@inproceedings{66739,
  author       = {{Güldenpenning, Iris and Schulze Frielinghaus, Lars and Böer, Nils Tobias and Schmidt, Thomas and Weigelt, Matthias}},
  booktitle    = {{18th FEPSAC European Congress of Sport Psychology: Performance, Health and Enhancement in Action}},
  location     = {{Timisoara}},
  title        = {{{Early postural dynamics reveal the rapid processing of fake social cues for deceptive actions in sports}}},
  year         = {{2026}},
}

@inproceedings{66742,
  author       = {{Böer, Nils Tobias and Steinborn, Michael B. and Weigelt, Matthias and Güldenpenning, Iris}},
  booktitle    = {{18th FEPSAC European Congress of Sport Psychology: Performance, Health and Enhancement in Action}},
  location     = {{Timisoara (Rumänien)}},
  title        = {{{Mobilizing Effort in Complex Motor Tasks: Try-Harder Instructions in Deceptive Actions}}},
  year         = {{2026}},
}

@book{66757,
  abstract     = {{<jats:p>&lt;p&gt;                    &lt;strong&gt;Prokrastination verstehen, überwinden und nachhaltig verändern – mit dem ProGRess-Training&lt;/strong&gt;                    &lt;br/&gt;                    Das ProGRess-Training ist ein innovatives Selbstmanagementprogramm zur Förderung von Selbstaktivierung und Handlungsfähigkeit. Basierend auf dem Zürcher Ressourcen Modell (ZRM®) und aktuellen Befunden der Prokrastinationsforschung unterstützt das ressourcenaktivierende Training Teilnehmende dabei, ihr Verhalten zu reflektieren, individuelle Strategien zu entwickeln und diese wirksam in ihren Alltag zu integrieren. Die Teilnehmenden erarbeiten dabei einen persönlichen Anti-Prokrastination-Maßnahmen-Pool (APM), lernen motivationale und volitionale Strategien kennen und entwickeln eine neue, ressourcenorientierte Haltung.                    &lt;br/&gt;                    Das Herzstück des Buches bildet ein umfassendes Manual, das Trainer*innen alles an die Hand gibt, was sie für die Durchführung des ProGRess-Trainings benötigen: von der zweieinhalbtägigen Blockveranstaltung über die vierwöchige Selbstcoachingphase bis hin zur abschließenden Booster-                    &lt;br/&gt;                    Session. Für alle Bestandteile stehen ausführliche Anleitungen und ergänzende Materialien, einschließlich digitaler Ressourcen, zur Verfügung. Zudem bietet das Buch einen fundierten Einblick in die theoretischen Grundlagen und Ergebnisse der wissenschaftlichen Evaluation des Trainings.                    &lt;br/&gt;                    Ein praxisnaher Leitfaden für alle, die Menschen dabei unterstützen möchten, vom lästigen Aufschieben ins Tun zu kommen – nachhaltig, selbstbestimmt und gestärkt durch eigene Ressourcen.                &lt;/p&gt;                                &lt;p&gt;Das digitale Zusatzmaterial zu diesem Buch kann nach erfolgter Registrierung von der Hogrefe Website heruntergeladen werden.&lt;/p&gt;</jats:p>}},
  author       = {{Klingsieck, Katrin B. and Schneider, Tamara and Weber, Julia and Storch, Maja}},
  isbn         = {{9783456864631}},
  publisher    = {{Hogrefe AG}},
  title        = {{{Ressourcenstark Prokrastination reduzieren}}},
  doi          = {{10.1024/86463-000}},
  year         = {{2026}},
}

@inbook{66755,
  author       = {{Bobe, Julia and Klingsieck, Katrin B.}},
  booktitle    = {{Prokrastination: Erkennen, Verstehen, Reduzieren}},
  editor       = {{Klingsieck, Katrin B. and Koppenborg, Markus}},
  isbn         = {{9783662728994}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Nur mal angenommen, du könntest deine Prokrastination überwinden… Lösungsorientierte Beratung für prokrastinierende Studierende}}},
  doi          = {{10.1007/978-3-662-72900-7_11}},
  year         = {{2026}},
}

@inbook{66756,
  author       = {{Schneider, Tamara and Hartmann, Nina and Klingsieck, Katrin B.}},
  booktitle    = {{Prokrastination: Erkennen, Verstehen, Reduzieren}},
  editor       = {{Klingsieck, Katrin B.  and Koppenborg, Markus}},
  isbn         = {{9783662728994}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Das ProGRess-Training – Ein psychologisches Training zur Prävention und Reduktion von Prokrastination}}},
  doi          = {{10.1007/978-3-662-72900-7_13}},
  year         = {{2026}},
}

@inbook{66752,
  author       = {{Koppenborg, Markus and Klingsieck, Katrin B.}},
  booktitle    = {{Prokrastination: Erkennen, Verstehen, Reduzieren}},
  editor       = {{Klingsieck, Katrin B.  and Koppenborg, Markus}},
  isbn         = {{9783662728994}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Ein Blick in die Forschung: Persönlichkeit, Motivation und Kontextfaktoren}}},
  doi          = {{10.1007/978-3-662-72900-7_2}},
  year         = {{2026}},
}

@inbook{66750,
  author       = {{Klingsieck, Katrin B.}},
  booktitle    = {{Prokrastination: Erkennen, Verstehen, Reduzieren}},
  editor       = {{Klingsieck, Katrin B. and Koppenborg, Markus}},
  isbn         = {{9783662728994}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Prokrastination: Was ist es? Was ist es nicht? Wie macht man es sichtbar?}}},
  doi          = {{10.1007/978-3-662-72900-7_1}},
  year         = {{2026}},
}

@inbook{66754,
  author       = {{Kaemper, Mara and Buhl, Heike M. and Klingsieck, Katrin B.}},
  booktitle    = {{Prokrastination: Erkennen, Verstehen, Reduzieren}},
  isbn         = {{9783662728994}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Verhaltensbezogene Prävention von Prokrastination: Das PROFI-Training}}},
  doi          = {{10.1007/978-3-662-72900-7_10}},
  year         = {{2026}},
}

@article{66606,
  abstract     = {{Der Beitrag beschäftigt sich mit der Frage, ob die Merkmale guter inklusiver Schulen – verstanden als Schulentwicklungsinstrument – mit der Arbeitszufriedenheit und den Selbstwirksamkeitsüberzeugungen von Lehrkräften in inklusiven Gesamt- und Sekundarschulen zusammenhängen. Dazu werden Daten aus dem BMBF-geförderten Projekt BiFoKi (Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen) von N = 119 Lehrkräften analysiert. Die Ergebnisse zeigen, dass die Merkmale guter inklusiver Schulen einen großen Teil der Varianz in der Arbeitszufriedenheit aufklären. Die kollektive Selbstwirksamkeitsüberzeugung korreliert stark mit den Merk-malen guter inklusiver Schulen und der Arbeitszufriedenheit der Lehrkräfte. Für die individuelle inklusionsbezogene Selbstwirksamkeitsüberzeugung zeigen sich itemspezifische Befunde, die diskutiert werden. Implikationen für die schulische Praxis werden abgeleitet.}},
  author       = {{Wohnhas, Verena and Böhm-Kasper, Oliver and Neumann, Phillip}},
  journal      = {{PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung}},
  keywords     = {{Arbeitszufriedenheit, Inklusion, Merkmale guter inklusiver Schulen, Selbstwirksamkeit, kollektive Selbstwirksamkeitsüberzeugung}},
  number       = {{1}},
  pages        = {{168–196}},
  title        = {{{Merkmale guter inklusiver Schulen – Zusammenhänge auf Lehrkraft-Ebene}}},
  doi          = {{10.11576/PFLB-8392}},
  volume       = {{8}},
  year         = {{2026}},
}

@article{66764,
  abstract     = {{<jats:title>ABSTRACT</jats:title>
                  <jats:p>
                    Methane, synthesized from renewable hydrogen and biogenic CO
                    <jats:sub>2</jats:sub>
                    , can be a part of the transformation towards renewable energy carriers. A major engineering challenge is the optimization of the fixed‐bed reactor design, specifically the heat dissipation in regions of high reaction heat release. A mitigation concept is the introduction of inert material into the fixed bed, called catalyst dilution. In this study, a 1D continuity model is presented, which aims to predict catalyst superheating. This model is used in an exploratory study to identify system sensitivity and optimization parameters. Subsequently, an optimization framework for improving the reactor design is tested, resulting in a 148‐K reduction in peak catalyst temperature when using a 33.3 vol% catalyst dilution.
                  </jats:p>}},
  author       = {{Schmücker, Torben and Riese, Julia}},
  issn         = {{0009-286X}},
  journal      = {{Chemie Ingenieur Technik}},
  publisher    = {{Wiley}},
  title        = {{{Model‐Based Optimization Framework for Catalyst Dilution Applications in CO2‐Methanation Reactors}}},
  doi          = {{10.1002/cite.70162}},
  year         = {{2026}},
}

@article{66480,
  abstract     = {{Background – This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1, 309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfaction is assessed as an overall evaluation of how well the child's school placement meets their needs, without distinguishing between specific aspects of the school experience. The study also explores whether the child's level of support is associated with these perceptions. Based on a human rights perspective, we highlight parents’ perspectives and their role in the development of more inclusive education systems, without promoting one model of schooling over another. Methods – Responses from 1, 309 parents across four countries were analysed using descriptive and inferential statistics. Non-parametric tests compared satisfaction across school types, chi-squared tests assessed associations with willingness to change schools, and binary logistic regression examined whether level of support was associated with parents' willingness to change school placement. Results – Parents in England, Germany, and Norway reported higher satisfaction with special schools than with mainstream schools. No statistically significant difference was observed in Australia. Parents of children in special schools were less likely to report considering changing schools, particularly in England and Norway. Higher pupil support needs were significantly associated with parents’ willingness to change school across the combined sample. These findings suggest that parental satisfaction with their child's education and their preferences regarding school placement may be shaped by both school type and how well pupils' support needs are perceived to be met. Discussion and conclusion – The role of parents as key stakeholders in developing inclusive education systems, consistent with the Convention on the Rights of Persons with Disabilities (CRPD) is emphasised. While parents in special schools in three of the four countries reported higher satisfaction, the reasons for this remain unclear. Understanding the factors shaping parental satisfaction is essential for developing inclusive and responsive learning environments. These findings offer a starting point for future research on how education systems can better align policy commitments with families’ lived experiences.}},
  author       = {{Johansson, Veslemøy Maria Fossum and Gibson, Suanne and Woodcock, Stuart and Dechsling, Anders and Kullmann, Harry and Herrebrøden, Marte Karoline and Ulriksen, Line Britt and Nordahl-Hansen, Anders}},
  issn         = {{2504-284X}},
  journal      = {{Frontiers in Education}},
  keywords     = {{human rights, inclusion, inclusive education, international study, parents, school development, special educational needs}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison}}},
  doi          = {{10.3389/feduc.2026.1710708}},
  volume       = {{11}},
  year         = {{2026}},
}

@article{66758,
  abstract     = {{<jats:p>We return to the theoretical foundations of absorptive capacity and test the idea that personal experience in a field makes it easier for a firm’s inventors to recognize and build upon knowledge in that field from other local firms. We propose a new empirical model of localized knowledge diffusion, which (1) measures a firm’s absorptive capacity by its inventors’ prior experience in a field, (2) uses a death instrument to exogenously vary the availability of knowledge of the same collaborative patent in different regions, and (3) estimates the difference in citation likelihood from all subsequent inventors across both regions as a function of a potentially citing inventor’s prior experience in the field. Consistent with the original theory of absorptive capacity, firms whose inventors have prior experience in a field are more likely to use locally available interpersonal knowledge from other firms; furthermore, this effect declines monotonically with distance. Although the effects strengthen for more recent experience and multidisciplinary knowledge, the greatest benefits accrue to firms in the interaction—those whose inventors have more recent experience and that seek to absorb multidisciplinary knowledge. Interpersonal absorptive capacity within firms does not appear to localize.</jats:p>
                  <jats:p>This paper was accepted by Anita McGahan, business strategy.</jats:p>
                  <jats:p>Funding: The authors acknowledge financial support from the Alfred P. Sloan Foundation and the National Science Foundation [Grant 1360228].</jats:p>
                  <jats:p>Supplemental Material: The online appendix and data files are available at https://doi.org/10.1287/mnsc.2024.06147 .</jats:p>}},
  author       = {{Balsmeier, Benjamin and Fleming, Lee and Lück, Sonja}},
  issn         = {{0025-1909}},
  journal      = {{Management Science}},
  title        = {{{Microfoundations of Absorptive Capacity as Revealed by Inventor Deaths}}},
  doi          = {{10.1287/mnsc.2024.06147}},
  year         = {{2026}},
}

@book{66763,
  editor       = {{Textor, Annette and Kullmann, Harry and van der Donk, Cyrilla and van Lanen, Bas}},
  isbn         = {{978-3-7799-3726-5}},
  pages        = {{432}},
  publisher    = {{Beltz Juventa}},
  title        = {{{Praxisforschung in Schule und Unterricht}}},
  year         = {{2026}},
}

@article{66664,
  abstract     = {{This article critically examines three persistent pitfalls that undermine the transformative potential of intercultural education: cultural uniformity, pedagogical neutrality, and presumptions of competence. These interconnected tendencies are rooted in essentialist conceptions of culture, the depoliticisation of educational practice, and the instrumental reduction of intercultural competence to a measurable skill. Drawing on critical pedagogy and decolonial scholarship, as well as empirical studies on monolingualism, assimilationism, and institutionalised hierarchies, the article demonstrates how well-intentioned initiatives often reproduce structural power asymmetries, symbolic violence, and epistemic marginalisation. It thus advocates an intercultural education grounded in critical reflexivity, political responsibility, and a sustained commitment to epistemic and social justice. Moving beyond reductive frameworks, the article advances dialogic, participatory, and decolonising approaches that interrogate dominant norms, recognise the pluriform and situated character of knowledge, and foreground the relational dynamics of interculturality. Intercultural learning is thus reframed as an ongoing, power-conscious process of negotiating difference within structurally unequal conditions rather than as the transmission of predefined competencies.}},
  author       = {{Pöllmann, Andreas}},
  issn         = {{1476-7724}},
  journal      = {{Globalisation, Societies and Education}},
  pages        = {{1--11}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Three pitfalls in intercultural education: Cultural uniformity, pedagogical neutrality, and presumptions of competence}}},
  doi          = {{10.1080/14767724.2026.2636566}},
  year         = {{2026}},
}

@article{66791,
  abstract     = {{<jats:title>Abstract</jats:title>
                  <jats:p>Roller shells of twin-roll-caster (TRC) are subjected to wear and tear due to their usage in harsh casting and forming conditions. Therefore, their durability is significantly shortened by the need to refinish the surface to reinstate suitable surface parameters for rolling and casting thin aluminium or other metal strips. To extend the lifetime of the rollers, a solution to repair the surface has to be found. Due to the constraints in the TRC process, most surface repair processes are not suitable, too complex (multistage heat treatment) or too expensive. Hence, high velocity oxygen fuel (HVOF) is a viable solution for applying a repair surface onto worn-down rollers, as this process is well-known and understood, already established in the industry, and potentially possible to integrate into the TRC process environment without disassembling the roller from the machine.</jats:p>}},
  author       = {{Lauth, Martin and Hoyer, Kay-Peter and Voswinkel, Dietrich and Gräfen, Winfried and Schaper, Mirko}},
  issn         = {{2194-1831}},
  journal      = {{HTM Journal of Heat Treatment and Materials}},
  number       = {{4}},
  pages        = {{166--178}},
  publisher    = {{Walter de Gruyter GmbH}},
  title        = {{{Adapting the HVOF Process for the Repair of Twin-Roll-Caster Shells}}},
  doi          = {{10.1515/htm-2026-0017}},
  volume       = {{81}},
  year         = {{2026}},
}

@article{66790,
  abstract     = {{<jats:title>Abstract</jats:title>
                  <jats:p>Roller shells of twin-roll-caster (TRC) are subjected to wear and tear due to their usage in harsh casting and forming conditions. Therefore, their durability is significantly shortened by the need to refinish the surface to reinstate suitable surface parameters for rolling and casting thin aluminium or other metal strips. To extend the lifetime of the rollers, a solution to repair the surface has to be found. Due to the constraints in the TRC process, most surface repair processes are not suitable, too complex (multistage heat treatment) or too expensive. Hence, high velocity oxygen fuel (HVOF) is a viable solution for applying a repair surface onto worn-down rollers, as this process is well-known and understood, already established in the industry, and potentially possible to integrate into the TRC process environment without disassembling the roller from the machine.</jats:p>}},
  author       = {{Lauth, Martin and Hoyer, Kay-Peter and Voswinkel, Dietrich and Gräfen, Winfried and Schaper, Mirko}},
  issn         = {{2194-1831}},
  journal      = {{HTM Journal of Heat Treatment and Materials}},
  number       = {{4}},
  pages        = {{166--178}},
  publisher    = {{Walter de Gruyter GmbH}},
  title        = {{{Adapting the HVOF Process for the Repair of Twin-Roll-Caster Shells}}},
  doi          = {{10.1515/htm-2026-0017}},
  volume       = {{81}},
  year         = {{2026}},
}

@book{66621,
  editor       = {{Hartwich, Katharina and Heisler, Dietmar and Lippegaus, Petra and Schmökel, Michelle Jaquelina and Schwede, Jana and Sommer, Christian}},
  publisher    = {{bwp@ Berufs- und Wirtschaftspädagogik – online}},
  title        = {{{bwp@ Spezial HT2025: Nachhaltig – Digital – Chancengerecht. Zukunftsszenarien von Arbeit, Bildung und Beruf}}},
  year         = {{2026}},
}

@article{66788,
  author       = {{Hartwich, Katharina and Heisler, Dietmar}},
  issn         = {{1618-8543}},
  journal      = {{bwp@ Berufs- und Wirtschaftspädagogik – online}},
  number       = {{50}},
  title        = {{{Implementierung von Nachhaltigkeit in der Berufsvorbereitung –  Konzeptionelle und praxisbezogene Entwicklungen}}},
  year         = {{2026}},
}

@article{66650,
  author       = {{Sagolla, Nils and Seifert, Andreas and Bohndick, Carla and Buhl, Heike M.}},
  journal      = {{Journal for Educational Research Online}},
  number       = {{1}},
  pages        = {{31--48}},
  publisher    = {{Waxmann}},
  title        = {{{Skills Help, but They Don’t Help All at Once: Changes in the Relationship Between Study- Relevant Skills and Student Stress as Well as Study Satisfaction During the First Two Years of Teacher Education}}},
  doi          = {{10.31244/jero.2026.01.02}},
  volume       = {{18}},
  year         = {{2026}},
}

@inbook{66753,
  author       = {{Kaemper, Mara and Buhl, Heike M. and Klingsieck, Katrin B.}},
  booktitle    = {{Prokrastination: Erkennen, Verstehen, Reduzieren}},
  editor       = {{Klingsieck, Katrin B. and Koppenborg, Markus}},
  isbn         = {{9783662728994}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Verhaltensbezogene Prävention von Prokrastination: Das PROFI-Training}}},
  doi          = {{10.1007/978-3-662-72900-7_10}},
  year         = {{2026}},
}