scholarly journals Juggling Between Parental and School Expectations: The Development of Domain‐Specific Acculturation Orientations in Early Adolescence

2020 ◽  
Vol 30 (3) ◽  
pp. 616-632
Author(s):  
Jana Vietze ◽  
Maja K. Schachner ◽  
Linda Juang ◽  
Fons J.R. Vijver ◽  
Peter Noack
Keyword(s):  
Early Adolescence ◽  
Domain Specific ◽  
School Expectations

The Development of Self-Representations During the Transition to Early Adolescence: The Role of Gender, Puberty, and School Transition

2016 ◽  
Vol 37 (6) ◽  
pp. 774-804 ◽  
Author(s):  
Kathrin Schaffhuser ◽  
Mathias Allemand ◽  
Beate Schwarz
Keyword(s):  
Individual Differences ◽  
Early Adolescence ◽  
Pubertal Timing ◽  
School Transition ◽  
Late Childhood ◽  
Time Varying ◽  
Domain Specific ◽  
Representation Level ◽  
Over Time

The present study investigated the development of global and domain-specific self-representations in the transition from late childhood to early adolescence and tested whether gender, puberty, and school transition help explain individual differences in change. The study was based on three measurement occasions over 2 years and included 248 adolescents (average age at T1 = 10.6 years). Findings indicated both stability and change over time. Individual differences in change were partially explained by gender and school transition. It revealed that girls experienced steeper decreasing trajectories and were more negatively affected by school transition in comparison with boys. Time-varying associations between puberty and self-representations were evident in terms of perceived pubertal timing. Findings suggest that both biological (pubertal timing) and contextual factors (school transition) play a role in explaining individual differences of self-representation level as well as their development in girls’ and boys’ transition to early adolescence.

scholarly journals Peer Group Embeddedness and Academic Motivation: A Developmental Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Marion Reindl
Keyword(s):  
Early Adolescence ◽  
Academic Motivation ◽  
Peer Group ◽  
Intrinsic Value ◽  
Developmental Perspective ◽  
Eighth Grade ◽  
Mastery Goals ◽  
Change Models ◽  
Domain Specific ◽  
Research Questions

The present study focused on the increasing importance of peer group embeddedness on domain-specific academic motivation (intrinsic value and mastery goals) over the course of early adolescence. In this regard, two important research questions were investigated: (1) Does a change in peer group embeddedness influence a change in student intrinsic value and mastery goals? (2) Does this influence increase over the course of early adolescence? The research questions were investigated based on a five-wave longitudinal study over two school years (seventh and eighth grade) in Germany. The final sample comprised 349 students. True- intraindividual-change models showed a positive effect of a change in peer group embeddedness in the first half of eighth grade on the change of all domain-specific motivational dimensions—except for intrinsic value in English—in the second half of the eighth grade. In the seventh grade, a change in peer group embeddedness had no effect on all motivational dimensions. The results were discussed in terms of taking a developmental perspective for both peer group embeddedness and student academic motivation.

Scientific Problem Solving in a Virtual Laboratory: A Comparison Between Individuals and Pairs

2008 ◽  
Vol 67 (2) ◽  
pp. 71-83 ◽  
Author(s):  
Yolanda A. Métrailler ◽  
Ester Reijnen ◽  
Cornelia Kneser ◽  
Klaus Opwis
Keyword(s):  
Visual Search ◽  
Problem Solving ◽  
Process Data ◽  
Scientific Problem ◽  
Domain Specific ◽  
Scientific Problem Solving ◽  
Before And After ◽  
Verbal Data ◽  
Psychological Knowledge ◽  
Problem Solving Task

This study compared individuals with pairs in a scientific problem-solving task. Participants interacted with a virtual psychological laboratory called Virtue to reason about a visual search theory. To this end, they created hypotheses, designed experiments, and analyzed and interpreted the results of their experiments in order to discover which of five possible factors affected the visual search process. Before and after their interaction with Virtue, participants took a test measuring theoretical and methodological knowledge. In addition, process data reflecting participants’ experimental activities and verbal data were collected. The results showed a significant but equal increase in knowledge for both groups. We found differences between individuals and pairs in the evaluation of hypotheses in the process data, and in descriptive and explanatory statements in the verbal data. Interacting with Virtue helped all students improve their domain-specific and domain-general psychological knowledge.

Emotions and health: The impact of emotions, emotions regulation, music, and acculturation on health

2008 ◽  
Vol 16 (3) ◽  
pp. 112-115 ◽  
Author(s):  
Stephan Bongard ◽  
Volker Hodapp ◽  
Sonja Rohrmann
Keyword(s):  
Stress Responses ◽  
Physiological Stress ◽  
Anger Expression ◽  
Domain Specific ◽  
Cardiovascular Stress ◽  
Expression Behavior ◽  
Cardio Vascular ◽  
And Coping ◽  
Relationship Of ◽  
The Impact

Abstract. Our unit investigates the relationship of emotional processes (experience, expression, and coping), their physiological correlates and possible health outcomes. We study domain specific anger expression behavior and associated cardio-vascular loads and found e.g. that particularly an open anger expression at work is associated with greater blood pressure. Furthermore, we demonstrated that women may be predisposed for the development of certain mental disorders because of their higher disgust sensitivity. We also pointed out that the suppression of negative emotions leads to increased physiological stress responses which results in a higher risk for cardiovascular diseases. We could show that relaxation as well as music activity like singing in a choir causes increases in the local immune parameter immunoglobuline A. Finally, we are investigating connections between migrants’ strategy of acculturation and health and found e.g. elevated cardiovascular stress responses in migrants when they where highly adapted to the German culture.

Measurement Invariance of Divergent Thinking Across Gender, Age, and School Forms

2009 ◽  
Vol 25 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Jörg-Tobias Kuhn ◽  
Heinz Holling
Keyword(s):  
Measurement Invariance ◽  
Divergent Thinking ◽  
Factor Model ◽  
Age Groups ◽  
Thinking Skills ◽  
Specific Model ◽  
Confirmatory Factor Analyses ◽  
Domain Specific ◽  
Gender And Age ◽  
Confirmatory Factor

The present study explores the factorial structure and the degree of measurement invariance of 12 divergent thinking tests. In a large sample of German students (N = 1328), a three-factor model representing verbal, figural, and numerical divergent thinking was supported. Multigroup confirmatory factor analyses revealed that partial strong measurement invariance was tenable across gender and age groups as well as school forms. Latent mean comparisons resulted in significantly higher divergent thinking skills for females and students in schools with higher mean IQ. Older students exhibited higher latent means on the verbal and figural factor, but not on the numerical factor. These results suggest that a domain-specific model of divergent thinking may be assumed, although further research is needed to elucidate the sources that negatively affect measurement invariance.

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