Appendices 222 REFERENCES Achenbach, T. M. (2007). Youth Self-Report for Ages 11-18. Achenbach, T. M., & Edelbrock, C. S. (1987). Manual for the youth self-report and profile. Sage. Adachi, P., & Willoughby, T. (2015). Interpreting effect sizes when controlling for stability effects in longitudinal autoregressive models: Implications for psychological science. European Journal of Developmental Psychology, 12(1), 116–128. https://doi.org/10.1080/17405629.2014.9635 49 Allen, L., & Astuto, J. (2009). Depression among racially, ethnically, and culturally diverse adolescents. In S. Nolen-Hoeksema & L. M. Hilt (Eds.), Handbook of depression in adolescents (pp. 76– 110). Routledge. Allen, N. B., Kuppens, P., & Sheeber, L. B. (2012). Heart rate responses to parental behavior in depressed adolescents. Biological Psychology, 90, 80–87. https://doi.org/10.1016/j. biopsycho.2012.02.013 American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders. Washington, DC: Author. Aron, E. N., & Aron, A. (1997). Sensory-processing sensitivity and its relation to introversion and emotionality. Journal of Personality and Social Psychology, 73(2), 345–368. https://doi. org/10.1037/0022-3514.73.2.345 Aron, E. N., Aron, A., & Jagiellowicz, J. (2012). Sensory processing sensitivity: A review in the light of the evolution of biological responsivity. Personality and Social Psychology Review, 16, 262– 282. https://doi.org/10.1177/1088868311434213 Asparouhov, T., Hamaker, E. L., & Muthén, B. (2017). Dynamic Latent Class Analysis. Structural Equation Modeling, 24(2), 257–269. https://doi.org/10.1080/10705511.2016.1253479 Asparouhov, T., Hamaker, E. L., & Muthén, B. (2018). Dynamic Structural Equation Models. Structural Equation Modeling, 25(3), 359–388. https://doi.org/10.1080/10705511.2017.1406803 August, G. J., & Gewirtz, A. (2019). Moving toward a precision-based, personalized framework for prevention science: Introduction to the special issue. Prevention Science, 20(1), 1–9. https:// doi.org/10.1007/s11121-018-0955-9 Aunola, K., Tolvanen, A., Viljaranta, J., & Nurmi, J. E. (2013). Psychological control in daily parentchild interactions increases children’s negative emotions. Journal of Family Psychology, 27(3), 453–462. https://doi.org/10.1037/a0032891 Back, M. D., Baumert, A., Denissen, J. J. A., Hartung, F.-M., Penke, L., Schmukle, S. C., Schönbrodt, F. D., Schröder-Abé, M., Vollmann, M., Wagner, J., & Wrzus, C. (2011). PERSOC: A unified framework for understanding the dynamic interplay of personality and social relationships. European Journal of Personality, 25, 90–107. https://doi.org/10.1002/per.811 Bai, S., Reynolds, B. M., Robles, T. F., & Repetti, R. L. (2017). Daily links between school problems and youth perceptions of interactions with parents: A diary study of school-to-home spillover. Social Development, 26(4), 813–830. https://doi.org/10.1111/sode.12229 Bamberger, K. T. (2016). The application of intensive longitudinal methods to investigate change: Stimulating the field of applied family research. Clinical Child and Family Psychology Review, 19(1), 21–38. https://doi.org/10.1007/s10567-015-0194-6 Bandura, A. (1977). Social learning theory. Prentice-Hall. Barber, B. K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67(6), 3296–3319. https://doi.org/10.1111/j.1467-8624.1996.tb01915.x
RkJQdWJsaXNoZXIy MTk4NDMw