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- 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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| 3. |
- 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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| 5. |
- 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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| 6. |
- 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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| 7. |
- 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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| 8. |
- 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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| 10. |
- 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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