--- _id: '34200' abstract: - lang: eng text: Praxeologische Kompetenzansätze verstehen Kompetenz als sozial erlernt und folglich als relativ zum sozialen Kontext. Damit einher geht die Frage, wie solche praxeologisch gerahmten Kompetenzen eigentlich unabhängig von der sie hervorbringenden Praxis evaluiert werden können – und eben dadurch erst für einen breiteren Kompetenzdiskurs fruchtbar sind. Die Dokumentarische Evaluationsforschung bietet hierzu erste Anhaltspunkte, offenbart aber auch Grenzen, die mit dem Evaluationsverständnis zusammenhängen, sich jedoch in der Forschungspraxis so nicht finden lassen. Aus der Differenz zwischen Methode und Praxis dokumentarischer Evaluation lässt sich formulieren, wie eine praxeologische Evaluation gestaltet werden könnte. Dabei spielt die Formulierung von Referenzrahmen eine zentrale Rolle, welche einerseits der zu evaluierenden Praktik external sein, andererseits praktisch formuliert werden müssen, damit sie soziale Praktiken jenseits ihrer eigenen Sinnhaftigkeit evaluativ (er-)fassen können. author: - first_name: Thiemo full_name: Bloh, Thiemo last_name: Bloh citation: ama: Bloh T. Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung. Zeitschrift für Evaluation. 2022;2022(02):193-215. doi:10.31244/zfe.2022.02.02 apa: Bloh, T. (2022). Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung. Zeitschrift für Evaluation, 2022(02), 193–215. https://doi.org/10.31244/zfe.2022.02.02 bibtex: '@article{Bloh_2022, title={Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung}, volume={2022}, DOI={10.31244/zfe.2022.02.02}, number={02}, journal={Zeitschrift für Evaluation}, publisher={Waxmann}, author={Bloh, Thiemo}, year={2022}, pages={193–215} }' chicago: 'Bloh, Thiemo. “Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung.” Zeitschrift für Evaluation 2022, no. 02 (2022): 193–215. https://doi.org/10.31244/zfe.2022.02.02.' ieee: 'T. Bloh, “Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung,” Zeitschrift für Evaluation, vol. 2022, no. 02, pp. 193–215, 2022, doi: 10.31244/zfe.2022.02.02.' mla: Bloh, Thiemo. “Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung.” Zeitschrift für Evaluation, vol. 2022, no. 02, Waxmann, 2022, pp. 193–215, doi:10.31244/zfe.2022.02.02. short: T. Bloh, Zeitschrift für Evaluation 2022 (2022) 193–215. date_created: 2022-12-05T13:25:58Z date_updated: 2022-12-05T13:26:35Z department: - _id: '4' doi: 10.31244/zfe.2022.02.02 intvolume: ' 2022' issue: '02' keyword: - Strategy and Management - Applied Psychology - Social Sciences (miscellaneous) - Education - Communication - Statistics and Probability language: - iso: ger page: 193-215 publication: Zeitschrift für Evaluation publication_identifier: issn: - 1619-5515 - 2699-5506 publication_status: published publisher: Waxmann quality_controlled: '1' status: public title: Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung type: journal_article user_id: '69383' volume: 2022 year: '2022' ... --- _id: '32361' article_number: '102250' article_type: original author: - first_name: Hans-Erik full_name: Scharfen, Hans-Erik last_name: Scharfen - first_name: Tim full_name: Lehmann, Tim id: '41584' last_name: Lehmann - first_name: Daniel full_name: Büchel, Daniel id: '41088' last_name: Büchel - first_name: Jochen full_name: Baumeister, Jochen id: '46' last_name: Baumeister orcid: 0000-0003-2683-5826 citation: ama: Scharfen H-E, Lehmann T, Büchel D, Baumeister J. Cortical responses to sport-specific stimuli in a standing stop signal task. Psychology of Sport and Exercise. Published online 2022. doi:10.1016/j.psychsport.2022.102250 apa: Scharfen, H.-E., Lehmann, T., Büchel, D., & Baumeister, J. (2022). Cortical responses to sport-specific stimuli in a standing stop signal task. Psychology of Sport and Exercise, Article 102250. https://doi.org/10.1016/j.psychsport.2022.102250 bibtex: '@article{Scharfen_Lehmann_Büchel_Baumeister_2022, title={Cortical responses to sport-specific stimuli in a standing stop signal task}, DOI={10.1016/j.psychsport.2022.102250}, number={102250}, journal={Psychology of Sport and Exercise}, publisher={Elsevier BV}, author={Scharfen, Hans-Erik and Lehmann, Tim and Büchel, Daniel and Baumeister, Jochen}, year={2022} }' chicago: Scharfen, Hans-Erik, Tim Lehmann, Daniel Büchel, and Jochen Baumeister. “Cortical Responses to Sport-Specific Stimuli in a Standing Stop Signal Task.” Psychology of Sport and Exercise, 2022. https://doi.org/10.1016/j.psychsport.2022.102250. ieee: 'H.-E. Scharfen, T. Lehmann, D. Büchel, and J. Baumeister, “Cortical responses to sport-specific stimuli in a standing stop signal task,” Psychology of Sport and Exercise, Art. no. 102250, 2022, doi: 10.1016/j.psychsport.2022.102250.' mla: Scharfen, Hans-Erik, et al. “Cortical Responses to Sport-Specific Stimuli in a Standing Stop Signal Task.” Psychology of Sport and Exercise, 102250, Elsevier BV, 2022, doi:10.1016/j.psychsport.2022.102250. short: H.-E. Scharfen, T. Lehmann, D. Büchel, J. Baumeister, Psychology of Sport and Exercise (2022). date_created: 2022-07-14T06:47:42Z date_updated: 2022-12-16T15:44:23Z department: - _id: '172' doi: 10.1016/j.psychsport.2022.102250 keyword: - Applied Psychology language: - iso: eng publication: Psychology of Sport and Exercise publication_identifier: issn: - 1469-0292 publication_status: published publisher: Elsevier BV status: public title: Cortical responses to sport-specific stimuli in a standing stop signal task type: journal_article user_id: '46' year: '2022' ... --- _id: '33219' author: - first_name: Thomas full_name: Gries, Thomas id: '186' last_name: Gries - first_name: Veronika full_name: Müller, Veronika last_name: Müller - first_name: John T. full_name: Jost, John T. last_name: Jost citation: ama: 'Gries T, Müller V, Jost JT. The Market for Belief Systems: A Formal Model of Ideological Choice. Psychological Inquiry. 2022;33(2):65-83. doi:10.1080/1047840x.2022.2065128' apa: 'Gries, T., Müller, V., & Jost, J. T. (2022). The Market for Belief Systems: A Formal Model of Ideological Choice. Psychological Inquiry, 33(2), 65–83. https://doi.org/10.1080/1047840x.2022.2065128' bibtex: '@article{Gries_Müller_Jost_2022, title={The Market for Belief Systems: A Formal Model of Ideological Choice}, volume={33}, DOI={10.1080/1047840x.2022.2065128}, number={2}, journal={Psychological Inquiry}, publisher={Informa UK Limited}, author={Gries, Thomas and Müller, Veronika and Jost, John T.}, year={2022}, pages={65–83} }' chicago: 'Gries, Thomas, Veronika Müller, and John T. Jost. “The Market for Belief Systems: A Formal Model of Ideological Choice.” Psychological Inquiry 33, no. 2 (2022): 65–83. https://doi.org/10.1080/1047840x.2022.2065128.' ieee: 'T. Gries, V. Müller, and J. T. Jost, “The Market for Belief Systems: A Formal Model of Ideological Choice,” Psychological Inquiry, vol. 33, no. 2, pp. 65–83, 2022, doi: 10.1080/1047840x.2022.2065128.' mla: 'Gries, Thomas, et al. “The Market for Belief Systems: A Formal Model of Ideological Choice.” Psychological Inquiry, vol. 33, no. 2, Informa UK Limited, 2022, pp. 65–83, doi:10.1080/1047840x.2022.2065128.' short: T. Gries, V. Müller, J.T. Jost, Psychological Inquiry 33 (2022) 65–83. date_created: 2022-08-29T06:41:11Z date_updated: 2022-08-30T07:35:51Z department: - _id: '202' - _id: '200' - _id: '475' doi: 10.1080/1047840x.2022.2065128 intvolume: ' 33' issue: '2' keyword: - General Psychology language: - iso: eng page: 65-83 publication: Psychological Inquiry publication_identifier: issn: - 1047-840X - 1532-7965 publication_status: published publisher: Informa UK Limited status: public title: 'The Market for Belief Systems: A Formal Model of Ideological Choice' type: journal_article user_id: '135' volume: 33 year: '2022' ... --- _id: '33382' author: - first_name: Raphael full_name: Hirtz, Raphael last_name: Hirtz - first_name: Lars full_name: Libuda, Lars id: '88682' last_name: Libuda orcid: 0000-0003-1603-3133 - first_name: Anke full_name: Hinney, Anke last_name: Hinney - first_name: Manuel full_name: Föcker, Manuel last_name: Föcker - first_name: Judith full_name: Bühlmeier, Judith id: '89838' last_name: Bühlmeier - first_name: Paul-Martin full_name: Holterhus, Paul-Martin last_name: Holterhus - first_name: Alexandra full_name: Kulle, Alexandra last_name: Kulle - first_name: Cordula full_name: Kiewert, Cordula last_name: Kiewert - first_name: Ronny full_name: Kuhnert, Ronny last_name: Kuhnert - first_name: Caroline full_name: Cohrdes, Caroline last_name: Cohrdes - first_name: Triinu full_name: Peters, Triinu last_name: Peters - first_name: Johannes full_name: Hebebrand, Johannes last_name: Hebebrand - first_name: Corinna full_name: Grasemann, Corinna last_name: Grasemann citation: ama: 'Hirtz R, Libuda L, Hinney A, et al. Age at menarche relates to depression in adolescent girls: Comparing a clinical sample to the general pediatric population. Journal of Affective Disorders. 2022;318:103-112. doi:10.1016/j.jad.2022.08.092' apa: 'Hirtz, R., Libuda, L., Hinney, A., Föcker, M., Bühlmeier, J., Holterhus, P.-M., Kulle, A., Kiewert, C., Kuhnert, R., Cohrdes, C., Peters, T., Hebebrand, J., & Grasemann, C. (2022). Age at menarche relates to depression in adolescent girls: Comparing a clinical sample to the general pediatric population. Journal of Affective Disorders, 318, 103–112. https://doi.org/10.1016/j.jad.2022.08.092' bibtex: '@article{Hirtz_Libuda_Hinney_Föcker_Bühlmeier_Holterhus_Kulle_Kiewert_Kuhnert_Cohrdes_et al._2022, title={Age at menarche relates to depression in adolescent girls: Comparing a clinical sample to the general pediatric population}, volume={318}, DOI={10.1016/j.jad.2022.08.092}, journal={Journal of Affective Disorders}, publisher={Elsevier BV}, author={Hirtz, Raphael and Libuda, Lars and Hinney, Anke and Föcker, Manuel and Bühlmeier, Judith and Holterhus, Paul-Martin and Kulle, Alexandra and Kiewert, Cordula and Kuhnert, Ronny and Cohrdes, Caroline and et al.}, year={2022}, pages={103–112} }' chicago: 'Hirtz, Raphael, Lars Libuda, Anke Hinney, Manuel Föcker, Judith Bühlmeier, Paul-Martin Holterhus, Alexandra Kulle, et al. “Age at Menarche Relates to Depression in Adolescent Girls: Comparing a Clinical Sample to the General Pediatric Population.” Journal of Affective Disorders 318 (2022): 103–12. https://doi.org/10.1016/j.jad.2022.08.092.' ieee: 'R. Hirtz et al., “Age at menarche relates to depression in adolescent girls: Comparing a clinical sample to the general pediatric population,” Journal of Affective Disorders, vol. 318, pp. 103–112, 2022, doi: 10.1016/j.jad.2022.08.092.' mla: 'Hirtz, Raphael, et al. “Age at Menarche Relates to Depression in Adolescent Girls: Comparing a Clinical Sample to the General Pediatric Population.” Journal of Affective Disorders, vol. 318, Elsevier BV, 2022, pp. 103–12, doi:10.1016/j.jad.2022.08.092.' short: R. Hirtz, L. Libuda, A. Hinney, M. Föcker, J. Bühlmeier, P.-M. Holterhus, A. Kulle, C. Kiewert, R. Kuhnert, C. Cohrdes, T. Peters, J. Hebebrand, C. Grasemann, Journal of Affective Disorders 318 (2022) 103–112. date_created: 2022-09-15T09:15:58Z date_updated: 2022-09-15T09:48:03Z department: - _id: '17' doi: 10.1016/j.jad.2022.08.092 extern: '1' intvolume: ' 318' keyword: - Psychiatry and Mental health - Clinical Psychology language: - iso: eng page: 103-112 publication: Journal of Affective Disorders publication_identifier: issn: - 0165-0327 publication_status: published publisher: Elsevier BV status: public title: 'Age at menarche relates to depression in adolescent girls: Comparing a clinical sample to the general pediatric population' type: journal_article user_id: '89838' volume: 318 year: '2022' ... --- _id: '30218' author: - first_name: Outi full_name: Tuisku, Outi last_name: Tuisku - first_name: Rose-Marie full_name: Johansson-Pajala, Rose-Marie last_name: Johansson-Pajala - first_name: Julia Amelie full_name: Hoppe, Julia Amelie id: '73093' last_name: Hoppe - first_name: Satu full_name: Pekkarinen, Satu last_name: Pekkarinen - first_name: Lea full_name: Hennala, Lea last_name: Hennala - first_name: Kirsten full_name: Thommes, Kirsten id: '72497' last_name: Thommes - first_name: Christine full_name: Gustafsson, Christine last_name: Gustafsson - first_name: Helinä full_name: Melkas, Helinä last_name: Melkas citation: 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 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 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} }' 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. 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.' 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. 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. date_created: 2022-03-09T12:47:19Z date_updated: 2023-01-09T14:05:23Z doi: 10.1080/0144929x.2022.2042736 keyword: - Human-Computer Interaction - General Social Sciences - Arts and Humanities (miscellaneous) - Developmental and Educational Psychology language: - iso: eng page: 1-17 project: - _id: '46' grant_number: 16SV7954 name: 'ORIENT: Use of care robots in welfare services: New models for effective orientation' publication: Behaviour & Information Technology publication_identifier: issn: - 0144-929X - 1362-3001 publication_status: published publisher: Informa UK Limited quality_controlled: '1' status: public title: Assistant nurses and orientation to care robot use in three European countries type: journal_article user_id: '72497' year: '2022' ... --- _id: '35522' abstract: - lang: eng 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. article_number: '479' author: - first_name: Christoph full_name: Vogelsang, Christoph id: '4245' last_name: Vogelsang - first_name: Christoph full_name: Kulgemeyer, Christoph last_name: Kulgemeyer - first_name: Josef full_name: Riese, Josef last_name: Riese citation: 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 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 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} }' 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.' 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). date_created: 2023-01-09T15:25:28Z date_updated: 2023-01-09T15:27:20Z department: - _id: '299' - _id: '33' doi: 10.3390/educsci12070479 intvolume: ' 12' issue: '7' keyword: - Public Administration - Developmental and Educational Psychology - Education - Computer Science Applications - Computer Science (miscellaneous) - Physical Therapy - Sports Therapy and Rehabilitation language: - iso: eng publication: Education Sciences publication_identifier: issn: - 2227-7102 publication_status: published publisher: MDPI AG status: public 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 type: journal_article user_id: '4245' volume: 12 year: '2022' ... --- _id: '35622' article_number: '102250' author: - first_name: Hans-Erik full_name: Scharfen, Hans-Erik last_name: Scharfen - first_name: Tim full_name: Lehmann, Tim last_name: Lehmann - first_name: Daniel full_name: Büchel, Daniel last_name: Büchel - first_name: Jochen full_name: Baumeister, Jochen last_name: Baumeister citation: ama: Scharfen H-E, Lehmann T, Büchel D, Baumeister J. Cortical responses to sport-specific stimuli in a standing stop signal task. Psychology of Sport and Exercise. 2022;63. doi:10.1016/j.psychsport.2022.102250 apa: Scharfen, H.-E., Lehmann, T., Büchel, D., & Baumeister, J. (2022). Cortical responses to sport-specific stimuli in a standing stop signal task. Psychology of Sport and Exercise, 63, Article 102250. https://doi.org/10.1016/j.psychsport.2022.102250 bibtex: '@article{Scharfen_Lehmann_Büchel_Baumeister_2022, title={Cortical responses to sport-specific stimuli in a standing stop signal task}, volume={63}, DOI={10.1016/j.psychsport.2022.102250}, number={102250}, journal={Psychology of Sport and Exercise}, publisher={Elsevier BV}, author={Scharfen, Hans-Erik and Lehmann, Tim and Büchel, Daniel and Baumeister, Jochen}, year={2022} }' chicago: Scharfen, Hans-Erik, Tim Lehmann, Daniel Büchel, and Jochen Baumeister. “Cortical Responses to Sport-Specific Stimuli in a Standing Stop Signal Task.” Psychology of Sport and Exercise 63 (2022). https://doi.org/10.1016/j.psychsport.2022.102250. ieee: 'H.-E. Scharfen, T. Lehmann, D. Büchel, and J. Baumeister, “Cortical responses to sport-specific stimuli in a standing stop signal task,” Psychology of Sport and Exercise, vol. 63, Art. no. 102250, 2022, doi: 10.1016/j.psychsport.2022.102250.' mla: Scharfen, Hans-Erik, et al. “Cortical Responses to Sport-Specific Stimuli in a Standing Stop Signal Task.” Psychology of Sport and Exercise, vol. 63, 102250, Elsevier BV, 2022, doi:10.1016/j.psychsport.2022.102250. short: H.-E. Scharfen, T. Lehmann, D. Büchel, J. Baumeister, Psychology of Sport and Exercise 63 (2022). date_created: 2023-01-10T06:33:57Z date_updated: 2023-01-10T06:38:21Z doi: 10.1016/j.psychsport.2022.102250 intvolume: ' 63' keyword: - Applied Psychology language: - iso: eng publication: Psychology of Sport and Exercise publication_identifier: issn: - 1469-0292 publication_status: published publisher: Elsevier BV status: public title: Cortical responses to sport-specific stimuli in a standing stop signal task type: journal_article user_id: '41584' volume: 63 year: '2022' ... --- _id: '34461' abstract: - lang: eng text: Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource-based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict). Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers’ (N = 302) goal conflicts on their autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic regulation) teaching motivation and tested the satisfaction of teachers’ basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers’ intraindividual goal conflicts. author: - first_name: Julia full_name: Gorges, Julia last_name: Gorges - first_name: Phillip full_name: Neumann, Phillip id: '95559' last_name: Neumann - first_name: Jan Christoph full_name: Störtländer, Jan Christoph last_name: Störtländer citation: ama: 'Gorges J, Neumann P, Störtländer JC. Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction. Frontiers in Psychology. 2022;13. doi:10.3389/fpsyg.2022.876521' apa: 'Gorges, J., Neumann, P., & Störtländer, J. C. (2022). Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.876521' bibtex: '@article{Gorges_Neumann_Störtländer_2022, title={Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction}, volume={13}, DOI={10.3389/fpsyg.2022.876521}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Gorges, Julia and Neumann, Phillip and Störtländer, Jan Christoph}, year={2022} }' chicago: 'Gorges, Julia, Phillip Neumann, and Jan Christoph Störtländer. “Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction.” Frontiers in Psychology 13 (2022). https://doi.org/10.3389/fpsyg.2022.876521.' ieee: 'J. Gorges, P. Neumann, and J. C. Störtländer, “Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction,” Frontiers in Psychology, vol. 13, 2022, doi: 10.3389/fpsyg.2022.876521.' mla: 'Gorges, Julia, et al. “Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction.” Frontiers in Psychology, vol. 13, Frontiers Media SA, 2022, doi:10.3389/fpsyg.2022.876521.' short: J. Gorges, P. Neumann, J.C. Störtländer, Frontiers in Psychology 13 (2022). date_created: 2022-12-16T11:56:33Z date_updated: 2023-01-10T19:39:38Z ddc: - '370' department: - _id: '479' doi: 10.3389/fpsyg.2022.876521 extern: '1' has_accepted_license: '1' intvolume: ' 13' keyword: - General Psychology language: - iso: eng main_file_link: - open_access: '1' url: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876521/full oa: '1' publication: Frontiers in Psychology publication_identifier: issn: - 1664-1078 publication_status: published publisher: Frontiers Media SA status: public title: 'Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction' type: journal_article user_id: '95559' volume: 13 year: '2022' ... --- _id: '35420' abstract: - lang: eng text: Procrastination refers to voluntarily postponing an intended course of action despite expecting to be worse off for this delay, and students are considered to be especially negatively affected. According to estimates in the literature, at least half of the students believe procrastination impacts their academic achievements and well-being. As of yet, evidence-based ideas on how to differentiate severe from less severe cases of procrastination in this population do not exist, but are important in order to identify those students in need of support. The current study recruited participants from different universities in Sweden to participate in an anonymous online survey investigating self-rated levels of procrastination, impulsivity, perfectionism, anxiety, depression, stress, and quality of life. Furthermore, diagnostic criteria for pathological delay (PDC) as well as self-report items and open-ended questions were used to determine the severity of their procrastination and its associated physical and psychological issues. In total, 732 participants completed the survey. A median-split on the Pure Procrastination Scale (PPS) and the responses to the PDC were used to differentiate two groups; “less severe procrastination” (PPS ≤ 2.99; n = 344; 67.7% female; M age = 30.03; SD age = 9.35), and “severe procrastination” (PPS ≥ 3.00; n = 388; 66.2% female; M age = 27.76; SD age = 7.08). For participants in the severe group, 96–97% considered procrastination to a problem, compared to 42–48% in the less severe group. The two groups also differed with regard to considering seeking help for procrastination, 35–38% compared to 5–7%. Participants in the severe group also reported more problems of procrastination in different life domains, greater symptoms of psychological issues, and lower quality of life. A thematic analysis of the responses on what physical issues were related to procrastination revealed that these were characterized by stress and anxiety, e.g., tension, pain, and sleep and rest, while the psychological issues were related to stress and anxiety, but also depression, e.g., self-criticism, remorse, and self-esteem. The current study recommends the PPS to be used as an initial screening tool, while the PDC can more accurately determine the severity level of procrastination for a specific individual. author: - first_name: Alexander full_name: Rozental, Alexander last_name: Rozental - first_name: David full_name: Forsström, David last_name: Forsström - first_name: Ayah full_name: Hussoon, Ayah last_name: Hussoon - first_name: Katrin B. full_name: Klingsieck, Katrin B. id: '36716' last_name: Klingsieck citation: ama: 'Rozental A, Forsström D, Hussoon A, Klingsieck KB. Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases. Frontiers in Psychology. 2022;13. doi:10.3389/fpsyg.2022.783570' apa: 'Rozental, A., Forsström, D., Hussoon, A., & Klingsieck, K. B. (2022). Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.783570' bibtex: '@article{Rozental_Forsström_Hussoon_Klingsieck_2022, title={Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases}, volume={13}, DOI={10.3389/fpsyg.2022.783570}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Rozental, Alexander and Forsström, David and Hussoon, Ayah and Klingsieck, Katrin B.}, year={2022} }' chicago: 'Rozental, Alexander, David Forsström, Ayah Hussoon, and Katrin B. Klingsieck. “Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases.” Frontiers in Psychology 13 (2022). https://doi.org/10.3389/fpsyg.2022.783570.' ieee: 'A. Rozental, D. Forsström, A. Hussoon, and K. B. Klingsieck, “Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases,” Frontiers in Psychology, vol. 13, 2022, doi: 10.3389/fpsyg.2022.783570.' mla: 'Rozental, Alexander, et al. “Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases.” Frontiers in Psychology, vol. 13, Frontiers Media SA, 2022, doi:10.3389/fpsyg.2022.783570.' short: A. Rozental, D. Forsström, A. Hussoon, K.B. Klingsieck, Frontiers in Psychology 13 (2022). date_created: 2023-01-08T16:16:58Z date_updated: 2023-11-08T08:29:36Z department: - _id: '426' doi: 10.3389/fpsyg.2022.783570 intvolume: ' 13' keyword: - General Psychology language: - iso: eng publication: Frontiers in Psychology publication_identifier: issn: - 1664-1078 publication_status: published publisher: Frontiers Media SA status: public title: 'Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases' type: journal_article user_id: '14931' volume: 13 year: '2022' ... --- _id: '35415' abstract: - lang: eng text: ' Abstract. Procrastination is the irrational delay of an intended task and is common among students. A delay can only be defined as procrastination when it is voluntary, the action was intended but not implemented, and the delay is accompanied by subjective discomfort. Established scales of procrastination cover mainly behavioral aspects but have neglected the emotional aspect. This inaccuracy concerning the construct validity might entail misconceptions of procrastination. Accordingly, we developed and validated the Behavioral and Emotional Academic Procrastination Scale (BEPS), which covers all aspects of the definition of procrastination. The 6-item scale measuring self-reported academic procrastination was tested in three studies. Study 1 ( N = 239) evaluated the psychometric qualities of the BEPS, indicating good item characteristics and internal consistency. Study 2 ( N = 1,441) used confirmatory factor analysis and revealed two correlated factors: one covering the behavioral aspect and the other reflecting the emotional aspect. Measurement invariance was shown through longitudinal and multigroup confirmatory factor analyses. Study 3 ( N = 234) provided evidence for the scale’s convergent validity through correlations with established procrastination scales, self-efficacy, and neuroticism. The BEPS thus economically operationalizes all characteristics of academic procrastination and appears to be a reliable and valid self-report measure. ' alternative_title: - "Development and Validation of a Six-Item Scale Measuring Academic \t\t\t\t\tProcrastination" author: - first_name: Julia full_name: Bobe, Julia id: '81770' last_name: Bobe - first_name: Theresa full_name: Schnettler, Theresa last_name: Schnettler - first_name: Anne full_name: Scheunemann, Anne last_name: Scheunemann - first_name: Stefan full_name: Fries, Stefan last_name: Fries - first_name: Lisa full_name: Bäulke, Lisa last_name: Bäulke - first_name: Daniel O. full_name: Thies, Daniel O. last_name: Thies - first_name: Markus full_name: Dresel, Markus last_name: Dresel - first_name: Detlev full_name: Leutner, Detlev last_name: Leutner - first_name: Joachim full_name: Wirth, Joachim last_name: Wirth - first_name: Katrin B. full_name: Klingsieck, Katrin B. id: '36716' last_name: Klingsieck - first_name: Carola full_name: Grunschel, Carola last_name: Grunschel citation: ama: Bobe J, Schnettler T, Scheunemann A, et al. Delaying Academic Tasks and Feeling Bad About It. European Journal of Psychological Assessment. Published online 2022. doi:10.1027/1015-5759/a000728 apa: Bobe, J., Schnettler, T., Scheunemann, A., Fries, S., Bäulke, L., Thies, D. O., Dresel, M., Leutner, D., Wirth, J., Klingsieck, K. B., & Grunschel, C. (2022). Delaying Academic Tasks and Feeling Bad About It. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000728 bibtex: '@article{Bobe_Schnettler_Scheunemann_Fries_Bäulke_Thies_Dresel_Leutner_Wirth_Klingsieck_et al._2022, title={Delaying Academic Tasks and Feeling Bad About It}, DOI={10.1027/1015-5759/a000728}, journal={European Journal of Psychological Assessment}, publisher={Hogrefe Publishing Group}, author={Bobe, Julia and Schnettler, Theresa and Scheunemann, Anne and Fries, Stefan and Bäulke, Lisa and Thies, Daniel O. and Dresel, Markus and Leutner, Detlev and Wirth, Joachim and Klingsieck, Katrin B. and et al.}, year={2022} }' chicago: Bobe, Julia, Theresa Schnettler, Anne Scheunemann, Stefan Fries, Lisa Bäulke, Daniel O. Thies, Markus Dresel, et al. “Delaying Academic Tasks and Feeling Bad About It.” European Journal of Psychological Assessment, 2022. https://doi.org/10.1027/1015-5759/a000728. ieee: 'J. Bobe et al., “Delaying Academic Tasks and Feeling Bad About It,” European Journal of Psychological Assessment, 2022, doi: 10.1027/1015-5759/a000728.' mla: Bobe, Julia, et al. “Delaying Academic Tasks and Feeling Bad About It.” European Journal of Psychological Assessment, Hogrefe Publishing Group, 2022, doi:10.1027/1015-5759/a000728. short: J. Bobe, T. Schnettler, A. Scheunemann, S. Fries, L. Bäulke, D.O. Thies, M. Dresel, D. Leutner, J. Wirth, K.B. Klingsieck, C. Grunschel, European Journal of Psychological Assessment (2022). date_created: 2023-01-08T16:11:40Z date_updated: 2023-11-08T08:29:16Z department: - _id: '426' doi: 10.1027/1015-5759/a000728 keyword: - Applied Psychology language: - iso: eng publication: European Journal of Psychological Assessment publication_identifier: issn: - 1015-5759 - 2151-2426 publication_status: published publisher: Hogrefe Publishing Group status: public title: Delaying Academic Tasks and Feeling Bad About It type: journal_article user_id: '14931' year: '2022' ... --- _id: '35416' 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. alternative_title: - Drei Maßnahmen im Vergleich author: - first_name: Lea full_name: Grotegut, Lea id: '34280' last_name: Grotegut - first_name: Katrin B. full_name: Klingsieck, Katrin B. id: '36716' last_name: Klingsieck citation: 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 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 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} }' 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. 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.' 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. short: L. Grotegut, K.B. Klingsieck, Zeitschrift für Pädagogische Psychologie (2022). date_created: 2023-01-08T16:12:11Z date_updated: 2023-11-08T08:31:03Z department: - _id: '426' doi: 10.1024/1010-0652/a000352 keyword: - Developmental and Educational Psychology language: - iso: ger publication: Zeitschrift für Pädagogische Psychologie publication_identifier: issn: - 1010-0652 - 1664-2910 publication_status: published publisher: Hogrefe Publishing Group status: public title: Wie können unterschiedliche Aspekte diagnostischer Kompetenz gefördert werden? type: journal_article user_id: '14931' year: '2022' ... --- _id: '35419' 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. author: - first_name: Markus full_name: Koppenborg, Markus last_name: Koppenborg - first_name: Katrin B. full_name: Klingsieck, Katrin B. id: '36716' last_name: Klingsieck citation: 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' 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' 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} }' 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.' 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.' 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.' short: M. Koppenborg, K.B. Klingsieck, Social Psychology of Education 25 (2022) 249–274. date_created: 2023-01-08T16:15:11Z date_updated: 2023-11-08T08:30:02Z department: - _id: '426' doi: 10.1007/s11218-021-09682-3 intvolume: ' 25' issue: '1' keyword: - Sociology and Political Science - Developmental and Educational Psychology - Social Psychology language: - iso: eng page: 249-274 publication: Social Psychology of Education publication_identifier: issn: - 1381-2890 - 1573-1928 publication_status: published publisher: Springer Science and Business Media LLC status: public title: 'Social factors of procrastination: group work can reduce procrastination among students' type: journal_article user_id: '14931' volume: 25 year: '2022' ... --- _id: '35418' article_number: '102117' author: - first_name: Markus full_name: Koppenborg, Markus last_name: Koppenborg - first_name: Katrin B. full_name: Klingsieck, Katrin B. id: '36716' last_name: Klingsieck citation: ama: Koppenborg M, Klingsieck KB. Group work and student procrastination. Learning and Individual Differences. 2022;94. 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 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. 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.' 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. short: M. Koppenborg, K.B. Klingsieck, Learning and Individual Differences 94 (2022). date_created: 2023-01-08T16:14:36Z date_updated: 2023-11-08T08:30:24Z department: - _id: '426' doi: 10.1016/j.lindif.2022.102117 intvolume: ' 94' keyword: - Developmental and Educational Psychology - Education - Social Psychology language: - iso: eng publication: Learning and Individual Differences publication_identifier: issn: - 1041-6080 publication_status: published publisher: Elsevier BV status: public title: Group work and student procrastination type: journal_article user_id: '14931' volume: 94 year: '2022' ... --- _id: '48518' abstract: - lang: eng 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.' author: - first_name: Stephanie K. full_name: Rehbock, Stephanie K. last_name: Rehbock - first_name: Sylvia full_name: Hubner-Benz, Sylvia id: '100407' last_name: Hubner-Benz - first_name: Kristin full_name: Knipfer, Kristin last_name: Knipfer - first_name: Claudia V. full_name: Peus, Claudia V. last_name: Peus citation: 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 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 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} }' 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.' 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.' 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. short: S.K. Rehbock, S. Hubner-Benz, K. Knipfer, C.V. Peus, Applied Psychology 72 (2022) 559–587. date_created: 2023-10-27T12:45:28Z date_updated: 2023-10-27T12:46:18Z doi: 10.1111/apps.12389 intvolume: ' 72' issue: '2' keyword: - Applied Psychology - Arts and Humanities (miscellaneous) - Developmental and Educational Psychology language: - iso: eng page: 559-587 publication: Applied Psychology publication_identifier: issn: - 0269-994X - 1464-0597 publication_status: published publisher: Wiley status: public title: What kind of leader am I? An exploration of professionals' leader identity construal type: journal_article user_id: '100407' volume: 72 year: '2022' ... --- _id: '44637' article_number: '100258' author: - first_name: Julia Amelie full_name: Hoppe, Julia Amelie id: '73093' last_name: Hoppe - first_name: Outi full_name: Tuisku, Outi last_name: Tuisku - first_name: Rose-Marie full_name: Johansson-Pajala, Rose-Marie last_name: Johansson-Pajala - first_name: Satu full_name: Pekkarinen, Satu last_name: Pekkarinen - first_name: Lea full_name: Hennala, Lea last_name: Hennala - first_name: Christine full_name: Gustafsson, Christine last_name: Gustafsson - first_name: Helinä full_name: Melkas, Helinä last_name: Melkas - first_name: Kirsten full_name: Thommes, Kirsten id: '72497' last_name: Thommes citation: ama: Hoppe JA, Tuisku O, Johansson-Pajala R-M, et al. When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty. Computers in Human Behavior Reports. 2022;9. doi:10.1016/j.chbr.2022.100258 apa: Hoppe, J. A., Tuisku, O., Johansson-Pajala, R.-M., Pekkarinen, S., Hennala, L., Gustafsson, C., Melkas, H., & Thommes, K. (2022). When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty. Computers in Human Behavior Reports, 9, Article 100258. https://doi.org/10.1016/j.chbr.2022.100258 bibtex: '@article{Hoppe_Tuisku_Johansson-Pajala_Pekkarinen_Hennala_Gustafsson_Melkas_Thommes_2022, title={When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty}, volume={9}, DOI={10.1016/j.chbr.2022.100258}, number={100258}, journal={Computers in Human Behavior Reports}, publisher={Elsevier BV}, author={Hoppe, Julia Amelie and Tuisku, Outi and Johansson-Pajala, Rose-Marie and Pekkarinen, Satu and Hennala, Lea and Gustafsson, Christine and Melkas, Helinä and Thommes, Kirsten}, year={2022} }' chicago: Hoppe, Julia Amelie, Outi Tuisku, Rose-Marie Johansson-Pajala, Satu Pekkarinen, Lea Hennala, Christine Gustafsson, Helinä Melkas, and Kirsten Thommes. “When Do Individuals Choose Care Robots over a Human Caregiver? Insights from a Laboratory Experiment on Choices under Uncertainty.” Computers in Human Behavior Reports 9 (2022). https://doi.org/10.1016/j.chbr.2022.100258. ieee: 'J. A. Hoppe et al., “When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty,” Computers in Human Behavior Reports, vol. 9, Art. no. 100258, 2022, doi: 10.1016/j.chbr.2022.100258.' mla: Hoppe, Julia Amelie, et al. “When Do Individuals Choose Care Robots over a Human Caregiver? Insights from a Laboratory Experiment on Choices under Uncertainty.” Computers in Human Behavior Reports, vol. 9, 100258, Elsevier BV, 2022, doi:10.1016/j.chbr.2022.100258. short: J.A. Hoppe, O. Tuisku, R.-M. Johansson-Pajala, S. Pekkarinen, L. Hennala, C. Gustafsson, H. Melkas, K. Thommes, Computers in Human Behavior Reports 9 (2022). date_created: 2023-05-08T12:28:18Z date_updated: 2023-12-06T09:17:32Z department: - _id: '178' - _id: '184' doi: 10.1016/j.chbr.2022.100258 intvolume: ' 9' keyword: - Artificial Intelligence - Cognitive Neuroscience - Computer Science Applications - Human-Computer Interaction - Applied Psychology - Neuroscience (miscellaneous) language: - iso: eng project: - _id: '46' grant_number: 16SV7954 name: 'ORIENT: Use of care robots in welfare services: New models for effective orientation' publication: Computers in Human Behavior Reports publication_identifier: issn: - 2451-9588 publication_status: published publisher: Elsevier BV status: public title: When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty type: journal_article user_id: '42933' volume: 9 year: '2022' ... --- _id: '34295' article_number: '100258' author: - first_name: Julia Amelie full_name: Hoppe, Julia Amelie id: '73093' last_name: Hoppe - first_name: Outi full_name: Tuisku, Outi last_name: Tuisku - first_name: Rose-Marie full_name: Johansson-Pajala, Rose-Marie last_name: Johansson-Pajala - first_name: Satu full_name: Pekkarinen, Satu last_name: Pekkarinen - first_name: Lea full_name: Hennala, Lea last_name: Hennala - first_name: Christine full_name: Gustafsson, Christine last_name: Gustafsson - first_name: Helinä full_name: Melkas, Helinä last_name: Melkas - first_name: Kirsten full_name: Thommes, Kirsten id: '72497' last_name: Thommes citation: ama: Hoppe JA, Tuisku O, Johansson-Pajala R-M, et al. When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty. Computers in Human Behavior Reports. Published online 2022. doi:10.1016/j.chbr.2022.100258 apa: Hoppe, J. A., Tuisku, O., Johansson-Pajala, R.-M., Pekkarinen, S., Hennala, L., Gustafsson, C., Melkas, H., & Thommes, K. (2022). When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty. Computers in Human Behavior Reports, Article 100258. https://doi.org/10.1016/j.chbr.2022.100258 bibtex: '@article{Hoppe_Tuisku_Johansson-Pajala_Pekkarinen_Hennala_Gustafsson_Melkas_Thommes_2022, title={When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty}, DOI={10.1016/j.chbr.2022.100258}, number={100258}, journal={Computers in Human Behavior Reports}, publisher={Elsevier BV}, author={Hoppe, Julia Amelie and Tuisku, Outi and Johansson-Pajala, Rose-Marie and Pekkarinen, Satu and Hennala, Lea and Gustafsson, Christine and Melkas, Helinä and Thommes, Kirsten}, year={2022} }' chicago: Hoppe, Julia Amelie, Outi Tuisku, Rose-Marie Johansson-Pajala, Satu Pekkarinen, Lea Hennala, Christine Gustafsson, Helinä Melkas, and Kirsten Thommes. “When Do Individuals Choose Care Robots over a Human Caregiver? Insights from a Laboratory Experiment on Choices under Uncertainty.” Computers in Human Behavior Reports, 2022. https://doi.org/10.1016/j.chbr.2022.100258. ieee: 'J. A. Hoppe et al., “When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty,” Computers in Human Behavior Reports, Art. no. 100258, 2022, doi: 10.1016/j.chbr.2022.100258.' mla: Hoppe, Julia Amelie, et al. “When Do Individuals Choose Care Robots over a Human Caregiver? Insights from a Laboratory Experiment on Choices under Uncertainty.” Computers in Human Behavior Reports, 100258, Elsevier BV, 2022, doi:10.1016/j.chbr.2022.100258. short: J.A. Hoppe, O. Tuisku, R.-M. Johansson-Pajala, S. Pekkarinen, L. Hennala, C. Gustafsson, H. Melkas, K. Thommes, Computers in Human Behavior Reports (2022). date_created: 2022-12-09T08:08:57Z date_updated: 2023-12-06T09:18:14Z department: - _id: '178' - _id: '184' doi: 10.1016/j.chbr.2022.100258 keyword: - Artificial Intelligence - Cognitive Neuroscience - Computer Science Applications - Human-Computer Interaction - Applied Psychology - Neuroscience (miscellaneous) language: - iso: eng project: - _id: '46' grant_number: 16SV7954 name: 'ORIENT: Use of care robots in welfare services: New models for effective orientation' publication: Computers in Human Behavior Reports publication_identifier: issn: - 2451-9588 publication_status: published publisher: Elsevier BV status: public title: When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty type: journal_article user_id: '42933' year: '2022' ... --- _id: '44636' article_number: '100258' author: - first_name: Julia A. full_name: Hoppe, Julia A. last_name: Hoppe - first_name: Outi full_name: Tuisku, Outi last_name: Tuisku - first_name: Rose-Marie full_name: Johansson-Pajala, Rose-Marie last_name: Johansson-Pajala - first_name: Satu full_name: Pekkarinen, Satu last_name: Pekkarinen - first_name: Lea full_name: Hennala, Lea last_name: Hennala - first_name: Christine full_name: Gustafsson, Christine last_name: Gustafsson - first_name: Helinä full_name: Melkas, Helinä last_name: Melkas - first_name: Kirsten full_name: Thommes, Kirsten last_name: Thommes citation: ama: Hoppe JA, Tuisku O, Johansson-Pajala R-M, et al. When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty. Computers in Human Behavior Reports. 2022;9. doi:10.1016/j.chbr.2022.100258 apa: Hoppe, J. A., Tuisku, O., Johansson-Pajala, R.-M., Pekkarinen, S., Hennala, L., Gustafsson, C., Melkas, H., & Thommes, K. (2022). When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty. Computers in Human Behavior Reports, 9, Article 100258. https://doi.org/10.1016/j.chbr.2022.100258 bibtex: '@article{Hoppe_Tuisku_Johansson-Pajala_Pekkarinen_Hennala_Gustafsson_Melkas_Thommes_2022, title={When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty}, volume={9}, DOI={10.1016/j.chbr.2022.100258}, number={100258}, journal={Computers in Human Behavior Reports}, publisher={Elsevier BV}, author={Hoppe, Julia A. and Tuisku, Outi and Johansson-Pajala, Rose-Marie and Pekkarinen, Satu and Hennala, Lea and Gustafsson, Christine and Melkas, Helinä and Thommes, Kirsten}, year={2022} }' chicago: Hoppe, Julia A., Outi Tuisku, Rose-Marie Johansson-Pajala, Satu Pekkarinen, Lea Hennala, Christine Gustafsson, Helinä Melkas, and Kirsten Thommes. “When Do Individuals Choose Care Robots over a Human Caregiver? Insights from a Laboratory Experiment on Choices under Uncertainty.” Computers in Human Behavior Reports 9 (2022). https://doi.org/10.1016/j.chbr.2022.100258. ieee: 'J. A. Hoppe et al., “When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty,” Computers in Human Behavior Reports, vol. 9, Art. no. 100258, 2022, doi: 10.1016/j.chbr.2022.100258.' mla: Hoppe, Julia A., et al. “When Do Individuals Choose Care Robots over a Human Caregiver? Insights from a Laboratory Experiment on Choices under Uncertainty.” Computers in Human Behavior Reports, vol. 9, 100258, Elsevier BV, 2022, doi:10.1016/j.chbr.2022.100258. short: J.A. Hoppe, O. Tuisku, R.-M. Johansson-Pajala, S. Pekkarinen, L. Hennala, C. Gustafsson, H. Melkas, K. Thommes, Computers in Human Behavior Reports 9 (2022). date_created: 2023-05-08T12:27:30Z date_updated: 2023-12-06T09:17:55Z department: - _id: '178' - _id: '184' doi: 10.1016/j.chbr.2022.100258 intvolume: ' 9' keyword: - Artificial Intelligence - Cognitive Neuroscience - Computer Science Applications - Human-Computer Interaction - Applied Psychology - Neuroscience (miscellaneous) language: - iso: eng project: - _id: '46' grant_number: 16SV7954 name: 'ORIENT: Use of care robots in welfare services: New models for effective orientation' publication: Computers in Human Behavior Reports publication_identifier: issn: - 2451-9588 publication_status: published publisher: Elsevier BV status: public title: When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty type: journal_article user_id: '42933' volume: 9 year: '2022' ... --- _id: '51210' author: - first_name: Outi full_name: Tuisku, Outi last_name: Tuisku - first_name: Rose-Marie full_name: Johansson-Pajala, Rose-Marie last_name: Johansson-Pajala - first_name: Julia Amelie full_name: Hoppe, Julia Amelie id: '73093' last_name: Hoppe - first_name: Satu full_name: Pekkarinen, Satu last_name: Pekkarinen - first_name: Lea full_name: Hennala, Lea last_name: Hennala - first_name: Kirsten full_name: Thommes, Kirsten id: '72497' last_name: Thommes - first_name: Christine full_name: Gustafsson, Christine last_name: Gustafsson - first_name: Helinä full_name: Melkas, Helinä last_name: Melkas citation: 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 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 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} }' 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.' 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.' 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. 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. date_created: 2024-02-07T09:27:12Z date_updated: 2024-02-07T09:27:31Z department: - _id: '178' - _id: '184' doi: 10.1080/0144929x.2022.2042736 intvolume: ' 42' issue: '6' keyword: - Human-Computer Interaction - General Social Sciences - Arts and Humanities (miscellaneous) - Developmental and Educational Psychology language: - iso: eng page: 758-774 publication: Behaviour & Information Technology publication_identifier: issn: - 0144-929X - 1362-3001 publication_status: published publisher: Informa UK Limited status: public title: Assistant nurses and orientation to care robot use in three European countries type: journal_article user_id: '72497' volume: 42 year: '2022' ... --- _id: '37444' abstract: - lang: eng text: Zusammenfassung. Im vorliegenden Beitrag wird das Screening zur Erfassung des Leseverständnisses für die Klassen 6 – 7 (SELV 6 – 7) vorgestellt, welches Leseverständnis während des Lesens mittels der Maze-Prozedur erfasst. Der Test liegt in einer Print- (SELV-P) und Digitalversion (SELV-D) vor. Es wurden 5 Paralleltestformen entwickelt. Zwei Studien zur Überprüfung der Reliabilität und Validität in den Klassen 6 und 7 werden präsentiert, wobei drei verschiedene Maze-Scorings (1: korrekt, 2: korrekt-inkorrekt, 3: korrekt / bearbeitet) einander gegenübergestellt werden. Studie 1 (SELV-P, n = 222, davon 85 6. Klasse) zeigt, dass die 4 Formen (ohne Form 3) die gleiche Fähigkeit messen, jedoch mit unterschiedlichen Mittelwerten. Der Einsatz als Lernverlauf-Messinstrument erscheint somit mit separaten Normen je Form möglich. Die Paralleltest- und Retestreliabilität dieser 4 Formen ist unter Verwendung von Score 1 und 2 ausreichend hoch, nicht aber bei Score 3. In Studie 2 (SELV-D, n = 345, davon 150 6. Klasse) wurde nur Form 1 betrachtet, die unter Verwendung aller 3 Scores die Kriterien der diskriminanten und konvergenten Validität erfüllt. alternative_title: - Konstruktion und erste Überprüfung der Reliabilität und Validität von Print- und Digitalversion author: - first_name: Susanne full_name: Seifert, Susanne id: '97270' last_name: Seifert - first_name: Katharina full_name: Maitz, Katharina last_name: Maitz - first_name: Sylvia full_name: Riedl, Sylvia last_name: Riedl - first_name: Arnold full_name: Neumaier, Arnold last_name: Neumaier - first_name: Ilona full_name: Stoff, Ilona last_name: Stoff - first_name: und Barbara full_name: Gasteiger-Klicpera, und Barbara last_name: Gasteiger-Klicpera citation: ama: Seifert S, Maitz K, Riedl S, Neumaier A, Stoff I, Gasteiger-Klicpera und B. Screening zur Erfassung des Leseverständnisses in den          Klassen 6 – 7 (SELV 6 – 7). Diagnostica. 2022;68(2):101-112. doi:10.1026/0012-1924/a000289 apa: Seifert, S., Maitz, K., Riedl, S., Neumaier, A., Stoff, I., & Gasteiger-Klicpera, und B. (2022). Screening zur Erfassung des Leseverständnisses in den          Klassen 6 – 7 (SELV 6 – 7). Diagnostica, 68(2), 101–112. https://doi.org/10.1026/0012-1924/a000289 bibtex: '@article{Seifert_Maitz_Riedl_Neumaier_Stoff_Gasteiger-Klicpera_2022, title={Screening zur Erfassung des Leseverständnisses in den          Klassen 6 – 7 (SELV 6 – 7)}, volume={68}, DOI={10.1026/0012-1924/a000289}, number={2}, journal={Diagnostica}, publisher={Hogrefe Publishing Group}, author={Seifert, Susanne and Maitz, Katharina and Riedl, Sylvia and Neumaier, Arnold and Stoff, Ilona and Gasteiger-Klicpera, und Barbara}, year={2022}, pages={101–112} }' chicago: 'Seifert, Susanne, Katharina Maitz, Sylvia Riedl, Arnold Neumaier, Ilona Stoff, and und Barbara Gasteiger-Klicpera. “Screening zur Erfassung des Leseverständnisses in den          Klassen 6 – 7 (SELV 6 – 7).” Diagnostica 68, no. 2 (2022): 101–12. https://doi.org/10.1026/0012-1924/a000289.' ieee: 'S. Seifert, K. Maitz, S. Riedl, A. Neumaier, I. Stoff, and und B. Gasteiger-Klicpera, “Screening zur Erfassung des Leseverständnisses in den          Klassen 6 – 7 (SELV 6 – 7),” Diagnostica, vol. 68, no. 2, pp. 101–112, 2022, doi: 10.1026/0012-1924/a000289.' mla: Seifert, Susanne, et al. “Screening zur Erfassung des Leseverständnisses in den          Klassen 6 – 7 (SELV 6 – 7).” Diagnostica, vol. 68, no. 2, Hogrefe Publishing Group, 2022, pp. 101–12, doi:10.1026/0012-1924/a000289. short: S. Seifert, K. Maitz, S. Riedl, A. Neumaier, I. Stoff, und B. Gasteiger-Klicpera, Diagnostica 68 (2022) 101–112. date_created: 2023-01-18T16:11:11Z date_updated: 2023-01-18T16:37:37Z department: - _id: '645' doi: 10.1026/0012-1924/a000289 intvolume: ' 68' issue: '2' keyword: - Clinical Psychology language: - iso: ger page: 101-112 publication: Diagnostica publication_identifier: issn: - 0012-1924 - 2190-622X publication_status: published publisher: Hogrefe Publishing Group status: public title: Screening zur Erfassung des Leseverständnisses in den Klassen 6 – 7 (SELV 6 – 7) type: journal_article user_id: '97270' volume: 68 year: '2022' ... --- _id: '37447' abstract: - lang: eng text: Zusammenfassung. Instrumente zur Messung von Gesundheitskompetenz bei Jugendlichen basieren auf sehr heterogenen Definitionen und Konzepten. Zudem können sie grundsätzlich in subjektive (Selbsteinschätzungs–) und objektive (die Performanz messende) Verfahren unterteilt werden. In der vorliegenden Studie wurden 2 subjektive (eHEALS; Kurzform des HLS-EU-Q16) und ein objektives Messinstrument (Claim) von 471 Jugendlichen der 6. und 7. Klassenstufe (Durchschnittsalter 13.04 Jahre; 49 % Mädchen; 63 % Familiensprache Deutsch) bearbeitet und auf ihren wechselseitigen Zusammenhang, den Zusammenhang mit kognitiven und Lesefähigkeiten, sowie Unterschiede in Bezug auf Geschlecht und Familiensprache untersucht. Das objektive Verfahren korrelierte nicht mit den subjektiven Verfahren. Dies bestätigt die Annahme, dass sie aufgrund der Messperspektive unterschiedliche Indikatorenausprägungen von Gesundheitskompetenz erfassen. Korrelationen mit Lese- und kognitiven Fähigkeiten zeigten sich nur beim objektiven Instrument, wohingegen die Selbsteinschätzungsinstrumente diese Aspekte der Gesundheitskompetenz nicht abbilden. Unterschiede hinsichtlich des Geschlechts und der Familiensprache zeigten sich insbesondere beim objektiven Instrument, allerdings sind Antwortverzerrungen bei Selbsteinschätzungen möglich. Die spezifischen Vor- und Nachteile von subjektiven und objektiven Verfahren sollten bei der Instrumentenauswahl berücksichtigt werden. author: - first_name: Susanne full_name: Seifert, Susanne id: '97270' last_name: Seifert - first_name: Katharina full_name: Maitz, Katharina last_name: Maitz - first_name: Dominik full_name: Pendl, Dominik last_name: Pendl - first_name: Barbara full_name: Gasteiger-Klicpera, Barbara last_name: Gasteiger-Klicpera citation: ama: Seifert S, Maitz K, Pendl D, Gasteiger-Klicpera B. Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz          im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von          Jugendlichen. Diagnostica. 2022;68(4):197-208. doi:10.1026/0012-1924/a000297 apa: Seifert, S., Maitz, K., Pendl, D., & Gasteiger-Klicpera, B. (2022). Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz          im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von          Jugendlichen. Diagnostica, 68(4), 197–208. https://doi.org/10.1026/0012-1924/a000297 bibtex: '@article{Seifert_Maitz_Pendl_Gasteiger-Klicpera_2022, title={Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz          im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von          Jugendlichen}, volume={68}, DOI={10.1026/0012-1924/a000297}, number={4}, journal={Diagnostica}, publisher={Hogrefe Publishing Group}, author={Seifert, Susanne and Maitz, Katharina and Pendl, Dominik and Gasteiger-Klicpera, Barbara}, year={2022}, pages={197–208} }' chicago: 'Seifert, Susanne, Katharina Maitz, Dominik Pendl, and Barbara Gasteiger-Klicpera. “Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz          im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von          Jugendlichen.” Diagnostica 68, no. 4 (2022): 197–208. https://doi.org/10.1026/0012-1924/a000297.' ieee: 'S. Seifert, K. Maitz, D. Pendl, and B. Gasteiger-Klicpera, “Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz          im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von          Jugendlichen,” Diagnostica, vol. 68, no. 4, pp. 197–208, 2022, doi: 10.1026/0012-1924/a000297.' mla: Seifert, Susanne, et al. “Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz          im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von          Jugendlichen.” Diagnostica, vol. 68, no. 4, Hogrefe Publishing Group, 2022, pp. 197–208, doi:10.1026/0012-1924/a000297. short: S. Seifert, K. Maitz, D. Pendl, B. Gasteiger-Klicpera, Diagnostica 68 (2022) 197–208. date_created: 2023-01-18T16:13:14Z date_updated: 2023-01-18T16:41:28Z department: - _id: '645' doi: 10.1026/0012-1924/a000297 intvolume: ' 68' issue: '4' keyword: - Clinical Psychology language: - iso: ger page: 197-208 publication: Diagnostica publication_identifier: issn: - 0012-1924 - 2190-622X publication_status: published publisher: Hogrefe Publishing Group status: public title: Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von Jugendlichen type: journal_article user_id: '97270' volume: 68 year: '2022' ...