@article{GrundmannEdelsteinHofmannetal.1995,
  author    = {Grundmann, Matthias and Edelstein, Wolfgang and Hofmann, V. and Schellhas, Bernd},
  title     = {The effect of non-normative childhood experiences on the emergence of risk factors in the development of the child},
  year      = {1995},
  language  = {en}
}
@article{GrundmannWelskopfSturzbecher2001,
  author    = {Grundmann, Matthias and Welskopf, R. and Sturzbecher, Dietmar},
  title     = {Wozu braucht man kindliche Ensch{\"a}tzungen von Betreuungskontexten?},
  isbn      = {3-8017-1391-1},
  year      = {2001},
  language  = {de}
}
@article{HofmannSchellhasGrundmannetal.1995,
  author    = {Hofmann, V. and Schellhas, Bernd and Grundmann, Matthias and Edelstein, Wolfgang},
  title     = {Developmental dynamics : stability, antecedents and consequences of depressive reactions},
  year      = {1995},
  language  = {en}
}
@article{SchellhasGrundmannEdelstein2012,
  author    = {Schellhas, Bernd and Grundmann, Matthias and Edelstein, Wolfgang},
  title     = {Control beliefs and school achievement in the context of family socialization results of a longitudinal study},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {59},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {2},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  pages     = {93 -- 108},
  year      = {2012},
  abstract  = {In a longitudinal sample of Icelandic children (7.9-12-15 years; n=109) the developmental relations between of control beliefs (locus of control) and school achievement were examined on the background of child rearing practices, socialization conditions, and social class from childhood to adolescence. Results show that supportive and restrictive socialization conditions in social classes affect school achievement as well as the development of control beliefs. Supportive child rearing practices in upper class families encourage the development of internal control beliefs in adolescence, and are coincident with higher school achievement. On the other hand, restrictive child rearing practices appear independent of social class and generally hinder the development of internal control beliefs and positive school achievement. Results of a path model suggest a lagged relationship between school achievement and control beliefs. School achievement in childhood (ages 7 and 9) predicts internal control beliefs in adolescence.},
  language  = {de}
}
@article{SchellhasHofmannGrundmannetal.1995,
  author    = {Schellhas, Bernd and Hofmann, V. and Grundmann, Matthias and Edelstein, Wolfgang},
  title     = {Developmental dynamics : a longitudinal study of anxiety},
  year      = {1995},
  language  = {en}
}
@article{SchellhasHofmannGrundmannetal.1994,
  author    = {Schellhas, Bernd and Hofmann, V. and Grundmann, Matthias and Edelstein, Wolfgang},
  title     = {Familiale Bedingungen von {\"A}ngstlichkeit und Depression und ihr Einfluß auf die kognitive Entwicklung},
  year      = {1994},
  language  = {de}
}
@article{SturzbecherGrundmann2004,
  author    = {Sturzbecher, Dietmar and Grundmann, Matthias},
  title     = {Wie gut sind unsere Kinderg{\"a}rten wirklich? : was Vier- bis Achtj{\"a}hrige {\"u}ber ihre Erziehung in Kindergarten und Familie wissen},
  isbn      = {3-7799-1602-9},
  year      = {2004},
  language  = {de}
}
@article{SturzbecherGrundmann2001,
  author    = {Sturzbecher, Dietmar and Grundmann, Matthias},
  title     = {Vorschulkinder als unsichere Informationsquelle : alte Klischees und neue Perspektiven},
  isbn      = {3-8017-1391-1},
  year      = {2001},
  language  = {de}
}
@article{SturzbecherGrundmannWelskopf2001,
  author    = {Sturzbecher, Dietmar and Grundmann, Matthias and Welskopf, R.},
  title     = {Betreuungsqualit{\"a}t in Familie und Kindergarten aus kindlicher Sicht},
  isbn      = {3-8017-1391-1},
  year      = {2001},
  language  = {de}
}