@article{SchmidPetriElschner2024, author = {Schmid-Petri, Hannah and Elschner, Sophie G.}, title = {Transitionalists, traditionalists or pioneers? How German municipal energy companies are responding to the national energy transition}, series = {Energy Research \& Social Science (Online ISSN: 2214-6326)}, volume = {2024}, journal = {Energy Research \& Social Science (Online ISSN: 2214-6326)}, number = {109}, publisher = {Elsevier}, address = {Amsterdam}, doi = {10.1016/j.erss.2024.103431}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:739-opus4-18714}, pages = {15 Seiten}, year = {2024}, abstract = {The Renewable Energy Sources Act (EEG) in Germany aims to transition the country to a sustainable energy system. This has led to a decentralization of the energy market and a shift toward community-focused energy supply systems. Municipal energy companies (MECs), deeply rooted in their communities, are crucial in facilitating this transition and promoting innovative technologies. Websites serve as important communication tools, facilitating interaction between companies and consumers. In our study, we conducted a quantitative content analysis to examine how MECs communicate issues related to the energy transition on their web pages (N = 300). In general, our results show that the energy transition was rarely mentioned on landing pages, and while companies are improving their sustainable electricity products, renewable gas and heating tariffs have received little attention. Additionally, we identified three communication types of MECs: The transitionalists (45 \%), the traditionalists (35 \%), and the pioneers (20 \%), with the latter being the most innovative that emphasizes issues related to the energy transition. Overall, it can be said that the MECs have not yet fully exploited their potential to position themselves as pioneers of the energy transition in their website communications.}, language = {en} } @article{VorderobermeierAbelSailer2024, author = {Vorderobermeier, Andrea and Abel, Johannes and Sailer, Maximilian}, title = {Theoretical foundations and approaches in research on educational escape rooms : a systematic review}, series = {Educational Research Review (Online ISSN: 1878-0385)}, volume = {2024}, journal = {Educational Research Review (Online ISSN: 1878-0385)}, number = {44}, publisher = {Elsevier}, address = {Amsterdam}, doi = {10.1016/j.edurev.2024.100625}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:739-opus4-18863}, pages = {16 Seiten}, year = {2024}, abstract = {Educational Escape Rooms (EER) as a new teaching tool gained significant attention in the research discourse - especially the last two years. So far, research focused on the practicality, feasibility or description of the development. To provide a more comprehensive understanding to mechanisms within this instructional approach, it is valuable to examine it through the lens of established and well-researched theories and approaches of teaching and learning. Therefore, we identified which theoretical foundations were used in research on Escape Rooms as learning tools and took a look at the extent to which and where they are represented. For this purpose, a systematic review was conducted, which resulted in the identification of 24 articles containing a total of nine theoretical foundations. It is presented how these approaches are applied in EERs and how they are interrelated. Furthermore, we developed six patterns that illustrate the integration of the found theories into the articles. The integration of these theoretical approaches ranges from general statements on theoretical grounding in EERs without connection to didactic considerations to theoretical grounding with empirical validation. Result of the systematic review is that the theoretical foundation in current research on EERs is weak. Therefore, it is argued that future research should focus more on the interweaving of theory, didactic instructions, and practice to gain a better understanding of mechanisms behind successful learning environments with EERs.}, language = {en} } @article{KehleUrhahne2024, author = {Kehle, Laura and Urhahne, Detlef}, title = {Testing the CONIC model: The interplay of conscientiousness and interest in predicting academic effort}, series = {Learning and Instruction}, volume = {2025}, journal = {Learning and Instruction}, number = {95}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1873-3263}, doi = {10.1016/j.learninstruc.2024.102050}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:739-opus4-19214}, pages = {13 Seiten}, year = {2024}, abstract = {Background This report comprises two studies that more closely examined the Conscientiousness × Interest Compensation (CONIC) model by Trautwein, Nagengast, Roberts, and L{\"u}dtke (2019) under laboratory conditions. The model specifies individual and compensatory effects of conscientiousness and individual interest on academic effort. Aims This research piece examines the assumed relationships between the three core variables of the CONIC model. Samples The first study was conducted with 152 university students and the second study included 120 university students randomly distributed across two experimental conditions and one control condition. Methods In an initial modeling study, we investigated the model assumptions in two different learning contexts and tested them using structural equation modeling (SEM). In a subsequent experimental study, we manipulated the predictor variables of academic effort to either promote conscientious or interest-based learning. The group differences were examined using multigroup SEM. Results In the modeling study, interest was always and conscientiousness at least partially a positive and significant predictor of academic effort. A compensatory effect of interest and conscientiousness could not be found. In the experimental study, promoting conscientious learning resulted in interest showing up as a stronger predictor of academic effort. However, promoting interest-based learning crystallized conscientiousness as the stronger predictor of academic effort. Moreover, the compensatory effect of the two personality traits was significantly stronger in the groups where conscientiousness or interest-based learning was promoted than in the control group. Conclusions Results provide support for the CONIC model and particularly highlight the compensatory effects of conscientiousness and interest at the model's heart.}, language = {en} }