@inbook{45373,
  author       = {{Dröse, Jennifer and Neugebauer, P. and Delucchi Danhier, R. and Mertins, B.}},
  booktitle    = {{Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis}},
  editor       = {{Kleine, P. and Graulich, N. and Kuhn, J. and Schindler, M.}},
  pages        = {{209--225}},
  title        = {{{Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen}}},
  doi          = {{https://doi.org/10.1007/978-3-662-63214-7}},
  year         = {{2022}},
}

@article{35420,
  abstract     = {{<jats:p>Procrastination refers to voluntarily postponing an intended course of action despite expecting to be worse off for this delay, and students are considered to be especially negatively affected. According to estimates in the literature, at least half of the students believe procrastination impacts their academic achievements and well-being. As of yet, evidence-based ideas on how to differentiate severe from less severe cases of procrastination in this population do not exist, but are important in order to identify those students in need of support. The current study recruited participants from different universities in Sweden to participate in an anonymous online survey investigating self-rated levels of procrastination, impulsivity, perfectionism, anxiety, depression, stress, and quality of life. Furthermore, diagnostic criteria for pathological delay (PDC) as well as self-report items and open-ended questions were used to determine the severity of their procrastination and its associated physical and psychological issues. In total, 732 participants completed the survey. A median-split on the Pure Procrastination Scale (PPS) and the responses to the PDC were used to differentiate two groups; “less severe procrastination” (PPS ≤ 2.99; <jats:italic>n</jats:italic> = 344; 67.7% female; <jats:italic>M</jats:italic> age = 30.03; <jats:italic>SD</jats:italic> age = 9.35), and “severe procrastination” (PPS ≥ 3.00; <jats:italic>n</jats:italic> = 388; 66.2% female; <jats:italic>M</jats:italic> age = 27.76; <jats:italic>SD</jats:italic> age = 7.08). For participants in the severe group, 96–97% considered procrastination to a problem, compared to 42–48% in the less severe group. The two groups also differed with regard to considering seeking help for procrastination, 35–38% compared to 5–7%. Participants in the severe group also reported more problems of procrastination in different life domains, greater symptoms of psychological issues, and lower quality of life. A thematic analysis of the responses on what physical issues were related to procrastination revealed that these were characterized by stress and anxiety, e.g., tension, pain, and sleep and rest, while the psychological issues were related to stress and anxiety, but also depression, e.g., self-criticism, remorse, and self-esteem. The current study recommends the PPS to be used as an initial screening tool, while the PDC can more accurately determine the severity level of procrastination for a specific individual.</jats:p>}},
  author       = {{Rozental, Alexander and Forsström, David and Hussoon, Ayah and Klingsieck, Katrin B.}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{General Psychology}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases}}},
  doi          = {{10.3389/fpsyg.2022.783570}},
  volume       = {{13}},
  year         = {{2022}},
}

@article{35415,
  abstract     = {{<jats:p> Abstract. Procrastination is the irrational delay of an intended task and is common among students. A delay can only be defined as procrastination when it is voluntary, the action was intended but not implemented, and the delay is accompanied by subjective discomfort. Established scales of procrastination cover mainly behavioral aspects but have neglected the emotional aspect. This inaccuracy concerning the construct validity might entail misconceptions of procrastination. Accordingly, we developed and validated the Behavioral and Emotional Academic Procrastination Scale (BEPS), which covers all aspects of the definition of procrastination. The 6-item scale measuring self-reported academic procrastination was tested in three studies. Study 1 ( N = 239) evaluated the psychometric qualities of the BEPS, indicating good item characteristics and internal consistency. Study 2 ( N = 1,441) used confirmatory factor analysis and revealed two correlated factors: one covering the behavioral aspect and the other reflecting the emotional aspect. Measurement invariance was shown through longitudinal and multigroup confirmatory factor analyses. Study 3 ( N = 234) provided evidence for the scale’s convergent validity through correlations with established procrastination scales, self-efficacy, and neuroticism. The BEPS thus economically operationalizes all characteristics of academic procrastination and appears to be a reliable and valid self-report measure. </jats:p>}},
  author       = {{Bobe, Julia and Schnettler, Theresa and Scheunemann, Anne and Fries, Stefan and Bäulke, Lisa and Thies, Daniel O. and Dresel, Markus and Leutner, Detlev and Wirth, Joachim and Klingsieck, Katrin B. and Grunschel, Carola}},
  issn         = {{1015-5759}},
  journal      = {{European Journal of Psychological Assessment}},
  keywords     = {{Applied Psychology}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Delaying Academic Tasks and Feeling Bad About It}}},
  doi          = {{10.1027/1015-5759/a000728}},
  year         = {{2022}},
}

@article{35416,
  abstract     = {{<jats:p> Zusammenfassung. Eine gut ausgebildete diagnostische Kompetenz von Lehrpersonen ist eine wesentliche Voraussetzung für gelingenden Unterricht und trägt maßgeblich zur akademischen und persönlichen Entwicklung von Schülern bei. Häufig sind Lehrpersonen jedoch nur bedingt dazu in der Lage, Schülermerkmale wie Leistung, Motivation oder Ängstlichkeit adäquat zu beurteilen. Eine Förderung der diagnostischen Kompetenz sollte bereits während des Studiums stattfinden, um Lehrpersonen früh auf diagnostische Situationen in der Schulpraxis vorzubereiten und negative Konsequenzen möglicher pädagogischer Fehlentscheidungen zu vermeiden. Dieser Beitrag vergleicht eine lehrendenzentrierte, eine problembasierte und eine digitale, simulationsbasierte Maßnahme zur Förderung unterschiedlicher Aspekte diagnostischer Kompetenz an einer Stichprobe von N = 166 Lehramtsstudierenden im Hinblick auf ihre Wirksamkeit. Es zeigen sich insbesondere Vorteile der simulationsbasierten Fördermaßnahme in den Bereichen intrinsische Motivation und Interesse sowie Nachteile der lehrendenzentrierten Maßnahme im Bereich des Wissens um das systematische Vorgehen im diagnostischen Prozess und der problembasierten Maßnahme im Bereich des Extraneous Cognitive Load. Die Ergebnisse werden insbesondere im Hinblick auf ihre praktischen Implikationen im Rahmen der Lehrerbildung und zunehmend digitalisierter Lehre diskutiert. </jats:p>}},
  author       = {{Grotegut, Lea and Klingsieck, Katrin B.}},
  issn         = {{1010-0652}},
  journal      = {{Zeitschrift für Pädagogische Psychologie}},
  keywords     = {{Developmental and Educational Psychology}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden?}}},
  doi          = {{10.1024/1010-0652/a000352}},
  year         = {{2022}},
}

@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}},
}

@inproceedings{33847,
  abstract     = {{The scope of speech enhancement has changed from a monolithic view of single,
independent tasks, to a joint processing of complex conversational speech
recordings. Training and evaluation of these single tasks requires synthetic
data with access to intermediate signals that is as close as possible to the
evaluation scenario. As such data often is not available, many works instead
use specialized databases for the training of each system component, e.g
WSJ0-mix for source separation. We present a Multi-purpose Multi-Speaker
Mixture Signal Generator (MMS-MSG) for generating a variety of speech mixture
signals based on any speech corpus, ranging from classical anechoic mixtures
(e.g., WSJ0-mix) over reverberant mixtures (e.g., SMS-WSJ) to meeting-style
data. Its highly modular and flexible structure allows for the simulation of
diverse environments and dynamic mixing, while simultaneously enabling an easy
extension and modification to generate new scenarios and mixture types. These
meetings can be used for prototyping, evaluation, or training purposes. We
provide example evaluation data and baseline results for meetings based on the
WSJ corpus. Further, we demonstrate the usefulness for realistic scenarios by
using MMS-MSG to provide training data for the LibriCSS database.}},
  author       = {{Cord-Landwehr, Tobias and von Neumann, Thilo and Boeddeker, Christoph and Haeb-Umbach, Reinhold}},
  booktitle    = {{2022 International Workshop on Acoustic Signal Enhancement (IWAENC)}},
  location     = {{Bamberg}},
  title        = {{{MMS-MSG: A Multi-purpose Multi-Speaker Mixture Signal Generator}}},
  year         = {{2022}},
}

@inbook{48949,
  author       = {{Schulze, Max}},
  booktitle    = {{Die Wirklichkeit ist sowieso da}},
  editor       = {{Schäfer, Wolfgang}},
  pages        = {{58--59}},
  title        = {{{Couleur Locale}}},
  year         = {{2022}},
}

@inbook{48948,
  author       = {{Schulze, Max}},
  booktitle    = {{Düsseldorf und Fotografie}},
  pages        = {{106--107}},
  title        = {{{Single Club}}},
  year         = {{2022}},
}

@misc{48786,
  author       = {{Hartung, Olaf}},
  booktitle    = {{sehepunkte}},
  issn         = {{1618-6168}},
  title        = {{{Rezension von: Viola Schrader: Historisches Denken und sprachliches Handeln. Eine qualitativ-empirische Untersuchung von Schülertexten. Münster et al.: LIT 2021}}},
  volume       = {{22, 6}},
  year         = {{2022}},
}

@inproceedings{33807,
  author       = {{Gburrek, Tobias and Schmalenstroeer, Joerg and Haeb-Umbach, Reinhold}},
  booktitle    = {{ICASSP 2022 - 2022 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP)}},
  publisher    = {{IEEE}},
  title        = {{{On Synchronization of Wireless Acoustic Sensor Networks in the Presence of Time-Varying Sampling Rate Offsets and Speaker Changes}}},
  doi          = {{10.1109/icassp43922.2022.9746284}},
  year         = {{2022}},
}

@article{35992,
  abstract     = {{In this paper new semiparametric generalized autoregressive conditional heteroscedasticity (GARCH) models with long memory are introduced. A multiplicative decomposition of the volatility into a conditional component and an unconditional component is assumed. The estimation of the latter is carried out by means of a data-driven local polynomial smoother. According to the revised recommendations by the Basel Committee on Banking Supervision to measure market risk in the banks’ trading books, these new semiparametric GARCH models are applied to obtain rolling one-step ahead forecasts for the value-at-risk and expected shortfall (ES) for market risk assets. Standard regulatory traffic-light tests and a newly introduced traffic-light test for the ES are carried out for all models. In addition, model performance is assessed via a recently introduced model selection criterion. The practical relevance of our proposal is demonstrated by a comparative study. Our results indicate that semiparametric long-memory GARCH models are a meaningful substitute for their conventional, parametric counterparts. }},
  author       = {{Letmathe, Sebastian and Feng, Yuanhua and Uhde, André}},
  journal      = {{Journal of Risk}},
  keywords     = {{long memory, generalized autoregressive conditional heteroscedasticity (GARCH) models, value-at-risk (VaR), expected shortfall (ES), traffic-light test, backtesting}},
  number       = {{2}},
  title        = {{{Semiparametric GARCH models with long memory applied to Value at Risk and Expected Shortfall}}},
  volume       = {{25}},
  year         = {{2022}},
}

@article{33451,
  abstract     = {{We present an approach to automatically generate semantic labels for real recordings of automotive range-Doppler (RD) radar spectra. Such labels are required when training a neural network for object recognition from radar data. The automatic labeling approach rests on the simultaneous recording of camera and lidar data in addition to the radar spectrum. By warping radar spectra into the camera image, state-of-the-art object recognition algorithms can be applied to label relevant objects, such as cars, in the camera image. The warping operation is designed to be fully differentiable, which allows backpropagating the gradient computed on the camera image through the warping operation to the neural network operating on the radar data. As the warping operation relies on accurate scene flow estimation, we further propose a novel scene flow estimation algorithm which exploits information from camera, lidar and radar sensors. The
proposed scene flow estimation approach is compared against a state-of-the-art scene flow algorithm, and it outperforms it by approximately 30% w.r.t. mean average error. The feasibility of the overall framework for automatic label generation for
RD spectra is verified by evaluating the performance of neural networks trained with the proposed framework for Direction-of-Arrival estimation.}},
  author       = {{Grimm, Christopher and Fei, Tai and Warsitz, Ernst and Farhoud, Ridha and Breddermann, Tobias and Haeb-Umbach, Reinhold}},
  journal      = {{IEEE Transactions on Vehicular Technology}},
  number       = {{9}},
  pages        = {{9435--9449}},
  title        = {{{Warping of Radar Data Into Camera Image for Cross-Modal Supervision in Automotive Applications}}},
  doi          = {{10.1109/TVT.2022.3182411}},
  volume       = {{71}},
  year         = {{2022}},
}

@article{49095,
  author       = {{Krebs, Benjamin and Kabst, Rüdiger}},
  journal      = {{PERSONALquartely}},
  title        = {{{Erfolgreiches People Management in KMU und Start-ups}}},
  volume       = {{4}},
  year         = {{2022}},
}

@inbook{49104,
  author       = {{Rebert, Tobias and Tomin, Slawa and Wach, Bernhard and Kabst, Rüdiger}},
  booktitle    = {{Intrapreneurship}},
  isbn         = {{9783662641019}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Methodenverliebt am Markt vorbei?}}},
  doi          = {{10.1007/978-3-662-64102-6_19}},
  year         = {{2022}},
}

@inproceedings{33696,
  author       = {{Wiechmann, Jana and Glarner, Thomas and Rautenberg, Frederik and Wagner, Petra and Haeb-Umbach, Reinhold}},
  booktitle    = {{18. Phonetik und Phonologie im deutschsprachigen Raum (P&P)}},
  location     = {{Bielefeld}},
  title        = {{{Technically enabled explaining of voice characteristics}}},
  year         = {{2022}},
}

@article{42782,
  author       = {{Radermacher, Katharina and Herdejürgen, Enja Marie}},
  journal      = {{PERSONALquarterly}},
  number       = {{1/2022}},
  pages        = {{24--33}},
  title        = {{{Erkenntnisse aus Arbeitgeberbewertungen – Potenzial von Atmosphäre und Arbeitsplätzen. }}},
  year         = {{2022}},
}

@article{34281,
  abstract     = {{In this paper, we apply imprinting theory to examine how institutional transformation substantially influences perceptions of corruption that we argue to be incorporated to a varying extent in organizations founded in that period. For this purpose, we compare the effect of a sudden shock (dissolution of the Soviet Union) on the managers' present perceptions to that of a steady transition (EU accession). We consult the 5th round of the Business Environment and Enterprise Performance Survey from 2012 to 2014 analyzing 4715 interviews with managers of organizations from twelve Central and Eastern European countries. Our results reveal striking differences in the present perception of corruption for organizations founded immediately before and immediately after these institutional transitions. The study's results contribute to the research on imprinting theory regarding the relationship between organizations and institutional conditions that constitutes a lasting effect on organizational structures. Thus, applying an institutional perspective that considers less stable periods for organizations yields a promising avenue in research on organizational behavior.}},
  author       = {{Auer, Thorsten Fabian and Knorr, Karin and Thommes, Kirsten}},
  issn         = {{2694-6424}},
  journal      = {{Business Ethics, the Environment & Responsibility}},
  keywords     = {{Central and Eastern Europe, corruption, imprinting theory, institutional transformation, shock-imprinting}},
  number       = {{2}},
  pages        = {{478--497}},
  publisher    = {{Wiley}},
  title        = {{{Long‐term effects of institutional conditions on perceived corruption – A study on organizational imprinting in post‐communist countries}}},
  doi          = {{10.1111/beer.12506}},
  volume       = {{32}},
  year         = {{2022}},
}

@article{44529,
  abstract     = {{According to the German Rectors’ Conference (HRK), German higher education teaching fails to
meet the demand to integrate competence-oriented learning objectives. Despite a wide-ranging debate on the use of learning objectives, empirical research on their effectiveness is scarce. The present study uses the features of digital teaching platforms to investigate the perception and effectiveness of learning objectives applying a randomised controlled experiment followed by a survey in a course for undergraduate economics students (N = 30). Controlling group preconditions and the treatment effect allows to draw conclusions about the different learning outcomes of the student groups. The specification of behaviour-oriented learning objectives in the online course system leads to significantly better performance in the treatment group. A stronger perception of the learning objectives in the treatment group supports this effect that remains significant in a regression analysis. Thus, the study provides an empirical justification to integrate learning objectives in university teaching.}},
  author       = {{Auer, Thorsten Fabian}},
  issn         = {{2199-8825}},
  journal      = {{die hochschullehre}},
  keywords     = {{learning objectives, academic performance, perception, teaching methods, experiment}},
  number       = {{1}},
  pages        = {{662--675}},
  title        = {{{Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie}}},
  doi          = {{http://doi.org/10.3278/HSL2248W}},
  volume       = {{8}},
  year         = {{2022}},
}

@inproceedings{33957,
  abstract     = {{Manufacturing companies are challenged to make the increasingly complex work processes equally manageable for all employees to prevent an impending loss of competence. In this contribution, an intelligent assistance system is proposed enabling employees to help themselves in the workplace and provide them with competence-related support. This results in increasing the short- and long-term efficiency of problem solving in companies.}},
  author       = {{Deppe, Sahar and Brandt, Lukas and Brünninghaus, Marc and Papenkordt, Jörg and Heindorf, Stefan and Tschirner-Vinke, Gudrun}},
  keywords     = {{Assistance system, Knowledge graph, Information retrieval, Neural networks, AR}},
  location     = {{Stuttgart}},
  title        = {{{AI-Based Assistance System for Manufacturing}}},
  doi          = {{10.1109/ETFA52439.2022.9921520}},
  year         = {{2022}},
}