TY - JOUR A1 - Schulz, Anika D. A1 - Schöllgen, Ina A1 - Wendsche, Johannes A1 - Fay, Doris A1 - Wegge, Jürgen T1 - The dynamics of social stressors and detachment BT - long term mechanisms impacting well-being JF - International journal of stress management N2 - This study examines the long-term dynamics of social stressors at work, psychological detachment, and their impact on employee well-being. Previous research has shown that social stressors are detrimental for employee well-being and the ability to mentally detach from work. However, longitudinal studies in this field are scarce, and typically, they only explore whether the level of stressors, or of detachment, at a given point in time has an effect on outcomes. That stressors and detachment may change over time, and that this change may have an independent effect in the process, has rarely been taken into consideration. Thus, it is unclear to what extent long-term dynamic effects also play a role in these relations. To address this question, we investigated whether change in detachment explains the long-term indirect relationship of change in perceived social stressors with change in emotional exhaustion and mental well-being. Data were taken from a longitudinal study of N = 246 registered nurses with up to 3 measurements over 1 year. Analyses were conducted with latent difference scores using a proportional change model. Results revealed that a decline in psychological detachment mediated the long-term effects of increases in social stressors at the workplace on subsequent change in emotional exhaustion and mental well-being. Thus, our study provides initial evidence for the underlying long-term dynamic nature of relationships among social stressors, detachment, and employee well-being, highlighting the incremental explanatory power of change in social stressors and in detachment, above and beyond their respective levels, in predicting change in well-being. KW - psychological detachment KW - job stress KW - emotional exhaustion KW - well-being KW - longitudinal study Y1 - 2021 U6 - https://doi.org/10.1037/str0000216 SN - 1072-5245 SN - 1573-3424 VL - 28 IS - 3 SP - 207 EP - 219 PB - American Psychological Association CY - Washington ER - TY - THES A1 - Hess, Markus T1 - Soziale Partizipation und Persönlichkeitsentwicklung im Vorschulalter : Begriffsklärung und Ergebnisse einer Längsschnittstudie T1 - Social participation und personality development in preschool years : disambiguation and results of a longitudinal study N2 - Die vorliegende Arbeit betrachtet Partizipation aus einer interaktionalen Perspektive und nimmt zunächst eine interdisziplinär orientierte Begriffsbestimmung vor. Daran anschließend werden anhand einer Längsschnittstudie Entwicklungsbedingungen sozialer Partizipationskompetenzen im Vorschulalter untersucht und Förderempfehlungen abgeleitet. Partizipation (Teilhabe) soll in Kontexten wie Schule oder Arbeitswelt Entscheidungen demokratisch legitimieren, individuelle Ressourcen ausschöpfen und soziale Grundbedürfnisse des Menschen befriedigen. Ein engeres Verständnis von sozialer Partizipation aus einer interaktionalen Perspektive erfordert die Beteiligung an den Aktivitäten einer bereits bestehenden Gruppe und die Aushandlung eigener Interessen innerhalb dieser Gruppe und wird in der Arbeit als Prozess anhand dreier Phasen (Anbahnung, Projektierung und Realisierung) dargestellt. Im Vorschulalter werden wichtige Grundsteine für eine erfolgreiche soziale Entwicklung und für den Erwerb von sozialen Partizipationskompetenzen gelegt. In der vorliegenden Arbeit wurden deshalb die Zusammenhänge und Wechselwirkungen zwischen sozialen Partizipationskompetenzen (Bereitschaft und Fähigkeit) und (1) kognitiven Leistungsparametern (Intelligenz und Perspektivenübernahme), (2) dem Selbstkonzept und (3) dem Konfliktverhalten (Aggression und Schüchternheit) mit 5- bis 7jährigen Kindern mit Hilfe von Kreuzpfadanalysen untersucht. Zudem wurde die Situationsgebundenheit sozialer Partizipationskompetenzen und die Bedeutung struktureller Parameter der Familie und der Kindertageseinrichtung auf explorativer Ebene analysiert. Die Stichprobe bestand aus 334 Kindern (51,5 % weiblich, Altersdurchschnitt zum ersten Messzeitpunkt 5,4 Jahre) in 71 Kindergartengruppen in 21 Kindertageseinrichtungen in vier Bundesländern. Die längsschnittliche Datenanalyse basiert auf drei Messzeitpunkten. Die Ergebnisse zeigen, dass soziale Partizipationskompetenzen über verschiedene Situationen hinweg bedeutsame, aber nur mäßig ausgeprägte, Zusammenhänge aufweisen. Hohe Ausprägungen kognitiver Leistungsparameter gehen mit hohen Erziehereinschätzungen sozialer Partizipationskompetenzen einher. Über die Zusammenhänge hinaus zeigen sich im Längsschnitt bedeutsame Wechselwirkungen zwischen kognitiver Entwicklung und sozialen Partizipationskompetenzen im Vorschulalter. Selbsteinschätzungen zur eigenen Kompetenz hängen im Vorschulalter hingegen nur gering mit Erziehereinschätzungen der sozialen Partizipationskompetenz zusammen. Im Längsschnitt zeigt sich, dass junge Kinder bei der Beurteilung ihrer Kompetenzen zunächst auf soziale Partizipationserfolge zurückgreifen. Später hingegen scheint der Partizipationserfolg dann umgekehrt eher durch das Selbstbild bedingt zu sein. Geringe Partizipationskompetenzen gehen mit hohen Erziehereinschätzungen beim aggressiven (schwach signifikant) und schüchternen Verhalten (mäßig signifikant) einher. Hinsichtlich der Aggression und des schüchternen Verhaltens ergaben sich längsschnittlich betrachtet nur schwache Wechselwirkungen zur sozialen Partizipationskompetenz. Die Kumulation familiärer Belastungssituationen (z.B. Krankheit und akute Finanznot) stellen eine größere Bedrohung für die kindliche Entwicklung dar als der sozio-ökonomische Status der Familie. Mit Blick auf die Förderung sozialer Partizipationskompetenzen lassen sich die Ergebnisse mit einem sozial-konstruktivistischen Ansatz verbinden. Dessen Ziel ist es, intra- und interpersonelle Konflikte auszulösen, deren erfolgreiche Bewältigung produktive Lernprozesse auf kognitiver, emotionaler und behavioraler Ebene anstoßen. N2 - The present work examines participation from an interactional perspective and starts with an interdisciplinary-grounded definition. Subsequently, developmental requirements of social participation competencies in preschool years are examined based on a longitudinal study and pedagogical recommendations are derived. The purpose of participation is to ensure the democratic legitimation of decisions, exploit individual resources, and satisfy basic needs of humans. More narrowly defined from an interactional perspective social participation implies the involvement of an individual in the activities of an already existing group of people and the negotiation of own interests within this group. In the present work it is described as a process with three phases (initiation projection, and realization). Important foundations for successful social development and for the acquisition of social participation competencies are laid in preschool years. Therefore the present work examined the interaction between social participation competencies (motivation and ability) and (1) cognitive parameters (intelligence and perspective taking), (2) self-concept, and (3) conflict behavior (aggression and shyness) in 5- to 7-year old children using cross-lagged panel analysis. In addition, the study addressed the question to what extent social participation competencies are context-bound and examined the importance of structural parameters of family and day care on an explorative basis. The sample consisted of 334 children (51.5 % female, average age at first measurement point 5.4 years) in 71 day care groups in 21 day care institutions stemming from four German federal states. The longitudinal data analysis is based on three measurement points. Results showed significant but moderate correlations of social participation competencies across different situations. High levels of cognitive abilities are associated with high social participation competencies rated by preschool teachers. In addition, longitudinal analyses revealed a close interaction between intelligence and social participation competencies in preschool years. Self-ratings of own competencies, however, are only weakly related to teacher ratings of social participation competencies in preschool children. Longitudinal analyses suggest that when judging about their competencies young children draw on their social participation successes. Later, however, success in participation efforts conversely seems to be more determined by the self-concept. Low participation competencies go along with high levels of aggressive (weakly significant) as well as high levels of shy behavior (moderately significant) as rated by teachers. Regarding aggression and shy behavior only weak interactions with social participation competencies were found based on longitudinal analyses. The accumulation of critical family events (e.g. health or acute financial difficulties) represents a greater threat for the development of children than the socio-economic status of the family. Addressing the promotion of social participation competencies the present results can be linked to a social-constructivist approach. One goal of this approach is to produce intra- and inter-individual conflicts which, in case of successful conflict resolution, initiate productive learning processes on a cognitive, emotional, and behavioral level. KW - Partizipation KW - Vorschule KW - Längsschnittstudie KW - soziale Entwicklung KW - participation KW - preschool KW - longitudinal study KW - social development Y1 - 2011 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-66979 ER - TY - JOUR A1 - Hohm, Erika A1 - Laucht, Manfred A1 - Zohsel, Katrin A1 - Schmidt, Martin H. A1 - Esser, Günter A1 - Brandeis, Daniel A1 - Banaschewski, Tobias T1 - Resilienz und Ressourcen im Verlauf der Entwicklung T1 - Resilience and Resources During Development BT - Von der frühen Kindheit bis zum Erwachsenenalter BT - From Early Childhood to Adulthood JF - Kindheit und Entwicklung N2 - Anhand von Daten der Mannheimer Risikokinderstudie, die sich mit der langfristigen Entwicklung von Kindern mit unterschiedlichen Risikobelastungen beschäftigt, wird gezeigt, wie Schutzfaktoren aufseiten des Kindes und seines familiären Umfelds im Verlauf der Entwicklung wirksam werden und zur Entstehung von Resilienz beitragen können. Eine besondere Rolle kommt dabei positiven frühen Eltern-Kind-Beziehungen zu (sowohl Mutter- als auch Vater-Kind-Interaktionen). Daneben spielen auch Interaktionserfahrungen im Alter von zwei Jahren des Kindes eine bedeutsame Rolle; diese schützen Risikokinder davor, eine ungünstige Entwicklung zu nehmen und tragen dazu bei, dass sich Kinder, die in psychosozialen Hochrisikofamilien aufwachsen, trotz ungünstiger „Startbedingungen“ positiv entwickeln. Neben Merkmalen der sozialen Umwelt nehmen auch sprachliche, sozial-emotionale und internale Kompetenzen des Kindes im Entwicklungsverlauf eine wichtige Rolle ein. Diese Kompetenzen ermöglichen es Risikokindern auch unter widrigen Lebensumständen (psychosoziale Hochrisikofamilien, Aufwachsen in Armutsverhältnissen) erfolgreich zu bestehen. Darüber hinaus zeigt die Arbeit, dass Resilienz ein Persönlichkeitsmerkmal ist, das ab dem frühen Erwachsenenalter eine hohe Stabilität besitzt. Mit diesen Befunden verweist die Arbeit auf die große Bedeutung der Resilienz bei der Vorhersage der langfristigen Entwicklung von Risikokindern. N2 - Resilience refers to the ability to successfully deal with stressful life circumstances and experiences and to cope with them. Based on data from the Mannheim Study of Children at Risk, which follows a sample of children at risk from birth to adulthood, the present paper provides convincing evidence demonstrating how protective factors in the child and his/her family environment operate during the course of development to contribute to the development of resilience. As shown, a major role is assigned to positive early parent–child relationships (both mother– and father–child interactions). Moreover, positive interactive experiences at the child’s age of 2 years play a significant role. These experiences consistently contribute to a positive child development in the face of adversity. In addition to characteristics of the social environment of the child, cognitive, social–emotional, and internal competencies during childhood, youth, and young adulthood play a major role in the development of resilience. These competencies enable children at risk who are growing up in psychosocial high-risk families or in poverty to successfully cope with conditions of high adversity. Moreover, the findings presented here demonstrate that resilience may be conceived as a personal characteristic that exhibits high stability since young adulthood. With these findings, the present study points to the significance of resilience in predicting the long-term outcome of children at risk. KW - protective factors KW - risk factors KW - longitudinal study KW - Mannheim Study of Children at Risk KW - early parent-child relationship KW - Schutzfaktoren KW - Risikofaktoren KW - Längsschnittstudie KW - Mannheimer Risikokinderstudie KW - frühe Eltern-Kind-Beziehung Y1 - 2018 U6 - https://doi.org/10.1026/0942-5403/a000236 SN - 0942-5403 SN - 2190-6246 VL - 26 SP - 230 EP - 239 PB - Hogrefe CY - Göttingen ER - TY - GEN A1 - Hohm, Erika A1 - Laucht, Manfred A1 - Zohsel, Katrin A1 - Schmidt, Martin H. A1 - Esser, Günter A1 - Brandeis, Daniel A1 - Banaschewski, Tobias T1 - Resilienz und Ressourcen im Verlauf der Entwicklung BT - von der frühen Kindheit bis zum Erwachsenenalter T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Anhand von Daten der Mannheimer Risikokinderstudie, die sich mit der langfristigen Entwicklung von Kindern mit unterschiedlichen Risikobelastungen beschäftigt, wird gezeigt, wie Schutzfaktoren aufseiten des Kindes und seines familiären Umfelds im Verlauf der Entwicklung wirksam werden und zur Entstehung von Resilienz beitragen können. Eine besondere Rolle kommt dabei positiven frühen Eltern-Kind-Beziehungen zu (sowohl Mutter- als auch Vater-Kind-Interaktionen). Daneben spielen auch Interaktionserfahrungen im Alter von zwei Jahren des Kindes eine bedeutsame Rolle; diese schützen Risikokinder davor, eine ungünstige Entwicklung zu nehmen und tragen dazu bei, dass sich Kinder, die in psychosozialen Hochrisikofamilien aufwachsen, trotz ungünstiger „Startbedingungen“ positiv entwickeln. Neben Merkmalen der sozialen Umwelt nehmen auch sprachliche, sozial-emotionale und internale Kompetenzen des Kindes im Entwicklungsverlauf eine wichtige Rolle ein. Diese Kompetenzen ermöglichen es Risikokindern auch unter widrigen Lebensumständen (psychosoziale Hochrisikofamilien, Aufwachsen in Armutsverhältnissen) erfolgreich zu bestehen. Darüber hinaus zeigt die Arbeit, dass Resilienz ein Persönlichkeitsmerkmal ist, das ab dem frühen Erwachsenenalter eine hohe Stabilität besitzt. Mit diesen Befunden verweist die Arbeit auf die große Bedeutung der Resilienz bei der Vorhersage der langfristigen Entwicklung von Risikokindern. N2 - Resilience refers to the ability to successfully deal with stressful life circumstances and experiences and to cope with them. Based on data from the Mannheim Study of Children at Risk, which follows a sample of children at risk from birth to adulthood, the present paper provides convincing evidence demonstrating how protective factors in the child and his/her family environment operate during the course of development to contribute to the development of resilience. As shown, a major role is assigned to positive early parent–child relationships (both mother– and father–child interactions). Moreover, positive interactive experiences at the child’s age of 2 years play a significant role. These experiences consistently contribute to a positive child development in the face of adversity. In addition to characteristics of the social environment of the child, cognitive, social–emotional, and internal competencies during childhood, youth, and young adulthood play a major role in the development of resilience. These competencies enable children at risk who are growing up in psychosocial high-risk families or in poverty to successfully cope with conditions of high adversity. Moreover, the findings presented here demonstrate that resilience may be conceived as a personal characteristic that exhibits high stability since young adulthood. With these findings, the present study points to the significance of resilience in predicting the long-term outcome of children at risk. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 608 KW - Schutzfaktoren KW - Risikofaktoren KW - Längsschnittstudie KW - Mannheimer Risikokinderstudie KW - frühe Eltern-Kind-Beziehung KW - protective factors KW - risk factors KW - longitudinal study KW - Mannheim Study of Children at Risk KW - early parent-child relationship Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-433072 SN - 1866-8364 IS - 608 SP - 230 EP - 239 ER - TY - JOUR A1 - Meyer, André A1 - Richter, Eric A1 - Richter, Dirk A1 - Gronostaj, Anna T1 - Professionalisierung von Schulleitungen am Beispiel der Werkstatt „Schule leiten“ T1 - Evaluation of the professional development program “Schule leiten” [“School Leadership”] for principals BT - Evaluationsergebnisse einer Fortbildungsreihe für Schulleitungen zum Thema Schulentwicklung BT - results from a program on school improvement JF - Die deutsche Schule N2 - Empirische Studien und schulische Rechtsvorschriften betonen die Relevanz von Schulleiter*innen für die Schulentwicklung. Auf diese Aufgabe müssen Schulleiter*innen in Aus- und Fortbildungen vorbereitet werden. Der vorliegende Beitrag untersucht in einem längsschnittlichen Design Effekte der Fortbildungsreihe Werkstatt „Schule leiten“. Die Teilnehmer*innen bewerten die Werkstatt zumeist positiv und es zeigen sich geringe bis moderate Veränderungen in ihrem selbstberichteten beruflichen Handeln. Schulleiter*innen mit wenigen Jahren Leitungserfahrung berichten dabei über die größten Zuwächse. Der Beitrag diskutiert Implikationen für die Forschung und Fortbildung von Schulleiter*innen. N2 - Empirical studies and legal documents of school law highlight the importance of principals for school improvement. Professional development (PD) needs to be provided for principals in this field accordingly. This longitudinal study investigates effects of a PD program addressing principals’ self-reported skills that are related to school improvement. Participants are highly satisfied with the PD program and they report small to moderate changes of their leadership behaviour. Principals with little experience on the job report higher gains of their leadership than highly experienced principals. Implications for future research and professional development are discussed. KW - Schulleitungsfortbildung KW - Evaluation KW - Wirkungen von Fortbildungen KW - Längsschnittstudie KW - principal professional development KW - evaluation research KW - ffects of professional developmen KW - longitudinal study KW - multiple regression Y1 - 2020 UR - https://www.waxmann.com/artikelART104135 U6 - https://doi.org/10.31244/dds.2020.03.03 SN - 0012-0731 SN - 2699-5379 VL - 112 IS - 3 SP - 277 EP - 295 PB - Waxmann CY - Münster ER - TY - GEN A1 - Abramova, Olga A1 - Wagner, Amina A1 - Olt, Christian M. A1 - Buxmann, Peter T1 - One for all, all for one BT - social considerations in user acceptance of contact tracing apps using longitudinal evidence from Germany and Switzerland T2 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe N2 - We propose a conceptual model of acceptance of contact tracing apps based on the privacy calculus perspective. Moving beyond the duality of personal benefits and privacy risks, we theorize that users hold social considerations (i.e., social benefits and risks) that underlie their acceptance decisions. To test our propositions, we chose the context of COVID-19 contact tracing apps and conducted a qualitative pre-study and longitudinal quantitative main study with 589 participants from Germany and Switzerland. Our findings confirm the prominence of individual privacy calculus in explaining intention to use and actual behavior. While privacy risks are a significant determinant of intention to use, social risks (operationalized as fear of mass surveillance) have a notably stronger impact. Our mediation analysis suggests that social risks represent the underlying mechanism behind the observed negative link between individual privacy risks and contact tracing apps' acceptance. Furthermore, we find a substantial intention–behavior gap. T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 167 KW - digital contact tracing KW - privacy calculus KW - longitudinal study KW - privacy risks KW - surveillance KW - intention-behavior gap Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-605856 SN - 1867-5808 ER - TY - JOUR A1 - Abramova, Olga A1 - Wagner, Amina A1 - Olt, Christian M. A1 - Buxmann, Peter T1 - One for all, all for one BT - social considerations in user acceptance of contact tracing apps using longitudinal evidence from Germany and Switzerland JF - International Journal of Information Management N2 - We propose a conceptual model of acceptance of contact tracing apps based on the privacy calculus perspective. Moving beyond the duality of personal benefits and privacy risks, we theorize that users hold social considerations (i.e., social benefits and risks) that underlie their acceptance decisions. To test our propositions, we chose the context of COVID-19 contact tracing apps and conducted a qualitative pre-study and longitudinal quantitative main study with 589 participants from Germany and Switzerland. Our findings confirm the prominence of individual privacy calculus in explaining intention to use and actual behavior. While privacy risks are a significant determinant of intention to use, social risks (operationalized as fear of mass surveillance) have a notably stronger impact. Our mediation analysis suggests that social risks represent the underlying mechanism behind the observed negative link between individual privacy risks and contact tracing apps' acceptance. Furthermore, we find a substantial intention–behavior gap. KW - digital contact tracing KW - privacy calculus KW - longitudinal study KW - privacy risks KW - surveillance KW - intention-behavior gap Y1 - 2022 U6 - https://doi.org/10.1016/j.ijinfomgt.2022.102473 SN - 0268-4012 SN - 1873-4707 VL - 64 SP - 1 EP - 16 PB - Elsevier CY - Kidlington ER - TY - JOUR A1 - Kirsch, Fabian A1 - Rohlf, Helena L. A1 - Krahé, Barbara T1 - Measuring anger regulation in middle childhood through behavioural observation: a longitudinal validation JF - European journal of developmental psychology N2 - Learning to regulate anger is an important task in childhood development, as maladaptive anger regulation has been linked to a variety of problems, including aggression and social rejection. To assess anger regulation in situ, in a previous study we developed a behavioural observation measure and demonstrated its cross-sectional construct and criterion validity in a sample of 599 children with a mean age of 8.1years. The present study further validated the measure by demonstrating its predictive validity. About 10months after the behavioural observation, participants were asked to imagine two anger-eliciting situations and report what they would do to get rid of their anger. Observed anger regulation strategies at T1 correlated significantly with self-reported regulatory behaviour at T2, suggesting that the behavioural observation measure is an ecologically valid approach for assessing anger regulation in middle childhood. KW - Anger regulation KW - observation KW - childhood KW - validation KW - longitudinal study Y1 - 2015 U6 - https://doi.org/10.1080/17405629.2015.1101375 SN - 1740-5629 SN - 1740-5610 VL - 12 IS - 6 SP - 718 EP - 727 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Holl, Anna Katharina A1 - Kirsch, Fabian A1 - Rohlf, Helena L. A1 - Krahe, Barbara A1 - Elsner, Birgit T1 - Longitudinal reciprocity between theory of mind and aggression in middle childhood JF - International Journal of Behavioral Development N2 - Theory of mind is one of the most important cognitive factors in social information-processing, and deficits in theory of mind have been linked to aggressive behavior in childhood. The present longitudinal study investigated reciprocal links between theory of mind and two forms of aggression – physical and relational – in middle childhood with three data waves over 3 years. Theory of mind was assessed by participants’ responses to cartoons, and physical and relational aggression were assessed through teacher reports in a community sample of 1657 children (mean age at Time 1: 8 years). Structural equation modeling analyses showed that theory of mind was a negative predictor of subsequent physical and relational aggression, both from Time 1 to Time 2 as well as from Time 2 to Time 3. Moreover, relational aggression was a negative predictor of theory of mind from Time 1 to Time 2. There were no significant gender or age differences in the tested pathways. The results suggest that reciprocal and negative longitudinal relations exist between children’s theory of mind and aggressive behavior. Our study extends current knowledge about the development of such relations across middle childhood. KW - Aggressive behavior KW - theory of mind KW - middle childhood KW - longitudinal study KW - relational aggression KW - physical aggression Y1 - 2018 U6 - https://doi.org/10.1177/0165025417727875 SN - 0165-0254 SN - 1464-0651 VL - 42 IS - 2 SP - 257 EP - 266 PB - Sage Publ. CY - London ER - TY - JOUR A1 - Krahé, Barbara A1 - Berger, Anja T1 - Longitudinal pathways of sexual victimization, sexual self-esteem, and depression in women and men JF - Psychological Trauma: Theory, Research, Practice, and Policy N2 - Objective: This article presents a longitudinal analysis of the links between sexual assault victimization, depression, and sexual self-esteem by examining their cross-lagged paths among both men and women. Method: Male and female college students (N = 2,425) in Germany participated in the study that comprised 3 data waves in their first, second, and third year of university, separated by 12-month intervals. Sexual assault victimization was assessed at Time 1 (T1) since the age of 14 and at Time 2 (T2) and Time 3 (T3) for the last 12 months. Depression and sexual self-esteem were measured at each wave. Results: Random-intercept cross-lagged panel analyses, controlling for individual differences in depression and sexual self-esteem, showed that sexual assault at T1 predicted depression and lower sexual self-esteem at T2, and depression and lower self-esteem at T2 predicted sexual assault victimization at T3. In addition, significant paths were found from T1 depression to T2 sexual assault victimization and from T2 sexual assault victimization to depression at T3. Sexual victimization at T1 was indirectly linked to sexual victimization at T3 via depression at T2. Both depression and sexual self-esteem at T1 were indirectly linked to sexual victimization at T3. The paths did not differ significantly between men and women. Conclusion: Sexual assault victimization was shown to be a risk factor for both depression as a general mental health indicator and lowered sexual self-esteem as a specific outcome in the domain of sexuality. Moreover, depression and sexual self-esteem increased the vulnerability for sexual assault victimization, which has implications for prevention and intervention efforts. This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. KW - sexual assault victimization KW - depression KW - sexual self-esteem KW - longitudinal study KW - Germany Y1 - 2016 U6 - https://doi.org/10.1037/tra0000198 SN - 1942-9681 SN - 1942-969X VL - 9 IS - 2 SP - 147 EP - 155 PB - American Psychological Association CY - Washington ER -