Publikationen

vergangener Jahre

Im Folgenden finden Sie weitere Publikationen der letzten Jahre, die gemeinsam mit internationalen Kolleg*innen und/oder in nicht-deutschsprachigen Publikationsorganen von Forscher*innen der Philosophisch-Sozialwissenschaftlichen Fakultät entstanden sind.

vergangene Jahre: 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017

2023

Augst, Ann Kristin/Spahn, Annika (2023): “Doctors don’t listen to us or the things we need.” Experiences of heteronormative health care and its aftermath for LGBATIQ patients in Germany. In: Steger, Florian et al. (Hg.): Equal Access to Healthcare in Socially Diverse Societies. Freiburg: Verlag Karl Alber, 111-134.

Winkler, Marvin, Künzell, Stefan, & Augste, Claudia (in press). Predictive value of forearm muscle oxygenation parameters for climbing-specific finger endurance and competitive climbing performance. Sport Sciences for Health. https://doi.org/10.1007/s11332-023-01072-w

Schug, Markus, Bilandzic, Helena & Kinnebrock, Susanne (2023). Covid-19 research in alternative news media: evidencing and counterevidencing practices. Media and Communication, 11(1). https://doi.org/10.17645/mac.v11i1.6049

Fischer, Simone, Kalch, Anja, Küchler, Constanze, Albani, Aliscia Rebecca, Bilandzic, Helena, Horenkamp-Sonntag, Dirk, Berghaus, Thomas M., Meisinger, Christine & Kirchberger, Inge (2023). Health literacy in patients with pulmonary embolism: development and validation of the HeLP (Health Literacy in Pulmonary Embolism)-Questionnaire. Frontiers in Public Health, 11, 1167499. https://doi.org/10.3389/fpubh.2023.1167499

Helena Bilandzic & Jessica Gall Myrick (2023) Information Seeking and Avoidance in the COVID-19 Pandemic as a Function of Political Ideology and National Context: A Survey Comparing the US and Germany, Health Communication, DOI: 10.1080/10410236.2023.2263220

Schug, M, Bilandzic, H., & Kinnebrock, S. (2023). COVID-19 Research in Alternative News Media: Evidencing and Counterevidencing Practices. Media and Communication, 11(1). DOI: https://doi.org/10.17645/mac.v11i1.6049.

Malecki, W. P., Bilandzic, Helena, Kowal, Marta & Sorokowski, Piotr (2023). Media experiences during the Ukraine war and their relationships with distress, anxiety, and resilience. Journal of Psychiatric Research, 165, 273-281. https://doi.org/10.1016/j.jpsychires.2023.07.037

Myrick, J. G., Chen, J., Jang, E., Pietruszewski Norman, M., Liu, Y., Medina, L., Blessing, J. N., & Prakhizkar, H. (accepted). An experimental test of the effects of public mockery of a social media health campaign: Implications for theory and health organizations’ social media strategies. Journal of Health Communication.

Bross, T., & Nett, U. (2023, September). Teachers’ situational achievement emotions and goals. 19. Fachgruppentagung Pädagogische Psychologie (PAEPS) der Deutschen Gesellschaft für Psychologie (DGPs). Kiel, Deutschland.

Bross, T., & Nett, U. (2023, August). Investigating the interplay of teachers’ emotions, subjective well-being, and daily work situations. European Association for Research on Learning and Instruction (EARLI) Konferenz. Thessanoliki, Griechenland.

Bross, T., Nett, U., & Daumiller, M. (2023, April). A Meta-Analytic Examination of the Associations between Achievement Goals and Achievement Emotions. Beiträge auf Konferenzen (mit Peer-Review) American Educational Research Association (AERA) Annual Meeting. Chicago, United States of America.

Daumiller, M., & Wisniewski, B. (2023). Learning styles — Why they don’t exist but still persist. In-Mind, 6(47). https://www.in-mind.org/article/learning-styles-why-they-dont-exist-but-still-persist

M. Daumiller, S. Janke, R. Rinas, J. Hein, O. Dickhäuser & M. Dresel (2023). Different time and context= Different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions. Contemporary Educational Psychology 72, 102139

M. Daumiller & M. Dresel (2023). Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach . Contemporary Educational Psychology 72, 102124

Keller, M. V., Dresel, M., & Daumiller, M. (2023, April). Not motivated to use feedback? How aelf-efficacy and achievement goals matter for students’ feedback use. In M. Daumiller & J. Meyer (Chairs), The Interplay of Feedback and Motivation: Perspectives on how Context, Student, and Feedback Characteristics Matter [Symposium]. 2023 American Educational Research Association (AERA) Annual Meeting, Chicago, IL.

Bieg, S., Dresel, M., Götz, T. & Nett, U. (in press). Teachers’ enthusiasm and humor and their lagged relationships with students’ enjoyment and boredom: A latent state-trait approach. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2021.101579

Daumiller, M., Janke, S., Rinas, R., Hein, J., Dickhäuser, O., & Dresel, M. (in press). Teaching quality in higher education: Agreement between teacher self-reports and student evaluations. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000700

Gegenfurtner, A., Hartinger, A., Gabel, S., Neubauer, J., Keskin, Ö., & Dresel, M. (in press). Teacher attitudes toward lesbian, gay, and bisexual students: Evidence for intergroup contact theory and secondary transfer effects. Social Psychology of Education. https://doi.org/10.1007/s11218-022-09756-w

Händel, M., Naujoks-Schober, N. & Dresel, M. (in press). Metacognitive monitoring via strategies and judgments: Different phases, different objects. German Journal of Developmental and Educational Psychology

Daumiller, M., Rinas, R. & Dresel, M. (2023). Relevance of students’ goals for learning engagement and knowledge gains in an online learning course. Behavioral Sciences, 13, 161. https://doi.org/10.3390/bs13020161

Daumiller, M., Fasching, M. S., Dickhäuser, O. & Dresel, M. (2023). Teachers’ achievement goals and teaching practices: A standardized lesson diary approach. Teaching and Teacher Education, 127, 104079. https://doi.org/10.1016/j.tate.2023.104079

Wolff, F., Dresel, M., & Daumiller, M. (2023). Dimensional comparisons in the formation of faculty members’ research and teaching self-concepts?. Higher Education, 1-20.

Cantoni, R., Foltyn, C., Keller, R. & Klaes, M. S. (2023): Introduction: what is fracking a case of? Theoretical lessons from European case studies. In: Nature and Culture 18 (1), S. 1-19. DOI: 10.3167/nc.2023.180101

Foltyn, C., Keller, R. & Klaes, M. S. (2023): The ordering of green values: ecological justification in public fracking controversies in Germany and Poland. In: Nature and Culture 18 (1), S. 88-125. DOI: 10.3167/nc.2023.180105

Gegenfurtner, A., & Kollar, I. (Eds.). (in press). Designing effective digital learning environments. Routledge.

Gegenfurtner, A., & Kollar, I. (in press). Design of digital learning environments: Evidence from meta-analyses. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments. Routledge.

Gegenfurtner, A., & Stahnke, R. (in press). Editorial. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher professional vision: Theoretical and methodological advances. Routledge.

Gegenfurtner, A., Gruber, H., Holzberger, D., Keskin, Ö., Lehtinen, E., Seidel, T., Stürmer, K., & Säljö, R. (2023). Towards a cognitive theory of visual expertise: Methods of inquiry. In C. Damşa, A. Rajala, G. Ritella, & J. Brouwer (Eds.), Re-theorising learning and research methods in learning research (pp. 146–163). Routledge. https://doi.org/10.4324/9781003205838-10

Keskin, Ö., Gabel, S., Kollar, I., & Gegenfurtner, A. (2023). Relations between pre-service teacher gaze, teacher attitude, and student ethnicity. Frontiers in Education, 8, 1272671. https://doi.org/10.3389/feduc.2023.1272671

Quesada Pallarès, C., Gegenfurtner, A., & Roig, H. (in press). Transfer of training in lifelong learning education and beyond. Education Sciences.

Seidel, T., Kosel, C., Böheim, R., Gegenfurtner, A., & Stürmer, K. (in press). A cognitive model of professional vision and acquisition of visual expertise using video excerpts in the teaching profession. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher professional vision: Theoretical and methodological advances. Routledge.

Stahnke, R., & Gegenfurtner, A. (in press). Introduction to empirical perspectives on teacher professional vision. In R. Stahnke & A. Gegenfurtner (Eds.), Teacher professional vision: Empirical perspectives. Routledge.

Stahnke, R., & Gegenfurtner, A. (Eds.). (in press). Teacher professional vision: Empirical perspectives. Routledge.

Wagner, M., Gegenfurtner, A., & Urhahne, D. (in press). Effectiveness of flipped classrooms. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments. Routledge.

Gegenfurtner, A., Bedenlier, S., Ebner, C., Keskin, Ö., & Händel, M. (in press). Designing effective synchronous online learning. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments. Routledge.

Gegenfurtner, A. (in press). Cognitive theory of visual expertise. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher professional vision: Theoretical and methodological advances. Routledge.

Galano, D., Grund, A., Gegenfurtner, A., & Emslander, V. (in press). Shaping inclusive futures: Analyzing pre-service teachers' attitudes on lesbian, gay, and bisexual (LGB) students in Luxembourg. In Nationaler Bildungsbericht Luxemburg 2024. Luxembourg Centre for Educational Testing.

Gabel, S., Keskin, Ö., Kollar, I., Lewalter, D., & Gegenfurtner, A. (2023). Guiding pre-service teachers' visual attention through instructional settings: An eye-tracking study. Frontiers in Education, 8, 1282848. https://doi.org/10.3389/feduc.2023.1282848

Gegenfurtner, A., Hartinger, A., Gabel, S., Neubauer, J., Keskin, Ö., & Dresel, M. (2023). Teacher attitudes toward lesbian, gay, and bisexual students: Evidence for intergroup contact theory and secondary transfer effects. Social Psychology of Education. https://doi.org/10.1007/s11218-022-09756-w

Schäfer, S. K., Fritz, J., Sopp, R., Kunzler, A., von Boros, L., Tüscher, O., Göritz, A. S. & Lieb, K. & Michael, T. (in Druck). Interrelations of resilience factors and their incremental impact for mental health: Insights from network modeling using a prospective study across seven timepoints. Translational Psychiatry.

Weiß, M., Schulze, J., Krumm, S., Göritz, A. S., Hewig, J., & Mussel, P. (2023). Domain-Specific Greed. Personality and Social Psychology Bulletin, 0(0). https://doi.org/10.1177/01461672221148004

Seuling PD, Fendel JC, Spille L, Göritz AS, Schmidt S. Therapeutic alliance in videoconferencing psychotherapy compared to psychotherapy in person: A systematic review and meta-analysis. Journal of Telemedicine and Telecare. 2023;0(0). doi:10.1177/1357633X231161774

Volmer, J., Spurk, D., Orth, M., & Göritz, A. (2023). Reciprocal Effects of Career Adaptability and Occupational Self-Efficacy: A Three-Wave Longitudinal Study With Varying Time Lags. Journal of Career Assessment, 31(4), 665-685. https://doi.org/10.1177/10690727221140050

Schäfer, S. K., von Boros, L., Göritz, A. S., Baumann, S., Wessa, M., Tüscher, O., Lieb, K. & Möhring, A. (2023). The Perceived Stress Scale 2&2: A two-factorial German short version of the Perceived Stress Scale. Frontiers in Psychiatry, 14, 1195986. https://doi.org/10.3389/fpsyt.2023.1195986

Kleimeier, S., Hoffmann, A. O. I., Broihanne, M.-H., Plotkina, D. & Göritz, A. S. (2023). Determinants of individuals’ objective and subjective financial fragility during the COVID-19 pandemic. Journal of Banking and Finance, 153, 106881. https://doi.org/10.1016/j.jbankfin.2023.106881

Moritz, S., Göritz, A. S.*, Kühn, S. & Gehlenborg, J. (2023). Combination of two behavioral techniques reduces craving in problematic alcohol consumption by one third. A randomized controlled trial. European Addiction Research, 29(1), 30-33. https://doi.org/10.1159/000527877 *shared first authorship

Schulze, J., Krumm, S., Eid, M., Müller, H. & Göritz, A. S. (2023). The relationship between telework and job characteristics: A latent change score analysis during the COVID-19 pandemic. Applied Psychology: An International Review, 1-31. https://doi.org/10.1111/apps.12461

Moritz, S., Göritz, A. S., Kühn, S., Gallinat, J. & Gehlenborg, J. (2023). Imaginal retraining reduces craving for high-calorie food. Appetite, 182, 106431. https://doi.org/10.1016/j.appet.2022.106431

Johann, M., Ziegele, D., & Wolf, C. (2023). Culture, communication, and leadership: How startups use Twitter and LinkedIn to tackle strategic communication challenges. Vortrag auf der ICA Jahrestagung (25.05.-29.05.2023) in Toronto, Kanada.

Johann, M., & Wolf, C. (2023). How startups communicate leadership on Twitter and LinkedIn. Vortrag auf der IPRRC Jahrestagung (02.03.-04.03.2023) in Orlando, USA.

Kelm, K., & Johann, M. (2023). Application and acceptance of AI-based Tools in corporate communication. Vortrag auf der IPRRC Jahrestagung (02.03.-04.03.2023) in Orlando, USA.

Johann, M., Weinacht, S., Brinkmann, L., & Spiller, R. (2023). The state of new work in the communication industry: How innovative methods of work affect organizational goals. In A. Godulla, & S. Böhm (Hrsg.), Digital disruption and media transformation: How technological innovation shapes the future of communication (S. 229-241). Springer International. https://doi.org/10.1007/978-3-031-39940-4_18

Jungtäubl, Marc; Zirnig, Christopher; Ruiner, Caroline (2023): HCI driving alienation: autonomy and involvement as blind spots in digital ethics. In: AI and Ethics, DOI: https://doi.org/10.1007/s43681-023-00298-1

Das, Enny, van Krieken, Kobie, Kalch, Anja & Khoo, Guan Soon (2023). Editorial: Existential narratives: increasing psychological wellbeing through story. Frontiers in Communication, 7, 1113441. https://doi.org/10.3389/fcomm.2022.1113441

Team, V., Subramanian, R., Chan, L. S., & Abendschein, B. (2023). Anja Kalch*, Constanze Küchler, Aliscia Rebecca Albani, Helena Bilandzic, Simone Fischer, and Inge Kirchberger. Existential narratives: Increasing psychological wellbeing through story, 16648714, 54.

Kaunert, C. & Leonard S. (2023, forthcoming): Agency Governance in European internal security. Basingstoke: Palgrave; Palgrave Studies in European Union Politics series

Keller, M. V., Dresel, M., & Daumiller, M. (2023, August). Do Achievement Goals and Self-efficacy Matter for Students’ Perception and Use of Feedback? [Paper Presentation]. 20th Biennial EARLI (European Association for Learning and Instruction) Conference. Thessaloniki, Greece.

Keller, M. V., Dresel, M., & Daumiller, M. (2023, August). Relevance of motivation for use of feedback: Role of goals, task value, and attitude [Paper Presentation]. 27th JURE (Junior Researchers) 2023 Pre-Conference of EARLI (European Association for Learning and Instruction). Thessaloniki, Greece.

Keller, M. V., Oezsoy, M., Dresel, M., & Daumiller, M. (2023, June). Day-to-day climate protection via the lens of Theory of Planned Behavior and Protection Motivation Theory [Paper Presentation]. International Conference on Environmental Psychology (ICEP). Aarhus, Denmark.

Nitsch, C., & Kinnebrock, S. (2023). “I Urgently Need Your Advice”—Digital Stress Experiences and Social Support in Online Forums. International Journal of Communication, 17 (2023), 4037– 4056. https://ijoc.org/index.php/ijoc/article/view/19523/4217

Kinnebrock, S., & Bilandzic, H. (2023). Stories about Villains, Mad Scientists and Failure? Patterns of Evidence Criticism in Media Coverage of Genomic Research. In K. Zachmann, M. Gadebusch Bondio, S. Jukola & O. Sparschuh (Hrsg.), Evidence Contestation: Dealing with Dissent in Knowledge Societies (S. 303-325). New York, NY: Routledge.

Bauer, E., Greisel, M., Kuznetsov, I., Berndt, M., Kollar, I., Dresel, M., Fischer, M. R. & Fischer, F. (in press). Using natural language processing to support peer-feedback in the age of artificial intelligence: a cross-disciplinary framework and a research agenda. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13336

Greisel, M., Melzner, N., Dresel, M. & Kollar, I. (in press). How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning?. Educational Psychology.

Opio-Göres, M., Kollar, I. & Dorner, B. (in press). Teaching students to perform child welfare assessments with adaptable computer-supported scripts and metacognitive reflection prompts. Journal of Social Work Education.

Fischer, F., Vogel, F., Bodemer, D., Chernikova, O., Cress, U., De Wever, B., Eberle, J., Jeong, H., Kollar, I., Pellegrino, J., Reimann, P., Rosé, C., Rummel, N., Shaffer, D. W., Stadler, M., Strijbos, J.-W., Weinberger, A. & Zhang, J. (in press). Doing quantitative research in the learning sciences and CSCL – current developments and applications. In Proceedings of the 17^th International Conference of Computer-Supported Collaborative Learning. Montreal: International Society of the Learning Sciences.

Greisel, M., Bauer, E., Kuznetsov, I., Berndt, M., Dresel, M., Fischer, M., Kollar, I. & Fischer, F. (in press). How to use theory to implement natural language processing for peer-feedback. In Proceedings of the 17^th International Conference of Computer-Supported Collaborative Learning. Montreal: International Society of the Learning Sciences.

Özbek, T., Mömke, T., Roshany, A. & Kollar, I. (in press). Friends or feedback? Computer science students’ goals and their intention to use a feedback tool. In Proceedings of the 17^th International Conference of the Learning Sciences. Montreal: International Society of the Learning Sciences.

Spang, L., Greisel, M. & Kollar. I. (in press). Perceptions predict problem regulation? The role of homogeneous problem perception for successful regulation in collaborative learning. In Proceedings of the 17^th International Conference of the Learning Sciences. Montreal: International Society of the Learning Sciences.

Özbek, T., Wekerle, C. & Kollar, I. Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?. Educ Inf Technol (2023).

Greisel, M., Wekerle, C., Wilkes, T., Stark, R. & Kollar, I. (2023). Pre-service teachers’ evidence-informed reasoning: Do attitudes, normative beliefs, and self-efficacy facilitate the use of scientific theories while analyzing teaching problems? Psychology Learning and Teaching, 22(1), 20-38.

Kollar, I., Greisel, M., Krause-Wichmann, T. & Stark, R. (2023). Editorial: Evidence-informed reasoning of pre- and in-service teachers. Frontiers in Education, 8.

Krause-Wichmann, T., Greisel, M., Wekerle, C., Kollar, I. & Stark, R. (2023). Promoting future teachers‘ evidence-informed reasoning scripts: effects of different forms of instruction after problem-solving. Frontiers in Education, 8.

Naab, Teresa K. & Küchler, Constanze (2023). Content analyses of online user comments. In Franziska Oehmer-Pedrazzi, Kessler Sabrina Heike, Edda Humprecht, Katharina Sommer & Laia Castro (Hrsg.), Standardized content analysis in communication research Wiesbaden: Springer VS.

Küchler, C., Stoll, A., Ziegele, M., & Naab, T. K. (2023). Gender-related differences in online comment sections: findings from a large-scale content analysis of commenting behavior. Social Science Computer Review, 41(3), 728-747.

Naab, T. K., Ruess, H. S., & Küchler, C. (2023). The influence of the deliberative quality of user comments on the number and quality of their reply comments. New Media & Society, 14614448231172168.

Lohmann, J., Hapke, J. and Töpfer, C. (2023) “Health-related professional competence of physical education teachers: Narrative review and heuristic model”, Swiss Journal of Educational Research, 45(2), pp. 164–177. doi: 10.24452/sjer.45.2.7.

Lohmann, J., Nigg, C., Hertle, I. et al. Preservice physical education teachers’ beliefs about sustainable development in physical education—scale development and validation. Ger J Exerc Sport Res (2023). https://doi.org/10.1007/s12662-023-00894-7

Mehringer, Volker (2023): Too many toys?! A theoretical and a methodical research approach. Vortrag gehalten auf der 9th International Toy Reserach Association (ITRA) World Conference 2023, 9.-11.08.2023, The Strong Museum, Rochester, USA.

Meixner, Uwe 2023: Actuality and necessity – a puzzle about modality, 1-9.

Meixner, Uwe 2023: An antinomy for de re belief, 1-12

Meixner, Uwe 2023: An axiomatization of the Thomasic ontology of composition, in: Revista Portuguesa de Filosofia 79: 1-2, 65-136.

Polujanski, S., Rotthoff, T., Nett, U. & Schindler, A.-K. (2023). First-year medical students’ varying vulnerability to developing depressive symptoms and its predictors: a latent profile analysis. Academic Psychiatry, 47, 143-151. https://doi.org/10.1007/s40596-023-01757-x

Rottweiler, A.-L., Stockinger, K. & Nett, U. (in press). Students' regulation of anxiety and hope — a multilevel latent profile analysis. Emotion. https://doi.org/10.1037/emo0001200

Paula Nitschke (2023): Political Online-Influencer (POI) as intermediaries: new constellations in political communication, Weizenbaum Institut für die vernetzte Gesellschaft, Research Talk und Projektbesprechung mit dem Team von Prof. Dr. Christoph Neuberger und Dr. Jakob Ohme (Digital News Dynamics), Berlin, 29.06.2023

Özbek, T., Wekerle, C. & Kollar, I. (2023). Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12047-2

Özbek, T., Mömke, T., Roshany, A., & Kollar, I. (2023). Friends or Feedback? – Computer Science Students’ Goals and Their Intention to Use a Feedback-Tool [Poster]. Building knowledge and sustaining our community, International Society of the Learning Sciences, Montréal, Canada, June 2023.

Polat, S., Özdemir, Y. (2023, in press) A Study on the Problematics of Teaching in Germany for Teachers with a Migrant Background. Der Beitrag wurde auf der Sektionstagung Empirische Bildungsforschung von AEPF und KBBB vom 13. bis 15. September 2023 unter dem Motto "Bildung und Lehrer neu denken: Schule", die an der Universität Potsdam stattfand und vom Institut für Erziehungswissenschaft organisiert wurde.

Daumiller M, Rinas R, Dresel M. Relevance of Students’ Goals for Learning Engagement and Knowledge Gains in an Online Learning Course. Behavioral Sciences. 2023; 13(2):161. https://doi.org/10.3390/bs13020161

Daumiller, M., Janke, S., Rinas, R., Hein, J., Dickhäuser, O., & Dresel, M. (2023). Different time and context= Different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions. Contemporary Educational Psychology, 72, 102139.

Daumiller, M., Rinas, R., Schoon, I., & Lüftenegger, M. (2023). How Did COVID-19 Affect Education and What Can Be Learned Moving Forward?. Zeitschrift für Psychologie.

Rinas, R., Kiltz, L., Dresel, M., & Daumiller, M. (2023). How university instructors’ achievement goals are related to subjective well-being: A cross-lagged panel analysis. Journal of Educational Psychology.

Naab, T. K., Ruess, H.-S., & Küchler, C. (2023). The influence of the deliberative quality of user comments on the number and quality of their reply comments. New Media & Society, 0(0). https://doi.org/10.1177/14614448231172168

Rueß, H., Schwarzenegger, C., & Kinnebrock, S. (2023). #reinweiblich - The Far-Right’s Binary and Trans-exclusive Construction of Femininity through Hashtags. Vortrag auf der gemeinsamen Jahrestagung 2023 der DGPuK-Fachgruppen Digitale Kommunikation und Medien, Öffentlichkeit und Geschlecht zum Thema "(Nicht-)Binarität in Binären Strukturen – Zur digitalen Kommunikation von Identität und Vielfalt" vom 08. bis 10. November 2023 in Wien.

Rueß, H., Schwarzenegger, C., & Kinnebrock, S. (2023). Weaponizing Collective Trauma - Iconography and Narratives of Far-right Conspiracy Myths in Interwar Germany. Vortrag auf der Konferenz der Communication History Section der ECREA “War, Communication, and Media Resilience in Europe” vom 23. bis zum 25. August 2023 in Lund/Schweden.

Rueß, H., Schwarzenegger, C., & Kinnebrock, S. (2023). A kaleidoscope of lies – Partisan realities and adaptable conspiracy myths in the 1920s German Nationalist Press. Vortrag auf der IAMCR-Jahrestagung vom 09. bis 13. Juli 2023 in Lyon.

Rueß, H., Wagner, A., Johann, M. & Schwarzenegger, C. (2023). Deformed, Devalued and Distorted: Transfigurations of Memory in Far-Right Commemorative Populism. Vortrag auf dem Workshop “Far-right Memory in Digital Age” an der an der Universtität Leipzig vom 08. bis 10. Juni 2023 in Leipzig.

Blessing, J., Rueß, H., & Kinnebrock, S. (2023). Do we change our behavior when women tell us to?! Women as credible voices in health communication influencing attitudes and behavioral intentions. Vortrag auf der ICA-post-conference “Authentic Voices in Science Communication” am 30. Mai 2023 in Toronto/Kanada.

Rueß, H. (2023). Female right-wing influencers on social media. Vortrag auf der ICA Political Communication Graduate Student Preconference am 25. Mai 2023 in Toronto/Kanada.

Wiedicke, A., Reifegerste, D., Temmann, L. J., & Scherr, S. (accepted). Framing depression: Individual, societal, and social network responsibility attributions in media coverage. European Journal of Health Communication.

Ju, Y., Scherr, S., & Prieler, M. (2023). How Do Recommended Elements in Suicide News Coverage Work? An Investigation of the Effect of Responsible Reporting and Readers’ Reflectiveness on Suicide Prevention. Health communication, 1-7.

Schwarzenegger, C., Schöppl, K. (2023). Ambivalences of News Avoidance: Alternative media use between dissatisfaction, a search for happiness and radicalization. Votrag im Rahmen der International Association for Media and Communication Research (IAMCR) Konferenz. Juli, Lyon, Frankreich.

Schöppl, K., Schwarzenegger, C. (2023). Avoid, resist, turn elsewhere: Alternative media use as a form of news avoidance and media resistance. Vortrag im Rahmen der International Communication Association (ICA) Preconference "News avoidance, resistance, and related audience practices: definitions, predictors, and consequences". Mai, Toronto, Kanada.

Schöppl, K., Schwarzenegger, C. (2023). “Alternative Authenticity?“ How users of alternative media negotiate authenticity. Vortrag im Rahmen der International Communication Association (ICA) Preconference "Mis/disinformation and the Artifices of Authenticity and Authentication". Mai. Toronto, Kanada.

Historizing international organizations and their communication – Institutions, practices, changes. Thematic Section von Studies in Communication Sciences (SCOMS)

Stark, K., Wekerle, C., Bischoff, A., Schweiger, M., Peuschel, K., Proske, K., Weckerle, B., Vettermann, L. & Schindler, A.-K. (2023). A heuristic framework for video-based teaching and learning scenarios in higher education, Journal of Research on Technology in Education, 1–12. https://www.tandfonline.com/doi/epdf/10.1080/15391523.2023.2242980?needAccess=true&role=button

Shao, K., Stockinger, K., Marsh, H. W., & Pekrun, R. (2023). Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning. Language Teaching Research, 0(0).

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Waldenburger, Lisa/Wimmer, Jeffrey 2023: Digital media use in public space - an observational study of self-service-technology during Covid19-pandemic, in: AoIR Selected Papers of Internet Research 2022. DOI:https://doi.org/10.5210/spir.v2022i0.13105 Published in: Selected Papers in Internet Research 2022. Research from the Annual Conference of the Association of Internet Researchers: Decolonising the internet, 2-5 November 2022, Dublin, Ireland

Stark, K. S., Wekerle, C., Bischoff, A., Schweiger, M., Peuschel, K., Proske, K., Weckerle, B., Vettermann, L. & Schindler, A.-K. (in press). A heuristic framework for video-based teaching and learning scenarios in higher education. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2023.2242980

Greisel, M., Wekerle, C., Wilkes, T., Stark, R. & Kollar, I. (2023). Pre-service teachers' evidence-informed reasoning: do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems?. Psychology Learning & Teaching, 22(1), 20-38. https://doi.org/10.1177/14757257221113942

Böttger, T., Poschik, M. & Zierer, K. (2023): Does the brain drain effect really exist? A meta-analysis. In: Behavioral Sciences 13 (9), S. 751. DOI: 10.3390/bs13090751

Seel, N. M. & Zierer, K. (2023): Editorial: good teaching is a myth!?. In: Frontiers in Education 8, S. 1149728. DOI: 10.3389/feduc.2023.1149728

Khalaf, F., Ali Alneamat, S., Oso, I., Pesch, C., Qasim Sulaiman, S., Qasim, K., ... & Zöhrer, M. (2023). Undoing epistemic violence in academic knowledge production through survivors' participation: learning from the experiences of Yazidi survivors. HTTPS://DOI.ORG/10.20446/JEP-2414-3197-39-1-5

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Kalch, Anja, Albani, Aliscia, Küchler, Constanze, Bilandzic, Helena, Fischer, Simone & Kirchberger, Inge (2022). Evidence-based health information about pulmonary embolism: assessing the quality, usability and readability of online and offline patient information. PEC Innovation, 1, 100103. https://doi.org/10.1016/j.pecinn.2022.100103

Kalch, Anja, Küchler, Constanze, Albani, Aliscia Rebecca, Bilandzic, Helena, Fischer, S. & Kirchberger, I. (2022). On the need for narratives in patient information: differentiating types and functions of narratives from pulmonary embolism patients' point of view. Frontiers in Communication, 7, 990819. https://doi.org/10.3389/fcomm.2022.990819

Albani, A., Kalch, A., Küchler, C., Bilandzic, H., Kirchberger, I., & Fischer, S. (2022). Evidence-based health information about pulmonary embolism: Assessing the quality, usability, and readability of online and offline patient information. Vortrag auf der 72. Jahrestagung der International Communication Association (ICA), Paris, Frankreich

Winkler, M., Künzell, S. & Augste, C. (2022). The Load Structure in International Competitive Climbing. Frontiers in Sports and Active Living, 4, Artikel 790336. https://doi.org/10.3389/fspor.2022.790336

Augste, Claudia, Winkler, Marvin & Künzell, Stefan (2022). Optimization of an intermittent finger endurance test for climbers regarding gender and deviation in force and pulling time. Frontiers in Sports and Active Living, 4, 902521. https://doi.org/10.3389/fspor.2022.902521

Bilandzic, Helena & Blessing, Janine N. (2022). Eudaimonic entertainment as new enlightenment: critical thinking as a mind-set effect of narratives. Frontiers in Communication, 7, 1016325. https://doi.org/10.3389/fcomm.2022.1016325

Bozorova, M. (2022, May 13). Социальная журналистика: сфера исследования, дефиниция и предмет. [Conference Presentation]. Uluslararası Türk Dünyası İletişim ve Sanat Sempozyumu, Nigde, Turkei.

Bozorova, M. (2022, April 14). Специфика работы с источниками информации при освещении темы торговли людьми в прессе. [Conference Abstract]. Актуальные проблемы медиапространства: от теоретических аспектов до практической реализации, Moscow, Russia.

Bozorova, M. (2022, January 10). Важность корректного использования терминологии при освещении темы торговли людьми в СМИ. [Conference Abstract]. VII Международная научно-практическая конференция, Ufa, Russia.

Motivational development in times of campus closure: Longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivation S Janke, LAS Messerer, M Daumiller. British Journal of Educational Psychology 92 (4), 1582-1596

Motivational development in times of campus closure: Longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivation S Janke, LAS Messerer, M Daumiller British Journal of Educational Psychology 92 (4), 1582-1596

"“I’m tired of black boxes!”: A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis

C Schwab, AC Frenzel, M Daumiller, M Dresel, O Dickhäuser, S Janke, … Plos one 17 (10), e0272738 "

Daumiller, M., Fasching, M., Steuer, G., Dickhäuser, O., & Dresel, M. (2022). From teachers' personal achievement goals to students' perceptions of classroom goal structures: Via student-directed goals and specific instructional practices. Teaching and Teacher Education, 111, 103617. Advanced online publication. https://doi.org/10.1016/j.tate.2021.103617. PsyArXiv:mvfth.

"Temporal Ordering of Achievement Goals and Subjective Well-being in Faculty

R Rinas, L Kiltz, M Dresel, M Daumiller OSF Preprints"

"Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance

M Daumiller, S Janke, R Rinas, O Dickhäuser, M Dresel. Higher Education 83 (6), 1183-1206"

Bardach, L.*, Daumiller, M.*, & Lüftenegger, M. (2022). Multiple social and academic achievement goals: Students' goal profiles and their linkages. The Journal of Experimental Education, 1–21. Advanced online publication. https://doi.org/10.1080/00220973.2022.2081959.

"Intertwining Self-efficacy, Basic Psychological Need Satisfaction, and Emotions in Higher Education Teaching

M Keller, R Rinas, S Janke, O Dickhäuser, M Dresel, M Daumiller PsyArXiv"

"Relevance of Students’ Goals for Learning Engagement and Knowledge Gains in an Online Learning Course

M Daumiller, R Rinas, M Dresel PsyArXiv"

"Elucidating the Associations Between Achievement Goals and Aca-demic Dishonesty: A Meta-Analysis

T Fritz, H González Cruz, S Janke, M Daumiller PsychArchives"

"Teaching quality in higher education: Agreement between teacher self-reports and student evaluations.

M Daumiller, S Janke, J Hein, R Rinas, O Dickhäuser, M Dresel European Journal of Psychological Assessment"

"Teachers’ Achievement Goals and Teaching Practices: A Lesson Diary Approach

M Daumiller, M Fasching, O Dickhäuser, M Dresel PsyArXiv"

"Elite athletes’ achievement goals, burnout levels, psychosomatic stress symptoms, and coping strategies

M Daumiller, R Rinas, J Breithecker International Journal of Sport and Exercise Psychology 20 (2), 416-435"

From teachers' personal achievement goals to students’ perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices M Daumiller, MS Fasching, G Steuer, M Dresel, O Dickhäuser Teaching and Teacher Education 111, 103617

"Investigating the sources of teacher intercultural self-efficacy: a three-level study using talis 2018

M Schwarzenthal, M Daumiller, S Civitillo PsyArXiv"

"What reduces the adverse development of motivation at the beginning of secondary education: The relationship between student-perceived teaching practices and changes in …S Janke, M Daumiller, AK Praetorius, O Dickhäuser, M Dresel

Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten …"

"Subjective well-being and coping of university faculty: who is particularly affected [Poster] M Özsoy, R Rinas, L Kiltz, M Dresel, M Daumiller"

"University teachers' well-being during COVID-19: a qualitative analysis [Poster]

L Kiltz, R Raven, M Özsoy, M Dresel, M Daumiller"

"Adapting theory of planned behavior and protection motivation theory on everyday climate-protection [Poster]

M Keller, M Özsoy, M Dresel, M Daumiller "

"Adapting Theory of Planned Behavior and Protection Motivation Theory on everyday climate-protection

M Oezsoy, M Keller, M Dresel, M Daumiller"

"Call for Papers:“COVID-19 and Coping With Future Crises: Perspectives of Educational and Developmental Psychology”

M Lüftenegger, M Daumiller, I Schoon Zeitschrift für Psychologie"

Faculty subjective well-being: An achievement goal approach. R Rinas, M Dresel, M Daumiller International Journal of Educational Research 115, 101942

Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes C Wekerle, M Daumiller, I Kollar Journal of Research on Technology in Education 54 (1), 1-17

"Structure, relationship, and determinants of monitoring strategies and judgment accuracy. An integrated model and evidence from two studies

M Händel, M Dresel Learning and Individual Differences 100, 102229"

"Examining the regulation of motivational and comprehension-related problems during collaborative learning

N Melzner, M Dresel, I Kollar Metacognition and Learning 17 (3), 813-836"

"“I’m tired of black boxes!”: A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis

C Schwab, AC Frenzel, M Daumiller, M Dresel, O Dickhäuser, S Janke, … Plos one 17 (10), e0272738"

"Teachers' enthusiasm and humor and its' lagged relationships with students' enjoyment and boredom-A latent trait-state-approach

S Bieg, M Dresel, T Goetz, UE Nett Learning and Instruction 81, 101579"

"Automatic and controlled information processing in the context of students’ ethnic background and social status: An eye-tracking study

A Tobisch, M Dresel, Social Psychology of Education, 1-25"

"Delaying academic tasks and feeling bad about it: Development and validation of a six-item scale measuring academic procrastination.

J Bobe, T Schnettler, A Scheunemann, S Fries, L Bäulke, DO Thies, … European Journal of Psychological Assessment"

"Student dropout at university: A phase-orientated view on quitting studies and changing majors

L Bäulke, C Grunschel, M Dresel, European Journal of Psychology of Education 37 (3), 853-876"

"Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors

CK Gadosey, C Grunschel, LS Kegel, T Schnettler, D Turhan, … Frontiers in Psychology 13, 918367"

"Suitability of Motivational Regulation Strategies for Specific Motivational Problems

N Eckerlein, T Engelschalk, G Steuer, M Dresel, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie"

Corrigendum to “From teachers' personal achievement goals to students’ perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices … M Daumiller, MS Fasching, G Steuer, O Dickhäuser, M Dresel, Teaching and Teacher Education 116, 103693

"Temporal Ordering of Achievement Goals and Subjective Well-being in Faculty

R Rinas, L Kiltz, M Dresel, M Daumiller, OSF Preprints"

"Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance

M Daumiller, S Janke, R Rinas, O Dickhäuser, M Dresel, Higher Education 83 (6), 1183-1206"

"Wer fühlt sich gut und wer nicht? Subjektives Wohlbefinden und Coping von Hochschuldozierenden

M Özsoy, R Rinas, L Kiltz, M Dresel, M Daumiller, PsyArXiv"

"Intertwining Self-efficacy, Basic Psychological Need Satisfaction, and Emotions in Higher Education Teaching

M Keller, R Rinas, S Janke, O Dickhäuser, M Dresel, M Daumiller, PsyArXiv"

"The structure and relationship of monitoring strategies and judgment accuracy. An integrative model and evidence from two studies

M Händel, M Dresel, PsyArXiv"

"Relevance of Students’ Goals for Learning Engagement and Knowledge Gains in an Online Learning Course

M Daumiller, R Rinas, M Dresel, PsyArXiv"

"Teaching quality in higher education: Agreement between teacher self-reports and student evaluations.

M Daumiller, S Janke, J Hein, R Rinas, O Dickhäuser, M Dresel, European Journal of Psychological Assessment"

"Teachers’ Achievement Goals and Teaching Practices: A Lesson Diary Approach

M Daumiller, M Fasching, O Dickhäuser, M Dresel, PsyArXiv"

"From teachers' personal achievement goals to students’ perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices

M Daumiller, MS Fasching, G Steuer, M Dresel, O Dickhäuser, Teaching and Teacher Education 111, 103617"

What reduces the adverse development of motivation at the beginning of secondary education: The relationship between student-perceived teaching practices and changes in …S Janke, M Daumiller, AK Praetorius, O Dickhäuser, M Dresel, Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten

Subjective well-being and coping of university faculty: who is particularly affected [Poster] M Özsoy, R Rinas, L Kiltz, M Dresel, M Daumiller

University teachers' well-being during COVID-19: a qualitative analysis [Poster], L Kiltz, R Raven, M Özsoy, M Dresel, M Daumiller

Adapting theory of planned behavior and protection motivation theory on everyday climate-protection [Poster] M Keller, M Özsoy, M Dresel, M Daumiller

University students’ profiles of burnout symptoms amid the COVID-19 pandemic in Germany and their relation to concurrent study behavior and experiences, D Turhan, T Schnettler, A Scheunemann, CK Gadosey, LS Kegel, ... International journal of educational research 116, 102081

Adapting Theory of Planned Behavior and Protection Motivation Theory on everyday climate-protection, M Oezsoy, M Keller, M Dresel, M Daumiller

Faculty subjective well-being: An achievement goal approach R Rinas, M Dresel, M Daumiller, International Journal of Educational Research 115, 101942

Gegenfurtner, A., Gruber, H., Holzberger, D., Keskin, Ö., Lehtinen, E., Säljö, R., Seidel, T., & Stürmer, K. (2022). Cognitive theory of visual expertise. In C. Damşa, A. Rajala, G. Ritella, & J. Brouwer (Eds.), Re-theorizing learning and research methods in learning research. Routledge.

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mit G. Theißen, Unity and plurality in Paul’s concept of salvation. The theological development of Paul in the mirror of the Letter to the Romans, in: R. Hakola/O. Lehtipuu/N. Nikki (Hrsg.), Common Ground and Diversity in Early Christian Thought and Study. Essays in memory of H. Räisänen, Tübingen (2022, im Druck).

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Bilandzic, H., Gresser, L., & Kinnebrock, S. (Mai, 2022). Scientific authority as a marker of trustworthiness in media reports on genomic research. Vortrag im Rahmen des Symposiums der DFG-Forschergruppe 2448 „Evidenzpraktiken in Wissenschaft, Medizin, Technik und Gesellschaft“. Deutsch-Italienisches Zentrum für den europäischen Dialog, Villa Vigoni, Italien.

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Johann, M., & Zeler, I. (2022). Rethinking the impact of organisational culture for dialogic communication: Reflections from startup CEOs in Germany and Spain. Vortrag auf der ECREA Jahrestagung (19.-22.10.2022) in Aarhus, Dänemark.

Höhnle, L., & Johann, M. (2022). Rethinking the democratic power of memes – How Internet memes mobilise users on social media in the Fridays for Future movement. Vortrag auf der ECREA Jahrestagung (19.-22.10.2022) in Aarhus, Dänemark.

Johann, M. (2022). „Not sure if participation… or just fun” – The democratic power of political Internet memes. Eingeladener Keynote-Vortrag im Rahmen der Tagung “Challenge accepted - Dealing with current issues in communications and journalism“ (01.06.2022) an der Universität Leipzig, Deutschland

Wagner, J., & Johann, M. (2022). Nudging: Systematic Literature Review and Research Agenda for Communication Science. Vortrag auf der ICA Jahrestagung (26.05.-30.05.2022) in Paris, Frankreich.

Johann, M. (2022). Teaching organisational communication through problem-based learning: Comparing offline and online learning environments. Vortrag auf der (virtuellen) Jahrestagung der Section Organisational and Strategic Communication der ECREA (08.02.-09.02.2022) in Köln, Deutschland.

Kaunert, Christian, 2022 (forthcoming): The EU as a Global Counter-Terrorism Actor, (with A. MacKenzie and S. Leonard), (Cheltenham: Edward Elgar)

Keller, M. V., Dresel, M., & Daumiller, M. (2023, April). Not motivated to use feedback? How aelf[1]efficacy and achievement goals matter for students’ feedback use. In M. Daumiller & J. Meyer (Chairs), The Interplay of Feedback and Motivation: Perspectives on how Context, Student, and Feedback Characteristics Matter [Symposium]. 2023 American Educational Research Association (AERA) Annual Meeting, Chicago, IL

Keller, M. V., Özosy, M., Dresel, M., & Daumiller, M. (2022, Juli). Adapting Theory of Planned Behavior and Protection Motivation Theory on everyday climate-protection [Poster Presentation]. 26th JURE Conference. Porto, Portugal.

Keller, M. V., Rinas, R., Janke, S., Dickhäuser, O., Dresel, M., & Daumiller, M. (2022, Juni). Self-efficacy, Basic Psychological Need Satisfaction, and emotions of higher education teachers [Poster presentation]. EARLI Sig 1+4 Conference. Cadiz, Spain.

Keller, M. V., Rinas, R., Janke, S., Dickhäuser, O., Dresel, M., & Daumiller, M. (2022). Intertwining self[1]efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study [Manuscript under revision]. https://psyarxiv.com/smkw8

Keller, Reiner (2022): The Symbolic Construction of Spaces: Perspectives from a Sociology-of-Knowledge Approach to Discourse. In: Communicative Constructions and the Refiguration of Spaces. Theoretical Approaches and Empirical Studies. Edited By Gabriela B. Christmann, Hubert Knoblauch, Martina Löw. London: Routledge 2022, pp. 36-56

Keller, Reiner/Hornidge, Anna/Schünemann, Wolf (Eds.) (2022): The Sociology of Knowledge Approach to Discourse. Investigating the Politics of Knowledge and Meaning-making. London: Routledge (Open Access Version des 2018 erschienen Bandes).

Dechert, A., & Kinnebrock, S. (2022). The Quest for Equal Rights: The Women’s Movement in Germany and its Care-based Argumentation. European Journal for the History of Medicine and Health, 79(2), 308-329. https://doi.org/10.1163/26667711-bja10014.

Wekerle, Christina, Daumiller, Martin, & Kollar, Ingo (2022). Using digital technology to promote higher education learning: the importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1-17. https://doi.org/10.1080/15391523.2020.1799455

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Spensberger, F., Kollar, I. & Pankofer, S. (2022). Effects of worked examples and external scripts on fallacy recognition skills: a randomized controlled trial. Journal of Social Work Education, 58(4), 622-639.

Vogel, F., Kollar, I., Fischer, F., Reiss, K. & Ufer, S. (2022). Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples. International Journal of Computer-Supported Collaborative Learning, 17(1), 39-64.

Wekerle, C. & Kollar, I. (2022). Using technology to promote student learning? An analysis of pre- and in-service teachers’ lesson plans. Technology, Pedagogy and Education, 31(5), 597-614.

Özbek, T., Wekerle, C. & Kollar, I. (2022). ‚It’s good because he said so’ - the effects of pre-service teachers’ passive vs. constructive engagement on technology acceptance. In C. Chinn, E. Tan, C. Chan & Y. Kali (Eds.), Proceedings of the 16^th International Conference of the Learning Sciences – ICLS 2022 (pp. 456-463). Hiroshima: International Society of the Learning Sciences.

Olden, D., Gröninger, J., Henrich, M., Schlichting, A., Kollar, I. & Bredl, K. (2022). Professional development and its’ role for higher education instructors’ TPCK, self-efficacy and technology adoption as well as their technological and didactical implementation of distance teaching during the COVID-19 pandemic. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 427-432). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE).

Ertl, S., Hartinger, A., Kücherer, B. & Furtak, E. M. (2022). Formative assessment in the German student-teacher-conference format: Student perceptions and implications for motivational aspects of learning. International Journal of Elementary Education, 11(3), 64–75. https:// doi: 10.11648/j.ijeedu.20221103.11

Küchler, C., Stoll, A., Ziegele, M., & Naab, T. K. (2022). Gender-related differences in online comment sections: Findings from a large-scale content analysis of commenting behavior. Social Science Computer Review, 08944393211052042.

Naab, Teresa K. & Küchler, Constanze (2022). How to select from the stream of comments? Sampling user comments from Facebook pages of news outlets for manual content analysis. In Jakob Jünger, Ulrike Gochermann, Christina Peter & Marko Bachl (Hrsg.), Grenzen, Probleme und Lösungen bei der Stichprobenziehung (S. 196-229). Köln: Herbert von Halem.

Langhanns, Christine, Ewolds, Harald, Künzell, Stefan & Müller, Hermann (2022). Contributions of open-loop and closed-loop control in a continuous tracking task differ depending on attentional demands during practice. Human Movement Science, 85, 103001. https://doi.org/10.1016/j.humov.2022.103001

Broeker, L., Johnson, J. G., Oliveira, R. F. de, Ewolds, H. E., Künzell, S. & Raab, M. (2022). Switch rates vary due to expected payoff but not due to individual risk tendency. Acta Psychologica, 224, 103521. https://doi.org/10.1016/j.actpsy.2022.103521

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Meixner, Uwe 2022: K. C. F. Krause: the combinatorian as logician, in: European Journal for Philosophy of Religion 14: 2, 131-158.

Meixner, Uwe 2022: Powers are not enough, in: Szatkowski, Miroslaw (Hrsg.): E.J. Lowe and ontology, London: Routledge, 279-289.

Metzner, S., Jarczok, M.N., Böckelmann, I, Glomb, S., Delhey, M., Guendel, H., Frommer, J. (2022): Improvement of Pain Experience and Changes in HRV through Music-Imaginative Pain Treatment. Frontiers: Perspectives on Music and Pain: From Evidence to theory and application. (abstract accepted)

Glomb, S., Böckelmann, I, Frommer, J., Metzner, S. (2022): Music-imaginative Pain Treatment revealing biographical factors and maladaptive behavior caused by social trauma. Frontiers: Perspectives on Music and Pain: From Evidence to theory and application. (abstract accepted)

Busch, V., Metzner, S. (2022b): Music in the Treatment of Depression from the Perspective of Music Therapy and Psychology of Music. In: Bernatzky G., Kreutz G. (Hrsg.): Music and Medicine, Therapy, Prevention and Education. Springer, Wien, 1st edition (accepted)

Siegert, I., Busch, M., Metzner, S., Junne, F., Krueger J. (2022): Music-guided imagination and digital voice assistant – Study design and first results on the application of voice assistants for music-guided stress reduction. In: HCII2022 Conference Proceedings LNCS Series, Springerlink Digital Library.

Masullo, Gina M., Ziegele, Marc, Riedl, Martin J., Jost, Pablo & Naab, Teresa K. (2022). Effects of a high-person-centered response to commenters who disagree on readers' positive attitudes toward a news outlet's Facebook page. Digital Journalism, 10(3), 493-515. https://doi.org/10.1080/21670811.2021.2021376

Naab, Teresa K. (2022). The impact of giving feedback in online discussions: effects of evaluative reply comments on the authors of evaluated user comments. Journal of Media Psychology, 34(6), 334-347. https://doi.org/10.1027/1864-1105/a000330

Bieg, S., Dresel, M., Goetz, T., & Nett, U. E. (2022). Teachers' enthusiasm and humor and its' lagged relationships with students' enjoyment and boredom-A latent trait-state-approach. Learning and Instruction, 101579.

Lichtenfeld, S., Pekrun, R., Marsh, H., Nett, U. E., & Reiss, K. (2022). Achievement Emotions and Elementary School Children’s Academic Performance: Longitudinal Models of Developmental Ordering. Journal of Educational Psychology.

Brown, Bernard/Nikolai, Rita (2022, First Access): The contestation of policies for schools during the Covid-19 crisis: a comparison of teacher unions' positions in Germany and Australia. Compare: A Journal of Comparative and International Education. https://doi.org/10.1080/03057925.2022.2124846

OECD (2022): Quality and Equity of Schooling in the German-speaking Community of Belgium. Reviews of National Policies for Education. OECD: Paris. (DOI: 10.1787/9a6b6f3a-en) [verantwortlich für Kapitel 2]

Kriesi, Irene/Leemann, Regula/Nikolai, Rita (Hrsg.) (2022): Regional Disparities in National Education: Origins, Governance, and Consequences. Themenheft der Online-Zeitschrift Education Sciences (mit ingesamt 13 Beiträgen). Als Open Access unter: https://www.mdpi.com/journal/education/special_issues/Regional_Disparities_National_Education

Geise, S., Klinger, U., Magin, M., Müller, K. F., Nitsch, C., Riesmeyer, C., Rothenberger, L., Schumann, C., Sehl, A., Wallner, C., & Zillich, A. F.* (2022). The Normativity of Communication Research: A Content Analysis of Normative Claims in Peer-Reviewed Journal Articles (1970–2014). Mass Communication and Society, 25(4), 528-553. DOI: 10.1080/15205436.2021.1987474

Nitsch, C. (2022). Content analysis in the research field of fictional entertainment. In F. Oehmer-Pedrazzi, S. H. Kessler, E. Humprecht, K. Sommer, & L. Castro (eds.), Standardisierte Inhaltsanalyse in der Kommunikationswissenschaft - Standardized Content Analysis in Communication Research. Ein Handbuch - A Handbook (S. 265-275). Wiesbaden: Springer.

Lichtenstein, D. & Nitsch, C. (2022). Content analysis in the research field of satire. In F. Oehmer-Pedrazzi, S. H. Kessler, E. Humprecht, K. Sommer, & L. Castro (eds.), Standardisierte Inhaltsanalyse in der Kommunikationswissenschaft - Standardized Content Analysis in Communication Research. Ein Handbuch - A Handbook (S. 277-286). Wiesbaden: Springer.

Nitsch, C. & Kinnebrock, S. (2022, Oktober). "I urgently need your advice” – Recommended coping strategies for digital stress in online forums". Vortrag im Rahmen der 8th European Communication Conference (ECREA), 19.-22. Oktober 2022, Aarhus, Dänemark.

Nitsch, C. & Kinnebrock, S. (2022, Mai). Digitally stressed out. An analysis of individual stress experiences and social support in online forums. Vortrag im Rahmen der 72. Jahrestagung der International Communication Association (ICA), 26.-30. Mai 2022, Paris, Frankreich.

Schwarzenegger, C., Rueß, H., & Kinnebrock, S. (2022). Propaganda and phantasmagorias of “resistance” in right-wing counter-publics. A diachronic comparison of the 1920s and 2020s. Vortrag auf der ECREA-precon of the Communication History am 07.10.2022 (online).

Rueß, H., Naab, T. & Küchler, C. (2022). The Influence of Deliberative User Comments on the Number and Quality of Their Reply Comments. Vortrag auf der ICA-Jahrestagung vom 26. bis 30. Mai 2022 in Paris.

Scherr, S., Arendt, F., & Haim, M. (online first). Algorithms without frontiers? How language-based algorithmic information disparities for suicide crisis information sustain digital divides over time in 17 countries. Information, Communication & Society. doi:10.1080/1369118X.2022.2097017

Schöppl, K., Schwarzenegger, C. (2022). The theft of counter-publics? Rethinking conceptual and methodological challenges for affective publics of resistance after the Corona-Pandemic. Angenommener Vortrag im Rahmen der Jahrestagung der European Communication Research and Education Association (ECREA). Oktober. Aarhus, Dänemark.

Huber, B., Schreiber, M., Schöppl, K. (2022). Visual science communication on social media: Exploring self-presentation and communication strategies of science communicators on Instagram. Angenommener Vortrag im Rahmen der Jahrestagung der European Communication Research and Education Association (ECREA). Oktober. Aarhus, Dänemark.

Schöppl, K. (2022). Conceptual amiguities, historical peculiarities, theoretical complexities. A bottom-up approach to rethink Alternative Media & Counter Public Spheres. Angenommer Vortrag im Rahmen der ECREA Communication History Section Preconference. Oktober. Via Zoom

Schöppl, K. (2022). "Homeland Security Instead of Face Masks!" Populist Politicization of democracy, science, public health & freedom of expression in times of Covid-19. Vortrag im Rahmen der jährlichen Konferenz der Italian Political Communication Association. Juni. Bologna, Italien.

Schug, M., Bilandzic, H., & Kinnebrock, S. (2022). From universalism to organized scepticism: How scientific norms are (re-)negotiated within science journalism regarding COVID-19. Vortrag im Rahmen der Jahrestagung der European Communication Research and Education Association (ECREA). Aarhus, Dänemark.

Schug, M., Bilandzic, H., & Kinnebrock, S. (2022). Mertonian norms in media coverage of Corona research. Postervortrag auf den Kommunikations- und Medienwissenschaftlichen Tagen (KMWT). Salzburg, Österreich.

Schug, M., Bilandzic, H., & Kinnebrock, S. (2022). Evidencing practices and the rejection of scientific evidence in alternative news media concerning scientific knowledge about COVID-19. Videopräsentation im Rahmen der Pre-Conference ‘The Science of Science Communication: Mapping the Field’ der Jahrestagung der International Communication Association (ICA). Paris, Frankreich.

Schug, M., Bilandzic, H., & Kinnebrock, S. (2022). Reported evidence? Media coverage of Corona research. Postervortrag im Rahmen des Symposiums „Whose Truths? Whose Facts? Cultures of Evidence Beyond and Across Academic Disciplines” der DFG-Forschergruppe 2448 “Practicing Evidence – Evidencing Practice”. Deutsch-Italienisches Zentrum für den europäischen Dialog, Villa Vigoni, Italien.

Schweiger, M., Wimmer, J. (2022). Methodological Reflections on Capturing Augmented Space: Insights From an Augmented Reality Field Study. Media and Communication, 10(3), 1–13. https://doi.org/10.17645/mac.v10i3.5316

Schweiger, M. (2022, October 19-22). Framing mediatised worlds - A theoretical model to analyze and visualize the impact of entertainment on our everyday lives. [Conference Presentation]. European Communication Conference 2022, Aarhus, Denmark.

Schweiger, M., Wimmer, J. (2022, October 19-22). The impact of augmented space on city life: Developing a theoretical and empirical framework. [Conference Presentation]. European Communication Conference 2022, Aarhus, Denmark.

Kidenda, Mary Clare/Kriel, Lize/Wagner, Ernst (Hrsg.) (2022). Visual Cultures of Africa. Münster/New York: Waxmann.

Waldenburger, Lisa; Wimmer, Jeffrey (2022): Qualitative content analysis of media diaries with a focus on further qualitative online interviews. In: SAGE Research Methods: Doing Research Online. SAGE Publications. DOI: 10.4135/9781529601947

Wekerle, C. & Kollar, I. (accepted). Using technology to promote student learning? An analysis of pre- and in-service teachers’ lesson plans. Technology, Pedagogy and Education.

Gentzel, P./Wimmer, J./Schlagowski, R. (2022, accepted Paper): Doing Google Maps. Everyday use and the image of space of a surveillance capitalism centrepiece. Digital Culture and Society 2/2021.

2021

Creation, Fall and Political Order – Prussian conservatism and the Old Testament’, in: Sophia R. C. Johnson, Marietta van der Tol (Hrsg.), Special Issue Journal of the Bible and Its Reception, 2021, S. 163-81.* https://www.degruyter.com/document/doi/10.1515/jbr-2021-0009/html

Im Erscheinen: ‚Monarchy in Prussian conservative political thought 1806-1849‘, in: Carolina Armenteros, Matthijs Lok, Iason Zarikos (Hrsg.) The Making of Modern European Monarchy. Volume I: The Invention and Establishment of Conservative Monarchism, (Bloomsbury, 2021).

Künzell, S., Thomiczek, J., Winkler, M. & Augste, C. (2021). Finding new creative solutions is a key component in world-class competitive bouldering. German Journal of Exercise and Sport Research, 51(1), 112–115. https://doi.org/10.1007/s12662-020-00680-9

Fett, K. V., Greisel, M., Dresel, M. & Kollar, I. (2021). Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning. In C. E. Hmelo-Silver, B. De Wever & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning (CSCL) 2021 (pp. 201-204). Bochum, Germany: International Society of the Learning Sciences.

Greisel, M., Spang, L., Fett, K. V., Melzner, N., Dresel, M. & Kollar, I. (2021). ‚Houston, we have a problem!‘ – Homogeneous problem perception, and immediacy and intensity of strategy use in online collaborative learning. In C. E. Hmelo-Silver, B. De Wever & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning (CSCL) 2021 (pp. 99-106). Bochum, Germany: International Society of the Learning Sciences.

Gegenfurtner, A. (2021). Pre-service teachers’ attitudes toward transgender students: Associations with social contact, religiosity, political preference, sexual orientation, and teacher gender. International Journal of Educational Research, 110, 101887. https://doi.org/10.1016/j.ijer.2021.101887

Gegenfurtner, A., Fryer, L. K., Järvelä, S., Narciss, S., & Harackiewicz, J. (Eds.). (2021). Affective learning in digital education. Frontiers Media SA. https://doi.org/10.3389/978-2-88966-522-8

Gegenfurtner, A., Narciss, S., Fryer, L., Järvelä, S., & Harackiewicz, J. (2021). Editorial: Affective learning in digital education. Frontiers in Psychology, 11, 630966. https://doi.org/10.3389/fpsyg.2020.630966

Kok, E. M., Sorger, B., Van Geel, K., Gegenfurtner, A., Van Merriënboer, J. J. G., Robben, S. G. F., & De Bruin, A. B. H. (2021). Holistic processing only? The role of the fusiform face area in radiological expertise. PLoS ONE, 16(9), e0256849. https://doi.org/10.1371/journal.pone.0256849

Lewalter, D., Gegenfurtner, A., & Renninger, K. A. (2021). Out-of-school programs and interest: Design considerations based on a meta-analysis. Educational Research Review, 34, 100406. https://doi.org/10.1016/j.edurev.2021.100406

Wagner, M., Gegenfurtner, A., & Urhahne, D. (2021). Effectiveness of the flipped classroom on student achievement in K-12 education: A meta-analysis. Zeitschrift für Pädagogische Psychologie, 35(1), 11–31.

https://doi.org/10.1024/1010-0652/a000274

Greisel, M., Wekerle, C., Wilkes, T., Stark, R. & Kollar, I. (2021). Which motivational factors predict pre-service teachers‘ evidence-informed reasoning when being confronted with teaching problems? In E. de Vries, Y. Hod & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences (ICLS) 2021 (pp. 354-361). Bochum, Germany: International Society of the Learning Sciences.

Kloubert, Tetyana/Hoggan, Chad (2021): Migrants and the Labor Market: The Role and Tasks of Adult Education. Adult Learning 32, 1, 29-39.

Keller, Reiner (2021): Sobre a práxis da Análise do Discurso da Sociologia do Conhecimento; in: Pandeamonium Germanicum v. 24 n. 44 (2021).

Keller, Reiner (2021): Narrative, discourse, and sociology of knowledge: Applying the Sociology of Knowledge Ap-proach to Discourse (SKAD) for analyzing (counter-)narratives. In: Klarissa Lueg & Mari-anne Wolff Lundholt (eds.): Routledge Handbook of Counter-Narratives. London: Routledge, 2021, S. 98-109.

Keller, Reiner (2021): Entering Discourses: A New Agenda for Qualitative Research and the Sociology of Knowledge. In: Jay Johnston und Kocku von Stuckrad (Hrsg.): Discourse Research and Religion. Disci-plinary Use and Interdisciplinary Dialogue. Berlin: de Gruyter 2021, S. 23-56.

Fine, Gary Alan & Keller, Reiner (2021). Tiny Publics and Social Worlds—Toward a Sociology of the Local. Gary Alan Fine in Conversation With Reiner Keller [66 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 22(1), Art. 8, http://dx.doi.org/10.17169/fqs-22.1.3629.

Csanadi, A., Kollar, I., & Fischer, F. (2021). Pre-service teachers' evidence-based reasoning during pedagogical problem-solving: better together? European Journal of Psychology of Education, 36(1), 147-168. https://doi.org/10.1007/s10212-020-00467-4

Janssen, J. & Kollar, I. (2021). Experimental and quasi-experimental research in CSCL. In U. Creß, C. Rosé, A. Wise & J. Oshima (Eds.), International Handbook of Computer-Supported Collaborative Learning (pp. 497-515). New York, NY: Springer.

Kiemer, K. & Kollar, I. (2021). Source selection and source use during evidence-informed reasoning: Do pre-service teachers‘ beliefs regarding the utility of (non-)scientific information sources matter? Zeitschrift für Pädagogische Psychologie, 35(2-3), 127-141. https://doi.org/10.1024/1010-0652/a000302

März, E., Wessels, I., Kollar, I., & Fischer, M.R. (2021). ‚I just stand around and look friendly’ – Comparing medical students’ and physicians’ ward round scripts. Medical Teacher, 43(5), 560-566. https://doi.org/10.1080/0142159X.2021.1877267

Sommerhoff, D., Kollar, I. & Ufer, S. (2021). Supporting mathematical argumentation and proof skills: Comparing the effectiveness of a sequential and a concurrent instructional approach to support resource-based cognitive skills. Frontiers in Psychology, 11, 3664. https://doi.org/10.3389/fpsyg.2020.572165

Vogel, F., Kollar, I., Ufer, S., Strohmaier, A., Reiss, K. & Fischer, F. (2021). Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?. Innovations in Education and Teaching International, 58(5), 512-521. https://doi.org/10.1080/14703297.2021.1961098

Wekerle, C. & Kollar, I. (2021). Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help? Computers in Human Behavior, 115, 106617. https://doi.org/10.1016/j.chb.2020.106617

Kraus, Peter A.; Climent‐Ferrando, Vincent; Frank, Melanie; Garcia, Núria (2021): Governing complex linguistic diversity in Barcelona, Luxembourg and Riga. In: Nations and Nationalism 27 (2), S. 449-466. DOI: 10.1111/nana.12662

Kraus, Peter A. (2021): Popular republicanism versus populism: articulating the people. In: Social Sciences 10 (10), S. 366. DOI: 10.3390/socsci10100366

Broeker, L., Ewolds, H., Oliveira, R. F. de, Künzell, S. & Raab, M. (2021). The impact of predictability on dual-task performance and implications for resource-sharing accounts. Cognitive research: principles and implications, 6(1), 1. https://doi.org/10.1186/s41235-020-00267-w

Ewolds, H., Broeker, L., Oliveira, R. F. de, Raab, M. & Künzell, S. (2021). No impact of instructions and feedback on task integration in motor learning. Memory & Cognition, 49(2), 340–349. https://doi.org/10.3758/s13421-020-01094-6

Ewolds, H., Broeker, L., Oliveira, R. F. de, Raab, M. & Künzell, S. (2021). Ways to Improve Multitasking: Effects of Predictability after Single- and Dual-Task Training. Journal of Cognition, 4(1), Artikel 4. https://doi.org/10.5334/joc.142

Künzell, S., Balas, J., España-Romero, V., Giles, D. & Legreneur, P. (2021). Editorial: Research in Sport Climbing. Frontiers in Psychology, 12, Artikel 752617. https://doi.org/10.3389/fpsyg.2021.752617

Reuker, S. & Künzell, S. (2021). Learning diagnostic skills for adaptive teaching – a theoretical foundation. Cogent Education, 8(1), 1887432. https://doi.org/10.1080/2331186X.2021.1887432

Matthes, Eva (2021): Geisteswissenschaftliche Pädagogik and Teacher Training for Secondary Schools (1915-1960), in: Monica Ferrari/Matteo Morandi/Rita Casale/Jeannette Windheuser (Hrsg.): La Formazione Degli Insegnanti Della Secondaria in Italia e in Germania – Una questione culturale Milano, Italy: FrancoAngeli 2021, S. 222-238.

Matthes, Eva (2021): Geisteswissenschaftliche Pädagogik, Teacher Training and Educational Science – Different Concepts and Attributions of Significance. Germany, 1900-2000, in: Sarah Van Ruyskensvelde/Geert Thyssen/Frederik Herman/Angelo Van Gorp/Pieter Verstraete (Hrsg.): Folds of Past, Present and Future. Reconfiguring contemporary histories of education. Berlin/Boston: De Gruyter Oldenbourg 2021, S. 217-248.

Matthes, Eva (2021): Geisteswissenschaftliche Pädagogik und höhere Lehrerausbildung (1915-1960), in: Casale, Rita/Windheuser, Jeannette/Ferrari, Monica/Morandi, Matteo (Hrsg.): Kulturen der Lehrerbildung in der Sekundarstufe in Italien und Deutschland. Nationale Formate und 'cross culture‘, Bad Heilbrunn: Klinkhardt 2021, S. 177-190.

Metzner, S. (2021b): Music Therapy and Social Trauma. In: A. Hamburger, C. Hancheva, V. Volkan (eds.) Social Trauma – An Interdisciplinary Textbook. Springer Heidelberg / New York, 115-122.

Rottweiler, A. L., & Nett, U. E. (2021). A dynamic multilevel modeling approach to university students’ anxiety and hope regulation. Contemporary Educational Psychology, 66, 101987.

Wieland, L. M., Ebner-Priemer, U. W., Limberger, M. F., & Nett, U. E. (2021). Predicting delay in goal-directed action: an experience sampling approach uncovering within-person determinants involved in the onset of academic procrastination behavior. Frontiers in Psychology, 3078.

Busemeyer, Marius R./Nikolai, Rita (2021): Education, in: Béland, Daniel/Leibfried, Stephan/Morgan, Kimberly J./Obinger, Herbert/Pierson Chris (Hrsg.): Oxford Handbook of Comparative Welfare States [2. aktualisierte und überarbeitete Auflage]. Oxford: Oxford University Press, 679-697.

Nikolai, Rita/Helbig, Marcel (2021): Private schools as drivers of social segregation: Why private schools should be regulated. On Education. Journal for Research and Debate, 4(11). https://doi.org/10.17899/on_ed.2021.11.9

Özdemir, Yusuf (2021). Analysis of the Relationship among Leadership Styles, School Culture and Student Achievement; Journal of Research in Social Sciences and Language, 1 (1), 77-90. Link

Paukstat, A. (2021). With Bloch against Žižek: Towards a critique of decisionist political theology.

Prussian Conservatism 1815-1856. Ecclesiastical Origins and Political Strategies (Springer, 2021).

Mechthild Roos: The Parliamentary Roots of European Social Policy Turning Talk into Power, palgrave macmillan, 2021,

M. Roos, ‘The European Parliament’s youth policy, 1952-1979. An attempt to create a collective memory of an integrated Europe’. Politique européenne, 71:1 (2021), pp. 28-52

Zierer, Klaus (2021): Effects of pandemic-related school closures on pupils' performance and learning in selected countries: a rapid review. In: Education Sciences 11 (6), S. 252. DOI: 10.3390/educsci11060252 https://opus.bibliothek.uni-augsburg.de/opus4/frontdoor/deliver/index/docId/87408/file/education-11-00252.pdf

Tögel, Jonas; Zierer, Klaus (2021): The invention of education: an introduction to educational science. In: Zeitschrift für Pädagogik 67 (2), S. 312-314. https://opus.bibliothek.uni-augsburg.de/opus4/frontdoor/index/index/docId/87770

2020

Augste, C., Winkler, M. & Künzell, S. (2020). Performance diagnostics in sport climbing - test manual. Universität Augsburg. https://nbn-resolving.org/urn:nbn:de:bvb:384-opus4-761869

Künzell, S., Thomiczek, J., Winkler, M. & Augste, C. (2020). Finding new creative solutions is a key component in world-class competitive bouldering. German journal of exercise and sport research, 1–4. https://doi.org/10.1007/s12662-020-00680-9

Wekerle, C., Daumiller, M. & Kollar, I. (2020). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2020.1799455

Melzner, N., Greisel, M., Dresel, M. & Kollar, I. (2020). Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy, and intensity of strategy use. International Journal of Computer-Supported Collaborative Learning, 15(2), 149-177. https://doi.org/10.1007/s11412-020-09323-5

Gegenfurtner, A. (2020). Testing the gender similarities hypothesis:

Differences in subjective task value and motivation to transfer training. Human Resource Development International, 23(3), 309–320. https://doi.org/10.1080/13678868.2018.1449547

Gegenfurtner, A., Boucheix, J.-M., Gruber, H., Hauser, F., Lehtinen, E., & Lowe, R. K. (2020). The gaze relational index as a measure of visual expertise. Journal of Expertise, 3(1), 32–40.

Gegenfurtner, A., Knogler, M., & Schwab, S. (2020). Transfer interest: Measuring interest in training content and interest in training transfer. Human Resource Development International, 23(2), 146–167.

https://doi.org/10.1080/13678868.2019.1644002

Gegenfurtner, A., Lewalter, D., Lehtinen, E., Schmidt, M., & Gruber, H. (2020). Teacher expertise and professional vision: Examining knowledge-based reasoning of pre-service teachers, in-service teachers, and school principals. Frontiers in Education, 5, 59. https://doi.org/10.3389/feduc.2020.00059

Gegenfurtner, A., Schmidt-Hertha, B., & Lewis, P. (2020). Digital technologies in training and adult education. International Journal of Training and Development, 24(1), 1–4. https://doi.org/10.1111/ijtd.12172

Gegenfurtner, A., Zitt, A., & Ebner, C. (2020). Evaluating webinar-based training: A mixed methods study on trainee reactions toward digital web conferencing. International Journal of Training and Development, 24(1), 5–21. https://doi.org/10.1111/ijtd.12167

Laine, E., Veermans, M., Gegenfurtner, A., & Veermans, K. (2020). Individual interest and learning of biology and mathematics in secondary school science education. Frontline Learning Research, 8(2), 90–108.

https://doi.org/10.14786/flr.v8i2.461

Lehtinen, E., Gegenfurtner, A., Helle, L., & Säljö, R. (2020). Conceptual change in the development of visual expertise. International Journal of Educational Research, 100, 101545.

https://doi.org/10.1016/j.ijer.2020.101545

Testers, L., Gegenfurtner, A., & Brand-Gruwel, S. (2020). Taking affective learning in digital education one step further: Trainees’ affective characteristics predicting multicontextual pre-training transfer intention. Frontiers in Psychology, 11, 2189. https://doi.org/10.3389/fpsyg.2020.02189

Pauro ni okeru kurushimi to sono kokufuku (= Das Leiden und seine Bewältigung bei Paulus), in: S. Nomura/S. Yoshida (Hrsg.), Kunan to Kyūsai. Yami no ato ni hikari ari (= Leiden und Erlösung. Das Licht nach der Dunkelheit), Tokyo 2020, 131–172. | https://www.kyobunkwan.co.jp/publishing/archives/19447

mit G. Theißen, Der Römerbrief. Rechenschaft eines Reformators, Göttingen 2016. (Italienisch: La Lettera ai Romani. Le ragioni di un riformatore, Strumenti 81, Turin 2020. | https://www.claudiana.it/scheda-libro/gerd-theissen-petra-von-gemunde/la-lettera-ai-romani-9788868982515-2148.html

Translating Anger. A comparison of the Masoretic and Greek text of the Septuagint of the Book of Proverbs, NTT 24/4 (2020) 319–336. | https://www.aup-online.com/content/journals/25426583/74/4

Keller, Reiner (2020): Discursive construction: a sociology of knowledge approach to discourse analysis. In: Krippen-dorf, Klaus & Nour Halabi (Hrsg.): Discourses in Action. What Language Enables Us to Do. London and New York: Routledge, 2020, S. 51-70

Keller, Reiner & Poferl, Angelika (2020). Epistemic Cultures in Sociology Between Individual Inspiration and Legitimization by Procedure: Developments of Qualitative and Interpretive Research in German and French Sociology Since the 1960s [97 paragraphs]. Forum Quali-tative Sozialforschung / Forum: Qualitative Social Research, 17(1), Art. 14, http://dx.doi.org/10.17169/fqs-17.1.2419.

Keller, Reiner (2020): The Sociology of Knowledge Approach to Discourse. London: Sage, 2020 http://methods.sagepub.com/foundations; doi 10.4135.

Kloubert, Tetyana/Dickerhoff, Inga (2020): Learning democracy in a new society: German orientation courses for migrants through the lens of dialogical education. In: RELA 11(2020), 3, 275-291.

Hoggan, Chad/Kloubert, Tetyana (2020): Transformative Learning in Theory and Practice. In: Adult Education Quarterly 70 (2020), 3, 295-307

Kloubert, Tetyana (2020): Promoting Perspective Transformation in Post-Totalitarian Societies. In: Journal of Transformative Education 18, 1, 8-23.

Spensberger, F., Kollar, I., Gambrill, E., Ghanem, C. & Pankofer, S. (2020). How to teach evidence-based practice in social work: a systematic review. Research on Social Work Practice, 30(1), 19-39. https://doi.org/10.1177/1049731519852150

Augste, C., Winkler, M. & Künzell, S. (2020). Performance diagnostics in sport climbing - test manual. Universität Augsburg. https://nbn-resolving.org/urn:nbn:de:bvb:384-opus4-761869

Broeker, L., Ewolds, H., Oliveira, R. F. de, Künzell, S. & Raab, M. (2020). Additive Effects of Prior Knowledge and Predictive Visual Information in Improving Continuous Tracking Performance. Journal of Cognition, 3(1), Artikel 40. https://doi.org/10.5334/joc.130

Broeker, L., Haeger, M., Bock, O., Kretschmann, B., Ewolds, H., Künzell, S. & Raab, M. (2020). How visual information influences dual-task driving and tracking. Experimental Brain Research, 238(3), 675–687. https://doi.org/10.1007/s00221-020-05744-8

Reiser, M., Zentgraf, K., Kindermann, S. & Künzell, S. (2020). An approach to quantify the float effect of float serves in indoor and beach volleyball. Frontiers in Sports and Active Living, 2, Artikel 559277. https://doi.org/10.3389/fspor.2020.559277

Sylvia Schütze/Eva Matthes (Hrsg.): Migration und Bildungsmedien/Migration and Educational Media, Bad Heilbrunn: Klinkhardt 2020.

Respondek, Lisa, Seufert, Tina, Hamm, Jeremy M., & Nett, Ulrike E. (2020). Linking changes in perceived academic control to university dropout and university grades: a longitudinal approach. Journal of Educational Psychology, 112(5), 987-1002. https://doi.org/10.1037/edu0000388

Nett, Ulrike E., Bieg, Sonja, & Dresel, Markus (2020). Stability and variability of students' achievement goals and perceived class structure – a latent trait-state approach. Annual Meeting of the American Educational Research Association (AERA), San Francisco, USA, April 2020.

Goetz, Thomas, Keller, Melanie M., Lüdtke, Oliver, Nett, Ulrike E., & Lipnevich, Anastasiya A. (2020). The dynamics of real-time classroom emotions: appraisals mediate the relation between students' perceptions of teaching and their emotions. Journal of Educational Psychology, 112(6), 1243-1260. https://doi.org/10.1037/edu0000415

Wisniewski, Benedikt; Zierer, Klaus; Dresel, Markus; Daumiller, Martin (2020): Obtaining secondary students’ perceptions of instructional quality: two-level structure and measurement invariance. In: Learning and Instruction 66, S. 101303. DOI: 10.1016/j.learninstruc.2020.101303 https://www.sciencedirect.com/science/article/abs/pii/S0959475219301999

2019

Lehmann-Grube, S. K./Hartinger, Andreas/Dresel, Markus (2019): Development of preservice teacher students' attitudes towards ethnic-cultural diversity of students. The impact of teacher education Andreas Hartinger: Publikationen Stand: September 2020 5 courses. In D. Mihaescu & D.R. Andron (Eds.), Education beyond the crisis: New skills, children's rights and teaching contexts. (Proceedings of the 19th Biennial Conference of the International Study Association on Teachers and Teaching (ISATT). Sibiu: Lucian Blaga Publishing House, 194-197.

Melzner, N., Greisel, M., Dresel, M., & Kollar, I. (2019). Effective Regulation in Collaborative Learning: An Attempt to Determine the Fit of Regulation Challenges and Strategies. In K. Lund, G. P. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Vol. 1 (pp. 312-319). Lyon: International Society of the Learning Sciences.

Melzner, N., Greisel, M., Dresel, M., & Kollar, I. (2019). Using process mining (PM) and epistemic network analysis (ENA) for comparing processes of collaborative problem regulation. In B. Eagan, M. Misfeldt, & A. Siebert-Evenstone (Eds.), Advances in Quantitative Ethnography. ICQE 2019, Vol. 1112 (pp. 154–164). New York, NY: Springer.

Ebner, C., & Gegenfurtner, A. (2019). Learning and satisfaction in webinar, online, and face-to-face instruction: A meta-analysis. Frontiers in Education, 4, 92. https://doi.org/10.3389/feduc.2019.00092

Froehlich, D. E., & Gegenfurtner, A. (2019). Social support in transitioning from training to the workplace: A social network perspective. In H. Fasching (Ed.), Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter (pp. 208–222). Klinkhardt.

Gebhardt, M., DeVries, J., Jungjohann, J., Casale, G., Gegenfurtner, A., & Kuhn, J.-T. (2019). Measurement invariance of a direct behavior rating multi-item scale. Social Sciences, 8(2), 46.

https://doi.org/10.3390/socsci8020046

Gegenfurtner, A. (2019). Reconstructing goals for transfer of training in faculty development programs for higher education teachers: A qualitative documentary method approach. Heliyon, 5(11), e02928.

https://doi.org/10.1016/j.heliyon.2019.e02928

Gegenfurtner, A., & Ebner, C. (2019). Webinars in higher education and professional training: A meta-analysis and systematic review of randomized controlled trials. Educational Research Review, 28, 100293.

https://doi.org/10.1016/j.edurev.2019.100293

Gegenfurtner, A., Lehtinen, E., Helle, L., Nivala, M., Svedström, E., & Säljö, R. (2019). Learning to see like an expert: On the practices of professional vision and visual expertise. International Journal of Educational Research, 98, 280–291. https://doi.org/10.1016/j.ijer.2019.09.003

Hauser, F., Reuter, R., Gegenfurtner, A., Gruber, H., & Mottok, J. (2019). Eye movements in software modelling – What do they tell us about heuristics? In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), ICERI2019 proceedings (pp. 6064–6070). IATED. https://doi.org/10.21125/iceri.2019.1469

Szulewski, A., Braund, H., Egan, R., Gegenfurtner, A., Hall, A. K., Howes, D., Dagnone, J. D., & Van Merriënboer, J. J. G. (2019). Starting to think like an expert: An analysis of resident cognitive processes during simulation-based resuscitation examinations. Annals of Emergency Medicine, 74(5), 647–659.

https://doi.org/10.1016/j.annemergmed.2019.04.002

Szulewski, A., Egan, R., Gegenfurtner, A., Howes, D., Dashi, G., McGraw, N. C. J., Hall, A. K., Dagnone, D., & Van Merriënboer, J. J. G. (2019). A new way to look at simulation-based assessment: The relationship between gaze-tracking and exam performance. Canadian Journal of Emergency Medicine, 21(1), 129–137. https://doi.org/10.1017/cem.2018.391

Testers, L., Gegenfurtner, A., A., Van Geel, R., & Brand-Gruwel, S. (2019). From monocontextual to multicontextual transfer: Organizational determinants of the intention to transfer generic information literacy competences to multiple contexts. Frontline Learning Research, 7(1), 23–42. https://doi.org/10.14786/flr.v7i1.359

Todd, A., Boivin, P., Ramírez, J. B., Surian, A., Markauskaite, L., Billett, S., Kaye, T., Hofmann, R., Felix, S., Tomasik, M. J., Van Campen, C., Koh, E., Gegenfurtner, A., Newell, S., Wijnia, L., Muukkonen, H., & Detienne, L. (2019). 21st century learning environments. Lifelong Learning Platform.

Shukyo niokeru Nekkyoshugi to sono Kokufuku: Shito Paul no Jirei (= Religious Fanaticism and Overcoming It. The Case of Paul the Apostle), in: Shingaku-Kenkyu: Theological Studies 66 (2019) 1–16.

Sina Leipold, Peter H. Feindt, Georg Winkel & Reiner Keller (Eds.) (2019): Journal of Environmental Policy & Planning: Volume 21, 2019 - Issue 5: Special Issue: Discourse, power and environmental policy: discursive policy analysis revisited.

Keller, Reiner (2019): New Materialism? A View from Sociology of Knowledge. In: Kissmann, Ulrike T./Loon, Joost van (eds.) (2019): Discussing New Materialism. Methodological Implications for the Study of Materialities. Wiesbaden: Springer VS, S. 151-172

Keller, Reiner (2019): The discursive construction of realities. In: Pfadenhauer, Michaela und Hubert Knoblauch (eds.): Social Constructivism As Paradigm? The Legacy of the Social Construction of Reali-ty. London: Routledge 2019, pp. 310-324.

Sina Leipold, Peter H. Feindt, Georg Winkel & Reiner Keller (2019): Discourse analysis of environmental policy revisited: traditions, trends, perspectives, Journal of Environmental Policy & Planning, 2019, 21:5, 445-463, DOI: 10.1080/1523908X.2019.1660462

Keller, Reiner (2019) : Discourse. In The Blackwell Encyclopedia of Sociology Online, Second Edition. Edited by George Ritzer and Chris Rojek. 2019

Keller, Reiner (2019) : El análisis del discurso basado en la sociología del conocimiento. In: Benno Herzog/ Jorge Ruiz (Hrsg.) (2019): Análisis Sociológico del Discurso: Enfoques, métodos y procedi-mientos. Valencia: Publicacions de la Universitat de València, S. 27-54.

Kloubert, Tetyana (2019): Democracy Education in the Context of German “Orientation Courses” for Migrants. In: Kloubert, T. (Hrsg.) (2019): Erwachsenenbildung und Migration. Springer VS: Wiesbaden, 115-132.

Kloubert, Tetyana (2019): Bathroom access for all: How to educate without indoctrinating. Levinson, M. & J. Fay (Ed.) (2019): Democratic Discord in Schools: Cases and Commentaries in Educational Ethics. Harvard Education Press, 199-203.

Kloubert, Tetyana (2019): Edukacja obywatelska i migracja: pomiędzy zadaniem integracji a ryzykiem indoktrynacji. In: Bobrowksa, E.; Gierszewski, D. & J. Kluzowicz (2019): Edukacja obywatelska wobec migracji. Kraków: WUJ, 87-96.

Ghanem, C., Kollar, I., Pankofer, S., Eckl, M. & Fischer, F. (2019). Does probation officers‘ reasoning change in the light of scientific evidence? Analysing the quality of evidence utilization in social work. Journal of Evidence-Based Social Work, 16(4), 423-441. https://doi.org/10.1080/26408066.2019.1618774

Annemarie Augschöll Blasbichler/Eva Matthes/Sylvia Schütze (Hrsg.): Europa und Bildungsmedien/Europe and Educational Media, Bad Heilbrunn: Klinkhardt 2019.

Respondek, Lisa, Seufert, Tina, & Nett, Ulrike E. (2019). Adding previous experiences to the person-situation debate of achievement emotions. Contemporary Educational Psychology, 58, 19-32. https://doi.org/10.1016/j.cedpsych.2019.02.004

Rottweiler, Anna-Lena & Nett, Ulrike E. (2019). Anxiety and hope interact with regulation strategies close to an exam. 18th Biennial EARLI Conference, Aachen, Germany, August 2019.

Respondek, Lisa, Seufert, Tina, & Nett, Ulrike E. (2019). Growing perceptions of control reduce dropout risk and enhance achievement - a longitudinal study. 18th Biennial EARLI Conference, Aachen, Germany, August 2019.

Wieland, L. M., Ebner-Priemer, U. W., & Nett, Ulrike E. (2019). Understanding how mechanisms of motivational change contribute to the manifestation of dilatory behavior in students' daily lives. 2019 SAA Conference, Syracuse, NY, USA, June 2019.

Nikolai, Rita (2019): After the German reunification: The implementation of a two-tiered school model in Berlin and Saxony. History of Education 48 (3), 374-394 (DOI: 10.1080/0046760X.2018.1545932).

Seel, Norbert M.; Zierer, Klaus (2019): Bibliometric synthesis of educational productivity research: benchmarking the visibility of German educational research. In: Research in Comparative and International Education 14 (2), S. 294-317. DOI: 10.1177/1745499919846189 https://journals.sagepub.com/doi/full/10.1177/1745499919846189

Mertova, Patricie; Ertl, Hubert; Zierer, Klaus (2019): Education journals: a comparison of publishing patterns in Australian, German, and English education journals. In: Research in Comparative and International Education 14 (2), S. 215-230. DOI: 10.1177/1745499919846173 https://journals.sagepub.com/doi/full/10.1177/1745499919846173

Wisniewski, Benedikt; Zierer, Klaus (2019): Visible feedback: from research to reality. In: Kappa Delta Pi Record 55 (2), S. 66-71. DOI: 10.1080/00228958.2019.1580984 https://www.tandfonline.com/doi/full/10.1080/00228958.2019.1580984

2018

De Backer, L., Kollar, I., Williams, C. A., Seufert, T., Weinberger, A., Melzner, N., Greisel, M., Dresel, M., Kielstra, J., Molenaar, I., van Kehr, H., Valcke, M., & Hämäläinen, R. (2018). Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning. Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 2 (pp. 1296-1303). London: International Society of the Learning Sciences.

Greisel, M., Melzner, N., Kollar, I. & Dresel, M. (2018). How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies. Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 3 (pp. 1561-1562). London: International Society of the Learning Sciences.

Kok, E., De Bruin, A. B., Van Geel, K., Gegenfurtner, A., Heyligers, I., & Sorger, B. (2018). The neural implementation of surgical expertise within the mirror-neuron system: An fMRI study. Frontiers in Human Neuroscience, 12, 291. https://doi.org/10.3389/fnhum.2018.00291

Reinhold, S., Gegenfurtner, A., & Lewalter, D. (2018). Social support and motivation to transfer as predictors of training transfer: Testing full and partial mediation using meta-analytic structural equation modeling. International Journal of Training and Development, 22(1), 1–14. https://doi.org/10.1111/ijtd.12115

Szulewski, A., Braund, H., Egan, R., Hall, A. K., Dagnone, J. D., Gegenfurtner, A., & Van Merriënboer, J. J. G. (2018). Through the learner’s lens: Eye-tracking augmented debriefing in medical simulation.

Journal of Graduate Medical Education, 10(3), 340–341. https://doi.org/10.4300/JGME-D-17-00827.1

White, M. R., Braund, H., Howes, D., Egan, R., Gegenfurtner, A., Van Merriënboer, J. J. G., & Szulewski, A. (2018). Getting inside the expert’s head: An analysis of physician cognitive processes during trauma resuscitations. Annals of Emergency Medicine, 72(3), 289–298. https://doi.org/10.1016/j.annemergmed.2018.03.005

Keller, Reiner/Hornidge, Anna/Schünemann, Wolf (Eds.) (2018): The Sociology of Knowledge Approach to Discourse. Investigating the Politics of Knowledge and Meaning-making. London: Routledge.

Keller, Reiner (2018): Michel Foucault: discourse, power/knowledge and the modern subject. In: Wodak, Ruth/Forchtner, Bernhard (Eds.): The Routledge Handbook of Language and Politics. Lon-don & New York 2018, pp. 67-81.

Keller, Reiner, Anna Hornidge & Wolf Schünemann (2018): Introduction: The Sociology of Knowledge approach to discourse in an interdependent world. In Keller, Reiner/Hornidge, Anna-Katharina/Schünemann, Wolf (Eds.) (2018): The Sociology of Knowledge Approach to Discourse. Investigating the Politics of Knowledge and Meaning-making. London: Routledge, S. 1-15.

Keller, Reiner (2018): The sociology of knowledge approach to discourse: an introduction. In Keller, Reiner/Hornidge, Anna-Katharina/Schünemann, Wolf (Eds.) (2018): The Sociology of Knowledge Approach to Discourse. Investigating the Politics of Knowledge and Meaning-making. London: Routledge, S. 16-47.

Keller, Reiner & Adele Clarke (2018): Situating SKAD in interpretive inquiry. In: Keller, Reiner/Hornidge, Anna-Katharina/Schünemann, Wolf (Eds.) (2018): The Sociology of Knowledge Approach to Dis-course. Investigating the Politics of Knowledge and Meaning-making. London: Routledge, S. 48-72.

Keller, Reiner (2018): The social construction of value: a comparative SKAD analysis of public discourses on waste in France and Germany. In: Keller, Reiner/Hornidge, Anna-Katharina/Schünemann, Wolf (Eds.) (2018): The Sociology of Knowledge Approach to Discourse. Investigating the Politics of Knowledge and Meaning-making. London: Routledge, S. 73-90.

Keller, Reiner (2018): The Complex Diversity of Futures in the Making. In: Schulz, Markus S. (Hrsg.) (2018): Frontiers of Global Sociology. Berlin/New York: epubli, S. 19-26.

Roberto Cantoni, Matthias S. Klaes, Simone I. Lackerbauer, Claudia Foltyn & Reiner Keller (2018): Shale Tales: Politics of knowledge and promises in Europe's shale gas discourses. In: The Extractive Industries and Society 2018. Volume 5, Issue 4, Pages 535-546 (November 2018), , https://doi.org/10.1016/j.exis2018.09.004

Kloubert, Tetyana (2018): Propaganda as a (new) Challenge of Civic Education. In: RELA (The European Journal for Research on the Education and Learning of Adults, 2018, 2, 139-159.

Csanadi, A., Eagan, B., Kollar, I., Shaffer, D. W. & Fischer, F. (2018). When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research. International Journal of Computer-Supported Collaborative Learning, 13(4), 419-438. https://doi.org/10.1007/s11412-018-9292-z

Daxenberger, J., Csanadi, A., Ghanem, C., Kollar, I. & Gurevych, I. (2018). Domain-specific aspects of scientific reasoning and argumentation: Insights from automatic coding. In F. Fischer, C. Chinn, K. Engelmann, & J. Osborne (Hrsg.), Scientific Reasoning and Argumentation: Domain-Specific and Domain-General Aspects (S. 34-55). London: Taylor & Francis.

Ghanem, C., Kollar, I., Fischer, F., Lawson, T. & Pankofer, S. (2018). How do social work novices and experts solve professional problems? A micro-analysis of epistemic activities and knowledge utilization. European Journal of Social Work, 21(1), 3-19. https://doi.org/10.1080/13691457.2016.1255931

Kiemer, K. & Kollar, I. (2018). Evidence-based reasoning of pre-service teachers: a script perspective. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age. Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 2 (pp. 1037-1040). London: International Society of the Learning Sciences.

Kollar, I., Wecker, C. & Fischer, F. (2018). Scaffolding and scripting (computer-supported) collaborative learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman & P. Reimann (Eds), International Handbook of the Learning Sciences (pp. 340-350). New York, NY: Routledge.

Wekerle, C. & Kollar, I. (2018). Effects of expertise on teachers‘ technology-supported teaching scripts. Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 3 (pp. 1569-1570). London: International Society of the Learning Sciences.

Broeker, L., Liepelt, R., Poljac, E., Künzell, S., Ewolds, H., de Oliveira, R. F. & Raab, M. (2018). Multitasking as a choice: A perspective. Psychological Research, 82, 12-23. https://doi.org/10.1007/s00426-017-0938-7

Künzell, S., Broeker, L., Dignath, D., Ewolds, H., Raab, M. & Thomaschke, R. (2018). What is a task? An ideomotor perspective. Psychological Research, 82, 4–11. https://doi.org/10.1007/s00426-017-0942-y

Sylvia Schütze/Eva Matthes (Hrsg.): Religion und Bildungsmedien/Religion and Education Media, Bad Heilbrunn: Klinkhardt 2018.

Wilfried Göttlicher/Jörg-W. Link/Eva Matthes (Hrsg.): Bildungsreform als Thema der Bildungsgeschichte. Bad Heilbrunn: Klinkhardt 2018.

Carl-Christian Fey/Eva Matthes: Textbook Quality Criteria and Evaluation, in: The Palgrave Handbook of Textbook Studies, ed. by Fuchs, Eckhardt/Bock, Annekatrin, London: Springer 2018, S. 157-167.

Metzner, S., Verhey, J., Braak, P., Hots, J. (2018): Auditory Sensitivity in Survivors of Torture, War and Flight - An Exploratory Study on Risks and Opportunities of Music Therapy. The Arts in Psychotherapy 58, 33-41.

Metzner, S., Jaeger, U., Masuhr, O., Olschewski, U., Gräfe, E., Böske AC, Dümpelmann, M. (2018): Forms of Attunement during the Initial Stages of Music Therapy for Patients with Psychosis – a Multicentre Clinical Study. Nordic Journal of Music Therapy 27:5, 360-380. doi.org/10.1080/08098131.2018.1478879 IF (2017) 2.355

Respondek, Lisa, Seufert, Tina, & Nett, Ulrike E. (2018). Achievement emotions from a trait state perspective and their relationships with perceived academic control and achievement. Annual Meeting of the American Educational Research Association (AERA), New York City, USA, April 2018.

Rottweiler, Anna-Lena, Taxer, Jamie L., & Nett, Ulrike E. (2018). How emotion regulations strategies affect mood before exams: does context matter?. Symposia session, Annual Meeting of the American Educational Research Association (AERA), New York City, USA, April 2018.

Nett, Ulrike E., Pekrun, Reinhard, Reiss, Kristina, & Ufer, Stefan (2018). Traits, states, and previous experiences in students' enjoyment and boredom in math classes. Annual Meeting of the American Educational Research Association (AERA), New York City, USA, April 2018.

Lichtenfeld, Stephanie & Nett, Ulrike E. (2018). Changes in frames of reference and its effects on students' self-perceptions and emotions. 51. Konferenz der Deutschen Gesellschaft für Psychologie (DGPs), Frankfurt, September 2018.

Rottweiler, Anna-Lena, Taxer, Jamie L., & Nett, Ulrike E. (2018). Context matters in the effectiveness of emotion regulation strategies. AERA Open, 4(2). https://doi.org/10.1177/2332858418778849

Nett, Ulrike E. & Rottweiler, Anna-Lena (2018). Experience sampling in der empirischen Bildungsforschung. 6. Tagung der Gesellschaft für Empirische Psychologie, Basel, Schweiz, Februar 2018.

Schrader, Claudia & Nett, Ulrike E. (2018). The perception of control as a predictor of emotional trends during gameplay. Learning and Instruction, 54, 62-72. https://doi.org/10.1016/j.learninstruc.2017.08.002

Nikolai, Rita/Wrase, Michael/Kann, Caroline/Criblez, Lucien (2018): Wirkungen von Bildungsregulierung im Vergleich: Rahmenbedingungen und Finanzierung von Privatschulen in Deutschland, Österreich und der Schweiz. Zeitschrift für Rechtssoziologie 38 (2): 272–303 (DOI: 10.1515/zfrs-2018-0019).

Weckend, Denise; Lachner, Christina; Zierer, Klaus (2018): Das "Visible Learning Wheel": sechs Schritte zum erfolgreichen Unterrichten – ein Blick in die Praxis. In: Schulverwaltung Bayern: Fachzeitschrift für Schulentwicklung und Schulmanagement 41 (10), S. 260-265. https://opus.bibliothek.uni-augsburg.de/opus4/frontdoor/index/index/docId/74699

2017

Al Lily, A., Foland, J., Stoloff, D., Gogus, A., Erguvan, I., Awshar, M., Tondeur, J., Hammond, M., Venter, I., Jerry, P., Vlachopoulos, D., Oni, A., Liu, Y., Badosek, R., López de la Madrid, M., Mazzoni, E., Lee, H., Kinley, K., Kalz, M., Sambuu, U., Bushnaq, T., Pinkwart, N., Adedokun-Shittu, N., Zander, P., Oliver, K., Pombo, L., Sali, J., Gregory, S., Tobgay, S., Joy, M., Elen, J., Jwaifell, M., Said, M., Al-Saggaf, Y., Naaji, A., White, J., Jordan, K., Gerstein, J., Yapici, İ., Sanga, C., Nleya, P., Sbihi, B., Lucas, M., Mbarika, V., Reiners, T., Schön, S., Sujo-Montes, L., Santally, M., Häkkinen, P., Al Saif, A., Gegenfurtner, A., Schatz, S., Vigil, V., Tannahill, C., Partida, S., Zhang, Z., Charalambous, K., Moreira, A., Coto, M., Laxman, K., Farley, H., Gumbo, M., Simsek, A., Ramganesh, E., Birzina, R., Player-Koro, C., Dumbraveanu, R., Ziphorah, M., Mohamudally, N., Thomas, S., Romero, M., Nirmala, M., Cifuentes, L., Osaily, R., Omoogun, A., Seferoglu, S., Elçi, A., Edyburn, D., Moudgalya, K., Ebner, M., Bottino , R., Khoo, E., Pedro, L., Buarki, H., Román-Odio, C., Qureshi, I., Khan, M., Thornthwaite, C., Kerimkulova, S., Downes, T., Malmi, L., Bardakci, S., Itmazi, J., Rogers, J., Rughooputh, S., Akour, M., Henderson, J., de Freitas, S., & Schrader, P. (2017). Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development, 33(3), 270–288. https://doi.org/10.1177/0266666916646415

Damşa, C. I., Froehlich, D. E., & Gegenfurtner, A. (2017). Reflections on empirical and methodological accounts of agency at work. In M. Goller & S. Paloniemi (Eds.), Agency at work: An agentic perspective on professional learning and development (pp. 445–461). Springer. https://doi.org/10.1007/978-3-319-60943-0_22

Gegenfurtner, A., & Gebhardt, M. (2017). Sexuality education including lesbian, gay, bisexual, and transgender (LGBT) issues in schools. Educational Research Review, 22, 215–222. https://doi.org/10.1016/j.edurev.2017.10.002

Gegenfurtner, A., Kok, E., Van Geel, K., De Bruin, A., Jarodzka, H., Szulewski, A., & Van Merriënboer, J. J. G. (2017). The challenges of studying visual expertise in medical image diagnosis. Medical Education, 51(1), 97–104. https://doi.org/10.1111/medu.13205

Gegenfurtner, A., Kok, E. M., Van Geel, K., De Bruin, A. B. H., & Sorger, B. (2017). Neural correlates of visual perceptual expertise: Evidence from cognitive neuroscience using functional neuroimaging. Frontline Learning Research, 5, 14–30. https://doi.org/10.14786/flr.v5i3.259

Gegenfurtner, A., Lehtinen, E., Jarodzka, H., & Säljö, R. (2017).

Effects of eye movement modeling examples on adaptive expertise in medical image diagnosis. Computers & Education, 113, 212–225.

https://doi.org/10.1016/j.compedu.2017.06.001

Gegenfurtner, A., & Van Merriënboer, J. J. G. (2017). Methodologies for studying visual expertise. Frontline Learning Research, 5(3), 1–13. https://doi.org/10.14786/flr.v5i3.316

Szulewski, A., Gegenfurtner, A., Howes, D., Sivilotti, M., & Van Merriënboer, J. J. G. (2017). Measuring physician cognitive load: Validity evidence for a physiologic and a psychometric tool. Advances in Health Sciences Education, 22(4), 951–968. https://doi.org/10.1007/s10459-016-9725-2

Keller, Reiner (2017): Has Critique Run Out of Steam? On Discourse Research as Critical Inquiry. Printversion. In: Qualitative Inquiry. Special Issue: Challenges for a New Critical Qualitative Inquiry. Guest Editor : Uwe Flick Volume 23, Issue 1, January 2017, pp. 58-68.

Csanadi, A., Eagan, B., Shaffer, D., Kollar, I. & Fischer, F. (2017). Collaborative and individual reasoning of pre-service teachers: New insights through Epistemic Network Analysis. In B. K. Smith, M. Borge, E. Mercier & K. L. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL. Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning, Vol. 1 (pp. 215-222). Philadelphia, PA: International Society of the Learning Sciences.

Ghanem, C., Lawson, T. R., Pankofer, S., Maragkos, M. & Kollar, I. (2017). The diffusion of evidence-based practice: Reviewing the evidence-based practice networks in the United States and German-Speaking Countries. Journal of Evidence-Informed Social Work, 14(2), 86-118. https://doi.org/10.1080/23761407.2017.1298074

Hod, Y., Eberle, J., Benichou, M., Charles, E., Cress, U., Fischer, F., Goodyear, P., Kali, Y., Kollar, I., Slotta, J., Thompson, K., Tjietjen, P. & Yeoman, P. (2017). Synthesizing CSCL perspectives on the theory, methods, design, and implementation of future learning spaces. In B. K. Smith, M. Borge, E. Mercier & K. L. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL. Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning, Vol. 2 (pp. 897-900). Philadelphia, PA: International Society of the Learning Sciences.

Schwaighofer, M., Vogel, F., Kollar, I., Ufer, S., Strohmaier, A., Terwedow, I., Ottinger, S., Reiss, K., & Fischer, F. (2017). How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters. International Journal of Computer-Supported Collaborative Leaning, 12(3), 281-305. https://doi.org/10.1007/s11412-017-9260-z

Schwaighofer, M., Vogel, F., Kollar, I., Strohmaier, A., Ottinger, S., Terwedow, I., Ufer, S., Reiss, K. & Fischer, F. (2017). Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation – working memory capacity matters for fading. In B. K. Smith, M. Borge, E. Mercier & K. L. Lim (Eds.), Making a Difference: Prioritzing Equity and Access in CSCL. Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning, Vol. 2 (pp. 847-848). Philadelphia, PA: International Society of the Learning Sciences.

Vogel, F., Wecker, C., Kollar, I., & Fischer, F. (2017). Socio-cognitive scaffolding with collaboration scripts: a meta-analysis. Educational Psychology Review, 29(3), 477-511. https://doi.org/10.1007/s10648-016-9361-7

Wang, X., Kollar, I. & Stegmann, K. (2017). Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning. International Journal for Computer-Supported Collaborative Learning, 12(2), 153-172. https://doi.org/10.1007/s11412-017-9254-x

Broeker, L., Kiesel, A., Aufschnaiter, S., Ewolds, H., Gaschler, R., Haider, H., Künzell, S., Raab, M., Röttger, E., Thomaschke, R. & Zhao, F. (2017). Why prediction matters in multitasking and how predictability can improve it. Frontiers in Psychology, 8:2021. https://doi.org/10.3389/fpsyg.2017.02021

Ewolds, H. E., Broeker, L., Oliveira, R. F. de, Raab, M. & Künzell, S. (2017). Implicit and explicit knowledge both improve dual task performance in a continuous pursuit tracking task. Frontiers in Psychology, 8, :2241. https://doi.org/10.3389/fpsyg.2017.02241

Bente Aamotsbakken/Eva Matthes/Sylvia Schütze (Hrsg.): Heterogenität und Bildungsmedien/Heterogeneity and Educational Media. Bad Heilbrunn: Klinkhardt 2017.

Rottweiler, Anna-Lena & Nett, Ulrike E. (2017). Emotion intensity and emotion regulation before exams [Poster]. 5th Biennial Conference of the Society for Ambulatory Assessment (SAA), Esch-sur-Alzette, Luxembourg, June 2017.

Nett, Ulrike E., Bieg, M., & Keller, M. (2017). Happy students in frightening classes – traits and states in the experience of students' academic emotions. Annual Meeting of the American Educational Research Association (AERA), San Antonio, USA, April 2017.

Nett, Ulrike E., Bieg, Madeleine, & Keller, Melanie M. (2017). How much trait variance is captured by measures of academic state emotions? A latent state-trait analysis. European Journal of Psychological Assessment, 33(4), 239-255. https://doi.org/10.1027/1015-5759/a000416

Respondek, Lisa, Seufert, Tina, Stupnisky, Robert, & Nett, Ulrike E. (2017). Perceived academic control and academic emotions predict undergraduate university student success: examining effects on dropout intention and achievement. Frontiers in Psychology, 8, 243. https://doi.org/10.3389/fpsyg.2017.00243

Sticca, Fabio, Goetz, Thomas, Nett, Ulrike E., Hubbard, Kyle, & Haag, Ludwig (2017). Short- and long-term effects of over-reporting of grades on academic self-concept and achievement. Journal of Educational Psychology, 109(6), 842-854. https://doi.org/10.1037/edu0000174

Lichtenfeld, Stephanie & Nett, Ulrike E. (2017). The ocean of self-beliefs: students' anticipatins of the big-fish-little-pond effect and its implications for their emotional experiences. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY) der Deutschen Gesellschaft für Psychologie (DGPs), Münster, September 2017.

Respondek, Lisa & Nett, Ulrike E. (2017). University students' real-life emotions: applying STARTS models to analyse the experience of achievement emotions and their interaction with perceived control [Poster]. 5th Biennial Conference of the Society for Ambulatory Assessment (SAA), Esch-sur-Alzette, Luxembourg, June 2017.

Koinzer, Thomas/Nikolai, Rita/Waldow, Florian (Hrsg.) (2017): Private Schools and School Choice in Compulsory Education. Global Change and National Challenge. Wiesbaden: Springer VS (DOI: 10.1007/978-3-658-17104-9).

Hartong, Sigrid/Nikolai, Rita (2017): Observing the ‘local globalness’ of policy transfer in education. Comparative Education Review 61 (3), 519-537 (DOI: 10.1086/692503).

Nikolai, Rita/Briken, Kendra/Niemann, Dennis (2017): Teacher Unions in Germany: Fragmented Competitors, in: Moe, Terry M./Wiborg, Susanne (Hrsg.): The Comparative Politics of Education: Teachers Unions and Education Systems around the World, Cambridge: Cambridge University Press, 114-142 (DOI: 10.1017/9781316717653.005).

Nikolai, Rita/Koinzer, Thomas (2017): Long Tradition, Moderate Distribution and Growing Importance – Private Schools in Germany as ‘Change Agents’ of School Choice, in: Koinzer, Thomas/Nikolai, Rita/Waldow, Florian (Hrsg.): Private Schools and School Choice in Compulsory Education. Global Change and National Challenge, Wiesbaden: Springer VS, 81-97 (DOI: 10.1007/978-3-658-17104-9_6).

Koinzer, Thomas/Nikolai, Rita/Waldow, Florian (2017): Private Schools and School Choice as Global Phenomena: An Introduction, in: Koinzer, Thomas/Nikolai, Rita/Waldow, Florian (Hrsg.): Private Schools and School Choice in Compulsory Education. Global Change and National Challenge, Wiesbaden: Springer VS, 1-6 (DOI: 10.1007/978-3-658-17104-9_1).

West, Anne/Nikolai, Rita (2017): The expansion of ‘private’ schools in England, Sweden and Eastern Germany: A comparative perspective on policy development and the role of ideas in institutional change. Journal of Comparative Policy Analysis: Research and Practice 19 (5), 452-469 (DOI: 10.1080/13876988.2016.1262549).

Publikationen

2023

Augst, Ann Kristin

Auguste, Claudia

Bilanzic, Helena

Blessing, Janine

Bross, Tanja

Daumiller, Martin

Dresel, Markus

Foltyn, Claudia

Gegenfurtner, Andreas

Göritz, Anja

Hartinger, Andreas

Johann, Michael

Jungtäubl, Marc

Kalch, Anja

Kaunert, Christian

Keller, Melanie

Keskin, Özün

Kinnebrock, Susanne

Kollar, Ingo

Küchler, Constanze

Lohmann, Julia

Mehringer, Volker

Meixner, Uwe

Nett, Ulrike

Nitschke, Paula

Özbeck, Tugce

Özdemir, Yusuf

Rinas, Raven

Rueß, Hanna-Sophie

Scherr, Sebastian

Schug, Markus

Schöppl, Katharina

Schwarzenegger, Christian

Schweiger, Moritz

Stockinger (née Loderer), Kristina

Waldenburger, Lisa

Wekerle, Christina

Zierer, Klaus

Zöhrer, Michaela

2022

Albani, Alicia

Augste, Claudia

Bilanzic, Helena

Bozorova, Makhzuna

Daumiller, Martin

Dresel, Markus

Gegenfurtner, Andreas

von Gemünden, Petra

Greisel, Martin

Gresser, Lisa

Hofmann, Bernhard

Johann, Michael

Kalch, Anja

Kaunert, Christian

Keller, Melanie

Keller, Reiner

Keskin, Özün

Kinnebrock, Susanne

Kollar, Ingo

Kücherer, Benjamin

Küchler, Constanze

Künzell, Stefan

Matthes, Eva

Meilhammer, Elisabeth

Meixner, Uwe

Metzner, Susanne

Naab, Theresa

Nett, Ulrike

Nikolai, Rita

Nitsch, Cordula

Puffer, Gabriele