TY  - JOUR
A1  - Bondü, Rebecca
A1  - Esser, Günter
T1  - Justice and rejection sensitivity in children and adolescents with ADHD symptoms
JF  - European child and adolescent psychiatry : offical journal of the European Society for Child and Adolescent Psychiatry
N2  - Justice sensitivity captures individual differences in the frequency with which injustice is perceived and the intensity of emotional, cognitive, and behavioral reactions to it. Persons with ADHD have been reported to show high justice sensitivity, and a recent study provided evidence for this notion in an adult sample. In 1,235 German 10- to 19-year olds, we measured ADHD symptoms, justice sensitivity from the victim, observer, and perpetrator perspective, the frequency of perceptions of injustice, anxious and angry rejection sensitivity, depressive symptoms, conduct problems, and self-esteem. Participants with ADHD symptoms reported significantly higher victim justice sensitivity, more perceptions of injustice, and higher anxious and angry rejection sensitivity, but significantly lower perpetrator justice sensitivity than controls. In latent path analyses, justice sensitivity as well as rejection sensitivity partially mediated the link between ADHD symptoms and comorbid problems when considered simultaneously. Thus, both justice sensitivity and rejection sensitivity may contribute to explaining the emergence and maintenance of problems typically associated with ADHD symptoms, and should therefore be considered in ADHD therapy.
KW  - ADHD
KW  - Justice sensitivity
KW  - Rejection sensitivity
KW  - Conduct problems
KW  - Depressive symptoms
Y1  - 2015
U6  - https://doi.org/10.1007/s00787-014-0560-9
SN  - 1018-8827
SN  - 1435-165X
VL  - 24
IS  - 2
SP  - 185
EP  - 198
PB  - Springer
CY  - New York
ER  - 
TY  - JOUR
A1  - Krahé, Barbara
A1  - Bondü, Rebecca
A1  - Höse, Anna
A1  - Esser, Günter
T1  - Child Aggression as a Source and a Consequence of Parenting Stress: A Three-Wave Longitudinal Study
JF  - Journal of research on adolescence : the official journal of the Society for Research on Adolescence
N2  - This longitudinal study examined the links between child aggression and parenting stress over 4years. Child aggression was hypothesized to contribute to parenting stress, which should increase aggression. Parents and teachers of 239 German children aged between 6 and 15years completed measures of child aggression at Time 1 and Time 3, complemented by children's self-reports of aggression at Time 3. Parents rated their child-focused and parent-focused stress at an intermediate measurement Time 2. Child-focused stress mediated the path from Time 1 to Time 3 aggression in boys and girls, whereas parent-focused stress was unrelated to Time 3 aggression. The findings help to understand the continuity of aggressive behavior in childhood and adolescence and highlight the need to intervene early with families susceptible to parenting stress.
Y1  - 2015
U6  - https://doi.org/10.1111/jora.12115
SN  - 1050-8392
SN  - 1532-7795
VL  - 25
IS  - 2
SP  - 328
EP  - 339
PB  - Wiley-Blackwell
CY  - Hoboken
ER  - 
TY  - JOUR
A1  - Jung, Janis Moritz
A1  - Krahé, Barbara
A1  - Bondü, Rebecca
A1  - Esser, Günter
A1  - Wyschkon, Anne
T1  - Dynamic progression of antisocial behavior in childhood and adolescence
BT  - a three-wave longitudinal study from Germany
JF  - Applied Developmental Science
N2  - This longitudinal study from Germany examined the dynamic progression of antisocial behavior in childhood and adolescence based on the social interactional model by Patterson, DeBaryshe, and Ramsey. It examined the link between antisocial behavior, social rejection, academic failure, and affiliation with deviant peers in a sample of 1,657 children and youths aged between 6 and 15 years who were studied at three measurement waves (T1 to T3) over a time period of about 5 years. Teachers rated the children on all variables, parents additionally provided ratings of antisocial behavior and social rejection. Latent structural equation modeling yielded the predicted positive paths from antisocial behavior at T1 to social rejection and academic failure at T2. As predicted, affiliation with deviant peers at T2 was positively associated with social rejection and academic failure at the same measurement point. Finally, affiliation with deviant peers at T2 significantly predicted antisocial behavior at T3.
Y1  - 2016
U6  - https://doi.org/10.1080/10888691.2016.1219228
SN  - 1088-8691
SN  - 1532-480X
VL  - 22
IS  - 1
SP  - 74
EP  - 88
PB  - Routledge, Taylor & Francis Group
CY  - Abingdon
ER  - 
TY  - JOUR
A1  - Bondü, Rebecca
A1  - Sahyazici-Knaak, Fidan
A1  - Esser, Günter
T1  - Long-Term Associations of Justice Sensitivity, Rejection Sensitivity, and Depressive Symptoms in Children and Adolescents
JF  - Frontiers in psychology
N2  - Depressive symptoms have been related to anxious rejection sensitivity, but little is known about relations with angry rejection sensitivity and justice sensitivity. We measured rejection sensitivity, justice sensitivity, and depressive symptoms in 1,665 9-to-21-year olds at two points of measurement. Participants with high T1 levels of depressive symptoms reported higher anxious and angry rejection sensitivity and higher justice sensitivity than controls at T1 and T2. T1 rejection, but not justice sensitivity predicted T2 depressive symptoms; high victim justice sensitivity, however, added to the stabilization of depressive symptoms. T1 depressive symptoms positively predicted T2 anxious and angry rejection and victim justice sensitivity. Hence, sensitivity toward negative social cues may be cause and consequence of depressive symptoms and requires consideration in cognitive-behavioral treatment of depression.
KW  - justice sensitivity
KW  - rejection sensitivity
KW  - depressive symptoms
KW  - childhood
KW  - adolescence
Y1  - 2017
U6  - https://doi.org/10.3389/fpsyg.2017.01446
SN  - 1664-1078
VL  - 8
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Tetzner, Julia
A1  - Kliegl, Reinhold
A1  - Krahé, Barbara
A1  - Busching, Robert
A1  - Esser, Günter
T1  - Developmental problems in adolescence
BT  - a person-centered analysis across time and domains
JF  - Journal of Applied Developmental Psychology
N2  - This longitudinal study investigated patterns of developmental problems across depression, aggression, and academic achievement during adolescence, using two measurement points two years apart (N = 1665; age T1: M = 13.14; female = 49.6%). Latent Profile Analyses and Latent Transition Analyses yielded four main findings: A three-type solution provided the best fit to the data: an asymptomatic type (i.e., low problem scores in all three domains), a depressed type (i.e., high scores in depression), an aggressive type (i.e., high scores in aggression). Profile types were invariant over the two data waves but differed between girls and boys, revealing gender specific patterns of comorbidity. Stabilities over time were high for the asymptomatic type and for types that represented problems in one domain, but moderate for comorbid types. Differences in demographic variables (i.e., age, socio-economic status) and individual characteristics (i.e., self-esteem, dysfunctional cognitions, cognitive capabilities) predicted profile type memberships and longitudinal transitions between types.
KW  - Adolescence
KW  - Person-centered approach
KW  - Depression
KW  - Aggression
KW  - Academic achievement
Y1  - 2017
U6  - https://doi.org/10.1016/j.appdev.2017.08.003
SN  - 0193-3973
SN  - 1873-7900
VL  - 53
SP  - 40
EP  - 53
PB  - Elsevier
CY  - New York
ER  - 
TY  - JOUR
A1  - Goethe, Katrin
A1  - Esser, Günter
A1  - Gendt, Anja
A1  - Kliegl, Reinhold
T1  - Working memory in children tracing age differences and special educational needs to parameters of a formal model
JF  - Developmental psychology
N2  - Parameters of a formal working-memory model were estimated for verbal and spatial memory updating of children. The model proposes interference though feature overwriting and through confusion of whole elements as the primary cause of working-memory capacity limits. We tested 2 age groups each containing 1 group of normal intelligence and I deficit group. For young children the deficit was developmental dyslexia; for older children it was a general learning difficulty. The interference model predicts less interference through overwriting but more through confusion of whole elements for the dyslexic children than for their age-matched controls. Older children exhibited less interference through confusion of whole elements and a higher processing rate than young children, but general learning difficulty was associated with slower processing than in the age-matched control group. Furthermore, the difference between verbal and spatial updating mapped onto several meaningful dissociations of model parameters.
KW  - working-memory capacity
KW  - interference model
KW  - dyslexia
KW  - general learning difficulty
Y1  - 2012
U6  - https://doi.org/10.1037/a0025660
SN  - 0012-1649
VL  - 48
IS  - 2
SP  - 459
EP  - 476
PB  - American Psychological Association
CY  - Washington
ER  - 
TY  - JOUR
A1  - Göthe, Katrin
A1  - Esser, Günter
A1  - Gendt, Anja
A1  - Kliegl, Reinhold
T1  - Working memory in children : tracing age differences and special educational needs to parameters of a formal model
N2  - Parameters of a formal working-memory model were estimated for verbal and spatial memory updating of children. The model proposes interference though feature overwriting and through confusion of whole elements as the primary cause of working-memory capacity limits. We tested 2 age groups each containing 1 group of normal intelligence and 1 deficit group. For young children the deficit was developmental dyslexia; for older children it was a general learning difficulty. The interference model predicts less interference through overwriting but more through confusion of whole elements for the dyslexic children than for their age-matched controls. Older children exhibited less interference through confusion of whole elements and a higher processing rate than young children, but general learning difficulty was associated with slower processing than in the age-matched control group. Furthermore, the difference between verbal and spatial updating mapped onto several meaningful dissociations of model parameters.
Y1  - 2012
ER  -