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The relation between parental involvement and student achievement has been of research interest for many decades. Although the idea of reciprocal processes between parent and child was proposed 40 years ago, very few efforts have been made to investigate reciprocal relations between parental involvement and student achievement.Using self-determination theory, this study investigated the longitudinal associations of the manner of parental involvement (i.e., autonomy-supportive or controlling) in children's academic problems with children's academic achievement. This study further addressed the recently intensely debated methodological issue of examining reciprocal relations by comparing a random-intercept cross-lagged panel model (RI-CLPM) with the traditional cross-lagged panel model (CLPM).A RI-CLPM and a traditional CLPM were applied to 5-year longitudinal data including 1465 secondary school students (MThe results show that the RI-CLPM fitted the data better than the CLPM. Trait-like stability was found for both forms of parental involvement and academic achievement. At the between-person level, controlling involvement related to lower achievement, whereas no correlation between autonomy-supportive involvement and achievement was found. At the within-person level, there were positive reciprocal relations between autonomy-supportive involvement and achievement, whereas controlling involvement was not associated with achievement.This study contributes substantially to the understanding of the relations between parental involvement in children's academic problems and children's academic achievement by simultaneously taking between-person differences and within-person processes into consideration.

Although the effectiveness of extracurricular support offers for pupils with developmental learning disorders (DLD) is well documented, little is known about the utilisation of these services. Following the Behavioural Model of Health Care Utilisation, and based on data of a self-developed online survey (N = 225 parents of third and fourth graders), parental predisposing characteristics, enabling resources and perceived need were examined as factors influencing the utilisation of extracurricular support offers for children with DLD. Additionally, parents who stated that they did not use extracurricular support services despite their child having a DLD were asked about their subjective reasons. Structural equation models support the assumption that children of parents with higher self-regulatory abilities, higher expectations of treatment success, and those who perceive an increased need are more likely to attend extracurricular support offers. Educational background and enabling resources (income, working hours) do not influence utilisation. The main reported reasons against utilisation were organisational (financing, time) and a lack of availability of offers, which are discussed in view of educational policy issues.

The effectiveness of support services for pupils with learning disabilities (LD) in terms of competence growth is well documented, but little is known about the utilization of these services and their effect on academic self-concept and joy of learning. Here, a working model has been tested, which illustrates parental characteristics as conditional factors of utilization (income, educational background, self-efficacy beliefs, conscientiousness) and the longitudinal effect of the service on self-concept and joy of learning. According to this model, attendance should depend on parental educational background and personality factors, but not on income, and should result in a positive change in self-concept and joy of learning. The structural equation model based on TwinLife data (N = 157) supported the expectations. Thus, the present paper provides new conditional factors for utilization to be taken into account as well as innovative findings on the effectiveness of support services for pupils with LD., Obwohl die Wirksamkeit von Förderangeboten für Schülerinnen und Schüler mit Teilleistungsstörungen in Bezug auf Kompetenzzuwächse gut belegt ist, ist wenig über die Inanspruchnahme dieser Angebote und ihren Effekt auf das akademische Selbstkonzept sowie die Lernfreude bekannt. In diesem Beitrag wurde daher ein Arbeitsmodell entwickelt und überprüft, welches die Inanspruchnahme beeinflussende Elternmerkmale (distale Faktoren: Einkommen, Bildungshintergrund, Persönlichkeitsfaktoren: Selbstwirksamkeitsüberzeugungen, Gewissenhaftigkeit) und die Effekte des Förderangebotes auf das Selbstkonzept sowie die Lernfreude im Längsschnitt abbildet. Nach diesem Modell sollte der Besuch von dem elterlichen Bildungshintergrund sowie den Persönlichkeitsfaktoren, nicht aber vom Einkommen abhängen und sich in einer positiven Veränderung des Selbstkonzeptes und der Lernfreude zeigen. Das basierend auf TwinLife-Daten (N=157) modellierte Strukturgleichungsmodell unterstützte diese Erwartungen. Damit liefert der hiesige Beitrag neue, in der Forschung sowie Praxis zu berücksichtigende Bedingungsfaktoren für die Inanspruchnahme und innovative Befunde für die Wirksamkeit von Förderangeboten für Schülerinnen und Schüler mit Teilleistungsstörungen.

Zusammenfassung. Da familiäre Diskurspraktiken für die Entwicklung kindlicher Argumentationskompetenz wichtig sind, wurde das Training „Eltern fördern durch Argumentieren (EfA)“ für Eltern mit Kindern Anfang der Sekundarstufe I entwickelt. Kernziele sind, das Bewusstsein für die Rolle informeller Sprachförderpotentiale der Familie zu stärken und Strategien zum Umgang mit Konflikten zu vermitteln. Zur Evaluation von EfA wurde eine quasi-experimentelle-Feldstudie mit Prä-Post-Follow-Up-Design und unbehandelter Vergleichsgruppe realisiert. Von 37 teilnehmenden Eltern wurden 17 in sieben, wöchentlich stattfindenden Sitzungen trainiert. Die Befunde zur Akzeptanz des Trainings und nachhaltigen Umsetzung der vermitteln Strategien sind positiv. Auch zeigen sich erwartungsgemäß Veränderungen in der Interventionsgruppe: die Sensibilität trainierter Eltern für ihre unterstützende Rolle und die Bedeutung des sprachlichen Anregungsgehalts stieg stärker, sie zeigten einen deutlichen Zuwachs erwerbsförderlicher Diskurspraktiken, berichteten einen stärkeren Rückgang familialer Konfliktgespräche und neigten weniger zu unterdrückend-bestrafenden Reaktionen auf kindliche Wut. Die ermittelten Effektstärken lassen es sinnvoll erscheinen, das Training für die Nutzung in der Praxis aufzubereiten.

Parents play a critical role for their children’s academic development. However, little is known about the link between parental role construction for educational involvement (i.e., parents’ beliefs of whether they should be involved in their child’s education) and educational outcomes in early adolescence. This study therefore investigated relations between parental role construction and early adolescents’ reading, writing, and mathematics self-concepts and achievement. In addition, it was tested whether these effects vary depending on socio-economic status (SES). Relying on data from two measurement points in the first year of secondary school (413 adolescents, 50.5% girls, and their parents), results from longitudinal structural equation models revealed positive relations between parental role construction and initial writing achievement and self-concept. A stronger relation between role construction and adolescents’ mathematics achievement at both measurement points emerged in the presence of higher SES. This study contributes to the current knowledge on links between parental beliefs and educational outcomes in early adolescence and refines these insights by showing that SES moderates some of the effects of parental role construction.

Zusammenfassung. Obwohl in großem Umfang extracurriculare, staatlich finanzierte und kommerzielle Förderangebote für Kinder, Jugendliche und ihre Eltern zur Verfügung stehen, ist wenig darüber bekannt, welche Zielgruppen de facto dadurch erreicht und welche Effekte damit erzielt werden. Bei extracurricularen Bildungsangeboten handelt es sich um Lern- und Unterstützungsgelegenheiten, die in der Regel nicht verpflichtend sind, zumeist außerhalb der regulären Schulzeiten angeboten werden und die vielfach mit einer finanziellen Eigenbeteiligung verbunden sind. In diesem Beitrag wird zunächst herausgearbeitet, dass nicht nur das Angebot an außerschulischen bzw. außerunterrichtlichen Fördermaßnahmen steigt, sondern auch die Nachfrage. Dabei stellt sich die Frage, von welchen Parametern einerseits die Angebotsnutzung und andererseits die Angebotswirkung abhängen. Vor diesem Hintergrund wird in diesem Beitrag ein Angebot-Nutzen-Modell vorgestellt, mit dem der Versuch unternommen wird, die relevanten Parameter zu systematisieren. Dazu gehören neben den sozio-kulturellen Rahmenbedingungen insbesondere die Angebotsstruktur, der Inanspruchnahme- bzw. Aneignungsprozess sowie die damit erzielten unmittelbaren bzw. langfristigen Entwicklungsergebnisse. Zur Angebotsstruktur werden dabei die mit einem Förderangebot verfolgten Intentionen sowie die inhaltliche und methodisch-didaktische Ausgestaltung des Angebots gerechnet. Für den Inanspruchnahme- bzw. Aneignungsprozess ist dem Modell zufolge vor allem die Implementation sowie damit verbunden der Professionalisierungsgrad des jeweiligen Personals sowie die Passung zwischen Angebot und Bedarf aus der Sicht der Nutzerinnen und Nutzer entscheidend. Unmittelbare Wirkungen können je nach Qualität und Quantität der Fördernutzung beispielsweise in einer Steigerung individueller und sozialer Ressourcen sowie im subjektiven Wohlbefinden Heranwachsender ergeben. Längerfristig können sich daraus Auswirkungen auf Variablen wie die Ausbildungs- und Beschäftigungsfähigkeit, die Persönlichkeit oder spezifische Kompetenzen ergeben. Das vorgeschlagene Modell kann genutzt werden, um zukünftig zu bearbeitende Forschungsfragen zur Nutzung extracurricularer Unterstützungsangebote und ihren Auswirkungen abzuleiten und die gewonnenen Befunde zu systematisieren.

Seit Langem wird in der Offentlichkeit wie in der Fachwelt uber Vor- und Nachteile von ‚Hausaufgaben‘ debattiert. Die Relevanz der in diesem Heft adressierten Thematik ist daher evident, wird aber noch einmal unerwartet durch weltweite Entwicklungen im Zuge der im Fruhjahr 2020 aufkommenden Corona-Pandemie unterstrichen. Denn in vielen Landern mussten Schulen bis auf Weiteres geschlossen und Lehr-Lern-Prozesse fur eine zunachst undefinierbare Zeit ins Elternhaus verlagert werden. Viele schon zuvor diskutierte Fragen – etwa wie Eltern schulisch veranlasste Lernprozesse sinnvoll unterstutzen konnen oder wie eine Angleichung von Bildungschancen durch bzw. trotz verstarkten Elternengagements zu erreichen ist – stellen sich nun forciert. Gleichzeitig wird deutlich, dass unter dem Schlagwort ‚Digitalisierung von Schule‘ nicht nur Anforderungen an eine moderne Unterrichtsgestaltung, sondern ebenso an eine zeitgemase Zusammenarbeit von Familie und Schule zu beleuchten sind.

Der Beitrag stellt ein videobasiertes Lehrkonzept vor, das in interdisziplinärer Kooperation entwickelt und durchgeführt worden ist. Mit der Lehrveranstaltung wird das Ziel verfolgt, die auf inklusiven Unterricht bezogene professionelle Wahrnehmung von Studierenden zu fördern. Um dies zu erreichen, arbeiten die Studierenden zunächst ihre Subjektiven Theorien über guten inklusiven Unterricht heraus, die potenziell im Widerspruch zu bildungswissenschaftlichem Wissen stehen. Da es nicht nur eine mögliche Perspektive auf guten inklusiven Unterricht gibt, werden im Seminar die Perspektiven der Pädagogischen Psychologie, der Schulpädagogik und der Sonderpädagogik integrativ vermittelt. Die Teilnehmer*innen operationalisieren die Befunde und überführen sie in ein Raster zur Beobachtung von inklusivem Unterricht. Das Raster kommt schließlich bei Videoanalysen und Unterrichtshospitationen zum Einsatz. Das Seminar wurde hinsichtlich verschiedener Variablen wie inklusionsbezogenen Einstellungen und bildungswissenschaftlichem Wissen positiv evaluiert., This article presents the conceptualization of an interdisciplinary video-based seminar implemented in teacher education at university. The seminar aims at promoting students’ professional vision of teaching in inclusive classrooms. As a first step towards this goal, students map out and reflect on their subjective theories about what they consider high quality teaching in inclusive classrooms, which may contradict findings from educational and psychological research. To highlight different disciplinary perspective on high quality teaching in inclusive classrooms, the seminar explicitly integrates perspectives from school pedagogy, special education, and psychology. Next, these perspectives are used to develop a grid helping students to systematically observe teaching in inclusive classrooms. Finally, the grid is used in video analyses and real-life observations of inclusive classrooms. The evaluation of the seminar showed positive changes with regard to several variables such as attitudes towards inclusive education and educational knowledge.

The important role of parenting is widely acknowledged, but as most studies have understood and examined it as a stable attribute (e.g., parenting style), the stability of and changes in parenting are less well understood. Using longitudinal person-oriented approaches (i.e., latent profile analyses and latent transition analyses), this study aimed to examine the stability of and changes in autonomy-related parenting profiles and their effects on adolescents’ academic and psychological development. Four autonomy-related dimensions (i.e., autonomy support, warmth, psychological control, conditional regard) were chosen to identify parenting profiles on the basis of Self-Determination Theory. Using five-year longitudinal data from 789 German secondary school students (50.06% female, Mage at T1 = 10.82 years, age span = 10–17), four autonomy-related parenting profiles were found: Supportive (~17%), Controlling (~31%), Unsupportive-Uncontrolling (~17%), and Limited Supportive (~35%). The results suggest that the Supportive profile contributes to adolescents’ positive academic and psychological development, whereas the Controlling profile, which thwarts autonomy development, exacerbates the development of psychopathology, and impairs academic achievement. More importantly, the Limited Supportive profile is as maladaptive as the Unsupportive-Uncontrolling profile. Regarding parenting profiles’ stability and changes, the results showed that about half of each profile stayed in the same group. Overall, it could be observed that parents became more supportive and less controlling over time. However, the findings also indicate that parenting profiles are less stable than expected and can still change during early-to-mid adolescence.

Besteht bei Eltern eine diagnostizierte Borderline-Storung (BPS), konnen sich uber Interaktions- und Bindungsschwierigkeiten beim Kind ebenfalls psychische Symptome entwickeln. Reagieren Kinder mit Verhaltensschwierigkeiten bis hin zu Impulsdurchbruchen, konnen bei den Eltern wiederum traumatische Bindungserlebnisse der eigenen Biografie aktiviert werden. So entstehen interaktionelle Teufelskreise »elterlicher Hilflosigkeit« und kindlicher Verhaltensschwierigkeiten. Hier setzt eine gemeinsame und integrierte Therapie von Eltern und Kind an. Im Familientherapeutischen Zentrum (FaTZ) Neckargemund wurde das bindungsorientierte Behandlungsmodul »FaTZ-Borderline« fur die tagesklinische integrierte Therapie von Eltern mit BPS und ihren Kindern mit oder (noch) ohne psychische Storung entwickelt. Es umfasst funf Phasen, die aus der Bindungspsychotherapie angepasst wurden, und integriert die Arbeit mit inneren Anteilen in Anlehnung an die Schematherapie in eine systemische Fallkonzeption. So ist es moglich, mit Eltern und Kind in eine Metakommunikation uber das Unaussprechbare zu kommen und fur Krisensituationen alternative, funktionalere Handlungsstrategien zu entwickeln. In diesem Beitrag werden die funf Phasen des Behandlungskonzepts dargestellt und anhand von Fallbeispielen erlautert.

Based on NEPS data (starting cohort grade 5: N = 216), conditions (economic, cultural, temporal resources: reading and spelling competency) of parental school engagement (utilization of tutoring, control/demand, emotional support/ responsiveness) were examined in case of a reading and spelling disability. Moreover, the development of the reading and spelling competencies and the influence of parental engagement were longitudinally analyzed (5th, 7th, 9th grade). Structural equation models indicate negative influences of (cultural and economic) resources and the competencies on the utilization of tutoring, whereas the competencies show an indication of a partial mediation with regard to cultural resources. The cultural resources are positively associated with emotional support/ responsiveness. Moreover, the competencies show negative associations towards control/demand. Latent growth curve models suggest an improvement of the reading competencies and a positive influence of emotional support/responsiveness on these. Practical implications for the quality management of educational services as well as for the cooperation with parents at school are discussed., Basierend auf NEPS-Daten (Startkohorte Klasse 5) werden Bedingungen (ökonomische, kulturelle, zeitliche Ressourcen; Lese- / Rechtschreibkompetenz) des elterlichen schulbezogenen Engagements (Nachhilfenutzung, Kontrolle / Anforderung, Emotionale Unterstützung / Responsivität) von Sekundarstufenschülerinnen und -schülern mit einer Lese-Rechtschreibstörung analysiert (N = 216). Überdies wird im Längsschnitt die Lese- / Rechtschreibentwicklung (5., 7., 9. Klasse) sowie der Einfluss des elterlichen Engagements auf diese untersucht. Strukturgleichungsmodelle zeigen negative Zusammenhänge der (kulturellen sowie ökonomischen) Ressourcen sowie der Lese- / Rechtschreibkompetenz zur Nachhilfenutzung, wobei hinsichtlich der kulturellen Ressourcen Hinweise auf eine partielle Mediation der Lese- / Rechtschreibkompetenz beobachtet werden. Außerdem sind die kulturellen Ressourcen positiv mit der emotionalen Unterstützung / Responsivität assoziiert. Die Lese- / Rechtschreibkompetenz weist negative Zusammenhänge zu Kontrolle / Anforderung auf. Latente Wachstumskurvenmodelle deuten auf eine Verbesserung der Lesekompetenz sowie einen positiven Einfluss emotionaler Unterstützung / Responsivität auf diese. Praktische Implikationen für die Qualitätssicherung von Bildungsangeboten sowie für die schulische Elternarbeit werden diskutiert.

Although numerous studies have reported the predictive power of various factors for academic performance in regular students, little is known about the predictive power of students with Special Educational Needs (SEN). In the present study, we investigated the relative importance of thoroughly selected factors like prior performance, intelligence, ability self-concept, domain-specific interest, gender, migration background, and school setting for reading and writing (literacy) performance of students with mild learning difficulties (MLD). Data from a representative German sample of elementary school children with MLD were examined. Our results revealed that prior performance, school setting, intelligence, and ability self-concept were significant predictors for performance in literacy. Relative weights did not differ significantly between different types of schooling. Our findings mostly resemble former research on regular students.

This study contributes to understanding students’ emotional responses to academic stressors by integrating grit into the well-established Job Demands-Resources Model and by examining the relationship between academic demands, grit (consistency of interests, perseverance of effort), burnout, engagement, academic achievement, depression, and life satisfaction in Chinese students. We conducted a self-report study with N = 1527 Chinese high school students (Mage = 16.38 years, SD = 1.04). The results of structural equation modeling showed that after controlling for gender, socio-economic status, and school types, demands positively related to burnout and negatively related to engagement. Both facets of grit negatively related to exhaustion, whereas only perseverance of effort positively related to engagement. Burnout positively related to depression and negatively related to life satisfaction, whereas engagement positively related to life satisfaction. However, neither burnout nor engagement was related to academic achievement. Our findings indicate that grit may be protective against school burnout.

In der Bielefelder Längsschnittstudie zum Lernen in inklusiven und exklusiven Förderarrangements (BiLieF) wurden die psychosoziale und die Leistungsentwicklung bei Kindern mit sonderpädagogischem Förderbedarf im Förderschwerpunkt "Lernen" von der 3. bis zur 5. Klasse in unterschiedlichen Fördersettings untersucht. Die Ergebnisse quantitativer und qualitativer Zugänge zeigen, dass vor allem proximale Faktoren auf der Ebene der Einzelschule - weniger die Form der Beschulung - für die Entwicklung der Kinder relevant sind. (DIPF/Orig.) The Bielefeld Longitudinal Study on Learning in Inclusive and Exclusive Forms of Special Needs Education (BiLieF) compared the psychosocial development and the performance growth of children with special educational needs in the field of learning, starting in third grade through fifth grade. Results from quantitative and qualitative methods showed that proximal factors affect children's development, whereas educational setting is less influential. (DIPF/Orig.)

Abstract. This paper deals with parental goals for children, that is, goals parents want their children to attain by the time they reach adulthood. Presenting an adaption of the German Aspirations Index to assess parental goals for children (AI-PG), factorial structure and psychometric properties in a nonclinical sample of German parents of children between 10 and 15 years of age were investigated. Parents (NT1 = 948; NT2 = 670) rated the importance of different parental goals for children. The AI-PG structure was first examined in a subsample of mothers using confirmatory factor analyses. Main results provided support for the hypothesized hierarchical factorial structure. Accordingly, the given 21 items can be assigned to seven first-order factors that reflect goal-contents, and two second-order factors that reflect goals’ motivational orientation as either intrinsic or extrinsic. The questionnaire shows good psychometric properties (i.e., homogeneity, model-based reliability, and stability). Multiple-group analyses confirmed measurement invariance across informants (mothers and fathers), gender of target children (daughters and sons), and measurement time points. Small but significant relationships of the scales with need-threatened environment, parenting practices, and child internalizing behavior problems added to the scale’s construct validity. Results are discussed in terms of the fruitfulness of a concept of parental goals for children within self-determination theory.

Ample empirical research from regular school settings documents reciprocal effects between academic performance and academic self-concept of ability (ASC), supporting what is known as a reciprocal effects model (REM). The present article investigates a REM in the domain of reading performance in a sample of elementary students with special educational needs in learning (SEN-L) who received special educational support in exclusive versus inclusive settings (N = 446). In exclusive settings, SEN-L students attend special schools and are completely separated from regular students. By contrast, SEN-L students in inclusive settings attend regular schools and are educated in classes with regular students. In both settings, SEN-L students are not graded and taught based on individual learning goals, which may affect reciprocal effects between ASC and reading performance. In addition, given that special education for SEN-L students relies heavily on individual reference standards to evaluate performance, we tested individual performance growth of SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across 3rd and 4th grade revealed some cross-lagged effects and an effect of performance growth on ASC in exclusive settings in particular. The discussion focuses on the role of individualized instruction, grades, peer groups, and individual versus social reference standards for reciprocal effects between ASC and performance as well as practical implications.

The present study investigated individual differences in the effects of academic motivation based on self-determination theory (SDT), particularly intrinsic motivation, as well as identified, introjected, and external regulation on higher education students’ intention to drop out. Based on previous research, we challenged the assumption of a single global relationship between academic motivation and the intention to drop out and hypothesized there would be at least two groups or subpopulations, each of them with a unique group-specific academic motivation-intention to drop out relationship. A sample of 1002 first semester bachelor students from nine different German higher education institutions were analysed with the person-oriented approach of clusterwise linear regression analysis. Supporting our expectation, we identified three subpopulations of students. Results showed that intrinsic motivation was the strongest significant predictor in each of the three groups, whereas in none of the groups ...

Zusammenfassung. Diese Arbeit untersucht die Lese-Rechtschreibentwicklung von Grundschülern mit Förderschwerpunkt Lernen im inklusiven und exklusiven Schulsetting. Des Weiteren wird die Bedeutung potenzieller Einflussfaktoren wie Intelligenz, Geschlecht und sozioökonomischer Status berücksichtigt. Die Analysen basieren auf Daten der Bielefelder Längsschnittstudie zum Lernen in inklusiven und exklusiven Förderarrangements (BiLieF), in der N = 410 Schüler zu drei Messzeitpunkten teilnahmen. Multiple Group Latent Growth Curve Models ergaben höhere Ausgangswerte für inklusiv beschulte Kinder im Lesen und Schreiben. Alle Kinder konnten ihre Leistungen über die Zeit steigern, wobei der Leistungszuwachs im Lesen bei den inklusiv beschulten Kindern und der Leistungszuwachs im Rechtschreiben bei den exklusiv beschulten Kindern höher ausfiel. Nur für die inklusiv beschulten Kinder ging eine höhere Intelligenz mit höheren Ausgangswerten im Lesen einher. Darüber hinaus waren Vorteile der inklusiv beschulten Mädchen in Bezug auf die Ausgangsleistung im Lesen und Rechtschreiben sowie die Entwicklung der Rechtschreibleistung nachweisbar.

In emotion regulation research, it is common to distinguish adaptive from maladaptive emotion regulation strategies. However, little is known about their interactional impact (compensational or interfering effects) on adolescents’ adjustment. We collected longitudinal, multiple informant questionnaire data from N = 608 adolescents and their parents to examine the prevalence of adolescents’ anger regulation profiles using latent profile analysis. We identified five anger regulation profiles—an adaptive, a maladaptive, a low, a medium, and an undefined profile. The first three profiles could be replicated 1 year later, as could one additional multiple and another undefined profile. Findings supported the assumption that adaptive strategies compensate for the negative impact of maladaptive strategies, yielding negative psychosocial consequences, particularly for the maladaptive profiles. Moreover, different profiles were divergently related to adolescents’ internalizing and externalizing problems concurrently and over time. Results highlight the importance of considering both adaptive and maladaptive anger regulation strategies in prevention and psychotherapy.

Although home-based parental involvement (HPI) remains critical to children's learning and achievement, there is limited evidence for children with learning disabilities (LD). The present study explores and examines parental characteristics that may predict the quantity and different qualities of HPI in LD children. Predictor constructs include SES, educational aspiration, parental role conception, and shame in having an LD child. Using self-determination theory, qualities of HPI were defined in terms of parental control and structure. As a secondary issue, this study also examines the mediating roles of parental aspiration and shame in the relationship between school setting (exclusion versus inclusion) and parental control. A sample of 357 German parents of LD children participated. Path analyses indicated that SES, parental aspiration, and role conception were predictive of the amount of involvement. Higher degrees of role conception determined parents' use of structure. Higher aspirations and feelings of shame motivated parents to be more controlling. Bootstrap analyses confirmed the fully mediating effects of aspiration and shame on an inclusive setting through parental control.

Adaptive and maladaptive emotion regulation (ER) strategies have been found to be important prerequisites of children’s social competence and psychosocial adjustment. However, only a few studies have been conducted to examine their interactional impact on children’s psychosocial adjustment. We collected multiple informant questionnaire data from N = 608 adolescents (10 - 14 years) and their parents in order to examine the prevalence of adolescents’ anger regulation profiles by means of latent profile analysis (LPA) as a sophisticated person-centered method. Overall, LPA identified four corresponding anger regulation profiles for adolescents (self-report) and parents (other-report). Furthermore, the different anger regulation profiles were found to be divergently related to internalizing and externalizing problems and prosocial behavior. Our findings support the assumption that specific kinds of psychopathology might be characterized by a different interplay of adaptive and maladaptive ER strategies. Possible reasons and practical implications are discussed.

Good reasoning skills are integral to the ability to think reflectively, critically and effectively. Research is scarce on the role of family, specifically parents, in the shaping of children's evaluative reasoning skills in everyday problems. The aim of this study is therefore to first investigate the role of two parenting practices, namely autonomy-support and control, on children's evaluative reasoning. The second goal is to investigate if family communication patterns of conversation- and conformity-orientations are significant mediators between parenting dimensions and reasoning skills. The data consisted of questionnaire measures given to 1300 participants (fifth-graders and their parents), as well as tests to assess children's informal reasoning. In line with theoretical assumptions, results revealed significant associations between both parenting practices and children's skills in evaluating reasons. However, the mediation role of family communication patterns was confirmed only for conformity-orientation. The implications are discussed. (C) 2014 Elsevier Ltd. All rights reserved.

Numerous studies have reported substantive correlations between indicators of parenting, children's emotion regulation (ER), and children's psychosocial adjustment. However, studies on underlying mechanisms are scarce. Particularly in early adolescence, it is still unclear whether relations between parenting and ER are caused by adolescent behavior, by parent behavior, or by reciprocal processes. Moreover, it is unclear whether ER can be seen as an antecedent or a consequence of psychosocial adjustment. The aim of this study was to examine predictive relations among parenting and adolescents' ER, and adolescents' ER and psychosocial adjustment, respectively. We collected longitudinal, multiple informant data at two measurement occasions (Grade 6, Grade 7). All told, 1,100 adolescents (10-14 years) and their parents filled out questionnaires assessing responsiveness and psychological control, adolescents' anger regulation, and adolescents' problem and prosocial behavior. Cross-lagged analyses revealed reciprocal effects between parenting, ER, and adjustment for the parent and boys', but not for the girls', report. Moreover, relations were different for adolescents with versus without clinically elevated symptoms of psychopathology. Our findings support the assumption that reciprocal relations between parenting, ER, and psychosocial adjustment are likely to persist until early adolescence. Nevertheless, the moderating role of gender and psychopathology should be taken into account. Possible reasons for the different findings, and practical implications, are discussed.

Psychiatric disorder in pregnancy and after child birth as well as psychological distress are well known factors that put child wellbeing at risk. They are, however, often estimated as less frequent and less severe then they occur. Postpartum psychiatric disorder meets mothers of all social classes, they are highly stigmatized, therefore often disregarded and remain undetected. The affected mothers socially withdraw themselves due to feelings of shame, fear and guilt. They cut themselves off from psychiatric treatment and from support by child welfare institutions. The regional network "Hand in Hand" in the Rhine-Neckar-area consisting of psychiatrists, psychotherapists, gynaecologists, paediatricians, social workers and midwives uses and connects the resources available in public health and youth aid to support both the child wellbeing as well as the mental health of mothers. Our program begins by identifying risk factors for mothers' postpartum disorders and continues by increasing awareness with the previous named professional groups, so that they act promptly and offer treatment and support. The following paper describes our network activities emphasizing anti-stigma, instruction of professionals and intervention with affected families.

This study reports on the development of achievement emotions and coping/emotion regulation in primary to secondary school-aged children and adolescents. Based on two longitudinal cohorts (Grades 2 -5; Grades 4-7), latent growth models were used to analyze the development of achievement emotions and coping strategies separately as well as simultaneously. The results show that enjoyment decreases across grades, whereas boredom increases, with substantial changes between Grade 5 and Grade 7. Consistently, the development of enjoyment is positively associated with the development of problem focused coping and palliative emotion regulation, whereas the development of boredom is positively associated with the development of avoidant coping and anger-related emotion regulation. Moreover, the relation between problem-focused coping and boredom, as well as between avoidant coping and enjoyment, depends on the age group. The results are discussed regarding the organization of learning environments in classes to prevent unfavorable developmental patterns of achievement emotions. (C) 2015 Elsevier Ltd. All rights reserved.

Entsprechend den Forschungsfeldern der Padagogischen Psychologie fokussiert der Beitrag auf Bedingungen und Folgen des Lehrens und Lernens an Hochschulen. Vor dem Hintergrund der Bologna-Reform und einer wachsenden Heterogenitat der Studierendenschaft werden aktuelle Ergebnisse theoriebasierter, empirischer Studien zusammengefasst. Deutlich wird, dass fur eine Verbesserung der Lehre organisationale Rahmenbedingungen zur Aufrechterhaltung einer selbstbestimmten Lehrmotivation geschaffen werden sollten. Dabei sollten die Interdependenz zwischen Lehr- und Forschungsanforderungen und die daraus resultierenden Zielkonflikte besondere Beachtung finden. Der Beitrag schliest mit praktischen Implikationen fur Handlungsfelder innerhalb der Hochschulen und der Wissenschaftspolitik.