TY - GEN A1 - Rohlf, Helena L. A1 - Krahé, Barbara T1 - Assessing anger regulation in middle childhood BT - development and validation of a behavioral observation measure T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - An observational measure of anger regulation in middle childhood was developed that facilitated the in situ assessment of five maladaptive regulation strategies in response to an anger-eliciting task. 599 children aged 6-10 years (M = 8.12, SD = 0.92) participated in the study. Construct validity of the measure was examined through correlations with parent- and self-reports of anger regulation and anger reactivity. Criterion validity was established through links with teacher-rated aggression and social rejection measured by parent-, teacher-, and self-reports. The observational measure correlated significantly with parent- and self-reports of anger reactivity, whereas it was unrelated to parent- and self-reports of anger regulation. It also made a unique contribution to predicting aggression and social rejection. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 407 KW - anger regulation KW - middle childhood KW - behavioral observation KW - aggression KW - social rejection Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-406241 IS - 407 ER - TY - JOUR A1 - Rohlf, Helena L. A1 - Krahé, Barbara T1 - Assessing anger regulation in middle childhood: development and validation of a behavioral observation measure JF - Frontiers in psychology N2 - An observational measure of anger regulation in middle childhood was developed that facilitated the in situ assessment of five maladaptive regulation strategies in response to an anger-eliciting task. 599 children aged 6-10 years (M = 8.12, SD = 0.92) participated in the study. Construct validity of the measure was examined through correlations with parent- and self-reports of anger regulation and anger reactivity. Criterion validity was established through links with teacher-rated aggression and social rejection measured by parent-, teacher-, and self-reports. The observational measure correlated significantly with parent- and self-reports of anger reactivity, whereas it was unrelated to parent- and self-reports of anger regulation. It also made a unique contribution to predicting aggression and social rejection. KW - anger regulation KW - middle childhood KW - behavioral observation KW - aggression KW - social rejection Y1 - 2015 U6 - https://doi.org/10.3389/fpsyg.2015.00453 SN - 1664-1078 VL - 6 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Lensing, Johanna Nele A1 - Elsner, Birgit T1 - Cool executive functioning predicts not only mean levels but also individual 3-year growth trajectories of zBMI in elementary-school children JF - International Journal of Behavioral Development N2 - Executive functions (EFs) may help children to regulate their food-intake in an “obesogenic” environment, where energy-dense food is easily available. There is mounting evidence that overweight is associated with diminished hot and cool EFs, and several longitudinal studies found evidence for a predictive effect of hot EFs on children’s bodyweight, but longitudinal research examining the effect of cool EF on weight development in children is still scarce. The current 3-year longitudinal study examined the effect of a latent cool EF factor, which was based on three behavioral EF tasks, on subsequent mean levels and 3-year growth trajectories of body-mass-index z-scores (zBMI). Data from a large sample of children, with zBMI ranging from normal weight to obesity (n = 1474, aged 6–11 years at T1, 52% girls) was analyzed using structural-equation modeling and linear latent growth-curve modeling. Cool EF at the first wave (T1) negatively predicted subsequent zBMI and zBMI development throughout the 3-year period in middle childhood such that children with better EF had a lower zBMI and less steep zBMI growth. These effects were not moderated by the children’s age or gender. In conclusion, as early as in middle childhood, cool EFs seem to support the self-regulation of food-intake and consequently may play a causal role in the multifactorial etiology of overweight. KW - BMI development KW - zBMI KW - middle childhood KW - cool executive functioning KW - self-regulation KW - longitudinal KW - growth-curve model Y1 - 2019 U6 - https://doi.org/10.1177/0165025419833818 SN - 0165-0254 SN - 1464-0651 VL - 43 IS - 4 SP - 351 EP - 362 PB - Sage Publ. CY - London ER - TY - THES A1 - Holl, Anna Katharina T1 - Deficits in theory of mind and executive function as risk factors for conduct problems from middle childhood to early adolescence – a longitudinal perspective T1 - Defizite in Theory of Mind und exekutiven Funktionen als Risikofaktoren für Verhaltensprobleme von der mittleren Kindheit bis zur frühen Adoleszenz - eine längsschnittliche Perspektive N2 - In this thesis, deficits in theory of mind (ToM) and executive function (EF) were examined in tandem and separately as risk factors for conduct problems, including different forms and functions of aggressive behavior. All three reported studies and the additional analyses were based on a large community sample of N = 1,657 children, including three waves of a longitudinal study covering middle childhood and the transition to early adolescence (range 6 to 13 years) over a total of about three years. All data were analyzed with structural equation modeling. Altogether, the results of all the conducted studies in this thesis extend previous research and confirm the propositions of the SIP model (Crick & Dodge, 1994) and of the amygdala theory of violent behavior (e.g., Blair et al., 2014) besides other accounts. Considering the three main research questions, the results of the thesis suggest first that deficits in ToM are a risk factor for relational and physical aggression from a mean age of 8 to 11 years under the control of stable between-person differences in aggression. In addition, earlier relationally aggressive behavior predicts later deficits in ToM in this age range, which confirms transactional relations between deficits in ToM and aggressive behavior in children (Crick & Dodge, 1994). Further, deficits in ToM seem to be a risk factor for parent-rated conduct problems cross-sectionally in an age range from 9 to 13 years. Second, deficits in cool EF are a risk factor for later physical, relational, and reactive aggression but not for proactive aggression over a course of three years from middle childhood to early adolescence. Habitual anger seems to mediate the relation between cool EF and physical, and as a trend also relational, aggression. Deficits in emotional and inhibitory control and planning have a direct effect on the individual level of conduct problems under the control of interindividual differences in conduct problems at a mean age of 8 years, but not on the trajectory of conduct problems over the course from age 8 to 11. Third, when deficits in cool EF and ToM are studied in tandem cross-sectionally at the transition from middle childhood to early adolescence, deficits in cool EF seem to play only an indirect role through deficits in ToM as a risk factor for conduct problems. Finally, all results hold equal for females and males in the conducted studies. The results of this thesis emphasize the need to intervene in the transactional processes between deficits in ToM and in EF and conduct problems, including different forms and functions of aggression, particularly in the socially sensible period from middle and late childhood to early adolescence. N2 - In dieser Arbeit wurden Defizite in Theory of Mind (ToM) und Exekutiven Funktionen (EF) als Risikofaktoren für Verhaltensprobleme, einschließlich verschiedener Formen und Funktionen aggressiven Verhaltens, gemeinsam und getrennt untersucht. Als theoretischer Hintergrund diente neben anderen Theorien die SIP-Theorie von Crick und Dodge (1994). Alle drei berichteten Studien und die zusätzlichen Analysen basierten auf einer großen Bevölkerungsstichprobe von N = 1.657 Kindern, und schlossen drei Wellen einer Längsschnittstudie ein, die einen Zeitraum von insgesamt etwa drei Jahren von der mittleren Kindheit bis zum Übergang zur frühen Adoleszenz (6 bis 13 Jahre) abdeckte. Alle Daten wurden mit Strukturgleichungsmodellen analysiert. Zusammenfassend bestätigen und erweitern die Ergebnisse der durchgeführten Studien bisherige Forschung und bestätigen die Annahmen des SIP-Modells (Crick & Dodge, 1994) und der Amygdala-Theorie gewaltsamen Verhaltens (z.B., Blair et al., 2014), neben anderen Theorien. In Bezug auf die drei hauptsächlichen Forschungsfragen deuten die Ergebnisse der Studien erstens darauf hin, dass Defizite in ToM Risikofaktoren für relationale und physische Aggression von einem durchschnittlichen Alter von 8 bis 11 Jahren sind unter der Kontrolle von stabilen interindividuellen Unterschieden in Aggression. Darüber hinaus sagt früheres relational aggressives Verhalten spätere Defizite in ToM in diesem Altersbereich voraus, was die transaktionalen Beziehungen zwischen Defiziten in ToM und aggressivem Verhalten bei Kindern bestätigt (Crick & Dodge, 1994). Weiterhin zeigen sich Defizite in ToM als Risikofaktor für durch die Eltern eingeschätzte Verhaltensprobleme in einem Altersbereich von 9 bis 13 Jahren im Querschnitt. Zweitens sind Defizite in kalten EF ein Risikofaktor für spätere physische, relationale und reaktive Aggression, nicht aber für proaktive Aggression, über einen Zeitraum von drei Jahren von der mittleren Kindheit bis zur frühen Adoleszenz. Habitueller Ärger scheint die Beziehung zwischen kalten EF und phyischer, und als Trend auch relationaler Aggression zu vermitteln. Defizite in der emotionalen und inhibitorischen Kontrolle und Planung wirken sich unter der Kontrolle interindividueller Unterschiede in Verhaltensproblemen im durchschnittlichen Alter von 8 Jahren direkt auf die individuelle Höhe der Verhaltensprobleme aus, nicht aber auf den Verlauf der Verhaltensprobleme im Zeitraum von 8 bis 11 Jahren. Drittens, wenn Defizite in kalten EF und ToM am Übergang von der mittleren Kindheit zur frühen Adoleszenz gemeinsam im Querschnitt untersucht werden, scheinen Defizite in kalten EF nur eine indirekte Rolle vermittelt durch Defizite in ToM als Risikofaktor für Verhaltensprobleme zu spielen. Schließlich gelten alle Ergebnisse in den durchgeführten Studien für Mädchen und Jungen gleichermaßen. Die Ergebnisse dieser Arbeit betonen die Notwendigkeit, in die transaktionalen Prozesse zwischen Defiziten in ToM und EF und Verhaltensproblemen einzugreifen, einschließlich verschiedener Formen und Funktionen von Aggression, v.a. in der sozial sensiblen Altersspanne von der mittleren und späten Kindheit bis zur frühen Adoleszenz. KW - Theory of Mind KW - executive function KW - conduct problems KW - middle childhood KW - early adolescence KW - Theory of Mind KW - exekutive Funktionen KW - Verhaltensprobleme KW - mittlere Kindheit KW - frühe Adoleszenz Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-459915 ER - TY - JOUR A1 - Groppe, Karoline A1 - Elsner, Birgit T1 - Executive function and food approach behavior in middle childhood JF - Frontiers in psychology N2 - Executive function (EF) has long been considered to be a unitary, domain-general cognitive ability. However, recent research suggests differentiating "hot" affective and "cool" cognitive aspects of EF. Yet, findings regarding this two-factor construct are still inconsistent. In particular, the development of this factor structure remains unclear and data on school-aged children is lacking. Furthermore, studies linking EF and overweight or obesity suggest that EF contributes to the regulation of eating behavior. So far, however, the links between EF and eating behavior have rarely been investigated in children and non-clinical populations. First, we examined whether EF can be divided into hot and cool factors or whether they actually correspond to a unitary construct in middle childhood. Second, we examined how hot and cool EF are associated with different eating styles that put children at risk of becoming overweight during development. Hot and cool EF were assessed experimentally in a non-clinical population of 1657 elementary-school children (aged 6-11 years). The "food approach" behavior was rated mainly via parent questionnaires. Findings indicate that hot EF is distinguishable from cool EF. However, only cool EF seems to represent a coherent functional entity, whereas hot EF does not seem to be a homogenous construct. This was true for a younger and an older subgroup of children. Furthermore, different EF components were correlated with eating styles, such as responsiveness to food, desire to drink, and restrained eating in girls but not in boys. This shows that lower levels of EF are not only seen in clinical populations of obese patients but are already associated with food approach styles in a normal population of elementary school-aged girls. Although the direction of effect still has to be clarified, results point to the possibility that EF constitutes a risk factor for eating styles contributing to the development of overweight in the long-term. KW - hot and cool executive function KW - eating behavior KW - food approach KW - overweight KW - middle childhood Y1 - 2014 U6 - https://doi.org/10.3389/fpsyg.2014.00447 SN - 1664-1078 VL - 5 PB - Frontiers Research Foundation CY - Lausanne ER - TY - THES A1 - Lensing, Johanna Nele T1 - Executive Functions in Middle Childhood BT - Developmental Trajectories and Associations with Body Weight N2 - This doctoral dissertation aims at elucidating the development of hot and cool executive functions in middle childhood and at gaining insight about their role in childhood overweight. The dissertation is based on three empirical studies which have been published in peer-reviewed journals. Data from a large 3-year longitudinal study (the “PIER-study”) was used. The findings presented in the dissertation demonstrated that both hot and cool EF abilities increase during middle childhood. They also supported the notion that hot and cool EF facets are distinguishable from each other in middle childhood, that they have distinct developmental trajectories, and different predictors. Evidence was found for associations of hot and cool EF with body weight in middle childhood, which is in line with the notion that they might play a role in the self-regulation of eating and the multifactorial etiology of childhood overweight. KW - self-regulation KW - executive function KW - overweight KW - middle childhood Y1 - 2018 ER - TY - THES A1 - Strauß, Sophie T1 - Justice sensitivity in middle childhood T1 - Ungerechtigkeitssensibilität in der mittleren Kindheit T2 - exploring the measurement and manifestation of a trait in a sensitive developmental phase and its relations to variables from the social and moral development space T2 - Erforschung der Messung und Manifestation eines Traits in einer sensiblen Entwicklungsphase und seiner Beziehungen zu Variablen der sozialen und moralischen Entwicklung N2 - Justice structures societies and social relations of any kind; its psychological integration provides a fundamental cornerstone for social, moral, and personality development. The trait justice sensitivity captures individual differences in responses toward perceived injustice (JS; Schmitt et al., 2005, 2010). JS has shown substantial relations to social and moral behavior in adult and adolescent samples; however, it was not yet investigated in middle childhood despite this being a sensitive phase for personality development. JS differentiates in underlying perspectives that are either more self- or other-oriented regarding injustice, with diverging outcome relations. The present research project investigated JS and its perspectives in children aged 6 to 12 years with a special focus on variables of social and moral development as potential correlates and outcomes in four cross-sectional studies. Study 1 started with a closer investigation of JS trait manifestation, measurement, and relations to important variables from the nomological network, such as temperamental dimensions, social-cognitive skills, and global pro- and antisocial behavior in a pilot sample of children from south Germany. Study 2 investigated relations between JS and distributive behavior following distributive principles in a large-scale data set of children from Berlin and Brandenburg. Study 3 explored the relations of JS with moral reasoning, moral emotions, and moral identity as important precursors of moral development in the same large-scale data set. Study 4 investigated punishment motivation to even out, prevent, or compensate norm transgressions in a subsample, whereby JS was considered as a potential predictor of different punishment motives. All studies indicated that a large-scale, economic measurement of JS is possible at least from middle childhood onward. JS showed relations to temperamental dimensions, social skills, global social behavior; distributive decisions and preferences for distributive principles; moral reasoning, emotions, and identity; as well as with punishment motivation; indicating that trait JS is highly relevant for social and moral development. The underlying self- or other-oriented perspectives showed diverging correlate and outcome relations mostly in line with theory and previous findings from adolescent and adult samples, but also provided new theoretical ideas on the construct and its differentiation. Findings point to an early internal justice motive underlying trait JS, but additional motivations underlying the JS perspectives. Caregivers, educators, and clinical psychologists should pay attention to children’s JS and toward promoting an adaptive justice-related personality development to foster children’s prosocial and moral development as well as their mental health. N2 - Gerechtigkeit strukturiert Gesellschaften und soziale Beziehungen jeglicher Art; ihre psychologische Integration stellt einen grundlegenden Eckpfeiler für die soziale, moralische und Persönlichkeitsentwicklung dar. Ungerechtigkeitssensibilität (justice sensitivity; JS) erfasst als Trait individuelle Unterschiede in der Reaktion auf wahrgenommene Ungerechtigkeit (Schmitt et al., 2005, 2010). JS hat bei Erwachsenen und Jugendlichen substanzielle Zusammenhänge mit sozialem und moralischem Verhalten gezeigt; in der mittleren Kindheit wurde sie jedoch noch nicht untersucht, obwohl die mittlere Kindheit eine sensible Phase für die Persönlichkeitsentwicklung ist. JS differenziert sich in zugrunde liegende Perspektiven, die in Bezug auf Ungerechtigkeit entweder stärker selbst- oder fremdorientiert sind, mit divergierenden Outcome Beziehungen. Das vorliegende Forschungsprojekt untersuchte JS und seine Perspektiven bei Kindern im Alter von 6 bis 12 Jahren mit besonderem Augenmerk auf Variablen der sozialen und moralischen Entwicklung als mögliche Korrelate und Outcomes in vier Querschnittsstudien. Studie 1 begann mit einer näheren Untersuchung der Manifestation und Messung von JS sowie der Beziehungen zu wichtigen Variablen des nomologischen Netzwerks, wie z. B. Temperamentsdimensionen, sozial-kognitiven Fähigkeiten und globalem pro- und antisozialen Verhalten in einer Pilotstichprobe mit Kindern aus Süddeutschland. Studie 2 untersuchte Beziehungen zwischen JS und distributivem Verhalten nach distributiven Prinzipien in einem groß angelegten Datensatz mit Kindern aus Berlin und Brandenburg. Studie 3 untersuchte die Beziehungen zwischen JS und moralischem Schlussfolgern, moralischen Emotionen und moralischer Identität als wichtigen Vorläufern der moralischen Entwicklung in demselben Datensatz. Studie 4 untersuchte Bestrafungsmotivation zum Ausgleich, zur Verhinderung oder zur Kompensation von Normübertretungen in einer Teilstichprobe, wobei JS als potenzieller Prädiktor für verschiedene Bestrafungsmotive betrachtet wurde. Alle Studien zeigten, dass eine groß angelegte, ökonomische Messung von JS mindestens ab der mittleren Kindheit möglich ist. JS zeigte Beziehungen zu Temperamentsdimensionen, sozialen Fähigkeiten, globalem Sozialverhalten; distributiven Entscheidungen und Präferenzen für distributive Prinzipien; moralischem Schlussfolgern, Emotionen und Identität sowie mit Bestrafungsmotivation. Dies deutet darauf hin, dass Trait JS für die soziale und moralische Entwicklung von großer Bedeutung ist. Die zugrunde liegenden selbst- oder fremdorientierten Perspektiven zeigten divergierende Korrelat- und Outcome Beziehungen, die größtenteils mit der Theorie und früheren Befunden aus Jugendlichen- und Erwachsenenstichproben übereinstimmten, aber auch neue theoretische Ideen über das Konstrukt und seine Differenzierung lieferten. Die Ergebnisse deuten auf ein frühes internalisiertes Gerechtigkeitsmotiv hin, das Trait JS zugrunde liegt, aber auch auf zusätzliche Motivationen, die den JS-Perspektiven zugrunde liegen. Eltern, Betreuungspersonen, Pädagog:innen und klinische Psycholog:innen sollten die JS von Kindern beachten und eine adaptive gerechtigkeitsbezogene Persönlichkeitsentwicklung unterstützen, um die prosoziale und moralische Entwicklung der Kinder sowie ihre psychische Gesundheit zu fördern. KW - justice sensitivity KW - moral development KW - middle childhood KW - distributive justice KW - personality development KW - justice development KW - Ungerechtigkeitssensibilität KW - Verteilungsgerechtigkeit KW - Gerechtigkeitsentwicklung KW - mittlere Kindheit KW - moralische Entwicklung KW - Persönlichkeitsentwicklung Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-591944 ER - TY - JOUR A1 - Holl, Anna Katharina A1 - Kirsch, Fabian A1 - Rohlf, Helena L. A1 - Krahe, Barbara A1 - Elsner, Birgit T1 - Longitudinal reciprocity between theory of mind and aggression in middle childhood JF - International Journal of Behavioral Development N2 - Theory of mind is one of the most important cognitive factors in social information-processing, and deficits in theory of mind have been linked to aggressive behavior in childhood. The present longitudinal study investigated reciprocal links between theory of mind and two forms of aggression – physical and relational – in middle childhood with three data waves over 3 years. Theory of mind was assessed by participants’ responses to cartoons, and physical and relational aggression were assessed through teacher reports in a community sample of 1657 children (mean age at Time 1: 8 years). Structural equation modeling analyses showed that theory of mind was a negative predictor of subsequent physical and relational aggression, both from Time 1 to Time 2 as well as from Time 2 to Time 3. Moreover, relational aggression was a negative predictor of theory of mind from Time 1 to Time 2. There were no significant gender or age differences in the tested pathways. The results suggest that reciprocal and negative longitudinal relations exist between children’s theory of mind and aggressive behavior. Our study extends current knowledge about the development of such relations across middle childhood. KW - Aggressive behavior KW - theory of mind KW - middle childhood KW - longitudinal study KW - relational aggression KW - physical aggression Y1 - 2018 U6 - https://doi.org/10.1177/0165025417727875 SN - 0165-0254 SN - 1464-0651 VL - 42 IS - 2 SP - 257 EP - 266 PB - Sage Publ. CY - London ER - TY - THES A1 - Rohlf, Helena L. T1 - The development of aggression in middle childhood T1 - Die Entwicklung aggressiven Verhaltens in der mittleren Kindheit BT - longitudinal analyses of the role of anger regulation, social rejection, and peer socialization BT - längsschnittliche Analysen des Einflusses von Ärgerregulation, sozialer Zurückweisung und Peer-Sozialisation N2 - Background: The engagement in aggressive behavior in middle childhood is linked to the development of severe problems in later life. Thus, identifying factors and processes that con-tribute to the continuity and increase of aggression in middle childhood is essential in order to facilitate the development of intervention programs. The present PhD thesis aimed at expand-ing the understanding of the development of aggression in middle childhood by examining risk factors in the intrapersonal and interpersonal domains as well as the interplay between these factors: Maladaptive anger regulation was examined as an intrapersonal risk factor; processes that occur in the peer context (social rejection and peer socialization) were included as interpersonal risk factors. In addition, in order to facilitate the in situ assessment of anger regulation strategies, an observational measure of anger regulation was developed and validated. Method: The research aims were addressed within the scope of four articles. Data from two measurement time points about ten months apart were available for the analyses. Participants were elementary school children aged from 6 to 10 years at T1 and 7 to 11 years at T2. The first article was based on cross-sectional analyses including only the first time point; in the remaining three articles longitudinal associations across the two time points were analyzed. The first two articles were concerned with the development and cross-sectional as well as longitudinal validation of observational measure of anger regulation in middle childhood in a sample of 599 children. Using the same sample, the third article investigated the longitudinal link between maladaptive anger regulation and aggression considering social rejection as a mediating variable. The frequency as well as different functions of aggression (reactive and proactive) were included as outcomes measures. The fourth article examined the influence of class-level aggression on the development of different forms of aggression (relational and physical) over time under consideration of differences in initial individual aggression in a sample of 1,284 children. In addition, it was analyzed if the path from aggression to social rejection varies as a function of class-level aggression. Results: The first two articles revealed that the observational measure of anger regulation developed for the purpose of this research was cross-sectionally related to anger reactivity, aggression and social rejection as well as longitudinally related to self-reported anger regula-tion. In the third article it was found that T1 maladaptive anger regulation showed no direct link to T2 aggression, but an indirect link through T1 social rejection. This indirect link was found for the frequency of aggression as well as for reactive and proactive aggression. The fourth article revealed that with regard to relational aggression, a high level of classroom ag-gression predicted an increase of individual aggression only among children with initially low levels of aggression. For physical aggression, it was found that the overall level of aggression in the class affected all children equally. In addition, physical aggression increased the likelihood of social rejection irrespective of the class-level of aggression whereas relational aggression caused social rejection only in classes with a generally low level of relational aggression. The analyses of gender-specific effects showed that children were mainly influenced by their same-gender peers and that the effect on the opposite gender was higher if children engaged in gender-atypical forms of aggressive behavior. Conclusion: The results provided evidence for the construct and criterion validity of the observational measure of maladaptive anger regulation that was developed within the scope of this research. Furthermore, the findings indicated that maladaptive anger regulation constitutes an important risk factor of aggression through the influence of social rejection. Finally, the results demonstrated that the level of aggression among classmates is relevant for the development of individual aggression over time and that the children´s evaluation of relationally aggressive behavior varies as a function of the normativity of relational aggression in the class. The study findings have implications for the measurement of anger regulation in middle childhood as well as for the prevention of aggression and social rejection. N2 - Hintergrund: Das Auftreten aggressiven Verhaltens in der mittleren Kindheit ist mit einer Reihe von problematischen Folgen verbunden. Das Identifizieren von Prozessen und Faktoren, die zur Kontinuität und zu einem Anstieg aggressiven Verhaltens in der mittleren Kindheit beitragen, ist essentiell; nicht zuletzt, um die Entwicklung von Interventionsprogrammen zu ermöglichen. Das Ziel der vorliegenden Dissertation war es, das Wissen über die Entwicklung von Aggression in der mittleren Kindheit auszuweiten, indem Risikofaktoren aus dem intrapersonalen und dem interpersonalen Bereich sowie das Zusammenspiel dieser Faktoren untersucht wurden: Maladaptive Ärgerregulation wurde als ein intrapersonaler Risikofaktor untersucht; Prozesse, die sich im Peerkontext abspielen (soziale Zurückweisung und Peersozialisation), wurden als interpersonale Risikofaktoren analysiert. Zudem wurde eine Beobachtungsmethode für Ärgerregulation entwickelt und validiert, um die Erfassung von Ärgerregulationsstrategien in situ zu ermöglichen. Methode: Die Forschungsfragen wurden im Rahmen von vier Artikeln addressiert. Daten aus zwei Messzeitpunkten, die etwa zehn Monate auseinander lagen, wurden für die Analysen verwendet. Die Teilnehmer waren Grundschulkinder, die zu T1 zwischen 6 bis 10 Jahre und zu T2 zwischen 7 und 11 Jahre alt waren. Der erste Artikel basierte auf querschnittlichen Analysen, die nur den ersten Messzeitpunkt einschlossen; in den weiteren drei Artikeln wurden längsschnittliche Effekte über die zwei Messzeitpunkte analysiert. Die ersten beiden Artikel beschäftigten sich mit der Entwicklung und der quer- und längsschnittlichen Validierung der Beobachtungsmethode für Ärgerregulation, wobei eine Stichprobe aus 599 Kindern verwendet wurde. Mittels der gleichen Stichprobe wurde im dritten Artikel der längsschnittliche Zusammenhang zwischen maladaptiver Ärgerregulation und Aggression unter Berücksichtigung des vermittelnden Einflusses sozialer Zurückweisung untersucht. Die Häufigkeit und die verschiedenen Funktionen von Aggression (reaktiv und proaktiv) wurden als abhängige Variablen einbezogen. Der vierte Artikel untersuchte in einer Stichprobe aus 1.284 Kindern den Einfluss der mittleren Aggression in einer Klasse auf die Entwicklung verschiedener Formen von Aggression (physisch und relational) unter Berücksichtigung der ursprünglichen individuellen Aggression. Zudem wurde analysiert, ob der Effekt von Aggression auf soziale Zurückweisung in Abhängigkeit der Aggression in der Klasse variiert. Ergebnisse: Die ersten beiden Artikel zeigten, dass die Beobachtungsmethode für Ärgerregulation im Querschnitt mit Ärgerreaktivität, Aggression und sozialer Zurückweisung und im Längsschnitt mit selbstberichteter Ärgerregulation zusammenhängt. Im dritten Artikel wurde gefunden, dass Ärgerregulation zu T1 nicht direkt mit T2 Aggression assoziiert ist, aber es zeigte sich ein indirekter Effekt über den Einfluss von T1 sozialer Zurückweisung. Dieser indirekte Effekt fand sich sowohl für die Häufigkeit von Aggression als auch für reaktive und proaktive Aggression. Der vierte Artikel zeigte, dass in Hinblick auf relationale Aggression ein hohes Maß an Aggression in der Klasse nur bei Kindern, die ein niedriges Ausgangsniveau an Aggression hatten, einen Anstieg an individueller Aggression vorhersagt. Für physische Aggression zeigte sich, dass die Aggression in der Klasse alle Kinder gleichermaßen beeinflusst. Zudem erhöhte physische Aggression die Wahrscheinlichkeit für soziale Zurückweisung, unabhängig von der mittleren Aggression in der Klasse, während sich für relationale Aggression gezeigt hat, dass aggressives Verhalten nur in Klassen mit einem niedrigen Level an Aggression mit sozialer Zurückweisung assoziiert ist. Diskussion: Die Ergebnisse liefern Evidenz für die Kontrukt- und Kriteriumsvalidität der Beobachtungsmethode für Ärgerregulation, die im Rahmen dieser Dissertation entwickelt wurde. Außerdem deuten die Ergebnisse darauf hin, dass maladaptive Ärgerregulation über den Einfluss von sozialer Zurückweisung einen wichtigen Risikofaktor für Aggression darstellt. Die Ergebnisse zeigen zudem, dass das Maß an Aggression in einer Klasse relevant ist für die Entwicklung individueller Aggression über die Zeit und dass die Bewertung von relationaler Aggression abhängig ist von der Normativität von relationaler Aggression in der Klasse. Die Ergebnisse dieser Dissertation haben Implikationen, die zum einen die Erfassung von Ärgerregulation in der mittleren Kindheit und zum anderen die Prävention von Aggression und sozialer Zurückweisung betreffen. KW - aggression KW - middle childhood KW - anger regulation KW - social rejection KW - peer influences KW - Aggression KW - mittlere Kindheit KW - Ärgerregulation KW - soziale Zurückweisung KW - Peer-Einflüsse Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-95457 ER - TY - JOUR A1 - Austin, Gina A1 - Groppe, Karoline A1 - Elsner, Birgit T1 - The reciprocal relationship between executive function and theory of mind in middle childhood: a 1-year longitudinal perspective JF - Frontiers in psychology N2 - There is robust evidence showing a link between executive function (EF) and theory of mind (ToM) in 3-to 5-year-olds. However, it is unclear whether this relationship extends to middle childhood. In addition, there has been much discussion about the nature of this relationship. Whereas some authors claim that ToM is needed for EF, others argue that ToM requires EF. To date, however, studies examining the longitudinal relationship between distinct sub components of EF [i.e., attention shifting, working memory (WM) updating, inhibition] and ToM in middle childhood are rare. The present study examined (1) the relationship between three EF subcomponents (attention shifting, WM updating, inhibition) and ToM in middle childhood, and (2) the longitudinal reciprocal relationships between the EF subcomponents and ToM across a 1-year period. EF and ToM measures were assessed experimentally in a sample of 1,657 children (aged 6-11 years) at time point one (t1) and 1 year later at time point two (t2). Results showed that the concurrent relationships between all three EF subcomponents and ToM pertained in middle childhood at t1 and t2, respectively, even when age, gender, and fluid intelligence were partialle dout. Moreover, cross-lagged structural equation modeling (again, controlling for age, gender, and fluid intelligence, as well as for the earlier levels of the target variables), revealed partial support for the view that early ToM predictslater EF, but stronger evidence for the assumption that early EF predictslater ToM. The latter was found for attention shifting and WM updating, but not for inhibition. This reveals the importance of studying the exact interplay of ToM and EF across childhood development, especially with regard to different EF subcomponents. Most likely, understanding others' mental states at different levels of perspective-taking requires specific EF subcomponents, suggesting developmental change in the relations between EF and ToM across childhood. KW - executive function KW - theory of mind KW - longitudinal KW - middle childhood KW - attention shifting KW - inhibition KW - working memory updating Y1 - 2014 U6 - https://doi.org/10.3389/fpsyg.2014.00655 SN - 1664-1078 VL - 5 PB - Frontiers Research Foundation CY - Lausanne ER -