@article{Stockhorst2022,
  author    = {Stockhorst, Stefanie},
  title     = {Goethe and the Aesthetics of Equestrian Art},
  series = {Publications of the English Goethe Society},
  volume    = {91},
  journal   = {Publications of the English Goethe Society},
  number    = {1},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0959-3683},
  doi       = {10.1080/09593683.2022.2027735},
  pages     = {58 -- 74},
  year      = {2022},
  abstract  = {Goethe had lifelong unhappy memories of his early riding lessons at the Frankfurt Marstall. Yet not only did he become a passionate rider later, but he also held riding in unusually high esteem as a veritable form of 'art'. In his literary works, riding serves as a complex symbol of, among other things, a prudent, measured style of government, an analogy that was also drawn in early modern equestrian theory. Above all, however, according to his understanding of art, riding can be located not only in the early modern system of the artes, but also in the contemporary aesthetics of autonomy.},
  language  = {en}
}
@article{HeckeFuhrWolfs2021,
  author    = {Hecke, Steven van and Fuhr, Harald and Wolfs, Wouter},
  title     = {The politics of crisis management by regional and international organizations in fighting against a global pandemic},
  series = {International review of administrative sciences : an international journal of comparative public administration},
  volume    = {87},
  journal   = {International review of administrative sciences : an international journal of comparative public administration},
  number    = {3},
  publisher = {Sage},
  address   = {Los Angeles, Calif. [u.a.]},
  issn      = {0020-8523},
  doi       = {10.1177/0020852320984516},
  pages     = {672 -- 690},
  year      = {2021},
  abstract  = {Despite new challenges like climate change and digitalization, global and regional organizations recently went through turbulent times due to a lack of support from several of their member states. Next to this crisis of multilateralism, the COVID-19 pandemic now seems to question the added value of international organizations for addressing global governance issues more specifically. This article analyses this double challenge that several organizations are facing and compares their ways of managing the crisis by looking at their institutional and political context, their governance structure, and their behaviour during the pandemic until June 2020. More specifically, it will explain the different and fragmented responses of the World Health Organization, the European Union and the International Monetary Fund/World Bank. With the aim of understanding the old and new problems that these international organizations are trying to solve, this article argues that the level of autonomy vis-a-vis the member states is crucial for understanding the politics of crisis management. <br /> Points for practitioners <br /> As intergovernmental bodies, international organizations require authorization by their member states. Since they also need funding for their operations, different degrees of autonomy also matter for reacting to emerging challenges, such as the COVID-19 pandemic. The potential for international organizations is limited, though through proactive and bold initiatives, they can seize the opportunity of the crisis and partly overcome institutional and political constraints.},
  language  = {en}
}
@article{LazaridesRaufelder2017,
  author    = {Lazarides, Rebecca and Raufelder, Diana},
  title     = {Longitudinal Effects of Student-Perceived Classroom Support on Motivation},
  series = {Frontiers in psychology},
  volume    = {8},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2017.00417},
  year      = {2017},
  abstract  = {This two-wave longitudinal study examined how developmental changes in students' mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students' intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students' motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54\% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students' academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students' perceptions of competence in class when aiming to enhance students' academic effort in secondary school classrooms.},
  language  = {en}
}