TY  - JOUR
A1  - Hoferichter, Frances
A1  - Kulakow, Stefan
A1  - Hufenbach, Miriam Catrin
T1  - Support from parents, peers, and teachers is differently associated with middle school students’ well-being
JF  - Frontiers in psychology
N2  - Parents, peers, and teachers provide a powerful context for school students' well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students' well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (M-age = 13.97, SD = 0.41, 52% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students' self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.
KW  - social support
KW  - teachers
KW  - peers
KW  - parents
KW  - middle school students
KW  - well-being
Y1  - 2021
U6  - https://doi.org/10.3389/fpsyg.2021.758226
SN  - 1664-1078
VL  - 12
PB  - Frontiers Media
CY  - Lausanne
ER  - 
TY  - CHAP
A1  - Wendt, Julia
A1  - Hufenbach, Miriam Catrin
T1  - Trait anxiety and conditioned responding: role of the US work-up procedure?
T2  - Psychophysiology : journal of the Society for Psychophysiological Research
KW  - Trait Anxiety
KW  - US Work-up
KW  - US Intensity
Y1  - 2021
SN  - 1469-8986
SN  - 0048-5772
VL  - 58
SP  - S61
EP  - S61
PB  - Wiley
CY  - Hoboken
ER  - 
TY  - JOUR
A1  - Wendt, Julia
A1  - Hufenbach, Miriam Catrin
A1  - König, Jörg
A1  - Hamm, Alfons O.
T1  - Effects of verbal instructions and physical threat removal prior to extinction training on the return of conditioned fear
JF  - Scientific Reports
N2  - Instructions given prior to extinction training facilitate the extinction of conditioned skin conductance (SCRs) and fear-potentiated startle responses (FPSs) and serve as laboratory models for cognitive interventions implemented in exposure-based treatments of pathological anxiety. Here, we investigated how instructions given prior to extinction training, with or without the additional removal of the electrode used to deliver the unconditioned stimulus (US), affect the return of fear assessed 24 hours later. We replicated previous instruction effects on extinction and added that the additional removal of the US electrode slightly enhanced facilitating effects on the extinction of conditioned FPSs. In contrast, extinction instructions hardly affected the return of conditioned fear responses. These findings suggest that instruction effects observed during extinction training do not extent to tests of return of fear 24 hours later which serve as laboratory models of relapse and improvement stability of exposure-based treatments.
Y1  - 2019
U6  - https://doi.org/10.1038/s41598-020-57934-7
SN  - 2045-2322
VL  - 10
PB  - Macmillan Publishers Limited, part of Springer Nature
CY  - London
ER  - 
TY  - GEN
A1  - Wendt, Julia
A1  - Hufenbach, Miriam Catrin
A1  - König, Jörg
A1  - Hamm, Alfons O.
T1  - Effects of verbal instructions and physical threat removal prior to extinction training on the return of conditioned fear
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Instructions given prior to extinction training facilitate the extinction of conditioned skin conductance (SCRs) and fear-potentiated startle responses (FPSs) and serve as laboratory models for cognitive interventions implemented in exposure-based treatments of pathological anxiety. Here, we investigated how instructions given prior to extinction training, with or without the additional removal of the electrode used to deliver the unconditioned stimulus (US), affect the return of fear assessed 24 hours later. We replicated previous instruction effects on extinction and added that the additional removal of the US electrode slightly enhanced facilitating effects on the extinction of conditioned FPSs. In contrast, extinction instructions hardly affected the return of conditioned fear responses. These findings suggest that instruction effects observed during extinction training do not extent to tests of return of fear 24 hours later which serve as laboratory models of relapse and improvement stability of exposure-based treatments.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 599 
Y1  - 2020
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-444796
SN  - 1866-8364
IS  - 599
ER  -