| 1. |
- Aarne, Päivikki, et al.
(författare)
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Parent-rated socio-emotional development in children with language impairment in comparison with typically developed children
- 2014
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Ingår i: European Journal of Developmental Psychology. - : Informa UK Limited. - 1740-5629 .- 1740-5610. ; 11:3, s. 279-291
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Tidskriftsartikel (refereegranskat)abstract
- Children with language impairment (LI) and children with typical development (TD) were assessed by their respective parents using The MacArthur Communicative Development Inventories (Swedish version SECDI) and Greenspan Socio Emotional Growth Chart (GSEGC). The aim was to investigate socio-emotional and language development in children with LI and TD with respect to possible differential patterns and relations between the groups. The results highlight a clear association between language and socio-emotional development. Children with LI were rated similar to young language-matched children with TD, but significantly lower relative to age-matched TD children, particularly concerning symbolic stages of development: the use of linguistic symbols as well as related areas such as symbol play and symbolic mental ability. The results are discussed in light of presumable background factors and possible consequences for children or sub-groups of children with LI.
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| 2. |
- Abubakar, Amin, et al.
(författare)
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Social connectedness, life satisfaction and school engagement : moderating role of ethnic minority status on resilience processes of Roma youth
- 2016
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Ingår i: European Journal of Developmental Psychology. - : Informa UK Limited. - 1740-5629 .- 1740-5610. ; 13:3, s. 361-376
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Tidskriftsartikel (refereegranskat)abstract
- We examined the influence of connectedness on school engagement and life satisfaction among Roma (n = 121) and Bulgarian (n = 143) mainstream adolescents (mean age 15.89, SD = 1.18). A set of measures on family, peer, school and neighbourhood connectedness were administered alongside life satisfaction and school engagement scales. Multigroup path analysis indicated that while the relationship between connectedness, life satisfaction and school engagement was largely the same across groups, the strength of such relationship differed among groups. A closer inspection of the model indicated that when it comes to school engagement, there was a salient difference in the role of different forms of connectedness between Roma and mainstream adolescents. For Roma adolescents, familial connectedness was especially salient for school engagement. The practical and theoretical implications of our findings for strengths and adaptive processes among Roma adolescents in Bulgaria are discussed.
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| 3. |
- Banaij, Shakuntala, et al.
(författare)
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Citizenship's tangled web : Associations, gaps and tensions in formulations of European youth active citizenship across disciplines
- 2018
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Ingår i: European Journal of Developmental Psychology. - : Taylor & Francis. - 1740-5629 .- 1740-5610. ; 15:3, s. 250-269
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Tidskriftsartikel (refereegranskat)abstract
- How does academic literature across various disciplines conceptualize and empirically address active citizenship? What are the potential benefits and dangers of dominant epistemological and ideological perspectives on ‘good citizenship’? Our paper engages with these questions by drawing on literature across 12 disciplines. We used textual analysis software TLAB to quantify and visualize co-occurrences, word associations and thematic clusters in the abstracts of 770 texts gathered by eight country teams and original in-depth qualitative analyses of ideological positions and discourses taken up in a selection of key texts across the corpus. Our paper elaborates the findings: that many of the key themes surrounding young people and citizenship in the literature share little or no connection with European citizenship; that there is a significant gap in the literature on young European citizens; and that studies connected to internal, status-based factors connected to citizenship are far more prevalent than those examining external, practice-based factors or dissidence and dissent. Our conclusions examine the potential normative implications of the disjuncture between dominant conceptions and critical accounts of youth active citizenship.
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| 4. |
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| 5. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Psychological Adjustment of Ethnically Victimized Adolescents : Do Teachers’ Responses to Ethnic Victimization Incidents Matter?
- 2021
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Ingår i: European Journal of Developmental Psychology. - : Routledge. - 1740-5629 .- 1740-5610. ; 18:6, s. 848-864
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Tidskriftsartikel (refereegranskat)abstract
- The present study examined how teachers respond to ethnic-victimization, and whether teachers’ responses buffer the effect of such aversive encounters on immigrant youth’s psychological adjustment. The sample included youth of immigrant background residing in Sweden (N = 423; Mage = 13.19, SD = .51; 44% girls), and their head class teachers. Cluster analysis revealed three subgroups of teachers based on their responses to ethnic victimization: (1) high in enlisting parents; (2) high in initiating discussions with other teachers; (3) high in multiple forms of strategies (i.e., authority-based interventions, comforting and supporting the victim, contacting parents, and initiating discussions with other teachers). The effects of ethnic victimization on youth’s depressive symptoms and self-esteem were significantly lower when teachers used multiple forms of strategies than when teachers used collaborative actions or enlisted parents. The findings highlight the importance of approaching ethnic victimization as a multi-dimensional phenomenon, thereby accessing multiple actors so as better to combat aversive effects on the victim.
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| 6. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Understanding the association between moral disengagement and ethnic victimization : roles of bystanders in class
- 2023
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Ingår i: European Journal of Developmental Psychology. - : Routledge. - 1740-5629 .- 1740-5610.
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Tidskriftsartikel (refereegranskat)abstract
- The current study examined whether bystander behaviours in class were associated with being perpetrators of ethnic victimization and whether they moderated the association between disengagement from morality and perpetrating ethnic-based victimization. The sample included 1065 adolescents residing in Sweden (Mage = 13.12, SD=.42; 55% males) from the first wave of a three-year longitudinal study. Students completed self-report measures. The results showed that adolescents with high levels of moral disengagement had greater likelihood of engagement in ethnic victimization. At the classroom level, lower levels of defending intentions and higher levels of reinforcing behaviours were related to higher likelihood of engagement in ethnic victimization. None of the cross-level interactions between moral disengagement and classroom-level bystander behaviours were statistically significant. Together, these findings suggest that intervention programmes designed to reduce bias-based hostile behaviours in schools may focus on promoting defending behaviours in class. However, the findings also highlight that targeting social context (or at least bystanders in class) might not be sufficient by itself to intervene with morally disengaged adolescents' involvement in ethnic victimization. Intervention efforts may also benefit from including specific components targeting moral disengagement mechanisms.
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| 7. |
- Bergman, Lars R., et al.
(författare)
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Matching method to problem : a developmental science perspective
- 2013
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Ingår i: European Journal of Developmental Psychology. - : Informa UK Limited. - 1740-5629 .- 1740-5610. ; 10:1, s. 9-28
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Tidskriftsartikel (refereegranskat)abstract
- In developmental research there is quite often a mismatch between the scientific problem and the methods used to address it. In this article we discuss what this mismatch is about and we suggest some remedies. Our discussion is confined to typical matching situations that arise within a developmental science (DS) theoretical framework. A number of measurement issues are brought up including variable standardization and how to measure change. It is argued that to study individual development precise measurements are necessary and that, for this purpose, most measures currently used in developmental research are not sufficiently reliable. Further, we discuss the choice of a statistical method suitable for analysis within a DS framework and it is concluded that increased use should be made of person-oriented methods and methods developed for studying nonlinear dynamic systems. Finally, causality issues are discussed and a distinction is made between the study of average and individual causality.
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| 8. |
- Brocki, Karin C., et al.
(författare)
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CPT performance, motor activity, and continuous relations to ADHD symptom domains : A developmental study
- 2010
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Ingår i: European Journal of Developmental Psychology. - : Informa UK Limited. - 1740-5629 .- 1740-5610. ; 7:2, s. 178-197
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Tidskriftsartikel (refereegranskat)abstract
- Using a population-based sample consisting of 401 6- to 12-year-olds, this study examined normative age and sex distributions on motor activity as measured in an actigraphic-based motion tracking system (MTS) and on attention-related functions derived from a Continuous Performance Test (CPT). Specific objectives were to present new knowledge on age-related change in motor activity and to study age effects on changes in motor activity and CPT performance as a function of time on task. Further, continuous relations between the two ADHD symptom domains and CPT performance and motor activity, and importantly, age effects in these relations were examined. CPT performance improved, and level of motor activity decreased with age. Linear associations between the two ADHD symptom domains and several of the CPT and MTS parameters support available research describing the nature of ADHD as a continuous dimension with variable expression throughout the general population. Further, our study is one of the first to provide developmental data using a time on task design, particularly with regard to motor activity. Imperative for ADHD future research are our results showing that age matters in the relation between ADHD behaviours and neuropsychological function.
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| 9. |
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| 10. |
- Dahl, Viktor, 1979-, et al.
(författare)
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Apathy or Alienation? : Political passivity among youths across eight European Union Countries
- 2018
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Ingår i: European Journal of Developmental Psychology. - : Taylor & Francis. - 1740-5629 .- 1740-5610. ; 15:3, s. 284-301
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Tidskriftsartikel (refereegranskat)abstract
- Political participation is one of the most studied aspects of the contemporary development of western democracies. A recent trend focuses the lack of political participation among younger generations. At the same time, the last decades have also witnessed a growth in the share of young European Union (EU) citizens who express alienation, and distrust toward social and political institutions at the national as well as the European level. By studying young people across different countries of the EU, the current study aims to examine if youths’ political passivity is better explained by political apathy or alienation. Our analyses are based on a comparative survey data collected by the Catch-EyoU project comprising approximately 4 454 late adolescents assembled from eight member countries of the EU. Results from logistic regressions predicting non-voting from apathy and alienation support the idea that political passivity is best understood as the result of political apathy. Moreover, it seems that the underlying separator of apathetic and alienated youths is cognitive awareness of political life. These results are discussed in relation to potentially built-in paradoxes of apathy present in efficient and well-functional welfare-state democracies.
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