Daseking, Monika

Delay of gratification tasks have an impressive predictive value for various outcomes and are designed to measure self‐regulation. Since many behavioural and psychological conditions in children are related to limitations in self‐regulation, the extent to which delay tasks can be used as a screening for the detection of psychopathology is examined. Children from the general population (non‐clinical sample; N = 1498; 51% girls) participated in delay tasks at the ages of 3 and 5. Parents rated ADHD and conduct problems when children were age 5 and 6, which we classified using cut‐offs. Delay at age 3 was related to ADHD at age 5 (OR = 1.84) and conduct at age 6 (OR = 2.61). The results showed high specificity (77%–78%) and high negative predictive values (95%–98%), correctly identifying children below the SDQ cut‐off, but low sensitivity (27%–42%), making the task unsuitable as a screening tool for children with an increased likelihood of developing psychopathology. These results were aggravated when only the first 20 s were considered, showing better specificity but worse sensitivity values.

Die Schuleingangsuntersuchung (SEU) leistet sowohl individual- als auch bevölkerungsmedizinisch einen bedeutsamen Beitrag, um die Zukunft von Einschüler*innen langfristig positiv zu gestalten. Damit die Daten der SEU optimal genutzt werden können, sollte der Ablauf der SEU mit SOPESS standardisiert erfolgen. Aus der ÖGD-Praxis zeigte sich jedoch, dass die Daten auf eine methodenbedingte Heterogenität auf Ebene der SOPESS-Rohwertsummen hinweisen und die Validität der Daten einschränkt. Ziel ist es, Barrieren und förderliche Faktoren für die Durchführung von SOPESS zu identifizieren und durch die Bereitstellung einer Schulungsmaßnahme die methodenbedingte Heterogenität zu verringern. Dieses Vorhaben wurde in zwei Studien umgesetzt. In Studie 1 wurden 56 Mitarbeitende aus 21 KJDG telefonisch zu möglichen Barrieren und förderlichen Faktoren in der Durchführung mit SOPESS befragt. Aus diesen Ergebnissen wurde anschließend ein Online-Fortbildungspaket zur Stärkung der diagnostischen Grundkompetenzen konzipiert und in Studie 2 in einer ersten Anwendungsphase (Pilotierung) mit 25 Personen erprobt und bzgl. verschiedener Faktoren (z. B. Praxisrelevanz und Verbesserungsvorschläge) evaluiert und adaptiert. In Studie 1 konnte als eine zentrale Ursache für die methodenbedingte Heterogenität die Abweichung der Durchführenden von den standardisierten Untersuchungsinstruktionen identifiziert werden. In der Auswertung kommt es insbesondere zu Unsicherheiten in der Bewertung der Aufgaben zur Visuomotorik. Um die diagnostischen Grundkompetenzen der Untersuchenden langfristig zu stärken, könnte sich eine videobasierte Darstellung einer standardisierten Untersuchung als förderlich erweisen. In Studie 2 sind die Ergebnisse der Pilotierung des Online-Fortbildungspakets positiv: Fast alle (22 von 25 Personen) beurteilten das Online-Fortbildungspaket hinsichtlich der Durchführung und Bewertung des SOPESS als praxisrelevant und waren der Ansicht, dass dieses die Durchführungsqualität erhöhen wird. Das Online-Fortbildungspaket wurde in einer Anwendungsphase in Nordrhein-Westfalen und Rheinlandpfalz evaluiert. Nach Abschluss der Evaluationsphase soll das Online-Fortbildungspaket adaptiert und breitflächig angeboten werden, um langfristig die diagnostischen Kompetenzen der Mitarbeitenden der KJGD zu stärken und die Gewinnung valider Daten im Rahmen der SEU zu unterstützen.

After pediatric stroke, children often exhibit impairments in their cognitive, language, and behavioral development. This study investigates the relationship between language abilities and behavioral problems in preschool children (n = 56) following pediatric stroke, focusing on age at the time of testing, sex, time of stroke, left middle cerebral artery involvement, and cognitive abilities. About one-third of the children showed below-average language development and overall behavior problems. Binomial logistic regressions revealed that sentence comprehension had a protective effect (OR = 0.707) on overall behavioral problems. The regression model for externalizing problems was not significant or externalizing problems was not significant. The results highlight the importance of language comprehension skills in preventing mental health problems in this clinical group.

Introduction Artificial Intelligence (AI) is a transformative technology impacting various sectors of society and the economy. Understanding the factors influencing AI adoption is critical for both research and practice. This study focuses on two key objectives: (1) validating an extended version of the Technology Acceptance Model (TAM) in the context of AI by integrating the Big Five personality traits and AI mindset, and (2) conducting an exploratory k-prototype analysis to classify AI adopters based on demographics, AI-related attitudes, and usage patterns. Methods A sample of N = 1,007 individuals individuals (60% female; M = 30.92; SD = 8.63 years) was collected. Psychometric data were obtained using validated scales for TAM constructs, Big Five personality traits, and AI mindset. Regression analysis was used to validate TAM, and a k-prototype clustering algorithm was applied to classify participants into adopter categories. Results The psychometric analysis confirmed the validity of the extended TAM. Perceived usefulness was the strongest predictor of attitudes towards AI usage (β = 0.34, p < 0.001), followed by AI mindset scale growth (β = 0.28, p < 0.001). Additionally, openness was positively associated with perceived ease of use (β = 0.15, p < 0.001). The k-prototype analysis revealed four distinct adopter clusters, consistent with the diffusion of innovations model: early adopters (n = 218), early majority (n = 331), late majority (n = 293), and laggards (n = 165). Discussion The findings highlight the importance of perceived usefulness and AI mindset in shaping attitudes toward AI adoption. The clustering results provide a nuanced understanding of AI adopter types, aligning with established innovation diffusion theories. Implications for AI deployment strategies, policy-making, and future research directions are discussed.

Der vorliegende Beitrag skizziert die Entwicklung und den Aufbau eines digitalen Förderprogramms zur modularen Lerntherapie im Bereich Mathematik für Kinder mit Rechenschwierigkeiten. Darüber hinaus werden die Ergebnisse aus der Erprobung der ersten vorläufigen Version in den Jahrgangsstufen 2 bis 6 präsentiert. Basierend auf bisherigen empirischen Erkenntnissen wurden 15 verschiedene Aufgaben konzipiert, welche sich fünf zentralen Inhaltsbereichen der frühen mathematischen Kernkompetenzen zuordnen lassen: Mengenverständnis, Zählfertigkeiten und Zahlenkonzept, allgemeine Rechenfertigkeiten, visuell-räumliches Vorstellungsvermögen sowie Sachaufgaben und arithmetisches Faktenwissen. Des Weiteren wurde bei der Konzeption des Spiels auf eine adäquate methodische Darstellung sowie ein angemessenes Game-Design geachtet, welches sich an den spezifischen Bedürfnissen der Zielgruppe orientiert. Die Ergebnisse zeigen, dass das Spieldesign von den teilnehmenden Kindern positiv wahrgenommen wird. Zudem lassen sich mit der vorläufigen Version, bestehend aus drei Aufgaben, erste Hinweise auf die erwarteten Schwierigkeitsniveaus innerhalb der Aufgabenbereiche abbilden. Die ersten Ergebnisse erlauben zudem Aussagen bezüglich der potenziellen Umsetzbarkeit in der Praxis sowie der bevorstehenden Evaluation.

The concepts of executive function (EF) and effortful control (EC) are strikingly similar. EF originates from neurocognitive research and is described as an accumulation of cognitive processes that serve the goal‐oriented self‐regulation of an individual. EC originates from temperament research and is defined as the efficiency of executive attention, including the ability to inhibit a dominant response, activate a subdominant response, proceed in a planned manner, and recognize conflicts or errors. The aim of this article was to examine the association between the constructs of EF and EC at the preschool age. Eighty‐eight children (49 female; M‐age = 3.93 years, SD = 0.78) were tested with a computerized battery designed to assess EF at 3–6 years of age (EF Touch). Children's parents completed questionnaires assessing EF impairments (BRIEF‐P) and EC (children's behavior questionnaire [CBQ]). Associations between the constructs and their conceptual overlap were analyzed using correlations and confirmatory factor analyses. We found significant correlations between EF and EC measures. A two‐factor confirmatory model fitted the data better than a one‐factor model of self‐regulation. Therefore, our results show that measures of EC and EF have substantial overlap but are separable.

Previous research has shown that moral emotions interact with self-control and unstructured socializing in explaining rule-breaking behavior. High levels of moral emotions appear to weaken the effects of both self-control and unstructured socializing, in explaining rule-breaking behavior. The current study examined whether these interactions also affect rule-breaking behavior that is explicitly committed with friends. In addition, three operationalizations of moral emotions were distinguished. Data were collected from N = 169 adolescents (54% female; mean = 14.95 years; SD = 1.7) using a self-report questionnaire battery. Results indicate that high levels of anticipated emotions in moral conflicts (AEMC) attenuate the effect of low self-control on one’s own rule-breaking behavior. In contrast, high levels of both guilt- and shame-proneness enhanced the effect of unstructured socializing on one’s own and rule-breaking with friends. The limitations of the study, ideas for future research, and practical implications are also discussed.

Background: The present study investigated the possible effects of language background (monolinguals, simultaneous bilinguals, and sequential bilinguals) and parental education (no/low, medium, high, and highest parental education) on measures of cognitive ability provided by the Wechsler Primary and Preschool Scale—Fourth Edition (WPPSI-IV). Methods: Statistical analyses were based on a sample of 290 children (130 females, 160 males). Three multivariate variance analyses were conducted to identify possible effects. In cases of statistically significant main effects, post hoc analyses were additionally performed to identify group differences. Results: The results indicated that simultaneous bilinguals performed more similarly to monolinguals than sequential bilinguals. On average, sequential bilinguals achieved significantly lower scores on the Verbal Comprehension Index (VCI), the Vocabulary Acquisition Index (VAI), and the associated subtests than monolinguals and simultaneous bilinguals. Significantly lower average scores on VAI and the associated subtests were found for simultaneous bilinguals compared to monolinguals. Children with parents having no, a lower, or a medium educational level achieved significantly lower scores on VCI, VAI, and the FSIQ than children with parents having a high or highest educational level on average. Conclusions: The present findings suggest that the WPPSI-IV represents a suitable and reliable test battery for the assessment of cognitive skills in children with different language backgrounds and parental educational levels.

The concept of narcissism encompasses various personality traits, including cognitive, emotional and behavioural characteristics, which often lead to difficulties in maintaining a healthy self-esteem. This study examines the prevalence of narcissism traits (Admiration and Rivalry) in the surgical profession and their association with age, gender and professional experience. A total of 1390 participants (408 women, 982 men) took part in an online survey. The results show that female participants have significantly lower levels of rivalry than male colleagues. Additionally, age was found to be inversely correlated with both facets of narcissism, demonstrating that levels of narcissism decrease as age increases. Participants who are still in education tend to show higher levels of both facets. These results improve our understanding of personality traits in surgery and provide valuable insights for researchers and practitioners.