@misc{Schachner2017, author = {Schachner, Maja Katharina}, title = {From equality and inclusion to cultural pluralism}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {460}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-412589}, pages = {18}, year = {2017}, abstract = {Schools are a major context for academic and socio-emotional development, but also an important acculturative context. This is notably the case in adolescence, which is a critical period for the development of a social and ethnic identity, as well as moral reasoning and intergroup attitudes. How schools approach cultural diversity issues is therefore likely to affect these developmental and acculturative processes and adaptation outcomes. In the present article, the manifestation and effects of the most prominent approaches to cultural diversity, namely those guided by a perspective of equality and inclusion, and those guided by a perspective of cultural pluralism, are reviewed and compared in the context of multi-ethnic schools. The aim is to explore when and how the potential of cultural diversity can best flourish, enhancing the academic and socio-emotional development of culturally diverse students.}, language = {en} } @article{Schachner2017, author = {Schachner, Maja Katharina}, title = {From equality and inclusion to cultural pluralism}, series = {European journal of developmental psychology}, volume = {16}, journal = {European journal of developmental psychology}, number = {1}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1740-5629}, doi = {10.1080/17405629.2017.1326378}, pages = {1 -- 17}, year = {2017}, abstract = {Schools are a major context for academic and socio-emotional development, but also an important acculturative context. This is notably the case in adolescence, which is a critical period for the development of a social and ethnic identity, as well as moral reasoning and intergroup attitudes. How schools approach cultural diversity issues is therefore likely to affect these developmental and acculturative processes and adaptation outcomes. In the present article, the manifestation and effects of the most prominent approaches to cultural diversity, namely those guided by a perspective of equality and inclusion, and those guided by a perspective of cultural pluralism, are reviewed and compared in the context of multi-ethnic schools. The aim is to explore when and how the potential of cultural diversity can best flourish, enhancing the academic and socio-emotional development of culturally diverse students.}, language = {en} } @article{MoellerKraheBusching2013, author = {M{\"o}ller, Ingrid and Krah{\´e}, Barbara and Busching, Robert}, title = {Consumption of media violence and aggressive behavior a longitudinal study of German adolescents with and without migration background}, series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, volume = {45}, journal = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, number = {3}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0049-8637}, doi = {10.1026/0049-8637/a000086}, pages = {121 -- 130}, year = {2013}, abstract = {The consumption of media violence and aggressive behavior were assessed three times in a sample of N=1,052 German adolescents with and without migration background over a period of two years with 12-month intervals. The adolescents in the two groups, who were in grades 7 and 8 at T1, were matched by gender, age, type of school, and academic achievement. Students in the migrant group reported higher consumption of violent media. At T3, they showed more physical but less relational aggression than their peers of German background. Cross-lagged panel analyses showed parallel associations between media violence use and aggression in both groups: Media violence consumption at T1 and T2 predicted physical aggression at T2 and T3 independent of ethnic background. The reverse path from physical aggression to media violence consumption was nonsignificant. No link was found between media violence use and relational aggression over time.}, language = {de} } @article{MeckelmannDannenhauer2014, author = {Meckelmann, Viola and Dannenhauer, Nina Alice}, title = {Developmental Tasks for Contemporary Adolescents Significance and Coping}, series = {Zeitschrift f{\"u}r Soziologie der Erziehung und Sozialisation}, volume = {34}, journal = {Zeitschrift f{\"u}r Soziologie der Erziehung und Sozialisation}, number = {2}, publisher = {Juventa-Verl.}, address = {Weinheim}, issn = {1436-1957}, pages = {182 -- 197}, year = {2014}, language = {de} } @article{LorenzGleichBecketal.2014, author = {Lorenz, Robert C. and Gleich, Tobias and Beck, Anne and Poehland, Lydia and Raufelder, Diana and Sommer, Werner and Rapp, Michael Armin and Kuehn, Simone and Gallinat, J{\"u}rgen}, title = {Reward anticipation in the adolescent and aging brain}, series = {Human brain mapping : a journal devoted to functional neuroanatomy and neuroimaging}, volume = {35}, journal = {Human brain mapping : a journal devoted to functional neuroanatomy and neuroimaging}, number = {10}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {1065-9471}, doi = {10.1002/hbm.22540}, pages = {5153 -- 5165}, year = {2014}, abstract = {Processing of reward is the basis of adaptive behavior of the human being. Neural correlates of reward processing seem to be influenced by developmental changes from adolescence to late adulthood. The aim of this study is to uncover these neural correlates during a slot machine gambling task across the lifespan. Therefore, we used functional magnetic resonance imaging to investigate 102 volunteers in three different age groups: 34 adolescents, 34 younger adults, and 34 older adults. We focused on the core reward areas ventral striatum (VS) and ventromedial prefrontal cortex (VMPFC), the valence processing associated areas, anterior cingulate cortex (ACC) and insula, as well as information integration associated areas, dorsolateral prefrontal cortex (DLPFC), and inferior parietal lobule (IPL). Results showed that VS and VMPFC were characterized by a hyperactivation in adolescents compared with younger adults. Furthermore, the ACC and insula were characterized by a U-shape pattern (hypoactivation in younger adults compared with adolescents and older adults), whereas the DLPFC and IPL were characterized by a J-shaped form (hyperactivation in older adults compared with younger groups). Furthermore, a functional connectivity analysis revealed an elevated negative functional coupling between the inhibition-related area rIFG and VS in younger adults compared with adolescents. Results indicate that lifespan-related changes during reward anticipation are characterized by different trajectories in different reward network modules and support the hypothesis of an imbalance in maturation of striatal and prefrontal cortex in adolescents. Furthermore, these results suggest compensatory age-specific effects in fronto-parietal regions. Hum Brain Mapp 35:5153-5165, 2014. (c) 2014 Wiley Periodicals, Inc.}, language = {en} } @misc{LazaridesRaufelder2016, author = {Lazarides, Rebecca and Raufelder, Diana}, title = {Longitudinal Effects of Student-Perceived Classroom Support on Motivation}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395695}, pages = {11}, year = {2016}, abstract = {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.}, language = {en} } @article{LazaridesRaufelder2017, author = {Lazarides, Rebecca and Raufelder, Diana}, title = {Longitudinal Effects of Student-Perceived Classroom Support on Motivation}, series = {Frontiers in psychology}, volume = {8}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2017.00417}, year = {2017}, abstract = {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.}, language = {en} } @article{KraheBusching2014, author = {Krah{\´e}, Barbara and Busching, Robert}, title = {Interplay of normative beliefs and behavior in developmental patterns of physical and relational aggression in adolescence: a four-wave longitudinal study}, series = {Frontiers in psychology}, volume = {5}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2014.01146}, pages = {11}, year = {2014}, abstract = {In a longitudinal study with N = 1,854 adolescents from Germany, we investigated patterns of change and gender differences in physical and relational aggression in relation to normative beliefs about these two forms of aggression. Participants, whose mean age was 13 years at T1, completed self-report measures of physically and relationally aggressive behavior and indicated their normative approval of both forms of aggression at four data waves separated by 12-month intervals. Boys scored higher than did girls on both forms of aggression, but the gender difference was more pronounced for physical aggression. Physical aggression decreased and relational aggression increased over the four data waves in both gender groups. The normative acceptance of both forms of aggression decreased over time, with a greater decrease for the approval of physical aggression. In both gender groups, normative approval of relational aggression prospectively predicted relational aggression across all data waves, and the normative approval of physical aggression predicted physically aggressive behavior at the second and third data waves. A reciprocal reinforcement of aggressive norms and behavior was found for both forms of aggression. The findings are discussed as supporting a social information processing perspective on developmental patterns of change in physical and relational aggression in adolescence.}, language = {en} } @misc{JungKraheBusching2017, author = {Jung, Janis Moritz and Krah{\´e}, Barbara and Busching, Robert}, title = {Differential risk profiles for reactive and proactive aggression}, series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, number = {588}, issn = {1866-8364}, doi = {10.25932/publishup-43322}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-433229}, pages = {71 -- 84}, year = {2017}, abstract = {This two-wave longitudinal study identified configurations of social rejection, affiliation with aggressive peers, and academic failure and examined their predictivity for reactive and proactive aggression in a sample of 1,479 children and adolescents aged between 9 and 19 years. Latent profile analysis yielded three configurations of risk factors, made up of a non-risk group, a risk group scoring high on measures of social rejection (SR), and a risk group scoring high on measures of affiliation with aggressive peers and academic failure (APAF). Latent path analysis revealed that, as predicted, only membership in the SR group at T1 predicted reactive aggression at T2 17 months later. By contrast, only membership in the APAF group at T1 predicted proactive aggression at T2.}, language = {en} } @article{JungKraheBusching2016, author = {Jung, Janis Moritz and Krah{\´e}, Barbara and Busching, Robert}, title = {Beyond the positive reinforcement of aggression}, series = {International Journal of Behavioral Development}, volume = {42}, journal = {International Journal of Behavioral Development}, number = {1}, publisher = {Sage Publ.}, address = {London}, issn = {0165-0254}, doi = {10.1177/0165025416671613}, pages = {73 -- 82}, year = {2016}, abstract = {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.}, language = {en} } @article{JungKraheBusching2017, author = {Jung, Janis and Krahe, Barbara and Busching, Robert}, title = {Differential risk profiles for reactive and proactive aggression}, series = {Social psychology}, volume = {48}, journal = {Social psychology}, number = {2}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {1864-9335}, doi = {10.1027/1864-9335/a000298}, pages = {71 -- 84}, year = {2017}, abstract = {This two-wave longitudinal study identified configurations of social rejection, affiliation with aggressive peers, and academic failure and examined their predictivity for reactive and proactive aggression in a sample of 1,479 children and adolescents aged between 9 and 19 years. Latent profile analysis yielded three configurations of risk factors, made up of a non-risk group, a risk group scoring high on measures of social rejection (SR), and a risk group scoring high on measures of affiliation with aggressive peers and academic failure (APAF). Latent path analysis revealed that, as predicted, only membership in the SR group at T1 predicted reactive aggression at T2 17 months later. By contrast, only membership in the APAF group at T1 predicted proactive aggression at T2.}, language = {en} } @article{JuangSchwarzenthalAraletal.2022, author = {Juang, Linda P. and Schwarzenthal, Miriam and Aral, Tuğ{\c{c}}e and Pevec-Zimmer, Sharleen}, title = {Youth experiences of racism and family ethnic-racial socialization in Germany}, series = {Infant and child development : an international journal of research}, volume = {31}, journal = {Infant and child development : an international journal of research}, number = {1}, publisher = {Wiley}, address = {New York}, issn = {1522-7219}, doi = {10.1002/icd.2301}, pages = {14}, year = {2022}, abstract = {In 1988 the youth-led movement "Schools without racism, schools with courage" was established in Belgium and quickly spread throughout Europe. German schools adopted this movement in 1995. Decades later, racism is not yet a strong developmental science research topic for studies of youth in Germany and Europe. In this commentary we argue that it should be. With increasing hate crimes and harassment, there is also a need to understand how families are socializing young people to be prepared for, cope with, resist, and disrupt racism. This type of ethnic-racial socialization affects important developmental processes-adolescent ethnic-racial identity development and intergroup and institutional understanding and relations-and requires a more prominent place of study in a migration-diverse Germany. Studying these issues in this particular sociohistorical context will also contribute to a more context-specific understanding of youth experiences of racism.}, language = {en} } @article{JuangHouBaylessetal.2017, author = {Juang, Linda P. and Hou, Yang and Bayless, Sara Douglass and Kim, Su Yeong}, title = {Time-varying associations of parent-adolescent cultural conflict and youth adjustment among Chinese American families}, series = {Developmental psychology}, volume = {54}, journal = {Developmental psychology}, number = {5}, publisher = {American Psychological Association}, address = {Washington}, issn = {0012-1649}, doi = {10.1037/dev0000475}, pages = {938 -- 949}, year = {2017}, abstract = {The purpose of this study was to examine time-varying associations of parent-adolescent cultural conflict with depressive symptoms and grade point average (GPA) among Chinese Americans from ages 11-22. We pooled two independently collected longitudinal data sets (N = 760 at Wave 1) and used time-varying effect modeling (TVEM) to show that the frequency of parent-adolescent conflict increased during early adolescence (12 years), peaked at mid adolescence (16 years), and gradually decreased throughout late adolescence and young adulthood. In general, parent-adolescent conflict was associated with negative adjustment (more depressive symptoms and lower GPA) more strongly during mid-to late-adolescence (15 to 17 years) compared with other developmental periods. These time-varying associations differed slightly by gender, at least for GPA. Our findings provide important developmental knowledge of parent-adolescent conflict for Chinese American youth and suggest that attention to conflict and links to adjustment is especially relevant during mid to late adolescence. Our study also illustrates the usefulness of integrative data analysis and TVEM to investigate how the strength of conflict-adjustment associations might change throughout development.}, language = {en} } @article{HoffmannWarschburger2017, author = {Hoffmann, Svenja and Warschburger, Petra}, title = {Weight, shape, and muscularity concerns in male and female adolescents}, series = {The international journal of eating disorders}, volume = {50}, journal = {The international journal of eating disorders}, number = {2}, publisher = {Wiley}, address = {Hoboken}, issn = {0276-3478}, doi = {10.1002/eat.22635}, pages = {139 -- 147}, year = {2017}, abstract = {Objective: The purpose of this study was to examine the impact of age and weight status on adolescents' body dissatisfaction and its change over 20 months in a gender-comparing design. The influence of body image concern on eating concern was also investigated. Method: In a prospective study, 675 male and female adolescents aged 12-16 were assessed using self-report questionnaires on weight, shape, muscularity, and eating concerns. Height and weight measurements were taken by trained personnel. Data were analyzed using structural equation modeling. Results: Analyses of latent means revealed more pronounced weight/shape concern in females than males and more pronounced muscularity concern in males than females. Weight/shape concern increased in females over time, whereas muscularity concern remained stable in both genders. Baseline levels of weight/shape concern could be predicted by age and weight status in females and by weight status in males. The only predictor of change in weight/shape concern was weight status in males. Baseline levels of muscularity concern could be predicted by age in females and by weight status in males. Similar effects were found for changes in muscularity concern in both genders. Increases in weight/shape and muscularity concern were associated with more pronounced eating concern. Discussion: The results confirm gender differences in distinctive facets of body image concern and its prediction. The relevance of increase in body image concern in adolescents is underlined by its association with eating concern in both genders. Further explanatory variables for change in body dissatisfaction should be examined in future studies.}, language = {en} } @misc{HelfertWarschburger2013, author = {Helfert, Susanne and Warschburger, Petra}, title = {The face of appearance-related social pressure}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-401155}, pages = {11}, year = {2013}, abstract = {Background Appearance-related social pressure plays an important role in the development of a negative body image and self-esteem as well as severe mental disorders during adolescence (e.g. eating disorders, depression). Identifying who is particularly affected by social pressure can improve targeted prevention and intervention, but findings have either been lacking or controversial. Thus the aim of this study is to provide a detailed picture of gender, weight, and age-related variations in the perception of appearance-related social pressure by peers and parents. Methods 1112 German students between grades 7 and 9 (mean age: M = 13.38, SD = .81) filled in the Appearance-Related Social Pressure Questionnaire (German: FASD), which considers different sources (peers, parents) as well as various kinds of social pressure (e.g. teasing, modeling, encouragement). Results Girls were more affected by peer pressure, while gender differences in parental pressure seemed negligible. Main effects of grade-level suggested a particular increase in indirect peer pressure (e.g. appearance-related school and class norms) from early to middle adolescence. Boys and girls with higher BMI were particularly affected by peer teasing and exclusion as well as by parental encouragement to control weight and shape. Conclusion The results suggest that preventive efforts targeting body concerns and disordered eating should bring up the topic of appearance pressure in a school-based context and should strengthen those adolescents who are particularly at risk - in our study, girls and adolescents with higher weight status. Early adolescence and school transition appear to be crucial periods for these efforts. Moreover, the comprehensive assessment of appearance-related social pressure appears to be a fruitful way to further explore social risk-factors in the development of a negative body image.}, language = {en} } @phdthesis{Helfert2013, author = {Helfert, Susanne}, title = {Die Rolle aussehensbezogenen sozialen Drucks in der Entstehung von K{\"o}rperunzufriedenheit im Jugendalter}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-66946}, school = {Universit{\"a}t Potsdam}, year = {2013}, abstract = {K{\"o}rperliche Attraktivit{\"a}t und gutes Aussehen spielen in der heutigen Gesellschaft eine entscheidende Rolle, was bereits fr{\"u}hzeitig auch Kinder und Jugendliche in ihren Einstellungen und der Wahrnehmung ihres K{\"o}rpers pr{\"a}gt. Sorgen um den eigenen K{\"o}rper gelten als normatives Problem unter Jugendlichen und bergen nicht selten das Risiko f{\"u}r gesundheitsgef{\"a}hrdendes Verhalten und psychische Erkrankungen. In der Suche nach den Ursachen gerieten in den letzten Jahren insbesondere soziokulturelle Faktoren, insbesondere der Einfluss von medial vermittelten Sch{\"o}nheitsidealen, in den Fokus der Forschung. Es ist jedoch fraglich, warum nicht alle Jugendlichen in gleicher Weise auf den allgegenw{\"a}rtigen Mediendruck reagieren. Naheliegend ist, dass die Jugendlichen besonders gef{\"a}hrdet sind, deren unmittelbares soziales Umfeld das geltende Sch{\"o}nheitsideal direkt oder indirekt vermittelt und verst{\"a}rkt. Das Verst{\"a}ndnis der Rolle sozialen Drucks ist jedoch bislang noch durch zahlreiche inhaltliche und methodische Aspekte beschr{\"a}nkt (z.B. Einschr{\"a}nkungen in der Operationalisierung, ungen{\"u}gende Ber{\"u}cksichtigung geschlechtsspezifischer Mechanismen, fehlende l{\"a}ngsschnittliche Belege). Daher widmet sich die vorliegende Arbeit der Bedeutung aussehensbezogenen sozialen Drucks in der Entstehung von K{\"o}rperunzufriedenheit im Jugendalter in drei aufeinander aufbauenden Untersuchungsschritten. Ausgehend von der Entwicklung eines umfassenden und zuverl{\"a}ssigen Erhebungsinstruments zielt die Arbeit darauf ab, unterschiedliche Aspekte sozialen Drucks gegen{\"u}berzustellen und hinsichtlich ihrer Verbreitung und Risikowirkung zu vergleichen. Die Umsetzung des Forschungsvorhabens erfolgte in unterschiedlichen Sch{\"u}lerstichproben der Klassen 7 bis 9 unterschiedlicher Gymnasien und Gesamtschulen (Hauptstichprobe N = 1112, im Mittel = 13.4 ± 0.8 Jahre). Dabei wurden sowohl quer- als auch l{\"a}ngsschnittliche Analysen durchgef{\"u}hrt. Zus{\"a}tzlich wurden zur Erprobung des Fragebogenverfahrens klinische Stichproben mit Ess- und Gewichtsst{\"o}rungen herangezogen. Zur detaillierten Erfassung unterschiedlicher Formen aussehensbezogenen sozialen Drucks erfolgte im ersten Schritt die Entwicklung des Fragebogen zum aussehensbezogen sozialen Druck (FASD), welcher acht unterschiedliche Formen aussehensbezogene sozialen Drucks ausgehend von Eltern und Gleichaltrigen reliabel und valide erfasst. Dabei erwies sich das Verfahren gleichermaßen f{\"u}r Jungen und M{\"a}dchen, wie f{\"u}r Jugendliche mit unterschiedlichem Gewichtsstatus geeignet. Die psychometrische G{\"u}te des Verfahrens konnte sowohl f{\"u}r populationsbasierte als auch f{\"u}r klinische Stichproben mit Ess- und Gewichtsst{\"o}rung belegt werden, wodurch eine breite Einsatzm{\"o}glichkeit in Forschung und Praxis denkbar ist. Im zweiten Schritt erfolgte die Untersuchung der Verbreitung aussehensbezogenen sozialen Drucks unter besonderer Ber{\"u}cksichtigung von Geschlechts-, Alters- und Gewichtsgruppenunterschieden. Dabei erwiesen sich M{\"a}dchen als st{\"a}rker von aussehensbezogenem Druck durch Gleichaltrige betroffen als Jungen. Dar{\"u}berhinaus legen die Ergebnisse nahe, dass {\"U}bergewicht ungeachtet des Geschlechts mit verst{\"a}rkten aussehensbezogenen Abwertungen und Ausgrenzungserfahrungen verbunden ist. Zudem deuten die Alterseffekte der Studie darauf hin, dass der {\"U}bergang von fr{\"u}her zu mittlerer Adoleszenz aber auch Schulwechsel besonderes kritische Zeitpunkte f{\"u}r die Etablierung aussehensbezogener Einfl{\"u}sse darstellen. Abschließend widmete sich die Arbeit der l{\"a}ngsschnittlichen Risikowirkung unterschiedlicher Aspekte aussehensbezogenen sozialen Drucks in der Entstehung von K{\"o}rperunzufriedenheit. Aussehensbezogene Einfl{\"u}sse von Freunden verst{\"a}rkten l{\"a}ngsschnittlich K{\"o}rpersorgen sowohl bei M{\"a}dchen als auch bei Jungen. Zudem ergab sich das Erleben von Ausgrenzung durch Gleichaltrige als entscheidender Risikofaktor f{\"u}r gewichtsbezogene K{\"o}rpersorgen unter Jungen. Als bedeutsamster elterlicher Einfluss erwiesen sich Aufforderungen auf die Figur zu achten. Diese Aufforderungen verst{\"a}rkten gleichermaßen f{\"u}r M{\"a}dchen und Jungen gewichtsbezogene K{\"o}rpersorgen. Die vorliegende Arbeit widmete sich dem Ziel, die Rolle aussehensbezogener sozialer Einfl{\"u}sse weiter aufzukl{\"a}ren. Das dazu vorgelegte umfassende Instrument erm{\"o}glichte eine differenzierte Betrachtung der Verbreitung und Wirkung unterschiedlicher Formen sozialen Drucks. Hierdurch weisen die Ergebnisse nicht nur auf wichtige geschlechtsspezifische Mechanismen hin, sondern leisten ebenso einen Beitrag zum vertieften Verst{\"a}ndnis der Risikowirkung sozialen Drucks. Diese Erkenntnisse liefern somit einerseits konkrete Ansatzpunkte f{\"u}r Pr{\"a}vention und Intervention und erm{\"o}glichen andererseits auch eine weitere Konkretisierung bereits etablierter soziokultureller Wirkmodelle.}, language = {de} } @article{GamezGuadixMateosWachsetal.2022, author = {G{\´a}mez-Guadix, Manuel and Mateos, Estibaliz and Wachs, Sebastian and Blanco, Marta}, title = {Self-harm on the internet among adolescents}, series = {Psicothema}, volume = {34}, journal = {Psicothema}, number = {2}, publisher = {Departamento de Psicolog{\´i}a de la Universidad de Oviedo, Colegio Oficial de Psic{\´o}logos del Principado de Asturias, Vicerrectorado de Investigaci{\´o}n de la Universidad de Oviedo}, address = {Oviedo}, issn = {0214-9915}, doi = {10.7334/psicothema2021.328}, pages = {233 -- 239}, year = {2022}, abstract = {Background: Using the internet to search for information or share images about self-harm is an emerging risk among young people. The aims of this study were (a) to analyze the prevalence of different types of self-harm on the internet and differences by sex and age, and (b) to examine the relationship of self-harm on the internet with intrapersonal factors (i.e., depression and anxiety) and interpersonal factors (i.e., family cohesion and social resources). Method: The sample consisted of 1,877 adolescents (946 girls) between 12 and 17 years old (Mage = 13.41, SD = 1.25) who completed self-report measures. Results: Approximately 11\% of the participants had been involved in some type of self-harm on the internet. The prevalence was significantly higher among girls than boys and among adolescents older than 15 years old. Depression and anxiety increased the risk of self-harm on the internet, whereas family cohesion decreased the probability of self-harm on the internet. Conclusions: Self-harm on the internet is a relatively widespread phenomenon among Spanish adolescents. Prevention programs should include emotional regulation, coping skills, and resilience to reduce in this behavior.}, language = {en} } @article{GraefenKohnWyschkonetal.2015, author = {Graefen, Johanna and Kohn, Juliane and Wyschkon, Anne and Esser, G{\"u}nter}, title = {Internalizing problems in children and adolescents with math disability}, series = {Zeitschrift f{\"u}r Psychologie = Journal of psychology}, volume = {223}, journal = {Zeitschrift f{\"u}r Psychologie = Journal of psychology}, number = {2}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {2190-8370}, doi = {10.1027/2151-2604/a000207}, pages = {93 -- 101}, year = {2015}, abstract = {Research has shown that learning disabilities are associated with internalizing problems in (pre) adolescents. In order to examine this relationship for math disability (MD), math achievement and internalizing problem scores were measured in a representative group of 1,436 (pre) adolescents. MD was defined by a discrepancy between math achievement and IQ. Internalizing problems were measured through a multi-informant (parents, teachers, self-report) approach. The results revealed that MD puts (pre) adolescents at a higher risk for internalizing problems. External and self-ratings differed between boys and girls, indicating that either they show distinct internalizing symptoms or they are being perceived differently by parents and teachers. Results emphasize the importance of both a multi-informant approach and the consideration of gender differences when measuring internalizing symptomatology of children with MD. For an optimal treatment of MD, depressive and anxious symptoms need to be considered.}, language = {en} } @article{DietrichLazarides2019, author = {Dietrich, Julia and Lazarides, Rebecca}, title = {Gendered development of motivational belief patterns in mathematics across a school year and career plans in math-related fields}, series = {Frontiers in psychology}, volume = {10}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2019.01472}, pages = {5}, year = {2019}, abstract = {Rooted in Eccles and colleagues' expectancy-value theory, this study aimed to examine how expectancies and different facets of task value combine to diverse profiles of motivational beliefs, how such complex profiles develop across a school year, and how they relate to gender and career plans. Despite abundant research on the association between gender and motivational beliefs, there is a paucity of knowledge regarding the gendered development of student motivational belief profiles in specific domains. Using latent-transition analysis in a sample of N = 751 ninth to tenth graders (55.9\% girls), we investigated girls' and boys' development of motivational belief profiles (profile paths) in mathematics across a school year. We further analyzed the association between these profile paths and math-related career plans. The results revealed four motivational belief profiles: high motivation (intrinsic and attainment oriented), balanced above average motivation, average motivation (attainment and cost oriented), and low motivation (cost oriented). Girls were less likely than expected by chance to remain in the high motivation profile, while the opposite was true for boys. The math-relatedness of students' career plans was significantly higher in the "stable high motivation" profile path than in all other stable profile paths.}, language = {en} } @article{BuschingKrahe2015, author = {Busching, Robert and Krah{\´e}, Barbara}, title = {The Girls Set the Tone: Gendered Classroom Norms and the Development of Aggression in Adolescence}, series = {Personality and social psychology bulletin}, volume = {41}, journal = {Personality and social psychology bulletin}, number = {5}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {0146-1672}, doi = {10.1177/0146167215573212}, pages = {659 -- 676}, year = {2015}, abstract = {In a four-wave longitudinal study with N = 1,321 adolescents in Germany, we examined the impact of class-level normative beliefs about aggression on aggressive norms and behavior at the individual level over the course of 3 years. At each data wave, participants indicated their normative acceptance of aggressive behavior and provided self-reports of physical and relational aggression. Multilevel analyses revealed significant cross-level interactions between class-level and individual-level normative beliefs at T1 on individual differences in physical aggression at T2, and the indirect interactive effects were significant up to T4. Normative approval of aggression at the class level, especially girls' normative beliefs, defined the boundary conditions for the expression of individual differences in aggressive norms and their impact on physically and relationally aggressive behavior for both girls and boys. The findings demonstrate the moderating effect of social norms on the pathways from individual normative beliefs to aggressive behavior in adolescence.}, language = {en} }