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Change in mental health symptoms during the COVID-19 pandemic. The role of appraisals and daily […]
Brose, Annette; Blanke, Elisabeth S.; Schmiedek, Florian; Kramer, Andrea C.; Schmidt, Andrea; […]
Zeitschriftenbeitrag
| In: Journal of Personality | 2021
40575 Endnote
Autor*innen:
Brose, Annette; Blanke, Elisabeth S.; Schmiedek, Florian; Kramer, Andrea C.; Schmidt, Andrea; Neubauer, Andreas B.
Titel:
Change in mental health symptoms during the COVID-19 pandemic. The role of appraisals and daily life experiences
In:
Journal of Personality, 89 (2021) 3, S. 468-482
DOI:
10.1111/jopy.12592
URL:
https://onlinelibrary.wiley.com/doi/10.1111/jopy.12592
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Affekt; Emotionaler Zustand; Bewertung; Pandemie; Stress; Wohlbefinden; Achtsamkeit; Psychohygiene; Alltag; Erfahrung; Empirische Untersuchung; Tagebuch; Pretest; Deutschland
Abstract:
Intro: When confronted with major threats, people often experience decline in well‐being. The central purpose of this study was to identify mechanisms underlying change of well‐being in times of threat, using the example of the COVID‐19 pandemic, with a focus on appraisals of the pandemic and affective states, stress, as well as mindfulness in daily life. Methods: We conducted a study across 3.5 weeks, including pretest, posttest, and a diary phase in‐between. We worked with a sample of 460 adults, pre‐ and post‐test information, as well as 7189 observations from the diary phase. Results: Results showed that deterioration in mental health symptoms across the duration of the study was associated with (a) change towards less fortunate appraisals of the pandemic and (b), more negative affect and less mindfulness in daily life. Furthermore, appraisals of the pandemic at pretest predicted experiences in daily life, with more negative appraisals of the pandemic predicting more negative affect and stressor occurrence as well as less mindfulness. Discussion: These findings speak to the dynamic nature of well‐being and appraisals in times of threat, and highlight the role of experiences in daily life in changes in well‐being. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Inside self-regulated learning. Measuring and predicting intraindividual and interindividual […]
Theobald, Maria; Bellhäuser, Henrik; Nückles, Matthias
Zeitschriftenbeitrag
| In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2021
41288 Endnote
Autor*innen:
Theobald, Maria; Bellhäuser, Henrik; Nückles, Matthias
Titel:
Inside self-regulated learning. Measuring and predicting intraindividual and interindividual variation in self-regulated learning over time
In:
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 51 (2021) 4, S. 183-189
DOI:
10.1026/0049-8637/a000224
URL:
https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000224
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache:
Englisch
Schlagwörter:
Lernen; Selbstregulation; Student; Lernstrategie; Lernprozess; Modell; Messung; Lerntagebuch; Empirische Forschung
Abstract:
The present introductory article is organized as follows: First, we describe strategies and assessment methods to set a common research framework. Second, we summarize the design and key findings of the studies in this special issue. Third, we discuss implications for SRL assessment, SRL models, and SRL interventions that open up avenues for further research. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Open practices of early career researchers. A qualitative study on research and teaching behavior
Heck, Tamara; Blümel, Ina
Sammelbandbeitrag
| Aus: Wolff, Christian; Schmidt, Thomas (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th-10th March 2021 | Glückstadt: Hülsbusch | 2021
41291 Endnote
Autor*innen:
Heck, Tamara; Blümel, Ina
Titel:
Open practices of early career researchers. A qualitative study on research and teaching behavior
Aus:
Wolff, Christian; Schmidt, Thomas (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th-10th March 2021, Glückstadt: Hülsbusch, 2021 (Schriften zur Informationswissenschaft, 74), S. 115-124
DOI:
10.5283/epub.44941
URN:
urn:nbn:de:bvb:355-epub-449411
URL:
https://epub.uni-regensburg.de/44941/
Dokumenttyp:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Open Science; Wissenschaftlicher Nachwuchs; Bildungsforschung; Promotion; Forschung; Hochschullehre; Workshop; Tagebuch; Motivation; Erfahrung; Open Access; Open Educational Resources; Qualitative Forschung; Interview; Deutschland
Abstract (english):
Many researchers have a positive attitude towards open science and are motivated to apply them. However, applying them requires a change in one's daily practices. Different factors might challenge a behavioral change. The introduced study wants to get deeper insights into the reasons and influences that lead early career researchers to apply open practices in their daily research and teaching work. The participatory design let ten participants choose open practices they wanted to learn and adapt in either research or teaching scenarios. The study accompanied them and collected their positive and challenging experiences via diverse methods like interviews, diary entries and workshops. This paper introduces the study design and preliminary results. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Digital phenotyping: Towards replicable findings with comprehensive assessments and integrative […]
Ebner‑Priemer, Ulrich W.; Mühlbauer, Esther; Neubauer, Andreas B.; Hill, Holger; Beier, Fabrice; […]
Zeitschriftenbeitrag
| In: International Journal of Bipolar Disorders | 2020
40733 Endnote
Autor*innen:
Ebner‑Priemer, Ulrich W.; Mühlbauer, Esther; Neubauer, Andreas B.; Hill, Holger; Beier, Fabrice; Santangelo, Philip S.; Ritter, Philipp; Kleindienst, Nikolaus; Bauer, Michael; Schmiedek, Florian; Severus, Emanuel
Titel:
Digital phenotyping: Towards replicable findings with comprehensive assessments and integrative models in bipolar disorders
In:
International Journal of Bipolar Disorders, 8 (2020) , S. 35
DOI:
10.1186/s40345-020-00210-4
URN:
urn:nbn:de:0111-dipfdocs-232732
URL:
https://journalbipolardisorders.springeropen.com/articles/10.1186/s40345-020-00210-4
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Manisch-depressive Erkrankung; Phänotyp; Smartphone; Nutzung; Symptomatik; Selbsteinschätzung; Tagebuch; Fremdeinschätzung; Experte; Psychopathologie; Prädiktor; Strukturgleichungsmodell; Empirische Untersuchung; Deutschland
Abstract:
Background: Digital phenotyping promises to unobtrusively obtaining a continuous and objective input of symptomatology from patients' daily lives. The prime example are bipolar disorders, as smartphone parameters directly reflect bipolar symptomatology. Empirical studies, however, have yielded inconsistent findings. We believe that three main shortcomings have to be addressed to fully leverage the potential of digital phenotyping: short assessment periods, rare outcome assessments, and an extreme fragmentation of parameters without an integrative analytical strategy. Methods: To demonstrate how to overcome these shortcomings, we conducted frequent (biweekly) dimensional and categorical expert ratings and daily self-ratings over an extensive assessment period (12 months) in 29 patients with bipolar disorder. Digital phenotypes were monitored continuously. As an integrative analytical strategy, we used structural equation modelling to build latent psychopathological outcomes (mania, depression) and latent digital phenotype predictors (sleep, activity, communicativeness). Outcomes: Combining gold-standard categorical expert ratings with dimensional self and expert ratings resulted in two latent outcomes (mania and depression) with statistically meaningful factor loadings that dynamically varied over 299 days. Latent digital phenotypes of sleep and activity were associated with same-day latent manic psychopathology, suggesting that psychopathological alterations in bipolar disorders relate to domains (latent variables of sleep and activity) and not only to specific behaviors (such as the number of declined incoming calls). The identification of latent psychopathological outcomes that dimensionally vary on a daily basis will enable to empirically determine which combination of digital phenotypes at which days prior to an upcoming episode are viable as digital prodromal predictors. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
From music making to affective well-being in everyday life. The mediating role of need satisfaction
Koehler, Friederike; Neubauer, Andreas B.
Zeitschriftenbeitrag
| In: Psychology of Aesthetics, Creativity, and the Arts | 2020
39212 Endnote
Autor*innen:
Koehler, Friederike; Neubauer, Andreas B.
Titel:
From music making to affective well-being in everyday life. The mediating role of need satisfaction
In:
Psychology of Aesthetics, Creativity, and the Arts, 14 (2020) 4, S. 493-505
DOI:
10.1037/aca0000261
URN:
urn:nbn:de:0111-pedocs-230916
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-230916
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Musik; Wirkung; Gesundheit; Wohlbefinden; Singen; Musikinstrument; Zufriedenheit; Emotionaler Zustand; Selbstkompetenz; Musiktherapie; Tagesablauf; Tagebuch; Selbstbestimmung; Messverfahren; Befragung; Strukturgleichungsmodell; Deutschland
Abstract (english):
How music can provide a pathway to affective well-being has mostly been investigated with regard to listening to music or music therapy. Comparatively, less is known about the effects of active music making on well-being in everyday life or its underlying mechanisms. Self-Determination Theory emphasizes the importance of fulfillment of the needs for autonomy, competence, and relatedness for well-being and offers a valuable framework for explaining the postulated link between music making and well-being. In the present daily diary study, 1,042 hobby musicians (age range 13 to 82 years; 65.3% female) completed online assessments of their music making, need fulfillment, and positive and negative affect each day for 10 consecutive days. Results showed that need satisfaction and positive affect were higher, while need dissatisfaction and negative affect were lower on days when participants reported music making. Multilevel structural equation models indicated that the effect of music making on positive affect was mediated by satisfaction of all three needs, with statistically significant indirect effects via autonomy and competence at both the within- and between person level, and relatedness only at the between-person level. There were no statistically significant mediation effects for negative affect. This study is the first to provide evidence for higher affective well-being of hobby musicians on days of music making. Results further suggest satisfaction of basic psychological needs as a mediating mechanism and emphasize the importance to distinguish between indicators of positive functioning (positive affect, need satisfaction) and negative functioning (negative affect, need dissatisfaction). (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
What do you (think you) need? Perceived vs. experienced effects of need fulfillment on well-being
Neubauer, Andreas B.; Lerche, Veronika; Koehler, Friederike; Voss, Andreas
Zeitschriftenbeitrag
| In: Journal of Research in Personality | 2020
39959 Endnote
Autor*innen:
Neubauer, Andreas B.; Lerche, Veronika; Koehler, Friederike; Voss, Andreas
Titel:
What do you (think you) need? Perceived vs. experienced effects of need fulfillment on well-being
In:
Journal of Research in Personality, 86 (2020) , S. 103938
DOI:
10.1016/j.jrp.2020.103938
URN:
urn:nbn:de:0111-dipfdocs-204966
URL:
https://nbn-resolving.org/urn:nbn:de:0111-dipfdocs-204966
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Bedürfnisbefriedigung; Grundbedürfnis; Frustration; Wirkung; Wohlbefinden; Emotion; Individuum; Unterschied; Vergleichsuntersuchung; Selbstbeobachtung; Tagebuch; Selbstbestimmungstheorie
Abstract (english):
We compared two approaches towards assessing inter-individual differences in the effect of satisfaction and frustration of basic needs (autonomy, competence, relatedness) on well-being: perceived need effects (beliefs about the effect of need fulfillment on one's well-being) and experienced need effects (the within-person coupling of need fulfillment and well-being). In two studies (total N = 1281), participants reported perceived need effects in a multidimensional way. In Study 2, daily need fulfillment and affective well-being were additionally assessed (daily-diary study; ten days). Associations between perceived and experienced need effects were significant (albeit small) for all three frustration dimensions, but only for one satisfaction dimension (relatedness), suggesting that they capture different constructs and might be related to different outcomes. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
How was your day? Convergence of aggregated momentary and retrospective end-of-day affect ratings […]
Neubauer, Andreas B.; Scott, Stacey B.; Sliwinski, Martin J.; Smyth, Joshua M.
Zeitschriftenbeitrag
| In: Journal of Personality and Social Psychology | 2020
39211 Endnote
Autor*innen:
Neubauer, Andreas B.; Scott, Stacey B.; Sliwinski, Martin J.; Smyth, Joshua M.
Titel:
How was your day? Convergence of aggregated momentary and retrospective end-of-day affect ratings across the adult life span
In:
Journal of Personality and Social Psychology, 119 (2020) 1, S. 185-203
DOI:
10.1037/pspp0000248
URN:
urn:nbn:de:0111-dipfdocs-228882
URL:
http://www.dipfdocs.de/volltexte/2021/22888/pdf/JPSP_2020_1_Neubauer_et_al_How_was_your_day_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Wohlbefinden; Stress; Emotionaler Zustand; Altersgruppe; Erwachsener; Unterschied; Erinnerung; Gedächtnis; Tagesablauf; Tagebuch; Indikator; Gegenwart; Vergangenheit; Messverfahren; Befragung; Vergleich; USA
Abstract (english):
Daily diary studies and experience sampling studies examine day-to-day variations in affect using different rating types: The former typically collect retrospective affect reports at the end of the day, whereas the latter collects multiple momentary assessments across the day. The present study examined the convergence of (aggregated) momentary assessments collected repeatedly within a day and retrospective assessments collected at the end of the day. Building on prior research on the memory-experience gap and the peak-and-end rule we predicted that participants would report more intense retrospective affect than aggregated momentary affect, and that retrospective affect would be biased toward the peak and the most recent affect of the day. Based on socioemotional selectivity theory and the strength and vulnerability integration model, age differences in these convergence indicators were expected. Findings from 2 age-heterogeneous ecological momentary assessment/daily diary hybrid studies (N = 242, 25-65 years; and N = 175, 20-79 years) revealed (a) a memory-experience gap for negative affect (more intense retrospective ratings than aggregated momentary ratings) that is attenuated with advancing age; (b) only a small memory-experience gap for positive affect for very old adults (66-79 years), but not younger adults; (c) relatively high convergence of aggregated momentary ratings and retrospective ratings despite (d) small biases of retrospective negative affect ratings toward peak and most recent negative affect. Findings suggest that both rating types can discriminate "good days" from "bad days" and provide overlapping but not necessarily exchangeable information. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Ambulatory assessment for physical activity research. State of the science, best practices and […]
Reichert, Markus; Giurgiu, Giurgiu; Koch, Elena; Wieland, Lena M.; Lautenbach, Sven; […]
Zeitschriftenbeitrag
| In: Psychology of Sport and Exercise | 2020
40289 Endnote
Autor*innen:
Reichert, Markus; Giurgiu, Giurgiu; Koch, Elena; Wieland, Lena M.; Lautenbach, Sven; Neubauer, Andreas B.; Haaren-Mack, Birte von; Schilling, Renè; Timm, Irina; Notthoff, Nanna; Marzi, Isabel; Hill, Holger; Brüßler, Sarah; Eckert, Tobias; Fiedler, Janis; Burchartz, Alexander; Anedda, Bastian; Wunsch, Kathrin; Gerber, Markus; Jekauc, Darko; Woll, Alexander; Dunton, Genevieve F.; Kanning, Martina; Nigg, Claudio R.; Ebner-Priemer, Ulrich; Liao, Yue
Titel:
Ambulatory assessment for physical activity research. State of the science, best practices and future directions
In:
Psychology of Sport and Exercise, 50 (2020) , S. 101742
DOI:
10.1016/j.psychsport.2020.101742
URN:
urn:nbn:de:0111-dipfdocs-228896
URL:
https://www.pedocs.de/volltexte/2022/22889/pdf/Neubauer_2020_Ambulatory_Assessment_for_Physical_Activity_Research_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Computerunterstütztes Verfahren; Selbstbeurteilung; Körper <Biol>; Aktivität; Lebensnähe; Lebenswirklichkeit; Alltagssituation; Technologie; Digitalisierung; Datenerhebungstechnik; Tagebuch; Methode; Verfolgung; Best-Practice-Modell; Zukunftsorientierung; Forschungsstand
Abstract:
Technological and digital progress benefits physical activity (PA) research. Here we compiled expert knowledge on how Ambulatory Assessment (AA) is utilized to advance PA research, i.e., we present results of the 2nd International CAPA Workshop 2019 "Physical Activity Assessment - State of the Science, Best Practices, Future Directions" where invited researchers with experience in PA assessment, evaluation, technology and application participated. First, we provide readers with the state of the AA science, then we give best practice recommendations on how to measure PA via AA and shed light on methodological frontiers, and we furthermore discuss future directions. AA encompasses a class of methods that allows the study of PA and its behavioral, biological and physiological correlates as they unfold in everyday life. AA includes monitoring of movement (e.g., via accelerometry), physiological function (e.g., via mobile electrocardiogram), contextual information (e.g., via geolocation-tracking), and ecological momentary assessment (EMA; e.g., electronic diaries) to capture self-reported information. The strengths of AA are data assessment that near real-time, which minimizes retrospective biases in real-world settings, consequentially enabling ecological valid findings. Importantly, AA enables multiple assessments across time within subjects resulting in intensive longitudinal data (ILD), which allows unraveling within-person determinants of PA in everyday life. In this paper, we show how AA methods such as triggered e-diaries and geolocation-tracking can be used to measure PA and its correlates, and furthermore how these findings may translate into real-life interventions. In sum, AA provides numerous possibilities for PA research, especially the opportunity to tackle within-subject antecedents, concomitants, and consequences of PA as they unfold in everyday life. In-depth insights on determinants of PA could help us design and deliver impactful interventions in real-world contexts, thus enabling us to solve critical health issues in the 21st century such as insufficient PA and high levels of sedentary behavior. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
The bright and the dark side of peer relationships. Differential effects of relatedness […]
Schmidt, Andrea; Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian
Zeitschriftenbeitrag
| In: Developmental Psychology | 2020
40172 Endnote
Autor*innen:
Schmidt, Andrea; Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian
Titel:
The bright and the dark side of peer relationships. Differential effects of relatedness satisfaction and frustration at school on affective well-being in children's daily lives
In:
Developmental Psychology, 56 (2020) 8, S. 1532-1546
DOI:
10.1037/dev0000997
URL:
https://content.apa.org/fulltext/2020-34331-001.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Gleichaltriger; Beziehung; Bedürfnis; Gefühlsleben; Wohlbefinden; Selbstbestimmung; Theorie; Schule; Tagebuch; Grundschule; Schüler; Schuljahr 04; Schuljahr 05; Schuljahr 06; Empirische Untersuchung; Frankfurt am Main; Deutschland
Abstract (english):
Satisfaction and frustration of the basic psychological need for relatedness have been postulated to play a vital role for affective well-being. Yet, this prediction has not been thoroughly tested in school children's everyday lives. In this work, we examined the association between relatedness satisfaction and frustration at school on daily and average positive affect (PA) and negative affect (NA) using ambulatory assessment in three intensive longitudinal studies with children aged 9-12 (total N = 317). In Study 1, fourth to sixth graders reported their PA and NA two times daily and their relatedness satisfaction and frustration once a day for two weeks. In Study 2 (Study 3), fourth graders (fifth graders) reported their PA and NA four times daily and their relatedness satisfaction and frustration once a day for four weeks. Across the three studies, relatedness satisfaction and frustration were psychometrically separable and exhibited differential effects such that relatedness satisfaction was significantly associated primarily with PA, and relatedness frustration was significantly associated only with NA at between- and within-person levels. Explaining inter-individual differences suggested that the association between daily relatedness and affective well-being was weaker for generally highly integrated children and stronger for usually rather excluded children.
DIPF-Abteilung:
Bildung und Entwicklung
Informationsgestützte Auseinandersetzung mit pädagogischen Situationen. Ein Lehrkonzept für die […]
Hartmann, Ulrike; Trempler, Kati; Schellenbach-Zell, Judith
Zeitschriftenbeitrag
| In: Die Materialwerkstatt | 2020
40697 Endnote
Autor*innen:
Hartmann, Ulrike; Trempler, Kati; Schellenbach-Zell, Judith
Titel:
Informationsgestützte Auseinandersetzung mit pädagogischen Situationen. Ein Lehrkonzept für die bildungswissenschaftliche Vorbereitung des Praxissemesters
In:
Die Materialwerkstatt, 2 (2020) 2, S. 16-23
DOI:
10.4119/dimawe-3894
URN:
urn:nbn:de:0111-pedocs-233168
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-233168
Dokumenttyp:
3b. Beiträge in weiteren Zeitschriften; Sonderheftbeitrag
Sprache:
Deutsch
Schlagwörter:
Lehrerausbildung; Praxissemester; Pädagogische Situation; Evidenz; Reflexion <Phil>; Information; Erziehungswissenschaft; Theorie; Professionalität; Video; Fallbeispiel; Trainingskonzept; Übung; Lerntagebuch; Deutschland
Abstract:
In dem vorgestellten Lehrkonzept wird durch die Auseinandersetzung mit realen pädagogischen Situationen ein Vorgehen zur informationsbasierten Reflexion für das Praxissemester eingeübt. Das Konzept schließt an den aktuellen Diskurs zur Evidenzorientierung sowie an das professionstheoreti- sche Modell metareflexiver Lehrerbildung an. Es wird davon ausgegangen, dass eine intensive Auseinandersetzung mit pädagogischen Situationen den (angehenden) Lehrkräften komplexe Fähigkeiten abverlangt, die u.a. die Wahrnehmung und das Verstehen einer Situation, die Informationssuche und -bewertung bildungswissenschaftlicher Theorien und Befunde, die argumentative und reflektierte Auseinandersetzung sowie das Ableiten alternativer Handlungen umfassen. Anhand eines Videofalls wird ein mehrschrittiger Reflexionsprozess eingeübt, der aus folgenden Elementen besteht: (1) die Beschreibung einer pädagogischen Situation, (2) die Erklärung der gewählten Situation anhand interner und externer Informationsquellen sowie (3) die Schlussfolgerung mit der Ableitung von Handlungsopti- onen für die eigene professionelle Praxis. In der hier vorgestellten Form dient das Lehrkonzept als Trainingseinheit für praxissemesterbegleitende Reflexionsaufgaben in Form von Lerntagebüchern, die von den Studierenden verfasst werden und die sich auf selbst erlebte pädagogische Situationen an ihrer Praxissemesterschule beziehen.
DIPF-Abteilung:
Bildungsqualität und Evaluation
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