Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students: The protective role of teacher-student relationship quality and school climate.

IF 3.4 3区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL New Directions for Child and Adolescent Development Pub Date : 2021-05-01 Epub Date: 2021-05-04 DOI:10.1002/cad.20415
Sauro Civitillo, Kerstin Göbel, Zuzanna Preusche, Philipp Jugert
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引用次数: 17

Abstract

Guided by risk and resilience and attachment perspectives, the present study examined whether teacher-student relationship quality and school climate can buffer against the deleterious effects of perceived personal and group ethnic discrimination on psychological and academic domains. We conducted multilevel analyses of seventh graders (40 classrooms; N = 456; 47% female) with different cultural self-identifications in Germany. Partially confirming pre-registered hypotheses, results indicated that high levels of perceived personal discrimination were negatively associated with global self-esteem and emotional school engagement. Contrary to our expectations, neither perceived personal nor group discrimination negatively predicted academic self-concept. In addition, teacher-student relationship quality but not school climate buffered the relationship between both personal and group discrimination and global self-esteem and emotional school engagement such that the association was less negative when relationship quality was high. Taken together, our results underscore the importance of considering the different targets of discrimination (i.e., personal self and own group), and that positive teacher-student relationship can be especially beneficial and empowering for youth who are exposed to ethnic discrimination.

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解开中学生个人与群体种族歧视知觉的影响:师生关系品质与学校氛围的保护作用。
本研究以风险、弹性和依恋视角为指导,考察师生关系质量和学校氛围是否能缓冲个人和群体种族歧视在心理和学术领域的有害影响。我们对七年级学生(40个教室;N = 456;(47%为女性)在德国有不同的文化自我认同。结果部分证实了预先登记的假设,表明高水平的个人歧视与全球自尊和情感学校参与呈负相关。与我们的预期相反,感知到的个人歧视和群体歧视都没有对学术自我概念产生负向预测。此外,师生关系质量而不是学校氛围缓冲了个人和群体歧视与整体自尊和情感学校投入之间的关系,因此当关系质量高时,这种关联的负向性较低。综上所述,我们的研究结果强调了考虑不同歧视目标(即个人和自己的群体)的重要性,积极的师生关系对遭受种族歧视的青少年尤其有益,并赋予他们权力。
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来源期刊
CiteScore
7.70
自引率
3.60%
发文量
34
期刊介绍: The mission of New Directions for Child and Adolescent Development is to provide scientific and scholarly presentations on cutting edge issues and concepts in the field of child and adolescent development. Each issue focuses on a specific new direction or research topic, and is peer reviewed by experts on that topic. Any topic in the domain of child and adolescent development can be the focus of an issue. Topics can include social, cognitive, educational, emotional, biological, neuroscience, health, demographic, economical, and socio-cultural issues that bear on children and youth, as well as issues in research methodology and other domains. Topics that bridge across areas are encouraged, as well as those that are international in focus or deal with under-represented groups. The readership for the journal is primarily students, researchers, scholars, and social servants from fields such as psychology, sociology, education, social work, anthropology, neuroscience, and health. We welcome scholars with diverse methodological and epistemological orientations.
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