@article{DumontNeumannNagyetal.2013,
  author    = {Dumont, Hanna and Neumann, Marko and Nagy, Gabriel and Becker, Michael and Rose, Norman and Trautwein, Ulrich},
  title     = {Class composition Effects in non-academic lower secondary school tracks in the state of Baden-W{\"u}rttemberg},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {60},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {3},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2013.art16d},
  pages     = {198 -- 213},
  year      = {2013},
  abstract  = {The study investigates the effects of classroom composition (average ability, achievement, and socio-economic background, proportion of immigrant students) on the development in mathematics achievement, and reading literacy from grade 5 to 6. The study draws on a sample of N=1892 students in vocational track schools (Hauptschule) and intermediate track schools (Realschule) in Baden-Wuerttemberg, Germany. After controlling for school type, and between-school differences in student intake characteristics, none of the compositional characteristics showed a statistically significant effect on achievement development. School track was associated with the development of reading literacy even after controlling for individual differences; however, this relationship lost its statistical significance after the composition of the student body was additionally taken into account.},
  language  = {de}
}
@article{BrandtBeckerTetzneretal.2018,
  author    = {Brandt, Naemi D. and Becker, Michael and Tetzner, Julia and Brunner, Martin and Kuhl, Poldi and Maaz, Kai},
  title     = {Personality across the lifespan exploring measurement invariance of a short Big Five Inventory from ages 11 to 84},
  series = {European journal of psychological assessment},
  volume    = {36},
  journal   = {European journal of psychological assessment},
  number    = {1},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {1015-5759},
  doi       = {10.1027/1015-5759/a000490},
  pages     = {162 -- 173},
  year      = {2018},
  abstract  = {Personality is a relevant predictor for important life outcomes across the entire lifespan. Although previous studies have suggested the comparability of the measurement of the Big Five personality traits across adulthood, the generalizability to childhood is largely unknown. The present study investigated the structure of the Big Five personality traits assessed with the Big Five Inventory-SOEP Version (BFI-S; SOEP = Socio-Economic Panel) across a broad age range spanning 11-84 years. We used two samples of N = 1,090 children (52\% female, M-age = 11.87) and N = 18,789 adults (53\% female, M-age = 51.09), estimating a multigroup CFA analysis across four age groups (late childhood: 11-14 years; early adulthood: 17-30 years; middle adulthood: 31-60 years; late adulthood: 61-84 years). Our results indicated the comparability of the personality trait metric in terms of general factor structure, loading patterns, and the majority of intercepts across all age groups. Therefore, the findings suggest both a reliable assessment of the Big Five personality traits with the BFI-S even in late childhood and a vastly comparable metric across age groups.},
  language  = {en}
}
@misc{WarschburgerCalvanoBeckeretal.2017,
  author    = {Warschburger, Petra and Calvano, Claudia and Becker, Sebastian and Friedt, Michael and Hudert, Christian and Posovszky, Carsten and Schier, Maike and Wegscheider, Karl},
  title     = {Stop the pain : study protocol for a randomized-controlled trial},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-401451},
  pages     = {11},
  year      = {2017},
  abstract  = {Background: Functional abdominal pain (FAP) is not only a highly prevalent disease but also poses a considerable burden on children and their families. Untreated, FAP is highly persistent until adulthood, also leading to an increased risk of psychiatric disorders. Intervention studies underscore the efficacy of cognitive behavioral treatment approaches but are limited in terms of sample size, long-term follow-up data, controls and inclusion of psychosocial outcome data. Methods/Design: In a multicenter randomized controlled trial, 112 children aged 7 to 12 years who fulfill the Rome III criteria for FAP will be allocated to an established cognitive behavioral training program for children with FAP (n = 56) or to an active control group (focusing on age-appropriate information delivery; n = 56). Randomization occurs centrally, blockwise and is stratified by center. This study is performed in five pediatric gastroenterology outpatient departments. Observer-blind assessments of outcome variables take place four times: pre-, post-, 3- and 12-months post-treatment. Primary outcome is the course of pain intensity and frequency. Secondary endpoints are health-related quality of life, pain-related coping and cognitions, as well as selfefficacy. Discussion: This confirmatory randomized controlled clinical trial evaluates the efficacy of a cognitive behavioral intervention for children with FAP. By applying an active control group, time and attention processes can be controlled, and long-term follow-up data over the course of one year can be explored.},
  language  = {en}
}
@article{WarschburgerCalvanoBeckeretal.2014,
  author    = {Warschburger, Petra and Calvano, Claudia and Becker, Sebastian and Friedt, Michael and Hudert, Christian and Posovszky, Carsten and Schier, Maike and Wegscheider, Karl},
  title     = {Stop the pain: study protocol for a randomized-controlled trial},
  series = {Trials},
  volume    = {15},
  journal   = {Trials},
  publisher = {BioMed Central},
  address   = {London},
  issn      = {1745-6215},
  doi       = {10.1186/1745-6215-15-357},
  pages     = {11},
  year      = {2014},
  abstract  = {Background: Functional abdominal pain (FAP) is not only a highly prevalent disease but also poses a considerable burden on children and their families. Untreated, FAP is highly persistent until adulthood, also leading to an increased risk of psychiatric disorders. Intervention studies underscore the efficacy of cognitive behavioral treatment approaches but are limited in terms of sample size, long-term follow-up data, controls and inclusion of psychosocial outcome data. Methods/Design: In a multicenter randomized controlled trial, 112 children aged 7 to 12 years who fulfill the Rome III criteria for FAP will be allocated to an established cognitive behavioral training program for children with FAP (n = 56) or to an active control group (focusing on age-appropriate information delivery; n = 56). Randomization occurs centrally, blockwise and is stratified by center. This study is performed in five pediatric gastroenterology outpatient departments. Observer-blind assessments of outcome variables take place four times: pre-, post-, 3- and 12-months post-treatment. Primary outcome is the course of pain intensity and frequency. Secondary endpoints are health-related quality of life, pain-related coping and cognitions, as well as selfefficacy. Discussion: This confirmatory randomized controlled clinical trial evaluates the efficacy of a cognitive behavioral intervention for children with FAP. By applying an active control group, time and attention processes can be controlled, and long-term follow-up data over the course of one year can be explored.},
  language  = {en}
}
@article{RjoskMcElvanyAndersetal.2011,
  author    = {Rjosk, Camilla and McElvany, Nele and Anders, Yvonne and Becker, Michael},
  title     = {Teachers' diagnostic skills in estimating students' basic reading capacities},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {58},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {2},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2011.art04d},
  pages     = {92 -- 105},
  year      = {2011},
  abstract  = {The present study investigates diagnostic skills of German teachers in estimating basic reading capacities of sixth graders and the way they relate to achievement heterogeneity of the judged student group and to students' language background. The data were obtained from a sample of 39 German teachers and their classes in the context of the Berlin Longitudinal Reading Study. Judgements on different levels were analysed (achievement of sixth graders in general and of individual students). Diagnostic skills were investigated using different indicators: the personal judgement error and tendency and the accuracy in identifying achievement differences between individual students (rank component). The accuracy in estimating reading capacities of students with and without a different language background was investigated by means of achievement level matched pairs. The outcomes indicated, among others, an overestimation of students' general achievement level and on average an acceptable accuracy in identifying achievement differences between individual students. They showed equal difficulties in judging performances of students with and without a different language background.},
  language  = {de}
}