---
_id: '43211'
author:
- first_name: Lisa
  full_name: Knoll, Lisa
  id: '88789'
  last_name: Knoll
citation:
  ama: Knoll L. Social Impact Bonds und der Disput um die Wohlfahrt. <i>KZfSS Kölner
    Zeitschrift für Soziologie und Sozialpsychologie</i>. 2018;70(1):117-138. doi:<a
    href="https://doi.org/10.1007/s11577-018-0541-y">10.1007/s11577-018-0541-y</a>
  apa: Knoll, L. (2018). Social Impact Bonds und der Disput um die Wohlfahrt. <i>KZfSS
    Kölner Zeitschrift für Soziologie und Sozialpsychologie</i>, <i>70</i>(1), 117–138.
    <a href="https://doi.org/10.1007/s11577-018-0541-y">https://doi.org/10.1007/s11577-018-0541-y</a>
  bibtex: '@article{Knoll_2018, title={Social Impact Bonds und der Disput um die Wohlfahrt},
    volume={70}, DOI={<a href="https://doi.org/10.1007/s11577-018-0541-y">10.1007/s11577-018-0541-y</a>},
    number={1}, journal={KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie},
    publisher={Springer Science and Business Media LLC}, author={Knoll, Lisa}, year={2018},
    pages={117–138} }'
  chicago: 'Knoll, Lisa. “Social Impact Bonds und der Disput um die Wohlfahrt.” <i>KZfSS
    Kölner Zeitschrift für Soziologie und Sozialpsychologie</i> 70, no. 1 (2018):
    117–38. <a href="https://doi.org/10.1007/s11577-018-0541-y">https://doi.org/10.1007/s11577-018-0541-y</a>.'
  ieee: 'L. Knoll, “Social Impact Bonds und der Disput um die Wohlfahrt,” <i>KZfSS
    Kölner Zeitschrift für Soziologie und Sozialpsychologie</i>, vol. 70, no. 1, pp.
    117–138, 2018, doi: <a href="https://doi.org/10.1007/s11577-018-0541-y">10.1007/s11577-018-0541-y</a>.'
  mla: Knoll, Lisa. “Social Impact Bonds und der Disput um die Wohlfahrt.” <i>KZfSS
    Kölner Zeitschrift für Soziologie und Sozialpsychologie</i>, vol. 70, no. 1, Springer
    Science and Business Media LLC, 2018, pp. 117–38, doi:<a href="https://doi.org/10.1007/s11577-018-0541-y">10.1007/s11577-018-0541-y</a>.
  short: L. Knoll, KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie 70
    (2018) 117–138.
date_created: 2023-03-30T08:18:37Z
date_updated: 2023-10-02T12:05:58Z
department:
- _id: '121'
doi: 10.1007/s11577-018-0541-y
extern: '1'
intvolume: '        70'
issue: '1'
keyword:
- Sociology and Political Science
- Social Psychology
language:
- iso: ger
page: 117-138
publication: KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie
publication_identifier:
  issn:
  - 0023-2653
  - 1861-891X
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Social Impact Bonds und der Disput um die Wohlfahrt
type: journal_article
user_id: '14931'
volume: 70
year: '2018'
...
---
_id: '32439'
author:
- first_name: Phillipp
  full_name: Anders, Phillipp
  last_name: Anders
- first_name: Tim
  full_name: Lehmann, Tim
  id: '41584'
  last_name: Lehmann
- first_name: Helen
  full_name: Müller, Helen
  last_name: Müller
- first_name: Karoline B.
  full_name: Grønvik, Karoline B.
  last_name: Grønvik
- first_name: Nina
  full_name: Skjæret-Maroni, Nina
  last_name: Skjæret-Maroni
- first_name: Jochen
  full_name: Baumeister, Jochen
  id: '46'
  last_name: Baumeister
  orcid: 0000-0003-2683-5826
- first_name: Beatrix
  full_name: Vereijken, Beatrix
  last_name: Vereijken
citation:
  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>
  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}
    }'
  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>.
  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>.'
  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. Müller, K.B. Grønvik, N. Skjæret-Maroni, J. Baumeister,
    B. Vereijken, Frontiers in Behavioral Neuroscience 12 (2018).
date_created: 2022-07-27T07:49:41Z
date_updated: 2023-03-13T15:18:31Z
department:
- _id: '17'
- _id: '172'
doi: 10.3389/fnbeh.2018.00102
intvolume: '        12'
keyword:
- Behavioral Neuroscience
- Cognitive Neuroscience
- Neuropsychology and Physiological Psychology
language:
- iso: eng
publication: Frontiers in Behavioral Neuroscience
publication_identifier:
  issn:
  - 1662-5153
publication_status: published
publisher: Frontiers Media SA
status: public
title: Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing
type: journal_article
user_id: '46'
volume: 12
year: '2018'
...
---
_id: '38057'
author:
- first_name: Phillipp
  full_name: Anders, Phillipp
  last_name: Anders
- first_name: Tim
  full_name: Lehmann, Tim
  id: '41584'
  last_name: Lehmann
- first_name: Helen Martha
  full_name: Müller, Helen Martha
  id: '40188'
  last_name: Müller
- first_name: Karoline B.
  full_name: Grønvik, Karoline B.
  last_name: Grønvik
- first_name: Nina
  full_name: Skjæret-Maroni, Nina
  last_name: Skjæret-Maroni
- first_name: Jochen
  full_name: Baumeister, Jochen
  id: '46'
  last_name: Baumeister
  orcid: 0000-0003-2683-5826
- first_name: Beatrix
  full_name: Vereijken, Beatrix
  last_name: Vereijken
citation:
  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>
  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>
  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} }'
  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>.
  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>.'
  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).
date_created: 2023-01-23T10:07:05Z
date_updated: 2023-03-13T15:06:36Z
department:
- _id: '17'
- _id: '172'
doi: 10.3389/fnbeh.2018.00102
extern: '1'
intvolume: '        12'
keyword:
- Behavioral Neuroscience
- Cognitive Neuroscience
- Neuropsychology and Physiological Psychology
language:
- iso: eng
publication: Frontiers in Behavioral Neuroscience
publication_identifier:
  issn:
  - 1662-5153
publication_status: published
publisher: Frontiers Media SA
status: public
title: Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing
type: journal_article
user_id: '46'
volume: 12
year: '2018'
...
---
_id: '57890'
abstract:
- lang: eng
  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.)'
author:
- first_name: Marc
  full_name: Godau, Marc
  id: '98877'
  last_name: Godau
citation:
  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} }'
  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.'
  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.
  short: 'M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens,
    Waxmann, Münster, New York, 2018, pp. 131–144.'
date_created: 2024-12-30T14:43:32Z
date_updated: 2025-02-06T10:52:47Z
department:
- _id: '131'
- _id: '36'
- _id: '129'
- _id: '540'
editor:
- first_name: Bernd
  full_name: Clausen, Bernd
  last_name: Clausen
- first_name: Susanne
  full_name: Dreßler, Susanne
  last_name: Dreßler
extern: '1'
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
main_file_link:
- open_access: '1'
oa: '1'
page: 131–144
place: Münster, New York
publication: Soziale Aspekte des Musiklernens
publisher: Waxmann
quality_controlled: '1'
series_title: Musikpädagogische Forschung
status: public
title: Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen
  in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe
type: book_chapter
user_id: '99991'
year: '2018'
...
---
_id: '49267'
author:
- first_name: Sabrina
  full_name: Sommer, Sabrina
  id: '36251'
  last_name: Sommer
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  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>'
  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} }'
  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>.'
  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>.'
  short: S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.
date_created: 2023-11-28T12:06:41Z
date_updated: 2026-03-17T11:24:34Z
department:
- _id: '427'
doi: 10.1007/s10804-018-9296-y
intvolume: '        25'
issue: '4'
keyword:
- Life-span and Life-course Studies
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology
language:
- iso: eng
page: 286-296
project:
- _id: '372'
  name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Journal of Adult Development
publication_identifier:
  issn:
  - 1068-0667
  - 1573-3440
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Intergenerational Transfers: Associations with Adult Children’s Emotional
  Support of Their Parents'
type: journal_article
user_id: '90826'
volume: 25
year: '2018'
...
---
_id: '49279'
author:
- first_name: Sabrina
  full_name: Sommer, Sabrina
  id: '36251'
  last_name: Sommer
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  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>'
  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} }'
  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>.'
  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>.'
  short: S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.
date_created: 2023-11-28T12:18:36Z
date_updated: 2026-03-17T11:24:30Z
doi: 10.1007/s10804-018-9296-y
intvolume: '        25'
issue: '4'
keyword:
- Life-span and Life-course Studies
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology
language:
- iso: eng
page: 286-296
project:
- _id: '372'
  name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Journal of Adult Development
publication_identifier:
  issn:
  - 1068-0667
  - 1573-3440
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Intergenerational Transfers: Associations with Adult Children’s Emotional
  Support of Their Parents'
type: journal_article
user_id: '90826'
volume: 25
year: '2018'
...
---
_id: '32546'
abstract:
- lang: eng
  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.
author:
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
- first_name: Peter
  full_name: Noack, Peter
  last_name: Noack
- first_name: Baerbel
  full_name: Kracke, Baerbel
  last_name: Kracke
citation:
  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>
  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>
  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}
    }'
  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>.'
  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>.'
  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>.
  short: H.M. Buhl, P. Noack, B. Kracke, Journal of Career Development 45 (2017) 523–535.
date_created: 2022-08-03T03:42:53Z
date_updated: 2022-08-29T06:10:00Z
department:
- _id: '427'
doi: 10.1177/0894845317720728
intvolume: '        45'
issue: '6'
keyword:
- Organizational Behavior and Human Resource Management
- General Psychology
- Applied Psychology
- Education
language:
- iso: eng
page: 523-535
publication: Journal of Career Development
publication_identifier:
  issn:
  - 0894-8453
  - 1556-0856
publication_status: published
publisher: SAGE Publications
status: public
title: The Role of Parents and Peers in the Transition From University to Work Life
type: journal_article
user_id: '42165'
volume: 45
year: '2017'
...
---
_id: '37456'
alternative_title:
- 'Accuracy: Teachers Judging Reading Abilities'
author:
- first_name: Lisa
  full_name: Paleczek, Lisa
  last_name: Paleczek
- first_name: Susanne
  full_name: Seifert, Susanne
  id: '97270'
  last_name: Seifert
- first_name: Barbara
  full_name: Gasteiger-Klicpera, Barbara
  last_name: Gasteiger-Klicpera
citation:
  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>'
  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>'
  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}
    }'
  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>.'
  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>.'
  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>.'
  short: L. Paleczek, S. Seifert, B. Gasteiger-Klicpera, Psychology in the Schools
    54 (2017) 228–245.
date_created: 2023-01-18T16:26:52Z
date_updated: 2023-01-18T16:49:02Z
department:
- _id: '645'
doi: 10.1002/pits.21993
intvolume: '        54'
issue: '3'
keyword:
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 228-245
publication: Psychology in the Schools
publication_identifier:
  issn:
  - 0033-3085
publication_status: published
publisher: Wiley
status: public
title: 'INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND
  THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS'
type: journal_article
user_id: '97270'
volume: 54
year: '2017'
...
---
_id: '48705'
author:
- first_name: Daniel
  full_name: Krause, Daniel
  id: '668'
  last_name: Krause
  orcid: orcid.org/0000-0001-5391-885X
- first_name: Manfred
  full_name: Agethen, Manfred
  last_name: Agethen
- first_name: Christina
  full_name: Zobe, Christina
  id: '9938'
  last_name: Zobe
citation:
  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>
  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>
  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} }'
  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>.'
  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>.'
  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>.
  short: D. Krause, M. Agethen, C. Zobe, Journal of Motor Behavior 50 (2017) 144–154.
date_created: 2023-11-08T20:30:12Z
date_updated: 2024-09-19T11:18:40Z
department:
- _id: '17'
- _id: '320'
doi: 10.1080/00222895.2017.1327406
intvolume: '        50'
issue: '2'
keyword:
- Cognitive Neuroscience
- Experimental and Cognitive Psychology
- Orthopedics and Sports Medicine
- Biophysics
language:
- iso: eng
page: 144-154
publication: Journal of Motor Behavior
publication_identifier:
  issn:
  - 0022-2895
  - 1940-1027
publication_status: published
publisher: Informa UK Limited
status: public
title: Error Feedback Frequency Affects Automaticity But Not Accuracy and Consistency
  After Extensive Motor Skill Practice
type: journal_article
user_id: '9938'
volume: 50
year: '2017'
...
---
_id: '32537'
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.
author:
- first_name: Sabrina
  full_name: Wiescholek, Sabrina
  last_name: Wiescholek
- first_name: Johanna
  full_name: Hilkenmeier, Johanna
  last_name: Hilkenmeier
- first_name: Christian
  full_name: Greiner, Christian
  last_name: Greiner
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  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>
  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} }'
  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>.'
  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>.
  short: S. Wiescholek, J. Hilkenmeier, C. Greiner, H.M. Buhl, Reading Psychology
    39 (2017) 41–68.
date_created: 2022-08-03T01:15:27Z
date_updated: 2025-07-16T08:46:09Z
department:
- _id: '427'
doi: 10.1080/02702711.2017.1361495
intvolume: '        39'
issue: '1'
keyword:
- Linguistics and Language
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 41-68
project:
- _id: '381'
  name: LIFE - Lesen in Familie erleben
publication: Reading Psychology
publication_identifier:
  issn:
  - 0270-2711
  - 1521-0685
publication_status: published
publisher: Informa UK Limited
status: public
title: Six-year-olds' perception of home literacy environment and its influence on
  children's literacy enjoyment, frequency, and early literacy skills
type: journal_article
user_id: '27152'
volume: 39
year: '2017'
...
---
_id: '32538'
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
citation:
  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>
  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>
  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} }'
  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>.'
  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>.
  short: H.M. Buhl, J. Hilkenmeier, Psychologie in Erziehung und Unterricht 64 (2017)
    241–242.
date_created: 2022-08-03T01:16:21Z
date_updated: 2025-08-12T08:30:36Z
department:
- _id: '427'
doi: 10.2378/peu2017.art20d
intvolume: '        64'
issue: '4'
keyword:
- Developmental and Educational Psychology
language:
- iso: ger
main_file_link:
- open_access: '1'
  url: https://www.reinhardt-journals.de/index.php/peu/article/view/3081/4354
oa: '1'
page: 241 - 242
project:
- _id: '382'
  name: Elternsprechtage - Kooperation zwischen Elternhaus und Schule
publication: Psychologie in Erziehung und Unterricht
publication_identifier:
  issn:
  - 0342-183X
publication_status: published
status: public
title: Editorial Gespräche zwischen Eltern und Lehrkräften
type: journal_article
user_id: '90826'
volume: 64
year: '2017'
...
---
_id: '37459'
author:
- first_name: Susanne
  full_name: Seifert, Susanne
  id: '97270'
  last_name: Seifert
- first_name: Andrea
  full_name: Kulmhofer, Andrea
  last_name: Kulmhofer
- first_name: Lisa
  full_name: Paleczek, Lisa
  last_name: Paleczek
- first_name: Susanne
  full_name: Schwab, Susanne
  last_name: Schwab
- first_name: Barbara
  full_name: Gasteiger-Klicpera, Barbara
  last_name: Gasteiger-Klicpera
citation:
  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>
  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>
  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}
    }'
  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>.'
  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.
date_created: 2023-01-18T16:27:51Z
date_updated: 2023-01-18T16:49:58Z
department:
- _id: '645'
doi: 10.1007/s10643-015-0762-x
intvolume: '        45'
issue: '3'
keyword:
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 333-345
publication: Early Childhood Education Journal
publication_identifier:
  issn:
  - 1082-3301
  - 1573-1707
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms
  Addressing Both L1 and L2 Learners
type: journal_article
user_id: '97270'
volume: 45
year: '2016'
...
---
_id: '48708'
author:
- first_name: Manfred
  full_name: Agethen, Manfred
  last_name: Agethen
- first_name: Daniel
  full_name: Krause, Daniel
  id: '668'
  last_name: Krause
  orcid: orcid.org/0000-0001-5391-885X
citation:
  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>
  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>
  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} }'
  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>.'
  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>.'
  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>.
  short: M. Agethen, D. Krause, Human Movement Science 45 (2015) 71–83.
date_created: 2023-11-08T20:30:42Z
date_updated: 2023-11-08T21:12:46Z
doi: 10.1016/j.humov.2015.11.005
intvolume: '        45'
keyword:
- Experimental and Cognitive Psychology
- Orthopedics and Sports Medicine
- General Medicine
- Biophysics
language:
- iso: eng
page: 71-83
publication: Human Movement Science
publication_identifier:
  issn:
  - 0167-9457
publication_status: published
publisher: Elsevier BV
status: public
title: Effects of bandwidth feedback on the automatization of an arm movement sequence
type: journal_article
user_id: '668'
volume: 45
year: '2015'
...
---
_id: '32528'
abstract:
- lang: eng
  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.
author:
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
- first_name: Berit
  full_name: Scholwin, Berit
  last_name: Scholwin
- first_name: Peter
  full_name: Noack, Peter
  last_name: Noack
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>'
  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>'
  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} }'
  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>.'
  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>.'
  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>.'
  short: H.M. Buhl, B. Scholwin, P. Noack, Journal of Adult Development 22 (2014)
    100–111.
date_created: 2022-08-03T00:26:45Z
date_updated: 2022-08-29T05:08:36Z
department:
- _id: '427'
doi: 10.1007/s10804-014-9204-z
intvolume: '        22'
issue: '2'
keyword:
- Life-span and Life-course Studies
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://link.springer.com/content/pdf/10.1007/s10804-014-9204-z.pdf
oa: '1'
page: 100-111
publication: Journal of Adult Development
publication_identifier:
  issn:
  - 1068-0667
  - 1573-3440
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Individuation in Adults’ Family Interactions: An Observational Study'
type: journal_article
user_id: '42165'
volume: 22
year: '2014'
...
---
_id: '48710'
abstract:
- lang: eng
  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>'
author:
- first_name: Daniel
  full_name: Krause, Daniel
  id: '668'
  last_name: Krause
  orcid: orcid.org/0000-0001-5391-885X
- first_name: Alexander
  full_name: Brüne, Alexander
  last_name: Brüne
- first_name: Susanne
  full_name: Fritz, Susanne
  last_name: Fritz
- first_name: Pascal
  full_name: Kramer, Pascal
  last_name: Kramer
- first_name: Peter
  full_name: Meisterjahn, Peter
  last_name: Meisterjahn
- first_name: Michael
  full_name: Schneider, Michael
  last_name: Schneider
- first_name: Alena
  full_name: Sperber, Alena
  last_name: Sperber
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>
  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>
  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} }'
  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>.'
  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.
date_created: 2023-11-08T20:31:07Z
date_updated: 2023-11-08T21:12:28Z
doi: 10.2466/23.30.pms.118k17w3
intvolume: '       118'
issue: '2'
keyword:
- Sensory Systems
- Experimental and Cognitive Psychology
language:
- iso: eng
page: 384-399
publication: Perceptual and Motor Skills
publication_identifier:
  issn:
  - 0031-5125
  - 1558-688X
publication_status: published
publisher: SAGE Publications
status: public
title: Learning of a Golf Putting Task with Varying Contextual Interference Levels
  Induced by Feedback Schedule in Novices and Experts
type: journal_article
user_id: '668'
volume: 118
year: '2014'
...
---
_id: '46434'
abstract:
- lang: eng
  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>"
author:
- first_name: Elvira
  full_name: Topalović, Elvira
  id: '23088'
  last_name: Topalović
- first_name: Benjamin
  full_name: Uhl, Benjamin
  last_name: Uhl
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>
  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>
  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}
    }'
  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>.'
  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>.'
  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>.
  short: E. Topalović, B. Uhl, Zeitschrift für germanistische Linguistik 42 (2014)
    26–49.
date_created: 2023-08-07T08:55:10Z
date_updated: 2023-12-08T16:01:42Z
ddc:
- '410'
- '430'
department:
- _id: '36'
- _id: '5'
- _id: '463'
doi: 10.1515/zgl-2014-0002
file:
- access_level: closed
  content_type: application/pdf
  creator: topal
  date_created: 2023-12-08T16:01:00Z
  date_updated: 2023-12-08T16:01:00Z
  file_id: '49557'
  file_name: TOPALOVIC-UHL-2014-Linguistik-literarisches-Erzhlen.pdf
  file_size: 223776
  relation: main_file
  success: 1
file_date_updated: 2023-12-08T16:01:00Z
has_accepted_license: '1'
intvolume: '        42'
issue: '1'
keyword:
- Linguistics and Language
- Developmental and Educational Psychology
- Language and Linguistics
language:
- iso: ger
page: 26-49
publication: Zeitschrift für germanistische Linguistik
publication_identifier:
  issn:
  - 1613-0626
  - 0301-3294
publication_status: published
publisher: Walter de Gruyter GmbH
status: public
title: Linguistik des literarischen Erzählens
type: journal_article
user_id: '23088'
volume: 42
year: '2014'
...
---
_id: '37458'
author:
- first_name: Susanne
  full_name: Schwab, Susanne
  last_name: Schwab
- first_name: Susanne
  full_name: Seifert, Susanne
  id: '97270'
  last_name: Seifert
- first_name: Barbara
  full_name: Gasteiger-Klicpera, Barbara
  last_name: Gasteiger-Klicpera
citation:
  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>
  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} }'
  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>.'
  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>.'
  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>.
  short: S. Schwab, S. Seifert, B. Gasteiger-Klicpera, International Journal of Early
    Years Education 22 (2014) 210–222.
date_created: 2023-01-18T16:27:28Z
date_updated: 2023-01-18T16:49:42Z
department:
- _id: '645'
doi: 10.1080/09669760.2014.909308
intvolume: '        22'
issue: '2'
keyword:
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 210-222
publication: International Journal of Early Years Education
publication_identifier:
  issn:
  - 0966-9760
  - 1469-8463
publication_status: published
publisher: Informa UK Limited
status: public
title: Improving reading in children with German as a first or second language
type: journal_article
user_id: '97270'
volume: 22
year: '2014'
...
---
_id: '48711'
author:
- first_name: Daniel
  full_name: Krause, Daniel
  id: '668'
  last_name: Krause
  orcid: orcid.org/0000-0001-5391-885X
- first_name: Sven
  full_name: Kobow, Sven
  last_name: Kobow
citation:
  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>'
  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>'
  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} }'
  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>.'
  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>.'
  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.
date_created: 2023-11-08T20:31:17Z
date_updated: 2023-11-08T21:12:18Z
doi: 10.1016/j.humov.2012.10.001
intvolume: '        32'
issue: '2'
keyword:
- Experimental and Cognitive Psychology
- Orthopedics and Sports Medicine
- General Medicine
- Biophysics
language:
- iso: eng
page: 314-327
publication: Human Movement Science
publication_identifier:
  issn:
  - 0167-9457
publication_status: published
publisher: Elsevier BV
status: public
title: 'Effects of model orientation on the visuomotor imitation of arm movements:
  The role of mental rotation'
type: journal_article
user_id: '668'
volume: 32
year: '2013'
...
---
_id: '46938'
abstract:
- lang: eng
  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>
author:
- first_name: Katrin B.
  full_name: Klingsieck, Katrin B.
  id: '36716'
  last_name: Klingsieck
citation:
  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>'
  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>'
  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} }'
  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>.'
  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>.'
  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>.'
  short: K.B. Klingsieck, European Psychologist 18 (2013) 24–34.
date_created: 2023-09-09T16:08:54Z
date_updated: 2023-09-09T16:28:44Z
doi: 10.1027/1016-9040/a000138
intvolume: '        18'
issue: '1'
keyword:
- General Psychology
- Arts and Humanities (miscellaneous)
language:
- iso: eng
page: 24-34
publication: European Psychologist
publication_identifier:
  issn:
  - 1016-9040
  - 1878-531X
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: 'Procrastination: When Good Things Don’t Come to Those Who Wait'
type: journal_article
user_id: '36716'
volume: 18
year: '2013'
...
---
_id: '46939'
author:
- first_name: Katrin B.
  full_name: Klingsieck, Katrin B.
  id: '36716'
  last_name: Klingsieck
citation:
  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>'
  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>'
  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} }'
  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>.'
  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>.'
  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>.'
  short: K.B. Klingsieck, Current Psychology 32 (2013) 175–185.
date_created: 2023-09-09T16:09:29Z
date_updated: 2023-09-09T16:29:16Z
doi: 10.1007/s12144-013-9171-8
intvolume: '        32'
issue: '2'
keyword:
- General Psychology
language:
- iso: eng
page: 175-185
publication: Current Psychology
publication_identifier:
  issn:
  - 1046-1310
  - 1936-4733
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Procrastination in Different Life-Domains: Is Procrastination Domain Specific?'
type: journal_article
user_id: '36716'
volume: 32
year: '2013'
...