TY - GEN A1 - Schachner, Maja Katharina T1 - From equality and inclusion to cultural pluralism BT - evolution and effects of cultural diversity perspectives in schools T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Schools are a major context for academic and socio-emotional development, but also an important acculturative context. This is notably the case in adolescence, which is a critical period for the development of a social and ethnic identity, as well as moral reasoning and intergroup attitudes. How schools approach cultural diversity issues is therefore likely to affect these developmental and acculturative processes and adaptation outcomes. In the present article, the manifestation and effects of the most prominent approaches to cultural diversity, namely those guided by a perspective of equality and inclusion, and those guided by a perspective of cultural pluralism, are reviewed and compared in the context of multi-ethnic schools. The aim is to explore when and how the potential of cultural diversity can best flourish, enhancing the academic and socio-emotional development of culturally diverse students. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 460 KW - cultural diversity KW - school KW - adolescence KW - equality and inclusion KW - cultural pluralism Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-412589 IS - 460 ER - TY - GEN A1 - Lazarides, Rebecca A1 - Raufelder, Diana T1 - Longitudinal Effects of Student-Perceived Classroom Support on Motivation BT - A Latent Change Model N2 - This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 321 KW - classroom characteristics KW - autonomy KW - competence KW - relatedness KW - motivation KW - latent change model KW - adolescence Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-395695 ER - TY - GEN A1 - Jung, Janis Moritz A1 - Krahé, Barbara A1 - Busching, Robert T1 - Differential risk profiles for reactive and proactive aggression BT - a longitudinal latent profile analysis T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - This two-wave longitudinal study identified configurations of social rejection, affiliation with aggressive peers, and academic failure and examined their predictivity for reactive and proactive aggression in a sample of 1,479 children and adolescents aged between 9 and 19 years. Latent profile analysis yielded three configurations of risk factors, made up of a non-risk group, a risk group scoring high on measures of social rejection (SR), and a risk group scoring high on measures of affiliation with aggressive peers and academic failure (APAF). Latent path analysis revealed that, as predicted, only membership in the SR group at T1 predicted reactive aggression at T2 17 months later. By contrast, only membership in the APAF group at T1 predicted proactive aggression at T2. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 588 KW - reactive/proactive aggression KW - social rejection KW - aggressive peers KW - academic failure KW - childhood KW - adolescence KW - Germany Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-433229 SN - 1866-8364 IS - 588 SP - 71 EP - 84 ER - TY - GEN A1 - Helfert, Susanne A1 - Warschburger, Petra T1 - The face of appearance-related social pressure BT - gender, age and body mass variations in peer and parental pressure during adolescence N2 - Background Appearance-related social pressure plays an important role in the development of a negative body image and self-esteem as well as severe mental disorders during adolescence (e.g. eating disorders, depression). Identifying who is particularly affected by social pressure can improve targeted prevention and intervention, but findings have either been lacking or controversial. Thus the aim of this study is to provide a detailed picture of gender, weight, and age-related variations in the perception of appearance-related social pressure by peers and parents. Methods 1112 German students between grades 7 and 9 (mean age: M = 13.38, SD = .81) filled in the Appearance-Related Social Pressure Questionnaire (German: FASD), which considers different sources (peers, parents) as well as various kinds of social pressure (e.g. teasing, modeling, encouragement). Results Girls were more affected by peer pressure, while gender differences in parental pressure seemed negligible. Main effects of grade-level suggested a particular increase in indirect peer pressure (e.g. appearance-related school and class norms) from early to middle adolescence. Boys and girls with higher BMI were particularly affected by peer teasing and exclusion as well as by parental encouragement to control weight and shape. Conclusion The results suggest that preventive efforts targeting body concerns and disordered eating should bring up the topic of appearance pressure in a school-based context and should strengthen those adolescents who are particularly at risk - in our study, girls and adolescents with higher weight status. Early adolescence and school transition appear to be crucial periods for these efforts. Moreover, the comprehensive assessment of appearance-related social pressure appears to be a fruitful way to further explore social risk-factors in the development of a negative body image. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 357 KW - peer pressure KW - parental pressure KW - adolescence KW - gender KW - age KW - BMI Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-401155 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 -