@article{51344, abstract = {{Modified action demonstration—dubbed motionese—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.}}, 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}}, } @article{36318, abstract = {{ 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. }}, 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}}, } @article{37231, abstract = {{ZusammenfassungIn diesem Beitrag der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) wird das Instrument zur Diagnose pädagogischer Kompetenzen von Pflegelehrpersonen (PädKomPflege) vorgestellt.Die Berufsbildung in der Pflege ist durch sich verändernde inhaltliche und gesetzliche Anforderungen geprägt. Verschiedene landesspezifische rechtliche Vorgaben führen zu einem sehr heterogenen Bild von Qualifikationen und Kompetenzen der Pflegelehrpersonen. Die Anrechnung bereits erworbener Kompetenzen auf pflegepädagogische Studiengänge sowie die Kompetenzerfassung und -bilanzierung in Berufsbildungseinrichtungen spielt daher eine wichtige Rolle. Vor diesem Hintergrund wurde das Instrument PädKomPflege entwickelt und erprobt. Grundlage des Kompetenzmodells sind die Empfehlungen der Kultusministerkonferenz (2004) zu den Standards für die (allgemeine) Lehrerbildung sowie Expertenworkshops und -interviews mit PflegedidaktikerInnen. Die empirische Erprobung erfolgte an einer Stichprobe von 1096 Pflegelehrpersonen. Psychometrische Analysen auf Grundlage der klassischen Testtheorie sowie IRT-basierte Analysen führten zu einer Überarbeitung des Instruments, welches nun als zweisprachiges Online-Self-Assessmenttool (eng./deut.) vorliegt. Die Validierung der deutschsprachigen Version fand anhand von 545 TeilnehmerInnen im Jahr 2016 statt, sodass ein geprüftes Instrument mit 54 Items in den fünf Hauptskalen (Unterricht, Beurteilung, Beratung, Lernortkooperation sowie Organisations- und Schulentwicklung) und 18 Subskalen zur Verfügung steht.Sowohl klassische als auch probabilistische Testgütekriterien werden erfüllt. Die Skalen weisen hohe interne Konsistenzen auf (α > 0,80) und sind überwiegend konstruktvalide. So lassen sich für 17 der 18 Subskalen ordinale Raschmodelle anpassen. Auf der Ebene der Hauptskalen können Partial Credit Modelle für alle Items von modellkonformen Subskalen einer Hauptskala angepasst werden. Das Instrument kann zur individuellen Kompetenzdiagnostik, zur Identifikation von Bildungsbedarfen in Schulen des Gesundheitswesens und im Kontext beruflicher Bildungsprozesse genutzt werden. In der Onlineversion erhalten Teilnehmende abschließend ein individuelles Kompetenzprofil mit möglichen Vergleichswerten. Das Tool kann begleitend zu Qualifizierungsprozessen als Monitoring-Instrument oder zur individuellen Kompetenzbilanzierung eingesetzt werden.}}, 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 = {{In the last decade, the German transition system has witnessed the large‐scale introduction of so‐called “analysis of potentials” (<em>Potenzialanalysen</em>) 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 <em>Potenzialanalysen</em>. 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.}}, 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}}, } @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}}, } @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}}, } @article{49273, abstract = {{ This investigation concentrates on the association of intergenerational value similarity and adult children’s and parents’ subjective well-being, on the linkage between relationship quality and subjective well-being. Mediation effects of the relationship quality on the associations between value similarity and subjective well-being were focused. The sample consisted of 600 adult German children (53.8% women) and their parents. Dyadic correlations were constructed to determine the value similarity. In this study, the general value orientation and the family values were objects of research. We measured the subjective well-being with the Satisfaction with Life Scale and we used the Network of Relationships Inventory (NRI) to measure the relationship quality. Associations between subjective well-being and value similarity, and between subjective well-being and relationship quality, as well as mediation effects, were found. All effects depend on gender and perspective. }}, author = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}}, issn = {{0192-513X}}, journal = {{Journal of Family Issues}}, keywords = {{Social Sciences (miscellaneous)}}, number = {{3}}, pages = {{610--632}}, publisher = {{SAGE Publications}}, title = {{{Intergenerational Value Similarity and Subjective Well-Being}}}, doi = {{10.1177/0192513x211054470}}, volume = {{44}}, 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{37760, author = {{Güldenpenning, Iris and Kunde, Wilfried and Weigelt, Matthias}}, issn = {{1612-197X}}, journal = {{International Journal of Sport and Exercise Psychology}}, keywords = {{Applied Psychology, Social Psychology}}, number = {{1}}, pages = {{202--222}}, publisher = {{Informa UK Limited}}, title = {{{Head-fake perception in basketball: the relative contributions of expertise, visual or motor training, and test repetition}}}, doi = {{10.1080/1612197x.2020.1854819}}, volume = {{20}}, year = {{2020}}, } @article{47045, author = {{Güldenpenning, Iris}}, journal = {{Zeitschrift für Sportpsychologie}}, keywords = {{Applied Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology}}, number = {{2}}, pages = {{80--81}}, publisher = {{Hogrefe Publishing Group}}, title = {{{Bericht zur 52. Tagung der Arbeitsgemeinschaft für Sportpsychologie: Neues Format, unbekannte Talente und Belohnungsaufschub}}}, doi = {{10.1026/1612-5010/a000300}}, volume = {{27}}, year = {{2020}}, } @article{48382, abstract = {{AbstractThe intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students’ demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention.}}, author = {{Schnettler, Theresa and Bobe, Julia and Scheunemann, Anne and Fries, Stefan and Grunschel, Carola}}, issn = {{0146-7239}}, journal = {{Motivation and Emotion}}, keywords = {{Experimental and Cognitive Psychology, Social Psychology}}, number = {{4}}, pages = {{491--507}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university}}}, doi = {{10.1007/s11031-020-09822-w}}, volume = {{44}}, year = {{2020}}, } @article{49291, abstract = {{ This investigation concentrates on value similarity between parents and their children during adulthood. The interplay between gender, age, relationship quality, and frequency of contact on value similarity was analyzed. A total of 600 adult German children (53.8% women) and their parents took part in a questionnaire study. Value orientation was measured with a short version of Schwartz’s Portrait Values Questionnaire, and relationship quality with the Network of Relationships Inventory (Furman & Buhrmeister, 1992).Value similarity was higher in mother–daughter dyads compared to mother–son dyads, but in the other dyads, no significant differences were found. Regarding relationship quality, verbal intimacy was not related to value similarity. Parental satisfaction was associated with value similarity in the father–child dyads. Satisfaction, as perceived by adult children, was linked to value similarity in mother–child and father–son dyads. Furthermore, the frequency of contact related to value similarity between mothers and sons. }}, author = {{Hoellger, Christian and Sommer, Sabrina and Albert, Isabelle and Buhl, Heike M.}}, issn = {{0192-513X}}, journal = {{Journal of Family Issues}}, keywords = {{Social Sciences (miscellaneous)}}, number = {{6}}, pages = {{1234--1257}}, publisher = {{SAGE Publications}}, title = {{{Intergenerational Value Similarity in Adulthood}}}, doi = {{10.1177/0192513x20943914}}, volume = {{42}}, year = {{2020}}, } @inproceedings{15332, abstract = {{Artificial intelligence (AI) has the potential for far-reaching – in our opinion – irreversible changes. They range from effects on the individual and society to new societal and social issues. The question arises as to how students can learn the basic functioning of AI systems, what areas of life and society are affected by these and – most important – how their own lives are affected by these changes. Therefore, we are developing and evaluating school materials for the German ”Science Year AI”. It can be used for students of all school types from the seventh grade upwards and will be distributed to about 2000 schools in autumn with the support of the Federal Ministry of Education and Research. The material deals with the following aspects of AI: Discussing everyday experiences with AI, how does machine learning work, historical development of AI concepts, difference between man and machine, future distribution of roles between man and machine, in which AI world do we want to live and how much AI would we like to have in our lives. Through an accompanying evaluation, high quality of the technical content and didactic preparation is achieved in order to guarantee the long-term applicability in the teaching context in the different age groups and school types. In this paper, we describe the current state of the material development, the challenges arising, and the results of tests with different classes to date. We also present first ideas for evaluating the results.}}, author = {{Schlichtig, Michael and Opel, Simone Anna and Budde, Lea and Schulte, Carsten}}, booktitle = {{ISSEP 2019 - 12th International conference on informatics in schools: Situation, evaluation and perspectives, Local Proceedings}}, editor = {{Jasutė, Eglė and Pozdniakov, Sergei}}, isbn = {{978-9925-553-27-3}}, keywords = {{Artificial Intelligence, Machine Learning, Teaching Material, Societal Aspects, Ethics. Social Aspects, Science Year, Simulation Game}}, location = {{Lanarca}}, pages = {{65 -- 73}}, title = {{{Understanding Artificial Intelligence – A Project for the Development of Comprehensive Teaching Material}}}, volume = {{12}}, year = {{2019}}, } @article{47917, abstract = {{ Companies disclosing negative aspects in sustainability reports often employ legitimation strategies to present mishaps in a favorable light. In incentivized experiments, we find that nonprofessional investors divest from companies with a negative sustainability-related incident, and that symbolic legitimation (which only evasively explains a negative incident) is not a strong enough signal to counter this divestment behavior. Even substantial legitimation (which reports on measures and behavioral change) mitigates the divestment decisions only if the company reports on concrete remediation actions in morally charged situations, such as social or environmental incidents. We elaborate these results in light of signaling and screening theory, and suggest the conceptual extension of “costly signals” to what we call “valuable signals.” We argue that valuable signals need be not only costly for the sender from an economic perspective but also perceived as appropriate by the receiver from a noneconomic perspective. }}, author = {{Hahn, Rüdiger and Reimsbach, Daniel and Kotzian, Peter and Feder, Madeleine and Weißenberger, Barbara E.}}, issn = {{0007-6503}}, journal = {{Business & Society}}, keywords = {{Social Sciences (miscellaneous), Business, Management and Accounting (miscellaneous)}}, number = {{4}}, pages = {{943--978}}, publisher = {{SAGE Publications}}, title = {{{Legitimation Strategies as Valuable Signals in Nonfinancial Reporting? Effects on Investor Decision-Making}}}, doi = {{10.1177/0007650319872495}}, volume = {{60}}, year = {{2019}}, } @article{36007, abstract = {{Abstract This article studies the anti-racist writings by contemporary scholars Cornel West, Eddie S. Glaude, Jr., George Yancy, and Claudia Rankine. It uncovers how they include personal narratives in their works in order to theorise the workings of white hegemony in the twenty-first century. In doing so, I argue, they productively blur the lines between the personal and the theoretical as well as between the past and the present. Consequently, they problematise the notion of abstract theorising, the myth of continuous racial progress as well as conceptions of postracialism.}}, author = {{Hartmann, Alexandra}}, issn = {{2451-3474}}, journal = {{Open Cultural Studies}}, keywords = {{General Social Sciences, General Arts and Humanities}}, number = {{1}}, pages = {{224--235}}, publisher = {{Walter de Gruyter GmbH}}, title = {{{The Personal Is Theoretical and the Past Is Present: Blurring the Lines in Contemporary Anti-Racist Writing}}}, doi = {{10.1515/culture-2018-0021}}, volume = {{2}}, year = {{2018}}, }