@article{BoginVareaHermanussenetal.2018,
  author    = {Bogin, Barry and Varea, Carlos and Hermanussen, Michael and Scheffler, Christiane},
  title     = {Human life course biology},
  series = {American journal of physical anthropology},
  volume    = {165},
  journal   = {American journal of physical anthropology},
  number    = {4},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0002-9483},
  doi       = {10.1002/ajpa.23357},
  pages     = {834 -- 854},
  year      = {2018},
  language  = {en}
}
@article{Bondue2018,
  author    = {Bond{\"u}, Rebecca},
  title     = {Is bad intent negligible?},
  series = {Aggressive behavior : a multidisciplinary journal devoted to the experimental and observational analysis of conflict in humans and animals},
  volume    = {44},
  journal   = {Aggressive behavior : a multidisciplinary journal devoted to the experimental and observational analysis of conflict in humans and animals},
  number    = {5},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0096-140X},
  doi       = {10.1002/ab.21764},
  pages     = {442 -- 450},
  year      = {2018},
  abstract  = {The hostile attribution bias (HAB) is a well-established risk factor for aggression. It is considered part of the suspicious mindset that may cause highly victim-justice sensitive individuals to behave uncooperatively. Thus, links of victim justice sensitivity (JS) with negative behavior, such as aggression, may be better explained by HAB. The present study tested this hypothesis in N=279 German adolescents who rated their JS, HAB, and physical, relational, verbal, reactive, and proactive aggression. Victim JS predicted physical, relational, verbal, reactive, and proactive aggression when HAB was controlled. HAB only predicted physical and proactive aggression. There were no moderator effects. Injustice seems an important reason for aggression irrespective of whether or not it is intentionally caused, particularly among those high in victim JS. Thus, victim JS should be considered as a potential important risk factor for aggression and receive more attention by research on aggression and preventive efforts.},
  language  = {en}
}
@phdthesis{Bondue,
  author    = {Bond{\"u}, Rebecca},
  title     = {Justice Sensitivity},
  address   = {Potsdam},
  school      = {Universit{\"a}t Potsdam},
  pages     = {232},
  abstract  = {Individuals differ in their tendency to perceive injustice and in their responses towards these perceptions. Those high in justice sensitivity tend to show intense negative affective, cognitive, and behavioral responses towards injustice that in part also depend on the perspective from which injustice is perceived. The present research project showed that inter-individual differences in justice sensitivity may already be measured and observed in childhood and adolescence and that early adolescence seems an important age-range and developmental stage for the stabilization of these differences. Furthermore, the different justice sensitivity perspectives were related to different forms of externalizing (aggression, ADHD, bullying) and internalizing problem behavior (depressive symptoms) both in children and adolescents as well as in adults in cross-sectional studies. Particularly victim sensitivity may apparently constitute an important risk factor for a broad range of both externalizing and internalizing maladaptive behaviors and mental health problems as shown in those studies using longitudinal data. Regarding aggressive behavior, victim justice sensitivity may even constitute a risk factor above and beyond other important and well-established risk factors for aggression and similar sensitivity constructs that had previously been linked to this kind of behavior. In contrast, observer and perpetrator sensitivity (perpetrator sensitivity in particular) tended to show negative links with externalizing problem behavior and instead predicted prosocial behavior in children and adolescents. However, there were also detached positive relations of perpetrator sensitivity with emotional problems as well as of observer sensitivity with reactive aggression and depressive symptoms. Taken together, the findings from the present research show that justice sensitivity forms in childhood at the latest and that it may have important, long-term influences on pro- and antisocial behavior and mental health. Thus, justice sensitivity requires more attention in research on the prevention and intervention of mental health problems and antisocial behavior, such as aggression.},
  language  = {en}
}
@article{BondueSahyaziciKnaakEsser2017,
  author    = {Bond{\"u}, Rebecca and Sahyazici-Knaak, Fidan and Esser, G{\"u}nter},
  title     = {Long-Term Associations of Justice Sensitivity, Rejection Sensitivity, and Depressive Symptoms in Children and Adolescents},
  series = {Frontiers in psychology},
  volume    = {8},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2017.01446},
  pages     = {14},
  year      = {2017},
  abstract  = {Depressive symptoms have been related to anxious rejection sensitivity, but little is known about relations with angry rejection sensitivity and justice sensitivity. We measured rejection sensitivity, justice sensitivity, and depressive symptoms in 1,665 9-to-21-year olds at two points of measurement. Participants with high T1 levels of depressive symptoms reported higher anxious and angry rejection sensitivity and higher justice sensitivity than controls at T1 and T2. T1 rejection, but not justice sensitivity predicted T2 depressive symptoms; high victim justice sensitivity, however, added to the stabilization of depressive symptoms. T1 depressive symptoms positively predicted T2 anxious and angry rejection and victim justice sensitivity. Hence, sensitivity toward negative social cues may be cause and consequence of depressive symptoms and requires consideration in cognitive-behavioral treatment of depression.},
  language  = {en}
}
@article{BreitBrunnerPreckel2020,
  author    = {Breit, Moritz Lion and Brunner, Martin and Preckel, Franzis},
  title     = {General intelligence and specific cognitive abilities in adolescence},
  series = {Developmental psychology},
  volume    = {56},
  journal   = {Developmental psychology},
  number    = {2},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0012-1649},
  doi       = {10.1037/dev0000876},
  pages     = {364 -- 384},
  year      = {2020},
  abstract  = {Differentiation of intelligence refers to changes in the structure of intelligence that depend on individuals' level of general cognitive ability (ability differentiation hypothesis) or age (developmental differentiation hypothesis). The present article aimed to investigate ability differentiation, developmental differentiation, and their interaction with nonlinear factor analytic models in 2 studies. Study 1 was comprised of a nationally representative sample of 7,127 U.S. students (49.4\% female; M-age = 14.51, SD = 1.42, range = 12.08-17.00) who completed the computerized adaptive version of the Armed Service Vocational Aptitude Battery. Study 2 analyzed the norming sample of the Berlin Intelligence Structure Test with 1,506 German students (44\% female; M-age = 14.54, SD = 1.35, range = 10.00-18.42). Results of Study 1 supported the ability differentiation hypothesis but not the developmental differentiation hypothesis. Rather, the findings pointed to age-dedifferentiation (i.e., higher correlations between different abilities with increasing age). There was evidence for an interaction between age and ability differentiation, with greater ability differentiation found for older adolescents. Study 2 provided little evidence for ability differentiation but largely replicated the findings for age dedifferentiation and the interaction between age and ability differentiation. The present results provide insight into the complex dynamics underlying the development of intelligence structure during adolescence. Implications for the assessment of intelligence are discussed.},
  language  = {en}
}
@article{BuschingKrahe2017,
  author    = {Busching, Robert and Krah{\´e}, Barbara},
  title     = {The contagious effect of deviant behavior in adolescence},
  series = {Social psychological and personality science},
  volume    = {9},
  journal   = {Social psychological and personality science},
  number    = {7},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {1948-5506},
  doi       = {10.1177/1948550617725151},
  pages     = {815 -- 824},
  year      = {2017},
  abstract  = {This article investigated how the development of deviant behavior in adolescence is influenced by the variability of deviant behavior in the peer group. Based on the social information-processing (SIP) model, we predicted that peer groups with a low variability of deviant behavior (providing normative information that is easy to process) should have a main effect on the development of adolescents' deviant behavior over time, whereas peer groups in which deviant behavior is more variable (i.e., more difficult to process) should primarily impact the deviant behavior of initially nondeviant classroom members. These hypotheses were largely supported in a multilevel analysis using self-reports of deviant behavior in a sample of 16,891 adolescents in 1,308 classes assessed at two data waves about 1-year apart. The results demonstrate the advantages of studying cross-level interactions to clarify the impact of the peer environment on the development of deviant behavior in adolescence.},
  language  = {en}
}
@article{BuschingKrahe2020,
  author    = {Busching, Robert and Krah{\´e}, Barbara},
  title     = {With a little help from their peers},
  series = {Journal of youth and adolescence : a multidisciplinary research publication},
  volume    = {49},
  journal   = {Journal of youth and adolescence : a multidisciplinary research publication},
  number    = {9},
  publisher = {Springer Science},
  address   = {New York},
  issn      = {0047-2891},
  doi       = {10.1007/s10964-020-01260-8},
  pages     = {1849 -- 1863},
  year      = {2020},
  abstract  = {Peer groups are critical socialization agents for the development of social behavior in adolescence, but studies examining peer-group effects on individuals' prosocial behavior are scarce. Using a two-wave, multilevel data set (N = 16,893, 8481 male; 8412 female; mean age at Time 1: 14.0 years) from 1308 classes in 252 secondary schools in Germany, main effects of the classroom level of prosocial behavior, cross-level interactions between the classroom and the individual levels of prosocial behavior at Time 1, and the moderating role of gender were examined. The results showed that adolescents in classrooms with high collective levels of prosocial behavior at Time 1 reported more prosocial behavior at Time 2, about two years later, reflecting a class-level main effect. A significant cross-level interaction indicated that a high classroom level of prosocial behavior particularly affected individuals with lower levels of prosocial behavior at Time 1. The influence of same-gender peers was larger compared with opposite-gender peers. The findings are discussed with respect to social learning mechanisms in the development of prosocial behavior and their implications for interventions to promote prosocial behavior.},
  language  = {en}
}
@article{BuschingKrahe2015,
  author    = {Busching, Robert and Krah{\´e}, Barbara},
  title     = {The Girls Set the Tone: Gendered Classroom Norms and the Development of Aggression in Adolescence},
  series = {Personality and social psychology bulletin},
  volume    = {41},
  journal   = {Personality and social psychology bulletin},
  number    = {5},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {0146-1672},
  doi       = {10.1177/0146167215573212},
  pages     = {659 -- 676},
  year      = {2015},
  abstract  = {In a four-wave longitudinal study with N = 1,321 adolescents in Germany, we examined the impact of class-level normative beliefs about aggression on aggressive norms and behavior at the individual level over the course of 3 years. At each data wave, participants indicated their normative acceptance of aggressive behavior and provided self-reports of physical and relational aggression. Multilevel analyses revealed significant cross-level interactions between class-level and individual-level normative beliefs at T1 on individual differences in physical aggression at T2, and the indirect interactive effects were significant up to T4. Normative approval of aggression at the class level, especially girls' normative beliefs, defined the boundary conditions for the expression of individual differences in aggressive norms and their impact on physically and relationally aggressive behavior for both girls and boys. The findings demonstrate the moderating effect of social norms on the pathways from individual normative beliefs to aggressive behavior in adolescence.},
  language  = {en}
}
@article{DietrichLazarides2019,
  author    = {Dietrich, Julia and Lazarides, Rebecca},
  title     = {Gendered development of motivational belief patterns in mathematics across a school year and career plans in math-related fields},
  series = {Frontiers in psychology},
  volume    = {10},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2019.01472},
  pages     = {5},
  year      = {2019},
  abstract  = {Rooted in Eccles and colleagues' expectancy-value theory, this study aimed to examine how expectancies and different facets of task value combine to diverse profiles of motivational beliefs, how such complex profiles develop across a school year, and how they relate to gender and career plans. Despite abundant research on the association between gender and motivational beliefs, there is a paucity of knowledge regarding the gendered development of student motivational belief profiles in specific domains. Using latent-transition analysis in a sample of N = 751 ninth to tenth graders (55.9\% girls), we investigated girls' and boys' development of motivational belief profiles (profile paths) in mathematics across a school year. We further analyzed the association between these profile paths and math-related career plans. The results revealed four motivational belief profiles: high motivation (intrinsic and attainment oriented), balanced above average motivation, average motivation (attainment and cost oriented), and low motivation (cost oriented). Girls were less likely than expected by chance to remain in the high motivation profile, while the opposite was true for boys. The math-relatedness of students' career plans was significantly higher in the "stable high motivation" profile path than in all other stable profile paths.},
  language  = {en}
}
@article{GraefenKohnWyschkonetal.2015,
  author    = {Graefen, Johanna and Kohn, Juliane and Wyschkon, Anne and Esser, G{\"u}nter},
  title     = {Internalizing problems in children and adolescents with math disability},
  series = {Zeitschrift f{\"u}r Psychologie = Journal of psychology},
  volume    = {223},
  journal   = {Zeitschrift f{\"u}r Psychologie = Journal of psychology},
  number    = {2},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {2190-8370},
  doi       = {10.1027/2151-2604/a000207},
  pages     = {93 -- 101},
  year      = {2015},
  abstract  = {Research has shown that learning disabilities are associated with internalizing problems in (pre) adolescents. In order to examine this relationship for math disability (MD), math achievement and internalizing problem scores were measured in a representative group of 1,436 (pre) adolescents. MD was defined by a discrepancy between math achievement and IQ. Internalizing problems were measured through a multi-informant (parents, teachers, self-report) approach. The results revealed that MD puts (pre) adolescents at a higher risk for internalizing problems. External and self-ratings differed between boys and girls, indicating that either they show distinct internalizing symptoms or they are being perceived differently by parents and teachers. Results emphasize the importance of both a multi-informant approach and the consideration of gender differences when measuring internalizing symptomatology of children with MD. For an optimal treatment of MD, depressive and anxious symptoms need to be considered.},
  language  = {en}
}