Professur für Entwicklungspsychologie und Pädagogische Psychologie

2025

Becker, A. B. C., Maurer, C. & Daseking, M. (2025). The relationship between language development and behavioral problems in preschool children who experienced a stroke. Zeitschrift für Neuropsychologie, 36(1), 15-27. https://doi.org/10.1024/1016-264X/a000407

Breit, M., Brunner, M., Preuß, J., Daseking, M., Pauls, F., Walter, F. & Preckel, F. (2025). The contribution of general intelligence to cognitive performance across the life span:  A differentiation analysis of the Wechsler tests. Psychology and Aging, 40(3), 237–254. https://doi.org/10.1037/pag0000875

Daseking, M. & Urschitz, M. (2025). Aufgaben, Chancen und Herausforderungen der Schuleingangsuntersuchung in Deutschland. Gesundheitswesen, 87. https://doi.org/10.1055/a-2501-0295

Heinze, H., Daseking, M., Gawrilow, C., Karbach, J. & Kerner auch Koerner, J. (2025). Self-regulation in preschool: Are executive function and effortful control overlapping constructs? Developmental Science, 28(1), e13595. https://doi.org/10.1111/desc.13595

Ibrahim, F., Münscher, J.-C., Daseking, M. & Telle, N.-T. (2025). The Technology Acceptance Model and Adopter Type Analysis in the context of artificial intelligence. Frontiers in Artificial Intelligence, 7, 1496518. https://doi.org/10.3389/frai.2024.1496518 

Jaščenoka, J. C., Maurer, J., Sierpinski, T., Diefenbach,C. & Daseking, M. (2025). Barrieren und förderliche Faktoren in der Schuleingangsuntersuchung mit SOPESS: Entwicklung eines Online-Fortbildungspakets zur Stärkung diagnostischer Grundkompetenzen (Projekt KOMET-SEU). Gesundheitswesen, 87. https://doi.org/10.1055/a-2550-4308

Malonga Makosi, D. M., Diefenbach, C., Simon, K., Jaščenoka, J. C., Maurer, J., Borrmann, B., Sidhu, N. S., König, J., Thyen, U., Genuneit, J., Daseking, M. & Urschitz, M. S. (2025). Nachhaltige Weiterentwicklung von Kompetenzen und Methoden am Beispiel SOPESS als Teil der Schuleingangsuntersuchung–Hintergrund und Ansätze des KOMET-SEU-Projekts. Das Gesundheitswesen, 87, 391–397. https://doi.org/10.1055/a-2577-9620

Schön, S.-M. & Daseking, M. (2025). We’re in this together: Associations between moral emotions and rule-breaking behaviour in adolescence. Emotional and Behavioural Difficulties. https://doi.org/10.1080/13632752.2025.2486898

Ulitzka, B., Daseking, M. & Kerner auch Koerner, J. (2025). The Marshmallow Test as a screening instrument: Sensitivity and specificity of a Delay of Gratification task for later ADHD and conduct problems. Infant and Child Development,34:e70014.https://doi.org/10.1002/icd.70014

2024

Becker, A. B. C., Maurer, J., Daseking, M. & Pauls, F. (2024). Measurement invariance of the WISC-V across a clinical sample of children and adolescents with ADHD and a matched control group. Journal of Intelligence, 12, 6. https://doi.org/10.3390/jintelligence12010006  

Hogan, M., Fischer, A., Dinçer, B., Yurt, E. C., Daseking, M., Irfan, M. R., Koruga, N., Riddle, R., Quinn, S. (2024). Confirming the factor structure of the Student-Educator Negotiated Critical Thinking Dispositions Scale (SENCTDS). Preprint.

Moellmann, H. L., Rana, M., Daseking, M., Petersohn, H. & Rana, M. (2024). Exploring grandiose narcissism among surgeons: a comparative analysis. Scientific Reports, 14(1), 11665. https://doi.org/10.1038/s41598-024-62241-6

Neumann, H., Daseking, M., Thiels, C., Köhler, C. & Lücke, T. (2024). Cognitive development in children with new-onset Rolandic epilepsy and Rolandic discharges without seizures: Focusing on intelligence, visual perception, working memory and the role of parents’ education. Epilepsy & Behavior, 109596. https://doi.org/10.1016/j.yebeh.2023.109596

Schön, S.-M. & Daseking, M. (2024). Externalisierendes Problemverhalten mit Freund:innen im Jugendalter: Welche Rolle spielen Faktoren der emotionalen Unbeteiligtheit? Bundesgesundheitsblatt – Gesundheitsforschung – Gesundheitsschutz, 67, 392–399. https://doi.org/10.1007/s00103-024-03850-4

Schön, S.-M. & Daseking, M. (2024). Do moral emotions interact with self-control and unstructured socializing in explaining rule-breaking behavior committed together with friends? Children, 11, 766. https://doi.org/10.3390/children11070766

Ulitzka, B., Daseking, M. & Kerner auch Koerner, J. (2024). The Marshmallow Test as screenings instrument: Sensitivity and specificity of a delay of gratification tasks as a longitudinal predictor for ADHD and Conduct Problems. https://d197for5662m48.cloudfront.net/documents/publicationstatus/201915/preprint_pdf/17fc6a3452c38cde9f3becde5553376d.pdf

Walter, F., Daseking, M. & Pauls, F. (2024). The effects of language background and parental education on measures of cognitive ability: An analysis of the WPPSI-IV cognitive profiles of monolingual, simultaneous bilingual, and successive bilingual German children aged 4 to 7 years. Children, 11, 631. https://doi.org/10.3390/children11060631

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