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  - 
TY  - GEN
A1  - Lazarides, Rebecca
A1  - Raufelder, Diana
T1  - Longitudinal Effects of Student-Perceived Classroom Support on Motivation
BT  - A Latent Change Model
N2  - 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.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 321 
KW  - classroom characteristics
KW  - autonomy
KW  - competence
KW  - relatedness
KW  - motivation
KW  - latent change model
KW  - adolescence
Y1  - 2017
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-395695
ER  -