| 1. |
- Aunola, Kaisa, et al.
(författare)
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Adolescents' achievement strategies, school adjustment, and externalizing and internalizing problem behaviors
- 2000
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Ingår i: Journal of Youth and Adolescence. - Berlin : Springer Berlin/Heidelberg. - 0047-2891 .- 1573-6601. ; 29:3, s. 289-306
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Tidskriftsartikel (refereegranskat)abstract
- Investigated the relationships between the achievement strategies adolescents deploy in a school context, and their self-esteem, school adjustment, and internalizing and externalizing problem behaviors. A total of 1,185 14-15 yr old adolescents filled in the Strategy and Attribution Questionnaire, Rosenberg's Self-Esteem Scale, and scales measuring school adjustment, depression and externalizing problem behavior. The adolescents' parents were also asked to evaluate their children's achievement strategies, school adjustment, and externalizing problem behavior. Results reveal that low self-esteem was associated with adolescents' use of maladaptive achievement strategies which, in turn, was associated with their maladjustment at school, and internalizing and externalizing problem behaviors. Moreover, the association between adolescents' maladaptive strategies and their externalizing problem behavior was partly mediated via their school adjustment. The results suggest that the achievement strategies adolescents deploy are reflected not only in their school adjustment but also in their overall problem behavior.
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| 2. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Adolescents' Engagement in Ethnic Harassment : Prejudiced Beliefs in Social Networks and Classroom Ethnic Diversity
- 2018
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Ingår i: Journal of Youth and Adolescence. - : Springer. - 0047-2891 .- 1573-6601. ; 47:6, s. 1151-1163
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Tidskriftsartikel (refereegranskat)abstract
- Research on ethnic victimization to date has done little to identify the reasons why adolescents victimize their peers due to their ethnic background. To address this limitation, we examined: (1) the extent to which prejudiced attitudes within adolescents' close and larger social networks determine their engagement in ethnic harassment, and (2) the extent to which classroom ethnic diversity plays a role in any such link. Our sample included 902 Swedish adolescents (M age = 14.40, SD = .95; 50.3% girls). We found that Swedish adolescents who held negative attitudes toward immigrants or who were surrounded by prejudiced peers were more likely to be involved in ethnic harassment, particularly in classrooms with high ethnic diversity. Adolescents in classrooms with a high anti-immigrant climate were more likely to harass their immigrant peers. These findings suggest that prejudiced beliefs in youth social networks put young people at risk of engaging in ethnic harassment, particularly in ethnically diverse classrooms.
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| 3. |
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| 4. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Differences and Similarities between Perpetrators of Ethnic and Non-Ethnicity-Based Victimization
- 2020
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Ingår i: Journal of Youth and Adolescence. - : Springer. - 0047-2891 .- 1573-6601. ; 49:9, s. 1805-1820
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Tidskriftsartikel (refereegranskat)abstract
- Immigrant and minority youth are at risk of ethnic victimization. Despite an increasing number of studies that aim to understand the consequences of such negativity, relatively little attention has been paid to understanding who the perpetrators of ethnic victimization are. To address this gap in knowledge, the present study examined whether youth who victimize their peers due to their ethnic background are also those who engage in non-ethnicity-based victimization. The study also investigated the underlying factors, i.e., impulsivity, empathy, moral disengagement, and attitudes toward immigrants, that are common or specific to groups of youth. The sample included 949 adolescents residing in Sweden (Mage = 13.11, SD = 0.41; range: 12–15; 46% girls). Cluster analysis revealed four distinct groups of adolescents, based on their reports of ethnic and non-ethnicity-based victimization: (1) low on both forms of victimization, (2) high on ethnic victimization only, (3) high on non-ethnicity-based victimization only, and (4) high on both forms of victimization. The results showed that being morally disengaged is a common denominator of ethnic and non-ethnicity-based victimizers. Difficulties in regulating impulses and lack of perspective-taking skills trigger youth’s engagement in non-ethnicity-based victimization. Lack of empathic concerns and low levels of positive attitudes toward immigrants are the bases of ethnic victimization. Together, these findings suggest that the precursors of ethnic and non-ethnicity-based victimization have similarities as well as differences, which require further attention in developing programs aimed at preventing different forms of peer victimization.
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| 5. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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How do Adolescents' Perceptions of Relationships with Teachers Change during Upper-Secondary School Years?
- 2020
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Ingår i: Journal of Youth and Adolescence. - : Springer. - 0047-2891 .- 1573-6601. ; 49:4, s. 921-935
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Tidskriftsartikel (refereegranskat)abstract
- The student-teacher relationship has mostly been assumed to be static. This approach is limited in providing information on how relationships with teachers evolve over time, and how possible changes affect young people's adjustment. To address this gap in knowledge, the present study examined whether adolescents follow different trajectories in their perceptions of relationship with teachers and whether students on different trajectories differ from each other in their adjustment. The sample included 829 students residing in Sweden (M-age = 13.43, SD = 0.55, 51% girls). Three distinct teacher-relationship trajectories were identified. More than half (66%) of the adolescents (average-stable trajectory) reported an average level of positive relationships with teachers at grade 7, and did not change significantly over the three years. About 24% of the adolescents (high-increasing trajectory) reported a high level of fair and supportive teacher-relationships at T1, and continued to increase in their positive views from grade 7 to grade 9. Ten percent of the adolescents (average-declining trajectory) reported an average level of positive relationships with teachers at grade 7, but showed a decline in their positive views towards teachers over time. Relative to adolescents on an average-stable trajectory, adolescents on a high-increasing trajectory reported greater school satisfaction, higher achievement values, and lower failure anticipation. By contrast, adolescents in the average-declining group reported worsening school adjustment. No significant moderating effects of immigrant status and gender were found. These findings highlight the importance of the association between the continuous experience of supportive and fair teacher treatment and youth adjustment.
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| 6. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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How Does Adolescents' Openness to Diversity Change Over Time? The Role of Majority-Minority Friendship, Friends' Views, and Classroom Social Context
- 2021
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Ingår i: Journal of Youth and Adolescence. - : Plenum Publishing. - 0047-2891 .- 1573-6601. ; 50:1, s. 75-88
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Tidskriftsartikel (refereegranskat)abstract
- Young people are growing up in increasingly “super-diverse” societies, and show variations in how they approach diversity and embrace differences. Developing a good understanding of why some youth appreciate and value diversity whereas others do not is crucial in identifying ways to promote social interactions among different groups in broader society. The current study examined whether adolescents follow different trajectories in their views on diversity, and identified possible factors behind how they change over time. The sample included 1362 adolescents residing in Sweden (Mage = 13.18, SD = 0.43, 48% girls). Adolescents reported on their openness to diversity and classroom social climate. The peer nominations method was used to measure majority-minority friendship, and friends’ views on diversity. Latent growth analysis showed that adolescents, on average, became more open to diversity over time, but with clear heterogeneity. Three distinct trajectories were identified as: high-increasing, average-increasing, and average-declining. Relative to the high-increasing group, the other two were more likely to be male and immigrant. Relative to the high-increasing group, adolescents on the average-increasing trajectory perceived their classroom climate as less cooperative, while the adolescents on the average-declining trajectory were less likely to have friends with positive views on diversity. The findings suggest that schools may serve as a shared ground for promoting openness to diversity.
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| 7. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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The Role of Perceived Inter-Ethnic Classroom Climate in Adolescents’ Engagement in Ethnic Victimization : For Whom Does it Work?
- 2020
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Ingår i: Journal of Youth and Adolescence. - : Springer. - 0047-2891 .- 1573-6601. ; 49:6, s. 1328-1340
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Tidskriftsartikel (refereegranskat)abstract
- Immigrant and minority youth are at risk of experiencing victimization due to their ethnic, cultural, or religious background. Despite an increasing number of studies that aims at understanding the consequences of being the target of such negative experiences, little attention has been paid to the factors that might counteract the occurrence of ethnic victimization. The present study aimed to address this gap in knowledge by investigating the possible role of school context. Specifically, the present study examined the extent to which perceived positive contact norms in class and teachers' reactions to ethnic victimization are linked to engagement in ethnic victimization. It also examined whether such links differ across adolescents with different levels of tolerance toward immigrants. The sample included 963 adolescents residing in Sweden (M-age = 13.11, SD = 0.41; 46% girls). The results showed that perceived positive contact norms in class were associated with a lower likelihood of engagement in ethnic victimization across youth with different levels of tolerance toward immigrants. When adolescents perceived their teachers as not tolerating ethnic victimization, those with high levels of tolerance were less likely to engage in it. However, teacher reactions did not affect the behaviors of adolescents with low and moderate levels of tolerance toward immigrants. The findings indicate the importance of classroom context and teachers in counteracting negative interactions among students of diverse backgrounds.
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| 8. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Why and when is ethnic harassment a risk for immigrant adolescents´ school adjustment? : understanding the processes and conditions
- 2014
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Ingår i: Journal of Youth and Adolescence. - New York : Springer. - 0047-2891 .- 1573-6601. ; 43:8, s. 1252-1265
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Tidskriftsartikel (refereegranskat)abstract
- Ethnically harassed immigrant youth are at risk for experiencing a wide range of school adjustment problems. However, it is still unclear why and under what conditions experiencing ethnic harassment leads to school adjustment difficulties. To address this limitation in the literature, we examined two important questions. First, we investigated whether self-esteem and/or depressive symptoms would mediate the associations between ethnic harassment and poor school adjustment among immigrant youth. Second, we examined whether immigrant youths' perception of school context would play a buffering role in the pathways between ethnic harassment and school adjustment difficulties. The sample (n = 330; M age = 14.07, SD = .90; 49 % girls at T1) was drawn from a longitudinal study in Sweden. The results revealed that experiencing ethnic harassment led to a decrease in immigrant youths' self-esteem over time, and that youths' expectations of academic failure increased. Further, youths' relationships with their teachers and their perceptions of school democracy moderated the mediation processes. Specifically, when youth had poor relationships with their teachers or perceived their school context as less democratic, being exposed to ethnic harassment led to a decrease in their self-esteem. In turn, they reported low school satisfaction and perceived themselves as being unsuccessful in school. Such indirect effects were not observed when youth had high positive relationships with their teachers or perceived their school as offering a democratic environment. These findings highlight the importance of understanding underlying processes and conditions in the examination of the effects of ethnic devaluation experiences in order to reach a more comprehensive understanding of immigrant youths' school adjustment.
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| 9. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Why Do Immigrant and Swedish Adolescents Engage in Ethnic Victimization? Common and Distinct Underlying Factors
- 2021
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Ingår i: Journal of Youth and Adolescence. - : Plenum Publishing. - 0047-2891 .- 1573-6601. ; 50:11, s. 2236-2248
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Tidskriftsartikel (refereegranskat)abstract
- Youth of immigrant background are at risk of experiencing victimization due to their ethnic or cultural background. However, limited knowledge is available regarding why youth victimize their immigrant peers, and whether the factors associated with engagement in ethnic victimization vary across adolescents of different background. To address this gap in knowledge, the present study aimed to elucidate the common or differential factors associated with engagement in ethnic victimization among immigrant and native youth. The analytical sample included seventh grade students residing in Sweden from 55 classrooms (N = 963, Mage = 13.11, SD = 0.41; 46% girls; 38% youth of immigrant background). The results showed that being morally disengaged and engaging in general victimization are the common denominators of engagement in ethnic victimization for immigrant and Swedish youth. Low levels of positive attitudes toward immigrants provide a foundation for ethnic victimization among Swedish youth, but not youth of immigrant background. Classroom ethnic composition was not significantly related to engagement in ethnic victimization in either group. Predictors of engagement in ethnic victimization seem to have similarities and differences among immigrant and Swedish youth. The factors involved require further attention in developing strategies to combat bias-based hostile behaviors in diverse school settings.
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| 10. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Youth's Initiations of Civic and Political Discussions in Class : Do Youth's Perceptions of Teachers' Behaviors Matter and Why?
- 2016
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Ingår i: Journal of Youth and Adolescence. - New York, USA : Springer. - 0047-2891 .- 1573-6601. ; 45:11, s. 2233-2245
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Tidskriftsartikel (refereegranskat)abstract
- Teachers are thought to play an important role in fostering youth civic engagement; however, the current literature is limited with regard to providing concrete suggestions as to what teachers can do to promote youth civic engagement and why teachers have an impact on youth. To address these limitations, we simultaneously tested three alternative explanations to identify the critical way(s) in which perceived teachers' behaviors might contribute to youth civic engagement in school. We also investigated the underlying processes that may explain why youth's perceptions of teachers' behaviors matter, by focusing on the mediating roles of young people's feelings about politics and their political efficacy beliefs. The sample included 7th (n = 876, M age = 13.42, SD = .71; 51 % girls) and 10th grade students (n = 857, M age = 16.62, SD = .71; 51 % girls) residing in Sweden. Among the different aspects of perceived teacher behaviors, only an engaged and inspiring teaching style fostered youth's initiations of civic and political discussions in class over time among both early and late adolescents. Moreover, youth's feelings about politics significantly mediated the effect of perceived teachers' behaviors on youth civic engagement in class. Contrary to our expectation, youth's political efficacy did not act as a mediator. The present study sheds light on what teachers can do to promote youth civic and political engagement in a school setting.
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