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Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of HeilberufeSCIENCE is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of contemporary education is to shape a competent individual capable of solving life problems based on existing knowledge, skills, and abilities, ready to navigate the information space, receive, use, and create information. Achieving this goal requires dedication from education professionals, primarily pedagogues, psychologists, and teachers who must possess integral quality in their profession, which is competency. The main objective of the research is to examine the opinions of pedagogy students about the potentials of a set of workshops collectively named Creative Pedagogical Practices (CPP) for the development of competencies of school pedagogues. The workshops were implemented in secondary schools as part of courses in the field of school pedagogy. The study employed a descriptive research method, using written structured interviews as the research instrument. Research data indicate that students’ expectations regarding the creation and implementation of CPP workshops are met, as they have recognized the potential for developing professional competencies in the domain of didactic-methodological knowledge, social skills, creativity and general competencies for working in school. Regarding the development of personal competencies, respondents mentioned that the implementation of workshops contributed to developing their responsibility, self-confidence, and creativity, which they consider important qualities for future work in schools. The obtained research results can be relevant when creating study programs for educating educators, especially in light of a greater emphasis on practical activities during studies.

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psychosozial is the property of Psychosozial-Verlag GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Bullying is a form of violence that is carried out repeatedly, with the intention of causing harm and with an imbalance of power between those involved. Bullying has serious negative effects on the mental health of adolescents and thus represents a significant health risk in childhood and adolescence. Methods: Based on data from the Health Behaviour in School-aged Children (HBSC) study from the survey year 2022 in Germany (N = 6,475), the prevalence of school bullying and cyberbullying among 11-, 13- and 15-year-olds in Germany was analysed. In addition, the prevalence of school bullying and cyberbullying was analysed as a trend from 2009/10 to 2022 (bullying) and from 2017/18 to 2022 (cyberbullying). Results: Around 14 % of the learners surveyed reported direct experience of bullying at school, and around 7 % reported cyberbullying experiences as bullied and/or bullying victims. Adolescents who identified as gender diverse were particularly likely to report bullying experiences. School bullying decreased over time, but remained stable between 2017/18 and 2022. Cyberbullying, on the other hand, increased in 2022 compared to 2017/18. Conclusions: Experiencing bullying at school and online is an everyday experience for many children and young people, so there is still a need for the broad implementation of effective anti-bullying measures in schools.

Copyright of Prävention und Gesundheitsförderung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Prävention und Gesundheitsförderung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Confronted with global crises, such as the climate crisis, many young individuals experience emotions like concern, fear, anger, and helplessness, which may lead to dystopian visions of the future. It is argued that in addressing the climate crisis within the context of Education for Sustainable Development (ESD) in schools, emotions should be considered. To this end, the management of emotions in schools is first outlined, followed by an elucidation of the importance of emotion-sensitive ESD. In context of emotional management, the consideration of negative emotions and development of hope and utopias on an individual level are discussed. Within this framework, this paper highlights the significance of participation in terms of societal agency and dealing with uncertain and complex futures. [ABSTRACT FROM AUTHOR]

There is a consensus in educational, media and cultural studies research that digital media influence school and classroom cultures. However, it is often unclear how this can be empirically established. This article addresses the question of how digital artefacts function as ‚players‘ in the classroom. An ethnographic research project reconstructs teachers‘ media practices. The analyses reveal digital artefacts as persistent and resistant actors. This resistance becomes empirically visible less in the socio-medial or material practice of public teaching, but rather upstream in practices of lesson preparation. From this perspective, the agency of digital media in school practices is reflected upon. [ABSTRACT FROM AUTHOR]

The article deals with the learning experiences that we can take away from the corona period with its restrictions. In particular, this time is examined from the perspective of relationship and basic needs in relation to youth welfare and school. What do the contrasting experiences of closeness (youth welfare) and alienation (school) mean and what can we take away or develop positively from them? [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Diversitätsforschung und -Management is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As family functioning is an important aspect in the development of a child, and later an adolescent, if it is not adequate, the conditions for the emergence of various adolescent problems are created. Conduct disorder is one of the first adolescent problems that we can encounter in their development. That is why the subject of research is the family functioning of students of higher grades of elementary school (grades VII and VIII), who were reprimanded by the head of the department or the department council: for "increased parental supervision", due to disruption of classes, a large number of absences from classes or participation in peer violence. The goal of the research is to define family functioning as a key cause of the manifestation of problematic behavior in adolescents, from which the pedagogical implications of the work arise, and the use of the obtained results for the subsequent structuring of counseling work with parents from preventive programs. Questionnaires were used in the work: on demographic data and FACES IV. The general demographic data questionnaire compiled for research purposes contained the following set of questions about age, place of birth, education, employment, marital status, living conditions, material condition, and data on the presence of psychopathology in the immediate and extended family. FACES IV - Family Adaptability and Cohesion Evaluation Scale is based on three concepts that, in the opinion of the author of the model, are necessary for understanding a functional family: cohesiveness, flexibility, and communication. In the last revision of the model, a satisfaction scale was added. Eight scales were developed, six of which measure family cohesiveness and flexibility, and the remaining two assess family communication and family satisfaction. The research group consisted of 30 parental pairs of adolescent children who received the measure, which is pronounced by the Teachers' Council, of "increased parental supervision" evenly distributed by place of residence. The general hypothesis that problematic family functioning is the generator of the cause of problematic behavior of adolescent children in the school environment, which is why they received the measure of "increased parental supervision", has been fully confirmed.

Equipping the next generation with skills in science, technology, engineering, art, and mathematics (STEAM), including computational thinking and graphic design, is crucial. Yet it can be difficult for young people to sustain interest in technology – particularly for girls due to persistent differences in their socialization. Project-based learning combining hands-on experience with fashion and design offers a promising means of sparking and sustaining interest in technology. Mobile embroidery programming is one such project, but there are still challenges to be overcome in transferring embroidery files to programmable embroidery machines as part of school courses or coding weeks. This report presents a device we developed that facilitates wireless file transfer. The embroidery file, encoded in a common format like DST, can be wirelessly transferred to the embroidery machine. We optimized the process of the embroidery workflow in a series of 14 workshops. Furthermore, we tested additional hardware for embroidery file transfer based on Raspberry Pi on a group of 18 participants. Our findings suggest that wireless file transfer may be useful with other maker devices such as 3D printers. The results will benefit schools, maker spaces, code clubs, and individual users seeking to engage in STEAM activities.

Copyright of Sozial Extra is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Technikgeschichte is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sozial Extra is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Today, school education in Ukraine is under major transformations designed to bring it to a qualitatively new level in order to ensure the sustainable development of Ukrainian society. Soviet state, Ukraine was a part of which for a long time, put school education under its full control, making it a kind of «factory» for the production of a «Soviet person». Among all the subjects taught in Soviet schools, the study of history, especially the history of the Motherland, was of the utmost importance for the formation of a communist worldview and loyalty to the state, its leader and party. The research is devoted to the interesting and understudied problem of studying history in schools of Volyn region in 1944 – 1953. The aim of the study is to characterize the issue of studying history in schools of Volyn region in the post-war period. The article emphasizes the peculiarities of the period under study for Volyn region, which are related to both: the reconstruction processes after the Second World War and the second wave of «Sovietisation» process. The full state control over all spheres of social and political life in the region also affected the situation of education. The author points out the difficulties that arose in teaching history during the period under study. First of all, it is the lack of curricula, textbooks, visual aids (historical maps, tables, and diagrams), the lack of the necessary number of qualified teachers, etc. History remained one of the most important subjects in Ukrainian schools during the first post-war decade. The example of Volyn region shows the difficulties that the authorities had to overcome in order to establish the educational process and the teaching of history in particular. The value of the subject was determined by the heavy ideological load. It were teachers of history who were supposed to demonstrate to students the advantages of a socialist state over capitalist states, spread the works of Marxism-Leninism, and form a communist worldview among young people. Teachers in the totalitarian Soviet state were forced to follow the party narrative, while being unable to convey the historical truth to students.

Der Beitrag nimmt eine bislang kaum berücksichtigte Dimension der – imAnschluss an John Hattie – immer wieder diskutierten Lehrer*innen-Schüler*innen-Interaktion in den Blick. Auf der Basis von insgesamt 24 ausführlichenOral-History-Interviews fokussiert er auf die longue durée der Erinnerungen an(Religions-)Lehrpersonen. Er analysiert, wie sich Zeitzeug*innen, die in der ZwischenkriegszeitWiener Schulen besucht haben, in der Gegenwart an ihre damaligenLehrer*innen erinnern. Die Analysen zeigen zum einen, dass Lehrpersonen,die grundsätzlich positiv erinnert werden, auch Jahrzehnte nach dem Schulbesuchdurchaus als Persönlichkeiten präsent sein können. Als negativ charakterisierteLehrer*innen werden in the long run dagegen nur sehr selten erinnert. Vergleichbaresgilt für die konkreten Unterrichtsinhalte. Auch in den Erinnerungenan ein klar umrissenes Fach wie den Religionsunterricht verweisen die Zeitzeug*innen in den Interviews kaum auf konkrete fachliche Inhalte.

Research in the educational and didactic fields of recent times increasingly highlights that the use of new technologies in educational systems favors the improvement of learning. In fact, the network can be used to plan and carry out educational activities and itineraries. Furthermore, the use of telematics in education systems shows great potential in relation to access to knowledge and the quality of the knowledge that is transmitted. For this reason, the use of new technologies is a qualifying element because it allows access to a previously unthinkable quantity and variety of information resources; Internet is a multimedia archive capable of allowing the individual to undertake knowledge paths that can be modeled on personal times and cognitive styles. The most recent technical evolution, then, shows us how new technologies can become useful tools for activating experiences that put the subject in contact with the world and stimulate the ability to express oneself and discover in an original and creative way. In this direction, the applications of the so-called Metaverse, which use technology to broaden the cognitive perception of the individual, integrates and expands the concept of e-learning, promoting collaboration and physical involvement of students, linking the acquisition of knowledge to action and interaction with the context.

Although there is no generally accepted definition of school climate and a single position on its dimensions, most authors agree that school climate is a multidimensional and complex construct, which refers to the quality and character of school life. Although the available empirical literature abounds with evidence of the effects of school climate on academic and psychosocial outcomes of education, this relationship continues to occupy the attention of researchers. This paper provides an overview of recent research on this issue with the aim of determining the connection between the key dimensions of the school climate (academic, social and physical) and parental involvement in children’s education. Review and analysis of electronically available literature was performed according to appropriate criteria. After the literature review, the ten most influential research studies were selected for analysis. The most important results of the studies included in the analysis are: between school climate and parental involvement there is a positive connection of moderate to strong intensity; all three dimensions of school climate are significantly related to parental involvement; ethnicity and school size influence the strength of the relationship between school climate and parental involvement. Based on the presented empirical findings, it can be concluded that the school climate is important for improving the cooperation between the family and the school. Accordingly, recommendations for future research and practice are given.

After the destruction of the Jerusalem Temple and the end of the sacrificial service in 70 CE rabbis made Torah study and observance the basis of Jewish identity. Since no organised Jewish school system existed in Roman Palestine, only a very small proportion of the mostly male Jewish population would have been able to read, and few people had access to Torah scrolls. Rabbinic Torah experts set themselves up as intermediaries and advisers who helped ordinary people solve their daily life problems. In late antiquity, when urban rabbis served as role models and synagogues required Torah readers, Torah-reading skills may have slightly increased. At that time, rabbis’ Scripture-based public sermons and the depiction of biblical scenes on synagogue mosaic floors familiarised ordinary Jews, including women, with biblical rules and narratives. Rabbinic study and discussion would have largely depended on memorization of the biblical text rather than access to written scrolls. This phenomenon led to a creative use of the Bible, which enabled innovation, change, and adaptation to new circumstances.

Chatbots and artificial intelligence (AI) do not stop at schools. Integrating them beneficially into pedagogical settings is still an unfamiliar situation for schools and teachers. This article relates the fundamental pedagogical aspects of schools to digitalization and shows how the challenge of AI can be reconciled with the pedagogical approach to educational processes.

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Technology in Theory & Practice / Zeitschrift für Technikfolgenabschätzung in Theorie und Praxis (TATuP) is the property of Oekom Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Prävention und Gesundheitsförderung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Qualitative Forschung (ZQF) is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für erziehungswissenschaftliche Migrationsforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper discusses the development of cooperation between the Orthodox Church and educational establishments in Belarus. The first Agreement on Cooperation between the Ministry of Education and the Belarusian Orthodox Church (BOC) was signed in 1994, several years before the adoption of a new Law on the Freedom of Conscience and the signing of the Agreement on Cooperation between the Church and the State. Although many objectives, stated in the first Agreement, were not met on time, there was a continuing and mutually beneficial cooperation between the Ministry and the BOC since then, with a series of Programmes of Cooperation, signed every 2-4 years. The Orthodox Church is the only religious denomination in Belarus which concludes Programmes of Cooperation with the Ministry of Education; however, one cannot claim that the general legislative framework is particularly favourable for this Church. Indeed, there are some restrictions, limiting the presence of the BOC and its representatives in educational establishments.

Citizenship education is currently a global priority, although it cannot be said to be a new topic. In October 1997 the Council of Europe implemented the Education for Democratic Citizenship project with the aim of giving shape to European citizenship. The aim of this study is to identify the civic competences promoted by supranational organizations and their realization in the Italian context. We will analyze the development of these skills in compulsory education in relation to the Italian situation, starting from the analysis of the latest Eurydice and PISA reports. This analysis will be the basis for deepening the role of music in the advancement of citizenship skills and the use of the musical discipline as a formula for the development of personal and social civic practices from the educational field in the current compulsory school in Italy.

The relationship between teachers and students in educational institutions is regulated by various laws and regulations that contribute to a more efficient implementation of educational processes for the active participation of students. The development and affirmation of children's rights also contribute to creating a creative and challenging environment in schools. Thus, a motivating environment is created, in which students are encouraged for further development and learning. This research aimed to establish to what extent the attitudes of teachers regarding the children's rights of students in secondary schools in Bosnia and Herzegovina and Croatia have been developed and to examine whether there are different perceptions of children's rights in the countries covered by the research. The sample included 112 teachers from Bosnia and Herzegovina and Croatia, of which 72 were from Bosnia and Herzegovina and 40 from Croatia. The instrument that was used in the research is a modified questionnaire from the published research, "Attitudes of teachers and students of the music school on respecting the participatory rights of students in the teaching of playing a musical instrument", author Assoc. Ph.D. prof. advisor, Davor Brđanović. Data analysis was performed using the SPSS (Statistical Package for the Social Sciences) computer program. Descriptive and inferential statistical procedures were used in the processing of the obtained results: descriptive indicators of central tendency and dispersion, as well as procedures for determining the connection between variables (depending on the shape of the determining distributions, Pearson's or Spearman's correlation coefficient) and differences between groups (depending on the shape of the determining distributions, t-test, and F-test or Mann-Whitney U-test). The results indicate a dominant homogeneity in the domain of responses of teaching staff from Bosnia and Herzegovina and Croatia regarding the respect of children's rights in class, which may be conditioned by the similar development starting points of the educational systems in the two mentioned countries. Analyzing the results of knowledge of special children's rights and knowledge of documents that protect children's rights, serious deficits were observed that indicate insufficient education of the sample - teaching staff in the schools and countries included in this research.

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziale Passagen is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)