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Aktuelle Publikationen

    Busch, J., Haehner, P., Spierling, S., & Leyendecker, B. (2023). Socio-emotional adjustment throughout the COVID-19 pandemic: A longitudinal study of elementary school-aged children from low-income neighbourhoods. Stress and Health, 1-14. https://doi.org/10.1002/smi.3238

    Busch, J., Buchmüller, T., & Leyendecker, B. (2023). Implementation and quality of an early childhood education program for newly arrived refugee children in Germany: An observational study. International Journal of Child Care and Education Policy, 17:3. https://doi.org/10.1186/s40723-023-00105-8

    Busch, J., Bleckmann, C., Schettgen, L., Krey, E., & Siefen, G. (2023). A cross-sectional study of children’s irritability determining the links between their ego-resilience and symptoms of anxiety and depression. Journal of Emotional and Behavioral Disorders, 0(0). https://doi.org/10.1177/10634266221149361

    Busch, J., & Yoshikawa, H. (2022). Refugee Policies and Parenting in the United States and Germany. In A. S. Morris & J. Mendez Smith (Eds.), The Cambridge Handbook of Parenting (pp. 514–535). Cambridge University Press. https://doi.org/10.1017/9781108891400.029

    Chwastek, S., Leyendecker, B., & Busch, J. (2022). Socio-emotional problems and learning skills of Roma and recently arrived refugee children in German elementary schools. European Journal of Health Psychology, 29(1), 38-49. https://doi.org/10.1027/2512-8442/a000096

    Bleckmann, C., Leyendecker, B., & Busch, J. (2022). Sexual and Gender Minorities Facing the Coronavirus Pandemic: A Systematic Review of the Distinctive Psychosocial and Health-related Impact. Journal of Homosexuality, 0(0), 1–22. https://doi.org/10.1080/00918369.2022.2074335

    Kohl, K., Bihler, L.-M., Agache, A., & Leyendecker, B., & Willard, J. A., (2022). Do peers matter? Peer effects on young children’s vocabulary gains in German classrooms. Journal of Educational Psychology, 114(1), 161-176. https://doi.org/10.1037/edu0000522 

    Willard, J. A., Leyendecker, B., Kohl, K., Bihler, L. M., & Agache, A. (2022). Does variation in early childhood education matter more for dual language learners’ than for monolingual children’s language development?. Applied Developmental Science26(4), 704-725. https://doi.org/10.1080/10888691.2021.1978845

    Leyendecker, B. & Golembe. J. (2022). Einstellungen, Diskriminierungen und Vielfalt in Deutschland. In K. Nowacki, K. Sambisch, & S. Remiorz (Hrsg.). Junge Männer in Deutschland. Einstellungen junger Männer mit und ohne Zuwanderungsgeschichte zu Sender und LSBTI (S. 5-7). Wiesbaden: Springer Nature.

    Busch, J., Cabrera, N., Ialuna, F., Buchmüller, T. & Leyendecker, B. (2021). Links between refugee children’s pre-academic skills and socio-emotional distress with attendance of early childhood development programs. Early Education and Development. 33(8), 1304-1325. https://doi.org/10.1080/10409289.2021.1970427

    Willard, J. A., Agache, A., Kohl, K., Bihler, L.-M., & Leyendecker, B. (2021). Longitudinal interrelations between nonword repetition and vocabulary from age three to five: Evidence for within-child processes? Developmental Psychology, 57(9), 1423–1438. https://doi.org/10.1037/dev0001230

    Busch, J., Claus, C., Schneider, S., & Siefen, R. G. (2021). Does a lower self-concept contribute to mental health disparities of diverse immigrant youth from middle childhood to late adolescence? BMC Psychology, 9(1), 59. https://doi.org/10.1186/s40359-021-00555-0

    Chwastek, S., Leyendecker, B., Heithausen, A., Ballero, C., & Busch, J. (2021). Pre-school teachers’ stereotypes and self-efficacy are linked to perceptions of behavior problems in newly arrived refugee children. Frontiers in Psychiatry, 11. https://doi.org/10.3389/fpsyt.2020.574412

    Golembe, J., Leyendecker, B., Maalej, N., Gundlach, A., & Busch, J. (2021). Experiences of Minority Stress and Mental Health Burdens of Newly Arrived LGBTQ* Refugees in Germany. Sexuality Research and Social Policy, 18: 1049-1059. https://doi.org/10.1007/s13178-020-00508-z