@misc{ZohselHohmSchmidtetal.2017, author = {Zohsel, Katrin and Hohm, Erika and Schmidt, Martin H. and Brandeis, Daniel and Banaschewski, Tobias and Laucht, Manfred}, title = {Langfristige Folgen fr{\"u}her psychosozialer Risiken}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {609}, issn = {1866-8364}, doi = {10.25932/publishup-43342}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-433424}, pages = {203 -- 209}, year = {2017}, abstract = {In einer prospektiven L{\"a}ngsschnittstudie wurden Auswirkungen fr{\"u}her psychosozialer Risiken bis ins junge Erwachsenenalter untersucht und dabei die Rolle von affektiver und behavioraler Dysregulation im Kindesalter als vermittelndem Faktor {\"u}berpr{\"u}ft. Drei Monate nach der Geburt wurde das Vorliegen von 11 psychosozialen Belastungsfaktoren erfasst. Im Alter von 8 - 15 Jahren wurde dreimal das Child Behavior Checklist-Dysregulationsprofil (CBCL-DP) erhoben. Mit 25 Jahren wurde ein Strukturiertes Klinisches Interview durchgef{\"u}hrt und 309 der Teilnehmer f{\"u}llten den Young Adult Self-Report aus. Fr{\"u}he psychosoziale Risiken gingen mit einem erh{\"o}hten Risiko f{\"u}r das Vorliegen eines Substanzmissbrauchs im jungen Erwachsenenalter sowie mit erh{\"o}htem externalisierendem und internalisierendem Problemverhalten einher. Der Zusammenhang zwischen fr{\"u}hen psychosozialen Risiken und sp{\"a}terem externalisierendem bzw. internalisierendem Problemverhalten wurde durch das CBCL-DP vermittelt.}, language = {de} } @misc{ZohselHohmSchmidtetal.2017, author = {Zohsel, Katrin and Hohm, Erika and Schmidt, Martin H. and Brandeis, Daniel and Banaschewski, Tobias and Laucht, Manfred}, title = {Die langfristigen Auswirkungen von Fr{\"u}hgeburtlichkeit auf kognitive Entwicklung und Schulerfolg}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {701}, issn = {1866-8364}, doi = {10.25932/publishup-43353}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-433536}, pages = {11}, year = {2017}, abstract = {In einer prospektiven L{\"a}ngsschnittstudie wurde der Zusammenhang zwischen fr{\"u}her Responsivit{\"a}t der Mutter und kognitiver Entwicklung ihrer fr{\"u}h- bzw. reifgeborenen Kinder untersucht. Im Alter von drei Monaten wurde daf{\"u}r die Mutter-Kind-Interaktion mittels Verhaltensbeobachtung erfasst. Bei n=351 der teilnehmenden Kinder (101 fr{\"u}hgeboren) wurde die allgemeine Intelligenz (IQ) im Alter von 11 Jahren und bei n=313 (85 fr{\"u}hgeboren) zus{\"a}tzlich der h{\"o}chste erreichte Schulabschluss bis 25 Jahren erhoben. Fr{\"u}hgeborene wiesen mit 11 Jahren einen signifikant niedrigeren IQ als Reifgeborene auf, nachdem f{\"u}r m{\"o}gliche konfundierende Faktoren kontrolliert worden war. Nur bei Fr{\"u}h-, nicht aber bei Reifgeborenen zeigte sich ein signifikanter positiver Zusammenhang zwischen m{\"u}tterlicher Responsivit{\"a}t und IQ. F{\"u}r die Wahrscheinlichkeit einen h{\"o}heren Schulabschluss (mind. Fachabitur) zu erreichen, fand sich weder ein signifikanter Effekt von Fr{\"u}hgeburtlichkeit noch von m{\"u}tterlicher Responsivit{\"a}t.}, language = {de} } @misc{ZarubaWestphalGutmannetal.2021, author = {Zaruba, Nicole and Westphal, Andrea and Gutmann, Franziska and Vock, Miriam}, title = {Preservice Teachers' Implicit and Explicit Attitudes Towards Teaching and Learning}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, issn = {1866-8364}, doi = {10.25932/publishup-54289}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-542895}, pages = {16}, year = {2021}, abstract = {When it comes to teacher attitudes towards teaching and learning, research relies heavily on explicit measures (e.g., questionnaires). These attitudes are generally conceptualized as constructivist and transmissive views on teaching and learning with constructivism often considered to be more desirable. In explicit measures, this can have drawbacks like socially desirable responding. It is for this reason that, in this study, we investigated implicit attitudes as well as explicit attitudes towards constructivism and transmission. N = 100 preservice teachers worked on a questionnaire and two Single-Target Implicit Association Tests (ST-IAT constructivism and ST-IAT transmission) before (T1) and after (T2) a single master's semester. One group (n = 50) did student teaching while a second group (n = 50) took master's courses. We evaluated preservice teachers' views on teaching at the end of their masters' studies. Participants agreed with transmission and constructivism (T1) on both an explicit and implicit level. Implicit measures seem to exceed explicit measures in differentially assessing constructivist and transmissive views on teaching and learning. After student teaching (T2), there was no overall effect of attitude development but changes in rank indicate that participants' implicit attitudes towards constructivism and transmission developed differently for each individual.}, language = {en} } @misc{WilbertBoernertRinglebLueke2022, author = {Wilbert, J{\"u}rgen and B{\"o}rnert-Ringleb, Moritz and L{\"u}ke, Timo}, title = {Statistical Power of Piecewise Regression Analyses of Single-Case Experimental Studies Addressing Behavior Problems}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {814}, issn = {1866-8364}, doi = {10.25932/publishup-58115}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-581150}, pages = {13}, year = {2022}, abstract = {In intervention research, single-case experimental designs are an important way to gain insights into the causes of individual changes that yield high internal validity. They are commonly applied to examine the effectiveness of classroom-based interventions to reduce problem behavior in schools. At the same time, there is no consensus on good design characteristics of single-case experimental designs when dealing with behavioral problems in schools. Moreover, specific challenges arise concerning appropriate approaches to analyzing behavioral data. Our study addresses the interplay between the test power of piecewise regression analysis and important design specifications of single-case research designs. Here, we focus on the influence of the following specifications of single-case research designs: number of measurement times, the initial frequency of the behavior, intervention effect, and data trend. We conducted a Monte-Carlo study. First, simulated datasets were created with specific design conditions based on reviews of published single-case intervention studies. Following, data were analyzed using piecewise Poisson-regression models, and the influence of specific design specifications on the test power was investigated. Our results indicate that piecewise regressions have a high potential of adequately identifying the effects of interventions for single-case studies. At the same time, test power is strongly related to the specific design specifications of the single-case study: Few measurement times, especially in phase A, and low initial frequencies of the behavior make it impossible to detect even large intervention effects. Research designs with a high number of measurement times show robust power. The insights gained are highly relevant for researchers in the field, as decisions during the early stage of conceptualizing and planning single-case experimental design studies may impact the chance to identify an existing intervention effect during the research process correctly.}, language = {en} } @misc{WiesingerSchreiber1978, author = {Wiesinger, Christofer and Schreiber, Martin}, title = {Die T{\"a}tigkeiten des Heilerziehungspflegers : eine empirische Untersuchung mit Hilfe der Selbstbeobachtung}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-54546}, year = {1978}, abstract = {Nach der Zusammenfassung der vorliegenden Ver{\"o}ffentlichungen wird eine empirische Studie {\"u}ber die T{\"a}tigkeiten des Heilerziehungspflegers vor allem als Grundlage f{\"u}r eine praxisorientierte Ausbildung bef{\"u}rwortet. Die Auswertung von 2614 T{\"a}tigkeitsnennungen im halbst{\"u}ndigen time-sampling-Verfahren bei Heilerziehungspflege-Sch{\"u}lern aus verschiedenen Geistig- und Mehrfachbehinderten-Einrichtungen kann die T{\"a}tigkeitsschwerpunkte erfassen sowie die Abh{\"a}ngigkeiten zwischen diesen T{\"a}tigkeiten selbst. Es werden die Zusammenh{\"a}nge zwischen Behinderungsgrad, Alter, Geschlecht, Gruppengr{\"o}ße und Mitarbeiterzahl einerseits und den T{\"a}tigkeiten andererseits herausgearbeitet und schließlich die gef{\"u}hlsm{\"a}ßigen Reaktionen auf die Arbeit untersucht. Abschließend werden die Befunde vor allem hinsichtlich ihrer Aussagem{\"o}glichkeiten {\"u}ber die vom Heilerziehungspfleger ausge{\"u}bten Funktionen diskutiert}, language = {de} } @misc{WiesingerSchreiber1978, author = {Wiesinger, Christofer and Schreiber, Martin}, title = {Zum Berufsbild des Heilerziehungspflegers : eine empirische Untersuchung}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-54532}, year = {1978}, abstract = {Einleitend wird die berufliche Situation des Heilerziehungspflegers gekennzeichnet: Berufsbezeichnung, Ausbildungsst{\"a}tten und Schultr{\"a}ger, Ausbildungs- und Pr{\"u}fungsordnungen, Problematik der beruflichen Einordnung (im Vergleich zu anderen erzieherischen Berufen). Der Hauptteil berichtet {\"u}ber Polarit{\"a}ten-Befragungen an Heilerziehungs-Fachsch{\"u}lern und Heilerziehungspflegern sowie Sch{\"u}lern einer Fachschule f{\"u}r Jugend- und Heimerziehung und von einer Fachschule f{\"u}r Sozialp{\"a}dagogik (Erzieherinnen); auch wurden Bewerber f{\"u}r die Fachschule f{\"u}r Heilerziehungspflege herangezogen. Die Befragungen betrafen 32 Aspekte der Berufe. Auf diese Weise wurden durchschnittliche Berufs-Selbstbilder gewonnen. Faktorenanalytisch wurden drei Faktoren aufgedeckt. Mit ihrer Hilfe wurden Vergleiche durchgef{\"u}hrt. In der anschließenden Diskussion wird die Bedeutung dreier herausragender Untersuchungsergebnisse besprochen.}, language = {de} } @misc{WestphalVockStubbe2017, author = {Westphal, Andrea and Vock, Miriam and Stubbe, Tobias}, title = {Grade skipping from the perspective of teachers in Germany}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {411}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-405235}, pages = {14}, year = {2017}, abstract = {The present study explored teachers' perspectives on one specific type of acceleration, namely, grade skipping. In addition, we investigated the extent to which teachers' beliefs about students' academic, motivational, and social development after grade skipping may explain teachers' acceptance of this accelerative strategy. Moreover, we examined whether teachers' acceptance is linked to their decisions about using this intervention. Using data from the PARS project, which included 316 teachers from 18 secondary schools in the German federal state of North Rhine-Westphalia, we assessed teachers' acceptance, beliefs, and perceived knowledge about grade skipping using 4-point rating scales. Teachers also reported whether they had advised a student to skip a grade. Multilevel regression analyses indicated that teachers' beliefs about students' social, motivational, and academic development largely explained their acceptance. Teachers who showed a higher level of acceptance and perceived knowledge were more likely to have recommended grade skipping before. Educational implications are discussed.}, language = {en} } @misc{WattendorfFestmanWestermannetal.2012, author = {Wattendorf, Elise and Festman, Julia and Westermann, Birgit and Keil, Ursula and Zappatore, Daniela and Franceschini, Rita and Luedi, Georges and Radue, Ernst-Wilhelm and M{\"u}nte, Thomas F. and Rager, G{\"u}nter and Nitsch, Cordula}, title = {Early bilingualism influences early and subsequently later acquired languages in cortical regions representing control functions}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {384}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-404092}, pages = {19}, year = {2012}, abstract = {Early acquisition of a second language influences the development of language abilities and cognitive functions. In the present study, we used functional Magnetic Resonance Imaging (fMRI) to investigate the impact of early bilingualism on the organization of the cortical language network during sentence production. Two groups of adult multilinguals, proficient in three languages, were tested on a narrative task; early multilinguals acquired the second language before the age of three years, late multilinguals after the age of nine. All participants learned a third language after nine years of age. Comparison of the two groups revealed substantial differences in language-related brain activity for early as well as late acquired languages. Most importantly, early multilinguals preferentially activated a fronto-striatal network in the left hemisphere, whereas the left posterior superior temporal gyrus (pSTG) was activated to a lesser degree than in late multilinguals. The same brain regions were highlighted in previous studies when a non-target language had to be controlled. Hence the engagement of language control in adult early multilinguals appears to be influenced by the specific learning and acquisition conditions during early childhood. Remarkably, our results reveal that the functional control of early and subsequently later acquired languages is similarly affected, suggesting that language experience has a pervasive influence into adulthood. As such, our findings extend the current understanding of control functions in multilinguals.}, language = {en} } @misc{WachsVazsonyiWrightetal.2020, author = {Wachs, Sebastian and Vazsonyi, Alexander T. and Wright, Michelle F. and Ksinan Jiskrova, Gabriela}, title = {Cross-National Associations Among Cyberbullying Victimization, Self-Esteem, and Internet Addiction}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {651}, issn = {1866-8364}, doi = {10.25932/publishup-47438}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-474382}, pages = {12}, year = {2020}, abstract = {The relationship among cyberbullying victimization, lower self-esteem, and internet addiction has been well-established. Yet, little research exists that explains the nature of these associations, and no previous work has considered the inability to identify or describe one's emotions, namely, alexithymia, as a potential mediator of these links. The present study sought to investigate the indirect effects of cyberbullying victimization on self-esteem and internet addiction, mediated by alexithymia. The sample consisted of 1,442 participants between 12 and 17 years (Mage = 14.17, SD = 1.38, 51.5\% male) from Germany, the Netherlands, and the United States. Results showed a direct relationship between cyberbullying victimization and self-esteem and an indirect association mediated by alexithymia in the Dutch sample. However, in the German and U.S. samples, only an indirect relationship via alexithymia, but not a direct effect of cyberbullying victimization on self-esteem, was found. Consistent across the three country samples, cyberbullying victimization and internet addiction were directly and also indirectly associated via alexithymia. In sum, findings indicate that alexithymia might help better understand which detrimental effects cyberbullying victimization has on adolescent psychological health. Thus, cyberbullying prevention programs should consider implementing elements that educate adolescents on the ability to identify and describe their own emotions.}, language = {en} } @misc{VietzeJuangSchachner2019, author = {Vietze, Jana and Juang, Linda P. and Schachner, Maja Katharina}, title = {Peer cultural socialisation}, series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, number = {557}, issn = {1866-8364}, doi = {10.25932/publishup-43343}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-433433}, pages = {579 -- 598}, year = {2019}, abstract = {This study investigated how peers can contribute to cultural minority students' cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished between heritage and mainstream identity as two separate dimensions of cultural identity. Analyses were based on self-reports of 662 students of the first, second, and third migrant generation in Germany (Mean age = 14.75 years, 51\% female). Path analyses revealed that talking about heritage culture with friends was positively related to heritage identity. Talking about mainstream culture with friends was negatively associated with heritage identity, but positively with mainstream identity as well as school values. Both dimensions of cultural identity related to higher life satisfaction and more positive school values. As expected, heritage and mainstream identity mediated the link between peer cultural socialisation and adjustment outcomes. Findings highlight the potential of peers as socialisation agents to help promote cultural belonging as well as positive adjustment of cultural minority youth in the school context.}, language = {en} }