Richard Göllner

Low self-esteem prospectively predicts depression in the transition to young adulthood: A replication of Orth, Robins, and Roberts (2008)

The present study is a close replication of the work of Orth, Robins, and Roberts (2008). Orth et al. (2008) tested three theoretical models of the relation between self-esteem and depression--the vulnerability model, the scar model, and the common factor model--using longitudinal, cross-lagged panel designs. The authors concluded that depression and self-esteem were not the same construct (contrary to the common-factor model), and furthermore, the results were clearly in line with the vulnerability model and not with the scar model (low self-esteem predicts subsequent levels of depression and not vice versa). In addition, the results held for both men and women. To conduct a very close replication of the work of Orth et al. (2008), we used data from another large longitudinal study (N = 2,512), which is highly similar in study design and that contains the same measures (self-esteem and depression). The present study replicated the results of the Orth et al. (2008) study in a notable manner, in regard to the comparability of the coefficients, and therefore, corroborates the vulnerability model (and not the scar- or the common-factor model).

Self-Esteem Development in the School Context: The Roles of Intrapersonal and Interpersonal Social Predictors

OBJECTIVE When considering that social inclusion is a basic human need, it makes sense that self-esteem is fueled by social feedback and the sense of being liked by others. This is particularly true with respect to early adolescence, when peers become increasingly important. In the current article, we tested which components of social inclusion are particularly beneficial for the development of self-esteem by differentiating between intrapersonal components (i.e., self-perceptions of social inclusion) and interpersonal components (i.e., perceiver and target effects of liking). METHOD Using longitudinal data from 2,281 fifth graders and 1,766 eighth graders (TRAIN; Jonkmann et al., 2013), we tested mean-level self-esteem development and the role of intrapersonal components in this development. Using classroom round-robin data on liking from subsamples of 846 (689) fifth-(eighth-)grade students nested in 46 (39) classes, we tested effects of interpersonal relationship components on self-esteem development in the classroom context. RESULTS The three major findings demonstrated, first, no consistent trends in mean levels of self-esteem in early to middle adolescence; second, constant positive effects of intrapersonal components between students and within students across time; and third, no stable effects of interpersonal components. CONCLUSIONS The discussion highlights the role of intrapersonal components and the methodological challenges of our study.

Injections of Local Anesthetics into the Pharyngeal Region Reduce Trapezius Muscle Tenderness

Background: Neck pain is a frequent reason for seeking medical advice. Neuroanatomical findings suggest a close connection between the pharynx and the trapezius region. Irritation of the pharynx may induce tenderness of this area. Specific tender points, called neck reflex points (NRPs), can be identified here with high reproducibility. We hypothesized that therapeutic local anesthesia (TLA; or neural therapy, NT) in the pharyngeal region can reduce tenderness in patients with therapy-resistant neck pain. Patients and Methods: 17 consecutive female patients with chronic cervical pain and positive trapezius NRPs received bilateral injections of 0.5 ml 1% procaine into the palatine velum. The NRPs were assessed using a 3-level pain index (PI = 0, 1, or 2) before and 3-5 min after each injection. Results: We found a significant reduction in tenderness of the NRP of the trapezius region (NRP C7) immediately after TLA/NT. 30 positive NRPs were found before therapy and only 13 after therapy (p < 0.01). The average PI of the NRP C7 was 1.24 ± 0.77 before and 0.35 ± 0.59 after therapy (right side), and 1.34 ± 0.59 before and 0.59 ± 0.69 after therapy (left side). The pre- and post-therapy PI values were significantly different on both the right and left sides of the trapezius region (p < 0.01). No adverse effects were observed. Conclusions: Pharyngeal irritation may induce and maintain therapy-resistant cervical pain in patients with chronic pharyngeal disease. These patients could benefit from remote TLA/NT injections in the pharyngeal region.

Students’ idiosyncratic perceptions of teaching quality in mathematics: A result of rater tendency alone or an expression of dyadic effects between students and teachers?

Student ratings of teaching quality have been shown to be powerful predictors of important academic outcome variables. This is the case despite the fact that students from the same classroom can perceive teaching quality quite differently in their own idiosyncratic ways. These differences among students in the same classroom are typically dismissed as the result of individual rating tendencies (e.g., rater leniency) with only low relevance for students’ learning. However, such idiosyncratic perceptions might also be the result of meaningful differences among students in that they could reflect dyadic effects between individual students and specific teachers (e.g., a trusting relationship). In the present study, we examined students’ perceptions of teaching quality in mathematics lessons (structure, monitoring, comprehensibility, and support) in a nationally representative sample of 204 German secondary school mathematics classes. We used a quasi-experimental design for students who had the same teacher in Grades 9 and 10 and students who had a new teacher in Grade 10 to differentiate between students’ time-consistent rating tendencies and dyadic student-teacher effects. The results of latent variable models showed that student rating tendencies were found for all quality dimensions, with the highest impact observed for students’ general impression and teacher monitoring. The results for students with the same teacher showed additional dyadic effects. Students’ general impression and comprehensibility exhibited greater time consistency when students rated the same teacher than when students rated different teachers. Finally, students’ rating tendencies and dyadic effects were related to students’ outcomes.

The Nonlinear Interaction of Person and Situation (NIPS) Model: Theory and Empirical Evidence: Nonlinear interaction of person and situation

Despite the broad consensus in psychology that human behaviour is influenced by the interaction between characteristics of the person and characteristics of the situation, not much is known about the precise shape of this person–situation (P × S) interaction. To address this issue, we introduce and test the nonlinear interaction of person and situation (NIPS) model. The NIPS model can be applied to explain contradictory research results, offers a more accurate prediction of behaviour, and can be applied to any trait. In three studies and with three different analytical approaches, we test the NIPS model and its implications. In the pre–study, we test whether variability in participants’ behaviour is smaller in extreme aggression–provoking and jealousy–inducing situations than in moderate situations, suggesting the effect of ‘strong’ situations at the extremes of the situation continuum. In Studies 1 and 2, we test the nonlinear relation between person and situation variables in predicting behaviour in within–subject designs and provide support for the predictions of the NIPS model. Future lines of research with the NIPS model are discussed. Copyright

Local Anesthetics, Procaine, Lidocaine, and Mepivacaine Show Vasodilatation but No Type 1 Allergy: A Double-Blind, Placebo-Controlled Study

Background Therapy with local anesthetics (LAs), also known as neural therapy, is used in integrative medicine because of its anti-inflammatory properties. Ester-linked LAs are often avoided because of their alleged high allergenicity. Little data supports this assumption and hence the importance of our investigation on type-1 allergies against ester- and amide-linked LAs. We performed a prospective, double-blinded, placebo-controlled observational study. Methods 177 patients received 340 intracutaneous injections with 1% procaine, 0.5% lidocaine, 1% mepivacaine, or saline solution. Every patient received two different tests on each forearm. Reactions were monitored for 15 minutes. Results No type-1 allergy was observed. The mean erythema diameter of the wheals after 10 minutes was procaine 8.0 ± 6.4 mm, mepivacaine 7.6 ± 6.3 mm, lidocaine 4.4 ± 4.8 mm, and NaCl 3.7 ± 3.2 mm. The wheal diameter of all substances showed a crescendo-decrescendo phenomenon. The procaine and mepivacaine wheals were significantly larger than those of lidocaine and NaCl. No general signs of hypersensitivity were observed. Diameter and intensity were independent of the injection site, order of injection, age, gender, and body mass index. Conclusion This study shows no higher type-1 allergenicity of the ester-linked LA procaine, compared to the amide-linked LAs lidocaine and mepivacaine, and supports its use in therapy and short-track surgery.

The German Inpatient Satisfaction Scale

A patient satisfaction instrument that is based on a large, representative sample does not yet exist in the German language. The objective of this article was to fill this gap by providing initial validation evidence of the German Inpatient Satisfaction Scale as an instrument for German-speaking countries. We performed an exploratory factor analysis and exploratory structural equation modeling in a cross-sectional design. The instrument was administered to N = 116,325 patients in hospitals in German-speaking countries. The overall response rates ranged from 63% to 98%. We found that a four-factor solution fit the data well. The four factors represented satisfaction with doctors’ care, nursing care, service facilities, and secondary care facilities. Cronbach’s alpha ranged from .72 to .90. The findings may be of practical interest for health care providers for measuring patient satisfaction.

It's Not Only Who You Are but Who You Are With: High School Composition and Individuals' Attainment Over the Life Course.

We examined life-course effects of attending selective schools using a longitudinal study of U.S. high school students begun in 1960 (Ns ranging from 1,952 to 377,015). The effects, measured 11 and 50 years after the initial assessment, differed significantly across the two indicators of school selectivity that were used. School average socioeconomic background was positively related to students’ educational expectations, educational attainment, income, and occupational prestige at the 11-year follow-up (0.15 ≤ β ≤ 0.39; all ps < .001). Conversely, schools’ average achievement at the 11-year follow-up was negatively related to students’ expectations, attainment, income, and occupational prestige (−0.42 ≤ β ≤ −0.05; all ps < .05) when schools’ socioeconomic background was controlled for. All associations were mediated by students’ educational expectations. With the exception of income, these effects were consistent 50 years after high school, pointing to the long reach of beneficial learning resources and negative social comparison processes when attending selective schools.

The effects of getting a new teacher on the consistency of personality

Abstract Objective In the present research, we examined the effect of getting a new teacher on consistency in students’ personality measures, including trait and social cognitive constructs. Method To test the effect of this kind of situational transition, we analyzed two large longitudinal samples (N = 5,628; N = 2,458) with quasi‐experimental study designs. We used two consistency measures (i.e., rank‐order clations and changes in variance over time) to compare students who got a new teacher with students who kept the same teacher. Results Multiple‐group latent variable analyses showed no differences in the rank‐order correlations for the math‐related social cognitive constructs of interest, effort, self‐concept, self‐regulation, anxiety, and the Big Five personality traits. Significantly lower rank‐order correlations were found for some of the German‐ and English‐related social cognitive constructs (i.e., effort measures) for the group of students who got a new teacher. Regarding the changes in variance (over time), we found no systematic differences between groups in both studies. Conclusions We found partial support for the idea that social cognitive variables are more susceptible to environmental changes (i.e., getting a new teacher) than the Big Five personality traits are.

Social Support and Classroom Management Are Related to Secondary Students’ General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings.

Teachers’ social support and classroom management are related to secondary students’ achievement, domain-specific interest, and self-concept. However, little is known about whether social support and classroom management shape secondary students’ general school adjustment beyond these domain-specific outcomes. To investigate this question, we drew on data from a large longitudinal research project (N = 5,607 secondary students, N = 227 classes). We applied student and teacher ratings of social support and classroom management to investigate their perspective-specific validities for predicting student outcomes. To measure students’ school adjustment, we assessed achievement as a domain-specific indicator and school satisfaction, truancy, and self-esteem as more general aspects. Multilevel confirmatory factor analyses showed that both teachers and students distinguished between social support and classroom management. Teacher and student ratings of classroom management largely converged, whereas their perceptions of social support were not statistically significantly associated with one another. In multilevel structural equation modeling, both perspectives uniquely predicted students’ school adjustment: Student-rated social support was linked to all outcomes at the student level and to school satisfaction and self-esteem at the class level. Classroom management showed only weak associations with outcomes at the student level, but at the class level, student-rated classroom management was related to truancy and teacher-rated classroom management was linked to school satisfaction and student achievement. These findings highlight the important role of teachers in students’ general school adjustment and show the benefit of considering different perspectives and levels of analyses.