Work and Organisational Psychology

Journal articles

For reprints, please contact Sandra Florean.

Journal Articles 2018

Otte, K.-P., Konradt, U., & Oldeweme, M. (2018). Effective team reflection: The role of quality and quantity. Small Group Research, 49, 739-766. doi:10.1177/1046496418804898


In the present research, we distinguished between quantity and quality aspects of team reflection and examine how they relate to team performance improvement. We hypothesized that teams that reflect little, but deeply and thoroughly show greater performance improvements than teams that reflect a lot but on a superficial level. Additionally, we examined the extent to which team performance will improve if teams engage in both quality and quantity in reflection in different extents and whether implementation explained additional variance in team performance. We examined these issues in a sample of 46 three-person teams in a lab-based hidden profile setting, using a repeated measure design. The results from Bayesian structural equation modelling confirmed our hypotheses. Additionally, polynomial regression revealed that performance improved most when teams focused exclusively on the quality of team reflection and weakest when teams tried to engage in quality and quantity of reflection in the same extent.

Journal articles 2017

Otte, K.-P., Konradt, U., Garbers, Y., & Schippers, M. C. (in press). Development and validation of the REMINT: A reflection measure for individuals and teams.

European Journal of Work and Organizational Psychology. doi: 10.1080/1359432X.2016.1261826U


A growing number of studies have investigated the role of team reflexivity, the extent to which teams reflect on and adapt their functioning. However, the way team reflexivity has been conceptualized and operationalized reveals several weaknesses, in particular the conception as a unidimensional construct. To provide greater conceptual clarity, we therefore propose a team reflexivity framework that integrates four interacting but distinct reflexive processes. In four studies, we focus on reflection as a fundamental reflexive process, and develop and validate an extended multidimensional reflection measure that captures the relevant dimensions of quality and quantity of reflection and the key transition processes of information seeking and information evaluation. Moreover, in order to delineate two common composition methods, we develop and validate a direct consensus and a referent-shift consensus version of the reflection measure. Data collected from a total of 803 students and employees in four studies revealed excellent construct validity, as well as good nomological validity (Studies 1 and 2). Furthermore, we found evidence of the criterion-related validity at the team level (Study 3) and the individual level (Study 4). Together, the results demonstrate the effectiveness of our measure, revealing consistent relations with outcome measures and diverse behavioural indicators across different contexts.

Journal articles 2016

Konradt, U., & Eckardt, G. (in press). Short-term and long-term relations among reflection and performance in teams: Evidence from a four-wave longitudinal study.

European Journal of Work and Organizational Psychology.


Previous theory and research suggest that team reflection is beneficial for team performance. We argue that results remain inconclusive because prior studies have not accounted for the dynamic nature of this relationship. This paper addresses this research gap by examining time-specific relationships among variables and the intra-team variability of changes across time. In a four-wave longitudinal field study with 97 teams (N = 453 team members) performing a business simulation task, short-term (i.e., autoregressive, cross-lagged effects) and long-term (i.e., latent trajectories) relationships between team reflection and performance were explored. We found evidence that reflection had negative autoregressive effects and that there were direct positive short-term relationships between reflection and performance. Reflection trajectories were seen to decline across time and performance trajectories to increase across time. In addition, teams with either low initial reflection or low initial performance showed higher increases in reflection across time, whilst higher increase in reflection was negatively related to change in performance. Findings are discussed with respect to how they extend the previous literature and what directions they suggest for future research.

Schwibbe, A., Kothe, C., Hampe, W., & Konradt, U. (in press). Acquisition of dental skills in preclinical technique courses - Influence of spatial and manual abilities.

Advances in Health Sciences Education.


60 years of research have not added up to a concordant evaluation of the influence of spatial and manual ability on dental skill acquisition. In a longitudinal dataset we used Ackerman’s theory of ability determinants of skill acquisition to explain the influence of spatial visualization and manual dexterity on task performance of dental students in two consecutive preclinical technique courses. We measured spatial and manual ability of applicants to Hamburg Dental School by means of a multiple choice test on Technical Aptitude and a wire-bending test, respectively. Preclinical dental technique tasks were categorized as consistent-simple and inconsistent-complex based on their contents. For analysis we used robust regression to circumvent typical limitations in dental studies like small sample size and non-normal residual distributions. We found that manual, but not spatial ability exhibited a moderate influence on performance in consistent-simple tasks during dental skill acquisition in preclinical dentistry. Both abilities revealed a moderate relationship with performance in inconsistent-complex tasks. These findings support the hypotheses which we had postulated on the basis of Ackerman’s work. Therefore spatial as well as manual ability are required for the acquisition of dental skills in preclinical technique courses. Both abilities should be addressed in addition to grade point average and science knowledge in dental admission procedures and in trainings of dental first year students.

Konradt, U., Garbers, Y., Böge, M., Erdogan, B., & Bauer, T. N. (in press). Antecedences and consequences of fairness perceptions in personnel selection: A three-year longitudinal study.

Group & Organization Management


Drawing on Gilliland’s (1993) selection fairness framework, we examined antecedents and behavioral effects of procedural fairness perceptions of applicants before, during, and after a personnel selection procedure using a six-wave longitudinal research design. Results showed that both perceived post-test fairness and pre-feedback fairness perceptions are related to job offer acceptance and job performance after 18-months, but not job performance after 36-months. Pre-test and post-test procedural fairness perceptions were mainly related to formal characteristics and interpersonal treatment, whereas pre-feedback fairness perceptions were related with formal characteristics and explanations. The impact of fairness attributes of formal characteristics and interpersonal treatment diminished over time, while attributes of explanation were only associated with pre-feedback fairness. Results are discussed in terms of theoretical implications for fairness research and for hiring organizations.

Konradt, U., & Garbers, Y. (2016). The role of job and family involvement for satisfaction in job and family: A longitudinal study.

Journal of Psychology, 224, 15-22. doi: 10.1027/2151-2604/a0000234


Yet to come...

Konradt, U., Otte, K.-P., Schippers, M. C., &  Steenfatt, C. (2016). Reflexivity in teams - A review and new perspectives.

The Journal of Psychology: Interdisciplinary and Applied, 150, 151–172. doi:10.1080/00223980.2015.1050977


Team reflexivity posits that the extent to which teams reflect upon and adapt their functioning is positively related to team performance. While remarkable progress has been made to provide evidence of this relationship, the underlying framework is missing elements of current theoretical streams for analyzing and describing teamwork, leaving the diversity of effects of team reflexivity often untouched. In this paper, we present an update for this framework, by reviewing previous research on reflexivity, addressing gaps in the literature, and revising the original model by integrating feedback and dynamic team effectiveness frameworks for describing temporal developments of reflexivity. We furthermore propose a new dimensional structure for reflexivity, relying on prior work conceptualizing teams as information-processing systems that learn and advance through social-cognitive elements. Our model is therefore not only suitable for explaining the diverse set of relationships between team reflexivity on outcomes, but also provides valuable directions for viewing reflexivity as process that takes place during both transition and action phases of teamwork. We conclude with implications for managers, identify limitations, and propose an agenda for further research into this area. This paper contributes an extended perspective relevant for further theory development and for effectively managing reflexivity in teams.

Journal articles 2015

Konradt, U., Schippers, M. C., Garbers, Y., & Steenfatt, C. (2015). Effects of guided reflexivity and team feedback on team performance improvement: The role of team regulatory processes and cognitive emergent states. 

European Journal of Work and Organizational Psychology, 24, 777–795. doi:10.1080/1359432X.2015.1005608


The effectiveness of decision-making teams depends largely on the quality of information processing. Prior research has shown that guided team reflexivity and team feedback are important means of advancing team information processing and outcomes. However, the nature of the relationships, and how these relate to team regulatory processes, cognitive emergent states, and ultimately team performance, is currently poorly understood. Drawing on reflexivity and team information-processing theory, we proposed and found that teams which received guided team reflexivity or a combination of both guided reflexivity and feedback showed higher levels of actual reflection than teams which received neither a reflexivity intervention nor feedback. Conditional process analysis showed that the effects of team reflection on team performance improvement were mediated by a path from shared team mental models to shared task mental models and to adaptation. Finally, we also expected that team reflection would be lower in virtual teams than in face-to-face teams. These hypotheses were tested experimentally among 98 student teams that communicated either face-to-face or virtual (via chat) while completing a collective decision-making task. The information distribution among team members constituted a hidden profile. The results supported all our hypotheses, except for the one relating to virtuality.

Journal articles 2014

Ellwart, T., Konradt, U., & Rack, O. (2014). Team mental models of expertise location: Validation of a field survey measure. 

Small Group Research, 45, 119–153. doi:10.1177/1046496414521303


This research provides and validates a field survey measure of team mental models (TMMs) on the location of team member expertise. The measure integrates two important aspects into the expertise location TMM Index: (a) the quality of meta-knowledge about experts within the team, and (b) team consensus regarding within-team expertise. Complementary to content-specific TMM approaches, this measure can be applied across different team and task types as a screening indicator in organizational surveys. To validate the TMM Index, an experimental study (n = 120, 40 teams) and a longitudinal field study (n = 130, 37 teams) were conducted. Both studies provide evidence that the TMM Index is a reliable screening indicator that corresponds to content-specific accuracy and consensus scores. Multilevel analyses revealed that the TMM Index predicts team performance (self- and other ratings), team coordination, and individual variables such as knowledge credibility and self-efficacy over time.

Garbers, Y., & Konradt, U. (2014). The effect of financial incentives on performance: A quantitative review of individual and team-based financial incentives. 

Journal of Occupational and Organizational Psychology, 87, 102–137. doi:10.1111/joop.12039


We meta-analysed 146 studies (n = 31,861) to examine the effects of individual and team-based financial incentives on peoples’ performance and to explore potential moderators. The overall effect size of the individual incentives (116 studies) was positive (g = 0.32). Moderator analyses revealed effect sizes to be larger for field studies (g = 0.34) than for laboratory studies (g = 0.29), larger for qualitative (g = 0.39) than quantitative performance measures (g = 0.28), and smaller for less complex tasks (g = 0.19). Results on team-based incentives (30 studies) indicated a positive effect regarding team-based rewards on performance (g = 0.45), with equitably distributed rewards resulting in higher performance than equally distributed rewards. This relationship was larger in field studies and smaller for less complex tasks. In addition, our results show that the effect of team-based rewards depends on team size and gender composition. Implications for organizational rewards and suggestions for future research are discussed.

Konradt, U. (2014). Toward a theory of dispersed leadership in teams: Model, findings, and directions for future research. 

Leadership, 10, 289–307. doi:10.1177/1742715013481374


This paper addresses a new perspective how leadership can be conceptualized in times of dispersed and team working structures. The Dispersed Leadership Theory in Teams proposes three distinguishing types of leadership, which include interactional leadership exerted by leaders; team leadership provided by team members; and structural leadership influenced by work and organizational factors (i.e., task, organizational structures, and customers). It is assumed that these three types of leadership simultaneously exert influence on follower’s attitudes and behaviors in teams. We outline the theory, review empirical evidence based on the model, and discuss the strengths and limitations. In conclusion, we discuss relevant emerging topics for future studies.


Journal articles 2013

Wiedow, A., Konradt, U., Ellwart, T., & Steenfatt, C. (2013). Direct and indirect effects of team process improvement on team outcomes: A multiple mediation analysis. 

Group Dynamics: Theory, Research, and Practice, 17, 232–251. doi:10.1108/02683941111139029 [*Equally Contributing Authors]


We examined direct and indirect (i.e., mediating) effects of team learning on team outcomes in a laboratory-based experimental study as well as a cross-sectional field study. Using task knowledge and trust as mediators, team outcomes were measured in terms of proximal (coordination quality) and distal outcomes (team performance). Both studies showed direct effects in the way that team learning leads to better coordination quality and team performance. This effect was mediated by both task knowledge and, except for the experimental study, by trust. Limitations, implications for team learning, and suggestions for future research are discussed.

Konradt, U., & Christophersen, T. (2013). Measuring psychological constructs by single-item scales - Answers to reviewers' comments and additional questions. 

Behaviour & Information Technology, 25, 331–333. doi:10.1093/iwc/iwt004


This article is an answer to a commentary to Christophersen and Konradt’s (2011) study on a single-item measure of online store usability. The authors suggest that while their research has demonstrated the psychometric quality of their measure, greater efforts should be made to perform more rigorous tests of measures by applying main and supplemental psychometric quality criteria. In addition, it is suggested that future research should also (1) examine the type of construct by using formative and reflective measurement models; (2) put forward relevant cognitive processes during answering questions; and (3) make use of behavioral and physiological data to complement user’s self-reports.

Konradt, U., Warszta, T., & Ellwart, T. (2013). Fairness perceptions in web-based selection: Impact on applicants’ pursuit intentions, recommendation intentions, and intentions to reapply. 

International Journal of Selection and Assessment, 21, 155–169. doi:10.1111/ijsa.12026


This study examines the Gilliland (1993) model of applicants’ reactions to selection procedures in a web-based context, revealing new theoretical and empirical insights. We extend existing research by further considering a reflective first-order formative second-order model consisting of three second-order justice factors of formal characteristics, explanation, and interpersonal treatment modeled by 11 formative indicators representing the procedural justice rules. Partial least squares path modeling analysis revealed that formal characteristics and interpersonal treatment are positively related to perceptions of process fairness in web-based selection. Most salient procedural justice rules revealed were treatment of the applicants, opportunity to perform, propriety of questions, and reconsideration opportunity. Furthermore, process fairness which was positively related to applicants’ reactions, fully mediated the relationship between justice factors and applicants’ reactions.

Journal articles 2012

Andressen, P., Konradt, U., & Neck, C. P. (2012). The relation between self-leadership and transformational leadership: Competing models and the moderating role of virtuality. 

Journal of Leadership and Organizational Studies, 19, 66–80. doi:10.1177/1548051811425047


This study tries to integrate self-leadership in a traditional leadership model. Therefore it examines the relationship between self-leadership, transformational leadership, and work motivation (i.e. self-efficacy and instrumentality) relative to job performance and affective commitment. In addition the influence of work environment is of interest for a comprehensive leadership model. Thus, the moderating role of virtuality was examined. Three competing models which are theoretically plausible are compared: Self-leadership acting (1) as a process factor mediating the relation between transformational leadership and employees’ motivation, (2) as an input factor, simultaneously with transformational leadership, and (3) as a process factor mediating the relation between work motivation and job performance/ affective commitment. Results from structural equation modeling indicate that self-leadership is a process factor that mediates the relationship between transformational leadership and employees’ motivation. Results further suggest that self-leadership has a higher influence on motivation in virtual work structures compared to co-located work structures. Limitations, implications for management, and suggestions for future research are discussed.

Christophersen, T., & Konradt, U. (2012). Development and validation of a formative and a reflective measure for the assessment of online store usability. 

Behaviour & Information Technology, 31, 839–857. doi:10.1080/0144929x.2010.529165


The aim of this study was to develop and validate a reflective and a formative measure of online store usability. Perceived usability, related constructs (i.e. trust and aesthetics), controls (i.e. user and product characteristics), and consequences (i.e. intention to buy and purchase) were examined within a nomological network. 378 participants completed an experimental study. Each participant visited two out of 35 online stores and rated the usability and intention to buy for both stores. Purchase behavior was determined by combining the participants' reward with the decision to buy. Results from PLS structural equation modeling indicate that the formative usability measure forms a valid set of items for the user-based assessment of online store usability and that both measures are positively related to the intention to buy, suggesting criterion validity. As hypothesized, positive relationships of usability with trust and aesthetics were supported. Furthermore, both measures provided a good prediction of the decision to buy, indicating overall predictive validity. Limitations and implications for usability measures and human-computer interaction research are discussed.

Hauschildt, K., & Konradt, U. (2012). Self-Leadership and team members' work role performance. 

Journal of Managerial Psychology, 27, 497–517. doi:10.1108/02683941211235409


Purpose – The purpose of the present study is to extend previous research on self-leadership by investigating the relationship between self-leadership and work role performance of team members including individual task and team member proficiency, adaptivity, and proactivity. Moreover, the moderating role of collectivism is examined.

Design/methodology – Organizational team members' self-ratings of self-leadership and six work role performance dimensions (i.e., individual task and team member proficiency, adaptivity, and proactivity, respectively) were collected in a cross-sectional study and were analyzed using Partial Least Squares modeling.

Findings – Results indicate positive relationships between self-leadership and proficiency, adaptivity and proactivity directed both at the individual task and the team. Results also suggest that collectivism moderated the relation between self-leadership and team member proficiency.

Originality/value – Previous research is extended by providing first evidence of self-leadership’s relationship with a differentiated set of individual task and team member work roles including adaptive and proactive performance aspects.

Practical implications – Managerial implications for personnel selection, leadership, training, and organizational development efforts are provided.

Hauschildt, K., & Konradt, U. (2012). The effect of self-leadership on individual’s job performance in teams. 

Leadership, 8, 145–168. doi:10.1177/1742715011429588


This research examined the effect of self-leadership strategies on individuals’ work role performance in teams. Using an experimental policy-capturing design, self-leadership, task interdependence and situational uncertainty were manipulated in two studies. Moreover, the moderating effect of psychological collectivism orientation on the self-leadership performance relation was explored. Results from multilevel analyses revealed that in Study 1, self-leadership had a positive effect on individual task and team member work role performance. Study 2 replicated and extended these results by showing positive effects of self-leadership on individuals’ team member proficiency, adaptivity and proactivity in teams. Furthermore, collectivism orientation moderates the effect of self-leadership on team member proficiency. Implications of the findings are identified, limitations are discussed, and areas for future research are proposed.

Konradt, U., Held, H., Christophersen, T., & Nerdinger, F. W. (2012). The role of usability in e-commerce service. 

International Journal of E-Business Research , 8, 56–75. doi:10.4018/jebr.2012100104


We examined the impact of perceived usability of websites of commercial service vendors on consumer’s affective, intentional, and behavioral variables. Reflective and formative usability measures were used within a nomological network of predictors (trust, reputation, and perceived fun), mediators (user satisfaction, and intention to use), decision to choose as the criteria, product involvement as a moderator, and controls. Results from structural equation modeling revealed that usability holds both direct and indirect paths, via trust and perceived fun, to user satisfaction. User satisfaction was positively related to the intention to use and partially mediated the relation between usability and intention to use. Furthermore, product involvement does not moderate the relation between usability and intention to use and the relation between user satisfaction and intention to use. Finally, intention to use provided an excellent prediction of the decision to choose. Limitations and suggestions for future research are discussed.

Konradt, U., Lueckel, L., & Ellwart, T. (2012). The role of usability in business-to-business e-commerce systems: Predictors and its impact on user’s strain and commercial transactions. 

Advances in Human-Computer Interaction. Open access article ID 948693. doi:10.1155/2012/948693


This study examines the impact of organizational antecedences (i.e., organizational support, and information policy) and technical antecedences (i.e., subjective server response time, and objective server response time) to perceived usability, perceived strain, and commercial transactions (i.e. purchases) in business-to-business (B2B) e-commerce. Data were gathered from a web-based study with 491 employees using e-procurement bookseller portals. Structural equation modeling results revealed positive relationships of organizational support and information policy, and negative relationships of subjective server response time to usability after controlling for users’ age, gender, and computer experience. Perceived usability held negative relationships to perceived strain and fully mediated the relation between the three significant antecedences and perceived strain while purchases were not predicted. Results are discussed in terms of theoretical implications and consequences for successfully designing and implementing B2B e-commerce information systems.

Strohmeier, S., Bondarouk, T., & Konradt, U. (2012). Editorial: Electronic human resource management: Transformation of HRM? 

German Journal of Research in Human Resource Management , 26, 215–217.

Journal articles 2011

Ellwart, T., & Konradt, U. (2011). Formative versus reflective measurement: An illustration using the work-family balance construct. 

Journal of Psychology, 145, 391–417. doi:10.1080/00223980.2011.580388


The aim of this paper is to propose the formative measurement approach which can be used in various constructs of applied psychology. To illustrate our approach, we will (a) discuss the distinction between commonly used principal factor (reflective) measures in comparison to the composite (formative) latent variable model which is often applied in other disciplines like marketing or engineering, and (b) point out the advantages and limitations of formative specifications using the example of the work-family balance construct. Data collected from two large cross-sectional field studies confirm the reliability and validity of formative WFB measures as well as its predictive value regarding criteria of work-family balance (i.e., job satisfaction, family satisfaction, and life satisfaction). Finally, the specific informational value of each formative indicator will be demonstrated and discussed in terms of practical implications for the assessment in different psychological fields.

Steenfatt, C., & Konradt, U. (2011). Prozessoptimierung in virtuellen Teams: Bedeutung, Wirkung und Maßnahmen von Feedback und Reflexivität. [Process improvement in virtual teams: Relevance, effects and practical implications of feedback and reflexivity]. 

Wirtschaftspsychologie, 3, 52–61.


Whereas research predominantly focused on examining effects of virtual teamwork on coordination and communication processes, investigations aiming at improving virtual teamwork were relatively sparse. Team process improvement which consists of seeking and giving feedback, reflecting on team-related work processes and the consequent adaptation of altered work procedures, has shown its effectiveness in face-to-face teams. The aim of this article is to emphasize the importance of process improvement for virtual teams, and to summarize the sparse empirical evidences of feedback and reflection in virtual teams. At the end of this article, we discuss theoretical and practical implications of process improvement in virtual teams.

Rack, O., Ellwart, T., Hertel, G., & Konradt, U. (2011). Effects of team-based rewards in computer-mediated groups. 

Journal of Managerial Psychology, 26, 419–438. doi:10.1108/02683941111139029


Purpose – The purpose of this paper was to compare effects of different monetary team-based reward strategies on performance, pay satisfaction, and communication behavior in computer-mediated groups.

Design/methodology – In a laboratory experiment, thirty-two groups of undergraduate students, each consisting of three individuals, interacted electronically and performed a consensus-reaching task. Team-based incentives were distributed either equally (each team member received an equal share) or equitably (each team members’ share depended on her/his individual contribution). A control group received no team-based (or other) incentives.

Findings – Hierarchical multilevel analyses revealed that both types of team-based rewards increased team members’ motivation and pay satisfaction compared to the control condition. Moreover, the effects of team-based rewards on performance were moderated by group member’s assertiveness. In addition, team-based rewards lead to more cooperative and task-oriented communication in the computer-mediated groups. Finally, equally divided rewards led to higher pay satisfaction on average than equitably divided incentives.

Implications – This study shows that team-based rewards have positive effects not only on performance but also on communication behavior in computer-mediated groups. However, these effects should be considered cautiously as they might be qualified by personality aspects of the team members. Moreover, whereas no major differences were found between equity and equality principles in terms of performance, the latter seems to be preferable when satisfaction is a major issue in teams.

Konradt, U., Syperek, S., & Hertel, G. (2011). Testing on the Internet: Faking in a web-based self-administered personality measure. 

Journal of Business and Media Psychology, 2, 1–10.


This experimental study examined the effect of faking in a self-administered occupational personality questionnaire on the World Wide Web and explored whether the degree of faking is related to Self-monitoring and login times. Using a between subjects design, employees were instructed to “answer honestly”, to “fake good”, or to answer as if applying for a job. Results revealed faking in the web-based personality questionnaire for two out of five dimensions (i.e., conscientiousness and self-motivation). Age was found to moderate the degree of faking with older people showing a higher degree of faking. Controlling for age and level of education, results revealed that high self-monitors demonstrated more faking compared to low self-monitors. Finally, slow responders showed higher degrees of faking compared to fast responders. We also discuss implications for online personnel selection and suggestions for future research.

Christophersen, T., & Konradt, U. (2011). Reliability, validity, and sensitivity of a single-item measure of online store usability. 

International Journal of Human-Computer Studies, 69, 269–280. doi:10.1016/j.ijhcs.2010.10.005


An experimental laboratory study with field characteristics was conducted to determine the validity and reliability of a single-item measure for the assessment of online store usability from the customer’s point of view. Each of the 378 participants visited two out of 35 online stores and performed three shopping related tasks. Usability was rated using a single-item and an eight-item scale. Besides trust in the online store and aesthetics, the participant’s intention to buy was measured. Both factor analysis and the correction for attenuation formula revealed an adequate reliability of the single-item scale. Convergent validity of the single-item measure for usability was supported by positive correlations with both trust and aesthetics. Positive correlation between the single-item and the intention to buy indicated high predictive validity of this measure. Finally, sensitivity of the single-item measure was indicated by differences in usability ratings for the 35 online stores.

Journal articles 2010-2009

Wiedow, A., & Konradt, U. (2010). Two-dimensional structure of team process improvement: Team reflection and team adaptation. Small Group Research, 42, 32–54. doi:10.1177/1046496410377358 [Abstract]

Konradt, U., Andressen, P., & Ellwart, T. (2009). Self-leadership in organizational teams: A multilevel analysis of moderators and mediators. European Journal of Work and Organizational Psychology, 18, 322–346. doi:10.1080/13594320701693225 [Abstract]

Journal articles 2008

Christophersen, T., & Konradt, U. (2008). The development of a formative and reflective scale for the assessment of on-line store usability. Journal of Systemic, Cybernetics and Informatics , 6, 36–41. [Abstract]


Konradt, U., Christophersen, T., & Ellwart, T. (2008). Erfolgsfaktoren des Lerntransfers unter computergestütztem Lernen: Der Einfluss von Lernstrategien, Lernmotivation und Lernorganisation [Success Factors of Learning Transfer in Computer-Assisted Learning: The Impact of Learning Strategies, Motivation, and the Learning Setting]. Zeitschrift für Personalpsychologie, 7, 90–103. doi:10.1026/1617-6391.7.2.90 [Abstract]


Journal articles 2007

Andressen, P., & Konradt, U. (2007). Messung von Selbstführung: Psychometrische Überprüfung der deutschsprachigen Version des RSLQ [Measuring self-leadership: Psychometric test of the German version of the RSLQ]. Zeitschrift für Personalpsychologie, 6, 117–128. doi:10.1026/1617-6391.6.3.117 [Abstract]

Ellwart, T., & Konradt, U. (2007). Wissensverteilung und Wissenskoordination in Gruppen - Überprüfung deutschsprachiger Skalen unter computergestützter Gruppenarbeit [Knowledge distribution and knowledge coordination in groups - an examination of German-language scales under computer-assisted teamwork]. Zeitschrift für Arbeits- und Organisationspsychologie, 51, 128–135. doi:10.1026/0932-4089.51.3.128 [Abstract]

Hoch, J., Andreßen, P., & Konradt, U. (2007). E-Leadership und die Bedeutung Verteilter Führung [E-Leadership and the relevance of distributed leadership]. Wirtschaftspsychologie, 9, 50–58. [Abstract]

Konradt, U., & Hoch, J. (2007). Work roles and leadership functions of managers in virtual teams. International Journal of E-Collaboration, 3, 16–35. doi:10.4018/jec.2007040102 [Abstract]

Journal articles pre 2007

Geister, G., Konradt, U., & Hertel, G. (2006). Effects of process motivation, satisfaction, and performance in virtual teams. Small Group Research, 37, 459–489. doi:10.1177/1046496406292337 [Abstract]

Hertel, G., Konradt, U., & Voss, K. (2006). Competencies for virtual teamwork: Development and validation of a web-based selection tool for members of distributed teams. European Journal of Work and Organizational Psychology, 15, 477–504. doi:10.1080/13594320600908187 [Abstract]

Konradt, U., Christophersen, T., & Schäffer-Kuelz, U. (2006). Predicting user satisfaction, strain and system usage of employee self services: A partial least squares analysis. International Journal of Human-Computer Studies, 64, 1141–1153. doi: [Abstract]

Konradt, U., & Fary, Y. (2006). Determinanten der Motivation und der Bereitschaft zur Teilnahme an Fragebogenstudien [Determinants of the motivation and the readiness for the participation in questionnaire studies]. Zeitschrift für Psychologie, 214, 87–96. doi:10.1026/0044-3409.214.2.87 [Abstract]

Konradt, U., & Rack, O. (2006). Personalrekrutierung im Internet - Einfluss der Qualität von Recruiting-Sites auf die Arbeitgeberattraktivität [Internet recruitment - Corporate web site quality as determinants of organizational attraction]. Zeitschrift für Personalpsychologie, 5, 53–59. doi:10.1026/1617-6391.5.2.53 [Abstract]

Hertel, G., Geister, S., & Konradt, U. (2005). Managing virtual teams: A review of current empirical research. Human Resource Management Review, 15, 69–95. doi:10.1016/j.hrmr.2005.01.002 [Abstract]