span.TAeInformation processing capacity and social cognitionAmsterdam Neuropsychological Tasks (ANT).80 Focused attention, sustained attention, shifting attention, memory search, face recognition, identification of facial expressions. At wave 4 without face recognition and identification of facial expressions.TAAeRey’s Verbal Learning Test.81TAeRey-Osterrieth Complex Figure test.82TAeFluency test.83TAeSelf-Ordered Pointing Task (SOPT).84TAeCognitive styleAdolescent Cognitive Style Questionnaire (ACSQ).cf. 85QASchool performanceSchool records. Regarding language, arithmetic, sports and creative skills, as well as need for additional help due to learning difficulties.QTeTeTeEducational status.c Level of ongoing and completed education.QIAAASocial behaviourSocial skillsSocial Skills Rating System.86 Cooperation, assertion, and self-control.QPTSocial behaviourRevised Class Play.87 Sociability/leadership, aggressive/disruptive, isolated/sensitive.QTeProsocial behaviourProsocial behaviour questionnaire.cf.88QTTTRelational aggressionRelational aggression questionnaire.c Scales perpetrations and victimization.QTLifestyleHealth behavioursLife style questions.c Sports, diet, etc.QAAATime spending patterns (TSP).cf. 89QAAAAPhysical activity and sports.cIASports motivationAchievement Goals and Beliefs about Success in Sport.90QAPhysiological functioningAutonomic nervous functionHeart rate (HR), HR variability, blood pressure(BP), baroreflex sensitivity (BRS). Supine and standing.PAAdHypothalamic-pituitary-adrenal (HPA)-axisSalivary cortisol levels after waking up, half an hour later and at 8 pm (only wave 1).91PAAdPsychophysiological stress-reactivityLaboratory experiments. Physiological and subjective (re)activity assessed in a number of experimental conditions. Experimental conditions included orthostatic stress (from supine to standing), a startle reflex task92 and the Trier Social Stress Test.93 Physiological measures concerned HR, BP, BRS, pre-ejection period (PEP), respiratory sinus arrhythmia (RSA),
