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(Personen: "Tetzner," und "Julia")

Development in multiple areas of life in adolescence. Interrelations between academic achievement, […] Tetzner, Julia; Becker, Michael; Maaz, Kai Journal Article | In: International Journal of Behavioral Development | 2017 36869 Endnote: Author(s): Tetzner, Julia; Becker, Michael; Maaz, Kai
Title: Development in multiple areas of life in adolescence. Interrelations between academic achievement, perceived peer acceptance, and self-esteem
In: International Journal of Behavioral Development, 41 (2017) 6, S. 704-713
DOI: 10.1177/0165025416664432
URN: urn:nbn:de:0111-pedocs-150029
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-150029
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Adoleszenz; Akzeptanz; Datenanalyse; Deutschland; Geschlecht; Jugendlicher; Längsschnittuntersuchung; Peergroup; Schülerleistung; Schulform; Schuljahr 07; Schuljahr 10; Selbstwertgefühl; Vergleich
Abstract (english): This study examined interrelations between three indicators of main challenges during adolescence: academic achievement, self-perceived peer acceptance, and self-esteem. An additional aim was to investigate whether the findings hold for girls and boys and across school types (academically oriented track vs. non-academically oriented track). We used a large German longitudinal study (N = 7,977; mean age at t 1= 13.5 years) with three measurement points over a period of four years (start of seventh grade, end of seventh grade, end of tenth grade). Cross-lagged panel and multi-group models revealed seven main findings: (1) We found general positive associations between academic achievement, perceived peer acceptance, and self-esteem. (2) Higher academic achievement predicted higher self-esteem, but not vice versa. (3) Self-esteem and peer acceptance showed mutual associations, but only in older adolescents between the end of seventh and end of tenth grades. (4) Peer acceptance slightly predicted lower levels of academic achievement in students on the non-academically oriented track. (5) The results held for both girls and boys, but (6) changed over the course of adolescence and (7) differed between school types. Taken together, our findings offer comprehensive insight into the relations between salient developmental tasks in adolescence. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Developmental problems in adolescence. A person-centered analysis across time and domains Tetzner, Julia; Kliegl, Reinhold; Krahé, Barbara; Busching, Robert; Esser, Günter Journal Article | In: Journal of Applied Developmental Psychology | 2017 37916 Endnote: Author(s): Tetzner, Julia; Kliegl, Reinhold; Krahé, Barbara; Busching, Robert; Esser, Günter
Title: 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
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: 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-Departments: Struktur und Steuerung des Bildungswesens

Still doing fine? The interplay of negative life events and self-esteem during young adulthood Tetzner, Julia; Becker, Michael; Baumert, Jürgen Journal Article | In: European Journal of Personality | 2016 36728 Endnote: Author(s): Tetzner, Julia; Becker, Michael; Baumert, Jürgen
Title: Still doing fine? The interplay of negative life events and self-esteem during young adulthood
In: European Journal of Personality, 30 (2016) 4, S. 358-373
DOI: 10.1002/per.2066
URN: urn:nbn:de:0111-dipfdocs-203054
URL: http://www.dipfdocs.de/volltexte/2020/20305/pdf/EJP_2016_4_Tetzner_Becker_Baumert_Still_doing_fine_A.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Adoleszenz; Deutschland; Einflussfaktor; Entwicklung; Erlebnis; Junger Erwachsener; Längsschnittuntersuchung; Negativität; Selbstwertgefühl; Übergang; Veränderung; Wirkung
Abstract (english): This longitudinal study investigated the bidirectional relationship between negative life events and self-esteem during the transition from adolescence to young adulthood (N = 2272). Drawing on theories of human development over the lifespan and just-world theory, we analyzed age-graded changes in self-esteem and their interplay with negative life events at three measurement points over a 12-year period. We addressed both the short-term and the longer term effects of single as well as multiple negative life events on changes in self-esteem (socialization effects). We further investigated whether the pre-event level of self-esteem affected the likelihood of negative life events occurring (selection effects) and, finally, whether it had protective effects in terms of helping people adjust to negative events. Latent change models yielded four main findings: (i) self-esteem increased during young adulthood; (ii) socialization effects were observed over shorter and longer timespans, but (iii) selection effects were only found for multiple negative life events, with low self-esteem predicting a high number of negative life events; (iv) high pre-event self-esteem acted as a protective factor, attenuating declines in self-esteem after experience of multiple negative life events. Copyright © 2016 European Association of Personality Psychology (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Anxiety in late adulthood. Associations with gender, education, and physical and cognitive […] Tetzner, Julia; Schuth, Morten Journal Article | In: Psychology and Aging | 2016 37030 Endnote: Author(s): Tetzner, Julia; Schuth, Morten
Title: Anxiety in late adulthood. Associations with gender, education, and physical and cognitive functioning
In: Psychology and Aging, 31 (2016) 5, S. 532-544
DOI: 10.1037/pag0000108
URN: urn:nbn:de:0111-pedocs-165921
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-165921
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Alter Mensch; Altern; Angst; Bildungsniveau; Empirische Untersuchung; Erwachsener; Europa; Frau; Geschlechtsspezifischer Unterschied; Interview; Kognitive Entwicklung; Körperliche Entwicklung; Krankheit; Mann; Selbstbestimmung; Strukturgleichungsmodell
Abstract (english): Anxiety is common in late adulthood and can complicate adjustment in several areas. This study used data from 2 measurement points of a representative European longitudinal study (Survey of Health, Ageing, and Retirement in Europe) with a large sample size (N 28,326) and a broad age range (45-90) to examine age effects on cross-sectional mean levels of anxiety as well as longitudinal mean-level changes over 2 years with respect to gender, education, and changes in physical and cognitive functioning. Furthermore, we analyzed generalizability of the findings for different European countries. Latent change models and locally weighted smoothing curves revealed 3 main findings: (1) Mean levels of anxiety were relatively stable over the course of middle adulthood and increased during late adulthood, (2) women and individuals with less education were more anxious than men and individuals with more education, and (3) increases in anxiety in late adulthood were associated with age-associated losses in physical and cognitive functioning. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

How being an optimist makes a difference. The protective role of optimism in adolescents' […] Tetzner, Julia; Becker, Michael Journal Article | In: Social Psychological and Personality Science | 2015 35024 Endnote: Author(s): Tetzner, Julia; Becker, Michael
Title: How being an optimist makes a difference. The protective role of optimism in adolescents' adjustment to parental separation
In: Social Psychological and Personality Science, 6 (2015) 3, S. 325-333
URN: urn:nbn:de:0111-pedocs-123438
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-123438
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Bewältigung; Deutschland; Ehescheidung; Einstellung <Psy>; Eltern; Emotionale Entwicklung; Empirische Untersuchung; Freude; Jugendlicher; Längsschnittuntersuchung; Messung; Schulerfolg; Schuljahr 07; Schuljahr 10; Selbstwertgefühl; Wirkung
Abstract: This longitudinal study of N = 1,566 adolescents investigated the protective role of optimism in adjustment to parental separation, focusing on two salient challenges faced by adolescents, namely academic achievement and self-esteem. Based on latent change models, the results indicated associations between parental separation and short-term declines in academic achievement as well as short-term and longer term declines in self-esteem. Although optimism in general showed positive associations with academic achievement and self-esteem, its role as a protective factor proved to be particularly important for academic achievement in adjustment following parental separation. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Is early ability grouping good for high-achieving students' psychosocial development? Effects of […] Becker, Michael; Neumann, Marko; Tetzner, Julia; Knoppick, Henrike; Maaz, Kai; Baumert, Jürgen; […] Journal Article | In: Journal of Educational Psychology | 2014 34242 Endnote: Author(s): Becker, Michael; Neumann, Marko; Tetzner, Julia; Knoppick, Henrike; Maaz, Kai; Baumert, Jürgen; Lehmann, Rainer
Title: Is early ability grouping good for high-achieving students' psychosocial development? Effects of the transition into academically selective schools
In: Journal of Educational Psychology, 106 (2014) 2, S. 555-568
DOI: 10.1037/a0035425
URL: https://doi.apa.org/record/2014-01451-001
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Akzeleration; Befragung; Begabung; Berlin; Deutschland; Empirische Untersuchung; Grundschüler; Gymnasium; Psychosoziale Situation; Schulangst; Schülerauslese; Schülerleistung; Schüler-Schüler-Beziehung; Schuljahr 05; Schuljahr 06; Selbstkonzept; Übergang; Überspringen; Vergleich; Wirkung; Zufriedenheit
Abstract: The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade in Berlin, Germany, are compared in their psychosocial development. The sample comprises 155 early-entry students who moved to an academically selective secondary school (Gymnasium) and 3,169 regular students who remained in elementary school until the end of 6th grade. Overall, a complex pattern of psychosocial development emerged for all students, with both positive and negative outcomes being observed. Specifically, the transition into academically selective learning environments seemed to come at some cost for psychosocial development. Propensity score matching analysis isolating the effects of selective school intake and the school context effect itself revealed negative contextual effects of early transition to Gymnasium on academic self-concept and school anxiety; additionally, the positive trend in peer relations observed among regular students was not discernible among early-entry students. (DIPF/Org.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Durchführung, Datengrundlage, Erhebungsinstrumente und statistische Methoden Becker, Michael; Neumann, Marko; Kropf, Michaela; Maaz, Kai; Baumert, Jürgen; Dumont, Hanna; […] Book Chapter | Aus: Maaz, Kai; Baumert, Jürgen; Neumann, Marko; Becker, Michael; Dumont, Hanna (Hrsg.): Die Berliner Schulstrukturreform: Bewertung durch die beteiligten Akteure und Konsequenzen des neuen Übergangsverfahrens von der Grundschule in die weiterführenden Schulen | Münster: Waxmann | 2013 40088 Endnote: Author(s): Becker, Michael; Neumann, Marko; Kropf, Michaela; Maaz, Kai; Baumert, Jürgen; Dumont, Hanna; Böse, Susanne; Tetzner, Julia; Knoppick, Henrike
Title: Durchführung, Datengrundlage, Erhebungsinstrumente und statistische Methoden
In: Maaz, Kai; Baumert, Jürgen; Neumann, Marko; Becker, Michael; Dumont, Hanna (Hrsg.): Die Berliner Schulstrukturreform: Bewertung durch die beteiligten Akteure und Konsequenzen des neuen Übergangsverfahrens von der Grundschule in die weiterführenden Schulen, Münster: Waxmann, 2013 , S. 49-74
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Deutsch