773 research outputs found
Supplement_2 – Supplemental material for Exploratory Factor Analyses of the Intelligence and Development Scales–2: Implications for Theory and Practice
No full textSupplemental material, Supplement_2 for Exploratory Factor Analyses of the Intelligence and Development Scales–2: Implications for Theory and Practice by Silvia Grieder and Alexander Grob in Assessment</p
Appendix – Supplemental material for Exploratory Factor Analyses of the Intelligence and Development Scales–2: Implications for Theory and Practice
No full textSupplemental material, Appendix for Exploratory Factor Analyses of the Intelligence and Development Scales–2: Implications for Theory and Practice by Silvia Grieder and Alexander Grob in Assessment</p
Supplemental_Table_1 – Supplemental material for Multimethod Assessment of Attention, Executive Functions, and Motor Skills in Children With and Without ADHD: Children’s Performance and Parents’ Perceptions
No full textSupplemental material, Supplemental_Table_1 for Multimethod Assessment of Attention, Executive Functions, and Motor Skills in Children With and Without ADHD: Children’s Performance and Parents’ Perceptions by Anette Bünger, Natalie Urfer-Maurer and Alexander Grob in Journal of Attention Disorders</p
Control of human behavior, mental processes and consciousness : essays in honor of the 60th birthday of August Flammer
No full textIn this book, an international group of leading scientists present perspectives on the control of human behavior, awareness, consciousness, and the meaning and function of perceived control or self-efficacy in people's lives. The book breaks down the barriers between subdisciplines, and thus constitutes an occasion to reflect on various facets of control in human life. Each expert reviews his or her field through the lens of perceived control and shows how these insights can be applied in practice
Einschätzung kindlicher Entwicklung : zur Aussagekraft von informellen und formellen Diagnoseleistungen
No full textZusammenfassung:
Ziel der vorliegenden Dissertation, welche 3 Studien beinhaltet, ist es, den
aktuellen Forschungsstand bezüglich Validität informeller und formeller
Diagnoseleistungen zu erweitern. Dabei geht es um die Akkuratheit von Elterneinschätzung
kindlicher Entwicklung und Schulleistungen in Mathematik und Deutsch und darüber hinaus
um die Validität von diagnostischen Schlussfolgerungen aufgrund der Interpretation von
intraindividuellen Leistungsprofilen.
Zusammengefasst zeigen die Resultate der Studien, dass Elterneinschätzungen bezüglich
relevanten Entwicklungsbereichen und dem Gesamtentwicklungsstand bei 3- 5 jährigen
Kindern sowie bei Leistungseinschätzungen in den Schulfächern Mathematik und Deutsch bei
5-10 Jährigen positiv mit entsprechenden Testleistungen des Kindes korrelieren. Dennoch
geben Elterneinschätzungen infolge ihrer geringen Akkuratheit kaum Hinweise über das
Ausmass einer Entwicklungsabweichung. Die vorliegende Dissertation zeigt auf, dass die
Elternwahrnehmung zwar Hinweise auf Entwicklungsauffälligkeiten sowie mögliche
Schwächen in den Leistungsfächern Deutsch und Mathematik geben kann aber nicht
ausreicht, um im Sinne eines Screenings frühzeitig Entwicklungsdefizite zu erkennen und
unterstreicht somit die Notwendigkeit des Einsatzes von validierten Entwicklungsscreenings
ebenso wie die Anwendung von Entwicklungstests durch Experten. Des Weiteren konnte
bezüglich professioneller Diagnostik aufgezeigt werden, dass durch das intraindividuelle
Profil zusätzliche Varianz in den mathematischen Kompetenzen erklärt werden kann und
damit ein Beitrag zu diagnostischen Schlussfolgerungen geleistet werden kann. Gleichzeitig
erscheint es sinnvoll Elterneinschätzungen im diagnostischen Prozess als wertvolle
Ergänzung zu integrieren
The role of sleep in the psychological functioning of adolescents
No full textAdolescents’ sleep is related to psychological functioning. The present cumulative dissertation examined three main issues: First, whether parents’ sleep patterns are associated with their adolescent children’ sleep Patterns using objective assessment of sleep, and whether adolescents’ sleep is associated with their psychological well-being. Second, whether regular physical activity is associated with increased sleep quality and improved psychological functioning. Third, whether interrelations between sleep patterns and subjective psychological well-being persist across one year (three time points), testing for influences in both directions.
The main findings of the cumulative dissertation can be summarized as follows: First, our findings show for the first time the existence of relationships between adolescents’ objective and subjective sleep and well-being and parents’ objective and subjective sleep and well-being. These relationships were apparent regardless of whether subjective or objective sleep data were considered. The overall pattern of results strongly indicates that adolescent’ sleep and well-being and family functioning are related. Second, we could show that thirty minutes of running in the morning during weekday for 3 consecutive weeks impacted positively on objective and subjective sleep and psychological functioning in healthy adolescents compared with control subjects. Third, our findings suggest that sleep duration is predictive of subjective psychological well-being across 6 months.
To summarize, and based on our data, we can say, that sleep is important for adolescents and also for their parents because of the bi-directional interaction (Kalak et al., 2012). Adolescents should be encouraged to have regular moderate-to-vigorous exercise, even if only for 30 minutes a day, as this can improve their psychological functioning and their subjective and objective sleep quality (Kalak et al., 2012), while sufficient sleep duration has an effect on subjective well-being six months later (Kalak et al., 2014)
Supplement_Material_RIAS – Supplemental material for The Reynolds Intellectual Assessment Scales: Measurement Invariance Across Four Language Groups
No full textSupplemental material, Supplement_Material_RIAS for The Reynolds Intellectual Assessment Scales: Measurement Invariance Across Four Language Groups by Jasmin T. Gygi, Thomas Ledermann, Alexander Grob, Myriam Rudaz and Priska Hagmann-von Arx in Journal of Psychoeducational Assessment</p
Basel Study of Preterm Children (BSPC)
No full textBackground: Very preterm born children have increased rates of cognitive, socio-emotional, and mental health difficulties later in life compared to term born children. The Basel Study of Preterm Children BSPC has a focus on studying sleep behavior and the hypothalamus-pituitary-adrenocortical axis (HPAA)-function in preterm and full-term born children.
Design and Participants: The BSPC is a longitudinal cohort study of very preterm children (
Measures: Measurements included (a) parent and child-report questionnaires on children’s wellbeing, behavioral and emotional problems, sleep behavior and problems, physical activity and exercise levels, and parenting behavior, (b) interviews with children regarding their mental health (Kinder-DIPS), (c) cognitive development, (d) measures of motor development and gait development, (e) assessment of children’s HPAA-function, (f) sleep EEG/polysomnographic-assessment of sleep, (g) actigraphy/activity monitoring to measure sleep and physical activity, and (h) blood samples to assess brain derived neurotrophic factor (BDNF) concentration
- …
