Menü Überspringen
Kontakt
Presse
Deutsch
English
Not track
Datenverarbeitung
Suche
Anmelden
DIPF aktuell
Forschung
Infrastrukturen
Institut
Zurück
Kontakt
Presse
Deutsch
English
Not track
Datenverarbeitung
Suche
Startseite
>
Forschung
>
Publikationen
>
Publikationendatenbank
Ergebnis der Suche in der DIPF Publikationendatenbank
Ihre Abfrage:
(Schlagwörter: "Persönlichkeit")
zur erweiterten Suche
Suchbegriff
Nur Open Access
Suchen
Markierungen aufheben
Alle Treffer markieren
Export
62
Inhalte gefunden
Alle Details anzeigen
Personality-achievement associations in adolescence. Examining associations across grade levels and […]
Tetzner, Julia; Becker, Michael; Brandt, Naemi D.
Zeitschriftenbeitrag
| In: Journal of Personality | 2020
40323 Endnote
Autor*innen:
Tetzner, Julia; Becker, Michael; Brandt, Naemi D.
Titel:
Personality-achievement associations in adolescence. Examining associations across grade levels and learning environments
In:
Journal of Personality, 88 (2020) 2, S. 356-372
DOI:
10.1111/jopy.12495
URL:
https://onlinelibrary.wiley.com/doi/full/10.1111/jopy.12495
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Persönlichkeit; Persönlichkeitsmerkmal; Jugendlicher; Einflussfaktor; Schulerfolg; Grundschule; Schuljahr 06; Sekundarstufe I; Schuljahr 09; Verhalten; Schulform; Lernumgebung; Indikator; Kognitive Kompetenz; Deutschunterricht; Mathematikunterricht; Englischunterricht; Schülerleistung; Test; Fragebogenerhebung; Strukturgleichungsmodell; Längsschnittuntersuchung; Berlin; Deutschland
Abstract:
Objective: This study examined associations between the five‐factor personality traits and indicators of academic achievement (grades and test scores). A particular aim was to investigate whether personality‐achievement associations differ between primary and secondary educational contexts and whether these differences vary between differential learning environments, that is academic versus nonacademic secondary schools. Method: We used two representative random samples from Germany: N = 3,658 6th graders in their last year of primary school and N = 2,129 9th graders attending different secondary school tracks (n = 566 academic track students; n = 1,563 nonacademic track students). Results: First, our results confirmed positive associations between Conscientiousness, Openness, Extraversion, and Agreeableness and academic achievement as well as negative associations between academic achievement and Neuroticism. Second, associations with Conscientiousness were more pronounced for school grades than for test scores. Third, associations were higher for 6th than for 9th graders in the overall sample for all personality traits with the exception of Openness. Fourth, personality‐achievement associations differed between academic and nonacademic track students. Conclusion: In sum, our results suggest the need for an educational stage‐specific perspective and contextually sensitive approach when examining personality‐achievement associations. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Diagnostik und Förderung von Motivation und Volition
Gaspard, Hanna; Trautwein, Ulrich; Hasselhorn, Marcus (Hrsg.)
Sammelband
| Göttingen: Hogrefe | 2019
39082 Endnote
Herausgeber*innen:
Gaspard, Hanna; Trautwein, Ulrich; Hasselhorn, Marcus
Titel:
Diagnostik und Förderung von Motivation und Volition
Erscheinungsvermerk:
Göttingen: Hogrefe, 2019 (Tests und Trends. N.F., 17)
DOI:
10.1026/03001-000
Dokumenttyp:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Schüler; Lernen; Motivation; Wille; Diagnostik; Förderung; Lernmotivation; Schulalltag; Lehrer; Kompetenz; Selbstkonzept; Wert; Überzeugung; Ziel; Persönlichkeitsmerkmal; Testverfahren; Fragebogen; Messverfahren; Psychometrie; Qualität; Intervention; Selbstregulation; Empirische Forschung
Abstract:
Der [...] Band gibt einen Überblick über die Diagnostik und Förderung von Motivation und Volition im Schulkontext. Nach einer Einführung in die Grundlagen des Themengebietes werden verschiedene Verfahren zur Erfassung von Motivation und Volition von Schülerinnen und Schülern vorgestellt. Hierbei werden neben etablierten Verfahren auch neu entwickelte Verfahren besprochen, wobei stets auf aktuelle empirische Evidenz zu den erfassten Konstrukten und der Güte der Verfahren eingegangen wird. Über die Diagnostik hinausgehend sind inzwischen zahlreiche Ansätze entwickelt und getestet worden, die die Förderung von Motivation und Volition als Ziel haben. Neben einem Überblick über unterschiedliche Ansätze und den entsprechenden Forschungsstand werden einige Ansätze ausführlicher dargestellt, die in der letzten Zeit besonders intensiv beforscht wurden. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
School attitude and perceived teacher acceptance. Developmental trajectories, temporal relations, […]
Arens, A. Katrin; Niepel, Christoph
Zeitschriftenbeitrag
| In: British Journal of Educational Psychology | 2019
38725 Endnote
Autor*innen:
Arens, A. Katrin; Niepel, Christoph
Titel:
School attitude and perceived teacher acceptance. Developmental trajectories, temporal relations, and gender differences
In:
British Journal of Educational Psychology, 89 (2019) 4, S. 689-706
DOI:
10.1111/bjep.12252
URN:
urn:nbn:de:0111-dipfdocs-188733
URL:
http://www.dipfdocs.de/volltexte/2021/18873/pdf/Arens_Niepel_2019_School_attitude_and_perceived_teacher_acceptance_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Geschlechtsspezifischer Unterschied; Befragung; Längsschnittuntersuchung; Latente Wachstumskurvenmodelle; Hessen; Bayern; Deutschland; Grundschule; Einstellung <Psy>; Grundschüler; Lehrer; Akzeptanz; Wahrnehmung; Schüler-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Einflussfaktor; Lernverhalten; Schuljahr 03; Schuljahr 04; Persönlichkeitsentwicklung; Lernbedingungen; Veränderung
Abstract:
Background: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. Aims: Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Using a longitudinal data set, we examined the developmental trajectories of school attitudes and perceived teacher acceptance. In addition, we studied the temporal relations between both constructs.. We also examined gender differences in the mean levels, mean level development, and relations of school attitudes and teacher acceptance. Sample: The sample consisted of 2,376 German elementary school students. Methods: The students rated their school attitudes and perceived teacher acceptance three times across grade levels 3-4. Latent growth curve models were used to examine the developmental trajectories of both constructs. Cross‐lagged panel models were used to examine the temporal relations between both constructs. Results: Positive school attitudes and perceived teacher acceptance declined across time. School attitudes and perceived teacher acceptance were positively and reciprocally related across the three waves. Boys and girls did not differ in their temporal relations between school attitudes and perceived teacher acceptance and in the developmental trajectories of both constructs. Girls were found to display higher mean levels of school attitudes and perceived teacher acceptance. Conclusions: Research and practice should seek for effective means to counteract the decline of students' positive school attitudes and perceived teacher acceptance. Interventions to foster students' school attitudes might benefit from enhancing student-teacher relations, and vice versa. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
The longitudinal links of personality traits, values, and well-being and self-esteem. A five-wave […]
Fetvadjiev, Velichko H.; He, Jia
Zeitschriftenbeitrag
| In: Journal of Personality and Social Psychology | 2019
39222 Endnote
Autor*innen:
Fetvadjiev, Velichko H.; He, Jia
Titel:
The longitudinal links of personality traits, values, and well-being and self-esteem. A five-wave study of a nationally representative sample
In:
Journal of Personality and Social Psychology, 117 (2019) 2, S. 448-464
DOI:
10.1037/pspp0000246
URN:
urn:nbn:de:0111-dipfdocs-189987
URL:
http://www.dipfdocs.de/volltexte/2020/18998/pdf/JPSP_2019_Fetvadjiev_He_The_longitudinal_links_of_personality_traits_values_and_well-being_and_self-esteem_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Affekt; Einflussfaktor; Kognition; Längsschnittuntersuchung; Messverfahren; Niederlande; Persönlichkeit; Persönlichkeitsmerkmal; Selbstwertgefühl; Wert; Wohlbefinden
Abstract:
[Correction Notice: An Erratum for this article was reported online in Journal of Personality and Social Psychology on Apr 4 2019 (see record 2019-18472-001). In the article, the stability model is referred to incorrectly as trait-state error model in the abstract, twice in the main body of the article, and in the Table 2 Note. Corrected versions of the fourth sentence in the abstract, the first sentence of the Analysis Outline section, and the first sentence of the Table 2 Note are provided in the erratum. The Kenny & Zautra (1995) reference has been deleted from the text and References list, and Steyer & Schmitt (1994) was added to the text and References list. All versions of this article have been corrected.] The existence of links between personality traits, values, and well-being and self-esteem is well established, but the nature and direction of these links have been less clearly understood. This study examines longitudinally the stability of traits and values, their mutual effects, and their effects on affective and cognitive well-being and self-esteem. We analyzed data from a nationally representative panel in The Netherlands, spanning 5 time points spread across 8 years (n = 5,159 to 7,021 per time point, total N = 11,890). We estimated latent state-trait models with autoregression and random-intercepts cross-lagged panel models to account for the trait-like, time-invariant stability of the constructs. Traits were more stable than values. The bidirectional effects tended to be significant, but could be distinguished by their relative size. Traits predicted values more strongly than they were predicted by values, and generally predicted well-being and self-esteem more strongly than values did. Traits predicted broad well-being (especially its affective aspects) more strongly than they were predicted by it; values, by contrast, were predicted by well-being (especially its cognitive aspects and self-esteem) more strongly than they predicted it. The findings highlight the central role of traits for personality functioning, while also supporting the mutual constitution of traits and other personality concepts. The results are discussed in the framework of different theoretical approaches to the composition of the broader personality system. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Why are you so optimistic? Effects of sociodemographic factors, individual experiences and peer […]
Tetzner, Julia; Becker, Michael
Zeitschriftenbeitrag
| In: Journal of Personality | 2019
39305 Endnote
Autor*innen:
Tetzner, Julia; Becker, Michael
Titel:
Why are you so optimistic? Effects of sociodemographic factors, individual experiences and peer characteristics on optimism in early adolescents
In:
Journal of Personality, 87 (2019) 3, S. 661-675
DOI:
10.1111/jopy.12424
URN:
urn:nbn:de:0111-dipfdocs-190638
URL:
http://www.dipfdocs.de/volltexte/2021/19063/pdf/JP_2019_3_Tetzner_Becker_Why_are_you_so_optimistic_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch; Deutsch
Schlagwörter:
Emotionaler Zustand; Freude; Jugendlicher; Schüler; Schuljahr 07; Sozioökonomische Lage; Eltern; Einflussfaktor; Peergroup; Schüler-Schüler-Beziehung; Akzeptanz; Persönlichkeitsmerkmal; Wohlbefinden; Einstellung <Psy>; Verhalten; Lernerfolg; Kognitive Kompetenz; Leistungstest; Längsschnittuntersuchung; Deutschland
Abstract (english):
Objective: Although a growing body of research has confirmed the manifold advantages of being an optimist, only a limited body of previous research has addressed the antecedents of optimism in real‐life situations. This study examined whether parental socioeconomic status (SES), age‐salient experiences (i.e., doing well in school and perceiving acceptance from peers), and aspects of the student composition at school contribute to changes in the optimism of early adolescents. Method: We followed a large sample of German seventh graders (N = 7,272; 2.9% females; baseline Mage = 14.1) at two measurement points over a period of 5 months and estimated latent regression models. Results: First, optimism showed medium‐sized rank‐order stability between both measurement points. Second, parental SES predicted changes in optimism, but this effect was fully mediated by age‐salient experiences. Third, positive age‐salient experiences (i.e., academic achievement and perceived peer acceptance) predicted positive changes in early adolescents' optimism. Fourth, our results suggested no effects of school peer composition. Conclusions: The findings broaden our current knowledge about antecedents of changes in optimism during early adolescence by highlighting the effects of positive age‐salient experiences, namely, academic achievement and perceived acceptance from peers. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Soziokulturelle und geschlechtsspezifische Selektivität von Übergangsberechtigungen für die […]
Baumert, Jürgen; Dumont, Hanna; Becker, Michael; Neumann, Marko; Bachsleitner, Anna; Köller, Olaf; […]
Zeitschriftenbeitrag
| In: Kölner Zeitschrift für Soziologie und Sozialpsychologie | 2018
38933 Endnote
Autor*innen:
Baumert, Jürgen; Dumont, Hanna; Becker, Michael; Neumann, Marko; Bachsleitner, Anna; Köller, Olaf; Maaz, Kai
Titel:
Soziokulturelle und geschlechtsspezifische Selektivität von Übergangsberechtigungen für die gymnasiale Oberstufe in mehr- und zweigliedrigen Schulsystemen
In:
Kölner Zeitschrift für Soziologie und Sozialpsychologie, 70 (2018) 4, S. 593-628
DOI:
10.1007/s11577-018-0584-0
URL:
https://link.springer.com/article/10.1007/s11577-018-0584-0
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Motivation; Persönlichkeit; Schuljahr 09; Eltern; Bildungsniveau; Forschungsstand; Befragung; Multivariate Analyse; Regressionsanalyse; Berlin; Deutschland; Schüler; Übergang; Berechtigung; Gymnasiale Oberstufe; Gegliedertes Schulsystem; Schulreform; Lehrerurteil; Leistungsbeurteilung; Schülerauslese; Einflussfaktor; Urteilsbildung; Soziale Herkunft; Geschlecht; 6800 |s|!1504627318!Migrationshintergrund; Schulnoten
Abstract:
Der vorliegende Beitrag behandelt Platzierungsentscheidungen von Lehrkräften beim Übergang in die gymnasiale Oberstufe an nichtgymnasialen Schulen im mehr- und zweigliedrigen Berliner Schulsystem im Hinblick auf ihre Sensitivität für askriptive Merkmale wie soziale und ethnische Herkunft und das Geschlecht. Auch beim Übergang in die gymnasiale Oberstufe kovariieren soziokulturelle Merkmale und die Geschlechtszugehörigkeit mit der Wahrscheinlichkeit, eine Berechtigung zum Übergang in die gymnasiale Oberstufe zu erhalten. Bei Kontrolle des Fachleistungsniveaus und des Migrationsstatus lässt sich ein Zusammenhang zwischen Bildungsniveau der Herkunftsfamilie und dem Erwerb der Übergangsberechtigung nicht mehr nachweisen. Dies gilt jedoch nicht für den Sozial- und Migrationsstatus. Vor der Schulreform beeinflussen der Sozial- und Migrationsstatus bei wechselseitiger Kontrolle und unter Konstanthaltung von Leistungs- und lernrelevantem Schulverhalten die Erteilung einer Übergangsberechtigung in entgegengesetzter Richtung: Jugendliche mit Migrationshintergrund werden positiver, Jugendliche aus sozial schwächeren Familien negativer beurteilt. Mädchen erhalten auch unter Konstanthaltung von Leistung und Fähigkeit einen Beurteilungsbonus, der über angepasstes Schulverhalten und die Notenvergabe vermittelt wird. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Exploring teacher popularity. Associations with teacher characteristics and student outcomes in […]
Fauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard
Zeitschriftenbeitrag
| In: Social Psychology of Education | 2018
38956 Endnote
Autor*innen:
Fauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard
Titel:
Exploring teacher popularity. Associations with teacher characteristics and student outcomes in primary school
In:
Social Psychology of Education, 21 (2018) 5, S. 1225-1249
DOI:
10.1007/s11218-018-9462-x
URL:
https://link.springer.com/article/10.1007%2Fs11218-018-9462-x
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Grundschullehrer; Charakter; Persönlichkeit; Schüler-Lehrer-Beziehung; Grundschule; Grundschüler; Einstellung <Psy>; Wirkung; Unterricht; Qualität; Lernerfolg; Fachkompetenz; Überzeugung; Selbstwirksamkeit; Schuljahr 03; Naturwissenschaftlicher Unterricht; Unterrichtsbeobachtung; Befragung; Längsschnittuntersuchung; Regressionsanalyse; Deutschland
Abstract:
In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students' liking of the teacher and a teacher's popularity as rated by the whole class (N = 1070 students, 54 teachers). The classroom level composite of the extent to which students liked their teacher was a reliable indicator of teacher popularity. Teacher popularity was associated with teacher self-reports of self-efficacy and teaching enthusiasm and with external observers' ratings of teaching quality. The grades students received were not related to the popularity ratings. In a longitudinal study, teacher popularity predicted students' learning gains and interest development over and above the effects of teaching quality. These results suggest that teacher popularity can be a useful and informative indicator in research on students' academic development and teacher effectiveness. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
An indigenous measure of social desirability across non-western countries
Domínguez-Espinosa, Alejandra del Carmen; He, Jia; Rosabal-Coto, Mariano; Harb, Camelia; […]
Sammelbandbeitrag
| Aus: Karasawa, Minoru; Yuki, Masaki; Ishii, Keiko; Uchida, Yukiko; Sato, Kosuke; Friedlmeier, Wolfgang (Hrsg.): Venture into cross-cultural psychology: Proceedings from the 23rd Congress of the International Association for Cross-Cultural Psychology (IACCP), July 30th - August 3rd, 2016, Nagoya, Japan | Allendale; MI: Grand Valley State University | 2018
39224 Endnote
Autor*innen:
Domínguez-Espinosa, Alejandra del Carmen; He, Jia; Rosabal-Coto, Mariano; Harb, Camelia; Baena, Isabel Benitez; Acosta, Tania; Estrada, Catalina; Barrios, Carolina; Vijver, Fons J. R. van de; Matus, Pedro Wolfgang Velasco
Titel:
An indigenous measure of social desirability across non-western countries
Aus:
Karasawa, Minoru; Yuki, Masaki; Ishii, Keiko; Uchida, Yukiko; Sato, Kosuke; Friedlmeier, Wolfgang (Hrsg.): Venture into cross-cultural psychology: Proceedings from the 23rd Congress of the International Association for Cross-Cultural Psychology (IACCP), July 30th - August 3rd, 2016, Nagoya, Japan, Allendale; MI: Grand Valley State University, 2018 , S. #1
URL:
https://scholarworks.gvsu.edu/iaccp_papers/154/
Dokumenttyp:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Nicaragua; Persönlichkeit; Persönlichkeitsmerkmal; Soziales Verhalten; Altruismus; Liebe; Selbstdarstellung; Lüge; Charakter; Messverfahren; Psychometrie; Interkultureller Vergleich; Argentinien; Kolumbien; Mexiko; Spanien; China; Costa Rica; Libanon
Abstract:
Cross-cultural differences in Social Desirability (SD) could be partly due to the nonequivalence of constructs, items, or other challenges of cross-cultural research. We tested to what extent a Mexican, indigenous scale of SD, capturing both positive and negative features of SD, would be useful in other countries. Data were collected in convenience samples in eight countries (Argentina, China, Colombia, Costa Rica, Lebanon, Mexico, Nicaragua, and Spain) in order to test the psychometric accuracy and invariance of the factor structure. Values of Tucker's factor congruence coefficients (gauging invariance) and tests of the similarity of the cross-country similarity of Cronbach's alpha (gauging internal consistency) revealed that SD, as measured by this indigenous list, is stable and comparable across cultures. The results are interpreted in a conceptual framework in which SD is viewed as a culturally embedded communication style that people use to integrate successfully into their groups. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Long-term effects of an extensive cognitive training on personality development
Sander, Julia; Schmiedek, Florian; Brose, Annette; Wagner, Gert G.; Specht, Jule
Zeitschriftenbeitrag
| In: Journal of Personality | 2017
36804 Endnote
Autor*innen:
Sander, Julia; Schmiedek, Florian; Brose, Annette; Wagner, Gert G.; Specht, Jule
Titel:
Long-term effects of an extensive cognitive training on personality development
In:
Journal of Personality, 85 (2017) 4, S. 454-463
DOI:
10.1111/jopy.12252
URN:
urn:nbn:de:0111-dipfdocs-176691
URL:
http://www.dipfdocs.de/volltexte/2019/17669/pdf/Schmiedek_2017_long-term_JoP_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Gedächtnis; Training; Kognitive Entwicklung; Wirkung; Persönlichkeitsentwicklung; Persönlichkeitsmerkmal; Veränderung; Junger Erwachsener; Alter Mensch; Aufmerksamkeit; Reaktion; Dauer; Erkenntnis; Arbeitsgedächtnis; Leistungsfähigkeit; Leistungstest; Altersgruppe; Vergleich; Strukturgleichungsmodell; Längsschnittuntersuchung
Abstract:
Previous research found that cognitive training increases the Big Five personality trait openness to experience during and some weeks after the intervention. The present study investigated whether long-term changes happen in openness to experience and other personality traits after an extensive cognitive training of memory and perceptual speed. Method: Intervention group consisted of 204 adults (20-31 years and 65-80 years, 50% female), who received daily one-hour cognitive training sessions for about 100 days. The control group consisted of 86 adults (21-29 years and 65-82 years, 51% female), who received no cognitive training. All participants answered the NEO Five-Factor Inventory before and two years after the cognitive training. Latent change models were applied that controlled for age group (young vs. old) and gender. In the long-run the cognitive training did not affect changes in any facet of openness to experience. This was true for young and old participants as well as for men and women. Instead, the cognitive training lowered the general increase of conscientiousness. Conclusion: Even an extensive cognitive training on memory and perceptual speed does not serve as a sufficient intervention for enduring changes in openness to experiences or one of its facets. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Developmental problems in adolescence. A person-centered analysis across time and domains
Tetzner, Julia; Kliegl, Reinhold; Krahé, Barbara; Busching, Robert; Esser, Günter
Zeitschriftenbeitrag
| In: Journal of Applied Developmental Psychology | 2017
37916 Endnote
Autor*innen:
Tetzner, Julia; Kliegl, Reinhold; Krahé, Barbara; Busching, Robert; Esser, Günter
Titel:
Developmental problems in adolescence. A person-centered analysis across time and domains
In:
Journal of Applied Developmental Psychology, 53 (2017) , S. 40-53
DOI:
10.1016/j.appdev.2017.08.003
URN:
urn:nbn:de:0111-dipfdocs-171950
URL:
http://www.dipfdocs.de/volltexte/2019/17195/pdf/Tetzner_2017_Developmental_problems_in_adolescence_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Jugendlicher; Adoleszenz; Persönlichkeitsentwicklung; Entwicklungsstörung; Typologie; Aggression; Depression; Schulerfolg; Wohlbefinden; Selbstwertgefühl; Einflussfaktor; Verhalten; Geschlechtsspezifischer Unterschied; Sozioökonomische Lage; Kognitive Entwicklung; Längsschnittuntersuchung; Deutschland
Abstract (english):
This longitudinal study investigated patterns of developmental problems across depression, aggression, and academic achievement during adolescence, using two measurement points two years apart (N=1,665; age T1: M = 13.14; female = 49.6 percent). Latent Profile Analyses and Latent Transition Analyses yielded four main findings: A three-type solution provided the best fit to the data: an asymptomatic type (i.e., low problem scores in all three domains), a depressed type (i.e., high scores in depression), an aggressive type (i.e., high scores in aggression). Profile types were invariant over the two data waves but differed between girls and boys, revealing gender-specific patterns of comorbidity. Stabilities over time were high for the asymptomatic type and for types that represented problems in one domain, but moderate for comorbid types. Differences in demographic variables (i.e., age, socio-economic status) and individual characteristics (i.e., self-esteem, dysfunctional cognitions, cognitive capabilities) predicted profile type memberships and longitudinal transitions between types. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Markierungen aufheben
Alle Treffer markieren
Export
<
1
2
(aktuell)
3
...
7
>
Alle anzeigen
(62)