TY - JOUR A1 - Lazarides, Rebecca A1 - Watt, Helen M. G. A1 - Richardson, Paul W. T1 - Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career JF - Learning and instruction N2 - Teacher self-efficacy for classroom management is an important component of teachers' identity with implications for their teaching quality. Theoretically, it has been described that contextual variables play an important role for self-efficacy development and its consequences. However, little is known about the interrelationships of job resources and demands with teacher self-efficacy, and consequences for teachers' professional behaviors. We extend teacher self-efficacy research by drawing on the Job Demands-Resources model in examining contextual influences on developmental dynamics between classroom management self-efficacy and teacher-reported classroom management, from prior to qualifying as a teacher until mid-career. Participants were 395 primary and secondary Australian school teachers. Longitudinal structural equation models showed teachers' classroom management self-efficacy positively related to aspects of their perceived classroom management, particularly during early career. Between early and mid-career, the positive relationship between self-efficacy and classroom management was moderated by early career excessive demands. Implications are outlined for teacher education and school administration. KW - teacher self-efficacy for classroom management KW - longitudinal KW - perceived classroom management KW - job demands-resources model Y1 - 2019 U6 - https://doi.org/10.1016/j.learninstruc.2020.101346 SN - 0959-4752 SN - 1873-3263 VL - 69 PB - Elsevier Science CY - Amsterdam [u.a.] ER - TY - JOUR A1 - Bondü, Rebecca A1 - Bilgin, Ayten A1 - Warschburger, Petra T1 - Justice sensitivity and rejection sensitivity as predictors and outcomes of eating disorder pathology BT - a 5-year longitudinal study JF - The international journal of eating disorders N2 - Objective: Rejection sensitivity and justice sensitivity are personality traits that are characterized by frequent perceptions and intense adverse responses to negative social cues. Whereas there is good evidence for associations between rejection sensitivity, justice sensitivity, and internalizing problems, no longitudinal studies have investigated their association with eating disorder (ED) pathology so far. Thus, the present study examined longitudinal relations between rejection sensitivity, justice sensitivity, and ED pathology. Method: Participants (N = 769) reported on their rejection sensitivity, justice sensitivity, and ED pathology at 9-19 (T1), 11-21 (T2), and 14-22 years of age (T3). Results: Latent cross-lagged models showed longitudinal associations between ED pathology and anxious rejection sensitivity, observer and victim justice sensitivity. T1 and T2 ED pathology predicted higher T2 and T3 anxious rejection sensitivity, respectively. In turn, T2 anxious rejection sensitivity predicted more T3 ED pathology. T1 observer justice sensitivity predicted more T2 ED pathology, which predicted higher T3 observer justice sensitivity. Furthermore, T1 ED pathology predicted higher T2 victim justice sensitivity. Discussion: Rejection sensitivity-particularly anxious rejection sensitivity-and justice sensitivity may be involved in the maintenance or worsening of ED pathology and should be considered by future research and in prevention and treatment of ED pathology. Also, mental health problems may increase rejection sensitivity and justice sensitivity traits in the long term. KW - eating disorder pathology KW - justice sensitivity KW - longitudinal KW - rejection KW - sensitivity Y1 - 2020 U6 - https://doi.org/10.1002/eat.23273 SN - 0276-3478 SN - 1098-108X VL - 53 IS - 6 SP - 926 EP - 936 PB - Wiley CY - New York, NY ER - TY - JOUR A1 - Austin, Gina A1 - Bondü, Rebecca A1 - Elsner, Birgit T1 - Executive function, theory of mind, and conduct-problem symptoms in middle childhood JF - Frontiers in psychology N2 - Studies show relations between executive function (EF), Theory of Mind (ToM), and conduct-problem (CP) symptoms. However, many studies have involved cross-sectional data, small clinical samples, pre-school children, and/or did not consider potential mediation effects. The present study examined the longitudinal relations between EF, ToM abilities, and CP symptoms in a population-based sample of 1,657 children between 6 and 11 years (T1: M = 8.3 years, T2: M = 9.1 years; 51.9% girls). We assessed EF skills and ToM abilities via computerized tasks at first measurement (T1), CP symptoms were rated via parent questionnaires at T1 and approximately 1 year later (T2). Structural-equation models showed a negative relation between T1 EF and T2 CP symptoms even when controlling for attention-deficit hyperactivity disorder (ADHD) symptoms and other variables. This relation was fully mediated by T1 ToM abilities. The study shows how children's abilities to control their thoughts and behaviors and to understand others' mental states interact in the development of CP symptoms. KW - executive functions KW - theory of mind KW - conduct-problem symptoms KW - middle KW - childhood KW - longitudinal Y1 - 2020 U6 - https://doi.org/10.3389/fpsyg.2020.00539 SN - 1664-1078 VL - 11 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Krasotkina, Anna A1 - Götz, Antonia A1 - Höhle, Barbara A1 - Schwarzer, Gudrun T1 - Perceptual narrowing in face- and speech-perception domains in infancy BT - a longitudinal approach JF - Infant behavior & development : an international and interdisciplinary journal N2 - During the first year of life, infants undergo a process known as perceptual narrowing, which reduces their sensitivity to classes of stimuli which the infants do not encounter in their environment. It has been proposed that perceptual narrowing for faces and speech may be driven by shared domain-general processes. To investigate this theory, our study longitudinally tested 50 German Caucasian infants with respect to these domains first at 6 months of age followed by a second testing at 9 months of age. We used an infant-controlled habituation-dishabituation paradigm to test the infants' ability to discriminate among other-race Asian faces and non-native Cantonese speech tones, as well as same-race Caucasian faces as a control. We found that while at 6 months of age infants could discriminate among all stimuli, by 9 months of age they could no longer discriminate among other-race faces or non-native tones. However, infants could discriminate among same-race stimuli both at 6 and at 9 months of age. These results demonstrate that the same infants undergo perceptual narrowing for both other-race faces and non-native speech tones between the ages of 6 and 9 months. This parallel development of perceptual narrowing occurring in both the face and speech perception modalities over the same period of time lends support to the domain-general theory of perceptual narrowing in face and speech perception. KW - face perception KW - speech perception KW - longitudinal KW - infant KW - perceptual KW - narrowing Y1 - 2021 U6 - https://doi.org/10.1016/j.infbeh.2021.101607 SN - 0163-6383 SN - 1879-0453 VL - 64 PB - Elsevier CY - New York ER - TY - JOUR A1 - Busching, Robert A1 - Krahé, Barbara T1 - With a little help from their peers BT - the impact of classmates on JF - Journal of youth and adolescence : a multidisciplinary research publication N2 - 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. KW - prosocial behavior KW - adolescence KW - development KW - gender KW - longitudinal KW - multilevel Y1 - 2020 U6 - https://doi.org/10.1007/s10964-020-01260-8 SN - 0047-2891 SN - 1573-6601 VL - 49 IS - 9 SP - 1849 EP - 1863 PB - Springer Science CY - New York ER - TY - GEN A1 - Ehlert, Antje A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn-Henkel, Juliane A1 - Kucian, Karin A1 - Aster, Michael von A1 - Esser, Günter T1 - Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 786 KW - intellectual ability KW - intelligence KW - pre-school KW - mathematical precursor KW - mathematical development KW - school mathematics KW - longitudinal KW - numerical skills KW - working memory KW - attention Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-562337 SN - 1866-8364 SP - 1 EP - 23 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ehlert, Antje A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn-Henkel, Juliane A1 - Kucian, Karin A1 - Aster, Michael von A1 - Esser, Günter T1 - Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence JF - Journal of Intelligence N2 - Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed. KW - intellectual ability KW - intelligence KW - pre-school KW - mathematical development KW - school mathematics KW - longitudinal KW - numerical skills KW - working memory KW - attention Y1 - 2022 U6 - https://doi.org/10.3390/jintelligence10030070 SN - 2079-3200 VL - 10 SP - 1 EP - 23 PB - MDPI CY - Basel, Schweiz ET - 3 ER - TY - GEN A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn, Juliane A1 - Kucian, Karin A1 - Wyschkon, Anne A1 - von Aster, Michael A1 - Esser, Günter T1 - Does It Count? Pre-School Children’s Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Background: Children’s spontaneous focusing on numerosity (SFON) is related to numerical skills. This study aimed to examine (1) the developmental trajectory of SFON and (2) the interrelations between SFON and early numerical skills at pre-school as well as their influence on arithmetical skills at school. Method: Overall, 1868 German pre-school children were repeatedly assessed until second grade. Nonverbal intelligence, visual attention, visuospatial working memory, SFON and numerical skills were assessed at age five (M = 63 months, Time 1) and age six (M = 72 months, Time 2), and arithmetic was assessed at second grade (M = 95 months, Time 3). Results: SFON increased significantly during pre-school. Path analyses revealed interrelations between SFON and several numerical skills, except number knowledge. Magnitude estimation and basic calculation skills (Time 1 and Time 2), and to a small degree number knowledge (Time 2), contributed directly to arithmetic in second grade. The connection between SFON and arithmetic was fully mediated by magnitude estimation and calculation skills at pre-school. Conclusion: Our results indicate that SFON first and foremost influences deeper understanding of numerical concepts at pre-school and—in contrast to previous findings –affects only indirectly children’s arithmetical development at school. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 777 KW - SFON KW - school mathematics KW - mathematical precursor KW - counting KW - number knowledge KW - magnitude estimation KW - transformation KW - pre-school KW - longitudinal KW - development Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-560283 SN - 1866-8364 SP - 1 EP - 18 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn, Juliane A1 - Kucian, Karin A1 - Wyschkon, Anne A1 - von Aster, Michael A1 - Esser, Günter T1 - Does It Count? Pre-School Children’s Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School JF - Brain Sciences N2 - Background: Children’s spontaneous focusing on numerosity (SFON) is related to numerical skills. This study aimed to examine (1) the developmental trajectory of SFON and (2) the interrelations between SFON and early numerical skills at pre-school as well as their influence on arithmetical skills at school. Method: Overall, 1868 German pre-school children were repeatedly assessed until second grade. Nonverbal intelligence, visual attention, visuospatial working memory, SFON and numerical skills were assessed at age five (M = 63 months, Time 1) and age six (M = 72 months, Time 2), and arithmetic was assessed at second grade (M = 95 months, Time 3). Results: SFON increased significantly during pre-school. Path analyses revealed interrelations between SFON and several numerical skills, except number knowledge. Magnitude estimation and basic calculation skills (Time 1 and Time 2), and to a small degree number knowledge (Time 2), contributed directly to arithmetic in second grade. The connection between SFON and arithmetic was fully mediated by magnitude estimation and calculation skills at pre-school. Conclusion: Our results indicate that SFON first and foremost influences deeper understanding of numerical concepts at pre-school and—in contrast to previous findings –affects only indirectly children’s arithmetical development at school. KW - SFON KW - school mathematics KW - mathematical precursor KW - counting KW - number knowledge KW - magnitude estimation KW - transformation KW - pre-school KW - longitudinal KW - development Y1 - 2022 U6 - https://doi.org/10.3390/brainsci12030313 SN - 2076-3425 VL - 12 SP - 1 EP - 18 PB - MDPI CY - Basel, Schweiz ET - 3 ER - TY - JOUR A1 - Jung, Janis Moritz A1 - Krahé, Barbara A1 - Busching, Robert T1 - Beyond the positive reinforcement of aggression BT - Peers’ acceptance of aggression promotes aggression via external control beliefs JF - International Journal of Behavioral Development N2 - 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. KW - adolescence KW - aggression KW - aggressive peers KW - childhood KW - control beliefs KW - Germany KW - longitudinal Y1 - 2016 U6 - https://doi.org/10.1177/0165025416671613 SN - 0165-0254 SN - 1464-0651 VL - 42 IS - 1 SP - 73 EP - 82 PB - Sage Publ. CY - London ER -