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| 2. |
- Bauducco, Serena, 1988-, et al.
(författare)
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Adolescents' sleep trajectories over time : school stress as a potential risk factor for the development of chronic sleep problems
- 2019
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Ingår i: Sleep Medicine. - : Elsevier. - 1389-9457 .- 1878-5506. ; 64:Suppl. 1, s. S27-S27
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: Sleep is a complex behavior affected by biological, psychosocial and contextual factors typically present during adolescent development (Becker, Langberg, & Byars, 2015), including increasing autonomy from parents, increasing school demands, and socializing more with peers. However, these normative changes do not explain temporary vs chronic sleep disturbances. Who are the adolescents at risk for developing chronic sleep problems? Some risk factors have been identified as crucial, such as poor sleep hygiene and family stressors, others are not as clear, such as technology use (Bartel et al., 2015). The impact of another important stressor for youths other than family, the school context, has received less attention (Meldrum, 2018). The aim of this study was twofold; first, we explored sleep trajectories from early to mid-adolescence to be able to identify a risk group showing persistent sleep problems (including insomnia and short sleep duration); then, we investigated the role of school stressors (i.e., conflicts with teachers, performance, school-leisure conflict, attendance), controlling for well-established risk factors, in the development of chronic sleep problems in a large cohort of adolescents.Materials and methods: We used three longitudinal waves of questionnaire data collected annually from a sample of Swedish adolescents (n = 1457; Mage = 13.2 [range: 12- 15 years], SD = .43; 52.7% boys). We collected the data from all schools in three communities in central Sweden, during school hours. Using established measures, the students reported on their sleep duration (calculated from reported bedtime, wake-time, and sleep onset latency; SSHS [Wolfson & Carskadon, 1998]), insomnia symptoms (ISI; Morin, 1993), sleep hygiene (ASHS; LeBourgeois, Giannotti, Cortesi, Wolfson, & Harsh, 2005), technology use, and perceived stress (including school, home and peer related stress) (ASQ; Byrne, Davenport, & Mazanov, 2007).First we used latent class analysis (LCA) to identify adolescents' sleep trajectories, then we used regression analyses to predict the risk-group trajectory of chronic insomnia and short sleep duration, controlling for gender.Results: We found four trajectories for adolescents' insomnia; 1) low-stable (69%), 2) low-increasing (18%), 3) high-decreasing (8%), 4) high-increasing (5%; 'risk-group'). For sleep duration, we found two trajectories; 1) ∼8 h slightly decreasing (79%), 2) ∼7 h decreasing (21%; 'risk-group').School stressors including stress of fitting in with peers, stress of schoolwork leaving too little leisure time, a stressful home environment, poor sleep hygiene, and being female were risk factors for chronic insomnia symptoms. Conflicts with teachers, poor sleep hygiene, and being female were risk-factors for chronic insufficient sleep.Conclusions: Over and above well-known risk-factors for poor sleep, such as poor sleep hygiene, (Bartel et al., 2015), school-related stress was a significant predictor of persistent sleep problems in adolescents. Therefore, helping adolescents to handle school stress might be a promising strategy to improve sleep health in this population.
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| 3. |
- Bauducco, Serena, 1988-, et al.
(författare)
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Trajectories of insomnia symptoms and insufficient sleep duration in early adolescents : associations with school stress
- 2022
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Ingår i: SLEEP Advances. - : Oxford University Press. - 2632-5012. ; 3:1
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Tidskriftsartikel (refereegranskat)abstract
- Study Objectives: We examined how adolescents’ sleep patterns (i.e. insomnia symptoms and sleep duration) change from early- to mid-adolescence and whether adolescents follow different trajectories. Furthermore, we also examined the characteristics of adolescents within different trajectories, with a specific focus on the role of school-related stress.Methods: We used three longitudinal waves of questionnaire data collected annually from a sample of Swedish adolescents (n = 1294; Mage = 13.2 [range: 12–15 years], SD = .42; 46.8% girls). Using established measures, the students reported on their sleep duration, insomnia symptoms, and perceived school-stress (including stress of school performance, peer and teacher relations, attendance, and school-leisure conflict). We used latent class growth analysis (LCGA) to identify adolescents’ sleep trajectories, and the BCH method to describe the characteristics of the adolescents in each trajectory.Results: We found four trajectories for adolescents’ insomnia symptoms; (1) low insomnia (69%), (2) low-increasing (17%, ‘emerging risk-group’), (3) high-decreasing (9%), (4) high-increasing (5%; ‘risk-group’). For sleep duration, we found two trajectories; (1) ~8 h sufficient-decreasing (85%), (2) ~7 h insufficient- decreasing (15%; ‘risk-group’). Adolescents in risk-trajectories were more likely to be girls and consistently reported higher levels of school stress, particularly regarding school performance and attending school.ConclusionsSchool stress was prominent among adolescents suffering from persistent sleep problems, especially insomnia, and deserves further attention.
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| 4. |
- 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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| 6. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Bystanders of Ethnic Victimization : Do Classroom Context and Teachers’ Approach Matter for How Adolescents Intend to Act?
- 2022
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Ingår i: Child Development. - : John Wiley & Sons. - 0009-3920 .- 1467-8624. ; 93:5, s. 1540-1558
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Tidskriftsartikel (refereegranskat)abstract
- The study examined how adolescents' individual characteristics and class context are related to bystander behaviors in cases of ethnic victimization. The sample included 1065 adolescents in Sweden (M-age = 13.12, SD = 0.42; 55%males). Female adolescents, adolescents of immigrant background, and adolescents with positive attitudes toward immigrants had greater intentions to defend and comfort victimized peers. Positive inter-ethnic contact norms in class were positively associated with intention to comfort the victim. Teachers' non-tolerance of ethnic victimization was positively related to adolescents' intentions to ask the perpetrator to stop and talk to teacher. The effects were the same across adolescents with different attitudes toward immigrants. Findings highlight the importance of class context and teachers in fostering adolescents' prosocial and assertive interventions in bias-based hostile behaviors.
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| 8. |
- 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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| 10. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Ethnic Harassment and Immigrant Youth's Engagement in Violent Behaviors : Understanding the Risk Factors
- 2019
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Ingår i: Child Development. - : Wiley-Blackwell Publishing Inc.. - 0009-3920 .- 1467-8624. ; 90:3, s. 808-824
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Tidskriftsartikel (refereegranskat)abstract
- The present study aimed to examine whether ethnic harassment was related to violent behaviors among immigrant youth over time and to identify the risk factors. The sample comprised immigrant adolescents living in Sweden (N = 365; Mage = 13.93, SD = 0.80). Results showed that the more youth were ethnically harassed, the more they engaged in violent acts over time. A separated identity significantly moderated the effect of ethnic harassment on youth's engagement in violent behaviors. Specifically, ethnic harassment positively predicted engagement in violent behaviors only at high levels of separated identity. Impulsivity and school ethnic composition did not act as moderators. The findings suggest that preventing violent behaviors among immigrant youth requires a focus on promoting positive interethnic relationships, and multicultural identity among immigrant youth.
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| 12. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Experiences of Cultural Clashes at Home and Ethnic Victimization in School : “I Live Between Two Cultures, and Neither of Them Understands Me”
- 2021
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Ingår i: New Directions for Child and Adolescent Development. - : John Wiley & Sons. - 1520-3247 .- 1534-8687. ; :177, s. 179-198
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Tidskriftsartikel (refereegranskat)abstract
- The present study aims to examine the extent to which adolescents of immigrant background experience acculturative stress (i.e., cultural clashes with parents and ethnic victimization in school) in multiple contexts, and the reasons why such stress takes a toll on their psychological functioning and views of themselves. The analytic sample includes adolescents of immigrant background residing in Sweden (N=423, Mage=13.19, SD=.51). Cluster analysis revealed five distinct groups of adolescents, based on their reports of cultural clashes with parents and ethnic victimization in school: (1) low on both acculturative stressors, (2) average on both acculturative stressors, (3) high on cultural clashes only, (4) high on ethnic victimization only, and (5) high on both acculturative stressors. Mediation analysis showed that adolescents who experienced cultural clashes at home and who were also victimized by their peers in school reported higher levels of feeling in between cultures than adolescents in all the other clusters (except those high on cultural clashes only), and in turn reported higher levels of depressive symptoms and lower levels of self-esteem. The present study highlights the importance of understanding immigrant youth’s experiences across multiple contexts simultaneously in order to develop a holistic perspective on their adjustment and integration processes.
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| 13. |
- 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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| 15. |
- 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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| 17. |
- 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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| 18. |
- 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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| 19. |
- 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
- 2024
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Ingår i: European Journal of Developmental Psychology. - : Routledge. - 1740-5629 .- 1740-5610. ; 21:4, s. 644-662
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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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| 20. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Unveiling the Black Box : Exploring Teachers’ Approaches to Ethnic Victimization Incidents at School
- 2024
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Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 9
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Tidskriftsartikel (refereegranskat)abstract
- Schools are crucial socialization contexts where civic norms and values such as appreciating diverse perspectives and embracing differences can be systematically transmitted to the next generations. This process, in turn, can foster the development of more inclusive societies. However, increasing polarized political climate poses a risk for the formation of harmonious interactions between youth of different ethnic origins in schools. Teachers are considered as crucial resources in addressing negative student interactions and helping victims in overcoming the consequences of their negative experiences. Nevertheless, our understanding of how teachers respond to ethnic victimization incidents is limited, along with the factors influencing their responses. To address this gap in knowledge, we examined the relative contributions of teachers' general efficacy (i.e., managing disruptive behaviors in class) and diversity-related efficacy (i.e., addressing challenges of diversity) on their responses to ethnic victimization incidents. The sample consisted of head teachers of 8th grade students (N = 72; 56% females). The results showed that teachers adopt a diverse range of strategies to address incidents of ethnic victimization, with a primary focus on prioritizing the comfort of the victim as the foremost action. Further, we found that teachers' efficacy in handling disruptive behaviors in class, as opposed to their efficacy in addressing diversity-related issues, explained their responses to victimization incidents. Specifically, teachers with a high sense of efficacy for classroom management were more likely to contact parents of both victims and perpetrators and to provide comfort to the victim. These findings highlight the necessity of supporting teachers to enhance their efficacy in classroom management, and in turn to address potential challenges in diverse school settings more effectively.
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| 22. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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What makes youth harass their immigrant peers? : understanding the risk factors
- 2016
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Ingår i: Journal of Early Adolescence. - : Sage Publications. - 0272-4316 .- 1552-5449. ; 36:5, s. 601-624
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Tidskriftsartikel (refereegranskat)abstract
- mmigrant youth are at risk of experiencing harassment in school; however, we have only limited understanding of what makes youth harass their peers on ground of their ethnic origin. To address this major limitation, we examined (a) whether youth’s negative attitudes toward immigrants impact their engagement in ethnic harassment over time and (b) whether youth’s impulsivity, their tendencies to engage in risky behaviors, and a chaotic surrounding school environment moderate the link between their negative attitudes toward immigrants and their involvement in ethnic harassment. The sample included 583 Swedish youth (Xage = 13.93, SD = .71). Youth with negative attitudes toward immigrants ethnically were found to harass their immigrant peers when they had high levels of impulsivity and violent tendencies. Contrary to our expectation, youth perceptions of school atmosphere did not act as a moderator. The present study highlights the importance of identifying risk factors to reach a comprehensive understanding of ethnic harassment.
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| 23. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Why and when ethnic harassment is a risk for immigrant adolescents? : understanding the processes and conditions
- 2013
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Konferensbidrag (refereegranskat)abstract
- Immigrant adolescents who experience ethnic devaluation are prone to having adjustment difficulties, including school dissatisfaction and low academic performance. However, it is unclear why and under what conditions experiencing ethnic harassment lead to school adjustment difficulties. This lack of understanding limits our ability of developing strategies to reduce negative consequences of ethnic harassment. To address this limitation, we examined the mediating roles of self-esteem and depressive symptoms in the association between ethnic harassment and immigrant youths’ school outcomes, including school satisfaction, perceived academic failure, and cutting classes. We also explored whether youths’ relationship with their teachers or democratic school environment buffer these processes.The data are part of a longitudinal study on youths’ experiences inside and outside of school and their relationships with their parents, peers, and teachers. The sample included 394 first- and second-generation immigrant youths (50% girls; M = 14.08, SD = .90).The findings suggested that immigrant youths who experienced ethnic harassment decreased in self-esteem, and so became less satisfied with school, and increased in expectations of academic failure. In addition, youths’ relationship with their teachers and their perception of school democracy moderated these mediation processes. When youths had low positive relationships with their teachers or perceived their school context as less democratic, being exposed to ethnic harassment leaded to a decrease in their self-esteem, and so they reported low school satisfaction and perceived themselves as not being successful in school. Contrary, youths’ self-esteem did not significantly decrease in the face of ethnic harassment when they had supportive relations with teachers or perceived the school as a democratic environment. These findings highlight the importance of understanding the underlying processes and conditions when examining the effects of migration related risk factors in order to reach a more comprehensive understanding of immigrant youths’ school adjustment.
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