@misc{HermanussenSchefflerGrothetal.2019,
  author    = {Hermanussen, Michael and Scheffler, Christiane and Groth, Detlef and Bogin, Barry},
  title     = {Student work on trends in infant and child growth},
  series = {Journal of biological and clinical anthropology : Anthropologischer Anzeiger : Mitteilungsorgan der Gesellschaft f{\"u}r Anthropologie},
  volume    = {76},
  journal   = {Journal of biological and clinical anthropology : Anthropologischer Anzeiger : Mitteilungsorgan der Gesellschaft f{\"u}r Anthropologie},
  number    = {5},
  publisher = {Schweizerbart},
  address   = {Stuttgart},
  issn      = {0003-5548},
  doi       = {10.1127/anthranz/2019/1052},
  pages     = {363 -- 364},
  year      = {2019},
  language  = {en}
}
@article{HaslKretschmannRichteretal.2019,
  author    = {Hasl, Andrea and Kretschmann, Julia and Richter, Dirk and Voelkle, Manuel and Brunner, Martin},
  title     = {Investigating Core Assumptions of the "American Dream": Historical Related to Key Life Outcomes in Adulthood},
  series = {Psychology and aging},
  volume    = {34},
  journal   = {Psychology and aging},
  number    = {8},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0882-7974},
  doi       = {10.1037/pag0000392},
  pages     = {1055 -- 1076},
  year      = {2019},
  abstract  = {The present study examines how historical changes in the U.S. socioeconomic environment in the 20th century may have affected core assumptions of the "American Dream." Specifically, the authors examined whether such changes modulated the extent to which adolescents' intelligence (IQ), their grade point average (GPA), and their parents' socioeconomic status (SES) could predict key life outcomes in adulthood about 20 years later. The data stemmed from two representative U.S. birth cohorts of 15- and 16-year-olds who were born in the early 1960s (N = 3,040) and 1980s (N = 3,524) and who participated in the National Longitudinal Surveys of Youth (NLSY). Cohort differences were analyzed with respect to differences in average relations by means of multiple and logistic regression and for specific points in each outcome distribution by means of quantile regressions. In both cohorts, IQ, GPA, and parental SES predicted important educational, occupational, and health-related life-outcomes about 20 years later. Across historical time, the predictive utility of adolescent IQ and parental SES remained stable for the most part. Yet, the combined effects of social-ecological and socioeconomic changes may have increased the predictive utility (that is, the regression weights) of adolescent GPA for educational, occupational, and health outcomes over time for individuals who were born in the 1980s. Theoretical implications concerning adult development, aging, and late life inequality are discussed. (PsycINFO Database Record.},
  language  = {en}
}
@article{WestphalVockLazarides2019,
  author    = {Westphal, Andrea and Vock, Miriam and Lazarides, Rebecca},
  title     = {Are more conscientious seventh- and ninth-graders less likely to be retained?},
  series = {Journal of applied developmental psychology : an internat. multidisciplinary},
  volume    = {66},
  journal   = {Journal of applied developmental psychology : an internat. multidisciplinary},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0193-3973},
  doi       = {10.1016/j.appdev.2019.101088},
  pages     = {12},
  year      = {2019},
  abstract  = {Previous research has identified students' personality traits, especially conscientiousness, as highly relevant predictors of academic success. Less is known about the role of Big Five personality traits in students when it comes to teachers' decisions about students' educational trajectories and whether personality traits differentially affect these decisions by teachers in different grade levels. This study examines to what extent students' Big Five personality traits affect teacher decisions on grade retention, looking at two cohorts of 12,146 ninth-grade and 6002 seventh-grade students from the German National Educational Panel Study. In both grade levels, multilevel logistic mediation models show that students' conscientiousness indirectly predicts grade retention through the assignment of grades by teachers. In the ninth-grade sample, students' conscientiousness was additionally a direct predictor of retention, distinct from teacher-assigned grades. We discuss potential underlying mechanisms and explore whether teachers base their decisions on different indicators when retaining seventh-grade students or ninth-grade students.},
  language  = {en}
}