@misc{EichhornRuscheWeith2021,
  author    = {Eichhorn, Sebastian and Rusche, Karsten and Weith, Thomas},
  title     = {Integrative governance processes towards sustainable spatial development},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Mathematisch-Naturwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Mathematisch-Naturwissenschaftliche Reihe},
  number    = {12},
  issn      = {1866-8372},
  doi       = {10.25932/publishup-59496},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-594964},
  pages     = {26},
  year      = {2021},
  abstract  = {Due to the high concentration of people and infrastructures in European cities, the possible impacts of climate change are particularly high (cities' social, economic and technical vulnerabilities). Adaptation measures to reduce the sensitivity of a city to climate risks are therefore of particular importance. Nevertheless, it is also common to develop compact and dense urban areas to reduce urban sprawl. Urban infill development and sustainable spatial climate policies are thus in apparent conflict with each other. This article examines how German cities deal with the tensions between these two policy fields. Using six case studies, a new heuristic analysis method is applied. This study identifies three key governance aspects that are essential for promoting the joint implementation: instruments, organisation and interaction. Based on our case studies, we conclude that successful implementation can only be achieved through integrative governance including all three domains.},
  language  = {en}
}
@article{EichhornRuscheWeith2021,
  author    = {Eichhorn, Sebastian and Rusche, Karsten and Weith, Thomas},
  title     = {Integrative governance processes towards sustainable spatial development},
  series = {Journal of environmental planning and management},
  volume    = {64},
  journal   = {Journal of environmental planning and management},
  number    = {12},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0964-0568},
  doi       = {10.1080/09640568.2020.1866509},
  pages     = {2233 -- 2256},
  year      = {2021},
  abstract  = {Due to the high concentration of people and infrastructures in European cities, the possible impacts of climate change are particularly high (cities' social, economic and technical vulnerabilities). Adaptation measures to reduce the sensitivity of a city to climate risks are therefore of particular importance. Nevertheless, it is also common to develop compact and dense urban areas to reduce urban sprawl. Urban infill development and sustainable spatial climate policies are thus in apparent conflict with each other. This article examines how German cities deal with the tensions between these two policy fields. Using six case studies, a new heuristic analysis method is applied. This study identifies three key governance aspects that are essential for promoting the joint implementation: instruments, organisation and interaction. Based on our case studies, we conclude that successful implementation can only be achieved through integrative governance including all three domains.},
  language  = {en}
}
@article{HudsonHagedoornBubeck2020,
  author    = {Hudson, Paul and Hagedoorn, Liselotte and Bubeck, Philip},
  title     = {Potential linkages between social capital, flood risk perceptions, and self-efficacy},
  series = {International journal of disaster risk science},
  volume    = {11},
  journal   = {International journal of disaster risk science},
  number    = {3},
  publisher = {Springer},
  address   = {Berlin},
  issn      = {2095-0055},
  doi       = {10.1007/s13753-020-00259-w},
  pages     = {251 -- 262},
  year      = {2020},
  abstract  = {A growing focus is being placed on both individuals and communities to adapt to flooding as part of the Sendai Framework for Disaster Risk Reduction 2015-2030. Adaptation to flooding requires sufficient social capital (linkages between members of society), risk perceptions (understanding of risk), and self-efficacy (self-perceived ability to limit disaster impacts) to be effective. However, there is limited understanding of how social capital, risk perceptions, and self-efficacy interact. We seek to explore how social capital interacts with variables known to increase the likelihood of successful adaptation. To study these linkages we analyze survey data of 1010 respondents across two communities in Thua Tien-Hue Province in central Vietnam, using ordered probit models. We find positive correlations between social capital, risk perceptions, and self-efficacy overall. This is a partly contrary finding to what was found in previous studies linking these concepts in Europe, which may be a result from the difference in risk context. The absence of an overall negative exchange between these factors has positive implications for proactive flood risk adaptation.},
  language  = {en}
}
@misc{HoferichterLaetschLazaridesetal.2018,
  author    = {Hoferichter, Frances and Laetsch, Alexander and Lazarides, Rebecca and Raufelder, Diana},
  title     = {The big-fish-little-pond effect on the four facets of academic self-concept},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {554},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-42650},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-426501},
  pages     = {11},
  year      = {2018},
  abstract  = {The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students' domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student's social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student's social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes.},
  language  = {en}
}
@article{HoferichterLaetschLazaridesetal.2018,
  author    = {Hoferichter, Frances and Laetsch, Alexander and Lazarides, Rebecca and Raufelder, Diana},
  title     = {The big-fish-little-pond effect on the four facets of academic self-concept},
  series = {Frontiers in psychology},
  volume    = {9},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2018.01247},
  pages     = {11},
  year      = {2018},
  abstract  = {The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students' domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student's social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student's social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes.},
  language  = {en}
}