@article{35419,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Research 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 (<jats:italic>N</jats:italic><jats:sub><jats:italic>1</jats:italic></jats:sub> = 320, <jats:italic>N</jats:italic><jats:sub><jats:italic>2</jats:italic></jats:sub> = 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.</jats:p>}},
  author       = {{Koppenborg, Markus and Klingsieck, Katrin B.}},
  issn         = {{1381-2890}},
  journal      = {{Social Psychology of Education}},
  keywords     = {{Sociology and Political Science, Developmental and Educational Psychology, Social Psychology}},
  number       = {{1}},
  pages        = {{249--274}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Social factors of procrastination: group work can reduce procrastination among students}}},
  doi          = {{10.1007/s11218-021-09682-3}},
  volume       = {{25}},
  year         = {{2022}},
}

@article{35418,
  author       = {{Koppenborg, Markus and Klingsieck, Katrin B.}},
  issn         = {{1041-6080}},
  journal      = {{Learning and Individual Differences}},
  keywords     = {{Developmental and Educational Psychology, Education, Social Psychology}},
  publisher    = {{Elsevier BV}},
  title        = {{{Group work and student procrastination}}},
  doi          = {{10.1016/j.lindif.2022.102117}},
  volume       = {{94}},
  year         = {{2022}},
}

@article{32565,
  abstract     = {{The family plays an important role in adolescents’ social development. Yet there is little information about the impact of family climate on adolescents’ social adaptation, and the term “family climate” is seldom clearly defined and is usually related to other concepts, such as family systems or family environments. To understand the core of family climate, this study conducted a systematic review to analyze research about family climate associated with adolescents’ social adaptation in community samples. A search of empirical research published over the last 20 years identified 12 relevant studies. The studies revealed that family climate can mainly be described in terms of cohesion, conflict, organization, adaptability, and expressiveness. Family climate was shown to be a good predictor of both problem-solving skills and violence in relationships and exhibited further associations with other aspects of social adaptation. This review revealed a need for more systematic and longitudinal research on family climate in community samples.}},
  author       = {{Kurock, Ricarda and Gruchel, Nicole and Bonanati, Sabrina and Buhl, Heike M.}},
  issn         = {{2363-8346}},
  journal      = {{Adolescent Research Review}},
  keywords     = {{Family environment, Family system, Adolescents, Social adaptation, Systematic review}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review}}},
  doi          = {{10.1007/s40894-022-00189-2}},
  year         = {{2022}},
}

@inproceedings{34317,
  author       = {{Arslan, Kader and Trier, Matthias}},
  booktitle    = {{Proceedings of the 33rd Australasian Conference on Information Systems (ACIS 2022)}},
  keywords     = {{Social media, Social media marketing process, Social media strategy, Social media management, Guidelines}},
  location     = {{Melbourne, Australia}},
  title        = {{{Towards a Process Model for Social Media Marketing}}},
  year         = {{2022}},
}

@article{51210,
  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}},
  issn         = {{0144-929X}},
  journal      = {{Behaviour &amp; Information Technology}},
  keywords     = {{Human-Computer Interaction, General Social Sciences, Arts and Humanities (miscellaneous), Developmental and Educational Psychology}},
  number       = {{6}},
  pages        = {{758--774}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Assistant nurses and orientation to care robot use in three European countries}}},
  doi          = {{10.1080/0144929x.2022.2042736}},
  volume       = {{42}},
  year         = {{2022}},
}

@article{51344,
  abstract     = {{<jats:p>Modified action demonstration—dubbed <jats:italic>motionese—</jats:italic>has been proposed as a way to help children recognize the structure and meaning of actions. However, until now, it has been investigated only in young infants. This brief research report presents findings from a cross-sectional study of parental action demonstrations to three groups of 8–11, 12–23, and 24–30-month-old children that applied seven motionese parameters; a second study investigated the youngest group of participants longitudinally to corroborate the cross-sectional results. Results of both studies suggested that four motionese parameters (Motion Pauses, Pace, Velocity, Acceleration) seem to structure the action by organizing it in motion pauses. Whereas these parameters persist over different ages, three other parameters (Demonstration Length, Roundness, and Range) occur predominantly in the younger group and seem to serve to organize infants' attention on the basis of movement. Results are discussed in terms of facilitative vs. pedagogical learning.</jats:p>}},
  author       = {{Rohlfing, Katharina and Vollmer, Anna-Lisa and Fritsch, Jannik and Wrede, Britta}},
  issn         = {{2297-900X}},
  journal      = {{Frontiers in Communication}},
  keywords     = {{Social Sciences (miscellaneous), Communication}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Which “motionese” parameters change with children's age? Disentangling attention-getting from action-structuring modifications}}},
  doi          = {{10.3389/fcomm.2022.922405}},
  volume       = {{7}},
  year         = {{2022}},
}

@article{34855,
  author       = {{Meier, Heiko and Kukuk, Marc and Riedl, Lars}},
  issn         = {{1610-3181}},
  journal      = {{Sport und Gesellschaft}},
  keywords     = {{Philosophy, Social Sciences (miscellaneous), History}},
  number       = {{2}},
  pages        = {{125--130}},
  publisher    = {{Walter de Gruyter GmbH}},
  title        = {{{Editorial: Netzwerke und Vernetzung im Sport}}},
  doi          = {{10.1515/sug-2022-0014}},
  volume       = {{19}},
  year         = {{2022}},
}

@techreport{37088,
  abstract     = {{We examine variation in mandatory CSR reporting practices based on a large sample of non-publicly listed savings banks in Germany. They do not have typical shareholders but rather are established by municipal trustees and can serve clients only in their distinct operating area. This setting permits us to identify demand for CSR information by their main stakeholder groups – municipal trustees and private and corporate clients. In this way, our analysis focuses on the double-materiality approach to CSR reporting. We find that demand for CSR information by supervisory board chairperson belonging to a left-wing or green party and the presence of more supervisory board members belonging to a left-wing or green party are associated with longer CSR reports and more disclosure on environmental, social, employee and human rights matters. In addition, competition for private clients and the sustainability orientation of corporate clients are associated with longer reports and more disclosure on environmental, employee and human rights matters. These findings suggest that savings banks’ CSR reports cater to their principal stakeholders’ demand for CSR information.}},
  author       = {{Gulenko, Maryna and Kohlhase, Saskia and Kosi, Urska}},
  keywords     = {{Corporate social responsibility, Mandatory reporting, Non-publicly listed banks, Double materiality, Stakeholder groups, Political influence}},
  title        = {{{CSR Reporting under the Non-Financial Reporting Directive: Evidence from Non-publicly Listed Firms}}},
  year         = {{2022}},
}

@article{30117,
  abstract     = {{<jats:p><jats:bold>Objective:</jats:bold> It is unclear whether and to what extent COVID-19 infection poses health risks and a chronic impairment of performance in athletes. Identification of individual health risk is an important decision-making basis for managing the pandemic risk of infection with SARS-CoV-2 in sports and return to play (RTP).</jats:p><jats:p><jats:bold>Methods:</jats:bold> This study aims 1) to analyze the longitudinal rate of seroprevalence of SARS-CoV-2 in German athletes, 2) to assess health-related consequences in athletes infected with SARS-CoV-2, and 3) to reveal effects of the COVID-19 pandemic in general and of a cleared SARS-CoV-2 infection on exercise performance. CoSmo-S is a prospective observational multicenter study establishing two cohorts: 1) athletes diagnosed positive for COVID-19 (cohort 1) and 2) federal squad athletes who perform their annual sports medical preparticipation screening (cohort 2). Comprehensive diagnostics including physical examination, laboratory blood analyses and blood biobanking, resting and exercise electrocardiogram (ECG), echocardiography, spirometry and exercise testing added by questionnaires are conducted at baseline and follow-up.</jats:p><jats:p><jats:bold>Results and Conclusion:</jats:bold> We expect that the results obtained, will allow us to formulate recommendations regarding RTP on a more evidence-based level.</jats:p>}},
  author       = {{Niess, Andreas Michael and Widmann, Manuel and Gaidai, Roman and Gölz, Christian Johannes and Schubert, Isabel and Castillo, Katty and Sachs, Jan Philipp and Bizjak, Daniel and Vollrath, Shirin and Wimbauer, Fritz and Vogel, Azin and Keller, Karsten and Burgstahler, Christof and Quermann, Anne and Kerling, Arno and Schneider, Gerald and Zacher, Jonas and Diebold, Katharina and Grummt, Maximilian and Beckendorf, Claudia and Buitenhuis, Johannes and Egger, Florian and Venhorst, Andreas and Morath, Oliver and Barsch, Friedrich and Mellwig, Klaus-Peter and Oesterschlink, Julian and Wüstenfeld, Jan and Predel, Hans-Georg and Deibert, Peter and Friedmann-Bette, Birgit and Mayer, Frank and Hirschmüller, Anja and Halle, Martin and Steinacker, Jürgen Michael and Wolfarth, Bernd and Meyer, Tim and Böttinger, Erwin and Flechtner-Mors, Marion and Bloch, Wilhelm and Haller, Bernhard and Roecker, Kai and Reinsberger, Claus}},
  issn         = {{1661-8564}},
  journal      = {{International Journal of Public Health}},
  keywords     = {{Public Health, Environmental and Occupational Health, Health (social science)}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{COVID-19 in German Competitive Sports: Protocol for a Prospective Multicenter Cohort Study (CoSmo-S)}}},
  doi          = {{10.3389/ijph.2022.1604414}},
  volume       = {{67}},
  year         = {{2022}},
}

@article{39362,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>This article presents an overview of characteristics of Citizen Social Science (CSS) in Germany. CSS is defined as scientific research in the humanities and social sciences, carried out in cooperation between professional and non-professional researchers. The study draws on an online survey and semi-structured interviews with project coordinators and co-researchers. It finds that participatory research activities in the humanities and social sciences are very diverse in their disciplinary traditions and organisational settings. Key features of CSS activities initiated inside as well as outside academic institutions are analysed to understand patterns of participation and cooperation. The results show that CSS activities are frequently realised in heterogeneous consortia of academic and non-academic partners. These consortia influence interactions between professional and non-professional researchers. To investigate these observations further, the article extends the analytical gaze from participation of individual volunteers to various forms of cooperation in consortia. This shift in attention brings to sight additional actors and activities that are usually not, or only marginally, considered in discussions about C(S)S. Staff of civil society organisations, municipalities, schools or cross-sectoral initiatives as well as university students are involved in making CSS work. In addition to research tasks, CSS rests on science communication, project management and intermediation activities. This extended perspective captures more diverse constellations of knowledge production in participatory research in the social sciences and humanities than the common focus on participation. In this way, the article aims to lay the groundwork for understanding the functioning of CSS beyond aspects described by the concept of invited and uninvited participation. It shows that CSS activities are not limited to capacitating lay people for participation in science. A more adequate description is that such projects are concerned with facilitating cooperation with co-researchers and other partners in consortia inside and outside of academia. On this basis, the article introduces the notion of cooperation capacity as a heuristic device to propose new prompts for research on CSS as well as for supporting CSS practice.</jats:p>}},
  author       = {{Göbel, Claudia and Mauermeister, Sylvi and Henke, Justus}},
  issn         = {{2662-9992}},
  journal      = {{Humanities and Social Sciences Communications}},
  keywords     = {{General Economics, Econometrics and Finance, General Psychology, General Social Sciences, General Arts and Humanities, General Business, Management and Accounting}},
  number       = {{1}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Citizen Social Science in Germany—cooperation beyond invited and uninvited participation}}},
  doi          = {{10.1057/s41599-022-01198-1}},
  volume       = {{9}},
  year         = {{2022}},
}

@article{36318,
  abstract     = {{<jats:p> Building and expanding on Bourdieu’s notions of cultural capital, habitus, and field, this conceptual article aims to contribute to a better understanding of intercultural transformations. Distancing itself from essentialist reductionism in the analysis of cultures, it associates intercultural transformations with habitus crises through “culture shock,” with the realization of intercultural capital, and with changes in the scope and configuration of cultural pluriformity. In going beyond Bourdieu without abandoning him along the way, the approach outlined in the course of this article combines a range of conceptual tools which may prove to be useful in sustaining struggles for social justice in educational institutions and in society at large. </jats:p>}},
  author       = {{Pöllmann, Andreas}},
  issn         = {{2158-2440}},
  journal      = {{SAGE Open}},
  keywords     = {{General Social Sciences, General Arts and Humanities}},
  number       = {{4}},
  publisher    = {{SAGE Publications}},
  title        = {{{Bourdieu and the Quest for Intercultural Transformations}}},
  doi          = {{10.1177/21582440211061391}},
  volume       = {{11}},
  year         = {{2021}},
}

@inproceedings{30192,
  author       = {{Arslan, Kader and Trier, Matthias}},
  booktitle    = {{Proceedings of the 32nd Australasian Conference on Information Systems (ACIS 2021)}},
  keywords     = {{Social media platform affordances, Use culture, Facebook, Instagram, Twitter}},
  location     = {{Sydney, Australia}},
  title        = {{{Towards a Differentiation Perspective on Social Media Platforms’ Affordances and Use Cultures – An organizing Literature Review}}},
  year         = {{2021}},
}

@inproceedings{30190,
  author       = {{Arslan, Kader}},
  booktitle    = {{Proceedings of the 29th European Conference on Information Systems (ECIS 2021)}},
  keywords     = {{Social media management, Social media, Literature review, Affordances, User behavior, Use culture}},
  location     = {{Marrakesh, Marocco}},
  title        = {{{A Review on Social Media Channel Choice Determinants in Organizations}}},
  year         = {{2021}},
}

@article{37644,
  abstract     = {{Research on technological educationininterdisciplinary scienceand socialstudies (Sachunterricht) in German primary schools emphasizes that childrenare generally interested in technology. While several STEAM initiatives point towards a growing recognition of technological literacy, the consideration of technology  education  ininterdisciplinaryscience  and  social  studies  is  quite  underrepresented  in practice as well as in research and teacher training.Takinginto accountthe UN-CRPDclaims foran inclusive educational system andthus alsothe right to equally participate in a free society,participation in  society  through  participation  in  technological  development  is  a  fundamental  common  goal  of technological  and  inclusive  education  and  part  of  widely  recognized  technological  literacy.It  is therefore  not well  understood  how  teaching  and  learning  arrangementscan  consider  and satisfythe needs  of  all  different  students.  The  research  project  the  present  paper  is  part  of  tries to unveil the appearance of student’s basic needs in relation to technological educationfor all children. Thisinitial quantitative part of a grounded theory study examined the subjective significance of basic psychological needs  in interdisciplinary  science  studies  in  primary  educationto  allow for  a well-reasoned  sample choice  for  subsequent  interviews. Quantitative  results  point  towards  some  revisions  regarding  the instrument  used  and  several  implications  on  the  diversity  of  students ́needs  in  science  and  social studies. Future research is needed with larger samples for factor-analysis.}},
  author       = {{Schröer, Franz and Tenberge, Claudia}},
  issn         = {{1893-1774}},
  journal      = {{TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap}},
  keywords     = {{Inclusion, basic needs, Technology Education, Primary Education, autonomy, competence, social relatedness}},
  location     = {{Rauma (FIN)}},
  number       = {{2}},
  pages        = {{322--331}},
  publisher    = {{TECHNE SERIES}},
  title        = {{{Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools}}},
  volume       = {{28}},
  year         = {{2021}},
}

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

@book{37274,
  abstract     = {{How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.}},
  author       = {{Dahmen, Stephan}},
  keywords     = {{Youth, Welfare State, Transitions, Human Service Organizations, Institutional Ethnography, Activation, Sociology of Conventions, Work, Education, Educational Research, Sociology of Education, Social Pedagogy, History of Education, Bielefeld University Press}},
  pages        = {{312}},
  publisher    = {{Bielefeld University Press}},
  title        = {{{Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}}},
  doi          = {{10.14361/9783839457061}},
  year         = {{2021}},
}

@book{37273,
  abstract     = {{How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.}},
  author       = {{Dahmen, Stephan}},
  keywords     = {{Youth, Welfare State, Transitions, Human Service Organizations, Institutional Ethnography, Activation, Sociology of Conventions, Work, Education, Educational Research, Sociology of Education, Social Pedagogy, History of Education, Bielefeld University Press}},
  pages        = {{312}},
  publisher    = {{Bielefeld University Press}},
  title        = {{{Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}}},
  doi          = {{10.14361/9783839457061}},
  year         = {{2021}},
}

@article{37285,
  abstract     = {{<jats:p>In the last decade, the German transition system has witnessed the large‐scale introduction of so‐called “analysis of potentials” (&lt;em&gt;Potenzialanalysen&lt;/em&gt;) in secondary compulsory schooling. In most German Länder, 8th graders must participate in a two‐day assessment center which combines psychometric testing with observations of their social and professional competencies in pre‐specified tasks. The programmatic aim of these assessments is to “introduce pupils early to choosing a job” (Bundesministerium für Bildung und Forschung [BMBF], 2017, p. 2) as well as to enhance the propensity of pupils to “take responsibility for their own future” (BMBF, 2017, p. 9). In the context of the German school‐to‐work system, the introduction of these new forms of diagnostics bear witness to a new preventive political rationality that aims at reducing the entry age into upper secondary education, reduce the recourse to so‐called “transition measures” and optimizing transitions into an apprenticeship market that is characterized by structural inequalities and “mismatch” between pupils’ job aspirations and the offers in apprenticeship places. However, little is known on the role of competency testing devices for the construction of further trajectories and aspirations and their role in the reproduction of inequalities in transitions from school to work. Based on an in‐depth analysis of policy documents and competency profiles (the documents handed out to the pupils after undergoing testing), the article reconstructs the political rationale for the introduction of the so‐called &lt;em&gt;Potenzialanalysen&lt;/em&gt;. Based on a Foucauldian framework, we show how pupils are constructed as “competent” subjects. We show that competency assessments are part and parcel of a political rationality that aims at the promotion of a specific (future‐oriented, optimized, self‐regulated) relation to one’s own biographical future on the side of the pupils. Our results demonstrate that competency profiles construct the process of choosing a job as an individualized project of the self and that they invisibilize structural barriers and power relations. In doing so, competency assessments potentially contribute to the reproduction of inequalities in post‐secondary education through delegating “cooling out” processes from institutional gatekeepers to the interiority of persons.</jats:p>}},
  author       = {{Dahmen, Stephan}},
  issn         = {{2183-2803}},
  journal      = {{Social Inclusion}},
  keywords     = {{Sociology and Political Science, Social Psychology}},
  number       = {{3}},
  pages        = {{347--360}},
  publisher    = {{Cogitatio}},
  title        = {{{Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?}}},
  doi          = {{10.17645/si.v9i3.4354}},
  volume       = {{9}},
  year         = {{2021}},
}

@misc{37545,
  author       = {{Vochatzer, Stefanie and Schröder,  Sarah and Fischer, Christian}},
  keywords     = {{Lehren Digitale Medien Bildungsforschung Weiterbildung Lehrkraft Social Media Förderung}},
  title        = {{{Fortbildung to go: Twitter als Ratgeber für Lehrkräfte}}},
  year         = {{2021}},
}

@inproceedings{25029,
  abstract     = {{In early 2021, the finance world was taken by storm by the dramatic price surge of the GameStop Corp. stock. This rise is being, at least in part, attributed to a group of Redditors belonging to the now-famous r/wallstreetbets (WSB) subreddit group. In this work, we set out to address if user activity on the WSB subreddit is associated with the trading volume of the GME stock. Leveraging a unique dataset containing more than 4.9 million WSB posts and comments, we assert that user activity is associated with the trading volume of the GameStop stock. We further show that posts have a significantly higher predictive power than comments and are especially helpful for predicting unusually high trading volume. Lastly, as recent events have shown, we believe that these findings have implications for retail and institutional investors, trading platforms, and policymakers, as these can have disruptive potential.}},
  author       = {{Caron, Matthew and Gulenko, Maryna and Müller, Oliver}},
  booktitle    = {{42nd International Conference on Information Systems (ICIS 2021)}},
  keywords     = {{Retail investors, GameStop, Social Networks, Reddit, WallStreetBets}},
  location     = {{Austin, Texas}},
  title        = {{{To the Moon! Analyzing the Community of “Degenerates” Engaged in the Surge of the GME Stock}}},
  year         = {{2021}},
}