1,721,063 research outputs found
Associations Between Social Connectedness and Academic Achievement Among Roma Youth in Eastern Europe
No full textIn this chapter, the authors report on a study that examined relations between social connectedness, school engagement, and achievement in minority (Roma) and majority youth in Albania, Bulgaria, Kosovo, and Romania. Based on a social connectedness model, they investigated the interplay of two connectedness domains (i.e., school and family) and their relations to school engagement and achievement. Participants were 1,063 adolescents who completed the Social Connectedness Scale on school engagement and average academic achievement. The authors found that social connectedness, especially school connectedness, was associated with school engagement while parental education was associated with school achievement. Implications are discussed in terms of how these findings are relevant to greater insight into the promotion of connectedness and the academic success of minority and majority youth across the countries under investigation
The Utrecht-Management of Identity Commitments Scale (U-MICS)
No full textAbstract. The Utrecht-Management of Identity Commitments Scale (U-MICS; Crocetti, Rubini, & Meeus, 2008) is a recently developed measure of identity that has been shown to be a reliable tool for assessing identity processes in adolescents. This study examines psychometric properties of the U-MICS in a large adolescent sample from seven European countries focused on the interplay of commitment, in-depth exploration, and reconsideration of commitment. Participants were 1,007 adolescents from Bulgaria (n = 146), the Czech Republic (n = 142), Italy (n = 144), Kosovo (n = 150), Romania (n = 142), Slovenia (n = 156), and the Netherlands (n = 127). We tested the U-MICS measurement invariance, reliability estimates in each language version, and compared latent identity means across groups. Results showed that the U-MICS has good internal consistency as well as configural, metric, and partial scalar invariance across groups in the sampled countrie
Is There a Paradox of Adaptation in Immigrant Children and Youth across Europe?: A Literature Review
No full textThis review examines how well children of immigrants in Europe are doing in terms of educational, psychological, and behavioral outcomes. Based on theory and research in developmental, social and acculturation psychology fields, we explore the immigrant paradox (e.g., first-generation immigrant children show better adaptation in comparison to their native and second-generation counterparts) and migration morbidity (e.g., immigrants display less favorable outcomes than natives) in 102 studies conducted in 14 European countries. We conclude that theoretical assumptions of developmental (e.g., promoting context in families, schools, neighborhoods), social (e.g., intercultural behaviors and attitudes, lack of discrimination) and acculturation psychology (e.g., cultural maintenance and adoption, biculturalism) are powerful constituents for optimal adaptation of immigrant children and youth. Taken together, these constituents should guide policies and programs targeting optimal outcomes for children of immigrants. A discussion within empirically based policy practices to promote positive outcomes of young immigrant populations in Europe is offered
Relationships between identity domains and life satisfaction in minority and majority youth in Albania, Bulgaria, Czech Republic, Kosovo, and Romania
No full textThe purpose of this study was to examine relationships between identity domains (educational and relational identity) and life satisfaction in a cross-national perspective, by targeting minority (Roma) and majority youth in Albania, Bulgaria, Czech Republic, Kosovo, and Romania. Based on the three-factor identity formation model, we investigated the interplay between three identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) and life satisfaction. Participants were 1860 adolescents aged 12â19 years from Albania (n = 350), Bulgaria (n = 398), the Czech Republic (n = 293), Kosovo (n = 542), and Romania (n = 277). They completed self-reports of the Utrecht-Management of Identity Commitments Scale (U-MICS) and the Life Satisfaction Scale (SWLS). We adopted a structural equation modelling approach to test (a) measurement invariance of identity and life satisfaction models across groups and (b) associations between identity domains (educational and relational) and life satisfaction. Findings indicated measurement invariance for identity and life satisfaction measures across cultural groups. In the total sample, life satisfaction was consistently associated with high commitment, high in-depth exploration, and low reconsideration of commitment in the educational identity domain. Sample-specific associations highlighted important cultural differences. Implications of these findings for identity and well-being in minority and mainstream youth across the countries under investigation are discussed
Adattamento psicologico e socio-culturale del bambino immigrato
No full text2006/2007The aim of this doctoral thesis was to deepen the knowledge of psychological and socio-cultural adjustment patterns in immigrant school-aged children in Italy. More specifically, the research was aimed at assessing whether the expression of emotional instability, prosocial behavior, aggression and depressive symptoms, differed between immigrant and native Italian and Slovene children.
Special attention is dedicated to the Friuli-Venezia Giulia region, accounting for different community facets and integration approaches adopted by the main ethnic communities of immigrants (i.e Albanian and Serbian). This area has been investigated because it presents distinctive characteristics due to the presence of two native communities - the Italian and the Slovene one which is an ethnic minority, possessing a particular minority status.
The theoretical background of psychological and socio-cultural adjustment domains is conceptualised within a framework of immigrant communities developed by Ward and colleagues (Ward & Kennedy, 1999; Searle & Ward, 1990). Accordingly, psychological adjustment studied here concerns mental health aspects such as depressive symptoms, mood disturbances and general well-being, whereas socio-cultural adjustment refers to social competence and ability to interact adequately within the host society.
Furthermore, the issues of psychological and socio-cultural adjustment are integrated into two conceptual models on development for children with immigrant and multicultural backgrounds. The first one is the model of Garcia Coll and Szalacha (2004), which examines the interaction of culture, ethnicity and immigration in relation to children’s developmental competencies. A key assumption is that immigrant children’s psychological, socio-cultural and cognitive development is influenced by their social position within a stratified society and by how developmental outcomes are promoted or inhibited by schools.
The second model developed by Brody et al. (2002) provides an additional means to examine the relation between parental psychological well-being and children’s psychological and socio-cultural adjustment. In particular, parental psychological well-being such as higher self-esteem, greater optimism and lower depressive symptoms promotes supportive parent-child relationships that together facilitate the development of children’s competence in enabling them to cope effectively with stressful experiences.
Based on these considerations, the present studies were guided by four hypotheses. First, it was expected that immigrant children due to their disadvantaged social position and migration-related life experiences would show more psychological and socio-cultural adjustment difficulties than their native peers. Second, we hypothesized that children’s psychological and socio-cultural outcomes would be linked to both language and cognitive skills, and that the association between these variables would be strongest for the immigrant group. Third, we explored adaptation processes through indicators of psychological and socio-cultural outcomes as reported by teachers. We expected to find higher levels of adjustment difficulties in immigrant than in non-immigrant children. Finally, negative parental immigration experiences including less positive sense of self, less optimism, more depressive symptoms and parenting distress were expected to predict compromised psychological functioning in children.
The investigation was based on three different multiethnic samples of immigrant (Albanian, Russian and Serb) and non-immigrant (Italian and Slovene) school-aged children. They were tested with the Childhood Social Adjustment Capacity Indicators Questionnaire (Caprara et al., 1992), the Children’s Depression Inventory (Kovacs, 1988), the Peabody Picture Vocabulary Test - Revised (Dunn & Dunn, 2000) and the Raven Coloured Progressive Matrices (Raven, 1984). Teachers were requested to complete the Childhood Social Adjustment Capacity Indicators Questionnaire (Caprara et al., 1992) and the Teacher Report Form (Achenbach, 1991). In addition, both parents were administered the Rosenberg Self-Esteem Scale (Rosenberg, 1979), the Life Orientation Test (Scheier & Carver, 1992), the Center for Epidemiological Studies-Depression Scale (Radloff, 1977) and the Parent Stress Index-Short Form (Abidin, 1993).
The results confirmed previous conclusions that immigrant and non-immigrant group mean levels of adjustment differed significantly (Leavey et al., 2004; Atzaba-Poria et al., 2004; Stevens et al., 2003), pointing to psychological and socio-cultural difficulties that immigrant children experience in adjusting to the Italian host culture.
There were four major findings. First, immigrant children showed more adjustment problems due to higher levels emotional instability, aggressive behavior, and depression, and lower levels of pro-social behavior than non-immigrant children. Second, there was a strong association between psychological and socio-cultural adjustment problems and lower cognitive capacities in the immigrant group of children who scored lower on both language and cognitive tests compared to the two non-immigrant groups. Third, children’s adjustment difficulties in response to the migration process were confirmed by their teachers’ reports indicating higher scores on emotional instability, aggression, internalizing, withdrawal, anxiety and depression. Finally, both immigrant parents showed lower levels of psychological well-being due to lower self-esteem and higher depressive symptoms, higher parenting distress and parent-child dysfunctional interaction.
The results of this thesis add to the findings (e.g Leavey et al., 2004; Atzaba-Poria et al., 2004), that children involved in immigration transition display more problematic psychological and socio-cultural adjustment patterns compared to native-born children. The relevance of these findings can be seen in both theoretical and applied research contexts. On the one hand, future investigations into the field of immigration may utilize these outcomes to gain an insight into the problems experienced by immigrant children in adjusting to a new Italian culture. On the other hand, the results indicate ways to enhance support programs in order to assist immigrant children’s successful psychological and socio-cultural adjustment.
This thesis is composed by seven chapters starting with theoretical introduction to the theme of psychological and socio-cultural adjustment domains (Chapter 1), and an overview of recent immigration phenomena in Italy (Chapter 2). The following chapters present four empirical studies (Chapters 3 to 6). Chapter 3 aimed at investigating psychological (depressive symptoms) and socio-cultural adjustment (emotional instability, pro-social, and aggressive behavior) in Albanian and Serbian immigrant in comparison to Italian non-immigrant children. In addition, adjustment correlates of immigrant children’s cognitive skills (Chapter 4) and teachers’ reports on immigrant children’s psychological and socio-cultural problems (Chapter 5) were also investigated. Chapter 6 examines parental psychological well-being and children’s adjustment. Conclusions, suggestions for future research and practical interventions with immigrant children are discussed in the seventh and final chapter.XX Cicl
Capacity Building
No full textThis entry describes historical development and definitions of capacity building. Capacity building refers to a wide array of activities that strengthen the ability of people and organizations to formulate solutions to problems and achieve objectives. The term gained considerable attention in the early 1970s and emerged as a leading concept in international policy in the late 1990s. This entry also provides various conceptualizations and applications of capacity building in a variety of contexts through all phases of the human life course. The concluding section addresses the benefits of successful capacity building for the society. Capacity building is a relevant topic for lifespan human development because of the emphasis on development of human resources in all phases of the life course.</p
Ingredients of good PhD supervision - evidence from a student survey at Stockholm university
No full textDoktorandhandledning är en relevant fråga för en pedagogisk forskarutbildning vid universitet vilket har betydande implikationer inom rad sammanhang, såväl inom industrin som för grupper av arbetsgivare, studentföreningar och akademiker. Denna studie undersöker centrala aspekter av handledning utifrån doktoranders perspektiv vid Stockholms universitet baserat på en undersökning med 761 forskarstuderande. En konfirmatorisk faktoranalys genomförd med strukturell ekvationsmodellering visade sig ge stöd åt en endimensionell modell för handledning som exemplifieras av givandet av konstruktiv kritik till studenter, handledarens tillgänglighet, tillräckligt med tid för handledning, möjlighet till självständigt arbete och en kreativ miljö för forskarutbildningen. Handledningsindikatorerna var även signifikant och positivt korrelerade. Att studera dessa indikatorer spelar stor roll för riktlinjerinom utbildning och metoder för undervisning i avsikt att kunna förbättra forskarutbildningen. Studenter skulle kunna bli tydligt informerade om viktiga faktorer att överväga när de väljer samt påbörjar sina studier. Universitetsledning och handledare kan upprätthållas i sin roll att säkerställa en fullgod doktorandupplevelse för deras studenter.Utbildning och lärande. Tidskrift</p
Cohesion, similarity and value in parent-child representations of Albanian and Serbian immigrant and Italian native children
No full textThe study of parent-child representations across cultures is important in order to obtain a proper understanding of the attributes, size and positioning of such figures as indicators of different interaction patterns across cultures. A thorough base of research evidence for the interpretation of children’s drawings may facilitate work in multicultural educational settings and enhance our understanding of cultural diversity in schools. Italy provides an ideal context for the study of parent-child representations, as the country has witnessed increasing cultural diversity in recent years with the immigration of various ethnic groups. This study examined the extent to which this context influences children’s representations in domains of Cohesion (interpersonal bonding), Similarity (affinity) and Value (spatial relevance) among parent-child figures because these domains inform important representational processes of interpersonal bonding with parents across specific cultures. The Pictorial Assessment of Interpersonal Relationships (PAIR) was used to codify drawings of 326 children with Albanian (n = 59), Serbian (n = 85) and Italian (n = 182) backgrounds. The results showed that in drawings made by Albanian and Serbian children parental figures were drawn similar to and close to the child figure representing their less independent reciprocal stance. The parental figures drawn by Italian children appear bigger and farther apart. Important implications may be derived from the results in facilitating work in multicultural educational settings, by enhancing knowledge regarding cultural diversity in schools.</p
Ingredients of good PhD supervision - evidence from a student survey at Stockholm university [Elektronisk resurs]
No full textDoktorandhandledning är en relevant fråga för en pedagogisk forskarutbildning vid universitet vilket har betydande implikationer inom rad sammanhang, såväl inom industrin som för grupper av arbetsgivare, studentföreningar och akademiker. Denna studie undersöker centrala aspekter av handledning utifrån doktoranders perspektiv vid Stockholms universitet baserat på en undersökning med 761 forskarstuderande. En konfirmatorisk faktoranalys genomförd med strukturell ekvationsmodellering visade sig ge stöd åt en endimensionell modell för handledning som exemplifieras av givandet av konstruktiv kritik till studenter, handledarens tillgänglighet, tillräckligt med tid för handledning, möjlighet till självständigt arbete och en kreativ miljö för forskarutbildningen. Handledningsindikatorerna var även signifikant och positivt korrelerade. Att studera dessa indikatorer spelar stor roll för riktlinjerinom utbildning och metoder för undervisning i avsikt att kunna förbättra forskarutbildningen. Studenter skulle kunna bli tydligt informerade om viktiga faktorer att överväga när de väljer samt påbörjar sina studier. Universitetsledning och handledare kan upprätthållas i sin roll att säkerställa en fullgod doktorandupplevelse för deras studenter.</p
Ingredients of good PhD supervision : evidence from a student survey at Stockholm University
No full textDoktorandhandledning är en relevant fråga för en pedagogisk forskarutbildning vid univer-sitet vilket har betydande implikationer inom rad sammanhang, såväl inom industrin som för grupper av arbetsgivare, studentföreningar och akademiker. Denna studie undersöker centrala aspekter av handledning utifrån doktoranders perspektiv vid Stockholms universi-tet baserat på en undersökning med 761 forskarstuderande. En konfirmatorisk faktoranalys genomförd med strukturell ekvationsmodellering visade sig ge stöd åt en endimensionell modell för handledning som exemplifieras av givandet av konstruktiv kritik till studenter, handledarens tillgänglighet, tillräckligt med tid för handledning, möjlighet till självständigt arbete och en kreativ miljö för forskarutbildningen. Handledningsindikatorerna var även signifikant och positivt korrelerade. Att studera dessa indikatorer spelar stor roll för riktlinjer inom utbildning och metoder för undervisning i avsikt att kunna förbättra forskarutbild-ningen. Studenter skulle kunna bli tydligt informerade om viktiga faktorer att överväga när de väljer samt påbörjar sina studier. Universitetsledning och handledare kan upprätthållas i sin roll att säkerställa en fullgod doktorandupplevelse för deras studenter.</p
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