@article{JuangSchwarzenthalAraletal.2022, author = {Juang, Linda P. and Schwarzenthal, Miriam and Aral, Tuğ{\c{c}}e and Pevec-Zimmer, Sharleen}, title = {Youth experiences of racism and family ethnic-racial socialization in Germany}, series = {Infant and child development : an international journal of research}, volume = {31}, journal = {Infant and child development : an international journal of research}, number = {1}, publisher = {Wiley}, address = {New York}, issn = {1522-7219}, doi = {10.1002/icd.2301}, pages = {14}, year = {2022}, abstract = {In 1988 the youth-led movement "Schools without racism, schools with courage" was established in Belgium and quickly spread throughout Europe. German schools adopted this movement in 1995. Decades later, racism is not yet a strong developmental science research topic for studies of youth in Germany and Europe. In this commentary we argue that it should be. With increasing hate crimes and harassment, there is also a need to understand how families are socializing young people to be prepared for, cope with, resist, and disrupt racism. This type of ethnic-racial socialization affects important developmental processes-adolescent ethnic-racial identity development and intergroup and institutional understanding and relations-and requires a more prominent place of study in a migration-diverse Germany. Studying these issues in this particular sociohistorical context will also contribute to a more context-specific understanding of youth experiences of racism.}, language = {en} } @article{GamezGuadixMateosWachsetal.2022, author = {G{\´a}mez-Guadix, Manuel and Mateos, Estibaliz and Wachs, Sebastian and Blanco, Marta}, title = {Self-harm on the internet among adolescents}, series = {Psicothema}, volume = {34}, journal = {Psicothema}, number = {2}, publisher = {Departamento de Psicolog{\´i}a de la Universidad de Oviedo, Colegio Oficial de Psic{\´o}logos del Principado de Asturias, Vicerrectorado de Investigaci{\´o}n de la Universidad de Oviedo}, address = {Oviedo}, issn = {0214-9915}, doi = {10.7334/psicothema2021.328}, pages = {233 -- 239}, year = {2022}, abstract = {Background: Using the internet to search for information or share images about self-harm is an emerging risk among young people. The aims of this study were (a) to analyze the prevalence of different types of self-harm on the internet and differences by sex and age, and (b) to examine the relationship of self-harm on the internet with intrapersonal factors (i.e., depression and anxiety) and interpersonal factors (i.e., family cohesion and social resources). Method: The sample consisted of 1,877 adolescents (946 girls) between 12 and 17 years old (Mage = 13.41, SD = 1.25) who completed self-report measures. Results: Approximately 11\% of the participants had been involved in some type of self-harm on the internet. The prevalence was significantly higher among girls than boys and among adolescents older than 15 years old. Depression and anxiety increased the risk of self-harm on the internet, whereas family cohesion decreased the probability of self-harm on the internet. Conclusions: Self-harm on the internet is a relatively widespread phenomenon among Spanish adolescents. Prevention programs should include emotional regulation, coping skills, and resilience to reduce in this behavior.}, 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{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{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{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} } @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{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{HoffmannWarschburger2017, author = {Hoffmann, Svenja and Warschburger, Petra}, title = {Weight, shape, and muscularity concerns in male and female adolescents}, series = {The international journal of eating disorders}, volume = {50}, journal = {The international journal of eating disorders}, number = {2}, publisher = {Wiley}, address = {Hoboken}, issn = {0276-3478}, doi = {10.1002/eat.22635}, pages = {139 -- 147}, year = {2017}, abstract = {Objective: The purpose of this study was to examine the impact of age and weight status on adolescents' body dissatisfaction and its change over 20 months in a gender-comparing design. The influence of body image concern on eating concern was also investigated. Method: In a prospective study, 675 male and female adolescents aged 12-16 were assessed using self-report questionnaires on weight, shape, muscularity, and eating concerns. Height and weight measurements were taken by trained personnel. Data were analyzed using structural equation modeling. Results: Analyses of latent means revealed more pronounced weight/shape concern in females than males and more pronounced muscularity concern in males than females. Weight/shape concern increased in females over time, whereas muscularity concern remained stable in both genders. Baseline levels of weight/shape concern could be predicted by age and weight status in females and by weight status in males. The only predictor of change in weight/shape concern was weight status in males. Baseline levels of muscularity concern could be predicted by age in females and by weight status in males. Similar effects were found for changes in muscularity concern in both genders. Increases in weight/shape and muscularity concern were associated with more pronounced eating concern. Discussion: The results confirm gender differences in distinctive facets of body image concern and its prediction. The relevance of increase in body image concern in adolescents is underlined by its association with eating concern in both genders. Further explanatory variables for change in body dissatisfaction should be examined in future studies.}, language = {en} } @article{Schachner2017, author = {Schachner, Maja Katharina}, title = {From equality and inclusion to cultural pluralism}, series = {European journal of developmental psychology}, volume = {16}, journal = {European journal of developmental psychology}, number = {1}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1740-5629}, doi = {10.1080/17405629.2017.1326378}, pages = {1 -- 17}, year = {2017}, abstract = {Schools are a major context for academic and socio-emotional development, but also an important acculturative context. This is notably the case in adolescence, which is a critical period for the development of a social and ethnic identity, as well as moral reasoning and intergroup attitudes. How schools approach cultural diversity issues is therefore likely to affect these developmental and acculturative processes and adaptation outcomes. In the present article, the manifestation and effects of the most prominent approaches to cultural diversity, namely those guided by a perspective of equality and inclusion, and those guided by a perspective of cultural pluralism, are reviewed and compared in the context of multi-ethnic schools. The aim is to explore when and how the potential of cultural diversity can best flourish, enhancing the academic and socio-emotional development of culturally diverse students.}, 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{JungKraheBusching2017, author = {Jung, Janis and Krahe, Barbara and Busching, Robert}, title = {Differential risk profiles for reactive and proactive aggression}, series = {Social psychology}, volume = {48}, journal = {Social psychology}, number = {2}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {1864-9335}, doi = {10.1027/1864-9335/a000298}, pages = {71 -- 84}, year = {2017}, abstract = {This two-wave longitudinal study identified configurations of social rejection, affiliation with aggressive peers, and academic failure and examined their predictivity for reactive and proactive aggression in a sample of 1,479 children and adolescents aged between 9 and 19 years. Latent profile analysis yielded three configurations of risk factors, made up of a non-risk group, a risk group scoring high on measures of social rejection (SR), and a risk group scoring high on measures of affiliation with aggressive peers and academic failure (APAF). Latent path analysis revealed that, as predicted, only membership in the SR group at T1 predicted reactive aggression at T2 17 months later. By contrast, only membership in the APAF group at T1 predicted proactive aggression at T2.}, language = {en} } @article{LazaridesRaufelder2017, author = {Lazarides, Rebecca and Raufelder, Diana}, title = {Longitudinal Effects of Student-Perceived Classroom Support on Motivation}, series = {Frontiers in psychology}, volume = {8}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2017.00417}, year = {2017}, abstract = {This two-wave longitudinal study examined how developmental changes in students' mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students' intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students' motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54\% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students' academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students' perceptions of competence in class when aiming to enhance students' academic effort in secondary school classrooms.}, language = {en} } @article{JuangHouBaylessetal.2017, author = {Juang, Linda P. and Hou, Yang and Bayless, Sara Douglass and Kim, Su Yeong}, title = {Time-varying associations of parent-adolescent cultural conflict and youth adjustment among Chinese American families}, series = {Developmental psychology}, volume = {54}, journal = {Developmental psychology}, number = {5}, publisher = {American Psychological Association}, address = {Washington}, issn = {0012-1649}, doi = {10.1037/dev0000475}, pages = {938 -- 949}, year = {2017}, abstract = {The purpose of this study was to examine time-varying associations of parent-adolescent cultural conflict with depressive symptoms and grade point average (GPA) among Chinese Americans from ages 11-22. We pooled two independently collected longitudinal data sets (N = 760 at Wave 1) and used time-varying effect modeling (TVEM) to show that the frequency of parent-adolescent conflict increased during early adolescence (12 years), peaked at mid adolescence (16 years), and gradually decreased throughout late adolescence and young adulthood. In general, parent-adolescent conflict was associated with negative adjustment (more depressive symptoms and lower GPA) more strongly during mid-to late-adolescence (15 to 17 years) compared with other developmental periods. These time-varying associations differed slightly by gender, at least for GPA. Our findings provide important developmental knowledge of parent-adolescent conflict for Chinese American youth and suggest that attention to conflict and links to adjustment is especially relevant during mid to late adolescence. Our study also illustrates the usefulness of integrative data analysis and TVEM to investigate how the strength of conflict-adjustment associations might change throughout development.}, language = {en} } @article{JungKraheBusching2016, author = {Jung, Janis Moritz and Krah{\´e}, Barbara and Busching, Robert}, title = {Beyond the positive reinforcement of aggression}, series = {International Journal of Behavioral Development}, volume = {42}, journal = {International Journal of Behavioral Development}, number = {1}, publisher = {Sage Publ.}, address = {London}, issn = {0165-0254}, doi = {10.1177/0165025416671613}, pages = {73 -- 82}, year = {2016}, abstract = {Being surrounded by peers who are accepting of aggression is a significant predictor of the development and persistence of aggression in childhood and adolescence. Whereas past research has focused on social reinforcement mechanisms as the underlying processes, the present longitudinal study analysed the role of external control beliefs as an additional mediator explaining the link between peers' acceptance of aggression and the development of aggressive behaviour. Drawing on a large community sample of N = 1,466 male and female children and adolescents from Germany aged between 10 and 18 years, results of latent structural equation modeling were consistent with the hypotheses that peer acceptance of aggression would predict external control beliefs in the social domain, which in turn, should predict aggressive behaviour over time. Additional multigroup analyses showed that the predicted pathways were consistent across gender and age groups.}, 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} } @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{MeckelmannDannenhauer2014, author = {Meckelmann, Viola and Dannenhauer, Nina Alice}, title = {Developmental Tasks for Contemporary Adolescents Significance and Coping}, series = {Zeitschrift f{\"u}r Soziologie der Erziehung und Sozialisation}, volume = {34}, journal = {Zeitschrift f{\"u}r Soziologie der Erziehung und Sozialisation}, number = {2}, publisher = {Juventa-Verl.}, address = {Weinheim}, issn = {1436-1957}, pages = {182 -- 197}, year = {2014}, language = {de} } @article{LorenzGleichBecketal.2014, author = {Lorenz, Robert C. and Gleich, Tobias and Beck, Anne and Poehland, Lydia and Raufelder, Diana and Sommer, Werner and Rapp, Michael Armin and Kuehn, Simone and Gallinat, J{\"u}rgen}, title = {Reward anticipation in the adolescent and aging brain}, series = {Human brain mapping : a journal devoted to functional neuroanatomy and neuroimaging}, volume = {35}, journal = {Human brain mapping : a journal devoted to functional neuroanatomy and neuroimaging}, number = {10}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {1065-9471}, doi = {10.1002/hbm.22540}, pages = {5153 -- 5165}, year = {2014}, abstract = {Processing of reward is the basis of adaptive behavior of the human being. Neural correlates of reward processing seem to be influenced by developmental changes from adolescence to late adulthood. The aim of this study is to uncover these neural correlates during a slot machine gambling task across the lifespan. Therefore, we used functional magnetic resonance imaging to investigate 102 volunteers in three different age groups: 34 adolescents, 34 younger adults, and 34 older adults. We focused on the core reward areas ventral striatum (VS) and ventromedial prefrontal cortex (VMPFC), the valence processing associated areas, anterior cingulate cortex (ACC) and insula, as well as information integration associated areas, dorsolateral prefrontal cortex (DLPFC), and inferior parietal lobule (IPL). Results showed that VS and VMPFC were characterized by a hyperactivation in adolescents compared with younger adults. Furthermore, the ACC and insula were characterized by a U-shape pattern (hypoactivation in younger adults compared with adolescents and older adults), whereas the DLPFC and IPL were characterized by a J-shaped form (hyperactivation in older adults compared with younger groups). Furthermore, a functional connectivity analysis revealed an elevated negative functional coupling between the inhibition-related area rIFG and VS in younger adults compared with adolescents. Results indicate that lifespan-related changes during reward anticipation are characterized by different trajectories in different reward network modules and support the hypothesis of an imbalance in maturation of striatal and prefrontal cortex in adolescents. Furthermore, these results suggest compensatory age-specific effects in fronto-parietal regions. Hum Brain Mapp 35:5153-5165, 2014. (c) 2014 Wiley Periodicals, Inc.}, language = {en} } @article{KraheBusching2014, author = {Krah{\´e}, Barbara and Busching, Robert}, title = {Interplay of normative beliefs and behavior in developmental patterns of physical and relational aggression in adolescence: a four-wave longitudinal study}, series = {Frontiers in psychology}, volume = {5}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2014.01146}, pages = {11}, year = {2014}, abstract = {In a longitudinal study with N = 1,854 adolescents from Germany, we investigated patterns of change and gender differences in physical and relational aggression in relation to normative beliefs about these two forms of aggression. Participants, whose mean age was 13 years at T1, completed self-report measures of physically and relationally aggressive behavior and indicated their normative approval of both forms of aggression at four data waves separated by 12-month intervals. Boys scored higher than did girls on both forms of aggression, but the gender difference was more pronounced for physical aggression. Physical aggression decreased and relational aggression increased over the four data waves in both gender groups. The normative acceptance of both forms of aggression decreased over time, with a greater decrease for the approval of physical aggression. In both gender groups, normative approval of relational aggression prospectively predicted relational aggression across all data waves, and the normative approval of physical aggression predicted physically aggressive behavior at the second and third data waves. A reciprocal reinforcement of aggressive norms and behavior was found for both forms of aggression. The findings are discussed as supporting a social information processing perspective on developmental patterns of change in physical and relational aggression in adolescence.}, language = {en} }