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Zentgraf, “Dielectric metasurface for wave-vector variant and circular polarization dependent transmission,” presented at the META 2024 - The 14th International Conference on Metamaterials, Photonic Crystals and Plasmonics, Toyama, Japan, 2024."},"publication":"Proceedings of The 14th International Conference on Metamaterials, Photonic Crystals and Plasmonics","project":[{"name":"TRR 142: TRR 142 - Maßgeschneiderte nichtlineare Photonik: Von grundlegenden Konzepten zu funktionellen Strukturen","_id":"53","grant_number":"231447078"},{"_id":"54","name":"TRR 142 - A: TRR 142 - Project Area A"},{"grant_number":"231447078","_id":"164","name":"TRR 142 - A09: TRR 142 - Erzeugung von Drei-Photonen-Zuständen mit On-Chip Pumplichtunterdrückung in topologischen Wellenleitern (A09*)"}]},{"place":"Berlin, Germany","date_created":"2025-02-10T14:11:18Z","type":"conference","department":[{"_id":"36"},{"_id":"233"},{"_id":"870"}],"publication":"{Forschungskolloquium zur Audiokommunikation}","citation":{"chicago":"Berndt, Axel. “Auditory Pointers: Spatial Navigation with Sounds.” In <i>{Forschungskolloquium Zur Audiokommunikation}</i>. Berlin, Germany, 2024.","short":"A. Berndt, in: {Forschungskolloquium Zur Audiokommunikation}, Berlin, Germany, 2024.","ieee":"A. Berndt, “Auditory Pointers: Spatial Navigation with Sounds,” 2024.","apa":"Berndt, A. (2024). Auditory Pointers: Spatial Navigation with Sounds. <i>{Forschungskolloquium Zur Audiokommunikation}</i>.","bibtex":"@inproceedings{Berndt_2024, place={Berlin, Germany}, title={Auditory Pointers: Spatial Navigation with Sounds}, booktitle={{Forschungskolloquium zur Audiokommunikation}}, author={Berndt, Axel}, year={2024} }","ama":"Berndt A. Auditory Pointers: Spatial Navigation with Sounds. In: <i>{Forschungskolloquium Zur Audiokommunikation}</i>. ; 2024.","mla":"Berndt, Axel. “Auditory Pointers: Spatial Navigation with Sounds.” <i>{Forschungskolloquium Zur Audiokommunikation}</i>, 2024."},"_id":"58550","language":[{"iso":"eng"}],"user_id":"55565","title":"Auditory Pointers: Spatial Navigation with Sounds","status":"public","year":"2024","author":[{"first_name":"Axel","last_name":"Berndt","full_name":"Berndt, Axel","id":"55565"}],"date_updated":"2025-05-23T15:15:16Z"},{"date_created":"2024-03-12T16:57:56Z","place":"Rome, Italy","type":"conference","citation":{"mla":"Berndt, Axel. “Mozart-Dekonstruktionen: Genese Einer KI-Generierten Konzertmusik.” <i>{Digitale Methoden in Den Geisteswissenschaften. Herausforderungen Und Chancen}</i>, 2024.","ama":"Berndt A. Mozart-Dekonstruktionen: Genese einer KI-generierten Konzertmusik. In: <i>{Digitale Methoden in Den Geisteswissenschaften. Herausforderungen Und Chancen}</i>. ; 2024.","bibtex":"@inproceedings{Berndt_2024, place={Rome, Italy}, title={Mozart-Dekonstruktionen: Genese einer KI-generierten Konzertmusik}, booktitle={{Digitale Methoden in den Geisteswissenschaften. Herausforderungen und Chancen}}, author={Berndt, Axel}, year={2024} }","apa":"Berndt, A. (2024). Mozart-Dekonstruktionen: Genese einer KI-generierten Konzertmusik. <i>{Digitale Methoden in Den Geisteswissenschaften. Herausforderungen Und Chancen}</i>.","ieee":"A. Berndt, “Mozart-Dekonstruktionen: Genese einer KI-generierten Konzertmusik,” 2024.","chicago":"Berndt, Axel. “Mozart-Dekonstruktionen: Genese Einer KI-Generierten Konzertmusik.” In <i>{Digitale Methoden in Den Geisteswissenschaften. Herausforderungen Und Chancen}</i>. Rome, Italy, 2024.","short":"A. Berndt, in: {Digitale Methoden in Den Geisteswissenschaften. Herausforderungen Und Chancen}, Rome, Italy, 2024."},"publication":"{Digitale Methoden in den Geisteswissenschaften. Herausforderungen und Chancen}","_id":"52514","language":[{"iso":"eng"}],"user_id":"55565","author":[{"id":"55565","full_name":"Berndt, Axel","first_name":"Axel","last_name":"Berndt"}],"title":"Mozart-Dekonstruktionen: Genese einer KI-generierten Konzertmusik","status":"public","year":"2024","date_updated":"2025-05-23T15:15:03Z"},{"status":"public","_id":"56236","publisher":"Wiley","page":"407-424","volume":94,"user_id":"99409","citation":{"chicago":"Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility Value.” <i>British Journal of Educational Psychology</i> 94, no. 2 (2024): 407–24. <a href=\"https://doi.org/10.1111/bjep.12653\">https://doi.org/10.1111/bjep.12653</a>.","ama":"Schönherr J. Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value. <i>British Journal of Educational Psychology</i>. 2024;94(2):407-424. doi:<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>","short":"J. Schönherr, British Journal of Educational Psychology 94 (2024) 407–424.","bibtex":"@article{Schönherr_2024, title={Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value}, volume={94}, DOI={<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>}, number={2}, journal={British Journal of Educational Psychology}, publisher={Wiley}, author={Schönherr, Johanna}, year={2024}, pages={407–424} }","mla":"Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility Value.” <i>British Journal of Educational Psychology</i>, vol. 94, no. 2, Wiley, 2024, pp. 407–24, doi:<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>.","apa":"Schönherr, J. (2024). Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value. <i>British Journal of Educational Psychology</i>, <i>94</i>(2), 407–424. <a href=\"https://doi.org/10.1111/bjep.12653\">https://doi.org/10.1111/bjep.12653</a>","ieee":"J. Schönherr, “Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value,” <i>British Journal of Educational Psychology</i>, vol. 94, no. 2, pp. 407–424, 2024, doi: <a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>."},"publication_identifier":{"issn":["0007-0998","2044-8279"]},"author":[{"id":"99409","full_name":"Schönherr, Johanna","last_name":"Schönherr","first_name":"Johanna"}],"title":"Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value","year":"2024","intvolume":"        94","date_updated":"2025-05-27T12:15:31Z","publication_status":"published","language":[{"iso":"eng"}],"doi":"10.1111/bjep.12653","publication":"British Journal of Educational Psychology","issue":"2","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:sec><jats:title>Background</jats:title><jats:p>Real‐world problems are important in math instruction, but they do not necessarily trigger students' task motivation. Personalizing real‐world problems by (1) matching problems to students' shared living environment (context personalization) and (2) asking students to pose their own problems (active personalization) might be two interventions to increase students' task motivation.</jats:p></jats:sec><jats:sec><jats:title>Aim</jats:title><jats:p>In the current study, we investigated the effects of context personalization and active personalization on students' self‐efficacy expectations, intrinsic value, attainment value, utility value, and cost.</jats:p></jats:sec><jats:sec><jats:title>Sample</jats:title><jats:p>The participants were 28 fifth‐ and sixth‐grade students who voluntarily took part in a six‐month afterschool program in which they posed problems with the aim of creating a math walk in their hometown.</jats:p></jats:sec><jats:sec><jats:title>Method</jats:title><jats:p>Using a within‐subjects design, at the end of the afterschool program, the students rated their self‐efficacy expectations and task values for four self‐developed problems associated with their hometown, four peer‐developed problems associated with their hometown, and four instructor‐provided problems associated with unfamiliar locations.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>Students reported higher self‐efficacy expectations, intrinsic value, attainment value, and utility value for active‐personalized than non‐personalized problems. To a lesser extent, context personalization promoted intrinsic value and attainment value. No effect was found for cost.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>Active personalization (i.e. asking students to pose their own real‐world problems) is suited to enhance students' task motivation, specifically their self‐efficacy expectations, intrinsic value, attainment value, and utility value. Context personalization still boosts students' intrinsic value and attainment value. Implementation in classroom instruction is discussed.</jats:p></jats:sec>","lang":"eng"}],"date_created":"2024-09-24T18:02:43Z","department":[{"_id":"913"}],"type":"journal_article"},{"citation":{"short":"R. Peñaloza, A.-Y. Turhan, in: L. Giordano, J.C. Jung, A. Ozaki (Eds.), Proceedings of the 37th International Workshop on Description Logics (DL 2024), Bergen, Norway, June 18-21, 2024, CEUR-WS.org, 2024.","chicago":"Peñaloza, Rafael, and Anni-Yasmin Turhan. “Rough, Rougher, Roughest: Extending EL with a Hierarchy of Indiscernibility Relations.” In <i>Proceedings of the 37th International Workshop on Description Logics (DL 2024), Bergen, Norway, June 18-21, 2024</i>, edited by Laura Giordano, Jean Christoph Jung, and Ana Ozaki, Vol. 3739. CEUR Workshop Proceedings. CEUR-WS.org, 2024.","apa":"Peñaloza, R., &#38; Turhan, A.-Y. (2024). Rough, Rougher, Roughest: Extending EL with a Hierarchy of Indiscernibility Relations. In L. Giordano, J. C. Jung, &#38; A. Ozaki (Eds.), <i>Proceedings of the 37th International Workshop on Description Logics (DL 2024), Bergen, Norway, June 18-21, 2024</i> (Vol. 3739). CEUR-WS.org.","ieee":"R. Peñaloza and A.-Y. Turhan, “Rough, Rougher, Roughest: Extending EL with a Hierarchy of Indiscernibility Relations,” in <i>Proceedings of the 37th International Workshop on Description Logics (DL 2024), Bergen, Norway, June 18-21, 2024</i>, 2024, vol. 3739.","ama":"Peñaloza R, Turhan A-Y. Rough, Rougher, Roughest: Extending EL with a Hierarchy of Indiscernibility Relations. In: Giordano L, Jung JC, Ozaki A, eds. <i>Proceedings of the 37th International Workshop on Description Logics (DL 2024), Bergen, Norway, June 18-21, 2024</i>. Vol 3739. CEUR Workshop Proceedings. CEUR-WS.org; 2024.","bibtex":"@inproceedings{Peñaloza_Turhan_2024, series={CEUR Workshop Proceedings}, title={Rough, Rougher, Roughest: Extending EL with a Hierarchy of Indiscernibility Relations}, volume={3739}, booktitle={Proceedings of the 37th International Workshop on Description Logics (DL 2024), Bergen, Norway, June 18-21, 2024}, publisher={CEUR-WS.org}, author={Peñaloza, Rafael and Turhan, Anni-Yasmin}, editor={Giordano, Laura and Jung, Jean Christoph and Ozaki, Ana}, year={2024}, collection={CEUR Workshop Proceedings} }","mla":"Peñaloza, Rafael, and Anni-Yasmin Turhan. “Rough, Rougher, Roughest: Extending EL with a Hierarchy of Indiscernibility Relations.” <i>Proceedings of the 37th International Workshop on Description Logics (DL 2024), Bergen, Norway, June 18-21, 2024</i>, edited by Laura Giordano et al., vol. 3739, CEUR-WS.org, 2024."},"publication":"Proceedings of the 37th International Workshop on Description Logics (DL 2024), Bergen, Norway, June 18-21, 2024","department":[{"_id":"888"}],"type":"conference","date_created":"2024-09-17T08:46:26Z","intvolume":"      3739","date_updated":"2025-05-28T06:50:50Z","author":[{"full_name":"Peñaloza, Rafael","last_name":"Peñaloza","first_name":"Rafael"},{"id":"104470","last_name":"Turhan","first_name":"Anni-Yasmin","full_name":"Turhan, Anni-Yasmin"}],"status":"public","title":"Rough, Rougher, Roughest: Extending EL with a Hierarchy of Indiscernibility Relations","year":"2024","volume":3739,"editor":[{"full_name":"Giordano, Laura","last_name":"Giordano","first_name":"Laura"},{"full_name":"Jung, Jean Christoph","last_name":"Jung","first_name":"Jean Christoph"},{"full_name":"Ozaki, Ana","last_name":"Ozaki","first_name":"Ana"}],"user_id":"117185","series_title":"CEUR Workshop Proceedings","_id":"56159","publisher":"CEUR-WS.org","language":[{"iso":"eng"}]},{"_id":"54836","publisher":"Elsevier BV","language":[{"iso":"eng"}],"article_number":"104659","volume":148,"user_id":"99409","doi":"10.1016/j.tate.2024.104659","author":[{"last_name":"Schönherr","first_name":"Johanna","full_name":"Schönherr, Johanna","id":"99409"},{"full_name":"Schukajlow, Stanislaw","last_name":"Schukajlow","first_name":"Stanislaw"}],"publication_identifier":{"issn":["0742-051X"]},"year":"2024","status":"public","title":"Preservice teachers' judgments of students’ expectations of success and task values: Close relations with their personal task motivation","intvolume":"       148","publication_status":"published","date_updated":"2025-05-27T12:16:47Z","date_created":"2024-06-20T12:30:38Z","department":[{"_id":"913"}],"type":"journal_article","citation":{"apa":"Schönherr, J., &#38; Schukajlow, S. (2024). Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation. <i>Teaching and Teacher Education</i>, <i>148</i>, Article 104659. <a href=\"https://doi.org/10.1016/j.tate.2024.104659\">https://doi.org/10.1016/j.tate.2024.104659</a>","ieee":"J. Schönherr and S. Schukajlow, “Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation,” <i>Teaching and Teacher Education</i>, vol. 148, Art. no. 104659, 2024, doi: <a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>.","short":"J. Schönherr, S. Schukajlow, Teaching and Teacher Education 148 (2024).","chicago":"Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments of Students’ Expectations of Success and Task Values: Close Relations with Their Personal Task Motivation.” <i>Teaching and Teacher Education</i> 148 (2024). <a href=\"https://doi.org/10.1016/j.tate.2024.104659\">https://doi.org/10.1016/j.tate.2024.104659</a>.","mla":"Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments of Students’ Expectations of Success and Task Values: Close Relations with Their Personal Task Motivation.” <i>Teaching and Teacher Education</i>, vol. 148, 104659, Elsevier BV, 2024, doi:<a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>.","ama":"Schönherr J, Schukajlow S. Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation. <i>Teaching and Teacher Education</i>. 2024;148. doi:<a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>","bibtex":"@article{Schönherr_Schukajlow_2024, title={Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation}, volume={148}, DOI={<a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>}, number={104659}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Schönherr, Johanna and Schukajlow, Stanislaw}, year={2024} }"},"publication":"Teaching and Teacher Education"},{"author":[{"id":"99409","first_name":"Johanna","last_name":"Schönherr","full_name":"Schönherr, Johanna"},{"first_name":"Anselm R.","last_name":"Strohmaier","full_name":"Strohmaier, Anselm R."},{"full_name":"Schukajlow, Stanislaw","first_name":"Stanislaw","last_name":"Schukajlow"}],"publication_identifier":{"issn":["1747-938X"]},"status":"public","year":"2024","title":"Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education","intvolume":"        45","date_updated":"2025-05-27T12:16:09Z","publication_status":"published","_id":"56235","language":[{"iso":"eng"}],"publisher":"Elsevier BV","article_number":"100639","volume":45,"doi":"10.1016/j.edurev.2024.100639","user_id":"99409","citation":{"ama":"Schönherr J, Strohmaier AR, Schukajlow S. Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education. <i>Educational Research Review</i>. 2024;45. doi:<a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>","bibtex":"@article{Schönherr_Strohmaier_Schukajlow_2024, title={Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education}, volume={45}, DOI={<a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>}, number={100639}, journal={Educational Research Review}, publisher={Elsevier BV}, author={Schönherr, Johanna and Strohmaier, Anselm R. and Schukajlow, Stanislaw}, year={2024} }","mla":"Schönherr, Johanna, et al. “Learning with Visualizations Helps: A Meta-Analysis of Visualization Interventions in Mathematics Education.” <i>Educational Research Review</i>, vol. 45, 100639, Elsevier BV, 2024, doi:<a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>.","short":"J. Schönherr, A.R. Strohmaier, S. Schukajlow, Educational Research Review 45 (2024).","chicago":"Schönherr, Johanna, Anselm R. Strohmaier, and Stanislaw Schukajlow. “Learning with Visualizations Helps: A Meta-Analysis of Visualization Interventions in Mathematics Education.” <i>Educational Research Review</i> 45 (2024). <a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">https://doi.org/10.1016/j.edurev.2024.100639</a>.","apa":"Schönherr, J., Strohmaier, A. R., &#38; Schukajlow, S. (2024). Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education. <i>Educational Research Review</i>, <i>45</i>, Article 100639. <a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">https://doi.org/10.1016/j.edurev.2024.100639</a>","ieee":"J. Schönherr, A. R. Strohmaier, and S. Schukajlow, “Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education,” <i>Educational Research Review</i>, vol. 45, Art. no. 100639, 2024, doi: <a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>."},"publication":"Educational Research Review","date_created":"2024-09-24T17:59:41Z","department":[{"_id":"913"}],"type":"journal_article"},{"place":"Cham","date_created":"2024-09-24T18:03:42Z","department":[{"_id":"913"}],"type":"book_chapter","citation":{"apa":"Schönherr, J., &#38; Mayer, R. E. (2024). Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling. In <i>Lecture Notes in Computer Science</i>. Springer Nature Switzerland. <a href=\"https://doi.org/10.1007/978-3-031-71291-3_26\">https://doi.org/10.1007/978-3-031-71291-3_26</a>","ieee":"J. Schönherr and R. E. Mayer, “Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling,” in <i>Lecture Notes in Computer Science</i>, Cham: Springer Nature Switzerland, 2024.","short":"J. Schönherr, R.E. Mayer, in: Lecture Notes in Computer Science, Springer Nature Switzerland, Cham, 2024.","chicago":"Schönherr, Johanna, and Richard E. Mayer. “Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling.” In <i>Lecture Notes in Computer Science</i>. Cham: Springer Nature Switzerland, 2024. <a href=\"https://doi.org/10.1007/978-3-031-71291-3_26\">https://doi.org/10.1007/978-3-031-71291-3_26</a>.","mla":"Schönherr, Johanna, and Richard E. Mayer. “Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling.” <i>Lecture Notes in Computer Science</i>, Springer Nature Switzerland, 2024, doi:<a href=\"https://doi.org/10.1007/978-3-031-71291-3_26\">10.1007/978-3-031-71291-3_26</a>.","ama":"Schönherr J, Mayer RE. Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling. In: <i>Lecture Notes in Computer Science</i>. 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