@article{AsselmannHolstSpecht2023, author = {Asselmann, Eva and Holst, Elke and Specht, Jule}, title = {Longitudinal bidirectional associations between personality and becoming a leader}, series = {Journal of personality}, volume = {91}, journal = {Journal of personality}, number = {2}, publisher = {Wiley-Blackwell}, address = {Boston, Mass. [u.a.]}, issn = {0022-3506}, doi = {10.1111/jopy.12719}, pages = {285 -- 298}, year = {2023}, abstract = {Objective Leaders differ in their personalities from non-leaders. However, when do these differences emerge? Are leaders "born to be leaders" or does their personality change in preparation for a leadership role and due to increasing leadership experience? Method Using data from the German Socio-Economic Panel Study, we examined personality differences between leaders (N = 2683 leaders, women: n = 967; 36.04\%) and non-leaders (N = 33,663) as well as personality changes before and after becoming a leader. Results Already in the years before starting a leadership position, leaders-to-be were more extraverted, open, emotionally stable, conscientious, and willing to take risks, felt to have greater control, and trusted others more than non-leaders. Moreover, personality changed in emergent leaders: While approaching a leadership position, leaders-to-be (especially men) became gradually more extraverted, open, and willing to take risks and felt to have more control over their life. After becoming a leader, they became less extraverted, less willing to take risks, and less conscientious but gained self-esteem. Conclusions Our findings suggest that people are not simply "born to be leaders" but that their personalities change considerably in preparation for a leadership role and due to leadership experience. Some changes are transient, but others last for a long time.}, language = {en} } @article{Ulrich2023, author = {Ulrich, Peter}, title = {Regionale und lokale Governance}, series = {KWI-Schriften}, journal = {KWI-Schriften}, number = {14}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-571-2}, issn = {1867-951X}, doi = {10.25932/publishup-63116}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-631166}, pages = {75 -- 84}, year = {2023}, language = {de} } @article{MeixnerNixonLaubrock2022, author = {Meixner, Johannes M. and Nixon, Jessie S. and Laubrock, Jochen}, title = {The perceptual span is dynamically adjusted in response to foveal load by beginning readers}, series = {Journal of experimental psychology : general}, volume = {151}, journal = {Journal of experimental psychology : general}, number = {6}, publisher = {American Psychological Association}, address = {Washington}, issn = {0096-3445}, doi = {10.1037/xge0001140}, pages = {1219 -- 1232}, year = {2022}, abstract = {The perceptual span describes the size of the visual field from which information is obtained during a fixation in reading. Its size depends on characteristics of writing system and reader, but-according to the foveal load hypothesis-it is also adjusted dynamically as a function of lexical processing difficulty. Using the moving window paradigm to manipulate the amount of preview, here we directly test whether the perceptual span shrinks as foveal word difficulty increases. We computed the momentary size of the span from word-based eye-movement measures as a function of foveal word frequency, allowing us to separately describe the perceptual span for information affecting spatial saccade targeting and temporal saccade execution. First fixation duration and gaze duration on the upcoming (parafoveal) word N + 1 were significantly shorter when the current (foveal) word N was more frequent. We show that the word frequency effect is modulated by window size. Fixation durations on word N + 1 decreased with high-frequency words N, but only for large windows, that is, when sufficient parafoveal preview was available. This provides strong support for the foveal load hypothesis. To investigate the development of the foveal load effect, we analyzed data from three waves of a longitudinal study on the perceptual span with German children in Grades 1 to 6. Perceptual span adjustment emerged early in development at around second grade and remained stable in later grades. We conclude that the local modulation of the perceptual span indicates a general cognitive process, perhaps an attentional gradient with rapid readjustment.}, language = {en} } @misc{PoltzQuandteKohnetal.2022, author = {Poltz, Nadine and Quandte, Sabine and Kohn, Juliane and Kucian, Karin and Wyschkon, Anne and von Aster, Michael and Esser, G{\"u}nter}, title = {Does It Count? Pre-School Children's Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1866-8364}, doi = {10.25932/publishup-56028}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-560283}, pages = {1 -- 18}, year = {2022}, abstract = {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.}, language = {en} } @article{PoltzQuandteKohnetal.2022, author = {Poltz, Nadine and Quandte, Sabine and Kohn, Juliane and Kucian, Karin and Wyschkon, Anne and von Aster, Michael and Esser, G{\"u}nter}, title = {Does It Count? Pre-School Children's Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School}, series = {Brain Sciences}, volume = {12}, journal = {Brain Sciences}, edition = {3}, publisher = {MDPI}, address = {Basel, Schweiz}, issn = {2076-3425}, doi = {10.3390/brainsci12030313}, pages = {1 -- 18}, year = {2022}, abstract = {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.}, language = {en} } @incollection{Fuhr2022, author = {Fuhr, Harald}, title = {Development thinking and practice}, series = {Handbook on global governance and regionalism}, booktitle = {Handbook on global governance and regionalism}, editor = {R{\"u}land, J{\"u}rgen and Carrapatoso, Astrid}, publisher = {Edward Elgar Publishing}, address = {Cheltenham, UK}, isbn = {978-1-80037-755-4}, doi = {10.4337/9781800377561.00037}, pages = {365 -- 380}, year = {2022}, abstract = {After some seventy years of intensive debates, there is an increasingly strong consensus within the academic and practitioner communities that development is both an objective and a process towards improving the quality of people's lives in various societal dimensions - economic, social, environmental, cultural and political - and about how subjectively satisfied they are with it. Since 2015, the seventeen Sustainable Development Goals (SDGs) of the United Nations (UN) reflect such consensus. The sections behind this argument are based on a review of (i) three key theoretical contributions to development and different phases of development thinking; (ii) global and regional governance arrangements and institutions for development cooperation; (iii) upcoming challenges to development policy and practice stemming from a series of new global challenges; and, (iv) development policy as a long and steady, increasingly global and participatory learning process.}, language = {en} } @article{LangusHoehle2021, author = {Langus, Alan and H{\"o}hle, Barbara}, title = {Object individuation and labelling in 6-month-old infants}, series = {Infant behavior \& development}, volume = {65}, journal = {Infant behavior \& development}, publisher = {Elsevier}, address = {New York}, issn = {0163-6383}, doi = {10.1016/j.infbeh.2021.101627}, pages = {12}, year = {2021}, abstract = {The ability to determine how many objects are involved in physical events is fundamental for reasoning about the world that surrounds us. Previous studies suggest that infants can fail to individuate objects in ambiguous occlusion events until their first birthday and that learning words for the objects may play a crucial role in the development of this ability. The present eye-tracking study tested whether the classical object individuation experiments underestimate young infants' ability to individuate objects and the role word learning plays in this process. Three groups of 6-month-old infants (N = 72) saw two opaque boxes side by side on the eye-tracker screen so that the content of the boxes was not visible. During a familiarization phase, two visually identical objects emerged sequentially from one box and two visually different objects from the other box. For one group of infants the familiarization was silent (Visual Only condition). For a second group of infants the objects were accompanied with nonsense words so that objects' shape and linguistic labels indicated the same number of objects in the two boxes (Visual \& Language condition). For the third group of infants, objects' shape and linguistic labels were in conflict (Visual vs. Language condition). Following the familiarization, it was revealed that both boxes contained the same number of objects (e.g. one or two). In the Visual Only condition, infants looked longer to the box with incorrect number of objects at test, showing that they could individuate objects using visual cues alone. In the Visual \& Language condition infants showed the same looking pattern. However, in the Visual vs Language condition infants looked longer to the box with incorrect number of objects according to linguistic labels. The results show that infants can individuate objects in a complex object individuation paradigm considerably earlier than previously thought and that linguistic cues enforce their own preference in object individuation. The results are consistent with the idea that when language and visual information are in conflict, language can exert an influence on how young infants reason about the visual world.}, language = {en} } @article{TiberiusHoffmeisterWeyland2021, author = {Tiberius, Victor and Hoffmeister, Leonie and Weyland, Michael}, title = {Prospective shifts in executive education}, series = {The international journal of management education}, volume = {19}, journal = {The international journal of management education}, number = {3}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1472-8117}, doi = {10.1016/j.ijme.2021.100514}, pages = {9}, year = {2021}, abstract = {Executive education (EE) has been an established means for management education. However, due to the ever-changing business environment, progress in education technology, and new competitors, EE has been continuously evolving and can be expected to further change. Employing a three-stage international Delphi study, we identify a plausible scenario for the further development of EE over the next decade. The results suggest major changes for management training. The panel expects major shifts in teaching methods and curricula construction. Business schools are expected to increase content customization, to adapt delivery formats, and to enhance coverage of topical issues to better respond to leaders' needs.}, language = {en} } @article{HeldtDoerfler2021, author = {Heldt, Eugenia C. and D{\"o}rfler, Thomas}, title = {Orchestrating private investors for development}, series = {Regulation \& governance}, volume = {16}, journal = {Regulation \& governance}, number = {4}, publisher = {Wiley-Blackwell}, address = {Hoboken, NJ}, issn = {1748-5983}, doi = {10.1111/rego.12432}, pages = {1382 -- 1398}, year = {2021}, abstract = {Confronted with a new wave of criticism on the in effectiveness of its development programs, the World Bank embarked on a revitalization process, turning to private investors to finance International Development Association projects and widening its mandate. To explain these adaptation strategies of the World Bank to regain relevance, this piece draws on organizational ecology and orchestration scholarship. We contend that international organizations rely on two adaptation mechanisms, orchestration and scope expansion, when they lose their role as focal actors in an issue area. We find that the World Bank has indeed lost market share and has relied on these two mechanisms to revitalize itself. We show that the World Bank responded to changes in the environment by orchestrating a private sector-oriented capital increase, prioritizing private funding for development through a "cascade approach," and expanding the scope of its mandate into adjacent domains of transnational governance, including climate change and global health.}, language = {en} } @article{BuschingKrahe2020, author = {Busching, Robert and Krah{\´e}, Barbara}, title = {With a little help from their peers}, series = {Journal of youth and adolescence : a multidisciplinary research publication}, volume = {49}, journal = {Journal of youth and adolescence : a multidisciplinary research publication}, number = {9}, publisher = {Springer Science}, address = {New York}, issn = {0047-2891}, doi = {10.1007/s10964-020-01260-8}, pages = {1849 -- 1863}, year = {2020}, abstract = {Peer groups are critical socialization agents for the development of social behavior in adolescence, but studies examining peer-group effects on individuals' prosocial behavior are scarce. Using a two-wave, multilevel data set (N = 16,893, 8481 male; 8412 female; mean age at Time 1: 14.0 years) from 1308 classes in 252 secondary schools in Germany, main effects of the classroom level of prosocial behavior, cross-level interactions between the classroom and the individual levels of prosocial behavior at Time 1, and the moderating role of gender were examined. The results showed that adolescents in classrooms with high collective levels of prosocial behavior at Time 1 reported more prosocial behavior at Time 2, about two years later, reflecting a class-level main effect. A significant cross-level interaction indicated that a high classroom level of prosocial behavior particularly affected individuals with lower levels of prosocial behavior at Time 1. The influence of same-gender peers was larger compared with opposite-gender peers. The findings are discussed with respect to social learning mechanisms in the development of prosocial behavior and their implications for interventions to promote prosocial behavior.}, language = {en} } @article{Krahe2020, author = {Krah{\´e}, Barbara}, title = {Risk cactors for the development of aggressive behavior from middle childhood to adolescence}, series = {Current directions in psychological science}, volume = {29}, journal = {Current directions in psychological science}, number = {4}, publisher = {Sage}, address = {Thousand Oaks}, issn = {0963-7214}, doi = {10.1177/0963721420917721}, pages = {333 -- 339}, year = {2020}, abstract = {In this article, I examine the development of aggressive behavior from middle childhood to adolescence as a result of the interaction between the person and the environment and discuss implications for intervention measures. Three main questions are addressed and illustrated by examples from recent research: What are intrapersonal risk factors for the development and persistence of aggressive behavior from middle childhood to adolescence? What factors in the social environment contribute to the development of aggressive behavior? How do individual dispositions and environmental risk factors interact to explain developmental trajectories of aggressive behavior?}, language = {en} } @article{YanPanKliegl2019, author = {Yan, Ming and Pan, Jinger and Kliegl, Reinhold}, title = {Eye Movement Control in Chinese Reading: A Cross-Sectional Study}, series = {Developmental psychology}, volume = {55}, journal = {Developmental psychology}, number = {11}, publisher = {American Psychological Association}, address = {Washington}, issn = {0012-1649}, doi = {10.1037/dev0000819}, pages = {2275 -- 2285}, year = {2019}, abstract = {The present study explored the age-related changes of eye movement control in reading-that is, where to send the eyes and when to move them. Different orthographies present readers with somewhat different problems to solve, and this might, in turn, be reflected in different patterns of development of reading skill. Participants of different developmental levels (Grade 3, N = 30; Grade 5, N = 27 and adults, N = 27) were instructed to read sentences for comprehension while their eye movements were recorded. Contrary to previous findings that have been well documented indicating early maturation of saccade generation in English, current results showed that saccade generation among Chinese readers was still under development at Grade 5, although immediate lexical processing was relatively well-established. The distinct age-related changes in eye movements are attributable to certain linguistic properties of Chinese including the lack of interword spaces and word boundary uncertainty. The present study offers an example of how human eye movement adapts to the orthographic environment.}, language = {en} } @article{HoehleBijeljacBabicNazzi2019, author = {H{\"o}hle, Barbara and Bijeljac-Babic, Ranka and Nazzi, Thierry}, title = {Variability and stability in early language acquisition}, series = {Bilingualism : language and cognition}, volume = {23}, journal = {Bilingualism : language and cognition}, number = {1}, publisher = {Cambridge Univ. Press}, address = {New York}, issn = {1366-7289}, doi = {10.1017/S1366728919000348}, pages = {56 -- 71}, year = {2019}, abstract = {Many human infants grow up learning more than one language simultaneously but only recently has research started to study early language acquisition in this population more systematically. The paper gives an overview on findings on early language acquisition in bilingual infants during the first two years of life and compares these findings to current knowledge on early language acquisition in monolingual infants. Given the state of the research, the overview focuses on research on phonological and early lexical development in the first two years of life. We will show that the developmental trajectory of early language acquisition in these areas is very similar in mono- and bilingual infants suggesting that these early steps into language are guided by mechanisms that are rather robust against the differences in the conditions of language exposure that mono- and bilingual infants typically experience.}, language = {en} } @misc{MkaouerHammoudiNassibAmaraetal.2018, author = {Mkaouer, Bessem and Hammoudi-Nassib, Sarra and Amara, Samiha and Chaab{\`e}ne, Helmi}, title = {Evaluating the physical and basic gymnastics skills assessment for talent identification in men's artistic gymnastics proposed by the International Gymnastics Federation}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {691}, issn = {1866-8364}, doi = {10.25932/publishup-46004}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-460049}, pages = {383 -- 392}, year = {2018}, abstract = {This study aimed to determine the specific physical and basic gymnastics skills considered critical in gymnastics talent identification and selection as well as in promoting men's artistic gymnastics performances. Fifty-one boys from a provincial gymnastics team (age 11.03 ± 0.95 years; height 1.33 ± 0.05 m; body mass 30.01 ± 5.53 kg; body mass index [BMI] 16.89 ± 3.93 kg/m²) regularly competing at national level voluntarily participated in this study. Anthropometric measures as well as the men's artistic gymnastics physical test battery (i.e., International Gymnastics Federation [FIG] age group development programme) were used to assess the somatic and physical fitness profile of participants, respectively. The physical characteristics assessed were: muscle strength, flexibility, speed, endurance, and muscle power. Test outcomes were subjected to a principal components analysis to identify the most representative factors. The main findings revealed that power speed, isometric and explosive strength, strength endurance, and dynamic and static flexibility are the most determinant physical fitness aspects of the talent selection process in young male artistic gymnasts. These findings are of utmost importance for talent identification, selection, and development.}, language = {en} } @phdthesis{Poltz2018, author = {Poltz, Nadine}, title = {Die Entwicklung numerisch-mathematischer Fertigkeiten im Vorschulalter}, school = {Universit{\"a}t Potsdam}, pages = {269}, year = {2018}, abstract = {Wie stark eine Person in ihrer allt{\"a}glichen Umgebung auf Anzahlen achtet (Spontane Fokussierung auf Anzahligkeit, kurz SFON) ist individuell sehr unterschiedlich. Zwar liegen bereits hinreichende Belege f{\"u}r einen Zusammenhang zwischen SFON und Z{\"a}hlfertigkeiten, Subitizing und basalen sowie h{\"o}heren arithmetischen Fertigkeiten im Kindergarten und der fr{\"u}hen Grundschulzeit vor, die Einordnung der relativen Bedeutsamkeit von SFON gegen{\"u}ber bereits bekannten und gut belegten Pr{\"a}diktoren fehlt jedoch. Daneben lag der bisherige Schwerpunkt vorrangig auf Z{\"a}hlfertigkeiten. Offen bleiben die Kompetenzen des Kindes in der Mengenerfassung und -verarbeitung sowie die bereits im Vorschulalter vorhandene Kenntnis arabischer Ziffern. Die Daten dieser Arbeit wurden im Rahmen einer großen epidemiologischen Studie (SCHUES) erhoben. Eine Stichprobe von 1868 Kindergartenkindern (964 Jungen und 904 M{\"a}dchen) konnte zw{\"o}lf Monate vor ihrem Schuleintritt erstmalig untersucht werden. Die Kinder waren hier im Mittel 63 Monate alt. 1704 Kinder konnten erneut rund neun Monate sp{\"a}ter (im Mittel drei Monate vor Schulbeginn) getestet werden. Das mittlere Alter der Kinder lag bei 72 Monaten. Die erfassten numerisch-mathematischen Fertigkeiten lassen sich in drei Teilbereiche gliedern: Z{\"a}hlfertigkeiten, Ziffernkenntnis und Rechnen/Mengenerfassung. Daneben wurden SFON, die nonverbale und verbale Intelligenz, die phonologische Schleife, der visuell-r{\"a}umliche Notizblock sowie die zentrale Exekutive und die Aufmerksamkeit zu beiden Messzeitpunkten erhoben. Die SFON-Tendenz zeigte eine m{\"a}ßige, numerisch-mathematische Fertigkeiten eine m{\"a}ßige bis hohe Stabilit{\"a}t {\"u}ber die Zeit. Der an bisher deutlich kleineren Stichproben gefundene Zusammenhang zwischen der SFON-Tendenz und den numerisch-mathematischen Fertigkeiten konnte in der vorliegenden Arbeit repliziert werden. Eine Vorhersage auff{\"a}lliger als auch sehr guter numerisch-mathematischer Leistungen gelang jedoch weder quer- noch l{\"a}ngsschnittlich mit ausreichend hoher Genauigkeit. Auch der bereits in der Literatur beschriebene reziproke Zusammenhang zwischen SFON und numerisch-mathematischen Fertigkeiten konnte durch die vorliegende Arbeit an einer großen Stichprobe repliziert werden. Dar{\"u}ber hinaus wurden Hinweise auf die kausale Struktur des Zusammenhangs gewonnen: Die Ergebnisse zeigten, dass numerisch-mathematische Fertigkeiten SFON besser vorhersagen konnten als andersherum. Die Ergebnisse der Pfadanalysen zeigten weiterhin, dass SFON neben den bedeutsamen Konstrukten des Arbeitsged{\"a}chtnisses, der Intelligenz und der Aufmerksamkeit einen eigenst{\"a}ndigen Beitrag f{\"u}r die Entwicklung numerischer als auch mathematischer Fertigkeiten leistet. Auch auf die weitere numerische und mathematische Entwicklung bis kurz vor Schuleintritt hat SFON einen bedeutsamen Einfluss. Dieser vollzieht sich jedoch indirekt {\"u}ber das numerisch-mathematische Vorwissen.}, language = {de} } @article{HohmZohselSchmidtetal.2017, author = {Hohm, Erika and Zohsel, Katrin and Schmidt, Martin H. and Esser, G{\"u}nter and Brandeis, Daniel and Banaschewski, Tobias and Laucht, Manfred}, title = {Beeintr{\"a}chtigter Start ins Leben}, series = {Kindheit und Entwicklung}, volume = {26}, journal = {Kindheit und Entwicklung}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0942-5403}, doi = {10.1026/0942-5403/a000234}, pages = {210 -- 220}, year = {2017}, abstract = {Postpartale Depressionen sind h{\"a}ufige und schwerwiegende psychische Erkrankungen mit ung{\"u}nstigem Einfluss auf die kindliche Entwicklung. Als Haupttransmissionsweg gilt die fr{\"u}he Mutter-Kind-Interaktion. {\"U}ber die langfristigen Auswirkungen auf die Kinder im Erwachsenenalter und die Rolle der Interaktion liegen kaum Ergebnisse vor. Im Rahmen der Mannheimer Risikokinderstudie wurden postpartale Depressionen bis zwei Jahre nach der Geburt erfasst. Die kindliche Entwicklung wurde fortlaufend und die Mutter-Kind-Interaktion im Alter von 3 Monaten standardisiert erhoben. 28 Kinder postpartal depressiver und 107 Kinder gesunder M{\"u}tter konnten mit 25 Jahren untersucht werden. Beeintr{\"a}chtigungen der kognitiven und psychischen Entwicklung bei Kindern postpartal depressiver M{\"u}tter waren bis ins Erwachsenenalter nachweisbar. Responsives bzw. sensitives m{\"u}tterliches Verhalten wirkte der negativen Entwicklung entgegen. Dies betont die Bedeutung einer hohen Qualit{\"a}t der Mutter-Kind-Interaktion f{\"u}r die Entwicklung von Risikokindern.}, language = {de} } @misc{HohmZohselSchmidtetal.2017, author = {Hohm, Erika and Zohsel, Katrin and Schmidt, Martin H. and Esser, G{\"u}nter and Brandeis, Daniel and Banaschewski, Tobias and Laucht, Manfred}, title = {Beeintr{\"a}chtigter Start ins Leben}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {692}, issn = {1866-8364}, doi = {10.25932/publishup-43340}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-433406}, pages = {37}, year = {2017}, abstract = {Postpartale Depressionen sind h{\"a}ufige und schwerwiegende psychische Erkrankungen mit ung{\"u}nstigem Einfluss auf die kindliche Entwicklung. Als Haupttransmissionsweg gilt die fr{\"u}he Mutter-Kind-Interaktion. {\"U}ber die langfristigen Auswirkungen auf die Kinder im Erwachsenenalter und die Rolle der Interaktion liegen kaum Ergebnisse vor. Im Rahmen der Mannheimer Risikokinderstudie wurden postpartale Depressionen bis zwei Jahre nach der Geburt erfasst. Die kindliche Entwicklung wurde fortlaufend und die Mutter-Kind-Interaktion im Alter von 3 Monaten standardisiert erhoben. 28 Kinder postpartal depressiver und 107 Kinder gesunder M{\"u}tter konnten mit 25 Jahren untersucht werden. Beeintr{\"a}chtigungen der kognitiven und psychischen Entwicklung bei Kindern postpartal depressiver M{\"u}tter waren bis ins Erwachsenenalter nachweisbar. Responsives bzw. sensitives m{\"u}tterliches Verhalten wirkte der negativen Entwicklung entgegen. Dies betont die Bedeutung einer hohen Qualit{\"a}t der Mutter-Kind-Interaktion f{\"u}r die Entwicklung von Risikokindern.}, language = {de} } @phdthesis{Kirsch2017, author = {Kirsch, Fabian}, title = {Intrapersonal risk factors of aggressive behavior in childhood}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-407369}, school = {Universit{\"a}t Potsdam}, pages = {X, 182}, year = {2017}, abstract = {BACKGROUND: Aggressive behavior at an early age is linked to a broad range of psychosocial problems in later life. That is why risk factors of the occurrence and the development of aggression have been examined for a long time in psychological science. The present doctoral dissertation aims to expand this research by investigating risk factors in three intrapersonal domains using the prominent social-information processing approach by Crick and Dodge (1994) as a framework model. Anger regulation was examined as an affective, theory of mind as a cognitive, and physical attractiveness as an appearance-related developmental factor of aggression in middle childhood. An additional goal of this work was to develop and validate a behavioral observation assessment of anger regulation as past research lacked in ecologically valid measures of anger regulation that are applicable for longitudinal studies. METHODS: Three empirical studies address the aforementioned intrapersonal risk factors. In each study, data from the PIER-project were used, a three-wave-longitudinal study covering three years with a total sample size of 1,657 children in the age between 6 and 11 years (at the first measurement point). The central constructs were assessed via teacher-reports (aggression), behavioral observation (anger regulation), computer tests (theory of mind), and independent ratings (physical attractiveness). The predictive value of each proposed risk factor for the development of aggressive behavior was examined via structural equation modeling. RESULTS AND CONCLUSION: The newly developed behavioral observation measure was found to be a reliable and valid tool to assess anger regulation in middle childhood, but limited in capturing a full range of relevant regulation strategies. That might be the reason, why maladaptive anger regulation was not found to function as a risk factor of subsequent aggressive behavior. However, children's deficits in theory of mind and a low level in physical attractiveness significantly predicted later aggression. Problematic peer relationships were identified as underlying the link between low attractiveness and aggression. Thus, fostering children's skills in theory of mind and their ability to call existing beliefs about the nature of more versus less attractive individuals into question may be important starting points for the prevention of aggressive behavior in middle childhood.}, language = {en} } @phdthesis{Jung2016, author = {Jung, Janis Moritz}, title = {The role of dysfunctional peer relationships and academic failure in the development and progression of aggression}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-394477}, school = {Universit{\"a}t Potsdam}, pages = {163}, year = {2016}, abstract = {Background: Aggression is a severe behavioral problem that interferes with many developmental challenges individuals face in middle childhood and adolescence. Particularly in the peer and in the academic domain, aggression inhibits the individual from making important learning experiences that are predictive for a healthy transition into adulthood. Furthermore, the resulting developmental deficits have the propensity to feedback and to promote aggression at later developmental stages. The aim of the present PhD thesis was to investigate pathways and processes involved in the etiology of aggression by examining the interrelation between multiple developmental problems in the peer and in the academic domain. More specifically, the relevance of affiliation with deviant peers as a driving mechanism for the development of aggression, factors promoting the affiliation with deviant peers (social rejection; academic failure), and mechanisms by which affiliation with deviant peers leads to aggression (external locus of control) were investigated. Method: The research questions were addressed by three studies. Three data waves were available for the first study, the second and third study were based on two data waves. The first study specified pathways to antisocial behavior by investigating the temporal interrelation between social rejection, academic failure, and affiliation with deviant peers in a sample of 1,657 male and female children and adolescents aged between 6 and 15 years. The second study examined the role of external control beliefs as a potential mediator in the link between affiliation with deviant peers and aggression in a sample of 1,466 children and adolescents in the age of 9 to 19 years, employing a half-longitudinal design. The third study aimed to expand the findings of Study 1 and Study 2 by examining the differential predictivity of combinations of developmental risks for different functions of aggression, using a sample of 1,479 participants in the age between 9 and 19 years. First, profiles of social rejection, academic failure, and affiliation with deviant peers were identified, using latent profile analysis. Second, prospective pathways between risk-profiles and reactive and proactive aggression were investigated, using latent path analysis. Results: The first study revealed that antisocial behavior at T1 was associated with social rejection and academic failure at T2. Both mechanisms promoted affiliation with deviant peers at the same data wave, which predicted deviancy at T3. Furthermore, both an indirect pathway via social rejection and affiliation with deviant peers and an indirect pathway via academic failure and affiliation with deviant peers significantly mediated the link between antisocial behavior at the first and the third data wave. Additionally, the proposed pathways generalized across genders and different age groups. The second study yielded that external control beliefs significantly mediated the link between affiliation with deviant peers and aggression, with affiliation with deviant peers at T1 predicting external control beliefs at T2 and external control beliefs at T1 predicting aggressive behavior at T2. Again, the analyses provided no evidence for gender and age specific variations in the proposed pathways. In the third study, three distinct risk groups were identified, made up of a large non-risk group, with low scores on all risk measures, a group characterized by high scores on social rejection (SR group), and a group with the highest scores on measures of affiliation with deviant peers and academic failure (APAF group). Importantly, risk group membership was differentially associated with reactive and proactive aggression. Only membership in the SR group at T1 was associated with the development of reactive aggression at T2 and only membership in the APAF group at T1 predicted proactive aggression at T2. Additionally, proactive aggression at T1 predicted membership in the APAF group at T2, indicating a reciprocal relationship between both constructs. Conclusion: The results demonstrated that aggression causes severe behavioral deficits in social and academic domains which promote future aggression by increasing individuals' tendency to affiliate with deviant peers. The stimulation of external control beliefs provides an explanation for deviant peers' effect on the progression and intensification of aggression. Finally, multiple developmental risks were shown to co-occur within individuals and to be differentially predictive of reactive and proactive aggression. The findings of this doctoral dissertation have possible implications for the conceptualization of prevention and intervention programs aimed to reduce aggression in middle childhood and adolescence.}, language = {en} } @article{KullaSchleglKuelzetal.2015, author = {Kulla, Patricia and Schlegl, Sandra and K{\"u}lz, Anne Katrin and F{\"o}rstner, Ulrich and Warschburger, Petra and Voderholzer, Ulrich}, title = {Functions of OCD - Development and Initial Validation of a Questionnaire (FFZ)}, series = {Psychotherapie, Psychosomatik, medizinische Psychologie}, volume = {65}, journal = {Psychotherapie, Psychosomatik, medizinische Psychologie}, number = {6}, publisher = {Thieme}, address = {Stuttgart}, issn = {0937-2032}, doi = {10.1055/s-0034-1394459}, pages = {213 -- 222}, year = {2015}, abstract = {The aim of this study was the development and psychometric assessment of a questionnaire for functions of OCD (FFZ). The instrument was analyzed using factor and item analyses with a sample of 120 OCD patients within the first 5 weeks of an inpatient cognitive-behavioral treatment. The revealed scales were OCD as self-confirmation, emotion regulation, avoidance of responsibility, interpersonal regulation and OCD as occupation. The reliabilities of all subscales and the total value were satisfactory to nearly excellent. The factorial validity was good, content validity was excellent. The FFZ shows correlations with measures of interpersonal problems and emotional competence, but none with measures of self-reflection and therapy experience. No differences were found for gender or age. The results provide initial support for the reliability and validity of the FFZ.}, language = {de} }