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Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: Background: Adolescence is considered a vulnerable phase for the development of addictive disorders, with a large proportion of young people who is affected. Central for addictive behavior are problems in the executive control and self-regulation of feelings, thoughts and behavior. For years the concept of mindfulness has been in public focus. Numerous neurobiological and clinical studies demonstrate the benefits of mindfulness-based interventions for strengthening executive regulation of stress and behavioral impulses in addictive disorders and comorbid psychological symptoms. Methods: Selective literature review on mindfulness and substance-related disorders in children and adolescents. Results: Empirical evidence to assess the utility of mindfulness programs to prevent and treat addictive disorders in children and adolescents is lacking to date. As part of the ongoing research network "IMAC-Mind: Improving Mental Health and Reducing Addiction Risk in Childhood and Adolescence through Mindfulness: Mechanisms, Prevention, and Treatment," the multivariate risk profiles for addictive disorders are being investigated and translated into mindfulness-based intervention models. Conclusion: This article derives research needs on addictive disorders and mindfulness from a youth-specific perspective and provides information about ongoing projects in the research network. [ABSTRACT FROM AUTHOR]

Childhood trauma refers to aversive experiences during childhood and adolescents. Most studies have investigated retrospective reports of childhood trauma in the past considering the various long-term consequences of such experiences. Long-term consequences of childhood trauma include emotion dysregulation and problematic self-regulation (e.g., aggressive behavior, eating disorders, alcohol and drug misuse). Specifically, the impact of family violence needs to be considered with caution. Family violence has a crucial influence on the family in general and through transgenerational transmission. Childhood trauma has been a relevant topic for the past 20 years in the USA and for the last decade in the German-speaking countries. [ABSTRACT FROM AUTHOR]

Different forms of child maltreatment (physical, sexual or emotional abuse as well as emotional and physical neglect) are risk factors for the development of eating disorders as well as for single symptoms of pathological eating behavior (binge eating, obesity). In addition, it is known that self-regulatory skills may develop deficiently through the experience of child maltreatment. Therefore, the role of self-regulation in the relation of remembered child maltreatment and eating behavior was investigated in order to obtain starting points for the prevention and treatment of disturbed eating behavior. A representative sample for the German population, in terms of gender, age, and education (N = 2508; 1174 men and 1334 women) aged 14-92 (M = 49.67, SD = 18.32) was interviewed in a comprehensive health survey on eating habits, recalled childhood burden, and self-regulation. In addition to extensive descriptive analyzes of prevalence rates regarding pathological eating behavior and childhood maltreatment, the interaction between self-regulation and childhood maltreatment was examined using a moderated regression analysis, taking into account gender differences. The prevalence rates for disordered eating habits are higher for women than for men (14.7% vs. 6.5%). Women also reported more frequently that they have experienced at least one form of child maltreatment. However, when considering each form of child maltreatment separately, men and women do not differ in the frequency of referral except for sexual abuse, which women reported more frequently. The interaction of higher childhood burden and self-regulatory deficits turned out to be only a risk factor for disturbed eating behavior for men, not for women. Men and women probably have different risk profiles that should be further investigated. In the prevention and treatment of eating disorders and obesity, gender-specific differences should be attended. [ABSTRACT FROM AUTHOR]

Need for Cognition (NFC) describes interindividual differences in the enjoyment of and engagement in cognitively demanding tasks. Previous research examined primarily relations of NFC to cognitive and performance-related variables. The current study investigated the relevance of NFC for affective indicators of study-related success. Additionally, we tested the mediating role of regulative variables, that is, selfcontrol capacity, strategies of emotion regulation, and coping behavior. The sample consisted of teacher students (N = 167), a group that has been shown to experience increased stress levels already in their studies. NFC was associated with almost all regulative variables. Concerning study success, higher NFC went along with better study performance and increased self-evaluated efficacy. NFC predicted subjective accomplishment via some regulative variables. Future studies should examine also students of different subjects and try to figure out why only some subjective indicators of success were associated with NFC in the current sample. [ABSTRACT FROM AUTHOR]

We analyzed to what extent information on controlled cognitive processing and active behavior was included in medical expert reports on work disability caused by mental disorders. It was assumed, that information on controlled mental processes is useful to describe mental disorders but essential to describe mental health-related incapacity to work. Six evaluators assessed 110 expert reports on incapacity to work due to mental disorders. They used a standardized evaluation sheet covering controlled cognitive processing and controlled behavior. Information on uncontrolled processes and symptom behavior was more complete than information on goal-oriented behavior und self-regulatory cognitive processing. Controlled processes were mainly covered by information on coping and achievement behavior and on health care utilization. Information on the cognitive and emotional conditions of controlled behavior were rarely given. Medical experts should step up information on controlled cognitive processes and behavior. Otherwise, there is an elevated risk to underestimate controlled processes in the assessment of work incapacity caused by poor mental health. [ABSTRACT FROM AUTHOR]

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Occupational self-regulation is a central aspect of teachers' professional competence. Previous research has shown that occupational self-regulation positively affects teachers' well-being and their instructional quality. Based on a model of competence, the assumption that competence is learnable and malleable should also apply to self-regulation. This has not yet been investigated. The present study investigates the development of occupational self-regulation from the first phase of teacher education at university over a period of four years. Data from 1858 students was used, including 264 teacher students, who took part in the longitudinal study TOSCA. Using a person-centered approach, latent profile analyses confirmed the expected structure of occupational self-regulation for university students.The results of latent transition analyses showed only a small level of individual development in self-regulation. Thereby, the development of teacher students was similar to that of other students. [ABSTRACT FROM AUTHOR]

Problemlöseforschung hat nicht nur unterschiedliche Problemstellungen zum Gegenstand, sondern kann ihrerseits als Problemlösehandlung verstanden werden. Vor diesem Hintergrund werden zunächst Ziel und Gegenstand pädagogisch-psychologischer Problemlöseforschung skizziert, und es wird erörtert, welche Barrieren für deren Erreichung zu überwinden sind. In der Folge werden die Beiträge des aktuellen Themenschwerpunkts herangezogen, um den Ausgangszustand und die bislang in der Problemlöseforschung eingesetzten Methoden zu analysieren. Abschließend wird diskutiert, welche nächsten Schritte zur Überwindung verbleibender Barrieren beitragen könnten. [ABSTRACT FROM AUTHOR]

In einer quasiexperimentellen Studie mit N = 293 Lehramtsstudierenden wurde die Wirksamkeit des Interventionsprogramms «Gestärkt für den Lehrerberuf» untersucht. In einem Prä-Intermediate-Posttest-Vergleichsgruppen-Design wurden drei Interventionsbedingungen, deren Treatment auf einem (1) stärkenorientierten, (2) defizitorientierten oder (3) stärken- und defizitorientierten Ansatz basierten, einer unbehandelten Kontrollgruppe gegenübergestellt. Es gelang zum Intermediate- und Posttest, die professionsbezogene Selbstwirksamkeit und Selbstregulationsfähigkeit in den Interventionsgruppen im Vergleich zur unbehandelten Kontrollgruppe zu fördern. In den Bereichen Selbstwirksamkeit und Selbstregulation weist die Studie auf Vorteile des Interventionsansatzes hin, welcher Stärkenfokussierung und Defizitorientierung kombiniert. Die Ergebnisse werden hinsichtlich ihrer Implikationen für die Lehrerausbildung kritisch diskutiert. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Sozialpsychologie is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Concepts and results from different studies on the application for a pension because of restricted resp. abolished ability to work are presented. Features concerning social variables, long-term unemployment, medical reasons, questions of expert psychological testing, selfregulatory processes and psychosomatic rehabilitation are discussed. [ABSTRACT FROM AUTHOR]