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23-27 August, 2011<br />
PSII.76<br />
PSII.77<br />
PSII.78<br />
PSII.79<br />
PSII.80<br />
PSII.81<br />
PSII.82<br />
PSII.83<br />
PSII.84<br />
PSII.85<br />
THURSDAY 25 AUGUST<br />
Goal achievement in emerging adulthood – strategies and consequences<br />
Alexandra Standke* & Peter Noack<br />
An investigation of the relations of Ego ident<strong>it</strong>y status, ident<strong>it</strong>y style and parenting<br />
styles among Greek adolescents<br />
Spyridon Tantaros* & Elias Besevegis<br />
Psychological well-being in Hellene emerging adults: Do the living and work<br />
cond<strong>it</strong>ions matter<br />
Georgios Vleioras*, Aspasia Mantziou & Areti Toula<br />
Contingencies of Self-worth in Early Adolescence Relate to Patterns of Parenting<br />
Sofie Wouters, Sarah Doumen, Veerle Germeijs, Hilde Colpin, & Karine Verschueren*<br />
Development of global self-worth and domain-specific self-evaluations during<br />
adolescence in Japan<br />
Chika Yamamoto*<br />
Self-focus as a distinctive feature of emerging adulthood. Attempt of empirical<br />
verification in Polish cond<strong>it</strong>ions<br />
Wanda Zagórska*<br />
Risk Factors of Peer Victimization in Kindergarten: Comparison of Native Swiss and<br />
Immigrant Children<br />
Renate von Grünigen, Becky Kochenderfer-Ladd*, & Gary W. Ladd<br />
Parental rearing styles as predictors of gender ident<strong>it</strong>y in late adolescence<br />
Oksana Malinauskienė, Rimantas Vosylis, Rasa Erenta<strong>it</strong>ė & R<strong>it</strong>a Žukauskienė *<br />
What would you say about your parents Perceived parental child rearing styles and<br />
self-concept in Turkish adolescents<br />
Ozkan Ozgun, Sule Erden* & Munire Aydilek Ciftci<br />
The fulfilment of developmental tasks and the mental well-being of adolescents<br />
Ludwika Wojciechowska*<br />
11.15 – 12.00 SCHOOL CONTEXT AND CHILD DEVELOPMENT I<br />
PSII PSII.86 The impact of playing a musical instrument on achievement and attention<br />
Marlies Baier*, Annemarie Se<strong>it</strong>her-Preisler, Peter Schneider, Stefan Se<strong>it</strong>her, & Silvia<br />
Höllmüller<br />
PSII.87 A Multi-Dimensional Model of Bullying: Findings from two Independent Adolescent<br />
Samples<br />
Fatih Bayraktar*<br />
PSII.88 What Factors Make a Difference in the Trans<strong>it</strong>ion to School for Young Children w<strong>it</strong>h a<br />
Developmental Disabil<strong>it</strong>y<br />
Donna Berthelsen, Sue Walker*, Jan Nicholson, Suzanne Carrington, & Stephanie Dunbar<br />
PSII.89 Retrospective school bullying and their long-term implications: A study of well-being<br />
in young adults<br />
Susana Carvalhosa*<br />
PSII.90 Short-term Program of Bullying Prevention at School in Russia: Existential Approach<br />
Elena Esenina*, K. Gavrilova & A. Kogalovskaya<br />
PSII.91 Emotional Intelligence & School Attainment in Secondary School Students<br />
Georgia Giannopoulou*<br />
PSII.92 What do students think about their participation in secondary schools<br />
Laura Granizo*, Cristina del Barrio & Kevin van der Meulen<br />
PSII.93 What Actually Makes Bullying Stop Reports From Former Victims<br />
Ann Frisén, Tove Hasselblad, & Kristina Holmqvist*<br />
PSII.94 The role of verbal and nonverbal skills in the acquis<strong>it</strong>ion of reading in a consistent<br />
orthography: Evidence from Icelandic-speaking children<br />
Freyja Birgisdottir*, Hrafnhildur Ragnarsdottir, & Steinunn Gestsdottir<br />
PSII.95 Exploratory study on Bullying in Romanian high-schools<br />
Mioara Cristea*, Mihai Curelaru, & Beatrice Abalaşei<br />
48
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