[{"intvolume":"        12","citation":{"ieee":"P. Anders <i>et al.</i>, “Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing,” <i>Frontiers in Behavioral Neuroscience</i>, vol. 12, 2018, doi: <a href=\"https://doi.org/10.3389/fnbeh.2018.00102\">10.3389/fnbeh.2018.00102</a>.","chicago":"Anders, Phillipp, Tim Lehmann, Helen Müller, Karoline B. Grønvik, Nina Skjæret-Maroni, Jochen Baumeister, and Beatrix Vereijken. “Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing.” <i>Frontiers in Behavioral Neuroscience</i> 12 (2018). <a href=\"https://doi.org/10.3389/fnbeh.2018.00102\">https://doi.org/10.3389/fnbeh.2018.00102</a>.","ama":"Anders P, Lehmann T, Müller H, et al. Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing. <i>Frontiers in Behavioral Neuroscience</i>. 2018;12. doi:<a href=\"https://doi.org/10.3389/fnbeh.2018.00102\">10.3389/fnbeh.2018.00102</a>","apa":"Anders, P., Lehmann, T., Müller, H., Grønvik, K. B., Skjæret-Maroni, N., Baumeister, J., &#38; Vereijken, B. (2018). Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing. <i>Frontiers in Behavioral Neuroscience</i>, <i>12</i>. <a href=\"https://doi.org/10.3389/fnbeh.2018.00102\">https://doi.org/10.3389/fnbeh.2018.00102</a>","short":"P. Anders, T. Lehmann, H. Müller, K.B. Grønvik, N. Skjæret-Maroni, J. Baumeister, B. Vereijken, Frontiers in Behavioral Neuroscience 12 (2018).","mla":"Anders, Phillipp, et al. “Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing.” <i>Frontiers in Behavioral Neuroscience</i>, vol. 12, Frontiers Media SA, 2018, doi:<a href=\"https://doi.org/10.3389/fnbeh.2018.00102\">10.3389/fnbeh.2018.00102</a>.","bibtex":"@article{Anders_Lehmann_Müller_Grønvik_Skjæret-Maroni_Baumeister_Vereijken_2018, title={Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing}, volume={12}, DOI={<a href=\"https://doi.org/10.3389/fnbeh.2018.00102\">10.3389/fnbeh.2018.00102</a>}, journal={Frontiers in Behavioral Neuroscience}, publisher={Frontiers Media SA}, author={Anders, Phillipp and Lehmann, Tim and Müller, Helen and Grønvik, Karoline B. and Skjæret-Maroni, Nina and Baumeister, Jochen and Vereijken, Beatrix}, year={2018} }"},"year":"2018","publication_identifier":{"issn":["1662-5153"]},"publication_status":"published","doi":"10.3389/fnbeh.2018.00102","title":"Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing","volume":12,"date_created":"2022-07-27T07:49:41Z","author":[{"full_name":"Anders, Phillipp","last_name":"Anders","first_name":"Phillipp"},{"last_name":"Lehmann","id":"41584","full_name":"Lehmann, Tim","first_name":"Tim"},{"full_name":"Müller, Helen","last_name":"Müller","first_name":"Helen"},{"first_name":"Karoline B.","full_name":"Grønvik, Karoline B.","last_name":"Grønvik"},{"full_name":"Skjæret-Maroni, Nina","last_name":"Skjæret-Maroni","first_name":"Nina"},{"first_name":"Jochen","orcid":"0000-0003-2683-5826","last_name":"Baumeister","full_name":"Baumeister, Jochen","id":"46"},{"first_name":"Beatrix","full_name":"Vereijken, Beatrix","last_name":"Vereijken"}],"publisher":"Frontiers Media SA","date_updated":"2023-03-13T15:18:31Z","status":"public","publication":"Frontiers in Behavioral Neuroscience","type":"journal_article","language":[{"iso":"eng"}],"keyword":["Behavioral Neuroscience","Cognitive Neuroscience","Neuropsychology and Physiological Psychology"],"department":[{"_id":"17"},{"_id":"172"}],"user_id":"46","_id":"32439"},{"year":"2018","intvolume":"        12","citation":{"bibtex":"@article{Anders_Lehmann_Müller_Grønvik_Skjæret-Maroni_Baumeister_Vereijken_2018, title={Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing}, volume={12}, DOI={<a href=\"https://doi.org/10.3389/fnbeh.2018.00102\">10.3389/fnbeh.2018.00102</a>}, journal={Frontiers in Behavioral Neuroscience}, publisher={Frontiers Media SA}, author={Anders, Phillipp and Lehmann, Tim and Müller, Helen Martha and Grønvik, Karoline B. and Skjæret-Maroni, Nina and Baumeister, Jochen and Vereijken, Beatrix}, year={2018} }","mla":"Anders, Phillipp, et al. “Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing.” <i>Frontiers in Behavioral Neuroscience</i>, vol. 12, Frontiers Media SA, 2018, doi:<a href=\"https://doi.org/10.3389/fnbeh.2018.00102\">10.3389/fnbeh.2018.00102</a>.","short":"P. Anders, T. Lehmann, H.M. Müller, K.B. Grønvik, N. Skjæret-Maroni, J. Baumeister, B. Vereijken, Frontiers in Behavioral Neuroscience 12 (2018).","apa":"Anders, P., Lehmann, T., Müller, H. M., Grønvik, K. B., Skjæret-Maroni, N., Baumeister, J., &#38; Vereijken, B. (2018). Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing. <i>Frontiers in Behavioral Neuroscience</i>, <i>12</i>. <a href=\"https://doi.org/10.3389/fnbeh.2018.00102\">https://doi.org/10.3389/fnbeh.2018.00102</a>","ieee":"P. Anders <i>et al.</i>, “Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing,” <i>Frontiers in Behavioral Neuroscience</i>, vol. 12, 2018, doi: <a href=\"https://doi.org/10.3389/fnbeh.2018.00102\">10.3389/fnbeh.2018.00102</a>.","chicago":"Anders, Phillipp, Tim Lehmann, Helen Martha Müller, Karoline B. Grønvik, Nina Skjæret-Maroni, Jochen Baumeister, and Beatrix Vereijken. “Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing.” <i>Frontiers in Behavioral Neuroscience</i> 12 (2018). <a href=\"https://doi.org/10.3389/fnbeh.2018.00102\">https://doi.org/10.3389/fnbeh.2018.00102</a>.","ama":"Anders P, Lehmann T, Müller HM, et al. Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing. <i>Frontiers in Behavioral Neuroscience</i>. 2018;12. doi:<a href=\"https://doi.org/10.3389/fnbeh.2018.00102\">10.3389/fnbeh.2018.00102</a>"},"publication_identifier":{"issn":["1662-5153"]},"publication_status":"published","title":"Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing","doi":"10.3389/fnbeh.2018.00102","date_updated":"2023-03-13T15:06:36Z","publisher":"Frontiers Media SA","volume":12,"author":[{"first_name":"Phillipp","full_name":"Anders, Phillipp","last_name":"Anders"},{"last_name":"Lehmann","id":"41584","full_name":"Lehmann, Tim","first_name":"Tim"},{"first_name":"Helen Martha","last_name":"Müller","id":"40188","full_name":"Müller, Helen Martha"},{"last_name":"Grønvik","full_name":"Grønvik, Karoline B.","first_name":"Karoline B."},{"last_name":"Skjæret-Maroni","full_name":"Skjæret-Maroni, Nina","first_name":"Nina"},{"first_name":"Jochen","orcid":"0000-0003-2683-5826","last_name":"Baumeister","id":"46","full_name":"Baumeister, Jochen"},{"last_name":"Vereijken","full_name":"Vereijken, Beatrix","first_name":"Beatrix"}],"date_created":"2023-01-23T10:07:05Z","status":"public","publication":"Frontiers in Behavioral Neuroscience","type":"journal_article","keyword":["Behavioral Neuroscience","Cognitive Neuroscience","Neuropsychology and Physiological Psychology"],"extern":"1","language":[{"iso":"eng"}],"_id":"38057","department":[{"_id":"17"},{"_id":"172"}],"user_id":"46"},{"quality_controlled":"1","year":"2018","place":"Münster, New York","page":"131–144","citation":{"chicago":"Godau, Marc. “Kollaboration Und Kooperation Beim Klassenmusizieren Mit Populärer Musik. Musikmachen in Der Schule Im Spannungsfeld von Lernen Mit Der Gruppe Und Für Die Gruppe.” In <i>Soziale Aspekte Des Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, 131–144. Musikpädagogische Forschung. Münster, New York: Waxmann, 2018.","ieee":"M. Godau, “Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe,” in <i>Soziale Aspekte des Musiklernens</i>, B. Clausen and S. Dreßler, Eds. Münster, New York: Waxmann, 2018, pp. 131–144.","ama":"Godau M. Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe. In: Clausen B, Dreßler S, eds. <i>Soziale Aspekte Des Musiklernens</i>. Musikpädagogische Forschung. Waxmann; 2018:131–144.","apa":"Godau, M. (2018). Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe. In B. Clausen &#38; S. Dreßler (Eds.), <i>Soziale Aspekte des Musiklernens</i> (pp. 131–144). Waxmann.","bibtex":"@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische Forschung}, title={Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe}, booktitle={Soziale Aspekte des Musiklernens}, publisher={Waxmann}, author={Godau, Marc}, editor={Clausen, Bernd and Dreßler, Susanne}, year={2018}, pages={131–144}, collection={Musikpädagogische Forschung} }","short":"M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens, Waxmann, Münster, New York, 2018, pp. 131–144.","mla":"Godau, Marc. “Kollaboration Und Kooperation Beim Klassenmusizieren Mit Populärer Musik. Musikmachen in Der Schule Im Spannungsfeld von Lernen Mit Der Gruppe Und Für Die Gruppe.” <i>Soziale Aspekte Des Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, Waxmann, 2018, pp. 131–144."},"oa":"1","date_updated":"2025-02-06T10:52:47Z","publisher":"Waxmann","date_created":"2024-12-30T14:43:32Z","author":[{"id":"98877","full_name":"Godau, Marc","last_name":"Godau","first_name":"Marc"}],"title":"Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe","main_file_link":[{"open_access":"1"}],"publication":"Soziale Aspekte des Musiklernens","type":"book_chapter","editor":[{"first_name":"Bernd","full_name":"Clausen, Bernd","last_name":"Clausen"},{"last_name":"Dreßler","full_name":"Dreßler, Susanne","first_name":"Susanne"}],"abstract":[{"text":"Within recent years, research on music learning in groups has increased. But the distinction between collaboration and cooperation is mostly unclear. This article aims to distinguish both concepts by presenting a study on popular music learning in groups (Godau, 2017) based on elements of the learning approach in Musical Futures (Green, 2008). As a result, the two concepts are seen as complementary. They form the poles of a continuum of collective learning: Collaboration characterizes the collective action toward the common goal. By contrast, cooperation occurs when group members act separately toward achieving the common goal. (DIPF/Orig.)","lang":"eng"}],"status":"public","_id":"57890","department":[{"_id":"131"},{"_id":"36"},{"_id":"129"},{"_id":"540"}],"user_id":"99991","series_title":"Musikpädagogische Forschung","keyword":["Kollaboration","Musik","Learning","Lernen","Musical education","Musikpädagogik","Pop music","Popmusik","Popular Music","Studie","Musikunterricht","Music lessons","Qualitative Forschung","Qualitative research","Teaching of music","Constructivism","Cooperation","Cooperative learning","Gruppe","Klassenmusizieren","Konstruktivismus","Kooperation","Kooperatives Lernen","Learning psychology","Lernpsychologie","Psychology of learning"],"language":[{"iso":"eng"}],"extern":"1"},{"issue":"4","publication_status":"published","publication_identifier":{"issn":["1068-0667","1573-3440"]},"citation":{"ieee":"S. Sommer and H. M. Buhl, “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents,” <i>Journal of Adult Development</i>, vol. 25, no. 4, pp. 286–296, 2018, doi: <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","chicago":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i> 25, no. 4 (2018): 286–96. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>.","ama":"Sommer S, Buhl HM. Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>. 2018;25(4):286-296. doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>","apa":"Sommer, S., &#38; Buhl, H. M. (2018). Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>, <i>25</i>(4), 286–296. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>","short":"S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.","bibtex":"@article{Sommer_Buhl_2018, title={Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>}, number={4}, journal={Journal of Adult Development}, publisher={Springer Science and Business Media LLC}, author={Sommer, Sabrina and Buhl, Heike M.}, year={2018}, pages={286–296} }","mla":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i>, vol. 25, no. 4, Springer Science and Business Media LLC, 2018, pp. 286–96, doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>."},"page":"286-296","intvolume":"        25","year":"2018","author":[{"full_name":"Sommer, Sabrina","id":"36251","last_name":"Sommer","first_name":"Sabrina"},{"first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M.","id":"27152"}],"date_created":"2023-11-28T12:06:41Z","volume":25,"date_updated":"2026-03-17T11:24:34Z","publisher":"Springer Science and Business Media LLC","doi":"10.1007/s10804-018-9296-y","title":"Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents","type":"journal_article","publication":"Journal of Adult Development","status":"public","user_id":"90826","department":[{"_id":"427"}],"project":[{"name":"Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern","_id":"372"}],"_id":"49267","language":[{"iso":"eng"}],"keyword":["Life-span and Life-course Studies","Developmental and Educational Psychology","Experimental and Cognitive Psychology"]},{"status":"public","publication":"Journal of Adult Development","type":"journal_article","language":[{"iso":"eng"}],"keyword":["Life-span and Life-course Studies","Developmental and Educational Psychology","Experimental and Cognitive Psychology"],"user_id":"90826","_id":"49279","project":[{"_id":"372","name":"Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern"}],"intvolume":"        25","page":"286-296","citation":{"chicago":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i> 25, no. 4 (2018): 286–96. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>.","ieee":"S. Sommer and H. M. Buhl, “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents,” <i>Journal of Adult Development</i>, vol. 25, no. 4, pp. 286–296, 2018, doi: <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","ama":"Sommer S, Buhl HM. Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>. 2018;25(4):286-296. doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>","short":"S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.","bibtex":"@article{Sommer_Buhl_2018, title={Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>}, number={4}, journal={Journal of Adult Development}, publisher={Springer Science and Business Media LLC}, author={Sommer, Sabrina and Buhl, Heike M.}, year={2018}, pages={286–296} }","mla":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i>, vol. 25, no. 4, Springer Science and Business Media LLC, 2018, pp. 286–96, doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","apa":"Sommer, S., &#38; Buhl, H. M. (2018). Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>, <i>25</i>(4), 286–296. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>"},"year":"2018","issue":"4","publication_identifier":{"issn":["1068-0667","1573-3440"]},"publication_status":"published","doi":"10.1007/s10804-018-9296-y","title":"Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents","volume":25,"author":[{"last_name":"Sommer","id":"36251","full_name":"Sommer, Sabrina","first_name":"Sabrina"},{"first_name":"Heike M.","id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl"}],"date_created":"2023-11-28T12:18:36Z","publisher":"Springer Science and Business Media LLC","date_updated":"2026-03-17T11:24:30Z"},{"title":"The Role of Parents and Peers in the Transition From University to Work Life","publisher":"SAGE Publications","date_created":"2022-08-03T03:42:53Z","year":"2017","issue":"6","keyword":["Organizational Behavior and Human Resource Management","General Psychology","Applied Psychology","Education"],"language":[{"iso":"eng"}],"abstract":[{"text":"This longitudinal study addresses the role of support given by parents and peers during the transition from university to work life. A sample of 64 German university students in their last year at the university completed scales from the Network of Relationships Inventory regarding general support, namely, instrumental aid and intimacy with mothers, fathers, romantic partners, and friends. Four years later, they assessed domain-specific support when looking for work, namely, joint exploration and instrumental support. Participants perceived receiving both types of support from all significant others. However, joint exploration was more important than instrumental support. They felt especially supported by romantic partners. Women received more support than did men. Both types of domain-specific support were explained by general modes of support assessed 4 years earlier. Whether parents, friends, and partners were perceived as helpful during the transition was explained mainly by joint exploration. Again, support from a partner was seen as especially helpful in contrast to help from parents and friends. The special significance of joint exploration underlines the benefit of counseling at the transition from university to work life.","lang":"eng"}],"publication":"Journal of Career Development","doi":"10.1177/0894845317720728","date_updated":"2022-08-29T06:10:00Z","author":[{"first_name":"Heike M.","last_name":"Buhl","id":"27152","full_name":"Buhl, Heike M."},{"first_name":"Peter","last_name":"Noack","full_name":"Noack, Peter"},{"first_name":"Baerbel","last_name":"Kracke","full_name":"Kracke, Baerbel"}],"volume":45,"citation":{"short":"H.M. Buhl, P. Noack, B. Kracke, Journal of Career Development 45 (2017) 523–535.","mla":"Buhl, Heike M., et al. “The Role of Parents and Peers in the Transition From University to Work Life.” <i>Journal of Career Development</i>, vol. 45, no. 6, SAGE Publications, 2017, pp. 523–35, doi:<a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>.","bibtex":"@article{Buhl_Noack_Kracke_2017, title={The Role of Parents and Peers in the Transition From University to Work Life}, volume={45}, DOI={<a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>}, number={6}, journal={Journal of Career Development}, publisher={SAGE Publications}, author={Buhl, Heike M. and Noack, Peter and Kracke, Baerbel}, year={2017}, pages={523–535} }","apa":"Buhl, H. M., Noack, P., &#38; Kracke, B. (2017). The Role of Parents and Peers in the Transition From University to Work Life. <i>Journal of Career Development</i>, <i>45</i>(6), 523–535. <a href=\"https://doi.org/10.1177/0894845317720728\">https://doi.org/10.1177/0894845317720728</a>","ama":"Buhl HM, Noack P, Kracke B. The Role of Parents and Peers in the Transition From University to Work Life. <i>Journal of Career Development</i>. 2017;45(6):523-535. doi:<a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>","ieee":"H. M. Buhl, P. Noack, and B. Kracke, “The Role of Parents and Peers in the Transition From University to Work Life,” <i>Journal of Career Development</i>, vol. 45, no. 6, pp. 523–535, 2017, doi: <a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>.","chicago":"Buhl, Heike M., Peter Noack, and Baerbel Kracke. “The Role of Parents and Peers in the Transition From University to Work Life.” <i>Journal of Career Development</i> 45, no. 6 (2017): 523–35. <a href=\"https://doi.org/10.1177/0894845317720728\">https://doi.org/10.1177/0894845317720728</a>."},"intvolume":"        45","page":"523-535","publication_status":"published","publication_identifier":{"issn":["0894-8453","1556-0856"]},"_id":"32546","user_id":"42165","department":[{"_id":"427"}],"status":"public","type":"journal_article"},{"type":"journal_article","status":"public","user_id":"97270","department":[{"_id":"645"}],"_id":"37456","alternative_title":["Accuracy: Teachers Judging Reading Abilities"],"publication_status":"published","publication_identifier":{"issn":["0033-3085"]},"citation":{"bibtex":"@article{Paleczek_Seifert_Gasteiger-Klicpera_2017, title={INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS}, volume={54}, DOI={<a href=\"https://doi.org/10.1002/pits.21993\">10.1002/pits.21993</a>}, number={3}, journal={Psychology in the Schools}, publisher={Wiley}, author={Paleczek, Lisa and Seifert, Susanne and Gasteiger-Klicpera, Barbara}, year={2017}, pages={228–245} }","short":"L. Paleczek, S. Seifert, B. Gasteiger-Klicpera, Psychology in the Schools 54 (2017) 228–245.","mla":"Paleczek, Lisa, et al. “INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS.” <i>Psychology in the Schools</i>, vol. 54, no. 3, Wiley, 2017, pp. 228–45, doi:<a href=\"https://doi.org/10.1002/pits.21993\">10.1002/pits.21993</a>.","apa":"Paleczek, L., Seifert, S., &#38; Gasteiger-Klicpera, B. (2017). INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS. <i>Psychology in the Schools</i>, <i>54</i>(3), 228–245. <a href=\"https://doi.org/10.1002/pits.21993\">https://doi.org/10.1002/pits.21993</a>","ama":"Paleczek L, Seifert S, Gasteiger-Klicpera B. INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS. <i>Psychology in the Schools</i>. 2017;54(3):228-245. doi:<a href=\"https://doi.org/10.1002/pits.21993\">10.1002/pits.21993</a>","ieee":"L. Paleczek, S. Seifert, and B. Gasteiger-Klicpera, “INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS,” <i>Psychology in the Schools</i>, vol. 54, no. 3, pp. 228–245, 2017, doi: <a href=\"https://doi.org/10.1002/pits.21993\">10.1002/pits.21993</a>.","chicago":"Paleczek, Lisa, Susanne Seifert, and Barbara Gasteiger-Klicpera. “INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS.” <i>Psychology in the Schools</i> 54, no. 3 (2017): 228–45. <a href=\"https://doi.org/10.1002/pits.21993\">https://doi.org/10.1002/pits.21993</a>."},"intvolume":"        54","page":"228-245","author":[{"first_name":"Lisa","full_name":"Paleczek, Lisa","last_name":"Paleczek"},{"first_name":"Susanne","id":"97270","full_name":"Seifert, Susanne","last_name":"Seifert"},{"last_name":"Gasteiger-Klicpera","full_name":"Gasteiger-Klicpera, Barbara","first_name":"Barbara"}],"volume":54,"date_updated":"2023-01-18T16:49:02Z","doi":"10.1002/pits.21993","publication":"Psychology in the Schools","language":[{"iso":"eng"}],"keyword":["Developmental and Educational Psychology","Education"],"issue":"3","year":"2017","date_created":"2023-01-18T16:26:52Z","publisher":"Wiley","title":"INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS"},{"department":[{"_id":"17"},{"_id":"320"}],"user_id":"9938","_id":"48705","type":"journal_article","status":"public","volume":50,"author":[{"full_name":"Krause, Daniel","id":"668","orcid":"orcid.org/0000-0001-5391-885X","last_name":"Krause","first_name":"Daniel"},{"first_name":"Manfred","full_name":"Agethen, Manfred","last_name":"Agethen"},{"full_name":"Zobe, Christina","id":"9938","last_name":"Zobe","first_name":"Christina"}],"date_updated":"2024-09-19T11:18:40Z","doi":"10.1080/00222895.2017.1327406","publication_identifier":{"issn":["0022-2895","1940-1027"]},"publication_status":"published","page":"144-154","intvolume":"        50","citation":{"apa":"Krause, D., Agethen, M., &#38; Zobe, C. (2017). Error Feedback Frequency Affects Automaticity But Not Accuracy and Consistency After Extensive Motor Skill Practice. <i>Journal of Motor Behavior</i>, <i>50</i>(2), 144–154. <a href=\"https://doi.org/10.1080/00222895.2017.1327406\">https://doi.org/10.1080/00222895.2017.1327406</a>","short":"D. Krause, M. Agethen, C. Zobe, Journal of Motor Behavior 50 (2017) 144–154.","mla":"Krause, Daniel, et al. “Error Feedback Frequency Affects Automaticity But Not Accuracy and Consistency After Extensive Motor Skill Practice.” <i>Journal of Motor Behavior</i>, vol. 50, no. 2, Informa UK Limited, 2017, pp. 144–54, doi:<a href=\"https://doi.org/10.1080/00222895.2017.1327406\">10.1080/00222895.2017.1327406</a>.","bibtex":"@article{Krause_Agethen_Zobe_2017, title={Error Feedback Frequency Affects Automaticity But Not Accuracy and Consistency After Extensive Motor Skill Practice}, volume={50}, DOI={<a href=\"https://doi.org/10.1080/00222895.2017.1327406\">10.1080/00222895.2017.1327406</a>}, number={2}, journal={Journal of Motor Behavior}, publisher={Informa UK Limited}, author={Krause, Daniel and Agethen, Manfred and Zobe, Christina}, year={2017}, pages={144–154} }","ama":"Krause D, Agethen M, Zobe C. Error Feedback Frequency Affects Automaticity But Not Accuracy and Consistency After Extensive Motor Skill Practice. <i>Journal of Motor Behavior</i>. 2017;50(2):144-154. doi:<a href=\"https://doi.org/10.1080/00222895.2017.1327406\">10.1080/00222895.2017.1327406</a>","ieee":"D. Krause, M. Agethen, and C. Zobe, “Error Feedback Frequency Affects Automaticity But Not Accuracy and Consistency After Extensive Motor Skill Practice,” <i>Journal of Motor Behavior</i>, vol. 50, no. 2, pp. 144–154, 2017, doi: <a href=\"https://doi.org/10.1080/00222895.2017.1327406\">10.1080/00222895.2017.1327406</a>.","chicago":"Krause, Daniel, Manfred Agethen, and Christina Zobe. “Error Feedback Frequency Affects Automaticity But Not Accuracy and Consistency After Extensive Motor Skill Practice.” <i>Journal of Motor Behavior</i> 50, no. 2 (2017): 144–54. <a href=\"https://doi.org/10.1080/00222895.2017.1327406\">https://doi.org/10.1080/00222895.2017.1327406</a>."},"language":[{"iso":"eng"}],"keyword":["Cognitive Neuroscience","Experimental and Cognitive Psychology","Orthopedics and Sports Medicine","Biophysics"],"publication":"Journal of Motor Behavior","date_created":"2023-11-08T20:30:12Z","publisher":"Informa UK Limited","title":"Error Feedback Frequency Affects Automaticity But Not Accuracy and Consistency After Extensive Motor Skill Practice","issue":"2","year":"2017"},{"year":"2017","citation":{"chicago":"Wiescholek, Sabrina, Johanna Hilkenmeier, Christian Greiner, and Heike M. Buhl. “Six-Year-Olds’ Perception of Home Literacy Environment and Its Influence on Children’s Literacy Enjoyment, Frequency, and Early Literacy Skills.” <i>Reading Psychology</i> 39, no. 1 (2017): 41–68. <a href=\"https://doi.org/10.1080/02702711.2017.1361495\">https://doi.org/10.1080/02702711.2017.1361495</a>.","ieee":"S. Wiescholek, J. Hilkenmeier, C. Greiner, and H. M. Buhl, “Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills,” <i>Reading Psychology</i>, vol. 39, no. 1, pp. 41–68, 2017, doi: <a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>.","ama":"Wiescholek S, Hilkenmeier J, Greiner C, Buhl HM. Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills. <i>Reading Psychology</i>. 2017;39(1):41-68. doi:<a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>","apa":"Wiescholek, S., Hilkenmeier, J., Greiner, C., &#38; Buhl, H. M. (2017). Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills. <i>Reading Psychology</i>, <i>39</i>(1), 41–68. <a href=\"https://doi.org/10.1080/02702711.2017.1361495\">https://doi.org/10.1080/02702711.2017.1361495</a>","short":"S. Wiescholek, J. Hilkenmeier, C. Greiner, H.M. Buhl, Reading Psychology 39 (2017) 41–68.","bibtex":"@article{Wiescholek_Hilkenmeier_Greiner_Buhl_2017, title={Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills}, volume={39}, DOI={<a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>}, number={1}, journal={Reading Psychology}, publisher={Informa UK Limited}, author={Wiescholek, Sabrina and Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike M.}, year={2017}, pages={41–68} }","mla":"Wiescholek, Sabrina, et al. “Six-Year-Olds’ Perception of Home Literacy Environment and Its Influence on Children’s Literacy Enjoyment, Frequency, and Early Literacy Skills.” <i>Reading Psychology</i>, vol. 39, no. 1, Informa UK Limited, 2017, pp. 41–68, doi:<a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>."},"page":"41-68","intvolume":"        39","publication_status":"published","publication_identifier":{"issn":["0270-2711","1521-0685"]},"issue":"1","title":"Six-year-olds' perception of home literacy environment and its influence on children's literacy enjoyment, frequency, and early literacy skills","doi":"10.1080/02702711.2017.1361495","publisher":"Informa UK Limited","date_updated":"2025-07-16T08:46:09Z","author":[{"last_name":"Wiescholek","full_name":"Wiescholek, Sabrina","first_name":"Sabrina"},{"first_name":"Johanna","last_name":"Hilkenmeier","full_name":"Hilkenmeier, Johanna"},{"last_name":"Greiner","full_name":"Greiner, Christian","first_name":"Christian"},{"first_name":"Heike M.","last_name":"Buhl","id":"27152","full_name":"Buhl, Heike M."}],"date_created":"2022-08-03T01:15:27Z","volume":39,"abstract":[{"lang":"eng","text":"Home literacy environment (HLE) makes an important contribution to children's reading acquisition in early years. Even though some research on children's perception exists, children's reports about HLE have been neglected. The present study focuses on N = 281 six-year-old's reports about HLE and its influences on literacy enjoyment, frequency, and early literacy skills. Parents' educational background was expected to predict children-perceived HLE. A positive impact of active HLE on literacy enjoyment and frequency were found. HLE also mediates the relation between parents' background and enjoyment. The importance of children's perspective on HLE regarding family literacy programs is discussed."}],"status":"public","type":"journal_article","publication":"Reading Psychology","keyword":["Linguistics and Language","Developmental and Educational Psychology","Education"],"language":[{"iso":"eng"}],"project":[{"_id":"381","name":"LIFE - Lesen in Familie erleben"}],"_id":"32537","user_id":"27152","department":[{"_id":"427"}]},{"keyword":["Developmental and Educational Psychology"],"language":[{"iso":"ger"}],"publication":"Psychologie in Erziehung und Unterricht","date_created":"2022-08-03T01:16:21Z","title":"Editorial Gespräche zwischen Eltern und Lehrkräften","issue":"4","year":"2017","project":[{"name":"Elternsprechtage - Kooperation zwischen Elternhaus und Schule","_id":"382"}],"_id":"32538","user_id":"90826","department":[{"_id":"427"}],"type":"journal_article","status":"public","oa":"1","date_updated":"2025-08-12T08:30:36Z","author":[{"first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152","last_name":"Buhl"},{"first_name":"Johanna","full_name":"Hilkenmeier, Johanna","last_name":"Hilkenmeier"}],"volume":64,"main_file_link":[{"open_access":"1","url":"https://www.reinhardt-journals.de/index.php/peu/article/view/3081/4354"}],"doi":"10.2378/peu2017.art20d","publication_status":"published","publication_identifier":{"issn":["0342-183X"]},"citation":{"chicago":"Buhl, Heike M., and Johanna Hilkenmeier. “Editorial Gespräche zwischen Eltern und Lehrkräften.” <i>Psychologie in Erziehung und Unterricht</i> 64, no. 4 (2017): 241–42. <a href=\"https://doi.org/10.2378/peu2017.art20d\">https://doi.org/10.2378/peu2017.art20d</a>.","ieee":"H. M. Buhl and J. Hilkenmeier, “Editorial Gespräche zwischen Eltern und Lehrkräften,” <i>Psychologie in Erziehung und Unterricht</i>, vol. 64, no. 4, pp. 241–242, 2017, doi: <a href=\"https://doi.org/10.2378/peu2017.art20d\">10.2378/peu2017.art20d</a>.","ama":"Buhl HM, Hilkenmeier J. Editorial Gespräche zwischen Eltern und Lehrkräften. <i>Psychologie in Erziehung und Unterricht</i>. 2017;64(4):241-242. doi:<a href=\"https://doi.org/10.2378/peu2017.art20d\">10.2378/peu2017.art20d</a>","short":"H.M. Buhl, J. Hilkenmeier, Psychologie in Erziehung und Unterricht 64 (2017) 241–242.","bibtex":"@article{Buhl_Hilkenmeier_2017, title={Editorial Gespräche zwischen Eltern und Lehrkräften}, volume={64}, DOI={<a href=\"https://doi.org/10.2378/peu2017.art20d\">10.2378/peu2017.art20d</a>}, number={4}, journal={Psychologie in Erziehung und Unterricht}, author={Buhl, Heike M. and Hilkenmeier, Johanna}, year={2017}, pages={241–242} }","mla":"Buhl, Heike M., and Johanna Hilkenmeier. “Editorial Gespräche zwischen Eltern und Lehrkräften.” <i>Psychologie in Erziehung und Unterricht</i>, vol. 64, no. 4, 2017, pp. 241–42, doi:<a href=\"https://doi.org/10.2378/peu2017.art20d\">10.2378/peu2017.art20d</a>.","apa":"Buhl, H. M., &#38; Hilkenmeier, J. (2017). Editorial Gespräche zwischen Eltern und Lehrkräften. <i>Psychologie in Erziehung und Unterricht</i>, <i>64</i>(4), 241–242. <a href=\"https://doi.org/10.2378/peu2017.art20d\">https://doi.org/10.2378/peu2017.art20d</a>"},"intvolume":"        64","page":"241 - 242"},{"publisher":"Springer Science and Business Media LLC","date_updated":"2023-01-18T16:49:58Z","date_created":"2023-01-18T16:27:51Z","author":[{"first_name":"Susanne","full_name":"Seifert, Susanne","id":"97270","last_name":"Seifert"},{"first_name":"Andrea","full_name":"Kulmhofer, Andrea","last_name":"Kulmhofer"},{"last_name":"Paleczek","full_name":"Paleczek, Lisa","first_name":"Lisa"},{"last_name":"Schwab","full_name":"Schwab, Susanne","first_name":"Susanne"},{"first_name":"Barbara","full_name":"Gasteiger-Klicpera, Barbara","last_name":"Gasteiger-Klicpera"}],"volume":45,"title":"Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners","doi":"10.1007/s10643-015-0762-x","publication_status":"published","publication_identifier":{"issn":["1082-3301","1573-1707"]},"issue":"3","year":"2016","citation":{"chicago":"Seifert, Susanne, Andrea Kulmhofer, Lisa Paleczek, Susanne Schwab, and Barbara Gasteiger-Klicpera. “Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners.” <i>Early Childhood Education Journal</i> 45, no. 3 (2016): 333–45. <a href=\"https://doi.org/10.1007/s10643-015-0762-x\">https://doi.org/10.1007/s10643-015-0762-x</a>.","ieee":"S. Seifert, A. Kulmhofer, L. Paleczek, S. Schwab, and B. Gasteiger-Klicpera, “Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners,” <i>Early Childhood Education Journal</i>, vol. 45, no. 3, pp. 333–345, 2016, doi: <a href=\"https://doi.org/10.1007/s10643-015-0762-x\">10.1007/s10643-015-0762-x</a>.","ama":"Seifert S, Kulmhofer A, Paleczek L, Schwab S, Gasteiger-Klicpera B. Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners. <i>Early Childhood Education Journal</i>. 2016;45(3):333-345. doi:<a href=\"https://doi.org/10.1007/s10643-015-0762-x\">10.1007/s10643-015-0762-x</a>","mla":"Seifert, Susanne, et al. “Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners.” <i>Early Childhood Education Journal</i>, vol. 45, no. 3, Springer Science and Business Media LLC, 2016, pp. 333–45, doi:<a href=\"https://doi.org/10.1007/s10643-015-0762-x\">10.1007/s10643-015-0762-x</a>.","short":"S. Seifert, A. Kulmhofer, L. Paleczek, S. Schwab, B. Gasteiger-Klicpera, Early Childhood Education Journal 45 (2016) 333–345.","bibtex":"@article{Seifert_Kulmhofer_Paleczek_Schwab_Gasteiger-Klicpera_2016, title={Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners}, volume={45}, DOI={<a href=\"https://doi.org/10.1007/s10643-015-0762-x\">10.1007/s10643-015-0762-x</a>}, number={3}, journal={Early Childhood Education Journal}, publisher={Springer Science and Business Media LLC}, author={Seifert, Susanne and Kulmhofer, Andrea and Paleczek, Lisa and Schwab, Susanne and Gasteiger-Klicpera, Barbara}, year={2016}, pages={333–345} }","apa":"Seifert, S., Kulmhofer, A., Paleczek, L., Schwab, S., &#38; Gasteiger-Klicpera, B. (2016). Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners. <i>Early Childhood Education Journal</i>, <i>45</i>(3), 333–345. <a href=\"https://doi.org/10.1007/s10643-015-0762-x\">https://doi.org/10.1007/s10643-015-0762-x</a>"},"intvolume":"        45","page":"333-345","_id":"37459","user_id":"97270","department":[{"_id":"645"}],"keyword":["Developmental and Educational Psychology","Education"],"language":[{"iso":"eng"}],"type":"journal_article","publication":"Early Childhood Education Journal","status":"public"},{"status":"public","publication":"Human Movement Science","type":"journal_article","language":[{"iso":"eng"}],"keyword":["Experimental and Cognitive Psychology","Orthopedics and Sports Medicine","General Medicine","Biophysics"],"user_id":"668","_id":"48708","page":"71-83","intvolume":"        45","citation":{"ieee":"M. Agethen and D. Krause, “Effects of bandwidth feedback on the automatization of an arm movement sequence,” <i>Human Movement Science</i>, vol. 45, pp. 71–83, 2015, doi: <a href=\"https://doi.org/10.1016/j.humov.2015.11.005\">10.1016/j.humov.2015.11.005</a>.","chicago":"Agethen, Manfred, and Daniel Krause. “Effects of Bandwidth Feedback on the Automatization of an Arm Movement Sequence.” <i>Human Movement Science</i> 45 (2015): 71–83. <a href=\"https://doi.org/10.1016/j.humov.2015.11.005\">https://doi.org/10.1016/j.humov.2015.11.005</a>.","ama":"Agethen M, Krause D. Effects of bandwidth feedback on the automatization of an arm movement sequence. <i>Human Movement Science</i>. 2015;45:71-83. doi:<a href=\"https://doi.org/10.1016/j.humov.2015.11.005\">10.1016/j.humov.2015.11.005</a>","short":"M. Agethen, D. Krause, Human Movement Science 45 (2015) 71–83.","mla":"Agethen, Manfred, and Daniel Krause. “Effects of Bandwidth Feedback on the Automatization of an Arm Movement Sequence.” <i>Human Movement Science</i>, vol. 45, Elsevier BV, 2015, pp. 71–83, doi:<a href=\"https://doi.org/10.1016/j.humov.2015.11.005\">10.1016/j.humov.2015.11.005</a>.","bibtex":"@article{Agethen_Krause_2015, title={Effects of bandwidth feedback on the automatization of an arm movement sequence}, volume={45}, DOI={<a href=\"https://doi.org/10.1016/j.humov.2015.11.005\">10.1016/j.humov.2015.11.005</a>}, journal={Human Movement Science}, publisher={Elsevier BV}, author={Agethen, Manfred and Krause, Daniel}, year={2015}, pages={71–83} }","apa":"Agethen, M., &#38; Krause, D. (2015). Effects of bandwidth feedback on the automatization of an arm movement sequence. <i>Human Movement Science</i>, <i>45</i>, 71–83. <a href=\"https://doi.org/10.1016/j.humov.2015.11.005\">https://doi.org/10.1016/j.humov.2015.11.005</a>"},"year":"2015","publication_identifier":{"issn":["0167-9457"]},"publication_status":"published","doi":"10.1016/j.humov.2015.11.005","title":"Effects of bandwidth feedback on the automatization of an arm movement sequence","volume":45,"date_created":"2023-11-08T20:30:42Z","author":[{"last_name":"Agethen","full_name":"Agethen, Manfred","first_name":"Manfred"},{"orcid":"orcid.org/0000-0001-5391-885X","last_name":"Krause","id":"668","full_name":"Krause, Daniel","first_name":"Daniel"}],"publisher":"Elsevier BV","date_updated":"2023-11-08T21:12:46Z"},{"status":"public","type":"journal_article","_id":"32528","user_id":"42165","department":[{"_id":"427"}],"citation":{"ama":"Buhl HM, Scholwin B, Noack P. Individuation in Adults’ Family Interactions: An Observational Study. <i>Journal of Adult Development</i>. 2014;22(2):100-111. doi:<a href=\"https://doi.org/10.1007/s10804-014-9204-z\">10.1007/s10804-014-9204-z</a>","ieee":"H. M. Buhl, B. Scholwin, and P. Noack, “Individuation in Adults’ Family Interactions: An Observational Study,” <i>Journal of Adult Development</i>, vol. 22, no. 2, pp. 100–111, 2014, doi: <a href=\"https://doi.org/10.1007/s10804-014-9204-z\">10.1007/s10804-014-9204-z</a>.","chicago":"Buhl, Heike M., Berit Scholwin, and Peter Noack. “Individuation in Adults’ Family Interactions: An Observational Study.” <i>Journal of Adult Development</i> 22, no. 2 (2014): 100–111. <a href=\"https://doi.org/10.1007/s10804-014-9204-z\">https://doi.org/10.1007/s10804-014-9204-z</a>.","apa":"Buhl, H. M., Scholwin, B., &#38; Noack, P. (2014). Individuation in Adults’ Family Interactions: An Observational Study. <i>Journal of Adult Development</i>, <i>22</i>(2), 100–111. <a href=\"https://doi.org/10.1007/s10804-014-9204-z\">https://doi.org/10.1007/s10804-014-9204-z</a>","short":"H.M. Buhl, B. Scholwin, P. Noack, Journal of Adult Development 22 (2014) 100–111.","bibtex":"@article{Buhl_Scholwin_Noack_2014, title={Individuation in Adults’ Family Interactions: An Observational Study}, volume={22}, DOI={<a href=\"https://doi.org/10.1007/s10804-014-9204-z\">10.1007/s10804-014-9204-z</a>}, number={2}, journal={Journal of Adult Development}, publisher={Springer Science and Business Media LLC}, author={Buhl, Heike M. and Scholwin, Berit and Noack, Peter}, year={2014}, pages={100–111} }","mla":"Buhl, Heike M., et al. “Individuation in Adults’ Family Interactions: An Observational Study.” <i>Journal of Adult Development</i>, vol. 22, no. 2, Springer Science and Business Media LLC, 2014, pp. 100–11, doi:<a href=\"https://doi.org/10.1007/s10804-014-9204-z\">10.1007/s10804-014-9204-z</a>."},"page":"100-111","intvolume":"        22","publication_status":"published","publication_identifier":{"issn":["1068-0667","1573-3440"]},"main_file_link":[{"url":"https://link.springer.com/content/pdf/10.1007/s10804-014-9204-z.pdf","open_access":"1"}],"doi":"10.1007/s10804-014-9204-z","oa":"1","date_updated":"2022-08-29T05:08:36Z","author":[{"last_name":"Buhl","id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M."},{"full_name":"Scholwin, Berit","last_name":"Scholwin","first_name":"Berit"},{"first_name":"Peter","last_name":"Noack","full_name":"Noack, Peter"}],"volume":22,"abstract":[{"text":"The study investigates the status of individuation in adult child–parent relationships expressed in verbal interactions, as well as considering verbal behavior as a means to individuate. A sample of 41 German adult children aged 20–45 years and their 39 mothers and 19 fathers were videotaped in dyadic conflict discourse. The interactions were coded in their entirety, and scales were allocated to the factor connectedness, individuality, and conflict. Group comparisons show that mothers and fathers do not differ. Middle-aged adults interacted in a more individuated manner than young adults. Their mothers interacted in a way that was more connected and less conflictual than mothers in interactions with younger adults; their fathers, on the other hand, interacted more conflictual. The behavior of adult children and their parents did not differ and so expressed a high amount of behavioral symmetry. Associations between the self-report about the relationship and family members’ behavior point to verbal interaction as a means for negotiating the relationship.","lang":"eng"}],"publication":"Journal of Adult Development","keyword":["Life-span and Life-course Studies","Developmental and Educational Psychology","Experimental and Cognitive Psychology"],"language":[{"iso":"eng"}],"year":"2014","issue":"2","title":"Individuation in Adults’ Family Interactions: An Observational Study","publisher":"Springer Science and Business Media LLC","date_created":"2022-08-03T00:26:45Z"},{"language":[{"iso":"eng"}],"keyword":["Sensory Systems","Experimental and Cognitive Psychology"],"user_id":"668","_id":"48710","status":"public","abstract":[{"text":"<jats:p> Switching between tasks during practice can affect motor learning. This study tested whether switching feedback content has any effects on learning to perform golf putts without full visibility. 60 participants (44 men, 16 women; M age = 26.3 yr., SD = 6.6) practiced golf putts without seeing the ball movement. 30 of the participants were golfers with moderate expertise, and 30 were novices. They received feedback regarding their putts, either on the angle or on the distance in one of three feedback schedules: blocked, serial-blocked, or serial. Independent of the expertise level, learning was not affected by the feedback schedule. The strong linkage between the two components—direction and distance—may have prevented a sufficient level of contextual interference. </jats:p>","lang":"eng"}],"type":"journal_article","publication":"Perceptual and Motor Skills","doi":"10.2466/23.30.pms.118k17w3","title":"Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts","date_created":"2023-11-08T20:31:07Z","author":[{"first_name":"Daniel","full_name":"Krause, Daniel","id":"668","orcid":"orcid.org/0000-0001-5391-885X","last_name":"Krause"},{"full_name":"Brüne, Alexander","last_name":"Brüne","first_name":"Alexander"},{"first_name":"Susanne","last_name":"Fritz","full_name":"Fritz, Susanne"},{"last_name":"Kramer","full_name":"Kramer, Pascal","first_name":"Pascal"},{"first_name":"Peter","full_name":"Meisterjahn, Peter","last_name":"Meisterjahn"},{"first_name":"Michael","last_name":"Schneider","full_name":"Schneider, Michael"},{"last_name":"Sperber","full_name":"Sperber, Alena","first_name":"Alena"}],"volume":118,"publisher":"SAGE Publications","date_updated":"2023-11-08T21:12:28Z","citation":{"ama":"Krause D, Brüne A, Fritz S, et al. Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts. <i>Perceptual and Motor Skills</i>. 2014;118(2):384-399. doi:<a href=\"https://doi.org/10.2466/23.30.pms.118k17w3\">10.2466/23.30.pms.118k17w3</a>","chicago":"Krause, Daniel, Alexander Brüne, Susanne Fritz, Pascal Kramer, Peter Meisterjahn, Michael Schneider, and Alena Sperber. “Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts.” <i>Perceptual and Motor Skills</i> 118, no. 2 (2014): 384–99. <a href=\"https://doi.org/10.2466/23.30.pms.118k17w3\">https://doi.org/10.2466/23.30.pms.118k17w3</a>.","ieee":"D. Krause <i>et al.</i>, “Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts,” <i>Perceptual and Motor Skills</i>, vol. 118, no. 2, pp. 384–399, 2014, doi: <a href=\"https://doi.org/10.2466/23.30.pms.118k17w3\">10.2466/23.30.pms.118k17w3</a>.","apa":"Krause, D., Brüne, A., Fritz, S., Kramer, P., Meisterjahn, P., Schneider, M., &#38; Sperber, A. (2014). Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts. <i>Perceptual and Motor Skills</i>, <i>118</i>(2), 384–399. <a href=\"https://doi.org/10.2466/23.30.pms.118k17w3\">https://doi.org/10.2466/23.30.pms.118k17w3</a>","mla":"Krause, Daniel, et al. “Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts.” <i>Perceptual and Motor Skills</i>, vol. 118, no. 2, SAGE Publications, 2014, pp. 384–99, doi:<a href=\"https://doi.org/10.2466/23.30.pms.118k17w3\">10.2466/23.30.pms.118k17w3</a>.","short":"D. Krause, A. Brüne, S. Fritz, P. Kramer, P. Meisterjahn, M. Schneider, A. Sperber, Perceptual and Motor Skills 118 (2014) 384–399.","bibtex":"@article{Krause_Brüne_Fritz_Kramer_Meisterjahn_Schneider_Sperber_2014, title={Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts}, volume={118}, DOI={<a href=\"https://doi.org/10.2466/23.30.pms.118k17w3\">10.2466/23.30.pms.118k17w3</a>}, number={2}, journal={Perceptual and Motor Skills}, publisher={SAGE Publications}, author={Krause, Daniel and Brüne, Alexander and Fritz, Susanne and Kramer, Pascal and Meisterjahn, Peter and Schneider, Michael and Sperber, Alena}, year={2014}, pages={384–399} }"},"page":"384-399","intvolume":"       118","year":"2014","issue":"2","publication_status":"published","publication_identifier":{"issn":["0031-5125","1558-688X"]}},{"language":[{"iso":"ger"}],"keyword":["Linguistics and Language","Developmental and Educational Psychology","Language and Linguistics"],"ddc":["410","430"],"file":[{"relation":"main_file","success":1,"content_type":"application/pdf","file_name":"TOPALOVIC-UHL-2014-Linguistik-literarisches-Erzhlen.pdf","access_level":"closed","file_id":"49557","file_size":223776,"creator":"topal","date_created":"2023-12-08T16:01:00Z","date_updated":"2023-12-08T16:01:00Z"}],"abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n               <jats:p>When looking at seminal works in contemporary literary criticism (exemplary: Martinez/Scheffel 2012), it is apparent that the subject of “time”, or, “the representation of time”, receives a great deal of significance. Regarding the ontogenesis of literary research discourse over the past 50 years, Käte Hamburger’s “The Logic of Poetry” (original “Die Logik der Dichtung”, 1957) is a work that has fundamentally shaped the research discourse. But not only within the field of literary studies has the subject of “tense and narration” has been received and discussed – also the field of linguistics also demonstrates an intensive engagement with the subject of narration (cf. e. g. Weinrich 1964, Ehlich 1980) and tense. For example, Rolf Thieroffs monograph “The finite Verb in German: Tense – Mood – Distance” (original “Das finite Verb im Deutschen: Tempus – Modus – Distanz”, 1992) elaborates a conceptualisation of the German temporal system with reference to Weinrich’s representation of time in fiction and non-fiction texts (cf. Thieroff 1992, 298). This contribution joins at the interface between linguistic research on tenses and literary research on narration. The aim is to show that there is an interaction between choice of tense and narrative context, or, in other words: the use of different tenses activates different states of consciousness, and thereby different ‘forms’ of narration are created. The latter are captured from empirical data arising from language acquisition and speech genesis as well as, in accordance with Iser (1991) and Sartre (1940/1994), not in a dichotomic fashion but as a trias-system, and are opened for discussion. The remodeling does not regard the two poles of “every­day narration” and “literary narration” as contrasting, but rather as a continuum, which can show transitions relative to the genre of the text and the speech competence of the narrator.</jats:p>","lang":"eng"}],"publication":"Zeitschrift für germanistische Linguistik","title":"Linguistik des literarischen Erzählens","date_created":"2023-08-07T08:55:10Z","publisher":"Walter de Gruyter GmbH","year":"2014","issue":"1","file_date_updated":"2023-12-08T16:01:00Z","department":[{"_id":"36"},{"_id":"5"},{"_id":"463"}],"user_id":"23088","_id":"46434","status":"public","type":"journal_article","doi":"10.1515/zgl-2014-0002","volume":42,"author":[{"last_name":"Topalović","full_name":"Topalović, Elvira","id":"23088","first_name":"Elvira"},{"first_name":"Benjamin","last_name":"Uhl","full_name":"Uhl, Benjamin"}],"date_updated":"2023-12-08T16:01:42Z","page":"26-49","intvolume":"        42","citation":{"ama":"Topalović E, Uhl B. Linguistik des literarischen Erzählens. <i>Zeitschrift für germanistische Linguistik</i>. 2014;42(1):26-49. doi:<a href=\"https://doi.org/10.1515/zgl-2014-0002\">10.1515/zgl-2014-0002</a>","ieee":"E. Topalović and B. Uhl, “Linguistik des literarischen Erzählens,” <i>Zeitschrift für germanistische Linguistik</i>, vol. 42, no. 1, pp. 26–49, 2014, doi: <a href=\"https://doi.org/10.1515/zgl-2014-0002\">10.1515/zgl-2014-0002</a>.","chicago":"Topalović, Elvira, and Benjamin Uhl. “Linguistik des literarischen Erzählens.” <i>Zeitschrift für germanistische Linguistik</i> 42, no. 1 (2014): 26–49. <a href=\"https://doi.org/10.1515/zgl-2014-0002\">https://doi.org/10.1515/zgl-2014-0002</a>.","short":"E. Topalović, B. Uhl, Zeitschrift für germanistische Linguistik 42 (2014) 26–49.","bibtex":"@article{Topalović_Uhl_2014, title={Linguistik des literarischen Erzählens}, volume={42}, DOI={<a href=\"https://doi.org/10.1515/zgl-2014-0002\">10.1515/zgl-2014-0002</a>}, number={1}, journal={Zeitschrift für germanistische Linguistik}, publisher={Walter de Gruyter GmbH}, author={Topalović, Elvira and Uhl, Benjamin}, year={2014}, pages={26–49} }","mla":"Topalović, Elvira, and Benjamin Uhl. “Linguistik des literarischen Erzählens.” <i>Zeitschrift für germanistische Linguistik</i>, vol. 42, no. 1, Walter de Gruyter GmbH, 2014, pp. 26–49, doi:<a href=\"https://doi.org/10.1515/zgl-2014-0002\">10.1515/zgl-2014-0002</a>.","apa":"Topalović, E., &#38; Uhl, B. (2014). Linguistik des literarischen Erzählens. <i>Zeitschrift für germanistische Linguistik</i>, <i>42</i>(1), 26–49. <a href=\"https://doi.org/10.1515/zgl-2014-0002\">https://doi.org/10.1515/zgl-2014-0002</a>"},"has_accepted_license":"1","publication_identifier":{"issn":["1613-0626","0301-3294"]},"publication_status":"published"},{"_id":"37458","department":[{"_id":"645"}],"user_id":"97270","keyword":["Developmental and Educational Psychology","Education"],"language":[{"iso":"eng"}],"publication":"International Journal of Early Years Education","type":"journal_article","status":"public","publisher":"Informa UK Limited","date_updated":"2023-01-18T16:49:42Z","volume":22,"author":[{"last_name":"Schwab","full_name":"Schwab, Susanne","first_name":"Susanne"},{"id":"97270","full_name":"Seifert, Susanne","last_name":"Seifert","first_name":"Susanne"},{"full_name":"Gasteiger-Klicpera, Barbara","last_name":"Gasteiger-Klicpera","first_name":"Barbara"}],"date_created":"2023-01-18T16:27:28Z","title":"Improving reading in children with German as a first or second language","doi":"10.1080/09669760.2014.909308","publication_identifier":{"issn":["0966-9760","1469-8463"]},"publication_status":"published","issue":"2","year":"2014","page":"210-222","intvolume":"        22","citation":{"ieee":"S. Schwab, S. Seifert, and B. Gasteiger-Klicpera, “Improving reading in children with German as a first or second language,” <i>International Journal of Early Years Education</i>, vol. 22, no. 2, pp. 210–222, 2014, doi: <a href=\"https://doi.org/10.1080/09669760.2014.909308\">10.1080/09669760.2014.909308</a>.","chicago":"Schwab, Susanne, Susanne Seifert, and Barbara Gasteiger-Klicpera. “Improving Reading in Children with German as a First or Second Language.” <i>International Journal of Early Years Education</i> 22, no. 2 (2014): 210–22. <a href=\"https://doi.org/10.1080/09669760.2014.909308\">https://doi.org/10.1080/09669760.2014.909308</a>.","ama":"Schwab S, Seifert S, Gasteiger-Klicpera B. Improving reading in children with German as a first or second language. <i>International Journal of Early Years Education</i>. 2014;22(2):210-222. doi:<a href=\"https://doi.org/10.1080/09669760.2014.909308\">10.1080/09669760.2014.909308</a>","apa":"Schwab, S., Seifert, S., &#38; Gasteiger-Klicpera, B. (2014). Improving reading in children with German as a first or second language. <i>International Journal of Early Years Education</i>, <i>22</i>(2), 210–222. <a href=\"https://doi.org/10.1080/09669760.2014.909308\">https://doi.org/10.1080/09669760.2014.909308</a>","short":"S. Schwab, S. Seifert, B. Gasteiger-Klicpera, International Journal of Early Years Education 22 (2014) 210–222.","bibtex":"@article{Schwab_Seifert_Gasteiger-Klicpera_2014, title={Improving reading in children with German as a first or second language}, volume={22}, DOI={<a href=\"https://doi.org/10.1080/09669760.2014.909308\">10.1080/09669760.2014.909308</a>}, number={2}, journal={International Journal of Early Years Education}, publisher={Informa UK Limited}, author={Schwab, Susanne and Seifert, Susanne and Gasteiger-Klicpera, Barbara}, year={2014}, pages={210–222} }","mla":"Schwab, Susanne, et al. “Improving Reading in Children with German as a First or Second Language.” <i>International Journal of Early Years Education</i>, vol. 22, no. 2, Informa UK Limited, 2014, pp. 210–22, doi:<a href=\"https://doi.org/10.1080/09669760.2014.909308\">10.1080/09669760.2014.909308</a>."}},{"issue":"2","publication_identifier":{"issn":["0167-9457"]},"publication_status":"published","intvolume":"        32","page":"314-327","citation":{"mla":"Krause, Daniel, and Sven Kobow. “Effects of Model Orientation on the Visuomotor Imitation of Arm Movements: The Role of Mental Rotation.” <i>Human Movement Science</i>, vol. 32, no. 2, Elsevier BV, 2013, pp. 314–27, doi:<a href=\"https://doi.org/10.1016/j.humov.2012.10.001\">10.1016/j.humov.2012.10.001</a>.","short":"D. Krause, S. Kobow, Human Movement Science 32 (2013) 314–327.","bibtex":"@article{Krause_Kobow_2013, title={Effects of model orientation on the visuomotor imitation of arm movements: The role of mental rotation}, volume={32}, DOI={<a href=\"https://doi.org/10.1016/j.humov.2012.10.001\">10.1016/j.humov.2012.10.001</a>}, number={2}, journal={Human Movement Science}, publisher={Elsevier BV}, author={Krause, Daniel and Kobow, Sven}, year={2013}, pages={314–327} }","apa":"Krause, D., &#38; Kobow, S. (2013). Effects of model orientation on the visuomotor imitation of arm movements: The role of mental rotation. <i>Human Movement Science</i>, <i>32</i>(2), 314–327. <a href=\"https://doi.org/10.1016/j.humov.2012.10.001\">https://doi.org/10.1016/j.humov.2012.10.001</a>","ama":"Krause D, Kobow S. Effects of model orientation on the visuomotor imitation of arm movements: The role of mental rotation. <i>Human Movement Science</i>. 2013;32(2):314-327. doi:<a href=\"https://doi.org/10.1016/j.humov.2012.10.001\">10.1016/j.humov.2012.10.001</a>","ieee":"D. Krause and S. Kobow, “Effects of model orientation on the visuomotor imitation of arm movements: The role of mental rotation,” <i>Human Movement Science</i>, vol. 32, no. 2, pp. 314–327, 2013, doi: <a href=\"https://doi.org/10.1016/j.humov.2012.10.001\">10.1016/j.humov.2012.10.001</a>.","chicago":"Krause, Daniel, and Sven Kobow. “Effects of Model Orientation on the Visuomotor Imitation of Arm Movements: The Role of Mental Rotation.” <i>Human Movement Science</i> 32, no. 2 (2013): 314–27. <a href=\"https://doi.org/10.1016/j.humov.2012.10.001\">https://doi.org/10.1016/j.humov.2012.10.001</a>."},"year":"2013","volume":32,"author":[{"first_name":"Daniel","full_name":"Krause, Daniel","id":"668","orcid":"orcid.org/0000-0001-5391-885X","last_name":"Krause"},{"full_name":"Kobow, Sven","last_name":"Kobow","first_name":"Sven"}],"date_created":"2023-11-08T20:31:17Z","date_updated":"2023-11-08T21:12:18Z","publisher":"Elsevier BV","doi":"10.1016/j.humov.2012.10.001","title":"Effects of model orientation on the visuomotor imitation of arm movements: The role of mental rotation","publication":"Human Movement Science","type":"journal_article","status":"public","user_id":"668","_id":"48711","language":[{"iso":"eng"}],"keyword":["Experimental and Cognitive Psychology","Orthopedics and Sports Medicine","General Medicine","Biophysics"]},{"abstract":[{"text":"<jats:p> Procrastination is a well-known phenomenon that often entails negative outcomes with regard to performance and subjective well-being. In an attempt to understand the (alarming) character of procrastination, a large body of research on the causes, correlates, and consequences of procrastination has been accumulating over the last 40 years. The aim of this paper is to provide a systematic characterization of the trends in procrastination research and to suggest future directions for research and practice. The systematic characterization comprises a comparison of procrastination to functional forms of delay (referred to as strategic delay) and a presentation of the theoretical approaches to explaining procrastination. The future directions suggested pertain to the development of a differentiated understanding of procrastination and of integral interventions. </jats:p>","lang":"eng"}],"status":"public","type":"journal_article","publication":"European Psychologist","keyword":["General Psychology","Arts and Humanities (miscellaneous)"],"language":[{"iso":"eng"}],"_id":"46938","user_id":"36716","year":"2013","citation":{"apa":"Klingsieck, K. B. (2013). Procrastination: When Good Things Don’t Come to Those Who Wait. <i>European Psychologist</i>, <i>18</i>(1), 24–34. <a href=\"https://doi.org/10.1027/1016-9040/a000138\">https://doi.org/10.1027/1016-9040/a000138</a>","mla":"Klingsieck, Katrin B. “Procrastination: When Good Things Don’t Come to Those Who Wait.” <i>European Psychologist</i>, vol. 18, no. 1, Hogrefe Publishing Group, 2013, pp. 24–34, doi:<a href=\"https://doi.org/10.1027/1016-9040/a000138\">10.1027/1016-9040/a000138</a>.","bibtex":"@article{Klingsieck_2013, title={Procrastination: When Good Things Don’t Come to Those Who Wait}, volume={18}, DOI={<a href=\"https://doi.org/10.1027/1016-9040/a000138\">10.1027/1016-9040/a000138</a>}, number={1}, journal={European Psychologist}, publisher={Hogrefe Publishing Group}, author={Klingsieck, Katrin B.}, year={2013}, pages={24–34} }","short":"K.B. Klingsieck, European Psychologist 18 (2013) 24–34.","ama":"Klingsieck KB. Procrastination: When Good Things Don’t Come to Those Who Wait. <i>European Psychologist</i>. 2013;18(1):24-34. doi:<a href=\"https://doi.org/10.1027/1016-9040/a000138\">10.1027/1016-9040/a000138</a>","ieee":"K. B. Klingsieck, “Procrastination: When Good Things Don’t Come to Those Who Wait,” <i>European Psychologist</i>, vol. 18, no. 1, pp. 24–34, 2013, doi: <a href=\"https://doi.org/10.1027/1016-9040/a000138\">10.1027/1016-9040/a000138</a>.","chicago":"Klingsieck, Katrin B. “Procrastination: When Good Things Don’t Come to Those Who Wait.” <i>European Psychologist</i> 18, no. 1 (2013): 24–34. <a href=\"https://doi.org/10.1027/1016-9040/a000138\">https://doi.org/10.1027/1016-9040/a000138</a>."},"intvolume":"        18","page":"24-34","publication_status":"published","publication_identifier":{"issn":["1016-9040","1878-531X"]},"issue":"1","title":"Procrastination: When Good Things Don’t Come to Those Who Wait","doi":"10.1027/1016-9040/a000138","date_updated":"2023-09-09T16:28:44Z","publisher":"Hogrefe Publishing Group","date_created":"2023-09-09T16:08:54Z","author":[{"first_name":"Katrin B.","last_name":"Klingsieck","id":"36716","full_name":"Klingsieck, Katrin B."}],"volume":18},{"_id":"46939","user_id":"36716","keyword":["General Psychology"],"language":[{"iso":"eng"}],"publication":"Current Psychology","type":"journal_article","status":"public","date_updated":"2023-09-09T16:29:16Z","publisher":"Springer Science and Business Media LLC","volume":32,"author":[{"last_name":"Klingsieck","full_name":"Klingsieck, Katrin B.","id":"36716","first_name":"Katrin B."}],"date_created":"2023-09-09T16:09:29Z","title":"Procrastination in Different Life-Domains: Is Procrastination Domain Specific?","doi":"10.1007/s12144-013-9171-8","publication_identifier":{"issn":["1046-1310","1936-4733"]},"publication_status":"published","issue":"2","year":"2013","intvolume":"        32","page":"175-185","citation":{"ieee":"K. B. Klingsieck, “Procrastination in Different Life-Domains: Is Procrastination Domain Specific?,” <i>Current Psychology</i>, vol. 32, no. 2, pp. 175–185, 2013, doi: <a href=\"https://doi.org/10.1007/s12144-013-9171-8\">10.1007/s12144-013-9171-8</a>.","chicago":"Klingsieck, Katrin B. “Procrastination in Different Life-Domains: Is Procrastination Domain Specific?” <i>Current Psychology</i> 32, no. 2 (2013): 175–85. <a href=\"https://doi.org/10.1007/s12144-013-9171-8\">https://doi.org/10.1007/s12144-013-9171-8</a>.","ama":"Klingsieck KB. Procrastination in Different Life-Domains: Is Procrastination Domain Specific? <i>Current Psychology</i>. 2013;32(2):175-185. doi:<a href=\"https://doi.org/10.1007/s12144-013-9171-8\">10.1007/s12144-013-9171-8</a>","short":"K.B. Klingsieck, Current Psychology 32 (2013) 175–185.","bibtex":"@article{Klingsieck_2013, title={Procrastination in Different Life-Domains: Is Procrastination Domain Specific?}, volume={32}, DOI={<a href=\"https://doi.org/10.1007/s12144-013-9171-8\">10.1007/s12144-013-9171-8</a>}, number={2}, journal={Current Psychology}, publisher={Springer Science and Business Media LLC}, author={Klingsieck, Katrin B.}, year={2013}, pages={175–185} }","mla":"Klingsieck, Katrin B. “Procrastination in Different Life-Domains: Is Procrastination Domain Specific?” <i>Current Psychology</i>, vol. 32, no. 2, Springer Science and Business Media LLC, 2013, pp. 175–85, doi:<a href=\"https://doi.org/10.1007/s12144-013-9171-8\">10.1007/s12144-013-9171-8</a>.","apa":"Klingsieck, K. B. (2013). Procrastination in Different Life-Domains: Is Procrastination Domain Specific? <i>Current Psychology</i>, <i>32</i>(2), 175–185. <a href=\"https://doi.org/10.1007/s12144-013-9171-8\">https://doi.org/10.1007/s12144-013-9171-8</a>"}},{"citation":{"short":"T. Jenert, Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit: Theoretische Grundlegung Und Empirische Analyse, Universität St. Gallen, 2012.","mla":"Jenert, Tobias. <i>Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit: Theoretische Grundlegung Und Empirische Analyse</i>. Universität St. Gallen, 2012.","bibtex":"@book{Jenert_2012, title={Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse}, publisher={Universität St. Gallen}, author={Jenert, Tobias}, year={2012} }","apa":"Jenert, T. (2012). <i>Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse</i>. Universität St. Gallen.","ama":"Jenert T. <i>Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit: Theoretische Grundlegung Und Empirische Analyse</i>. Universität St. Gallen; 2012.","ieee":"T. Jenert, <i>Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse</i>. Universität St. Gallen, 2012.","chicago":"Jenert, Tobias. <i>Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit: Theoretische Grundlegung Und Empirische Analyse</i>. Universität St. Gallen, 2012."},"year":"2012","title":"Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse","author":[{"first_name":"Tobias","full_name":"Jenert, Tobias","last_name":"Jenert"}],"date_created":"2018-09-18T11:38:39Z","date_updated":"2022-01-06T07:01:04Z","publisher":"Universität St. Gallen","status":"public","abstract":[{"lang":"ger","text":"\t\r\nMit welchen Erwartungen und Anforderungen sehen sich Studierende im Hochschulalltag konfrontiert? Wie muss nach Ansicht der Studierenden gehandelt werden, um das Studium \"erfolgreich\" zu bewältigen? Wie laufen die Auswahl unterschiedlicher Lernaktivitäten im Studium sowie die Allokation von Ressourcen im Detail ab? Diese und weitere Fragen sind vor allem im Zusammenhang mit der Debatte um die Bologna-Reform stärker in den Mittelpunkt gerückt. Denn während modularisierte Curricula und Credit-Point-Systeme oft nach administrativ-organisatorischen Gesichtspunkten eingeführt wurden, hat die Gestaltung der Studienstrukturen auf Programmebene zwangsweise Auswirkungen auf das Studienhandeln - und damit auch auf das Lernen der Studierenden. Es gibt viele Vermutungen über die \"Wirkungen\" von Bologna auf das Studieren: Die Rede ist von Verschulung, Entwissenschaftlichung und Arbeitsüberlastung und Studierende stehen im Verdacht, ihren Studienpfad eher im Sinne einer Credit-Point-Jagd denn interessengeleitet zu gestalten. In der Regel bleibt es dabei jedoch bei anekdotischen Beobachtungen - es fehlt bislang an gesicherten Erkenntnissen über Zusammenhänge zwischen Bologna-konformen Studienkontexten und dem Handeln Studierender. Denn obschon Studierende seit langem Gegenstand der Forschung sind, ist bislang wenig darüber bekannt, wie sie den langfristigen Bildungsprozess eines ganzen Studiums gestalten. Stattdessen wurde vorwiegend das Lernen im engeren Sinne, das so genannte \"Classroom Learning\" untersucht.\r\n\r\nDiejenigen, die Studienprogramme nach didaktischen Gesichtspunkten gestalten wollen müssen wissen, wie Studierende mit unterschiedlichen Studienstrukturen umgehen. Denn nur so ist eine planvolle Programmgestaltung im Sinne pädagogischer Zielsetzungen und didaktischer Prinzipien möglich. Die vorliegende Arbeit nimmt diese Problemstellung auf und untersucht, welche Zielvorstellungen und Handlungsstrategien Studierende bei der Bewältigung ihres Studienalltags in unterschiedlichen Bologna-konformen Studienprogrammen entwickeln. Im Einzelnen wird gefragt, (1) welche Vorstellungen, Wahrnehmungen und Handlungslogiken das Handeln Studierender in unterschiedlichen Studienprogrammen prägen und (2) welche programmspezifischen Kontextbedingungen die Herausbildung dieser handlungsleitenden Charakteristika beeinflussen. Ausgehend von diesen beiden Fragestellungen wird zunächst ein theoretisch fundierter Analyserahmen für Studienprogramme entwickelt. Darauf aufbauend werden verschiedene Studienprogramme empirisch untersucht, um schliesslich Design-Prinzipien für die Gestaltung von Studienprogrammen zu formulieren.\r\n\r\nEs wird nicht davon ausgegangen, dass Studienstrukturen das Handeln Studierender im Sinne eines kausalen Wirkungszusammenhangs bestimmen. Vielmehr wird gefragt, was die Studierenden mit den Strukturen, auf die sie treffen, machen. Studienprogramme werden als kulturelle Einheiten verstanden, innerhalb derer sich spezifische handlungsleitende Vorstellungen und Normen entwickeln. Diese impliziten Regeln des Studienhandelns - das so genannte \"Hidden Curriculum\" - und vor allem auch die dahinterliegenden Konstruktionsprozesse aufzudecken, ist Ziel dieser Arbeit."}],"type":"dissertation","extern":"1","keyword":["Studierverhalten","Hochschuldidaktik","Lernpsychologie","Kulturpsychologie","Bologna-Prozess","Curriculumentwicklung","Hochschulbildung","Study programme","Bologna-process","educational development","cultural psychology","higher education","curriculum development"],"user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"_id":"4443"}]