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Wages and wage dynamics directly affect individuals' and families' daily lives. In this article, we show how major theoretical branches of research on wages and inequality-that is, cumulative advantage (CA), human capital theory, and the lifespan perspective-can be integrated into a coherent statistical framework and analyzed with multilevel dynamic structural equation modeling (DSEM). This opens up a new way to empirically investigate the mechanisms that drive growing inequality over time. We demonstrate the new approach by making use of longitudinal, representative U.S. data (NLSY-79). Analyses revealed fundamental between-person differences in both initial wages and autoregressive wage growth rates across the lifespan. Only 0.5% of the sample experienced a "strict" CA and unbounded wage growth, whereas most individuals revealed logarithmic wage growth over time. Adolescent intelligence and adult educational levels explained substantial heterogeneity in both parameters. We discuss how DSEM may help researchers study CA processes and related developmental dynamics, and we highlight the extensions and limitations of the DSEM framework.
Using German data, we examined the effects of one specific type of acceleration-grade skipping-on academic performance. Prior research on the effects of acceleration has suffered from methodological restrictions, especially due to a lack of appropriate comparison groups and a priori measurements. For this reason, propensity score matching was applied in this analysis to minimize selection bias due to observed confounding variables. Various types of matching were attempted, and, in consideration of balancing the covariates, full matching was the final choice. We used data from the Berlin ELEMENT Study, analyzing, after matching, the information of 81 students who had skipped a grade over the course of elementary school and up to 1,668 nonaccelerated students who attended the same grade level as the accelerated students. Measurements took place 3 times between the 4th and 6th grades, including the assessment of reading, spelling, and mathematics performance. After matching, the results of between-group comparisons regarding performance indices showed no significant effects of skipping a grade, other than a small positive effect found on spelling performance. Theoretical implications and methodological limitations are discussed.
Almost all shapes of adolescent risky and deviant behaviour take place in the context of peer-relations. The present study examined the role of parents and peer-relations with respect to two indicators of deviant political development. In the fall 1998, directly after the German parliamentary elections, 1309 East German adolescents were asked about their voting for a right-wing extremist party and their readiness to use violence in political action. Friend's voting was a strong predictor of individual voting for a right-wing extremist party, particularly when the friend was the best friend with a reciprocal nomination, and when the friends frequently communicated about political themes. In addition, voting behaviour and willingness to use violence were associated with membership in peer groups who met frequently. Finally, the violence disposed adolescents spent more of their spare time with peers and less with their parents. Similarities of our results with the findings of research on deviant behaviour in non-political areas support the idea that deviant political behaviour could be an expression of a problematic life situation. (C) 2004 Published by Elsevier Ltd. on behalf of The Association for Professionals in Services for Adolescents
In the years following German reunification, East and West German parents (282 mothers and 207 fathers) were interviewed about attitudes to the rearing of their 7- to 13-year-old children and about their social networks. Path analyses show that East German parents engage in more protective and less permissive parenting, and that East German fathers raise their children in a more traditional and authoritarian manner than their West German counterparts. In part, these differences can be attributed to the strong family orientation of East German parents (many and intensive kinship relations, few friends). Further analyses show that corollaries of the social upheavals in East Germany, namely closer cohesion of the immediate family and a decrease in the social support provided by the extrafamilial environment, are associated with protective attitudes to parenting and hence with the tendency to limit children's freedom of decision-making
Differentiation hypotheses concern changes in the structural organization of cognitive abilities that depend on the level of general intelligence (ability differentiation) or age (developmental differentiation). Part 1 of this article presents a review of the literature on ability and developmental differentiation effects in children, revealing the need for studies that examine both effects simultaneously in this age group with appropriate statistical methods. Part 2 presents an empirical study in which nonlinear factor analytic models were applied to the standardization sample (N = 2,619 German elementary schoolchildren; 48% female; age: M = 8.8 years, SD = 1.2, range 6-12 years) of the THINK 1-4 intelligence test to investigate ability differentiation, developmental differentiation, and their interaction. The sample was nationally representative regarding age, gender, urbanization, and geographic location of residence but not regarding parents' education and migration background (overrepresentation of children with more educated parents, underrepresentation of children with migration background). The results showed no consistent evidence for the presence of differentiation effects or their interaction. Instead, different patterns were observed for figural, numerical, and verbal reasoning. Implications for the construction of intelligence tests, the assessment of intelligence in children, and for theories of cognitive development are discussed.