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Articles in peer-reviewed journals

Arënliu, A., Strohmeier, D., Konjufca, J., Yanagida, T., & Burger, C. (2019, in press). Empowering the peer group to prevent school bullying in Kosovo: Effectiveness of a short and ultra-short version of the ViSC Social Competence Program. International Journal of Bullying Prevention 2, 65–78. https://doi.org/10.1007/s42380-019-00052-4 pdf (external)

Gruszka, P., Burger, C., & Jensen, M. P. (2019). Optimizing expectations via mobile apps: A new approach for examining and enhancing placebo effects. Frontiers in Psychiatry, 10, Article 365. https://doi.org/10.3389/fpsyt.2019.00365 pdf (external)

Buchner, F. H. H., Burger, C., & Ehlers, J. (2018). Does it matter who writes down the feedback? A comparison of teacher- vs. student-completed clinical encounter cards during clinical rotations in veterinary studies [Ist es von Bedeutung, wer Feedback niederschreibt? Die Wirkung des Ausfüllens einer Feedbackkarte durch Lehrende vs. Studierende während der klinischen Rotationen im veterinärmedizinischen Studium]. GMS Journal for Medical Education, 35, Article Doc23. https://doi.org/10.3205/zma001170 pdf (external)
(published both in English and in German)

Bergsmann, E., Klug, J., Burger, C., Först, N., & Spiel, C. (2018). The competence screening questionnaire for higher education: Adaptable to the needs of a study programme. Assessment and Evaluation in Higher Education, 43, 537–554. https://doi.org/10.1080/02602938.2017.1378617

Buchner, H. H. F., Nawrocik, D., & Burger, C. (2018). Student-initiated feedback using clinical encounter cards during clinical rotations in veterinary medicine: A feasibility study. Journal of Veterinary Medical Education, 45, 76–84. https://doi.org/10.3138/jvme.0316-073R

Burger, C., Strohmeier, D., Spröber, N., Bauman, S., & Rigby, K. (2015). How teachers respond to school bullying: An examination of teachers’ intervention strategy use, moderator effects, and concurrent use of multiple strategies. Teaching and Teacher Education, 51, 191–202. https://doi.org/10.1016/j.tate.2015.07.004 pdf (external)

Stieger, S., Burger, C., Schiller, F. R., Schulze, E. K., & Voracek, M. (2014). Measuring implicit gender-role orientation: The gender initial preference task. Journal of Personality Assessment, 96, 166–175. https://doi.org/10.1080/00223891.2013.825622 pdf (external)

Pawlikowski, M., Nader, I. W., Burger, C., Biermann, I., Stieger, S., & Brand, M. (2014). Pathological Internet use: It is a multidimensional and not a unidimensional construct. Addiction Research and Theory, 96, 358–367. https://doi.org/10.3109/16066359.2013.793313

Stieger, S., Burger, C., Bohn, M., & Voracek, M. (2013). Who commits virtual identity suicide? Differences in privacy concerns, Internet addiction, and personality between Facebook users and quitters. Cyberpsychology, Behavior, and Social Networking, 16, 629–634. https://doi.org/10.1089/cyber.2012.0323 pdf (external)

Stieger, S., & Burger, C. (2013). More complex than previously thought: New insights into the optimal administration of the Initial Preference Task. Self and Identity, 12, 201–216. https://doi.org/10.1080/15298868.2012.655897 pdf (external)

Stieger, S., Formann, A. K., & Burger, C. (2011). Humor styles and their relationship to explicit and implicit self-esteem. Personality and Individual Differences, 50, 747–750. https://doi.org/10.1016/j.paid.2010.11.025 pdf (external)

Burger, C., Riemer, V., Grafeneder, J., Woisetschläger, B., Vidovic, D., & Hergovich, A. (2010). Reaching the mobile respondent: Determinants of high-level mobile phone use among a high-coverage group. Social Science Computer Review, 28, 336–349. https://doi.org/10.1177/0894439309353099 pdf (external)

Hergovich, A., Schott, R., & Burger, C. (2010). Biased evaluation of abstracts depending on topic and conclusion: Further evidence of a confirmation bias within scientific psychology. Current Psychology, 29, 188–209. https://doi.org/10.1007/s12144-010-9087-5 pdf (external)

Stieger, S., & Burger, C. (2010). Body height and occupational success for actors and actresses. Psychological Reports, 107, 25–38. https://doi.org/10.2466/01.07.PR0.107.4.25-38 pdf (external)

Stieger, S., & Burger, C. (2010). Implicit and explicit self-esteem in the context of Internet addiction. CyberPsychology, Behavior, and Social Networking, 13, 681–688. https://doi.org/10.1089/cyber.2009.0426 pdf (external)

Stieger, S., & Burger, C. (2010). Let's go formative: Continuous student ratings with Web 2.0 application Twitter. CyberPsychology, Behavior, and Social Networking, 13, 163–167. https://doi.org/10.1089/cyber.2009.0128 pdf (external)

Stieger, S., Göritz, A. S., & Burger, C. (2010). Personalizing the IAT and the SC-IAT: Impact of idiographic stimulus selection in the measurement of implicit anxiety. Personality and Individual Differences, 48, 940–944. https://doi.org/10.1016/j.paid.2010.02.027 pdf (external)

Stieger, S., Burger, C., & Schild, A. (2008). Lifetime prevalence and impact of stalking: Epidemiological data from Eastern Austria. European Journal of Psychiatry, 22, 235–241. https://doi.org/10.4321/S0213-61632008000400006 pdf (external)

Abstracts in peer-reviewed journals

Burger, C.
, & Stieger, S. (2010). Psychometric properties and factor structure of the German version of the internet addiction test. Review of Psychology, 17, 185.

Burger, C., Schild, A., & Stieger, S. (2008). Lifetime prevalence and impact of stalking: Epidemiological data from Eastern Austria. International Journal of Psychology, 43, 87.


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