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Capturing affective well‑being in daily life with the day reconstruction method. A refined view on […]
Möwisch, Dave; Schmiedek, Florian; Richter, David; Brose, Annette
Zeitschriftenbeitrag
| In: Journal of Happiness Studies | 2019
39084 Endnote
Autor*innen:
Möwisch, Dave; Schmiedek, Florian; Richter, David; Brose, Annette
Titel:
Capturing affective well‑being in daily life with the day reconstruction method. A refined view on positive and negative affect
In:
Journal of Happiness Studies, 20 (2019) 2, S. 641-663
DOI:
10.1007/s10902-018-9965-3
URL:
https://link.springer.com/article/10.1007%2Fs10902-018-9965-3
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Alltag; Wohlbefinden; Zufriedenheit; Emotionaler Zustand; Freude; Messung; Messverfahren; Stress; Angst; Tagesablauf; Veränderung; Unterschied; Indikator; Modell; Panel; Strukturgleichungsmodell; Deutschland
Abstract:
In the last years, there has been a shift from traditional measurements of affective well-being to approaches such as the day reconstruction method (DRM). While the traditional approaches often assess trait level differences in well-being, the DRM allows examining affective dynamics in everyday contexts. The latter may ultimately explain why some people feel more happy than others (e.g., because they experience more gratification during everyday experiences). Even though DRM research has increased in the last years, little is known about the structure of affective well-being in everyday life, and potential structural differences of affect at the within- and between-person level have rarely been considered. We thus thoroughly examined the structure of affective well-being in daily life, using data from a nationally representative sample (N = 2401) of the German Socioeconomic Panel Innovation Sample that were obtained with the DRM. Multilevel structural equation models revealed that (1) affective well-being in daily life cannot be reduced to the two global dimensions positive and negative affect (PA and NA) but that the structure of NA is more nuanced; (2) the emerging subfacets of NA have distinct associations with global indicators of well-being (e.g., life satisfaction); (3) there are structural differences of affective well-being at the within- and between-person level, and (4) the relationships between affect subfacets and activities such as "work" can be opposed at the within- and between-person level. These results show that a more differentiated view on the structure of affect contributes to a better understanding of affective well-being in everyday life. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Assessment of competences in sustainability management. Analyses to the construct dimensionality
Seeber, Susan; Michaelis, Christian; Repp, Anton; Hartig, Johannes; Aichele, Christine; […]
Zeitschriftenbeitrag
| In: Zeitschrift für Pädagogische Psychologie | 2019
39562 Endnote
Autor*innen:
Seeber, Susan; Michaelis, Christian; Repp, Anton; Hartig, Johannes; Aichele, Christine; Schumann, Matthias; Anke, Jan Moritz; Dierkes, Stefan; Siepelmeyer, David
Titel:
Assessment of competences in sustainability management. Analyses to the construct dimensionality
In:
Zeitschrift für Pädagogische Psychologie, 33 (2019) 2, S. 148-158
DOI:
10.1024/1010-0652/a000240
URN:
urn:nbn:de:0111-pedocs-237802
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237802
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Nachhaltige Entwicklung; Kompetenz; Diagnostik; Messung; Modell; Student; Wirtschaftswissenschaft; Unternehmen; Simulation; Management; Curriculum; Messverfahren; Diagnostischer Test; Testkonstruktion; Erhebungsinstrument; Faktorenanalyse; Strukturgleichungsmodell
Abstract:
Dieser Beitrag thematisiert die Messung von Kompetenzen für das Nachhaltigkeitsmanagement. Eine zentrale Annahme des zugrunde gelegten Kompetenzmodells ist, dass sich die Dimensionen nach der Wissensrepräsentation (deklaratives vs. schematisches und strategisches Wissen) und nach inhaltlichen Bereichen (Betriebswirtschaft, Nachhaltigkeit aus gesellschaftlicher Perspektive und Nachhaltigkeitsmanagement) unterscheiden. An der Studie nahmen 850 Studierende aus 16 deutschen Universitäten wirtschaftswissenschaftlicher Studiengänge teil. Die Analysen wurden auf der Grundlage von Strukturgleichungsmodellierungen durchgeführt. Die Ergebnisse zeigen einen erwartungskonformen Befund dahingehend, dass die über unterschiedliche Assessmentformate und inhaltliche Anforderungen adressierten Wissensarten zwei disjunkte Dimensionen darstellen. Die Modellanalysen zeigen eine bessere Passung zum mehrdimensionalen Modell, bei dem zwischen deklarativem Wissen im Bereich der Betriebswirtschaftslehre und der Nachhaltigkeit aus gesellschaftlicher Perspektive einerseits und dem Nachhaltigkeitsmanagement andererseits unterschieden wird. (DIPF/Orig.)
Abstract (english):
The paper discusses an examination of the dimensions of a competence model for sustainability management. A central assumption is that the dimensions of the competence model differ according to knowledge representation (i. e., declarative vs. schematic and strategic knowledge) and content area (i. e., business administration and sustainability from a societal perspective, as well as sustainability management). Study participants included 850 students from 16 universities in Germany, and the analyses were conducted on the basis of structural equation modeling. The results reveal an expectation-compliant finding whereby the types of knowledge addressed by different assessment formats and content requirements can be presented in two disjunct dimensions. On the one hand, the model analyses indicate a better fit to the multidimensional model, which distinguishes between declarative knowledge in the field of business administration and sustainability from a social perspective, while on the other hand, the analyses suggest a better fit to sustainability management. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
The role of family characteristics for students' academic outcomes: A person-centered approach
Häfner, Isabelle; Flunger, Barbara; Dicke, Anna-Lena; Gaspard, Hanna; Brisson, Brigitte M.; […]
Zeitschriftenbeitrag
| In: Child Development | 2018
37975 Endnote
Autor*innen:
Häfner, Isabelle; Flunger, Barbara; Dicke, Anna-Lena; Gaspard, Hanna; Brisson, Brigitte M.; Nagengast, Benjamin; Trautwein, Ulrich
Titel:
The role of family characteristics for students' academic outcomes: A person-centered approach
In:
Child Development, 89 (2018) 4, S. 1405-1422
DOI:
10.1111/cdev.12809
URL:
https://onlinelibrary.wiley.com/doi/full/10.1111/cdev.12809
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Familie; Typologie; Eltern; Einflussfaktor; Lernerfolg; Schüler; Gymnasium; Schuljahr 08; Schuljahr 09; Kind-Eltern-Beziehung; Unterstützung; Selbstkonzept; Interesse; Motivation; Verhalten; Überzeugung; Wahrnehmung; Mathematische Kompetenz; Schulnoten; Schülerleistung; Leistungstest; Hausaufgabenhilfe; Zeit; Befragung; Strukturgleichungsmodell; Latent-Class-Analyse; Baden-Württemberg; Deutschland
Abstract (english):
Using data from 1,571 ninth-grade students (Mage = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle-class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents' self-concept, child's need for support, and parents' time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross-sectional and longitudinal associations with students' motivational (self-concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self-concept and higher achievement than students from other family types. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
At the frontiers of modeling intensive longitudinal data. Dynamic structural equation models for […]
Hamaker, Ellen L.; Asparouhov, Tihomir; Brose, Annette; Schmiedek, Florian; Muthén, Bengt
Zeitschriftenbeitrag
| In: Multivariate Behavioral Research | 2018
39133 Endnote
Autor*innen:
Hamaker, Ellen L.; Asparouhov, Tihomir; Brose, Annette; Schmiedek, Florian; Muthén, Bengt
Titel:
At the frontiers of modeling intensive longitudinal data. Dynamic structural equation models for the affective measurements from the COGITO study
In:
Multivariate Behavioral Research, 53 (2018) 6, S. 820-841
DOI:
10.1080/00273171.2018.1446819
URL:
https://www.tandfonline.com/doi/full/10.1080/00273171.2018.1446819
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Längsschnittuntersuchung; Daten; Modellierung; Mehrebenenanalyse; Strukturgleichungsmodell; Zeitreihenanalyse; Datenanalyse;
Abstract:
With the growing popularity of intensive longitudinal research, the modeling techniques and software options for such data are also expanding rapidly. Here we use dynamic multilevel modeling, as it is incorporated in the new dynamic structural equation modeling (DSEM) toolbox in Mplus, to analyze the affective data from the COGITO study. These data consist of two samples of over 100 individuals each who were measured for about 100 days. We use composite scores of positive and negative affect and apply a multilevel vector autoregressive model to allow for individual differences in means, autoregressions, and cross-lagged effects. Then we extend the model to include random residual variances and covariance, and finally we investigate whether prior depression affects later depression scores through the random effects of the daily diary measures. We end with discussing several urgent-but mostly unresolved-issues in the area of dynamic multilevel modeling. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Der Übergang als kritisches Lebensereignis. Zur Rolle der Eltern für die Antizipation des Übergangs […]
Knoppick, Henrike; Dumont, Hanna; Becker, Michael; Neumann, Marko; Maaz, Kai
Zeitschriftenbeitrag
| In: Zeitschrift für Erziehungswissenschaft | 2018
37857 Endnote
Autor*innen:
Knoppick, Henrike; Dumont, Hanna; Becker, Michael; Neumann, Marko; Maaz, Kai
Titel:
Der Übergang als kritisches Lebensereignis. Zur Rolle der Eltern für die Antizipation des Übergangs und das Wohlbefinden von Kindern auf der weiterführenden Schule
In:
Zeitschrift für Erziehungswissenschaft, 21 (2018) 3, S. 487-510
DOI:
10.1007/s11618-017-0782-y
URN:
urn:nbn:de:0111-pedocs-170411
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-170411
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Grundschule; Weiterführende Schule; Übergang; Schuljahr 06; Schuljahr 07; Schüler; Erfahrung; Belastung; Wohlbefinden; Einflussfaktor; Eltern; Familie; Unterstützung; Befragung; Strukturgleichungsmodell; Empirische Untersuchung; Berlin
Abstract:
Während die Bedeutung der Eltern im Rahmen des Übergangs hinsichtlich sozialer Disparitäten wiederholt Gegenstand empirischer Studien war, ist die Rolle der Eltern für das psychische Erleben ihrer Kinder angesichts dieses kritischen Lebensereignisses weniger gut erforscht. Ausgehend von einem kognitivtransaktionalen Stressbegriff sowie empirischer Befunde zur Rolle sozialer Unterstützung im Umgang mit potentiellen Belastungen untersucht die vorliegende Arbeit den Einfluss elterlicher Struktur- und Prozessmerkmale auf die Antizipation des Übergangs und auf das Wohlbefinden auf der weiterführenden Schule. Auf der Basis einer zu zwei Messzeitpunkten (Klasse 6 vor dem Übergang, Klasse 7 nach dem Übergang) befragten Stichprobe von Berliner Schülerinnen und Schülern sowie deren Eltern werden Strukturgleichungsmodelle zur Vorhersage der übergangsbezogenen Antizipation und des Wohlbefindens nach dem Übergang berechnet. Es zeigt sich ein bedeutsamer Einfluss der elterlichen Merkmale auf die Antizipationen und das Wohlbefinden. Dabei erweisen sich die Prozessmerkmale, die sich auf die Eltern-Kind-Interaktionen beziehen, als wichtiger als Strukturmerkmale des elterlichen Hintergrundes. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student […]
Lazarides, Rebecca; Buchholz, Janine; Rubach, Charlott
Zeitschriftenbeitrag
| In: Teaching and Teacher Education | 2018
37736 Endnote
Autor*innen:
Lazarides, Rebecca; Buchholz, Janine; Rubach, Charlott
Titel:
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms
In:
Teaching and Teacher Education, 69 (2018) 1, S. 1-10
DOI:
10.1016/j.tate.2017.08.017
URN:
urn:nbn:de:0111-pedocs-155971
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-155971
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Mathematiklehrer; Freude; Selbstwirksamkeit; Verhalten; Wirkung; Schüler; Motivation; Überzeugung; Wahrnehmung; Mathematikunterricht; Gymnasium; Integrierte Sekundarschule; Schuljahr 09; Schuljahr 10; Lernziel; Wertorientierung; Unterrichtsklima; Klassenführung; Strukturgleichungsmodell; Berlin
Abstract (english):
The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported selfefficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Capturing context-related change in emotional dynamics via fixed moderated time series analysis
Adolf, Janne K.; Voelkle, Manuel C.; Brose, Annette; Schmiedek, Florian
Zeitschriftenbeitrag
| In: Multivariate Behavioral Research | 2017
37830 Endnote
Autor*innen:
Adolf, Janne K.; Voelkle, Manuel C.; Brose, Annette; Schmiedek, Florian
Titel:
Capturing context-related change in emotional dynamics via fixed moderated time series analysis
In:
Multivariate Behavioral Research, 52 (2017) 4, S. 499-531
DOI:
10.1080/00273171.2017.1321978
URN:
urn:nbn:de:0111-dipfdocs-192052
URL:
http://www.dipfdocs.de/volltexte/2020/19205/pdf/MBR_2017_4_Adolf_et_al_Capturing_context-related_change_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Einflussfaktor; Emotionaler Zustand; Heterogenität; Messung; Modell; Motivation; Selbstregulation; Stress; Strukturgleichungsmodell; Tagesablauf; Umwelteinfluss; Veränderung
Abstract:
Much of recent affect research relies on intensive longitudinal studies to assess daily emotional experiences. The resulting data are analyzed with dynamic models to capture regulatory processes involved in emotional functioning. Daily contexts, however, are commonly ignored. This may not only result in biased parameter estimates and wrong conclusions, but also ignores the opportunity to investigate contextual effects on emotional dynamics. With fixed moderated time series analysis, we present an approach that resolves this problem by estimating context-dependent change in dynamic parameters in single-subject time series models. The approach examines parameter changes of known shape and thus addresses the problem of observed intra-individual heterogeneity (e.g., changes in emotional dynamics due to observed changes in daily stress). In comparison to existing approaches to unobserved heterogeneity, model estimation is facilitated and different forms of change can readily be accommodated. We demonstrate the approach's viability given relatively short time series by means of a simulation study. In addition, we present an empirical application, targeting the joint dynamics of affect and stress and how these co-vary with daily events. We discuss potentials and limitations of the approach and close with an outlook on the broader implications for understanding emotional adaption and development.
DIPF-Abteilung:
Bildung und Entwicklung
Social and dimensional comparisons in math and verbal test anxiety. Within- and cross-domain […]
Arens, A. Katrin; Becker, Michael; Möller, Jens
Zeitschriftenbeitrag
| In: Contemporary Educational Psychology | 2017
38115 Endnote
Autor*innen:
Arens, A. Katrin; Becker, Michael; Möller, Jens
Titel:
Social and dimensional comparisons in math and verbal test anxiety. Within- and cross-domain relations with achievement and the mediating role of academic self-concept
In:
Contemporary Educational Psychology, 51 (2017) , S. 240-252
DOI:
10.1016/j.cedpsych.2017.08.005
URN:
urn:nbn:de:0111-pedocs-217546
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-217546
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Angst; Einflussfaktor; Emotionaler Zustand; Empirische Untersuchung; Leistungstest; Lernerfolg; Mathematikunterricht; Mündliche Leistung; Schülerleistung; Schuljahr 07; Selbsteinschätzung; Selbstkonzept; Strukturgleichungsmodell; Vergleich
Abstract:
The present study builds on two strands of research: (1) the recently established generalized internal/external frame of reference (GI/E) model assuming social (comparing one's achievement in one domain with the achievement of one's peers in the same domain) and dimensional (comparing one's achievement in one domain with one's achievement in another domain) comparison processes in the formation of motivational constructs and self-perceptions, and (2) research on domain-specific facets of test anxiety. Using a sample of 5135 German seventh grade students, it is tested whether and how both comparison processes are involved in the formation of domain-specific facets of test anxiety when considering both the emotionality and worry components of test anxiety, and whether the relation between achievement and test anxiety is mediated through academic self-concept. When applying the GI/E model to test anxiety, the results showed negative relations between achievement and test anxiety within math and verbal (German) domains, but partially positive relations across domains. This pattern of relations emerged for both the worry and emotionality components while stronger achievement relations were found for worry. These findings indicate that dimensional achievement comparison processes operate in the formation of domain-specific test anxiety. Domain-specific academic self-concepts were found to mediate the relations between achievement and test anxiety within and across domains, the mediation being stronger for worry than for emotionality as an outcome. Boys and girls did not differ regarding direct and indirect relations among constructs. Implications for research on dimensional comparison processes and test anxiety are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung; Struktur und Steuerung des Bildungswesens
Parental involvement and student achievement in two language domains. Indirect relations and […]
Arens, A. Katrin; Jude, Nina
Zeitschriftenbeitrag
| In: Learning and Individual Differences | 2017
36749 Endnote
Autor*innen:
Arens, A. Katrin; Jude, Nina
Titel:
Parental involvement and student achievement in two language domains. Indirect relations and generalizability across migration status
In:
Learning and Individual Differences, 53 (2017) , S. 145-155
DOI:
10.1016/j.lindif.2016.12.001
URN:
urn:nbn:de:0111-pedocs-180667
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-180667
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Befragung; Deutschland; Deutschunterricht; Eltern; Empirische Untersuchung; Englischunterricht; Erste Generation; Geschlechtsspezifischer Unterschied; Kind; Kind-Eltern-Beziehung; Migrationshintergrund; Schulerfolg; Schulform; Schulnoten; Sekundarbereich; Selbstkonzept; Strukturgleichungsmodell; Verhalten; Wirkung; Zweite Generation
Abstract (english):
This study assesses students' reports of two facets of parental involvement (i.e., family activity and parents' subjective importance) in a sample of ninth-grade German secondary school students, related to German language (Sample 1:N = 4476) and English language (Sample 2: N = 4440). The aim was to test the direct and indirect relations between the two facets of parental involvement and student achievement and the generalizability of mean levels and patterns of relations across students' migration status. The results did not demonstrate any significant direct relations between both facets of parental involvement and student achievement. However, for both language domains, family activity was found to be indirectly related to student achievement with students' domain-specific academic self-concept serving as a mediator variable. The student sample was divided into four groups of students with different migration status (students and parents born in Germany; only one parent born in Germany; only the student born in Germany; student and parents born abroad). For both language domains, the pattern of relations between the two facets of parental involvement and student achievement was invariant across these groups of students. When considering mean level differences, the students reported similar levels of parents' subjective importance across all the four groups with respect to both German and English languages. Regarding family activity in the domain of German language, students whose parents had both been born abroad reported lower mean levels. Mean differences in the level of family activity in the domain of English language were found to be less clear-cut. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung; Bildungsqualität und Evaluation
Improved representation of the self-perception profile for children through bifactor exploratory […]
Arens, A. Katrin; Morin, Alexandre J. S.
Zeitschriftenbeitrag
| In: American Educational Research Journal | 2017
36968 Endnote
Autor*innen:
Arens, A. Katrin; Morin, Alexandre J. S.
Titel:
Improved representation of the self-perception profile for children through bifactor exploratory structural equation modeling
In:
American Educational Research Journal, 54 (2017) 1, S. 59-87
DOI:
10.3102/0002831216666490
URN:
urn:nbn:de:0111-dipfdocs-158748
URL:
http://www.dipfdocs.de/volltexte/2019/15874/pdf/Improved_representation_Arens_2017_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Geschlecht; Kind; Messverfahren; Modell; Niedersachsen; Psychometrie; Schüler; Schuljahr; Selbstbild; Selbstkonzept; Struktur; Strukturgleichungsmodell; Test
Abstract:
This study illustrates an integrative psychometric framework to investigate two sources of construct-relevant multidimensionality in answers to the Self-Perception Profile for Children (SPPC). Using a sample of 2,353 German students attending Grades 3 to 6, we contrasted: (a) first-order versus hierarchical and bifactor models to investigate construct-relevant multidimensionality related to the hierarchical nature of multidimensional self-conceptions and (b) confirmatory factor analyses (CFA) and exploratory structural equation models (ESEM) to investigate construct-relevant multidimensionality related to the assessment of conceptually related constructs. The bifactor-ESEM solution provided the best fit, suggesting the presence of both sources of construct-relevant psychometric multidimensionality. The results supported measurement invariance of the SPPC across gender and grade level and showed latent mean differences mostly supporting results from previous research. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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