TY  - JOUR
A1  - Graefen, Johanna
A1  - Kohn, Juliane
A1  - Wyschkon, Anne
A1  - Esser, Günter
T1  - Internalizing problems in children and adolescents with math disability
JF  - Zeitschrift für Psychologie = Journal of psychology
N2  - 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.
KW  - math disability
KW  - internalizing problems
KW  - comorbidities
KW  - adolescence
Y1  - 2015
U6  - https://doi.org/10.1027/2151-2604/a000207
SN  - 2190-8370
SN  - 2151-2604
VL  - 223
IS  - 2
SP  - 93
EP  - 101
PB  - Hogrefe
CY  - Göttingen
ER  - 
TY  - JOUR
A1  - Busching, Robert
A1  - Krahé, Barbara
T1  - The Girls Set the Tone: Gendered Classroom Norms and the Development of Aggression in Adolescence
JF  - Personality and social psychology bulletin
N2  - 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.
KW  - aggression
KW  - normative beliefs
KW  - adolescence
KW  - class-level effects
KW  - multilevel modelling
Y1  - 2015
U6  - https://doi.org/10.1177/0146167215573212
SN  - 0146-1672
SN  - 1552-7433
VL  - 41
IS  - 5
SP  - 659
EP  - 676
PB  - Sage Publ.
CY  - Thousand Oaks
ER  - 
TY  - GEN
A1  - Busching, Robert
A1  - Krahé, Barbara
T1  - The girls set the tone
BT  - gendered classroom norms and the development of aggression in adolescence
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - 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.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 401 
KW  - aggression
KW  - normative beliefs
KW  - adolescence
KW  - class-level effects
KW  - multilevel modelling
Y1  - 2018
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-404831
IS  - 401
ER  -