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(Personen: "Visser," und "Linda")
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Gender differences in the comorbidity of ADHD and specific learning disorders in a population based […]
Visser, Linda
Research Data, Diagnostic Instruments
| OSF | 2021
41411 Endnote
Author(s):
Visser, Linda
Title:
Gender differences in the comorbidity of ADHD and specific learning disorders in a population based sample. Data and scripts for Kerner auch Körner et al. (2021)
Published:
: OSF, 2021
URL:
https://osf.io/bw5cm/
Publication Type:
6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Language:
Englisch
Abstract (english):
This OSF project contains the files needed for reproducing the Method and Results sections for our paper: Kerner auch Koerner, J., Visser, L., Rothe, J., Schulte-Körne, G., & Hasselhorn, M. (2021). Gender differences in the comorbidity of ADHD and specific learning disorders in a population based sample [Manuscript accepted for publication in Sustainability]. The compendium contains all data and scripts associated with the paper. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Personal peer victimization and ethnic peer victimization. Findings on their co-occurrence, […]
Arens, A. Katrin; Visser, Linda
Journal Article
| In: Child Abuse & Neglect | 2020
39700 Endnote
Author(s):
Arens, A. Katrin; Visser, Linda
Title:
Personal peer victimization and ethnic peer victimization. Findings on their co-occurrence, predictors, and outcomes from a latent profile analysis
In:
Child Abuse & Neglect, 99 (2020) , S. 104250
DOI:
10.1016/j.chiabu.2019.104250
URL:
https://www.sciencedirect.com/science/article/pii/S0145213419304272
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schüler; Grundschule; Immigrant; Peer-Group; Viktimisierung; Ethnische Gruppe; Muttersprache; Nationalität; Depression; Angst; Selbstachtung; Selbstkonzept; Gleichaltriger; Prädiktor; Datenanalyse; Sekundäranalyse; D-Hessen; D-Bayern; Deutschland
Abstract:
Background: Findings on whether immigrant students suffer from higher levels of peer victimization have been inconsistent, perhaps due to a blend of measures for personal and ethnic peer victimization. Objective: In this study, we investigated personal and ethnic peer victimization using latent profile analyses. The profiles were related to various predictor and outcome variables. Participants and Setting: The sample consisted of N = 4367 German elementary school students attending grades 3 and 4. Methods: The students responded to eight items addressing personal peer victimization and one item addressing ethnic peer victimization. Results: The findings indicated a three-profile solution. In Profile 1, students experienced a combination of personal and ethnic peer victimization; Profile 2 contained students without any victimization experiences; in Profile 3, students experienced personal peer victimization only. Relative to native German-speaking students, non-native German-speaking students had a higher chance to be classified in Profile 1 compared to Profiles 2 and 3. Both profiles of peer victimization (i.e., Profiles 1 and 3) were associated with negative outcomes including higher levels of different types of anxiety and depression, and lower levels of self-esteem and peer self-concept. Conclusions: Student subgroups of different patterns of peer victimization were found, whereby ethnic peer victimization was blended with personal peer victimization in one subgroup, and personal peer victimization was experienced in a pure form in another subgroup. The two victimization subgroups did not differ with regard to outcomes, but were differentially predicted by students' native language. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Integratieve diagnostiek met de Intelligence and Development Scales-2 (IDS-2) Een intelligentie- en […]
Ruiter, Selma; Visser, Linda; Timmerman, Marieke
Journal Article
| In: Kind en Adolescent | 2020
39775 Endnote
Author(s):
Ruiter, Selma; Visser, Linda; Timmerman, Marieke
Title:
Integratieve diagnostiek met de Intelligence and Development Scales-2 (IDS-2) Een intelligentie- en algemene ontwikkelingstest voor kinderen en jongeren tussen 5 en 20 jaar
In:
Kind en Adolescent, 41 (2020) 1, S. 4-30
DOI:
10.1007/s12453-019-00229-0
URL:
https://link.springer.com/article/10.1007/s12453-019-00229-0
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Sonstiges
Abstract:
Is de IDS‑2 een instrument waarmee integratief diagnostisch onderzoek gedaan kan worden? Dat is de vraag die we in dit artikel willen beantwoorden. Dat doen we door een bespreking van het theoretische model dat onderliggend is aan de IDS‑2, het Cattell-Horn-Carroll-model, en de resultaten van onderzoek naar het gebruik van de IDS‑2 bij verschillende klinische groepen. De IDS‑2 is een instrument voor kinderen en jongeren van 5-20 jaar en omvat de domeinen Intelligentie, Executief functioneren en Ontwikkeling. De resultaten van de klinische studies ondersteunen het onderliggende theoretische model en de differentiële validiteit van de IDS‑2. De IDS‑2 kan daarmee worden beschouwd als een waardevol instrument in de uitvoering van integratieve diagnostiek. (DIPF/Orig.)
Abstract (english):
Is the IDS-2 an instrument that can be used to perform integrative assessment? That is the question we want to answer in this article. We do this by discussing the theoretical model underlying the IDS-2, the Cattell-Horn-Carroll-model, and the results of research into the use of the IDS-2 in different clinical groups. The IDS-2 is a diagnostic tool for children aged 5-20 years and covers the domains of Intelligence, Executive Functioning and Development. The results of the clinical trials support the underlying theoretical model and the differential validity of the IDS-2. The IDS-2 can be considered as a valuable instrument in integrative assessment.
DIPF-Departments:
Bildung und Entwicklung
Comorbidities between specific learning disorders and psychopathology in elementary school children […]
Visser, Linda; Kalmar, Julia; Linkersdörfer, Janosch; Görgen, Ruth; Rothe, Josefine; […]
Journal Article
| In: Frontiers in Psychiatry | 2020
39954 Endnote
Author(s):
Visser, Linda; Kalmar, Julia; Linkersdörfer, Janosch; Görgen, Ruth; Rothe, Josefine; Hasselhorn, Marcus; Schulte-Körne, Gerd
Title:
Comorbidities between specific learning disorders and psychopathology in elementary school children in Germany
In:
Frontiers in Psychiatry, (2020) , S. 11:292
DOI:
10.3389/fpsyt.2020.00292
URN:
urn:nbn:de:0111-pedocs-229558
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-229558
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Depression; Angststörung; Verhaltensstörung; Lese-Rechtschreib-Schwäche; Rechenschwäche; Lernschwäche; Sekundärkrankheit; Psychopathologie; Empirische Untersuchung; Schüler; Grundschule; Schuljahr 03; Schuljahr 04; Test; Computerunterstütztes Verfahren; Eltern; Befragung; Fragebogenerhebung; D-Hesssen; D-Bayern; Deutschland
Abstract (english):
Children with reading and/or spelling disorders have increased rates of behavioral and emotional problems and combinations of these. Some studies also find increased rates of attention-deficit-/hyperactivity disorder (ADHD), conduct disorder, anxiety disorder, and depression. However, the comorbidities of e.g. arithmetic disorders with ADHD, anxiety, and depression have been addressed only rarely. The current study explored the probability of children with specific learning disorders (SLD) in reading, spelling, and/or arithmetic to also have anxiety, depression, ADHD, and/or conduct disorder. The sample consisted of 3014 German children from grades 3 and 4 (mean age 9;9 years) who completed tests assessing reading, spelling as well as arithmetic achievement and intelligence via a web-based application. Psychopathology was assessed using questionnaires filled in by the parents. In children with a SLD we found high rates of anxiety (21%), depression (28%), ADHD (28%), and conduct disorder (22%). Children with SLD in multiple learning domains had a higher risk for psychopathology and had a broader spectrum of psychopathology than children with an isolated SLD. The results highlight the importance of screening for and diagnosing psychiatric comorbidities in children with SLD.
DIPF-Departments:
Bildung und Entwicklung
The role of ADHD symptoms in the relationship between academic achievement and psychopathological […]
Visser, Linda; Linkersdörfer, Janosch; Hasselhorn, Marcus
Journal Article
| In: Research in Developmental Disabilities | 2020
39776 Endnote
Author(s):
Visser, Linda; Linkersdörfer, Janosch; Hasselhorn, Marcus
Title:
The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms
In:
Research in Developmental Disabilities, 97 (2020) , S. 103552
DOI:
10.1016/j.ridd.2019.103552
URN:
urn:nbn:de:0111-pedocs-190064
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-190064
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schulleistung; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Depression; Angst; Verhaltensstörung
Abstract (english):
Background: Previous research results suggest that ADHD symptoms explain the relationship between specific learning disability and externalising psychopathology and between math disability and anxiety, but not between reading disability and anxiety. For depression, previous results are mixed. Aims: The current study aims to clarify this role of ADHD symptoms in the relationship between various areas of academic achievement (reading, writing, and math skills) and psychopathological symptoms (anxiety, depression, and conduct disorder). Methods and Procedures: We used linear regressions based on data from a general population sample (N= 3,014) collected using online assessment of 3rd and 4th grade students in Germany, which included measures of academic achievement and parent-reported psychopathological symptoms. Outcomes and Results: ADHD symptoms completely account for the relationship between reading/writing achievement and anxiety and between writing/math achievement and conduct problems. The negative relationship between academic achievement and depression was strongest for children with average or high ADHD symptom scores. Conclusions and Implications: ADHD symptoms play an important role in explaining the relationship between academic achievement and psychopathological symptoms in elementary school children. The nature and size of this role depend on the exact constructs under study. We discuss implications for the support of children with learning problems, ADHD, and/or psychopathological problems. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Corrigendum to 'The role of ADHD symptoms in the relationship between academic achievement and […]
Visser, Linda; Linkersdörfer, Janosch; Rothe, Josefine; Görgen, Ruth; Hasselhorn, Marcus; […]
Journal Article
| In: Research in Developmental Disabilities | 2020
40282 Endnote
Author(s):
Visser, Linda; Linkersdörfer, Janosch; Rothe, Josefine; Görgen, Ruth; Hasselhorn, Marcus; Schulte-Körne, Gerd
Title:
Corrigendum to 'The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms' Research in Developmental Disabilities 97 (2020) 103552
In:
Research in Developmental Disabilities, 103 (2020) , S. 10369
DOI:
10.1016/j.ridd.2020.103691
URL:
https://www.sciencedirect.com/science/article/pii/S0891422220301219?via%3Dihub
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
DIPF-Departments:
Bildung und Entwicklung
Learning difficulties in children with symptoms of DCD and/or ADHD. Analyses from a categorical and […]
Visser, Linda; Röschinger, Johanna; Barck, Katja; Büttner, Gerhard; Hasselhorn, Marcus
Journal Article
| In: International Journal of Disability, Development and Education | 2020
40283 Endnote
Author(s):
Visser, Linda; Röschinger, Johanna; Barck, Katja; Büttner, Gerhard; Hasselhorn, Marcus
Title:
Learning difficulties in children with symptoms of DCD and/or ADHD. Analyses from a categorical and a continuous approach
In:
International Journal of Disability, Development and Education, (2020) , S. online first
DOI:
10.1080/1034912X.2020.1786023
URL:
https://www.tandfonline.com/doi/full/10.1080/1034912X.2020.1786023
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract (english):
Developmental Coordination Disorder (DCD) and Attention Deficit Hyperactivity Disorder (ADHD) often co-occur and are associated with specific learning difficulties. Robust prevalence estimations do not yet exist. We studied how symptoms of DCD and / or ADHD are related to difficulties in reading, writing, and math. Using the data from a large online study with a sample of 3,170 3rd and 4th grade children in Germany, including parent-reported DCD- and ADHD symptoms, we followed two approaches. In the categorical approach, we divided the children into groups with and without DCD and/or ADHD on the basis of cut-offs. The results showed that children without DCD/ADHD have fewer difficulties in all learning domains. Children with only DCD showed less learning difficulties than children with ADHD and the comorbid group. In the continuous approach, we performed a latent profile analysis on the basis of symptoms of fine and gross motor problems, inattention, hyperactivity, impulsivity, and intelligence. This yielded four disability profiles of children with (1) no DCD- or ADHD-symptoms, (2) clinical ADHD-scores and above-average DCD, (3) above-average DCD and inattention, and (4) above-average ADHD. Profiles 2 and 3 appeared related to the lowest learning achievement. Theoretical implications are discussed. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Open practice in science and education - a discussion with researchers and educators who tested to […]
Heck, Tamara; Blümel, Ina; Fahrer, Sigrid; Lohner, David; Schneider, Jürgen; Visser, Linda
Working Papers
| 2020
40061 Endnote
Author(s):
Heck, Tamara; Blümel, Ina; Fahrer, Sigrid; Lohner, David; Schneider, Jürgen; Visser, Linda
Title:
Open practice in science and education - a discussion with researchers and educators who tested to be open
Published:
Kiel: Leibniz Research Alliance Open Science, 2020
DOI:
10.5281/zenodo.3746018
URL:
https://genr.eu/wp/open-practice-in-science-and-education/
Publication Type:
5. Arbeits- und Diskussionspapiere; Arbeits- und Diskussionspapier (keine besondere Kategorie)
Language:
Englisch
Keywords:
Open Science; Digitalisierung; Offenheit; Wirkung; Empfehlung; Diskussion
Abstract:
How can we make the shift from closed to open practice in research and education? What are incentives for researchers to apply open science and open educational practices, and what hinders them to do so? [A German version of the blogpost was orginally posted on the DIPF blog: https://dipfblog.com/2020/04/15/offene-praktiken-in-wissenschaft-und-lehre-eine-diskussion-aus-der-praxis/]
DIPF-Departments:
Informationszentrum Bildung
Comorbidities between specific learning disorders and psychopathology. A study with elementary […]
Linkersdörfer, Janosch; Visser, Linda
Research Data, Diagnostic Instruments
| Center for Open Science | 2020
39956 Endnote
Author(s):
Linkersdörfer, Janosch; Visser, Linda
Title:
Comorbidities between specific learning disorders and psychopathology. A study with elementary school children in Germany
Published:
Charlottesville; VA: Center for Open Science, 2020
DOI:
10.17605/OSF.IO/9MXP2
URL:
https://osf.io/9mxp2/
Publication Type:
6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Language:
Englisch
Abstract (english):
This OSF project contains the reproducible research compendium for our paper: Visser, L., Kalmar, J., Linkersdörfer, J., Görgen, R., Rothe, J., Hasselhorn, M., & Schulte-Körne, G. (in press). Comorbidities between specific learning disorders and psychopathology: a study with elementary school children in Germany. Frontiers in Psychiatry. The compendium is organized as an R package and contains all data, code, and text associated with the paper.
DIPF-Departments:
Bildung und Entwicklung
The role of ADHD symptoms in the relationship between academic achievement and psychopathological […]
Visser, Linda; Linkersdörfer, Janosch
Research Data, Diagnostic Instruments
| Center for Open Science | 2020
39955 Endnote
Author(s):
Visser, Linda; Linkersdörfer, Janosch
Title:
The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms
Published:
Charlottesville; VA: Center for Open Science, 2020
DOI:
10.17605/OSF.IO/RTBY3
URL:
https://osf.io/rtby3/
Publication Type:
6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Language:
Englisch
Abstract (english):
This OSF project contains the files needed for reproducing the analyses for our paper: Visser, L., Linkersdörfer, J., Rothe, J., Görgen, R., Hasselhorn, M., Schulte-Körne, G. (2020). The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms. Research in Developmental Disabilities, 97, 103552. doi:10.1016/j.ridd.2019.103552
DIPF-Departments:
Bildung und Entwicklung
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