[{"_id":"33839","department":[{"_id":"423"}],"user_id":"83964","keyword":["graphical modeling","conceptual modeling","computer science","competence model","higher education"],"article_type":"original","article_number":"15","language":[{"iso":"eng"}],"publication":"ACM Transactions on Computing Education","type":"journal_article","abstract":[{"text":"Modeling is an integral part of many computing-related disciplines and thus also represents a curricular core component in computing education in tertiary education. Competence models in which modeling is integrated at least to some extent already exist in some of these disciplines. However, for the core component of graphical modeling, a competence model that illuminates the relevant competences in detail is still lacking. Therefore, we develop a competence model for graphical modeling with the aim to make teaching and especially assessments in the field more competence-oriented. This paper reports on the first two studies conducted to develop and validate the competence model for graphical modeling. In the first study, the structure of the competence model was developed based on theories and approaches of educational science. Competences relevant for graphical modeling were deductively derived from literature and existing university course descriptions using techniques of qualitative content analysis. The result of the first study is a preliminary competence model. In the second study, the preliminary competence model was reviewed by means of an expert rating in the modeling community. The competence model was revised and refined based on these findings and subsequent expert discussions. The main result of the investigation represents the competence model for graphical modeling (CMGM), which includes a total of 74 competence facets at different cognitive process levels in the five content areas of ”model understanding and interpreting”, ”model building and modifying”, ”values, attitudes, and beliefs”, ”metacognitive knowledge and skills”, and ”social-communicative skills”.","lang":"eng"}],"status":"public","publisher":"Association for Computing Machinery","date_updated":"2023-01-18T10:08:08Z","volume":23,"date_created":"2022-10-20T12:58:12Z","author":[{"last_name":"Soyka","orcid":"https://orcid.org/0000-0002-4881-5378","id":"83964","full_name":"Soyka, Chantal","first_name":"Chantal"},{"first_name":"Niclas","last_name":"Schaper","full_name":"Schaper, Niclas"},{"first_name":"Elena","last_name":"Bender","full_name":"Bender, Elena"},{"full_name":"Striewe, Michael","last_name":"Striewe","first_name":"Michael"},{"full_name":"Ullrich, Meike","last_name":"Ullrich","first_name":"Meike"}],"title":"Toward a Competence Model for Graphical Modeling","doi":"10.1145/3567598","quality_controlled":"1","publication_status":"published","issue":"1","year":"2022","intvolume":"        23","citation":{"apa":"Soyka, C., Schaper, N., Bender, E., Striewe, M., &#38; Ullrich, M. (2022). Toward a Competence Model for Graphical Modeling. <i>ACM Transactions on Computing Education</i>, <i>23</i>(1), Article 15. <a href=\"https://doi.org/10.1145/3567598\">https://doi.org/10.1145/3567598</a>","bibtex":"@article{Soyka_Schaper_Bender_Striewe_Ullrich_2022, title={Toward a Competence Model for Graphical Modeling}, volume={23}, DOI={<a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>}, number={115}, journal={ACM Transactions on Computing Education}, publisher={Association for Computing Machinery}, author={Soyka, Chantal and Schaper, Niclas and Bender, Elena and Striewe, Michael and Ullrich, Meike}, year={2022} }","mla":"Soyka, Chantal, et al. “Toward a Competence Model for Graphical Modeling.” <i>ACM Transactions on Computing Education</i>, vol. 23, no. 1, 15, Association for Computing Machinery, 2022, doi:<a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>.","short":"C. Soyka, N. Schaper, E. Bender, M. Striewe, M. Ullrich, ACM Transactions on Computing Education 23 (2022).","chicago":"Soyka, Chantal, Niclas Schaper, Elena Bender, Michael Striewe, and Meike Ullrich. “Toward a Competence Model for Graphical Modeling.” <i>ACM Transactions on Computing Education</i> 23, no. 1 (2022). <a href=\"https://doi.org/10.1145/3567598\">https://doi.org/10.1145/3567598</a>.","ieee":"C. Soyka, N. Schaper, E. Bender, M. Striewe, and M. Ullrich, “Toward a Competence Model for Graphical Modeling,” <i>ACM Transactions on Computing Education</i>, vol. 23, no. 1, Art. no. 15, 2022, doi: <a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>.","ama":"Soyka C, Schaper N, Bender E, Striewe M, Ullrich M. Toward a Competence Model for Graphical Modeling. <i>ACM Transactions on Computing Education</i>. 2022;23(1). doi:<a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>"}},{"type":"conference","publication":"20. Fachtagung Bildungstechnologien (DELFI)","status":"public","editor":[{"full_name":"Henning, Peter A.","last_name":"Henning","first_name":"Peter A."},{"first_name":"Michael","full_name":"Striewe, Michael","last_name":"Striewe"},{"first_name":"Matthias","full_name":"Wölfel, Matthias","last_name":"Wölfel"}],"user_id":"83964","department":[{"_id":"423"}],"_id":"33760","language":[{"iso":"ger"}],"publication_status":"published","citation":{"apa":"Ullrich, M., Pfeiffer, P., Schiefer, G., Soyka, C., Stottrop, T., Striewe, M., Fettke, P., Loos, P., Oberweis, A., &#38; Schaper, N. (2022). Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung. In P. A. Henning, M. Striewe, &#38; M. Wölfel (Eds.), <i>20. Fachtagung Bildungstechnologien (DELFI)</i> (pp. 233–234). Gesellschaft für Informatik e.V. <a href=\"https://doi.org/ 10.18420/delfi2022-047 \">https://doi.org/ 10.18420/delfi2022-047 </a>","short":"M. Ullrich, P. Pfeiffer, G. Schiefer, C. Soyka, T. Stottrop, M. Striewe, P. Fettke, P. Loos, A. Oberweis, N. Schaper, in: P.A. Henning, M. Striewe, M. Wölfel (Eds.), 20. Fachtagung Bildungstechnologien (DELFI), Gesellschaft für Informatik e.V., Bonn, 2022, pp. 233–234.","mla":"Ullrich, Meike, et al. “Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung.” <i>20. Fachtagung Bildungstechnologien (DELFI)</i>, edited by Peter A. Henning et al., Gesellschaft für Informatik e.V., 2022, pp. 233–34, doi:<a href=\"https://doi.org/ 10.18420/delfi2022-047 \"> 10.18420/delfi2022-047 </a>.","bibtex":"@inproceedings{Ullrich_Pfeiffer_Schiefer_Soyka_Stottrop_Striewe_Fettke_Loos_Oberweis_Schaper_2022, place={Bonn}, title={Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung}, DOI={<a href=\"https://doi.org/ 10.18420/delfi2022-047 \"> 10.18420/delfi2022-047 </a>}, booktitle={20. Fachtagung Bildungstechnologien (DELFI)}, publisher={Gesellschaft für Informatik e.V.}, author={Ullrich, Meike and Pfeiffer, Peter and Schiefer, Gunther and Soyka, Chantal and Stottrop, Tobias and Striewe, Michael and Fettke, Peter and Loos, Peter and Oberweis, Andreas and Schaper, Niclas}, editor={Henning, Peter A. and Striewe, Michael and Wölfel, Matthias}, year={2022}, pages={233–234} }","ama":"Ullrich M, Pfeiffer P, Schiefer G, et al. Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung. In: Henning PA, Striewe M, Wölfel M, eds. <i>20. Fachtagung Bildungstechnologien (DELFI)</i>. Gesellschaft für Informatik e.V.; 2022:233-234. doi:<a href=\"https://doi.org/ 10.18420/delfi2022-047 \"> 10.18420/delfi2022-047 </a>","ieee":"M. Ullrich <i>et al.</i>, “Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung,” in <i>20. Fachtagung Bildungstechnologien (DELFI)</i>, 2022, pp. 233–234, doi: <a href=\"https://doi.org/ 10.18420/delfi2022-047 \"> 10.18420/delfi2022-047 </a>.","chicago":"Ullrich, Meike, Peter Pfeiffer, Gunther Schiefer, Chantal Soyka, Tobias Stottrop, Michael Striewe, Peter Fettke, Peter Loos, Andreas Oberweis, and Niclas Schaper. “Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung.” In <i>20. Fachtagung Bildungstechnologien (DELFI)</i>, edited by Peter A. Henning, Michael Striewe, and Matthias Wölfel, 233–34. Bonn: Gesellschaft für Informatik e.V., 2022. <a href=\"https://doi.org/ 10.18420/delfi2022-047 \">https://doi.org/ 10.18420/delfi2022-047 </a>."},"page":" 233-234 ","place":"Bonn","year":"2022","author":[{"last_name":"Ullrich","full_name":"Ullrich, Meike","first_name":"Meike"},{"first_name":"Peter","last_name":"Pfeiffer","full_name":"Pfeiffer, Peter"},{"first_name":"Gunther","full_name":"Schiefer, Gunther","last_name":"Schiefer"},{"id":"83964","full_name":"Soyka, Chantal","orcid":"https://orcid.org/0000-0002-4881-5378","last_name":"Soyka","first_name":"Chantal"},{"first_name":"Tobias","full_name":"Stottrop, Tobias","last_name":"Stottrop"},{"first_name":"Michael","last_name":"Striewe","full_name":"Striewe, Michael"},{"last_name":"Fettke","full_name":"Fettke, Peter","first_name":"Peter"},{"full_name":"Loos, Peter","last_name":"Loos","first_name":"Peter"},{"first_name":"Andreas","full_name":"Oberweis, Andreas","last_name":"Oberweis"},{"full_name":"Schaper, Niclas","last_name":"Schaper","first_name":"Niclas"}],"date_created":"2022-10-17T11:56:29Z","publisher":"Gesellschaft für Informatik e.V.","date_updated":"2023-01-18T10:11:37Z","doi":" 10.18420/delfi2022-047 ","title":"Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung"},{"doi":" 10.18420/delfi2022-053 ","title":"E-Assessment-Plattform für die grafische Modellierung","date_created":"2022-10-17T11:59:15Z","author":[{"last_name":"Ullrich","full_name":"Ullrich, Meike","first_name":"Meike"},{"full_name":"Pfeiffer, Peter","last_name":"Pfeiffer","first_name":"Peter"},{"first_name":"Gunther","full_name":"Schiefer, Gunther","last_name":"Schiefer"},{"first_name":"Chantal","orcid":"https://orcid.org/0000-0002-4881-5378","last_name":"Soyka","full_name":"Soyka, Chantal","id":"83964"},{"first_name":"Tobias","last_name":"Stottrop","full_name":"Stottrop, Tobias"},{"full_name":"Striewe, Michael","last_name":"Striewe","first_name":"Michael"},{"last_name":"Fettke","full_name":"Fettke, Peter","first_name":"Peter"},{"first_name":"Peter","full_name":"Loos, Peter","last_name":"Loos"},{"full_name":"Oberweis, Andreas","last_name":"Oberweis","first_name":"Andreas"},{"first_name":"Niclas","full_name":"Schaper, Niclas","last_name":"Schaper"}],"date_updated":"2023-01-18T10:11:09Z","publisher":"Gesellschaft für Informatik e.V.","citation":{"apa":"Ullrich, M., Pfeiffer, P., Schiefer, G., Soyka, C., Stottrop, T., Striewe, M., Fettke, P., Loos, P., Oberweis, A., &#38; Schaper, N. (2022). E-Assessment-Plattform für die grafische Modellierung. In P. A. Henning, M. Striewe, &#38; M. Wölfel (Eds.), <i>20. Fachtagung Bildungstechnologien (DELFI)</i> (pp. 247–248). Gesellschaft für Informatik e.V. <a href=\"https://doi.org/ 10.18420/delfi2022-053 \">https://doi.org/ 10.18420/delfi2022-053 </a>","bibtex":"@inproceedings{Ullrich_Pfeiffer_Schiefer_Soyka_Stottrop_Striewe_Fettke_Loos_Oberweis_Schaper_2022, place={Bonn}, title={E-Assessment-Plattform für die grafische Modellierung}, DOI={<a href=\"https://doi.org/ 10.18420/delfi2022-053 \"> 10.18420/delfi2022-053 </a>}, booktitle={20. Fachtagung Bildungstechnologien (DELFI)}, publisher={Gesellschaft für Informatik e.V.}, author={Ullrich, Meike and Pfeiffer, Peter and Schiefer, Gunther and Soyka, Chantal and Stottrop, Tobias and Striewe, Michael and Fettke, Peter and Loos, Peter and Oberweis, Andreas and Schaper, Niclas}, editor={Henning, Peter A. and Striewe, Michael and Wölfel, Matthias}, year={2022}, pages={247–248} }","mla":"Ullrich, Meike, et al. “E-Assessment-Plattform für die grafische Modellierung.” <i>20. Fachtagung Bildungstechnologien (DELFI)</i>, edited by Peter A. Henning et al., Gesellschaft für Informatik e.V., 2022, pp. 247–48, doi:<a href=\"https://doi.org/ 10.18420/delfi2022-053 \"> 10.18420/delfi2022-053 </a>.","short":"M. Ullrich, P. Pfeiffer, G. Schiefer, C. Soyka, T. Stottrop, M. Striewe, P. Fettke, P. Loos, A. Oberweis, N. Schaper, in: P.A. Henning, M. Striewe, M. Wölfel (Eds.), 20. Fachtagung Bildungstechnologien (DELFI), Gesellschaft für Informatik e.V., Bonn, 2022, pp. 247–248.","ieee":"M. Ullrich <i>et al.</i>, “E-Assessment-Plattform für die grafische Modellierung,” in <i>20. Fachtagung Bildungstechnologien (DELFI)</i>, 2022, pp. 247–248, doi: <a href=\"https://doi.org/ 10.18420/delfi2022-053 \"> 10.18420/delfi2022-053 </a>.","chicago":"Ullrich, Meike, Peter Pfeiffer, Gunther Schiefer, Chantal Soyka, Tobias Stottrop, Michael Striewe, Peter Fettke, Peter Loos, Andreas Oberweis, and Niclas Schaper. “E-Assessment-Plattform für die grafische Modellierung.” In <i>20. Fachtagung Bildungstechnologien (DELFI)</i>, edited by Peter A. Henning, Michael Striewe, and Matthias Wölfel, 247–48. Bonn: Gesellschaft für Informatik e.V., 2022. <a href=\"https://doi.org/ 10.18420/delfi2022-053 \">https://doi.org/ 10.18420/delfi2022-053 </a>.","ama":"Ullrich M, Pfeiffer P, Schiefer G, et al. E-Assessment-Plattform für die grafische Modellierung. In: Henning PA, Striewe M, Wölfel M, eds. <i>20. Fachtagung Bildungstechnologien (DELFI)</i>. Gesellschaft für Informatik e.V.; 2022:247-248. doi:<a href=\"https://doi.org/ 10.18420/delfi2022-053 \"> 10.18420/delfi2022-053 </a>"},"page":" 247-248 ","year":"2022","place":"Bonn","publication_status":"published","language":[{"iso":"ger"}],"user_id":"83964","department":[{"_id":"423"}],"_id":"33764","status":"public","editor":[{"first_name":"Peter A.","last_name":"Henning","full_name":"Henning, Peter A."},{"first_name":"Michael","full_name":"Striewe, Michael","last_name":"Striewe"},{"last_name":"Wölfel","full_name":"Wölfel, Matthias","first_name":"Matthias"}],"type":"conference","publication":"20. Fachtagung Bildungstechnologien (DELFI)"},{"title":"Organisationen als Kompromissmaschinen: Zur Mikrofundierung von Organisationen im Neo-Institutionalismus und der Soziologie der Konventionen am Beispiel Sozialer Hilfen am Übergang von der Schule in den Beruf","doi":"10.1007/978-3-658-35825-9_12","date_updated":"2023-01-18T10:11:05Z","publisher":"Springer Fachmedien Wiesbaden","author":[{"first_name":"Stephan","id":"95659","full_name":"Dahmen, Stephan","last_name":"Dahmen"}],"date_created":"2023-01-18T10:03:17Z","year":"2022","page":"279–302","citation":{"ama":"Dahmen S. Organisationen als Kompromissmaschinen: Zur Mikrofundierung von Organisationen im Neo-Institutionalismus und der Soziologie der Konventionen am Beispiel Sozialer Hilfen am Übergang von der Schule in den Beruf. In: <i>Steuerung von Bildungseinrichtungen. Theoretische Analysen Erziehungswissenschaftlicher Organisationsforschung</i>. Springer Fachmedien Wiesbaden; 2022:279–302. doi:<a href=\"https://doi.org/10.1007/978-3-658-35825-9_12\">10.1007/978-3-658-35825-9_12</a>","chicago":"Dahmen, Stephan. “Organisationen Als Kompromissmaschinen: Zur Mikrofundierung von Organisationen Im Neo-Institutionalismus Und Der Soziologie Der Konventionen Am Beispiel Sozialer Hilfen Am Übergang von Der Schule in Den Beruf.” In <i>Steuerung von Bildungseinrichtungen. Theoretische Analysen Erziehungswissenschaftlicher Organisationsforschung</i>, 279–302. Springer Fachmedien Wiesbaden, 2022. <a href=\"https://doi.org/10.1007/978-3-658-35825-9_12\">https://doi.org/10.1007/978-3-658-35825-9_12</a>.","ieee":"S. Dahmen, “Organisationen als Kompromissmaschinen: Zur Mikrofundierung von Organisationen im Neo-Institutionalismus und der Soziologie der Konventionen am Beispiel Sozialer Hilfen am Übergang von der Schule in den Beruf,” in <i>Steuerung von Bildungseinrichtungen. Theoretische Analysen erziehungswissenschaftlicher Organisationsforschung</i>, Springer Fachmedien Wiesbaden, 2022, pp. 279–302.","apa":"Dahmen, S. (2022). Organisationen als Kompromissmaschinen: Zur Mikrofundierung von Organisationen im Neo-Institutionalismus und der Soziologie der Konventionen am Beispiel Sozialer Hilfen am Übergang von der Schule in den Beruf. In <i>Steuerung von Bildungseinrichtungen. Theoretische Analysen erziehungswissenschaftlicher Organisationsforschung</i> (pp. 279–302). Springer Fachmedien Wiesbaden. <a href=\"https://doi.org/10.1007/978-3-658-35825-9_12\">https://doi.org/10.1007/978-3-658-35825-9_12</a>","short":"S. Dahmen, in: Steuerung von Bildungseinrichtungen. Theoretische Analysen Erziehungswissenschaftlicher Organisationsforschung, Springer Fachmedien Wiesbaden, 2022, pp. 279–302.","mla":"Dahmen, Stephan. “Organisationen Als Kompromissmaschinen: Zur Mikrofundierung von Organisationen Im Neo-Institutionalismus Und Der Soziologie Der Konventionen Am Beispiel Sozialer Hilfen Am Übergang von Der Schule in Den Beruf.” <i>Steuerung von Bildungseinrichtungen. Theoretische Analysen Erziehungswissenschaftlicher Organisationsforschung</i>, Springer Fachmedien Wiesbaden, 2022, pp. 279–302, doi:<a href=\"https://doi.org/10.1007/978-3-658-35825-9_12\">10.1007/978-3-658-35825-9_12</a>.","bibtex":"@inbook{Dahmen_2022, title={Organisationen als Kompromissmaschinen: Zur Mikrofundierung von Organisationen im Neo-Institutionalismus und der Soziologie der Konventionen am Beispiel Sozialer Hilfen am Übergang von der Schule in den Beruf}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-35825-9_12\">10.1007/978-3-658-35825-9_12</a>}, booktitle={Steuerung von Bildungseinrichtungen. Theoretische Analysen erziehungswissenschaftlicher Organisationsforschung}, publisher={Springer Fachmedien Wiesbaden}, author={Dahmen, Stephan}, year={2022}, pages={279–302} }"},"language":[{"iso":"eng"}],"_id":"37271","department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"user_id":"48187","status":"public","publication":"Steuerung von Bildungseinrichtungen. Theoretische Analysen erziehungswissenschaftlicher Organisationsforschung","type":"book_chapter"},{"language":[{"iso":"eng"}],"keyword":["Corporate social responsibility","Mandatory reporting","Non-publicly listed banks","Double materiality","Stakeholder groups","Political influence"],"user_id":"88603","department":[{"_id":"635"},{"_id":"186"},{"_id":"551"}],"_id":"37088","status":"public","abstract":[{"text":"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.","lang":"eng"}],"type":"working_paper","main_file_link":[{"url":"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4040946"}],"title":"CSR Reporting under the Non-Financial Reporting Directive: Evidence from Non-publicly Listed Firms","author":[{"first_name":"Maryna","last_name":"Gulenko","full_name":"Gulenko, Maryna","id":"64226"},{"first_name":"Saskia","full_name":"Kohlhase, Saskia","last_name":"Kohlhase"},{"first_name":"Urska","full_name":"Kosi, Urska","id":"54068","last_name":"Kosi"}],"date_created":"2023-01-17T12:40:09Z","date_updated":"2023-01-18T13:59:33Z","citation":{"apa":"Gulenko, M., Kohlhase, S., &#38; Kosi, U. (2022). <i>CSR Reporting under the Non-Financial Reporting Directive: Evidence from Non-publicly Listed Firms</i>.","short":"M. Gulenko, S. Kohlhase, U. Kosi, CSR Reporting under the Non-Financial Reporting Directive: Evidence from Non-Publicly Listed Firms, 2022.","mla":"Gulenko, Maryna, et al. <i>CSR Reporting under the Non-Financial Reporting Directive: Evidence from Non-Publicly Listed Firms</i>. 2022.","bibtex":"@book{Gulenko_Kohlhase_Kosi_2022, title={CSR Reporting under the Non-Financial Reporting Directive: Evidence from Non-publicly Listed Firms}, author={Gulenko, Maryna and Kohlhase, Saskia and Kosi, Urska}, year={2022} }","ama":"Gulenko M, Kohlhase S, Kosi U. <i>CSR Reporting under the Non-Financial Reporting Directive: Evidence from Non-Publicly Listed Firms</i>.; 2022.","chicago":"Gulenko, Maryna, Saskia Kohlhase, and Urska Kosi. <i>CSR Reporting under the Non-Financial Reporting Directive: Evidence from Non-Publicly Listed Firms</i>, 2022.","ieee":"M. Gulenko, S. Kohlhase, and U. Kosi, <i>CSR Reporting under the Non-Financial Reporting Directive: Evidence from Non-publicly Listed Firms</i>. 2022."},"year":"2022"},{"citation":{"apa":"Wotschel, P. (2022). <i>Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz</i>. GEBF-Nachwuchstagung 2022,  Leibniz-Institut für Bildungsverläufe, Bamberg.","mla":"Wotschel, Philipp. <i>Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz</i>. 2022.","bibtex":"@inproceedings{Wotschel_2022, title={Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz}, author={Wotschel, Philipp}, year={2022} }","short":"P. Wotschel, in: 2022.","ama":"Wotschel P. Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz. In: ; 2022.","chicago":"Wotschel, Philipp. “Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz,” 2022.","ieee":"P. Wotschel, “Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz,” presented at the GEBF-Nachwuchstagung 2022,  Leibniz-Institut für Bildungsverläufe, Bamberg, 2022."},"year":"2022","quality_controlled":"1","conference":{"end_date":"2022-03-08","location":" Leibniz-Institut für Bildungsverläufe, Bamberg","name":"GEBF-Nachwuchstagung 2022","start_date":"2022-03-08"},"title":"Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz","date_created":"2023-01-18T13:42:03Z","author":[{"last_name":"Wotschel","id":"89529","full_name":"Wotschel, Philipp","first_name":"Philipp"}],"date_updated":"2023-01-18T14:08:44Z","status":"public","type":"conference","language":[{"iso":"ger"}],"user_id":"89529","_id":"37409"},{"title":"Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz","language":[{"iso":"ger"}],"conference":{"location":"Universität Paderborn","end_date":"2022-06-08","start_date":"2022-06-08","name":"Woche des wissenschaftlichen Nachwuchses"},"date_updated":"2023-01-18T14:12:03Z","_id":"37417","author":[{"first_name":"Philipp","last_name":"Wotschel","full_name":"Wotschel, Philipp","id":"89529"}],"date_created":"2023-01-18T13:57:13Z","user_id":"89529","year":"2022","citation":{"ama":"Wotschel P. Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz. In: ; 2022.","ieee":"P. Wotschel, “Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz,” presented at the Woche des wissenschaftlichen Nachwuchses, Universität Paderborn, 2022.","chicago":"Wotschel, Philipp. “Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz,” 2022.","bibtex":"@inproceedings{Wotschel_2022, title={Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz}, author={Wotschel, Philipp}, year={2022} }","short":"P. Wotschel, in: 2022.","mla":"Wotschel, Philipp. <i>Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz</i>. 2022.","apa":"Wotschel, P. (2022). <i>Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz</i>. Woche des wissenschaftlichen Nachwuchses, Universität Paderborn."},"status":"public","type":"conference"},{"citation":{"apa":"Pfeifer, F., Tröster, T., Marten, T., Dietrich, A., Nacke, B., &#38; Grundmeier, G. (2022). Investigation on hot sheet metal forming by means of a longitudinal flux inductor. <i>Proceedings of the 6th International Conference on Steels in Cars and Trucks</i>. 6th International Conference on Steels in Cars and Trucks, Mailand.","short":"F. Pfeifer, T. Tröster, T. Marten, A. Dietrich, B. Nacke, G. Grundmeier, in: Proceedings of the 6th International Conference on Steels in Cars and Trucks, 2022.","mla":"Pfeifer, Florian, et al. “Investigation on Hot Sheet Metal Forming by Means of a Longitudinal Flux Inductor.” <i>Proceedings of the 6th International Conference on Steels in Cars and Trucks</i>, 2022.","bibtex":"@inproceedings{Pfeifer_Tröster_Marten_Dietrich_Nacke_Grundmeier_2022, title={Investigation on hot sheet metal forming by means of a longitudinal flux inductor}, booktitle={Proceedings of the 6th International Conference on Steels in Cars and Trucks}, author={Pfeifer, Florian and Tröster, Thomas and Marten, Thorsten and Dietrich, André and Nacke, Bernard and Grundmeier, Guido}, year={2022} }","ieee":"F. Pfeifer, T. Tröster, T. Marten, A. Dietrich, B. Nacke, and G. Grundmeier, “Investigation on hot sheet metal forming by means of a longitudinal flux inductor,” presented at the 6th International Conference on Steels in Cars and Trucks, Mailand, 2022.","chicago":"Pfeifer, Florian, Thomas Tröster, Thorsten Marten, André Dietrich, Bernard Nacke, and Guido Grundmeier. “Investigation on Hot Sheet Metal Forming by Means of a Longitudinal Flux Inductor.” In <i>Proceedings of the 6th International Conference on Steels in Cars and Trucks</i>, 2022.","ama":"Pfeifer F, Tröster T, Marten T, Dietrich A, Nacke B, Grundmeier G. Investigation on hot sheet metal forming by means of a longitudinal flux inductor. In: <i>Proceedings of the 6th International Conference on Steels in Cars and Trucks</i>. ; 2022."},"year":"2022","conference":{"start_date":"2022-06-19","name":"6th International Conference on Steels in Cars and Trucks","location":"Mailand","end_date":"2022-06-23"},"title":"Investigation on hot sheet metal forming by means of a longitudinal flux inductor","author":[{"id":"22717","full_name":"Pfeifer, Florian","last_name":"Pfeifer","first_name":"Florian"},{"id":"553","full_name":"Tröster, Thomas","last_name":"Tröster","first_name":"Thomas"},{"first_name":"Thorsten","last_name":"Marten","id":"338","full_name":"Marten, Thorsten"},{"first_name":"André","last_name":"Dietrich","full_name":"Dietrich, André"},{"last_name":"Nacke","full_name":"Nacke, Bernard","first_name":"Bernard"},{"full_name":"Grundmeier, Guido","id":"194","last_name":"Grundmeier","first_name":"Guido"}],"date_created":"2022-08-16T07:06:48Z","date_updated":"2023-01-18T14:43:10Z","status":"public","type":"conference","publication":"Proceedings of the 6th International Conference on Steels in Cars and Trucks","language":[{"iso":"eng"}],"user_id":"22717","department":[{"_id":"149"},{"_id":"321"},{"_id":"9"}],"_id":"32819"},{"_id":"37428","department":[{"_id":"115"}],"series_title":"Kleine und regionale Sprachen","user_id":"22403","language":[{"iso":"ger"}],"type":"book_editor","editor":[{"first_name":"Nadine","last_name":"Wallmeier","id":"22403","full_name":"Wallmeier, Nadine"},{"first_name":"Robert","full_name":"Langhanke, Robert","last_name":"Langhanke"},{"full_name":"Merten, Marie-Luis","last_name":"Merten","first_name":"Marie-Luis"}],"status":"public","publisher":"Olms","date_updated":"2023-01-18T14:58:27Z","volume":7,"date_created":"2023-01-18T14:58:18Z","title":"Regionales Sprechen und Schreiben","year":"2022","place":"Hildesheim, Zürich, New York","intvolume":"         7","citation":{"apa":"Wallmeier, N., Langhanke, R., &#38; Merten, M.-L. (Eds.). (2022). <i>Regionales Sprechen und Schreiben</i> (Vol. 7). Olms.","short":"N. Wallmeier, R. Langhanke, M.-L. Merten, eds., Regionales Sprechen und Schreiben, Olms, Hildesheim, Zürich, New York, 2022.","bibtex":"@book{Wallmeier_Langhanke_Merten_2022, place={Hildesheim, Zürich, New York}, series={Kleine und regionale Sprachen}, title={Regionales Sprechen und Schreiben}, volume={7}, publisher={Olms}, year={2022}, collection={Kleine und regionale Sprachen} }","mla":"Wallmeier, Nadine, et al., editors. <i>Regionales Sprechen und Schreiben</i>. Olms, 2022.","ama":"Wallmeier N, Langhanke R, Merten M-L, eds. <i>Regionales Sprechen und Schreiben</i>. Vol 7. Olms; 2022.","ieee":"N. Wallmeier, R. Langhanke, and M.-L. Merten, Eds., <i>Regionales Sprechen und Schreiben</i>, vol. 7. Hildesheim, Zürich, New York: Olms, 2022.","chicago":"Wallmeier, Nadine, Robert Langhanke, and Marie-Luis Merten, eds. <i>Regionales Sprechen und Schreiben</i>. Vol. 7. Kleine und regionale Sprachen. Hildesheim, Zürich, New York: Olms, 2022."}},{"language":[{"iso":"ger"}],"_id":"37434","department":[{"_id":"745"}],"user_id":"78730","status":"public","publication":"Diskurse – digital","type":"book_chapter","title":"Techniken und Praktiken der Verdatung","doi":"10.1515/9783110721447-007","date_updated":"2023-01-18T15:05:38Z","publisher":"De Gruyter","date_created":"2023-01-18T15:04:25Z","author":[{"full_name":"Bender, Michael","last_name":"Bender","first_name":"Michael"},{"full_name":"Bubenhofer, Noah","last_name":"Bubenhofer","first_name":"Noah"},{"last_name":"Dreesen","full_name":"Dreesen, Philipp","first_name":"Philipp"},{"full_name":"Georgi, Christopher","id":"78730","last_name":"Georgi","first_name":"Christopher"},{"first_name":"Jan Oliver","last_name":"Rüdiger","full_name":"Rüdiger, Jan Oliver"},{"first_name":"Friedemann","last_name":"Vogel","full_name":"Vogel, Friedemann"}],"place":"Berlin, Boston","year":"2022","page":"137–157","citation":{"ama":"Bender M, Bubenhofer N, Dreesen P, Georgi C, Rüdiger JO, Vogel F. Techniken und Praktiken der Verdatung. In: <i>Diskurse – digital</i>. De Gruyter; 2022:137–157. doi:<a href=\"https://doi.org/10.1515/9783110721447-007\">10.1515/9783110721447-007</a>","ieee":"M. Bender, N. Bubenhofer, P. Dreesen, C. Georgi, J. O. Rüdiger, and F. Vogel, “Techniken und Praktiken der Verdatung,” in <i>Diskurse – digital</i>, Berlin, Boston: De Gruyter, 2022, pp. 137–157.","chicago":"Bender, Michael, Noah Bubenhofer, Philipp Dreesen, Christopher Georgi, Jan Oliver Rüdiger, and Friedemann Vogel. “Techniken und Praktiken der Verdatung.” In <i>Diskurse – digital</i>, 137–157. Berlin, Boston: De Gruyter, 2022. <a href=\"https://doi.org/10.1515/9783110721447-007\">https://doi.org/10.1515/9783110721447-007</a>.","apa":"Bender, M., Bubenhofer, N., Dreesen, P., Georgi, C., Rüdiger, J. O., &#38; Vogel, F. (2022). Techniken und Praktiken der Verdatung. In <i>Diskurse – digital</i> (pp. 137–157). De Gruyter. <a href=\"https://doi.org/10.1515/9783110721447-007\">https://doi.org/10.1515/9783110721447-007</a>","mla":"Bender, Michael, et al. “Techniken und Praktiken der Verdatung.” <i>Diskurse – digital</i>, De Gruyter, 2022, pp. 137–157, doi:<a href=\"https://doi.org/10.1515/9783110721447-007\">10.1515/9783110721447-007</a>.","bibtex":"@inbook{Bender_Bubenhofer_Dreesen_Georgi_Rüdiger_Vogel_2022, place={Berlin, Boston}, title={Techniken und Praktiken der Verdatung}, DOI={<a href=\"https://doi.org/10.1515/9783110721447-007\">10.1515/9783110721447-007</a>}, booktitle={Diskurse – digital}, publisher={De Gruyter}, author={Bender, Michael and Bubenhofer, Noah and Dreesen, Philipp and Georgi, Christopher and Rüdiger, Jan Oliver and Vogel, Friedemann}, year={2022}, pages={137–157} }","short":"M. Bender, N. Bubenhofer, P. Dreesen, C. Georgi, J.O. Rüdiger, F. Vogel, in: Diskurse – digital, De Gruyter, Berlin, Boston, 2022, pp. 137–157."},"publication_status":"published"},{"alternative_title":["Konstruktion und erste Überprüfung der Reliabilität und Validität von Print-           und Digitalversion"],"_id":"37444","department":[{"_id":"645"}],"user_id":"97270","status":"public","type":"journal_article","doi":"10.1026/0012-1924/a000289","date_updated":"2023-01-18T16:37:37Z","volume":68,"author":[{"last_name":"Seifert","full_name":"Seifert, Susanne","id":"97270","first_name":"Susanne"},{"full_name":"Maitz, Katharina","last_name":"Maitz","first_name":"Katharina"},{"last_name":"Riedl","full_name":"Riedl, Sylvia","first_name":"Sylvia"},{"first_name":"Arnold","last_name":"Neumaier","full_name":"Neumaier, Arnold"},{"first_name":"Ilona","last_name":"Stoff","full_name":"Stoff, Ilona"},{"first_name":"und Barbara","full_name":"Gasteiger-Klicpera, und Barbara","last_name":"Gasteiger-Klicpera"}],"page":"101-112","intvolume":"        68","citation":{"ama":"Seifert S, Maitz K, Riedl S, Neumaier A, Stoff I, Gasteiger-Klicpera  und B. Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7). <i>Diagnostica</i>. 2022;68(2):101-112. doi:<a href=\"https://doi.org/10.1026/0012-1924/a000289\">10.1026/0012-1924/a000289</a>","ieee":"S. Seifert, K. Maitz, S. Riedl, A. Neumaier, I. Stoff, and  und B. Gasteiger-Klicpera, “Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7),” <i>Diagnostica</i>, vol. 68, no. 2, pp. 101–112, 2022, doi: <a href=\"https://doi.org/10.1026/0012-1924/a000289\">10.1026/0012-1924/a000289</a>.","chicago":"Seifert, Susanne, Katharina Maitz, Sylvia Riedl, Arnold Neumaier, Ilona Stoff, and und Barbara Gasteiger-Klicpera. “Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7).” <i>Diagnostica</i> 68, no. 2 (2022): 101–12. <a href=\"https://doi.org/10.1026/0012-1924/a000289\">https://doi.org/10.1026/0012-1924/a000289</a>.","mla":"Seifert, Susanne, et al. “Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7).” <i>Diagnostica</i>, vol. 68, no. 2, Hogrefe Publishing Group, 2022, pp. 101–12, doi:<a href=\"https://doi.org/10.1026/0012-1924/a000289\">10.1026/0012-1924/a000289</a>.","bibtex":"@article{Seifert_Maitz_Riedl_Neumaier_Stoff_Gasteiger-Klicpera_2022, title={Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7)}, volume={68}, DOI={<a href=\"https://doi.org/10.1026/0012-1924/a000289\">10.1026/0012-1924/a000289</a>}, number={2}, journal={Diagnostica}, publisher={Hogrefe Publishing Group}, author={Seifert, Susanne and Maitz, Katharina and Riedl, Sylvia and Neumaier, Arnold and Stoff, Ilona and Gasteiger-Klicpera, und Barbara}, year={2022}, pages={101–112} }","short":"S. Seifert, K. Maitz, S. Riedl, A. Neumaier, I. Stoff,  und B. Gasteiger-Klicpera, Diagnostica 68 (2022) 101–112.","apa":"Seifert, S., Maitz, K., Riedl, S., Neumaier, A., Stoff, I., &#38; Gasteiger-Klicpera,  und B. (2022). Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7). <i>Diagnostica</i>, <i>68</i>(2), 101–112. <a href=\"https://doi.org/10.1026/0012-1924/a000289\">https://doi.org/10.1026/0012-1924/a000289</a>"},"publication_identifier":{"issn":["0012-1924","2190-622X"]},"publication_status":"published","keyword":["Clinical Psychology"],"language":[{"iso":"ger"}],"abstract":[{"lang":"eng","text":"<jats:p> Zusammenfassung. Im vorliegenden Beitrag wird das Screening zur Erfassung des Leseverständnisses für die Klassen 6 – 7 (SELV 6 – 7) vorgestellt, welches Leseverständnis während des Lesens mittels der Maze-Prozedur erfasst. Der Test liegt in einer Print- (SELV-P) und Digitalversion (SELV-D) vor. Es wurden 5 Paralleltestformen entwickelt. Zwei Studien zur Überprüfung der Reliabilität und Validität in den Klassen 6 und 7 werden präsentiert, wobei drei verschiedene Maze-Scorings (1: korrekt, 2: korrekt-inkorrekt, 3: korrekt / bearbeitet) einander gegenübergestellt werden. Studie 1 (SELV-P, n = 222, davon 85 6. Klasse) zeigt, dass die 4 Formen (ohne Form 3) die gleiche Fähigkeit messen, jedoch mit unterschiedlichen Mittelwerten. Der Einsatz als Lernverlauf-Messinstrument erscheint somit mit separaten Normen je Form möglich. Die Paralleltest- und Retestreliabilität dieser 4 Formen ist unter Verwendung von Score 1 und 2 ausreichend hoch, nicht aber bei Score 3. In Studie 2 (SELV-D, n = 345, davon 150 6. Klasse) wurde nur Form 1 betrachtet, die unter Verwendung aller 3 Scores die Kriterien der diskriminanten und konvergenten Validität erfüllt. </jats:p>"}],"publication":"Diagnostica","title":"Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7)","publisher":"Hogrefe Publishing Group","date_created":"2023-01-18T16:11:11Z","year":"2022","issue":"2"},{"language":[{"iso":"ger"}],"_id":"37448","user_id":"97270","department":[{"_id":"645"}],"editor":[{"last_name":"Gebhardt","full_name":"Gebhardt, Markus","first_name":"Markus"},{"last_name":"Scheer","full_name":"Scheer, David","first_name":"David"}],"status":"public","type":"book_chapter","publication":"Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung","title":"Diagnostik und Differenzierung","publisher":"Regensburger Beiträge zur Inklusions- und Sonderpädagogik","date_updated":"2023-01-18T16:37:22Z","date_created":"2023-01-18T16:16:56Z","author":[{"first_name":"Susanne","full_name":"Seifert, Susanne","id":"97270","last_name":"Seifert"},{"full_name":"Paleczek, Lisa","last_name":"Paleczek","first_name":"Lisa"},{"first_name":"Barbara","full_name":"Gasteiger-Klicpera, Barbara","last_name":"Gasteiger-Klicpera"}],"year":"2022","citation":{"bibtex":"@inbook{Seifert_Paleczek_Gasteiger-Klicpera_2022, title={Diagnostik und Differenzierung}, booktitle={Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung}, publisher={Regensburger Beiträge zur Inklusions- und Sonderpädagogik}, author={Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}, editor={Gebhardt, Markus and Scheer, David}, year={2022} }","short":"S. Seifert, L. Paleczek, B. Gasteiger-Klicpera, in: M. Gebhardt, D. Scheer (Eds.), Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung, Regensburger Beiträge zur Inklusions- und Sonderpädagogik, 2022.","mla":"Seifert, Susanne, et al. “Diagnostik und Differenzierung.” <i>Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung</i>, edited by Markus Gebhardt and David Scheer, Regensburger Beiträge zur Inklusions- und Sonderpädagogik, 2022.","apa":"Seifert, S., Paleczek, L., &#38; Gasteiger-Klicpera, B. (2022). Diagnostik und Differenzierung. In M. Gebhardt &#38; D. Scheer (Eds.), <i>Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung</i>. Regensburger Beiträge zur Inklusions- und Sonderpädagogik.","ama":"Seifert S, Paleczek L, Gasteiger-Klicpera B. Diagnostik und Differenzierung. In: Gebhardt M, Scheer D, eds. <i>Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung</i>. Regensburger Beiträge zur Inklusions- und Sonderpädagogik; 2022.","ieee":"S. Seifert, L. Paleczek, and B. Gasteiger-Klicpera, “Diagnostik und Differenzierung,” in <i>Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung</i>, M. Gebhardt and D. Scheer, Eds. Regensburger Beiträge zur Inklusions- und Sonderpädagogik, 2022.","chicago":"Seifert, Susanne, Lisa Paleczek, and Barbara Gasteiger-Klicpera. “Diagnostik und Differenzierung.” In <i>Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung</i>, edited by Markus Gebhardt and David Scheer. Regensburger Beiträge zur Inklusions- und Sonderpädagogik, 2022."}},{"intvolume":"        68","page":"197-208","citation":{"chicago":"Seifert, Susanne, Katharina Maitz, Dominik Pendl, and Barbara Gasteiger-Klicpera. “Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen.” <i>Diagnostica</i> 68, no. 4 (2022): 197–208. <a href=\"https://doi.org/10.1026/0012-1924/a000297\">https://doi.org/10.1026/0012-1924/a000297</a>.","ieee":"S. Seifert, K. Maitz, D. Pendl, and B. Gasteiger-Klicpera, “Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen,” <i>Diagnostica</i>, vol. 68, no. 4, pp. 197–208, 2022, doi: <a href=\"https://doi.org/10.1026/0012-1924/a000297\">10.1026/0012-1924/a000297</a>.","ama":"Seifert S, Maitz K, Pendl D, Gasteiger-Klicpera B. Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen. <i>Diagnostica</i>. 2022;68(4):197-208. doi:<a href=\"https://doi.org/10.1026/0012-1924/a000297\">10.1026/0012-1924/a000297</a>","bibtex":"@article{Seifert_Maitz_Pendl_Gasteiger-Klicpera_2022, title={Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen}, volume={68}, DOI={<a href=\"https://doi.org/10.1026/0012-1924/a000297\">10.1026/0012-1924/a000297</a>}, number={4}, journal={Diagnostica}, publisher={Hogrefe Publishing Group}, author={Seifert, Susanne and Maitz, Katharina and Pendl, Dominik and Gasteiger-Klicpera, Barbara}, year={2022}, pages={197–208} }","mla":"Seifert, Susanne, et al. “Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen.” <i>Diagnostica</i>, vol. 68, no. 4, Hogrefe Publishing Group, 2022, pp. 197–208, doi:<a href=\"https://doi.org/10.1026/0012-1924/a000297\">10.1026/0012-1924/a000297</a>.","short":"S. Seifert, K. Maitz, D. Pendl, B. Gasteiger-Klicpera, Diagnostica 68 (2022) 197–208.","apa":"Seifert, S., Maitz, K., Pendl, D., &#38; Gasteiger-Klicpera, B. (2022). Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen. <i>Diagnostica</i>, <i>68</i>(4), 197–208. <a href=\"https://doi.org/10.1026/0012-1924/a000297\">https://doi.org/10.1026/0012-1924/a000297</a>"},"publication_identifier":{"issn":["0012-1924","2190-622X"]},"publication_status":"published","doi":"10.1026/0012-1924/a000297","date_updated":"2023-01-18T16:41:28Z","volume":68,"author":[{"first_name":"Susanne","full_name":"Seifert, Susanne","id":"97270","last_name":"Seifert"},{"first_name":"Katharina","full_name":"Maitz, Katharina","last_name":"Maitz"},{"full_name":"Pendl, Dominik","last_name":"Pendl","first_name":"Dominik"},{"last_name":"Gasteiger-Klicpera","full_name":"Gasteiger-Klicpera, Barbara","first_name":"Barbara"}],"status":"public","type":"journal_article","_id":"37447","department":[{"_id":"645"}],"user_id":"97270","year":"2022","issue":"4","title":"Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen","publisher":"Hogrefe Publishing Group","date_created":"2023-01-18T16:13:14Z","abstract":[{"lang":"eng","text":"<jats:p> Zusammenfassung. Instrumente zur Messung von Gesundheitskompetenz bei Jugendlichen basieren auf sehr heterogenen Definitionen und Konzepten. Zudem können sie grundsätzlich in subjektive (Selbsteinschätzungs–) und objektive (die Performanz messende) Verfahren unterteilt werden. In der vorliegenden Studie wurden 2 subjektive (eHEALS; Kurzform des HLS-EU-Q16) und ein objektives Messinstrument (Claim) von 471 Jugendlichen der 6. und 7. Klassenstufe (Durchschnittsalter 13.04 Jahre; 49 % Mädchen; 63 % Familiensprache Deutsch) bearbeitet und auf ihren wechselseitigen Zusammenhang, den Zusammenhang mit kognitiven und Lesefähigkeiten, sowie Unterschiede in Bezug auf Geschlecht und Familiensprache untersucht. Das objektive Verfahren korrelierte nicht mit den subjektiven Verfahren. Dies bestätigt die Annahme, dass sie aufgrund der Messperspektive unterschiedliche Indikatorenausprägungen von Gesundheitskompetenz erfassen. Korrelationen mit Lese- und kognitiven Fähigkeiten zeigten sich nur beim objektiven Instrument, wohingegen die Selbsteinschätzungsinstrumente diese Aspekte der Gesundheitskompetenz nicht abbilden. Unterschiede hinsichtlich des Geschlechts und der Familiensprache zeigten sich insbesondere beim objektiven Instrument, allerdings sind Antwortverzerrungen bei Selbsteinschätzungen möglich. Die spezifischen Vor- und Nachteile von subjektiven und objektiven Verfahren sollten bei der Instrumentenauswahl berücksichtigt werden. </jats:p>"}],"publication":"Diagnostica","keyword":["Clinical Psychology"],"language":[{"iso":"ger"}]},{"_id":"37446","department":[{"_id":"645"}],"user_id":"97270","keyword":["Education"],"article_number":"101948","language":[{"iso":"eng"}],"publication":"International Journal of Educational Research","type":"journal_article","status":"public","publisher":"Elsevier BV","date_updated":"2023-01-18T16:41:47Z","volume":113,"author":[{"last_name":"Seifert","id":"97270","full_name":"Seifert, Susanne","first_name":"Susanne"},{"full_name":"Paleczek, Lisa","last_name":"Paleczek","first_name":"Lisa"}],"date_created":"2023-01-18T16:12:10Z","title":"Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language","doi":"10.1016/j.ijer.2022.101948","publication_identifier":{"issn":["0883-0355"]},"publication_status":"published","year":"2022","intvolume":"       113","citation":{"mla":"Seifert, Susanne, and Lisa Paleczek. “Comparing Tablet and Print Mode of a German Reading Comprehension Test in Grade 3: Influence of Test Order, Gender and Language.” <i>International Journal of Educational Research</i>, vol. 113, 101948, Elsevier BV, 2022, doi:<a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">10.1016/j.ijer.2022.101948</a>.","bibtex":"@article{Seifert_Paleczek_2022, title={Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language}, volume={113}, DOI={<a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">10.1016/j.ijer.2022.101948</a>}, number={101948}, journal={International Journal of Educational Research}, publisher={Elsevier BV}, author={Seifert, Susanne and Paleczek, Lisa}, year={2022} }","short":"S. Seifert, L. Paleczek, International Journal of Educational Research 113 (2022).","ama":"Seifert S, Paleczek L. Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language. <i>International Journal of Educational Research</i>. 2022;113. doi:<a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">10.1016/j.ijer.2022.101948</a>","apa":"Seifert, S., &#38; Paleczek, L. (2022). Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language. <i>International Journal of Educational Research</i>, <i>113</i>, Article 101948. <a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">https://doi.org/10.1016/j.ijer.2022.101948</a>","ieee":"S. Seifert and L. Paleczek, “Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language,” <i>International Journal of Educational Research</i>, vol. 113, Art. no. 101948, 2022, doi: <a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">10.1016/j.ijer.2022.101948</a>.","chicago":"Seifert, Susanne, and Lisa Paleczek. “Comparing Tablet and Print Mode of a German Reading Comprehension Test in Grade 3: Influence of Test Order, Gender and Language.” <i>International Journal of Educational Research</i> 113 (2022). <a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">https://doi.org/10.1016/j.ijer.2022.101948</a>."}},{"type":"journal_article","publication":"European Conference on e-Learning","status":"public","abstract":[{"lang":"eng","text":"<jats:p>The present study investigates eight Grade-4 classes (9- to 12-year-olds, 52.1% girls) who worked on at least 10 lessons using project RegioDiff material. The study focuses on one of these lessons (including nine text passages and corresponding tasks) and on students with low (19 students, percentile &lt;15) and high reading skills (29 students, percentile &gt; 70). While students were working with the material, screencasts were recorded (30h). The construct “task performance” (processing time, response accuracy, and task engagement) was then analysed using the screencasts.&#x0D;\r\nThe analysis revealed that the two groups differed significantly in the processing time of two tasks, but not in the total time spent on all nine tasks. Significant differences were revealed also for general task engagement. Task engagement was highly correlated with processing time. Participants with higher reading skills spent more time on the tasks and were more engaged than participants with lower reading skills. However, we did not find any differences in terms of answer accuracy. This indicates that task difficulty and student reading skills were well matched.&#x0D;\r\nThe study also shows how tasks may be adapted or augmented in order to match the learning environment more closely to student learning needs.</jats:p>"}],"user_id":"97270","department":[{"_id":"645"}],"_id":"37441","language":[{"iso":"eng"}],"issue":"1","publication_status":"published","publication_identifier":{"issn":["2048-8645","2048-8637"]},"citation":{"short":"L. Paleczek, D. Ender, A. Kogler, S. Seifert, European Conference on E-Learning 21 (2022) 338–347.","mla":"Paleczek, Lisa, et al. “Comparing Student High and Low Reading Performance with Differentiated Digital Reading Materials.” <i>European Conference on E-Learning</i>, vol. 21, no. 1, Academic Conferences International Ltd, 2022, pp. 338–47, doi:<a href=\"https://doi.org/10.34190/ecel.21.1.680\">10.34190/ecel.21.1.680</a>.","bibtex":"@article{Paleczek_Ender_Kogler_Seifert_2022, title={Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials}, volume={21}, DOI={<a href=\"https://doi.org/10.34190/ecel.21.1.680\">10.34190/ecel.21.1.680</a>}, number={1}, journal={European Conference on e-Learning}, publisher={Academic Conferences International Ltd}, author={Paleczek, Lisa and Ender, Daniela and Kogler, Andrea and Seifert, Susanne}, year={2022}, pages={338–347} }","apa":"Paleczek, L., Ender, D., Kogler, A., &#38; Seifert, S. (2022). Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials. <i>European Conference on E-Learning</i>, <i>21</i>(1), 338–347. <a href=\"https://doi.org/10.34190/ecel.21.1.680\">https://doi.org/10.34190/ecel.21.1.680</a>","chicago":"Paleczek, Lisa, Daniela Ender, Andrea Kogler, and Susanne Seifert. “Comparing Student High and Low Reading Performance with Differentiated Digital Reading Materials.” <i>European Conference on E-Learning</i> 21, no. 1 (2022): 338–47. <a href=\"https://doi.org/10.34190/ecel.21.1.680\">https://doi.org/10.34190/ecel.21.1.680</a>.","ieee":"L. Paleczek, D. Ender, A. Kogler, and S. Seifert, “Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials,” <i>European Conference on e-Learning</i>, vol. 21, no. 1, pp. 338–347, 2022, doi: <a href=\"https://doi.org/10.34190/ecel.21.1.680\">10.34190/ecel.21.1.680</a>.","ama":"Paleczek L, Ender D, Kogler A, Seifert S. Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials. <i>European Conference on e-Learning</i>. 2022;21(1):338-347. doi:<a href=\"https://doi.org/10.34190/ecel.21.1.680\">10.34190/ecel.21.1.680</a>"},"page":"338-347","intvolume":"        21","year":"2022","author":[{"first_name":"Lisa","full_name":"Paleczek, Lisa","last_name":"Paleczek"},{"full_name":"Ender, Daniela","last_name":"Ender","first_name":"Daniela"},{"first_name":"Andrea","last_name":"Kogler","full_name":"Kogler, Andrea"},{"first_name":"Susanne","last_name":"Seifert","full_name":"Seifert, Susanne","id":"97270"}],"date_created":"2023-01-18T16:09:32Z","volume":21,"publisher":"Academic Conferences International Ltd","date_updated":"2023-01-18T16:42:50Z","doi":"10.34190/ecel.21.1.680","title":"Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials"},{"doi":"10.1177/00220574221112627","title":"Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs","author":[{"first_name":"Andrea","full_name":"Kulmhofer-Bommer, Andrea","last_name":"Kulmhofer-Bommer"},{"id":"97270","full_name":"Seifert, Susanne","last_name":"Seifert","first_name":"Susanne"},{"full_name":"Paleczek, Lisa","last_name":"Paleczek","first_name":"Lisa"},{"first_name":"Barbara","last_name":"Gasteiger-Klicpera","full_name":"Gasteiger-Klicpera, Barbara"}],"date_created":"2023-01-18T16:07:57Z","publisher":"SAGE Publications","date_updated":"2023-01-18T16:44:07Z","citation":{"apa":"Kulmhofer-Bommer, A., Seifert, S., Paleczek, L., &#38; Gasteiger-Klicpera, B. (2022). Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs. <i>Journal of Education</i>, Article 002205742211126. <a href=\"https://doi.org/10.1177/00220574221112627\">https://doi.org/10.1177/00220574221112627</a>","bibtex":"@article{Kulmhofer-Bommer_Seifert_Paleczek_Gasteiger-Klicpera_2022, title={Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs}, DOI={<a href=\"https://doi.org/10.1177/00220574221112627\">10.1177/00220574221112627</a>}, number={002205742211126}, journal={Journal of Education}, publisher={SAGE Publications}, author={Kulmhofer-Bommer, Andrea and Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}, year={2022} }","short":"A. Kulmhofer-Bommer, S. Seifert, L. Paleczek, B. Gasteiger-Klicpera, Journal of Education (2022).","mla":"Kulmhofer-Bommer, Andrea, et al. “Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs.” <i>Journal of Education</i>, 002205742211126, SAGE Publications, 2022, doi:<a href=\"https://doi.org/10.1177/00220574221112627\">10.1177/00220574221112627</a>.","ieee":"A. Kulmhofer-Bommer, S. Seifert, L. Paleczek, and B. Gasteiger-Klicpera, “Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs,” <i>Journal of Education</i>, Art. no. 002205742211126, 2022, doi: <a href=\"https://doi.org/10.1177/00220574221112627\">10.1177/00220574221112627</a>.","chicago":"Kulmhofer-Bommer, Andrea, Susanne Seifert, Lisa Paleczek, and Barbara Gasteiger-Klicpera. “Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs.” <i>Journal of Education</i>, 2022. <a href=\"https://doi.org/10.1177/00220574221112627\">https://doi.org/10.1177/00220574221112627</a>.","ama":"Kulmhofer-Bommer A, Seifert S, Paleczek L, Gasteiger-Klicpera B. Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs. <i>Journal of Education</i>. Published online 2022. doi:<a href=\"https://doi.org/10.1177/00220574221112627\">10.1177/00220574221112627</a>"},"year":"2022","publication_identifier":{"issn":["0022-0574","2515-5741"]},"publication_status":"published","language":[{"iso":"eng"}],"keyword":["Education"],"article_number":"002205742211126","department":[{"_id":"645"}],"user_id":"97270","_id":"37438","status":"public","abstract":[{"lang":"eng","text":"<jats:p> This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students’ reading gains examined. The results show that the lesson types seem to reflect learner group needs as students in the different lesson types profited similarly from the reading program. This supports the hypothesis that reading is a highly individualized process and leads to the conclusion that the instructional approach of the reading program investigated supports teachers in conducting reading lessons tailored to their students’ needs. </jats:p>"}],"publication":"Journal of Education","type":"journal_article"},{"volume":112,"author":[{"full_name":"Paleczek, Lisa","last_name":"Paleczek","first_name":"Lisa"},{"last_name":"Ender","full_name":"Ender, Daniela","first_name":"Daniela"},{"first_name":"Jessica","full_name":"Berger, Jessica","last_name":"Berger"},{"last_name":"Prinz","full_name":"Prinz, Katharina","first_name":"Katharina"},{"last_name":"Seifert","full_name":"Seifert, Susanne","id":"97270","first_name":"Susanne"}],"date_created":"2023-01-18T16:08:52Z","date_updated":"2023-01-18T16:43:26Z","publisher":"Elsevier BV","doi":"10.1016/j.ijer.2022.101938","title":"A feasibility study of digital content use in inclusive, Austrian primary school practice","publication_identifier":{"issn":["0883-0355"]},"publication_status":"published","intvolume":"       112","citation":{"ama":"Paleczek L, Ender D, Berger J, Prinz K, Seifert S. A feasibility study of digital content use in inclusive, Austrian primary school practice. <i>International Journal of Educational Research</i>. 2022;112. doi:<a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">10.1016/j.ijer.2022.101938</a>","ieee":"L. Paleczek, D. Ender, J. Berger, K. Prinz, and S. Seifert, “A feasibility study of digital content use in inclusive, Austrian primary school practice,” <i>International Journal of Educational Research</i>, vol. 112, Art. no. 101938, 2022, doi: <a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">10.1016/j.ijer.2022.101938</a>.","chicago":"Paleczek, Lisa, Daniela Ender, Jessica Berger, Katharina Prinz, and Susanne Seifert. “A Feasibility Study of Digital Content Use in Inclusive, Austrian Primary School Practice.” <i>International Journal of Educational Research</i> 112 (2022). <a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">https://doi.org/10.1016/j.ijer.2022.101938</a>.","apa":"Paleczek, L., Ender, D., Berger, J., Prinz, K., &#38; Seifert, S. (2022). A feasibility study of digital content use in inclusive, Austrian primary school practice. <i>International Journal of Educational Research</i>, <i>112</i>, Article 101938. <a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">https://doi.org/10.1016/j.ijer.2022.101938</a>","bibtex":"@article{Paleczek_Ender_Berger_Prinz_Seifert_2022, title={A feasibility study of digital content use in inclusive, Austrian primary school practice}, volume={112}, DOI={<a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">10.1016/j.ijer.2022.101938</a>}, number={101938}, journal={International Journal of Educational Research}, publisher={Elsevier BV}, author={Paleczek, Lisa and Ender, Daniela and Berger, Jessica and Prinz, Katharina and Seifert, Susanne}, year={2022} }","mla":"Paleczek, Lisa, et al. “A Feasibility Study of Digital Content Use in Inclusive, Austrian Primary School Practice.” <i>International Journal of Educational Research</i>, vol. 112, 101938, Elsevier BV, 2022, doi:<a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">10.1016/j.ijer.2022.101938</a>.","short":"L. Paleczek, D. Ender, J. Berger, K. Prinz, S. Seifert, International Journal of Educational Research 112 (2022)."},"year":"2022","department":[{"_id":"645"}],"user_id":"97270","_id":"37440","language":[{"iso":"eng"}],"keyword":["Education"],"article_number":"101938","publication":"International Journal of Educational Research","type":"journal_article","status":"public"},{"publication":"ZDM – Mathematics Education","type":"journal_article","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>When the COVID-19 pandemic began, many universities switched to fully online teaching. This unexpected switching to online teaching was challenging for both teachers and students, and restrictions that were put in place because of pandemic made this challenge even greater. However, new ways of teaching might also open new opportunities for students’ learning. The research question driving our study was as follows: how do students regulate their learning and specifically their choice of resources and peer learning in university mathematics classes that are fully taught online as offered during the COVID-19 pandemic? We report on a longitudinal, qualitative study in which students recorded a brief audio diary twice a week over one whole semester (14 weeks). We focused on three students who completed 70 interviews in total and finished the semester with varying degrees of success. The results show how the students structured their studying (e.g., the roles that deadlines or synchronous teaching events played). They illustrate the strengths and limitations of digital materials provided by the lecturer and the use of complementary media. Further, the pandemic uncovered the double-edged role of simple, often anonymous exchanges (e.g., via Discord servers), with few binding forces for either side, and the significance of stable learning partnerships for students’ success. Our research highlights aspects that should be focal points when comparing traditional instruction and online instruction during the pandemic from a self-regulatory perspective. Practical implications refer to how these aspects can be combined sensibly in fully online courses, but also in blended learning contexts.</jats:p>","lang":"eng"}],"status":"public","_id":"37470","department":[{"_id":"10"}],"user_id":"30933","keyword":["General Mathematics","Education"],"language":[{"iso":"eng"}],"publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","year":"2022","citation":{"mla":"Liebendörfer, Michael, et al. “First-Year University Students’ Self-Regulated Learning during the COVID-19 Pandemic: A Qualitative Longitudinal Study.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2022, doi:<a href=\"https://doi.org/10.1007/s11858-022-01444-5\">10.1007/s11858-022-01444-5</a>.","bibtex":"@article{Liebendörfer_Kempen_Schukajlow_2022, title={First-year university students’ self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study}, DOI={<a href=\"https://doi.org/10.1007/s11858-022-01444-5\">10.1007/s11858-022-01444-5</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Liebendörfer, Michael and Kempen, Leander and Schukajlow, Stanislaw}, year={2022} }","short":"M. Liebendörfer, L. Kempen, S. Schukajlow, ZDM – Mathematics Education (2022).","apa":"Liebendörfer, M., Kempen, L., &#38; Schukajlow, S. (2022). First-year university students’ self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-022-01444-5\">https://doi.org/10.1007/s11858-022-01444-5</a>","ama":"Liebendörfer M, Kempen L, Schukajlow S. First-year university students’ self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study. <i>ZDM – Mathematics Education</i>. Published online 2022. doi:<a href=\"https://doi.org/10.1007/s11858-022-01444-5\">10.1007/s11858-022-01444-5</a>","ieee":"M. Liebendörfer, L. Kempen, and S. Schukajlow, “First-year university students’ self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study,” <i>ZDM – Mathematics Education</i>, 2022, doi: <a href=\"https://doi.org/10.1007/s11858-022-01444-5\">10.1007/s11858-022-01444-5</a>.","chicago":"Liebendörfer, Michael, Leander Kempen, and Stanislaw Schukajlow. “First-Year University Students’ Self-Regulated Learning during the COVID-19 Pandemic: A Qualitative Longitudinal Study.” <i>ZDM – Mathematics Education</i>, 2022. <a href=\"https://doi.org/10.1007/s11858-022-01444-5\">https://doi.org/10.1007/s11858-022-01444-5</a>."},"publisher":"Springer Science and Business Media LLC","date_updated":"2023-01-18T22:44:06Z","author":[{"full_name":"Liebendörfer, Michael","last_name":"Liebendörfer","first_name":"Michael"},{"first_name":"Leander","full_name":"Kempen, Leander","last_name":"Kempen"},{"first_name":"Stanislaw","last_name":"Schukajlow","full_name":"Schukajlow, Stanislaw"}],"date_created":"2023-01-18T22:22:25Z","title":"First-year university students' self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study","doi":"10.1007/s11858-022-01444-5"},{"year":"2022","citation":{"ama":"Büdenbender-Kuklinski C, Hochmuth R, Liebendörfer M. Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students. <i>International Journal of Research in Undergraduate Mathematics Education</i>. Published online 2022. doi:<a href=\"https://doi.org/10.1007/s40753-022-00188-7\">10.1007/s40753-022-00188-7</a>","ieee":"C. Büdenbender-Kuklinski, R. Hochmuth, and M. Liebendörfer, “Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students,” <i>International Journal of Research in Undergraduate Mathematics Education</i>, 2022, doi: <a href=\"https://doi.org/10.1007/s40753-022-00188-7\">10.1007/s40753-022-00188-7</a>.","chicago":"Büdenbender-Kuklinski, Christiane, Reinhard Hochmuth, and Michael Liebendörfer. “Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students.” <i>International Journal of Research in Undergraduate Mathematics Education</i>, 2022. <a href=\"https://doi.org/10.1007/s40753-022-00188-7\">https://doi.org/10.1007/s40753-022-00188-7</a>.","apa":"Büdenbender-Kuklinski, C., Hochmuth, R., &#38; Liebendörfer, M. (2022). Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students. <i>International Journal of Research in Undergraduate Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s40753-022-00188-7\">https://doi.org/10.1007/s40753-022-00188-7</a>","mla":"Büdenbender-Kuklinski, Christiane, et al. “Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students.” <i>International Journal of Research in Undergraduate Mathematics Education</i>, Springer Science and Business Media LLC, 2022, doi:<a href=\"https://doi.org/10.1007/s40753-022-00188-7\">10.1007/s40753-022-00188-7</a>.","bibtex":"@article{Büdenbender-Kuklinski_Hochmuth_Liebendörfer_2022, title={Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students}, DOI={<a href=\"https://doi.org/10.1007/s40753-022-00188-7\">10.1007/s40753-022-00188-7</a>}, journal={International Journal of Research in Undergraduate Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Büdenbender-Kuklinski, Christiane and Hochmuth, Reinhard and Liebendörfer, Michael}, year={2022} }","short":"C. Büdenbender-Kuklinski, R. Hochmuth, M. Liebendörfer, International Journal of Research in Undergraduate Mathematics Education (2022)."},"publication_status":"published","publication_identifier":{"issn":["2198-9745","2198-9753"]},"title":"Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students","doi":"10.1007/s40753-022-00188-7","publisher":"Springer Science and Business Media LLC","date_updated":"2023-01-18T22:43:43Z","author":[{"full_name":"Büdenbender-Kuklinski, Christiane","last_name":"Büdenbender-Kuklinski","first_name":"Christiane"},{"first_name":"Reinhard","last_name":"Hochmuth","full_name":"Hochmuth, Reinhard"},{"first_name":"Michael","full_name":"Liebendörfer, Michael","last_name":"Liebendörfer"}],"date_created":"2023-01-18T22:22:49Z","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>As earlier research results suggest that many mathematics teaching students criticize a missing relevance in their studies, we explore explanations and interrelationships of their relevance assessments. We aim at finding out how one could support the students in attributing relevance to their study programs. A two-fold model for relevance assessments in mathematics teacher education is proposed, consisting of relevance content and relevance reasons. We investigate students' relevance perceptions of mathematical topics and of topics’ complexities, as well as their rating of individual and societal/ vocational relevance reasons, all in relation to their perception of the relevance of their overall program of study. Contrary to earlier research findings, our results suggest that mathematics teaching students already do attribute relevance to many content areas and that a preparation for the teaching profession is not the only reason for them to assign relevance. There also seem to be many students who would attribute relevance if they could develop as individuals and pursue their interests. We suggest that giving students opportunities to set individual priorities in their studies could hence support their relevance assessments. As low relevance assessments seem to be connected to students’ motivational problems, students might profit from motivational support, as well.</jats:p>"}],"status":"public","type":"journal_article","publication":"International Journal of Research in Undergraduate Mathematics Education","keyword":["Education","Mathematics (miscellaneous)"],"language":[{"iso":"eng"}],"_id":"37472","user_id":"30933","department":[{"_id":"10"}]},{"user_id":"15504","department":[{"_id":"78"}],"project":[{"_id":"1","name":"SFB 901: SFB 901"},{"name":"SFB 901 - B: SFB 901 - Project Area B","_id":"3"},{"name":"SFB 901 - B4: SFB 901 - Subproject B4","_id":"12"}],"_id":"34041","language":[{"iso":"eng"}],"type":"dissertation","status":"public","supervisor":[{"id":"398","full_name":"Platzner, Marco","last_name":"Platzner","first_name":"Marco"}],"date_created":"2022-11-09T06:26:22Z","author":[{"first_name":"Linus Matthias","last_name":"Witschen","id":"49051","full_name":"Witschen, Linus Matthias"}],"date_updated":"2023-01-19T06:41:22Z","doi":"10.17619/UNIPB/1-1649","title":"Frameworks and Methodologies for Search-based Approximate Logic Synthesis","citation":{"ama":"Witschen LM. <i>Frameworks and Methodologies for Search-Based Approximate Logic Synthesis</i>.; 2022. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1649\">10.17619/UNIPB/1-1649</a>","ieee":"L. M. Witschen, <i>Frameworks and Methodologies for Search-based Approximate Logic Synthesis</i>. 2022.","chicago":"Witschen, Linus Matthias. <i>Frameworks and Methodologies for Search-Based Approximate Logic Synthesis</i>, 2022. <a href=\"https://doi.org/10.17619/UNIPB/1-1649\">https://doi.org/10.17619/UNIPB/1-1649</a>.","mla":"Witschen, Linus Matthias. <i>Frameworks and Methodologies for Search-Based Approximate Logic Synthesis</i>. 2022, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1649\">10.17619/UNIPB/1-1649</a>.","bibtex":"@book{Witschen_2022, title={Frameworks and Methodologies for Search-based Approximate Logic Synthesis}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-1649\">10.17619/UNIPB/1-1649</a>}, author={Witschen, Linus Matthias}, year={2022} }","short":"L.M. Witschen, Frameworks and Methodologies for Search-Based Approximate Logic Synthesis, 2022.","apa":"Witschen, L. M. (2022). <i>Frameworks and Methodologies for Search-based Approximate Logic Synthesis</i>. <a href=\"https://doi.org/10.17619/UNIPB/1-1649\">https://doi.org/10.17619/UNIPB/1-1649</a>"},"year":"2022"}]