TY - GEN A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Harper, Bridgette D. T1 - The moderation of empathy in the longitudinal association between witnessing cyberbullying, depression, and anxiety T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - While the role of and consequences of being a bystander to face-to-face bullying has received some attention in the literature, to date, little is known about the effects of being a bystander to cyberbullying. It is also unknown how empathy might impact the negative consequences associated with being a bystander of cyberbullying. The present study focused on examining the longitudinal association between bystander of cyberbullying depression, and anxiety, and the moderating role of empathy in the relationship between bystander of cyberbullying and subsequent depression and anxiety. There were 1,090 adolescents (M-age = 12.19; 50% female) from the United States included at Time 1, and they completed questionnaires on empathy, cyberbullying roles (bystander, perpetrator, victim), depression, and anxiety. One year later, at Time 2, 1,067 adolescents (M-age = 13.76; 51% female) completed questionnaires on depression and anxiety. Results revealed a positive association between bystander of cyberbullying and depression and anxiety. Further, empathy moderated the positive relationship between bystander of cyberbullying and depression, but not for anxiety. Implications for intervention and prevention programs are discussed. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 689 KW - bystander KW - cyberbullying KW - empathy KW - depression KW - anxiety KW - longitudinal Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-470505 SN - 1866-8364 IS - 689 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 - GEN A1 - Hudson, Paul A1 - Thieken, Annegret A1 - Bubeck, Philip T1 - The challenges of longitudinal surveys in the flood risk domain T2 - Postprints der Universität Potsdam Mathematisch-Naturwissenschaftliche Reihe N2 - There has been much research regarding the perceptions, preferences, behaviour, and responses of people exposed to flooding and other nat- ural hazards. Cross-sectional surveys have been the predominant method applied in such research. While cross-sectional data can provide a snapshot of a respondent’s behaviour and perceptions, it cannot be assumed that the respondent’s perceptions are constant over time. As a result, many important research questions relating to dynamic processes, such as changes in risk perceptions, adaptation behaviour, and resilience cannot be fully addressed by cross-sectional surveys. To overcome these shortcomings, there has been a call for developing longitudinal (or panel) datasets in research on natural hazards, vulnerabilities, and risks. However, experiences with implementing longitudinal surveys in the flood risk domain (FRD), which pose distinct methodological challenges, are largely lacking. The key problems are sample recruitment, attrition rate, and attrition bias. We present a review of the few existing longitudinal surveys in the FRD. In addition, we investigate the potential attrition bias and attrition rates in a panel dataset of flood-affected households in Germany. We find little potential for attrition bias to occur. High attrition rates across longitudinal survey waves are the larger concern. A high attrition rate rapidly depletes the longitudinal sample. To overcome high attrition, longitudinal data should be collected as part of a multisector partnership to allow for sufficient resources to implement sample retention strategies. If flood-specific panels are developed, different sample retention strategies should be applied and evaluated in future research to understand how much-needed longitudinal surveying techniques can be successfully applied to the study of individuals threatened by flooding. T3 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 759 KW - attrition bias KW - longitudinal KW - flood risk KW - panel KW - attrition rate Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-434092 SN - 1866-8372 IS - 759 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 -