Pub Date : 2023-05-04DOI: 10.1080/17405629.2022.2096000
Z. Liang, C. Mazzeschi, E. Delvecchio
ABSTRACT Empathy is important for interpersonal communication, social emotion, and social cognitive abilities throughout the lifespan. This study examined the psychometric properties of the Italian version of the Empathy Questionnaire for Children and Adolescents (EmQue-CA) in a sample of 472 Italian children and early adolescents aged 8–13 years. Confirmatory factor analysis supported a three-factor model with one item deleted from the original version. The reliability was acceptable. Measurement invariance was established across gender, age and time. Significant differences by gender and age groups were found. Moreover, empathy was positively correlated with prosocial behaviours and negatively correlated with internalizing and externalizing problems. These findings suggest that the EmQue-CA is a reliable and valid instrument among Italian children and early adolescents.
{"title":"Empathy questionnaire for children and adolescents: Italian validation","authors":"Z. Liang, C. Mazzeschi, E. Delvecchio","doi":"10.1080/17405629.2022.2096000","DOIUrl":"https://doi.org/10.1080/17405629.2022.2096000","url":null,"abstract":"ABSTRACT Empathy is important for interpersonal communication, social emotion, and social cognitive abilities throughout the lifespan. This study examined the psychometric properties of the Italian version of the Empathy Questionnaire for Children and Adolescents (EmQue-CA) in a sample of 472 Italian children and early adolescents aged 8–13 years. Confirmatory factor analysis supported a three-factor model with one item deleted from the original version. The reliability was acceptable. Measurement invariance was established across gender, age and time. Significant differences by gender and age groups were found. Moreover, empathy was positively correlated with prosocial behaviours and negatively correlated with internalizing and externalizing problems. These findings suggest that the EmQue-CA is a reliable and valid instrument among Italian children and early adolescents.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"1 1","pages":"567 - 579"},"PeriodicalIF":2.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79481747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-24DOI: 10.1080/17405629.2023.2205634
Radhika Khurana, N. Babu
ABSTRACT The present review aimed to examine cross-cultural differences (eastern vs western cultures) in the evaluation of antisocial and prosocial lies through two meta-analyses. A total of 10 studies consisting of 2,347 participants between 5 and 12 years of age were included. Both meta-analyses did not find significant cross-cultural differences on either antisocial lies (Hedges g = −0.07, p > 0.05) or prosocial lies (Hedges’ g = 0.24, p > 0.05). Further, age did not have any significant moderator effect on either of the analyses. Since the inter-cultural differences were not significant, the present meta-analytic review opens new research avenues to explore more intra-cultural differences on various socialization practices within a culture that may influence the lying behaviour of children.
摘要:本研究旨在通过两项荟萃分析来考察东西方文化在评价反社会和亲社会谎言方面的跨文化差异。共有10项研究，包括2,347名5至12岁的参与者。两项荟萃分析均未发现反社会谎言(Hedges g = - 0.07, p > 0.05)或亲社会谎言(Hedges g = 0.24, p > 0.05)的显著跨文化差异。此外，年龄对两种分析都没有显著的调节作用。由于跨文化差异并不显著，本荟萃分析综述开辟了新的研究途径，以探索文化中可能影响儿童撒谎行为的各种社会化实践的更多文化内差异。
{"title":"Cross-cultural differences in children’s evaluations of antisocial and prosocial lies: A meta-analytic review","authors":"Radhika Khurana, N. Babu","doi":"10.1080/17405629.2023.2205634","DOIUrl":"https://doi.org/10.1080/17405629.2023.2205634","url":null,"abstract":"ABSTRACT The present review aimed to examine cross-cultural differences (eastern vs western cultures) in the evaluation of antisocial and prosocial lies through two meta-analyses. A total of 10 studies consisting of 2,347 participants between 5 and 12 years of age were included. Both meta-analyses did not find significant cross-cultural differences on either antisocial lies (Hedges g = −0.07, p > 0.05) or prosocial lies (Hedges’ g = 0.24, p > 0.05). Further, age did not have any significant moderator effect on either of the analyses. Since the inter-cultural differences were not significant, the present meta-analytic review opens new research avenues to explore more intra-cultural differences on various socialization practices within a culture that may influence the lying behaviour of children.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"22 1","pages":"797 - 822"},"PeriodicalIF":2.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88581147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1080/17405629.2023.2200930
L. K. Taylor, B. Corbett, E. Maloku, J. Tomašić Humer, A. Tomovska Misoska, J. Dautel
ABSTRACT The European Union (EU) aims to promote peace. This research investigates the saliency of a European identity for children from majority and minority groups in four conflict-affected societies in Europe (Croatia, Kosovo, Northern Ireland (NI), and Republic of North Macedonia (RNM)). These sites represent a range of relations with the EU (e.g., leaving the EU, an EU member, wanting to join the EU). Participants included 442 children aged 7 to 11 years, evenly split by gender and group status (Croatia n = 90; Kosovo n = 107; NI n = 60; RNM n = 185). After a draw-and-tell task to prime European identity (vs. ingroup or control condition), we measured children’s identification with Europe, outgroup attitudes and prosociality. Although the European identity prime was not effective, children’s strength of European identity varied by site and group status and related to more positive attitudes and prosociality towards the conflict-rival outgroup. Implications for the future of the European project are discussed.
欧盟旨在促进和平。本研究调查了欧洲四个受冲突影响的社会(克罗地亚、科索沃、北爱尔兰和北马其顿共和国)中多数群体和少数群体儿童的欧洲身份的显著性。这些网站代表了与欧盟的一系列关系(例如，离开欧盟，成为欧盟成员，想要加入欧盟)。参与者包括442名7至11岁的儿童，按性别和群体地位平均分配(克罗地亚n = 90;科索沃n = 107;NI n = 60;RNM n = 185)。在绘制和讲述启动欧洲身份的任务(与内群体或控制条件相比)之后，我们测量了儿童对欧洲的认同，外群体态度和亲社会性。虽然欧洲认同启动效应不有效，但儿童的欧洲认同强度因地点和群体地位而异，并与对冲突-竞争外群体的更积极态度和亲社会性有关。讨论了欧洲一体化对未来的影响。
{"title":"Strength of children’s European identity: findings from majority and minority groups in four conflict-affected sites","authors":"L. K. Taylor, B. Corbett, E. Maloku, J. Tomašić Humer, A. Tomovska Misoska, J. Dautel","doi":"10.1080/17405629.2023.2200930","DOIUrl":"https://doi.org/10.1080/17405629.2023.2200930","url":null,"abstract":"ABSTRACT The European Union (EU) aims to promote peace. This research investigates the saliency of a European identity for children from majority and minority groups in four conflict-affected societies in Europe (Croatia, Kosovo, Northern Ireland (NI), and Republic of North Macedonia (RNM)). These sites represent a range of relations with the EU (e.g., leaving the EU, an EU member, wanting to join the EU). Participants included 442 children aged 7 to 11 years, evenly split by gender and group status (Croatia n = 90; Kosovo n = 107; NI n = 60; RNM n = 185). After a draw-and-tell task to prime European identity (vs. ingroup or control condition), we measured children’s identification with Europe, outgroup attitudes and prosociality. Although the European identity prime was not effective, children’s strength of European identity varied by site and group status and related to more positive attitudes and prosociality towards the conflict-rival outgroup. Implications for the future of the European project are discussed.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"19 1","pages":"776 - 796"},"PeriodicalIF":2.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82945726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.1080/17405629.2023.2200929
D. Brugman, John C. Gibbs
ABSTRACT Are moral judgement maturity and self-serving cognitive distortions or moral disengagement merely opposites, as recently claimed? Self-serving cognitive distortions and moral disengagement constitute (more or less interchangeable) neutralization techniques; they stem from the same theoretical background and refer to the same cognitive processes. In contrast, a distinct theoretical background provides the context for moral judgement. To examine the empirical relationships between the constructs, a systematic search was conducted, encompassing 17 studies from 8 countries. Moral judgement and self-serving cognitive distortions or moral disengagement related inversely only moderately in studies of offenders (externalizing behavioural disorders) and non-offenders. Moreover, self-serving cognitive distortions and moral disengagement correlated much more strongly with externalizing behavioural disorders than did moral judgement. Also differing were relationships with demographic and other variables such as empathy. We conclude that both moral judgement and self-serving cognitive distortions or moral disengagement should be assessed and utilized in studies and intervention programmes addressing externalizing behaviour.
{"title":"Is Moral Judgement Maturity Merely the Opposite of Self-Serving Cognitive Distortions or Moral Disengagement?","authors":"D. Brugman, John C. Gibbs","doi":"10.1080/17405629.2023.2200929","DOIUrl":"https://doi.org/10.1080/17405629.2023.2200929","url":null,"abstract":"ABSTRACT Are moral judgement maturity and self-serving cognitive distortions or moral disengagement merely opposites, as recently claimed? Self-serving cognitive distortions and moral disengagement constitute (more or less interchangeable) neutralization techniques; they stem from the same theoretical background and refer to the same cognitive processes. In contrast, a distinct theoretical background provides the context for moral judgement. To examine the empirical relationships between the constructs, a systematic search was conducted, encompassing 17 studies from 8 countries. Moral judgement and self-serving cognitive distortions or moral disengagement related inversely only moderately in studies of offenders (externalizing behavioural disorders) and non-offenders. Moreover, self-serving cognitive distortions and moral disengagement correlated much more strongly with externalizing behavioural disorders than did moral judgement. Also differing were relationships with demographic and other variables such as empathy. We conclude that both moral judgement and self-serving cognitive distortions or moral disengagement should be assessed and utilized in studies and intervention programmes addressing externalizing behaviour.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"12 1","pages":"709 - 729"},"PeriodicalIF":2.0,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88716245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.1080/17405629.2023.2190093
Shohei Fuji, S. Sugimura
ABSTRACT Studies have found a relationship between pretend play and self-regulation both during and outside pretend play; however, very few have investigated these three variables simultaneously. Therefore, this study examined the relationship between the frequency of role-play (a type of pretend play), self-regulatory behaviour during role-play, and self-regulation in a classroom with 55 Japanese children aged 4–6. Teachers rated the frequency of role-play and self-regulation in classrooms, based on which we conducted observations to evaluate self-regulatory behaviour during role-play. Frequency of role-play and self-regulatory behaviour during role-play were associated with self-regulation in classrooms. However, the frequency of role-play was not associated with self-regulatory behaviour during role-play. The results suggest that children who frequently engage in pretend play do not necessarily demonstrate self-regulatory behaviours during pretend play.
{"title":"Triadic relationship among the frequency of role-play, self-regulatory behaviour in role-play, and self-regulation in preschool classrooms","authors":"Shohei Fuji, S. Sugimura","doi":"10.1080/17405629.2023.2190093","DOIUrl":"https://doi.org/10.1080/17405629.2023.2190093","url":null,"abstract":"ABSTRACT Studies have found a relationship between pretend play and self-regulation both during and outside pretend play; however, very few have investigated these three variables simultaneously. Therefore, this study examined the relationship between the frequency of role-play (a type of pretend play), self-regulatory behaviour during role-play, and self-regulation in a classroom with 55 Japanese children aged 4–6. Teachers rated the frequency of role-play and self-regulation in classrooms, based on which we conducted observations to evaluate self-regulatory behaviour during role-play. Frequency of role-play and self-regulatory behaviour during role-play were associated with self-regulation in classrooms. However, the frequency of role-play was not associated with self-regulatory behaviour during role-play. The results suggest that children who frequently engage in pretend play do not necessarily demonstrate self-regulatory behaviours during pretend play.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"15 1","pages":"759 - 775"},"PeriodicalIF":2.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76873478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1080/17405629.2023.2191945
Robert Thornberg
ABSTRACT Moral disengagement (MD) refers to social-cognitive distortions that allow individuals to sidestep the self-regulatory processes that normally prevent immoral conduct. MD has been linked to bullying in childhood and adolescence, but most studies have used a cross-sectional design. Less is known about the longitudinal link. Therefore, the aim of this review was to examine the longitudinal relationship between MD and bullying among school-aged children and adolescents. The focus included individual MD, classroom collective MD, MD loci, traditional bullying, and cyberbullying. Eligibility criteria resulted in a final sample of 16 peer-reviewed research articles. A large part of these studies examined and found that MD predicts subsequent bullying. Only a few studies have investigated whether bullying predicts subsequent MD, and the findings were mixed. Most studies used a short-term longitudinal approach and, in particular, longitudinal studies on the link between MD loci and bullying and the link between classroom collective MD and bullying were scarce.
{"title":"Longitudinal link between moral disengagement and bullying among children and adolescents: A systematic review","authors":"Robert Thornberg","doi":"10.1080/17405629.2023.2191945","DOIUrl":"https://doi.org/10.1080/17405629.2023.2191945","url":null,"abstract":"ABSTRACT Moral disengagement (MD) refers to social-cognitive distortions that allow individuals to sidestep the self-regulatory processes that normally prevent immoral conduct. MD has been linked to bullying in childhood and adolescence, but most studies have used a cross-sectional design. Less is known about the longitudinal link. Therefore, the aim of this review was to examine the longitudinal relationship between MD and bullying among school-aged children and adolescents. The focus included individual MD, classroom collective MD, MD loci, traditional bullying, and cyberbullying. Eligibility criteria resulted in a final sample of 16 peer-reviewed research articles. A large part of these studies examined and found that MD predicts subsequent bullying. Only a few studies have investigated whether bullying predicts subsequent MD, and the findings were mixed. Most studies used a short-term longitudinal approach and, in particular, longitudinal studies on the link between MD loci and bullying and the link between classroom collective MD and bullying were scarce.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"083 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91155577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-17DOI: 10.1080/17405629.2023.2191944
M. Özdemir, S. Bayram Özdemir
ABSTRACT Societal belongingness – feelings of being a connected, an affiliated, and a respected member of the larger society – may contribute to the understanding of adolescent development both as a person and a member of society in a multicultural context. The current study examined the psychometric properties and measurement invariance of the Adolescents’ Societal Belongingness Scale (ASBS) using data from 12- to 15-year-old youth (N = 1065, Mage = 13.12, SD = .42, 45% female). Multiple group CFA models revealed configural, scalar, and metric invariance of the societal belongingness scale across adolescents with immigrant, mixed, and Swedish backgrounds. The scale scores were positively correlated with class belonging and social trust and negatively correlated with depressive symptoms and delinquency. Between-group differences across immigrant, mixed-heritage, and native youth provided further evidence for the sensitivity of the measure. Overall, the current findings suggest that the societal belongingness scale could be used for studying the sense of belonging towards the larger society across adolescents of immigrant, mixed, and majority backgrounds.
{"title":"Psychometric evaluation and measurement equivalence of the Adolescents’ Societal Belongingness Scale (ASBS)","authors":"M. Özdemir, S. Bayram Özdemir","doi":"10.1080/17405629.2023.2191944","DOIUrl":"https://doi.org/10.1080/17405629.2023.2191944","url":null,"abstract":"ABSTRACT Societal belongingness – feelings of being a connected, an affiliated, and a respected member of the larger society – may contribute to the understanding of adolescent development both as a person and a member of society in a multicultural context. The current study examined the psychometric properties and measurement invariance of the Adolescents’ Societal Belongingness Scale (ASBS) using data from 12- to 15-year-old youth (N = 1065, Mage = 13.12, SD = .42, 45% female). Multiple group CFA models revealed configural, scalar, and metric invariance of the societal belongingness scale across adolescents with immigrant, mixed, and Swedish backgrounds. The scale scores were positively correlated with class belonging and social trust and negatively correlated with depressive symptoms and delinquency. Between-group differences across immigrant, mixed-heritage, and native youth provided further evidence for the sensitivity of the measure. Overall, the current findings suggest that the societal belongingness scale could be used for studying the sense of belonging towards the larger society across adolescents of immigrant, mixed, and majority backgrounds.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"2011 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91315875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-06DOI: 10.1080/17405629.2023.2186394
Krisztina Kopcsó, András Láng
ABSTRACT Fears related to death and darkness are common during adolescence. The aim of this cross-sectional study was to investigate the association between these two types of fear, considering trait-anxiety and gender differences. A total of 171 16–18 years old adolescents (99 girls and 72 boys) completed paper-and-pencil questionnaires (Intensity of Fear of the Dark Scale, Multidimensional Fear of Death Scale, Spielberger Trait-State Anxiety Inventory – Trait version). According to our results, girls had higher levels of fear and anxiety than boys. Fear for significant others was the most intensively feared aspect of fear of death among both genders. Fear of the dark was associated with fear of death and trait anxiety, and the effect of trait anxiety on fear of the dark was partially mediated by fear of death. These results underline the symbolic association between fear of the dark and fear of death and have possible treatment implications.
{"title":"Adolescents’ fear of the dark: associations with fear of death and trait-anxiety","authors":"Krisztina Kopcsó, András Láng","doi":"10.1080/17405629.2023.2186394","DOIUrl":"https://doi.org/10.1080/17405629.2023.2186394","url":null,"abstract":"ABSTRACT Fears related to death and darkness are common during adolescence. The aim of this cross-sectional study was to investigate the association between these two types of fear, considering trait-anxiety and gender differences. A total of 171 16–18 years old adolescents (99 girls and 72 boys) completed paper-and-pencil questionnaires (Intensity of Fear of the Dark Scale, Multidimensional Fear of Death Scale, Spielberger Trait-State Anxiety Inventory – Trait version). According to our results, girls had higher levels of fear and anxiety than boys. Fear for significant others was the most intensively feared aspect of fear of death among both genders. Fear of the dark was associated with fear of death and trait anxiety, and the effect of trait anxiety on fear of the dark was partially mediated by fear of death. These results underline the symbolic association between fear of the dark and fear of death and have possible treatment implications.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"5 1","pages":"745 - 758"},"PeriodicalIF":2.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79511518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-02DOI: 10.1080/17405629.2023.2184338
Frosso Motti-Stefanidi, V. Pavlopoulos, J. Asendorpf
ABSTRACT Low academic achievement has been shown to lead to higher disengagement from school, the main acculturative arena for immigrant-origin youth. Therefore, we tested the hypothesis that their disengagement from school will lead over time to lower involvement with the national culture and higher involvement with the ethnic culture. To test this hypothesis, we examined developmental cascades linking academic achievement to school engagement and spreading to national and ethnic acculturation, in a three-wave longitudinal study of immigrant adolescents in Greece. Cross-lagged analyses revealed that lower academic achievement cascaded over time to decreases in school engagement, which in turn cascaded to decreases in national, and increases in ethnic, involvement. School engagement fully longitudinally mediated the effects of academic achievement on both national and ethnic involvement. All cross-lagged effects in the reverse direction were non-significant. The results highlight the importance of schools in immigrant-origin youth’s involvement with the national culture.
{"title":"Cascades linking school achievement and engagement to the acculturation of immigrant-origin youth","authors":"Frosso Motti-Stefanidi, V. Pavlopoulos, J. Asendorpf","doi":"10.1080/17405629.2023.2184338","DOIUrl":"https://doi.org/10.1080/17405629.2023.2184338","url":null,"abstract":"ABSTRACT Low academic achievement has been shown to lead to higher disengagement from school, the main acculturative arena for immigrant-origin youth. Therefore, we tested the hypothesis that their disengagement from school will lead over time to lower involvement with the national culture and higher involvement with the ethnic culture. To test this hypothesis, we examined developmental cascades linking academic achievement to school engagement and spreading to national and ethnic acculturation, in a three-wave longitudinal study of immigrant adolescents in Greece. Cross-lagged analyses revealed that lower academic achievement cascaded over time to decreases in school engagement, which in turn cascaded to decreases in national, and increases in ethnic, involvement. School engagement fully longitudinally mediated the effects of academic achievement on both national and ethnic involvement. All cross-lagged effects in the reverse direction were non-significant. The results highlight the importance of schools in immigrant-origin youth’s involvement with the national culture.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"25 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85250224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-16DOI: 10.1080/17405629.2022.2156857
C. Salmivalli
ABSTRACT During four decades, numerous school-based bullying prevention programmes have been developed and evaluated. Meta-analyses indicate that such programmes have positive average effects, as compared with treatment as usual. However, the effects are small to moderate, and they are especially weak among some specific groups, such as adolescents. After all the progress made, too many young people still suffer from being bullied. Furthermore, findings suggest that the remaining victims may be even worse off than before in contexts where the overall level of victimization decreases – the phenomenon known as the Healthy Context Paradox . It is suggested that besides the average effects of preventive, universal multi-component programmes, more attention should be devoted to targeted interventions addressing specific cases of bullying. More precisely, we should investigate the characteristics and conditions of youth who remain victimized or continue bullying others despite targeted interventions, and identify factors – at multiple levels – that are related to intervention failure.
{"title":"Focus on targeted interventions addressing bullying: what explains their success or failure?","authors":"C. Salmivalli","doi":"10.1080/17405629.2022.2156857","DOIUrl":"https://doi.org/10.1080/17405629.2022.2156857","url":null,"abstract":"ABSTRACT During four decades, numerous school-based bullying prevention programmes have been developed and evaluated. Meta-analyses indicate that such programmes have positive average effects, as compared with treatment as usual. However, the effects are small to moderate, and they are especially weak among some specific groups, such as adolescents. After all the progress made, too many young people still suffer from being bullied. Furthermore, findings suggest that the remaining victims may be even worse off than before in contexts where the overall level of victimization decreases – the phenomenon known as the Healthy Context Paradox . It is suggested that besides the average effects of preventive, universal multi-component programmes, more attention should be devoted to targeted interventions addressing specific cases of bullying. More precisely, we should investigate the characteristics and conditions of youth who remain victimized or continue bullying others despite targeted interventions, and identify factors – at multiple levels – that are related to intervention failure.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88202779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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