full_name":"Güldenpenning, Iris","id":"52931"}],"publication_identifier":{"issn":["0340-0727","1430-2772"]},"doi":"10.1007/s00426-023-01885-x","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s00426-023-01885-x","open_access":"1"}],"language":[{"iso":"eng"}],"quality_controlled":"1","file_date_updated":"2025-11-06T13:32:52Z","citation":{"mla":"Böer, Nils Tobias, et al. “Practice Reduces the Costs of Producing Head Fakes in Basketball.” Psychological Research, vol. 88, Springer Science and Business Media LLC, 2024, pp. 523–34, doi:10.1007/s00426-023-01885-x.","bibtex":"@article{Böer_Weigelt_Schütz_Güldenpenning_2024, title={Practice reduces the costs of producing head fakes in basketball}, volume={88}, DOI={10.1007/s00426-023-01885-x}, journal={Psychological Research}, publisher={Springer Science and Business Media LLC}, author={Böer, Nils Tobias and Weigelt, Matthias and Schütz, Christoph and Güldenpenning, Iris}, year={2024}, pages={523–534} }","ama":"Böer NT, Weigelt M, Schütz C, Güldenpenning I. Practice reduces the costs of producing head fakes in basketball. Psychological Research. 2024;88:523-534. doi:10.1007/s00426-023-01885-x","ieee":"N. T. Böer, M. Weigelt, C. Schütz, and I. Güldenpenning, “Practice reduces the costs of producing head fakes in basketball,” Psychological Research, vol. 88, pp. 523–534, 2024, doi: 10.1007/s00426-023-01885-x.","apa":"Böer, N. T., Weigelt, M., Schütz, C., & Güldenpenning, I. (2024). Practice reduces the costs of producing head fakes in basketball. Psychological Research, 88, 523–534. https://doi.org/10.1007/s00426-023-01885-x","short":"N.T. Böer, M. Weigelt, C. Schütz, I. Güldenpenning, Psychological Research 88 (2024) 523–534.","chicago":"Böer, Nils Tobias, Matthias Weigelt, Christoph Schütz, and Iris Güldenpenning. “Practice Reduces the Costs of Producing Head Fakes in Basketball.” Psychological Research 88 (2024): 523–34. https://doi.org/10.1007/s00426-023-01885-x."},"oa":"1","has_accepted_license":"1","status":"public","ddc":["150","796"],"user_id":"52000","volume":88,"page":"523-534","_id":"48484","publisher":"Springer Science and Business Media LLC"},{"date_created":"2023-11-08T20:35:43Z","keyword":["Arts and Humanities (miscellaneous)","Developmental and Educational Psychology","Experimental and Cognitive Psychology","General Medicine"],"type":"journal_article","publication":"Psychological Research","issue":"7","abstract":[{"text":"AbstractAction imagery practice (AIP) describes the repetitive imagination of an action to improve subsequent action execution. Because AIP and action execution practice (AEP) draw on partly similar motor mechanisms, it was assumed that AIP may lead to motor automatization, which is observable in a reduction of dual-task costs after AEP. To investigate automatization in AIP, we compared dual-task and single-task performance in practice and random sequences in pretests and posttests. All participants practiced serial reactions to visual stimuli in ten single-task practice sessions. An AIP group imagined the reactions. An AEP group and a control practice group executed the reactions. Practice followed a sequential sequence in AIP and AEP but was random in control practice. In dual-task test conditions, tones were counted that appeared in addition to the visual stimuli. RTs decreased from pretest to posttest in both practice and random sequences in all groups indicating general sequence-unspecific learning. Further, RTs decreased to a greater extent in the practice sequence than in the random sequence after AIP and AEP, indicating sequence-specific learning. Dual-task costs—the difference between RTs after tone and no tone events—were reduced independent from the performed sequence in all groups indicating sequence-unspecific automatization. It is concluded that the stimulus–response coupling can be automatized by both, AEP and AIP.","lang":"eng"}],"language":[{"iso":"eng"}],"doi":"10.1007/s00426-023-01797-w","title":"Imagine to automatize: automatization of stimulus–response coupling after action imagery practice in implicit sequence learning","year":"2023","publication_identifier":{"issn":["0340-0727","1430-2772"]},"author":[{"full_name":"Dahm, Stephan F.","first_name":"Stephan F.","last_name":"Dahm"},{"full_name":"Hyna, Henri","last_name":"Hyna","first_name":"Henri"},{"orcid":"orcid.org/0000-0001-5391-885X","first_name":"Daniel","last_name":"Krause","full_name":"Krause, Daniel","id":"668"}],"date_updated":"2023-11-08T21:10:14Z","publication_status":"published","intvolume":" 87","citation":{"apa":"Dahm, S. F., Hyna, H., & Krause, D. (2023). Imagine to automatize: automatization of stimulus–response coupling after action imagery practice in implicit sequence learning. Psychological Research, 87(7), 2259–2274. https://doi.org/10.1007/s00426-023-01797-w","ieee":"S. F. Dahm, H. Hyna, and D. Krause, “Imagine to automatize: automatization of stimulus–response coupling after action imagery practice in implicit sequence learning,” Psychological Research, vol. 87, no. 7, pp. 2259–2274, 2023, doi: 10.1007/s00426-023-01797-w.","short":"S.F. Dahm, H. Hyna, D. Krause, Psychological Research 87 (2023) 2259–2274.","chicago":"Dahm, Stephan F., Henri Hyna, and Daniel Krause. “Imagine to Automatize: Automatization of Stimulus–Response Coupling after Action Imagery Practice in Implicit Sequence Learning.” Psychological Research 87, no. 7 (2023): 2259–74. https://doi.org/10.1007/s00426-023-01797-w.","mla":"Dahm, Stephan F., et al. “Imagine to Automatize: Automatization of Stimulus–Response Coupling after Action Imagery Practice in Implicit Sequence Learning.” Psychological Research, vol. 87, no. 7, Springer Science and Business Media LLC, 2023, pp. 2259–74, doi:10.1007/s00426-023-01797-w.","ama":"Dahm SF, Hyna H, Krause D. Imagine to automatize: automatization of stimulus–response coupling after action imagery practice in implicit sequence learning. Psychological Research. 2023;87(7):2259-2274. doi:10.1007/s00426-023-01797-w","bibtex":"@article{Dahm_Hyna_Krause_2023, title={Imagine to automatize: automatization of stimulus–response coupling after action imagery practice in implicit sequence learning}, volume={87}, DOI={10.1007/s00426-023-01797-w}, number={7}, journal={Psychological Research}, publisher={Springer Science and Business Media LLC}, author={Dahm, Stephan F. and Hyna, Henri and Krause, Daniel}, year={2023}, pages={2259–2274} }"},"page":"2259-2274","publisher":"Springer Science and Business Media LLC","_id":"48714","user_id":"668","volume":87,"status":"public"},{"publication":"Behaviour & Information Technology","citation":{"apa":"Tuisku, O., Johansson-Pajala, R.-M., Hoppe, J. A., Pekkarinen, S., Hennala, L., Thommes, K., Gustafsson, C., & Melkas, H. (2022). Assistant nurses and orientation to care robot use in three European countries. Behaviour & Information Technology, 1–17. https://doi.org/10.1080/0144929x.2022.2042736","ieee":"O. Tuisku et al., “Assistant nurses and orientation to care robot use in three European countries,” Behaviour & Information Technology, pp. 1–17, 2022, doi: 10.1080/0144929x.2022.2042736.","chicago":"Tuisku, Outi, Rose-Marie Johansson-Pajala, Julia Amelie Hoppe, Satu Pekkarinen, Lea Hennala, Kirsten Thommes, Christine Gustafsson, and Helinä Melkas. “Assistant Nurses and Orientation to Care Robot Use in Three European Countries.” Behaviour & Information Technology, 2022, 1–17. https://doi.org/10.1080/0144929x.2022.2042736.","short":"O. Tuisku, R.-M. Johansson-Pajala, J.A. Hoppe, S. Pekkarinen, L. Hennala, K. Thommes, C. Gustafsson, H. Melkas, Behaviour & Information Technology (2022) 1–17.","mla":"Tuisku, Outi, et al. “Assistant Nurses and Orientation to Care Robot Use in Three European Countries.” Behaviour & Information Technology, Informa UK Limited, 2022, pp. 1–17, doi:10.1080/0144929x.2022.2042736.","ama":"Tuisku O, Johansson-Pajala R-M, Hoppe JA, et al. Assistant nurses and orientation to care robot use in three European countries. Behaviour & Information Technology. Published online 2022:1-17. doi:10.1080/0144929x.2022.2042736","bibtex":"@article{Tuisku_Johansson-Pajala_Hoppe_Pekkarinen_Hennala_Thommes_Gustafsson_Melkas_2022, title={Assistant nurses and orientation to care robot use in three European countries}, DOI={10.1080/0144929x.2022.2042736}, journal={Behaviour & Information Technology}, publisher={Informa UK Limited}, author={Tuisku, Outi and Johansson-Pajala, Rose-Marie and Hoppe, Julia Amelie and Pekkarinen, Satu and Hennala, Lea and Thommes, Kirsten and Gustafsson, Christine and Melkas, Helinä}, year={2022}, pages={1–17} }"},"quality_controlled":"1","project":[{"name":"ORIENT: Use of care robots in welfare services: New models for effective orientation","_id":"46","grant_number":"16SV7954"}],"date_created":"2022-03-09T12:47:19Z","type":"journal_article","keyword":["Human-Computer Interaction","General Social Sciences","Arts and Humanities (miscellaneous)","Developmental and Educational Psychology"],"year":"2022","status":"public","title":"Assistant nurses and orientation to care robot use in three European countries","author":[{"last_name":"Tuisku","first_name":"Outi","full_name":"Tuisku, Outi"},{"last_name":"Johansson-Pajala","first_name":"Rose-Marie","full_name":"Johansson-Pajala, Rose-Marie"},{"first_name":"Julia Amelie","last_name":"Hoppe","full_name":"Hoppe, Julia Amelie","id":"73093"},{"first_name":"Satu","last_name":"Pekkarinen","full_name":"Pekkarinen, Satu"},{"full_name":"Hennala, Lea","first_name":"Lea","last_name":"Hennala"},{"id":"72497","last_name":"Thommes","first_name":"Kirsten","full_name":"Thommes, Kirsten"},{"last_name":"Gustafsson","first_name":"Christine","full_name":"Gustafsson, Christine"},{"first_name":"Helinä","last_name":"Melkas","full_name":"Melkas, Helinä"}],"publication_identifier":{"issn":["0144-929X","1362-3001"]},"publication_status":"published","date_updated":"2023-01-09T14:05:23Z","page":"1-17","_id":"30218","language":[{"iso":"eng"}],"publisher":"Informa UK Limited","user_id":"72497","doi":"10.1080/0144929x.2022.2042736"},{"title":"Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience","year":"2022","author":[{"first_name":"Christoph","last_name":"Vogelsang","full_name":"Vogelsang, Christoph","id":"4245"},{"full_name":"Kulgemeyer, Christoph","first_name":"Christoph","last_name":"Kulgemeyer"},{"full_name":"Riese, Josef","first_name":"Josef","last_name":"Riese"}],"publication_identifier":{"issn":["2227-7102"]},"publication_status":"published","date_updated":"2023-01-09T15:27:20Z","intvolume":" 12","article_number":"479","language":[{"iso":"eng"}],"doi":"10.3390/educsci12070479","publication":"Education Sciences","issue":"7","abstract":[{"text":"Following concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills change over the course of a field experience controlling for influences of professional knowledge, we conduct a pre-post field study with N = 95 preservice physics teachers in a one-semester field experience. Content knowledge (CK) and pedagogical content knowledge (PCK) (paper-and-pencil tests), and reflection and planning skills (standardized performance assessments) were assessed before and after the field experience. Path analyses revealed almost no influence of reflection skills on planning skills. Reflections skills did not contribute to preservice teachers planning skills beyond knowledge, indicating both constructs might represent rather independent abilities. The results show the need for further development of models describing the development of teachers’ professional knowledge and skills in academic teacher education and for the development of concepts for a better integration of reflection and lesson planning in field experiences.","lang":"eng"}],"date_created":"2023-01-09T15:25:28Z","type":"journal_article","keyword":["Public Administration","Developmental and Educational Psychology","Education","Computer Science Applications","Computer Science (miscellaneous)","Physical Therapy","Sports Therapy and Rehabilitation"],"department":[{"_id":"299"},{"_id":"33"}],"status":"public","_id":"35522","publisher":"MDPI AG","user_id":"4245","volume":12,"citation":{"bibtex":"@article{Vogelsang_Kulgemeyer_Riese_2022, title={Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience}, volume={12}, DOI={10.3390/educsci12070479}, number={7479}, journal={Education Sciences}, publisher={MDPI AG}, author={Vogelsang, Christoph and Kulgemeyer, Christoph and Riese, Josef}, year={2022} }","ama":"Vogelsang C, Kulgemeyer C, Riese J. Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience. Education Sciences. 2022;12(7). doi:10.3390/educsci12070479","mla":"Vogelsang, Christoph, et al. “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience.” Education Sciences, vol. 12, no. 7, 479, MDPI AG, 2022, doi:10.3390/educsci12070479.","short":"C. Vogelsang, C. Kulgemeyer, J. Riese, Education Sciences 12 (2022).","chicago":"Vogelsang, Christoph, Christoph Kulgemeyer, and Josef Riese. “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience.” Education Sciences 12, no. 7 (2022). https://doi.org/10.3390/educsci12070479.","ieee":"C. Vogelsang, C. Kulgemeyer, and J. Riese, “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience,” Education Sciences, vol. 12, no. 7, Art. no. 479, 2022, doi: 10.3390/educsci12070479.","apa":"Vogelsang, C., Kulgemeyer, C., & Riese, J. (2022). Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience. Education Sciences, 12(7), Article 479. https://doi.org/10.3390/educsci12070479"}},{"_id":"35416","language":[{"iso":"ger"}],"publisher":"Hogrefe Publishing Group","user_id":"14931","doi":"10.1024/1010-0652/a000352","alternative_title":["Drei Maßnahmen im Vergleich"],"status":"public","title":"Wie können unterschiedliche Aspekte diagnostischer Kompetenz gefördert werden?","year":"2022","author":[{"id":"34280","full_name":"Grotegut, Lea","first_name":"Lea","last_name":"Grotegut"},{"id":"36716","first_name":"Katrin B.","last_name":"Klingsieck","full_name":"Klingsieck, Katrin B."}],"publication_identifier":{"issn":["1010-0652","1664-2910"]},"publication_status":"published","date_updated":"2023-11-08T08:31:03Z","date_created":"2023-01-08T16:12:11Z","keyword":["Developmental and Educational Psychology"],"type":"journal_article","department":[{"_id":"426"}],"publication":"Zeitschrift für Pädagogische Psychologie","citation":{"mla":"Grotegut, Lea, and Katrin B. Klingsieck. “Wie können unterschiedliche Aspekte diagnostischer Kompetenz gefördert werden?” Zeitschrift für Pädagogische Psychologie, Hogrefe Publishing Group, 2022, doi:10.1024/1010-0652/a000352.","bibtex":"@article{Grotegut_Klingsieck_2022, title={Wie können unterschiedliche Aspekte diagnostischer Kompetenz gefördert werden?}, DOI={10.1024/1010-0652/a000352}, journal={Zeitschrift für Pädagogische Psychologie}, publisher={Hogrefe Publishing Group}, author={Grotegut, Lea and Klingsieck, Katrin B.}, year={2022} }","ama":"Grotegut L, Klingsieck KB. Wie können unterschiedliche Aspekte diagnostischer Kompetenz gefördert werden? Zeitschrift für Pädagogische Psychologie. Published online 2022. doi:10.1024/1010-0652/a000352","ieee":"L. Grotegut and K. B. Klingsieck, “Wie können unterschiedliche Aspekte diagnostischer Kompetenz gefördert werden?,” Zeitschrift für Pädagogische Psychologie, 2022, doi: 10.1024/1010-0652/a000352.","apa":"Grotegut, L., & Klingsieck, K. B. (2022). Wie können unterschiedliche Aspekte diagnostischer Kompetenz gefördert werden? Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652/a000352","chicago":"Grotegut, Lea, and Katrin B. Klingsieck. “Wie können unterschiedliche Aspekte diagnostischer Kompetenz gefördert werden?” Zeitschrift für Pädagogische Psychologie, 2022. https://doi.org/10.1024/1010-0652/a000352.","short":"L. Grotegut, K.B. Klingsieck, Zeitschrift für Pädagogische Psychologie (2022)."},"abstract":[{"lang":"eng","text":" Zusammenfassung. Eine gut ausgebildete diagnostische Kompetenz von Lehrpersonen ist eine wesentliche Voraussetzung für gelingenden Unterricht und trägt maßgeblich zur akademischen und persönlichen Entwicklung von Schülern bei. Häufig sind Lehrpersonen jedoch nur bedingt dazu in der Lage, Schülermerkmale wie Leistung, Motivation oder Ängstlichkeit adäquat zu beurteilen. Eine Förderung der diagnostischen Kompetenz sollte bereits während des Studiums stattfinden, um Lehrpersonen früh auf diagnostische Situationen in der Schulpraxis vorzubereiten und negative Konsequenzen möglicher pädagogischer Fehlentscheidungen zu vermeiden. Dieser Beitrag vergleicht eine lehrendenzentrierte, eine problembasierte und eine digitale, simulationsbasierte Maßnahme zur Förderung unterschiedlicher Aspekte diagnostischer Kompetenz an einer Stichprobe von N = 166 Lehramtsstudierenden im Hinblick auf ihre Wirksamkeit. Es zeigen sich insbesondere Vorteile der simulationsbasierten Fördermaßnahme in den Bereichen intrinsische Motivation und Interesse sowie Nachteile der lehrendenzentrierten Maßnahme im Bereich des Wissens um das systematische Vorgehen im diagnostischen Prozess und der problembasierten Maßnahme im Bereich des Extraneous Cognitive Load. Die Ergebnisse werden insbesondere im Hinblick auf ihre praktischen Implikationen im Rahmen der Lehrerbildung und zunehmend digitalisierter Lehre diskutiert. "}]},{"citation":{"mla":"Koppenborg, Markus, and Katrin B. Klingsieck. “Social Factors of Procrastination: Group Work Can Reduce Procrastination among Students.” Social Psychology of Education, vol. 25, no. 1, Springer Science and Business Media LLC, 2022, pp. 249–74, doi:10.1007/s11218-021-09682-3.","bibtex":"@article{Koppenborg_Klingsieck_2022, title={Social factors of procrastination: group work can reduce procrastination among students}, volume={25}, DOI={10.1007/s11218-021-09682-3}, number={1}, journal={Social Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2022}, pages={249–274} }","ama":"Koppenborg M, Klingsieck KB. Social factors of procrastination: group work can reduce procrastination among students. Social Psychology of Education. 2022;25(1):249-274. doi:10.1007/s11218-021-09682-3","ieee":"M. Koppenborg and K. B. Klingsieck, “Social factors of procrastination: group work can reduce procrastination among students,” Social Psychology of Education, vol. 25, no. 1, pp. 249–274, 2022, doi: 10.1007/s11218-021-09682-3.","apa":"Koppenborg, M., & Klingsieck, K. B. (2022). Social factors of procrastination: group work can reduce procrastination among students. Social Psychology of Education, 25(1), 249–274. https://doi.org/10.1007/s11218-021-09682-3","short":"M. Koppenborg, K.B. Klingsieck, Social Psychology of Education 25 (2022) 249–274.","chicago":"Koppenborg, Markus, and Katrin B. Klingsieck. “Social Factors of Procrastination: Group Work Can Reduce Procrastination among Students.” Social Psychology of Education 25, no. 1 (2022): 249–74. https://doi.org/10.1007/s11218-021-09682-3."},"status":"public","user_id":"14931","volume":25,"page":"249-274","_id":"35419","publisher":"Springer Science and Business Media LLC","abstract":[{"lang":"eng","text":"AbstractResearch on procrastination covers a variety of individual factors (e.g., conscientiousness) and this focus is reflected in interventions against procrastination. Less emphasis is put on situational and social factors that may help students reduce procrastination, such as social interdependence. Therefore, this study investigates the relationship between interdependence with academic procrastination and affective variables. Two vignette studies with student samples (N1 = 320, N2 = 193) were conducted and data was analyzed with regression analyses and analyses of covariance. Results of both studies show lower state procrastination in group work with interdependence compared to individual work, especially in participants with high trait procrastination. This difference is more pronounced when interdependence is accompanied by an active commitment to finish the task on time. Further, interdependent group work is related to increased positive affect and decreased negative affect. The results demonstrate the relevance of situational and social factors for academic procrastination, and point toward new approaches for intervention."}],"issue":"1","publication":"Social Psychology of Education","type":"journal_article","keyword":["Sociology and Political Science","Developmental and Educational Psychology","Social Psychology"],"department":[{"_id":"426"}],"date_created":"2023-01-08T16:15:11Z","publication_status":"published","date_updated":"2023-11-08T08:30:02Z","intvolume":" 25","title":"Social factors of procrastination: group work can reduce procrastination among students","year":"2022","author":[{"last_name":"Koppenborg","first_name":"Markus","full_name":"Koppenborg, Markus"},{"last_name":"Klingsieck","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B.","id":"36716"}],"publication_identifier":{"issn":["1381-2890","1573-1928"]},"doi":"10.1007/s11218-021-09682-3","language":[{"iso":"eng"}]},{"publication":"Learning and Individual Differences","keyword":["Developmental and Educational Psychology","Education","Social Psychology"],"type":"journal_article","department":[{"_id":"426"}],"date_created":"2023-01-08T16:14:36Z","publication_status":"published","date_updated":"2023-11-08T08:30:24Z","intvolume":" 94","title":"Group work and student procrastination","year":"2022","author":[{"last_name":"Koppenborg","first_name":"Markus","full_name":"Koppenborg, Markus"},{"id":"36716","last_name":"Klingsieck","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B."}],"publication_identifier":{"issn":["1041-6080"]},"doi":"10.1016/j.lindif.2022.102117","article_number":"102117","language":[{"iso":"eng"}],"citation":{"ieee":"M. Koppenborg and K. B. Klingsieck, “Group work and student procrastination,” Learning and Individual Differences, vol. 94, Art. no. 102117, 2022, doi: 10.1016/j.lindif.2022.102117.","apa":"Koppenborg, M., & Klingsieck, K. B. (2022). Group work and student procrastination. Learning and Individual Differences, 94, Article 102117. https://doi.org/10.1016/j.lindif.2022.102117","mla":"Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.” Learning and Individual Differences, vol. 94, 102117, Elsevier BV, 2022, doi:10.1016/j.lindif.2022.102117.","bibtex":"@article{Koppenborg_Klingsieck_2022, title={Group work and student procrastination}, volume={94}, DOI={10.1016/j.lindif.2022.102117}, number={102117}, journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2022} }","chicago":"Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.” Learning and Individual Differences 94 (2022). https://doi.org/10.1016/j.lindif.2022.102117.","short":"M. Koppenborg, K.B. Klingsieck, Learning and Individual Differences 94 (2022).","ama":"Koppenborg M, Klingsieck KB. Group work and student procrastination. Learning and Individual Differences. 2022;94. doi:10.1016/j.lindif.2022.102117"},"status":"public","user_id":"14931","volume":94,"_id":"35418","publisher":"Elsevier BV"},{"page":"559-587","_id":"48518","publisher":"Wiley","user_id":"100407","volume":72,"status":"public","citation":{"mla":"Rehbock, Stephanie K., et al. “What Kind of Leader Am I? An Exploration of Professionals’ Leader Identity Construal.” Applied Psychology, vol. 72, no. 2, Wiley, 2022, pp. 559–87, doi:10.1111/apps.12389.","ama":"Rehbock SK, Hubner-Benz S, Knipfer K, Peus CV. What kind of leader am I? An exploration of professionals’ leader identity construal. Applied Psychology. 2022;72(2):559-587. doi:10.1111/apps.12389","bibtex":"@article{Rehbock_Hubner-Benz_Knipfer_Peus_2022, title={What kind of leader am I? An exploration of professionals’ leader identity construal}, volume={72}, DOI={10.1111/apps.12389}, number={2}, journal={Applied Psychology}, publisher={Wiley}, author={Rehbock, Stephanie K. and Hubner-Benz, Sylvia and Knipfer, Kristin and Peus, Claudia V.}, year={2022}, pages={559–587} }","apa":"Rehbock, S. K., Hubner-Benz, S., Knipfer, K., & Peus, C. V. (2022). What kind of leader am I? An exploration of professionals’ leader identity construal. Applied Psychology, 72(2), 559–587. https://doi.org/10.1111/apps.12389","ieee":"S. K. Rehbock, S. Hubner-Benz, K. Knipfer, and C. V. Peus, “What kind of leader am I? An exploration of professionals’ leader identity construal,” Applied Psychology, vol. 72, no. 2, pp. 559–587, 2022, doi: 10.1111/apps.12389.","short":"S.K. Rehbock, S. Hubner-Benz, K. Knipfer, C.V. Peus, Applied Psychology 72 (2022) 559–587.","chicago":"Rehbock, Stephanie K., Sylvia Hubner-Benz, Kristin Knipfer, and Claudia V. Peus. “What Kind of Leader Am I? An Exploration of Professionals’ Leader Identity Construal.” Applied Psychology 72, no. 2 (2022): 559–87. https://doi.org/10.1111/apps.12389."},"language":[{"iso":"eng"}],"doi":"10.1111/apps.12389","title":"What kind of leader am I? An exploration of professionals' leader identity construal","year":"2022","publication_identifier":{"issn":["0269-994X","1464-0597"]},"author":[{"full_name":"Rehbock, Stephanie K.","first_name":"Stephanie K.","last_name":"Rehbock"},{"id":"100407","last_name":"Hubner-Benz","first_name":"Sylvia","full_name":"Hubner-Benz, Sylvia"},{"full_name":"Knipfer, Kristin","last_name":"Knipfer","first_name":"Kristin"},{"full_name":"Peus, Claudia V.","first_name":"Claudia V.","last_name":"Peus"}],"date_updated":"2023-10-27T12:46:18Z","publication_status":"published","intvolume":" 72","date_created":"2023-10-27T12:45:28Z","keyword":["Applied Psychology","Arts and Humanities (miscellaneous)","Developmental and Educational Psychology"],"type":"journal_article","issue":"2","publication":"Applied Psychology","abstract":[{"text":"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 rejected, accommodated, incorporated, or emphasized. Second, we explain why professionals with a formal leader role see themselves primarily as specialists, mentors, managers, or shapers. 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.","lang":"eng"}]},{"citation":{"ieee":"O. Tuisku et al., “Assistant nurses and orientation to care robot use in three European countries,” Behaviour & Information Technology, vol. 42, no. 6, pp. 758–774, 2022, doi: 10.1080/0144929x.2022.2042736.","apa":"Tuisku, O., Johansson-Pajala, R.-M., Hoppe, J. A., Pekkarinen, S., Hennala, L., Thommes, K., Gustafsson, C., & Melkas, H. (2022). Assistant nurses and orientation to care robot use in three European countries. Behaviour & Information Technology, 42(6), 758–774. https://doi.org/10.1080/0144929x.2022.2042736","chicago":"Tuisku, Outi, Rose-Marie Johansson-Pajala, Julia Amelie Hoppe, Satu Pekkarinen, Lea Hennala, Kirsten Thommes, Christine Gustafsson, and Helinä Melkas. “Assistant Nurses and Orientation to Care Robot Use in Three European Countries.” Behaviour & Information Technology 42, no. 6 (2022): 758–74. https://doi.org/10.1080/0144929x.2022.2042736.","short":"O. Tuisku, R.-M. Johansson-Pajala, J.A. Hoppe, S. Pekkarinen, L. Hennala, K. Thommes, C. Gustafsson, H. Melkas, Behaviour & Information Technology 42 (2022) 758–774.","mla":"Tuisku, Outi, et al. “Assistant Nurses and Orientation to Care Robot Use in Three European Countries.” Behaviour & Information Technology, vol. 42, no. 6, Informa UK Limited, 2022, pp. 758–74, doi:10.1080/0144929x.2022.2042736.","bibtex":"@article{Tuisku_Johansson-Pajala_Hoppe_Pekkarinen_Hennala_Thommes_Gustafsson_Melkas_2022, title={Assistant nurses and orientation to care robot use in three European countries}, volume={42}, DOI={10.1080/0144929x.2022.2042736}, number={6}, journal={Behaviour & Information Technology}, publisher={Informa UK Limited}, author={Tuisku, Outi and Johansson-Pajala, Rose-Marie and Hoppe, Julia Amelie and Pekkarinen, Satu and Hennala, Lea and Thommes, Kirsten and Gustafsson, Christine and Melkas, Helinä}, year={2022}, pages={758–774} }","ama":"Tuisku O, Johansson-Pajala R-M, Hoppe JA, et al. Assistant nurses and orientation to care robot use in three European countries. Behaviour & Information Technology. 2022;42(6):758-774. doi:10.1080/0144929x.2022.2042736"},"publisher":"Informa UK Limited","_id":"51210","page":"758-774","volume":42,"user_id":"72497","status":"public","date_created":"2024-02-07T09:27:12Z","department":[{"_id":"178"},{"_id":"184"}],"keyword":["Human-Computer Interaction","General Social Sciences","Arts and Humanities (miscellaneous)","Developmental and Educational Psychology"],"type":"journal_article","issue":"6","publication":"Behaviour & Information Technology","language":[{"iso":"eng"}],"doi":"10.1080/0144929x.2022.2042736","author":[{"full_name":"Tuisku, Outi","last_name":"Tuisku","first_name":"Outi"},{"full_name":"Johansson-Pajala, Rose-Marie","first_name":"Rose-Marie","last_name":"Johansson-Pajala"},{"id":"73093","first_name":"Julia Amelie","last_name":"Hoppe","full_name":"Hoppe, Julia Amelie"},{"full_name":"Pekkarinen, Satu","first_name":"Satu","last_name":"Pekkarinen"},{"last_name":"Hennala","first_name":"Lea","full_name":"Hennala, Lea"},{"full_name":"Thommes, Kirsten","last_name":"Thommes","first_name":"Kirsten","id":"72497"},{"first_name":"Christine","last_name":"Gustafsson","full_name":"Gustafsson, Christine"},{"last_name":"Melkas","first_name":"Helinä","full_name":"Melkas, Helinä"}],"publication_identifier":{"issn":["0144-929X","1362-3001"]},"title":"Assistant nurses and orientation to care robot use in three European countries","year":"2022","intvolume":" 42","publication_status":"published","date_updated":"2024-02-07T09:27:31Z"},{"status":"public","volume":102,"user_id":"75770","_id":"37759","publisher":"Elsevier BV","quality_controlled":"1","citation":{"ama":"Rahe M, Weigelt M, Jansen P. Mental rotation with colored cube figures. Consciousness and Cognition. 2022;102. doi:10.1016/j.concog.2022.103350","bibtex":"@article{Rahe_Weigelt_Jansen_2022, title={Mental rotation with colored cube figures}, volume={102}, DOI={10.1016/j.concog.2022.103350}, number={103350}, journal={Consciousness and Cognition}, publisher={Elsevier BV}, author={Rahe, Martina and Weigelt, Matthias and Jansen, Petra}, year={2022} }","mla":"Rahe, Martina, et al. “Mental Rotation with Colored Cube Figures.” Consciousness and Cognition, vol. 102, 103350, Elsevier BV, 2022, doi:10.1016/j.concog.2022.103350.","short":"M. Rahe, M. Weigelt, P. Jansen, Consciousness and Cognition 102 (2022).","chicago":"Rahe, Martina, Matthias Weigelt, and Petra Jansen. “Mental Rotation with Colored Cube Figures.” Consciousness and Cognition 102 (2022). https://doi.org/10.1016/j.concog.2022.103350.","apa":"Rahe, M., Weigelt, M., & Jansen, P. (2022). Mental rotation with colored cube figures. Consciousness and Cognition, 102, Article 103350. https://doi.org/10.1016/j.concog.2022.103350","ieee":"M. Rahe, M. Weigelt, and P. Jansen, “Mental rotation with colored cube figures,” Consciousness and Cognition, vol. 102, Art. no. 103350, 2022, doi: 10.1016/j.concog.2022.103350."},"intvolume":" 102","date_updated":"2023-01-23T13:32:55Z","publication_status":"published","author":[{"full_name":"Rahe, Martina","first_name":"Martina","last_name":"Rahe"},{"first_name":"Matthias","last_name":"Weigelt","full_name":"Weigelt, Matthias","id":"36388"},{"full_name":"Jansen, Petra","first_name":"Petra","last_name":"Jansen"}],"publication_identifier":{"issn":["1053-8100"]},"year":"2022","title":"Mental rotation with colored cube figures","doi":"10.1016/j.concog.2022.103350","language":[{"iso":"eng"}],"article_number":"103350","publication":"Consciousness and Cognition","department":[{"_id":"266"}],"keyword":["Arts and Humanities (miscellaneous)","Developmental and Educational Psychology","Experimental and Cognitive Psychology"],"type":"journal_article","date_created":"2023-01-20T14:08:57Z"},{"page":"1141-1164","_id":"48732","publisher":"Springer Science and Business Media LLC","user_id":"81770","volume":37,"status":"public","citation":{"apa":"Scheunemann, A., Schnettler, T., Bobe, J., Fries, S., & Grunschel, C. (2021). A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education, 37(4), 1141–1164. https://doi.org/10.1007/s10212-021-00571-z","ieee":"A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, and C. Grunschel, “A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education,” European Journal of Psychology of Education, vol. 37, no. 4, pp. 1141–1164, 2021, doi: 10.1007/s10212-021-00571-z.","chicago":"Scheunemann, Anne, Theresa Schnettler, Julia Bobe, Stefan Fries, and Carola Grunschel. “A Longitudinal Analysis of the Reciprocal Relationship between Academic Procrastination, Study Satisfaction, and Dropout Intentions in Higher Education.” European Journal of Psychology of Education 37, no. 4 (2021): 1141–64. https://doi.org/10.1007/s10212-021-00571-z.","short":"A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, C. Grunschel, European Journal of Psychology of Education 37 (2021) 1141–1164.","mla":"Scheunemann, Anne, et al. “A Longitudinal Analysis of the Reciprocal Relationship between Academic Procrastination, Study Satisfaction, and Dropout Intentions in Higher Education.” European Journal of Psychology of Education, vol. 37, no. 4, Springer Science and Business Media LLC, 2021, pp. 1141–64, doi:10.1007/s10212-021-00571-z.","ama":"Scheunemann A, Schnettler T, Bobe J, Fries S, Grunschel C. A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education. 2021;37(4):1141-1164. doi:10.1007/s10212-021-00571-z","bibtex":"@article{Scheunemann_Schnettler_Bobe_Fries_Grunschel_2021, title={A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education}, volume={37}, DOI={10.1007/s10212-021-00571-z}, number={4}, journal={European Journal of Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Scheunemann, Anne and Schnettler, Theresa and Bobe, Julia and Fries, Stefan and Grunschel, Carola}, year={2021}, pages={1141–1164} }"},"language":[{"iso":"eng"}],"doi":"10.1007/s10212-021-00571-z","year":"2021","title":"A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education","author":[{"first_name":"Anne","last_name":"Scheunemann","full_name":"Scheunemann, Anne"},{"full_name":"Schnettler, Theresa","first_name":"Theresa","last_name":"Schnettler"},{"first_name":"Julia","last_name":"Bobe","full_name":"Bobe, Julia"},{"first_name":"Stefan","last_name":"Fries","full_name":"Fries, Stefan"},{"first_name":"Carola","last_name":"Grunschel","full_name":"Grunschel, Carola"}],"publication_identifier":{"issn":["0256-2928","1878-5174"]},"publication_status":"published","date_updated":"2023-11-09T12:14:21Z","intvolume":" 37","date_created":"2023-11-09T12:13:37Z","keyword":["Developmental and Educational Psychology","Education"],"type":"journal_article","publication":"European Journal of Psychology of Education","issue":"4","abstract":[{"lang":"eng","text":"AbstractStudent dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior."}]},{"status":"public","page":"291-311","_id":"35781","publisher":"Informa UK Limited","user_id":"37888","volume":24,"citation":{"chicago":"Podworny, Susanne, and Rolf Biehler. “The Process of Actively Building a Model for a Randomization Test – Insights into Learners’ Modeling Activities Based on a Case Study.” Mathematical Thinking and Learning 24, no. 4 (2021): 291–311. https://doi.org/10.1080/10986065.2021.1922837.","short":"S. Podworny, R. Biehler, Mathematical Thinking and Learning 24 (2021) 291–311.","ieee":"S. Podworny and R. Biehler, “The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study,” Mathematical Thinking and Learning, vol. 24, no. 4, pp. 291–311, 2021, doi: 10.1080/10986065.2021.1922837.","apa":"Podworny, S., & Biehler, R. (2021). The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study. Mathematical Thinking and Learning, 24(4), 291–311. https://doi.org/10.1080/10986065.2021.1922837","bibtex":"@article{Podworny_Biehler_2021, title={The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study}, volume={24}, DOI={10.1080/10986065.2021.1922837}, number={4}, journal={Mathematical Thinking and Learning}, publisher={Informa UK Limited}, author={Podworny, Susanne and Biehler, Rolf}, year={2021}, pages={291–311} }","ama":"Podworny S, Biehler R. The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study. Mathematical Thinking and Learning. 2021;24(4):291-311. doi:10.1080/10986065.2021.1922837","mla":"Podworny, Susanne, and Rolf Biehler. “The Process of Actively Building a Model for a Randomization Test – Insights into Learners’ Modeling Activities Based on a Case Study.” Mathematical Thinking and Learning, vol. 24, no. 4, Informa UK Limited, 2021, pp. 291–311, doi:10.1080/10986065.2021.1922837."},"year":"2021","title":"The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study","author":[{"full_name":"Podworny, Susanne","orcid":"0000-0002-6313-5987","last_name":"Podworny","first_name":"Susanne","id":"30619"},{"id":"16274","first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"}],"publication_identifier":{"issn":["1098-6065","1532-7833"]},"publication_status":"published","date_updated":"2024-04-18T10:12:50Z","intvolume":" 24","language":[{"iso":"eng"}],"doi":"10.1080/10986065.2021.1922837","publication":"Mathematical Thinking and Learning","issue":"4","date_created":"2023-01-10T10:44:50Z","type":"journal_article","keyword":["Developmental and Educational Psychology","Education","General Mathematics"],"department":[{"_id":"363"}]},{"publisher":"Springer Science and Business Media LLC","_id":"37231","user_id":"59707","status":"public","citation":{"chicago":"Schürmann, Mirko, Elena Bender, and Christian Grebe. “Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen.” Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO), 2021. https://doi.org/10.1007/s11612-021-00574-w.","short":"M. Schürmann, E. Bender, C. Grebe, Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO) (2021).","apa":"Schürmann, M., Bender, E., & Grebe, C. (2021). Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen. Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO). https://doi.org/10.1007/s11612-021-00574-w","ieee":"M. Schürmann, E. Bender, and C. Grebe, “Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen,” Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO), 2021, doi: 10.1007/s11612-021-00574-w.","ama":"Schürmann M, Bender E, Grebe C. Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen. Gruppe Interaktion Organisation Zeitschrift für Angewandte Organisationspsychologie (GIO). Published online 2021. doi:10.1007/s11612-021-00574-w","bibtex":"@article{Schürmann_Bender_Grebe_2021, title={Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen}, DOI={10.1007/s11612-021-00574-w}, journal={Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)}, publisher={Springer Science and Business Media LLC}, author={Schürmann, Mirko and Bender, Elena and Grebe, Christian}, year={2021} }","mla":"Schürmann, Mirko, et al. “Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen.” Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO), Springer Science and Business Media LLC, 2021, doi:10.1007/s11612-021-00574-w."},"quality_controlled":"1","language":[{"iso":"ger"}],"doi":"10.1007/s11612-021-00574-w","publication_identifier":{"issn":["2366-6145","2366-6218"]},"author":[{"first_name":"Mirko","orcid":"0000-0003-2646-085X","last_name":"Schürmann","full_name":"Schürmann, Mirko","id":"59707"},{"full_name":"Bender, Elena","last_name":"Bender","first_name":"Elena","id":"3211"},{"full_name":"Grebe, Christian","first_name":"Christian","last_name":"Grebe"}],"title":"Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen","year":"2021","article_type":"original","date_updated":"2023-01-18T07:53:10Z","publication_status":"published","date_created":"2023-01-18T07:51:55Z","department":[{"_id":"36"},{"_id":"117"},{"_id":"31"},{"_id":"423"}],"type":"journal_article","keyword":["Organizational Behavior and Human Resource Management","Applied Psychology","Developmental and Educational Psychology","Education","Social Psychology"],"publication":"Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)","abstract":[{"lang":"eng","text":"ZusammenfassungIn diesem Beitrag der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) wird das Instrument zur Diagnose pädagogischer Kompetenzen von Pflegelehrpersonen (PädKomPflege) vorgestellt.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.Sowohl klassische als auch probabilistische Testgütekriterien werden erfüllt. Die Skalen weisen hohe interne Konsistenzen auf (α > 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."}]},{"citation":{"ieee":"J. E. Dockrell et al., “Teaching and learning in a multilingual Europe: findings from a cross-European study,” European Journal of Psychology of Education, vol. 37, no. 2, pp. 293–320, 2021, doi: 10.1007/s10212-020-00523-z.","apa":"Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu, O., Bešić, E., Seifert, S., Gasteiger-Klicpera, B., Ralli, A., Dimakos, I., Karpava, S., Martins, M., Sousa, O., Castro, S., Søndergaard Knudsen, H. B., Donau, P., Haznedar, B., Mikulajová, M., & Gerdzhikova, N. (2021). Teaching and learning in a multilingual Europe: findings from a cross-European study. European Journal of Psychology of Education, 37(2), 293–320. https://doi.org/10.1007/s10212-020-00523-z","chicago":"Dockrell, J. E., T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, Susanne Seifert, et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” European Journal of Psychology of Education 37, no. 2 (2021): 293–320. https://doi.org/10.1007/s10212-020-00523-z.","short":"J.E. Dockrell, T.C. Papadopoulos, C.L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, S. Seifert, B. Gasteiger-Klicpera, A. Ralli, I. Dimakos, S. Karpava, M. Martins, O. Sousa, S. Castro, H.B. Søndergaard Knudsen, P. Donau, B. Haznedar, M. Mikulajová, N. Gerdzhikova, European Journal of Psychology of Education 37 (2021) 293–320.","mla":"Dockrell, J. E., et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” European Journal of Psychology of Education, vol. 37, no. 2, Springer Science and Business Media LLC, 2021, pp. 293–320, doi:10.1007/s10212-020-00523-z.","bibtex":"@article{Dockrell_Papadopoulos_Mifsud_Bourke_Vilageliu_Bešić_Seifert_Gasteiger-Klicpera_Ralli_Dimakos_et al._2021, title={Teaching and learning in a multilingual Europe: findings from a cross-European study}, volume={37}, DOI={10.1007/s10212-020-00523-z}, number={2}, journal={European Journal of Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Dockrell, J. E. and Papadopoulos, T. C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert, Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and et al.}, year={2021}, pages={293–320} }","ama":"Dockrell JE, Papadopoulos TC, Mifsud CL, et al. Teaching and learning in a multilingual Europe: findings from a cross-European study. European Journal of Psychology of Education. 2021;37(2):293-320. doi:10.1007/s10212-020-00523-z"},"volume":37,"user_id":"97270","_id":"37455","publisher":"Springer Science and Business Media LLC","page":"293-320","status":"public","department":[{"_id":"645"}],"keyword":["Developmental and Educational Psychology","Education"],"type":"journal_article","date_created":"2023-01-18T16:25:43Z","abstract":[{"lang":"eng","text":"AbstractSchool classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed."}],"issue":"2","publication":"European Journal of Psychology of Education","doi":"10.1007/s10212-020-00523-z","language":[{"iso":"eng"}],"intvolume":" 37","publication_status":"published","date_updated":"2023-01-18T16:48:47Z","publication_identifier":{"issn":["0256-2928","1878-5174"]},"author":[{"last_name":"Dockrell","first_name":"J. E.","full_name":"Dockrell, J. E."},{"last_name":"Papadopoulos","first_name":"T. C.","full_name":"Papadopoulos, T. C."},{"last_name":"Mifsud","first_name":"C. L.","full_name":"Mifsud, C. L."},{"first_name":"L.","last_name":"Bourke","full_name":"Bourke, L."},{"full_name":"Vilageliu, O.","last_name":"Vilageliu","first_name":"O."},{"first_name":"E.","last_name":"Bešić","full_name":"Bešić, E."},{"id":"97270","full_name":"Seifert, Susanne","first_name":"Susanne","last_name":"Seifert"},{"full_name":"Gasteiger-Klicpera, B.","first_name":"B.","last_name":"Gasteiger-Klicpera"},{"full_name":"Ralli, A.","first_name":"A.","last_name":"Ralli"},{"last_name":"Dimakos","first_name":"I.","full_name":"Dimakos, I."},{"full_name":"Karpava, S.","last_name":"Karpava","first_name":"S."},{"first_name":"M.","last_name":"Martins","full_name":"Martins, M."},{"last_name":"Sousa","first_name":"O.","full_name":"Sousa, O."},{"full_name":"Castro, S.","first_name":"S.","last_name":"Castro"},{"first_name":"H. B.","last_name":"Søndergaard Knudsen","full_name":"Søndergaard Knudsen, H. B."},{"last_name":"Donau","first_name":"P.","full_name":"Donau, P."},{"last_name":"Haznedar","first_name":"B.","full_name":"Haznedar, B."},{"full_name":"Mikulajová, M.","first_name":"M.","last_name":"Mikulajová"},{"full_name":"Gerdzhikova, N.","last_name":"Gerdzhikova","first_name":"N."}],"year":"2021","title":"Teaching and learning in a multilingual Europe: findings from a cross-European study"},{"citation":{"bibtex":"@article{DeVries_Knickenberg_Trygger_2021, title={Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden}, volume={37}, DOI={10.1080/08856257.2021.1911523}, number={3}, journal={European Journal of Special Needs Education}, publisher={Informa UK Limited}, author={DeVries, Jeffrey M. and Knickenberg, Margarita and Trygger, Maria}, year={2021}, pages={511–525} }","ama":"DeVries JM, Knickenberg M, Trygger M. Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden. European Journal of Special Needs Education. 2021;37(3):511-525. doi:10.1080/08856257.2021.1911523","mla":"DeVries, Jeffrey M., et al. “Academic Self-Concept, Perceptions of Inclusion, Special Needs and Gender: Evidence from Inclusive Classes in Sweden.” European Journal of Special Needs Education, vol. 37, no. 3, Informa UK Limited, 2021, pp. 511–25, doi:10.1080/08856257.2021.1911523.","short":"J.M. DeVries, M. Knickenberg, M. Trygger, European Journal of Special Needs Education 37 (2021) 511–525.","chicago":"DeVries, Jeffrey M., Margarita Knickenberg, and Maria Trygger. “Academic Self-Concept, Perceptions of Inclusion, Special Needs and Gender: Evidence from Inclusive Classes in Sweden.” European Journal of Special Needs Education 37, no. 3 (2021): 511–25. https://doi.org/10.1080/08856257.2021.1911523.","ieee":"J. M. DeVries, M. Knickenberg, and M. Trygger, “Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden,” European Journal of Special Needs Education, vol. 37, no. 3, pp. 511–525, 2021, doi: 10.1080/08856257.2021.1911523.","apa":"DeVries, J. M., Knickenberg, M., & Trygger, M. (2021). Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden. European Journal of Special Needs Education, 37(3), 511–525. https://doi.org/10.1080/08856257.2021.1911523"},"status":"public","page":"511-525","_id":"44151","publisher":"Informa UK Limited","user_id":"12978","volume":37,"issue":"3","publication":"European Journal of Special Needs Education","date_created":"2023-04-24T13:52:07Z","keyword":["Developmental and Educational Psychology","Health Professions (miscellaneous)","Education"],"type":"journal_article","department":[{"_id":"4"},{"_id":"556"}],"title":"Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden","year":"2021","author":[{"full_name":"DeVries, Jeffrey M.","first_name":"Jeffrey M.","last_name":"DeVries"},{"last_name":"Knickenberg","first_name":"Margarita","full_name":"Knickenberg, Margarita"},{"full_name":"Trygger, Maria","first_name":"Maria","last_name":"Trygger"}],"publication_identifier":{"issn":["0885-6257","1469-591X"]},"publication_status":"published","date_updated":"2023-05-17T09:05:19Z","intvolume":" 37","language":[{"iso":"eng"}],"doi":"10.1080/08856257.2021.1911523"},{"citation":{"short":"M. Knickenberg, C. Zurbriggen, P. Schmidt, Zeitschrift für Pädagogische Psychologie (2020) 1–15.","chicago":"Knickenberg, Margarita, Carmen Zurbriggen, and Philipp Schmidt. “Peers als Quelle aktueller Motivation?” Zeitschrift für Pädagogische Psychologie, 2020, 1–15. https://doi.org/10.1024/1010-0652/a000292.","apa":"Knickenberg, M., Zurbriggen, C., & Schmidt, P. (2020). Peers als Quelle aktueller Motivation? Zeitschrift für Pädagogische Psychologie, 1–15. https://doi.org/10.1024/1010-0652/a000292","ieee":"M. Knickenberg, C. Zurbriggen, and P. Schmidt, “Peers als Quelle aktueller Motivation?,” Zeitschrift für Pädagogische Psychologie, pp. 1–15, 2020, doi: 10.1024/1010-0652/a000292.","ama":"Knickenberg M, Zurbriggen C, Schmidt P. Peers als Quelle aktueller Motivation? Zeitschrift für Pädagogische Psychologie. Published online 2020:1-15. doi:10.1024/1010-0652/a000292","bibtex":"@article{Knickenberg_Zurbriggen_Schmidt_2020, title={Peers als Quelle aktueller Motivation?}, DOI={10.1024/1010-0652/a000292}, journal={Zeitschrift für Pädagogische Psychologie}, publisher={Hogrefe Publishing Group}, author={Knickenberg, Margarita and Zurbriggen, Carmen and Schmidt, Philipp}, year={2020}, pages={1–15} }","mla":"Knickenberg, Margarita, et al. “Peers als Quelle aktueller Motivation?” Zeitschrift für Pädagogische Psychologie, Hogrefe Publishing Group, 2020, pp. 1–15, doi:10.1024/1010-0652/a000292."},"status":"public","user_id":"74211","page":"1-15","publisher":"Hogrefe Publishing Group","_id":"33435","extern":"1","abstract":[{"lang":"eng","text":" Zusammenfassung. Die Relevanz von Peers für die Entwicklung von Jugendlichen konnte in verschiedenen Studien bereits bestätigt werden. Im Unterricht zeigt sich dies u.a. durch höhere situative Motivation und Freude sowie geringerem Stressempfinden während sozialer Interaktionen mit Mitschülerinnen und -schülern verglichen mit Einzelarbeitssituationen. Allerdings stellte sich auch heraus, dass Jugendliche mit Verhaltensauffälligkeiten Schwierigkeiten im Knüpfen und Aufrechterhalten von sozialen Kontakten und Freundschaften haben. Während in bisherigen Studien Verhalten als dichotome Variable untersucht wurde, wird hier ein dimensionaler, personzentrierter Ansatz zur Identifizierung von Gruppen mit heterogenen Verhaltensweisen verfolgt. Ziel dieses Beitrags ist daher die Untersuchung von Effekten sozialer Interaktionen im Unterricht auf das emotionale Erleben von Jugendlichen mit heterogenen Verhaltensweisen. Zudem wird ein möglicher Moderationseffekt der Klassenkomposition in Bezug auf das Verhalten überprüft. Hierzu wurden N = 719 Schülerinnen und Schülern der fünften und sechsten Jahrgangsstufe unter Verwendung der experience sampling method zu zwei bis drei Messzeitpunkten pro Tag an fünf aufeinanderfolgenden Schultagen zu ihrem aktuellen emotionalen Erleben und ihrem sozialen Kontext befragt. Insgesamt lagen 8870 „Momentaufnahmen“ des emotionalen Erlebens und von Unterrichtssituationen vor. Auf der Grundlage von Verhaltenseinschätzungen durch Lehrpersonen wurden mittels latenter Profilanalysen drei Profiltypen innerhalb der Schülerschaft identifiziert: Jugendliche mit adaptivem, internalisierendem und externalisierendem Verhalten. Ergebnisse von Multilevel-Strukturgleichungsmodellen zeigen, dass Jugendliche in Unterrichtssituationen, in denen sie mit ihren Peers interagieren (z.B. in Partner- oder Gruppenarbeiten), motivierter und weniger gestresst sind als in Einzelsituationen. Für Jugendliche mit externalisierendem oder internalisierendem Verhalten ist dieser Effekt stärker ausgeprägt. Die geringfügigen, jedoch nicht signifikanten differenziellen moderierenden Effekte verweisen zudem darauf, dass der Zusammenhang des emotionalen Erlebens und der Peerinteraktionen für Jugendliche nicht durch ihr Klassenumfeld in Bezug auf prosoziales oder problematisches Verhalten moderiert wird. Die Ergebnisse werden sowohl methodisch als auch inhaltlich diskutiert, unter anderem in Bezug auf die Frage, ob und inwiefern Peers Quellen aktueller Motivation im Unterricht darstellen. "}],"publication":"Zeitschrift für Pädagogische Psychologie","type":"journal_article","keyword":["Developmental and Educational Psychology"],"date_created":"2022-09-17T09:18:42Z","publication_status":"published","date_updated":"2022-09-17T09:23:22Z","title":"Peers als Quelle aktueller Motivation?","year":"2020","publication_identifier":{"issn":["1010-0652","1664-2910"]},"author":[{"id":"12978","last_name":"Knickenberg","first_name":"Margarita","full_name":"Knickenberg, Margarita"},{"full_name":"Zurbriggen, Carmen","first_name":"Carmen","last_name":"Zurbriggen"},{"full_name":"Schmidt, Philipp","first_name":"Philipp","last_name":"Schmidt"}],"doi":"10.1024/1010-0652/a000292","alternative_title":["Wie Jugendliche mit heterogenen Verhaltensweisen Peerinteraktionen in Abhängigkeit des behavioralen Klassenumfeldes erleben"],"language":[{"iso":"ger"}]},{"doi":"10.1024/1010-0652/a000277","language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2023-01-19T13:58:12Z","article_type":"original","intvolume":" 36","year":"2020","title":"Entwicklung und psychometrische Qualität eines Instrumentes zur Messung von Planungskompetenzen angehender Lehrkräfte im Fach Sachunterricht","author":[{"id":"59797","first_name":"Alexander","orcid":"0000-0003-1650-0440","last_name":"Kirsch","full_name":"Kirsch, Alexander"}],"publication_identifier":{"issn":["1010-0652","1664-2910"]},"type":"journal_article","keyword":["Developmental and Educational Psychology"],"department":[{"_id":"43"},{"_id":"298"}],"date_created":"2023-01-13T10:24:31Z","abstract":[{"text":" Zusammenfassung. Im vorliegenden Beitrag wird die theoriegeleitete Entwicklung und Erprobung eines Instrumentes zur standardisierten Erfassung von Planungskompetenzen angehender Lehrkräfte im Fach Sachunterricht dokumentiert, auf dessen Grundlage das in Nordrhein-Westfalen 2015 als Teil des Masterstudiums implementierte Praxissemester hinsichtlich der damit intendierten Ausbildung von Planungsfähigkeiten evaluiert werden soll. Ausgehend von einem Rahmenmodell, das die Instrumententwicklung in vier zentrale Bereiche untergliedert, wird zunächst das theoretische Konstrukt sachunterrichtlicher Planungskompetenz in Form eines Kompetenzmodells konzeptualisiert. Auf Grundlage eines performanznahen Kompetenzverständnisses erfolgt die Operationalisierung in Form von Qualitätsstandards, durch die das Können der Probanden aus der schriftlichen Bearbeitung von Vignetten inhaltsanalytisch rekonstruiert werden kann. Ein Kodiermanual sichert die Objektivität und formuliert Regeln für die Vergabe von Punkten, durch die mithilfe des dichotomen Raschmodells die individuellen Kompetenzausprägungen geschätzt werden können. Zur Analyse der psychometrischen Qualität des entwickelten Instrumentes wurde eine Pilotierungsstudie mit 106 Studenten durchgeführt. Ein Vergleich konkurrierender Messmodelle mit Methoden der Item-Response-Theorie weist auf Vorteile einer eindimensionalen Modellierung der fokussierten Kompetenz hin. Die Ergebnisse einer durchgeführten Rasch-Analyse sowie die Betrachtung klassischer Kennwerte belegen zudem die Modellkonformität der entwickelten Qualitätsstandards als Items des Testinstrumentes und zeigen, dass die Messung sachunterrichtlicher Planungskompetenz durch das entwickelte Instrument grundsätzlich objektiv, reliabel und valide realisiert werden kann. Der praktische Nutzen des entwickelten Instrumentes für die angestrebte Wirksamkeitsanalyse des Praxissemesters, Möglichkeiten zur Weiterentwicklung sowie Limitationen werden abschließend zusammenfassend diskutiert. ","lang":"eng"}],"issue":"3","publication":"Zeitschrift für Pädagogische Psychologie","user_id":"59797","volume":36,"page":"167-179","publisher":"Hogrefe Publishing Group","_id":"36568","status":"public","quality_controlled":"1","citation":{"ama":"Kirsch A. Entwicklung und psychometrische Qualität eines Instrumentes zur Messung von Planungskompetenzen angehender Lehrkräfte im Fach Sachunterricht. Zeitschrift für Pädagogische Psychologie. 2020;36(3):167-179. doi:10.1024/1010-0652/a000277","bibtex":"@article{Kirsch_2020, title={Entwicklung und psychometrische Qualität eines Instrumentes zur Messung von Planungskompetenzen angehender Lehrkräfte im Fach Sachunterricht}, volume={36}, DOI={10.1024/1010-0652/a000277}, number={3}, journal={Zeitschrift für Pädagogische Psychologie}, publisher={Hogrefe Publishing Group}, author={Kirsch, Alexander}, year={2020}, pages={167–179} }","mla":"Kirsch, Alexander. “Entwicklung und psychometrische Qualität eines Instrumentes zur Messung von Planungskompetenzen angehender Lehrkräfte im Fach Sachunterricht.” Zeitschrift für Pädagogische Psychologie, vol. 36, no. 3, Hogrefe Publishing Group, 2020, pp. 167–79, doi:10.1024/1010-0652/a000277.","short":"A. Kirsch, Zeitschrift für Pädagogische Psychologie 36 (2020) 167–179.","chicago":"Kirsch, Alexander. “Entwicklung und psychometrische Qualität eines Instrumentes zur Messung von Planungskompetenzen angehender Lehrkräfte im Fach Sachunterricht.” Zeitschrift für Pädagogische Psychologie 36, no. 3 (2020): 167–79. https://doi.org/10.1024/1010-0652/a000277.","apa":"Kirsch, A. (2020). Entwicklung und psychometrische Qualität eines Instrumentes zur Messung von Planungskompetenzen angehender Lehrkräfte im Fach Sachunterricht. Zeitschrift für Pädagogische Psychologie, 36(3), 167–179. https://doi.org/10.1024/1010-0652/a000277","ieee":"A. Kirsch, “Entwicklung und psychometrische Qualität eines Instrumentes zur Messung von Planungskompetenzen angehender Lehrkräfte im Fach Sachunterricht,” Zeitschrift für Pädagogische Psychologie, vol. 36, no. 3, pp. 167–179, 2020, doi: 10.1024/1010-0652/a000277."}},{"language":[{"iso":"eng"}],"main_file_link":[{"url":"https://link.springer.com/article/10.1007/s00426-018-1078-4"}],"doi":"10.1007/s00426-018-1078-4","author":[{"id":"52931","last_name":"Güldenpenning","first_name":"Iris","full_name":"Güldenpenning, Iris"},{"first_name":"Christoph","last_name":"Schütz","full_name":"Schütz, Christoph"},{"first_name":"Matthias","last_name":"Weigelt","full_name":"Weigelt, Matthias","id":"36388"},{"full_name":"Kunde, Wilfried","last_name":"Kunde","first_name":"Wilfried"}],"publication_identifier":{"issn":["0340-0727","1430-2772"]},"title":"Is the head-fake effect in basketball robust against practice? Analyses of trial-by-trial adaptations, frequency distributions, and mixture effects to evaluate effects of practice","year":"2020","intvolume":" 84","publication_status":"published","date_updated":"2023-09-06T15:29:23Z","date_created":"2023-01-21T13:34:03Z","department":[{"_id":"266"},{"_id":"17"}],"keyword":["Arts and Humanities (miscellaneous)","Developmental and Educational Psychology","Experimental and Cognitive Psychology","General Medicine"],"type":"journal_article","publication":"Psychological Research","abstract":[{"lang":"eng","text":"Reactions to the pass of a basketball player performing a head fake are typically slower than reactions to a basketball player who passes without a head fake (i.e., head-fake effect). The present study shows that extensive practice reduces the head-fake effect in basketball. Additional analyses were conducted to explore the mechanism behind the reduced head-fake effect. First, we analyzed whether or not participants developed some control over the processing of irrelevant gaze direction, as indicated by specific trial-to-trial adaptations (i.e., congruency sequence effect). Second, we fitted the individual frequency distributions of RTs to ex-Gaussian distributions, to evaluate if practice specifically affects the Gaussian part of the distribution or the exponential part of the distribution. Third, we modeled individual RT distributions as the so-called mixture effects to examine whether the way irrelevant gaze direction impacts performance (either occasionally but massively or continuously but moderately) changes with practice. The analyses revealed that the effect of practice could not be explained with an increasing congruency-sequence effect. Also, it could not be found in the ex-Gaussian distributional analyses. The assumption that residual failure to inhibit the processing of the gaze direction in contrast to continuous failures to do so might favor mixed effects over uniform effects at later courses of practice could not be validated. The reduced head-fake effect thus is argued to source in participants’ general increasing ability to inhibit the processing of the task-irrelevant gaze direction information and/or in a priority shift of gaze processing to a processing of the pass direction."}],"_id":"37829","publisher":"Springer Science and Business Media LLC","page":"823-833","volume":84,"user_id":"80673","status":"public","citation":{"ama":"Güldenpenning I, Schütz C, Weigelt M, Kunde W. Is the head-fake effect in basketball robust against practice? Analyses of trial-by-trial adaptations, frequency distributions, and mixture effects to evaluate effects of practice. Psychological Research. 2020;84:823-833. doi:10.1007/s00426-018-1078-4","short":"I. Güldenpenning, C. Schütz, M. Weigelt, W. Kunde, Psychological Research 84 (2020) 823–833.","chicago":"Güldenpenning, Iris, Christoph Schütz, Matthias Weigelt, and Wilfried Kunde. “Is the Head-Fake Effect in Basketball Robust against Practice? Analyses of Trial-by-Trial Adaptations, Frequency Distributions, and Mixture Effects to Evaluate Effects of Practice.” Psychological Research 84 (2020): 823–33. https://doi.org/10.1007/s00426-018-1078-4.","bibtex":"@article{Güldenpenning_Schütz_Weigelt_Kunde_2020, title={Is the head-fake effect in basketball robust against practice? Analyses of trial-by-trial adaptations, frequency distributions, and mixture effects to evaluate effects of practice}, volume={84}, DOI={10.1007/s00426-018-1078-4}, journal={Psychological Research}, publisher={Springer Science and Business Media LLC}, author={Güldenpenning, Iris and Schütz, Christoph and Weigelt, Matthias and Kunde, Wilfried}, year={2020}, pages={823–833} }","mla":"Güldenpenning, Iris, et al. “Is the Head-Fake Effect in Basketball Robust against Practice? Analyses of Trial-by-Trial Adaptations, Frequency Distributions, and Mixture Effects to Evaluate Effects of Practice.” Psychological Research, vol. 84, Springer Science and Business Media LLC, 2020, pp. 823–33, doi:10.1007/s00426-018-1078-4.","apa":"Güldenpenning, I., Schütz, C., Weigelt, M., & Kunde, W. (2020). Is the head-fake effect in basketball robust against practice? Analyses of trial-by-trial adaptations, frequency distributions, and mixture effects to evaluate effects of practice. Psychological Research, 84, 823–833. https://doi.org/10.1007/s00426-018-1078-4","ieee":"I. Güldenpenning, C. Schütz, M. Weigelt, and W. Kunde, “Is the head-fake effect in basketball robust against practice? Analyses of trial-by-trial adaptations, frequency distributions, and mixture effects to evaluate effects of practice,” Psychological Research, vol. 84, pp. 823–833, 2020, doi: 10.1007/s00426-018-1078-4."},"quality_controlled":"1"}]