TY - GEN A1 - Schmidt, Hendrikje A1 - Felisatti, Arianna A1 - Aster, Michael von A1 - Wilbert, Jürgen A1 - Moers, Arpad von A1 - Fischer, Martin H. T1 - Neuromuscular Diseases Affect Number Representation and Processing BT - An Exploratory Study T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Spinal muscular atrophy (SMA) and Duchenne muscular dystrophy (DMD) both are rare genetic neuromuscular diseases with progressive loss of motor ability. The neuromotor developmental course of those diseases is well documented. In contrast, there is only little evidence about characteristics of general and specific cognitive development. In both conditions the final motor outcome is characterized by an inability to move autonomously: children with SMA never accomplish independent motoric exploration of their environment, while children with DMD do but later lose this ability again. These profound differences in developmental pathways might affect cognitive development of SMA vs. DMD children, as cognition is shaped by individual motor experiences. DMD patients show impaired executive functions, working memory, and verbal IQ, whereas only motor ability seems to be impaired in SMA. Advanced cognitive capacity in SMA may serve as a compensatory mechanism for achieving in education, career progression, and social satisfaction. This study aimed to relate differences in basic numerical concepts and arithmetic achievement in SMA and DMD patients to differences in their motor development and resulting sensorimotor and environmental experiences. Horizontal and vertical spatial-numerical associations were explored in SMA/DMD children ranging between 6 and 12 years through the random number generation task. Furthermore, arithmetic skills as well as general cognitive ability were assessed. Groups differed in spatial number processing as well as in arithmetic and domain-general cognitive functions. Children with SMA showed no horizontal and even reversed vertical spatial-numerical associations. Children with DMD on the other hand revealed patterns in spatial numerical associations comparable to healthy developing children. From the embodied Cognition perspective, early sensorimotor experience does play a role in development of mental number representations. However, it remains open whether and how this becomes relevant for the acquisition of higher order cognitive and arithmetic skills. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 718 KW - spatial-numerical associations KW - numerical processing KW - mathematics KW - child development KW - embodied cognition KW - neuromuscular disease KW - spinal muscular atrophy KW - Duchenne muscular dystrophy Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-522312 SN - 1866-8364 ER - TY - GEN A1 - Hoffmann, Lisa A1 - Wilbert, Jürgen A1 - Lehofer, Mike A1 - Schwab, Susanne T1 - Are we good friends? BT - Friendship preferences and the quantity and quality of mutual friendships T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Empirical studies already examined various facets of the friendship construct. Building on this, the present study examines the questions of how the number of friendships and their quality differ between students with and without SEN and whether a homophily-effect can be identified. The sample consists of 455 fourth-graders from 28 inclusive classes in Austria. The results indicate that students with SEN have fewer friends than students without SEN. Furthermore, students without SEN preferred peers without SEN as a friend. This homophily-effect was shown for students with SEN, too. However, students with and without SEN rated the quality of their friendships similarly and no interactions between the SEN status of oneself or of the friend was found for the quality of the friendship. The results show that, in the context of inclusion, the issue of friendship needs to be increasingly addressed to improve the situation of students with SEN. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 732 KW - social participation KW - friendship KW - quality of friendship KW - homophily KW - sociometric nomination Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-525351 SN - 1866-8364 IS - 4 ER - TY - JOUR A1 - Horn, Peter A1 - Fritzsche, Tom A1 - Ehlert, Antje A1 - Adani, Flavia T1 - Tapping into the interplay of lexical and number knowledge using fast mapping BT - a longitudinal eye-tracking study with two-year-olds JF - Infant behavior & development : an international and interdisciplinary journal N2 - Language skills and mathematical competencies are argued to influence each other during development. While a relation between the development of vocabulary size and mathematical skills is already documented in the literature, this study further examines how children's ability to map a novel word to an unknown object as well as their ability to retain this word from memory may be related to their knowledge of number words. Twenty-five children were tested longitudinally (at 30 and at 36 months of age) using an eye-tracking-based fast mapping task, the Give-a Number task, and standardized measures of vocabulary. The results reveal that children's ability to create and retain a mental representation of a novel word was related to number knowledge at 30 months, but not at 36 months while vocabulary size correlated with number knowledge only at 36 months. These results show that even specific mapping processes are initially related to the acquisition of number words and they speak for a parallelism between the development of lexical and number-concept knowledge despite their semantic and syntactic differences. KW - Number KW - Number knowledge KW - Cognitive development KW - Fast mapping KW - Word KW - learning KW - Cross-domain development Y1 - 2021 U6 - https://doi.org/10.1016/j.infbeh.2021.101573 SN - 0163-6383 SN - 1879-0453 VL - 64 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Kulawiak, Pawel R. T1 - Academic benefits of wearing noise-cancelling headphones during class for typically developing students and students with special needs BT - a scoping review JF - Cogent education N2 - Classroom noise impairs students' cognition and learning. At a first glance, it seems useful to prevent the negative effects of noise on academic learning by wearing noise-cancelling (NC) headphones during class. The literature and guidelines emphasize the academic benefits of wearing NC headphones (decreased auditory distraction, increased concentration, learning improvement, and decreased distress). These benefits are particularly expected for students with special needs. None of the recommendations to wear NC headphones during class refer to any empirical studies, indicating a potential research gap and lack of evidence. Therefore, the question arises: Is there any empirical evidence supporting academic benefits of wearing NC headphones during class for typically developing students or students with special needs? A total of 13 empirical studies (quantitative and qualitative) were identified through a systematic scoping review of the existing literature. A wide range of outcomes (cognition, learning, academic performance, behaviour, and emotions) were reported related to the use of NC headphones. Most of the studies refer to specific groups of students with special needs (learning disabilities, autism, ADHD, etc.). In view of the limited number of studies, small sample sizes, and lack of replication studies, all studies give the impression of being pilot studies on the academic benefits of wearing NC headphones. The practice of wearing NC headphones during class is an understudied topic. The current body of evidence does not meet the standards for evidence-based practices in both general and special education. Implications for educational practice and future research are discussed. KW - classroom noise KW - academic performance KW - noise-cancelling headphones KW - special needs KW - scoping review Y1 - 2021 U6 - https://doi.org/10.1080/2331186X.2021.1957530 SN - 2331-186X VL - 8 IS - 1 PB - Taylor & Francis CY - Abingdon ER - TY - JOUR A1 - Stegenwallner-Schütz, Maja A1 - Adani, Flavia T1 - Number dissimilarity effects in object-initial sentence comprehension by German-speaking children with specific language impairment JF - Journal of speech, language, and hearing research : JSLHR / American Speech Language Hearing Association N2 - Purpose: This study examines the contribution of number morphology to language comprehension abilities among children with specific language impairment (SLI) and age-matched controls. It addresses the question of whether number agreement facilitates the comprehension accuracy of object-initial declarative sentences. According to the predictions of the structural intervention account for German, number agreement should assist the correct interpretation of object-initial sentences. Method: This study examines German-speaking children with SLI and a control group of age-matched typically developing children on their sentence comprehension skills for auditory presented subject-verb-object and object-verb-subject (OVS) sentences. The sentences were manipulated with respect to the number properties of the noun phrases (e.g., one plural and one singular, or both singular) and the number agreement of the verb. Results: The group of children with SLI demonstrated poorer comprehension accuracy in comparison to controls. Comprehension difficulty was limited to OVS sentences among children with SLI. In addition, children with SLI comprehended OVS sentences in which number agreement (with plural subject and verb inflection) indicated the noncanonical word order more accurately than OVS sentences with two singular noun phrases and therein did not differ from controls. Conclusion: The study suggests that number agreement helps alleviate the difficulty with OVS sentences and enhances comprehension accuracy, despite the finding that children with SLI exhibit lower comprehension accuracy and more heterogeneous interindividual differences, relative to controls. Y1 - 2021 U6 - https://doi.org/10.1044/2020_JSLHR-19-00305 SN - 1092-4388 SN - 1558-9102 VL - 64 IS - 3 SP - 870 EP - 888 PB - American Speech-Language-Hearing Assoc. CY - Rockville ER - TY - JOUR A1 - Juang, Linda P. A1 - Moffitt, Ursula Elinor A1 - Schachner, Maja A1 - Pevec-Zimmer, Sharleen T1 - Understanding ethnic-racial identity in a context where "race" is taboo JF - Identity : an international journal of theory and research ; the journal of the Society for Research on Identity Formation N2 - Ethnic-racial identity (ERI) is an important aspect of youth development and has been well-studied for the last several decades. One issue less discussed is how the construct of ERI translates across different countries and cultures. The purpose of our paper is to describe the sociohistorical context of Germany and implications for the study of ethnic-racial identity in Europe. We discuss the German adaption of the Identity Project, an 8-week school-based ethnic-racial identity exploration intervention developed in the United States. We use this as a concrete example of how we thought through the focal construct of ERI to figure out how and whether it is a salient social identity category for youth in Germany where, in response to the history of racially motivated genocide, discussions of "race" are taboo. Digging into the ways ERI may not be directly transferable to different contexts can help us understand its nature as a socially constructed identity with real-life implications. Our hope with this paper is to further discussion, question our conceptualizations, and acknowledge how a detailed understanding of sociohistorical contexts is needed for the study of ERI. KW - Ethnic-racial identity KW - race KW - Germany KW - intervention Y1 - 2021 U6 - https://doi.org/10.1080/15283488.2021.1932901 SN - 1528-3488 SN - 1532-706X VL - 21 IS - 3 SP - 185 EP - 199 PB - Routledge, Taylor & Francis Group CY - Philadelphia, PA ER - TY - JOUR A1 - Schmidt, Hendrikje A1 - Felisatti, Arianna A1 - Aster, Michael von A1 - Wilbert, Jürgen A1 - Moers, Arpad von A1 - Fischer, Martin H. T1 - Neuromuscular diseases affect number representation and processing BT - An exploratory study JF - Frontiers in psychology / Frontiers Research Foundation N2 - Spinal muscular atrophy (SMA) and Duchenne muscular dystrophy (DMD) both are rare genetic neuromuscular diseases with progressive loss of motor ability. The neuromotor developmental course of those diseases is well documented. In contrast, there is only little evidence about characteristics of general and specific cognitive development. In both conditions the final motor outcome is characterized by an inability to move autonomously: children with SMA never accomplish independent motoric exploration of their environment, while children with DMD do but later lose this ability again. These profound differences in developmental pathways might affect cognitive development of SMA vs. DMD children, as cognition is shaped by individual motor experiences. DMD patients show impaired executive functions, working memory, and verbal IQ, whereas only motor ability seems to be impaired in SMA. Advanced cognitive capacity in SMA may serve as a compensatory mechanism for achieving in education, career progression, and social satisfaction. This study aimed to relate differences in basic numerical concepts and arithmetic achievement in SMA and DMD patients to differences in their motor development and resulting sensorimotor and environmental experiences. Horizontal and vertical spatial-numerical associations were explored in SMA/DMD children ranging between 6 and 12 years through the random number generation task. Furthermore, arithmetic skills as well as general cognitive ability were assessed. Groups differed in spatial number processing as well as in arithmetic and domain-general cognitive functions. Children with SMA showed no horizontal and even reversed vertical spatial-numerical associations. Children with DMD on the other hand revealed patterns in spatial numerical associations comparable to healthy developing children. From the embodied Cognition perspective, early sensorimotor experience does play a role in development of mental number representations. However, it remains open whether and how this becomes relevant for the acquisition of higher order cognitive and arithmetic skills. KW - spatial-numerical associations KW - numerical processing KW - mathematics KW - child development KW - embodied cognition KW - neuromuscular disease KW - spinal muscular atrophy KW - Duchenne muscular dystrophy Y1 - 2021 U6 - https://doi.org/10.3389/fpsyg.2021.697881 SN - 1664-1078 VL - 12 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Juang, Linda P. A1 - Schwarzenthal, Miriam A1 - Moffitt, Ursula Elinor A1 - Vietze, Jana T1 - "No, where are you really from?" BT - Testing the foreigner objectification scale with German adolescents BT - Testen der Foreigner Objectification Scale mit deutschen Jugendlichen JF - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie : Organ der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs) N2 - Being perceived as a foreigner regardless of one's generational status, citizenship, or self-identification is called foreigner objectification. This is a form of identity denial and is linked to psychological distress. To test how foreigner objectification could be measured in Europe, we assessed whether the Foreigner Objectification Scale demonstrated reliability and validity with German adolescents. The sample included 806 9th graders from 17 high schools. The results showed that the scale demonstrates good reliability, scalar measurement invariance across gender and citizenship status, and partial scalar measurement invariance across family heritage, generational status, and cultural self-identification. Adolescents who scored higher on the scale also reported greater school behavioral disengagement, lower life satisfaction, and stronger ethnic identity. Our findings suggest that the scale is psychometrically sound and is linked in theoretically consistent ways to adjustment and ethnic identity. We conclude that this scale offers another way to capture subtle discrimination experiences that add to a more comprehensive understanding of discrimination and the related implications in Europe. N2 - Als Ausländer_in wahrgenommen zu werden, unabhängig vom Generationsstatus, der Staatsbürgerschaft oder der Selbstidentifikation, wird „foreigner objectification“ (Ausländer_innenobjektifizierung) genannt. Ausländer_innenobjektifizierung ist eine Form der Identitätsverleugnung und wird mit größerem psychologischem Stress in Verbindung gebracht. Um zu testen, wie Ausländer_innenobjektifizierung in Europa gemessen werden kann, untersuchten wir, ob die Foreigner Objectification Scale bei deutschen Jugendlichen Reliabilität und Validität aufweist. Die Stichprobe umfasste 806 Neuntklässler_innen aus 17 Sekundarschulen. Die Ergebnisse zeigten, dass die Skala eine gute Reliabilität, skalare Messinvarianz über das Geschlecht und die Staatsbürgerschaft sowie eine partielle skalare Messinvarianz über die familiäre Herkunft, den Generationsstatus und die kulturelle Selbstidentifikation aufweist. Jugendliche, die höhere Werte auf der Skala erreichten, berichteten auch über ein größeres schulisches Disengagement, eine geringere Lebenszufriedenheit und eine stärkere ethnische Identität. Unsere Ergebnisse deuten darauf hin, dass die Skala psychometrisch solide ist und auf theoretisch konsistente Weise mit Adaptation und ethnischer Identität verbunden ist. Wir kommen zu dem Schluss, dass diese Skala eine weitere Möglichkeit bietet, subtile Diskriminierungserfahrungen zu erfassen, die zu einem umfassenderen Verständnis von Diskriminierung und deren Auswirkungen in Europa beitragen. T2 - „Nein, woher kommst du denn wirklich?” KW - discrimination KW - foreigner objectification KW - migration KW - microaggression KW - Diskriminierung KW - Ausländer_innenobjektifizierung KW - Migration KW - Mikroaggression Y1 - 2021 U6 - https://doi.org/10.1026/0049-8637/a000242 SN - 0049-8637 SN - 2190-6262 VL - 53 IS - 3-4 SP - 82 EP - 93 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Civitillo, Sauro A1 - Juang, Linda P. A1 - Schachner, Maja T1 - Stressing similarities or ignoring differences? BT - shedding light into different forms of color-evasive ideology with pre- and in-service teachers BT - unterschiedliche Formen der Color-Evasion-Ideologie bei Lehramtsstudierenden und Lehrkräften JF - Zeitschrift für Erziehungswissenschaft : ZfE N2 - The color-evasive ideology (commonly termed "colorblindness") proposes that ethnic and cultural group memberships should be deemphasized. Yet there is a conceptual confusion around the meaning and measurement of color-evasiveness, and this construct is not used consistently in the international as well as German literature. Our purpose is to investigate whether two underlying forms of the color-evasive ideology (i.e., stressing similarities and ignoring differences) are two distinct, albeit related, constructs. We tested this hypothesis by applying these two forms of the color-evasive ideology to teachers' cultural diversity beliefs. In two cross-sectional field studies conducted with pre-service teachers (Study 1, n = 210), and in-service teachers (Study 2, n = 99), questionnaire items on the stressing similarities ideology and items on the ignoring differences ideology loaded on two separate factors, providing a better fit to the data than the one-factor model. Mean scores on these two types of color-evasive ideology also differed substantially, indicating that participants across the two studies mainly endorsed the stressing similarities perspective. The stressing similarities and ignoring differences ideologies related differently to other intergroup ideologies (i.e., multiculturalism and polyculturalism), and showed different patterns to psychosocial functioning in culturally diverse classrooms (i.e., cultural diversity-related stress). N2 - Nach der sogenannten „Color-Evasion“ Ideologie (auch als „Color-blindness“ oder Farbenblindheit bezeichnet) sind ethnische und kulturelle Gruppenzugehörigkeiten irrelevant. Es gibt jedoch begriffliche Unklarheiten über die Bedeutung und Messung von Color-evasion, und dieses Konstrukt wird in der internationalen so wie in der deutschen Literatur nicht konsistent verwendet. Unser Ziel ist es, zu untersuchen, ob zwei zugrunde liegende Formen der Color-evasion-Ideologie, nämlich Ähnlichkeiten hervorheben und Unterschiede ignorieren, zwei unterschiedliche, wenn auch verwandte Konstrukte sind. Wir testeten diese Hypothese, indem wir prüften, ob sich diese Unterscheidung der beiden Formen der Color-evasion-Ideologie in den Überzeugungen über kulturelle Vielfalt von (angehenden) Lehrer*innen widerspiegelte. In zwei Querschnitts-Feldstudien, die mit Lehramtsstudierenden (Studie 1, n = 210) und Lehrkräften (Studie 2, n = 99) durchgeführt wurden, luden Items zum Hervorheben von Ähnlichkeiten und zum Ignorieren von Unterschieden auf zwei getrennten Faktoren, welche eine bessere Passung mit den Daten als das Ein-Faktor-Modell zeigten. Die Durchschnittswerte für diese beiden Arten der Color-evasion-Ideologie unterschieden sich ebenfalls erheblich, was zeigt, dass die Teilnehmer an den beiden Studien hauptsächlich Ähnlichkeiten hervorheben. Auch in ihrem Zusammenhang mit anderen Diversity-Ideologien (Multikulturalismus und Polykulturalismus), und mit der psychosozialen Adaptation von Lehrer*innen (Stress im Zusammenhang mit kultureller Vielfalt) unterschieden sich Ähnlichkeiten hervorheben und Unterschiede ignorieren, was die unterschiedliche konzeptuelle Bedeutung der beiden Formen von Color-evasion ebenfalls unterstreicht. T2 - Ähnlichkeiten hervorheben oder Unterschiede ignorieren? KW - Color-evasiveness KW - Color-blindness KW - Cultural Diversity KW - Intergroup KW - Ideologies KW - Teacher Beliefs KW - Intergruppenwahrnehmung KW - Kulturelle Überzeugungen von Lehrkräften KW - Color-blindness KW - Color-evasion Ideologie KW - Kulturelle Vielfalt Y1 - 2021 U6 - https://doi.org/10.1007/s11618-021-00995-9 SN - 1434-663X SN - 1862-5215 VL - 24 IS - 1 SP - 135 EP - 153 PB - Springer VS/Springer Fachmedien Wiesbaden GmbH CY - Wiesbaden ER - TY - JOUR A1 - Kunyu, David Khisoni A1 - Juang, Linda P. A1 - Schachner, Maja Katharina A1 - Schwarzenthal, Miriam T1 - Discrimination among youth of immigrant descent in Germany T1 - Diskriminierung von Jugendlichen mit Zuwanderungsgeschichte in Deutschland BT - do school and cultural belonging weaken links to negative socioemotional and academic adjustment? BT - vermindern Schulzugehörigkeit und kulturelle Zugehörigkeit den Zusammenhang mit negativer sozio-emotionaler und akademischer Anpassung? JF - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie N2 - Ethnic discrimination has a negative impact on the socioemotional, behavioral, relational, and academic adjustment ofadolescents, while belonging with classmates, teachers, heritage, and national group may promote positive socioemotional and academicadjustment. We investigate (1) whether greater discrimination by peers and a lower sense of belonging with classmates, teachers, heritagegroup, and national group are associated with lower socioemotional and academic adjustment of adolescents of immigrant descent inGermany; and (2) whether a sense of belonging with these different sources acts as a protective factor lowering the negative effects ofdiscrimination on adjustment. Our sample included 439 7th-grade adolescents (51% female,Mage= 12.4 years) of immigrant descent from15 Berlin secondary schools. Results showed that higher discrimination was related to greater physiological stress, depressive symptoms,and disruptive school behavior. Higher heritage (but not national) identity, a higher sense of belonging with classmates and with teacherswere associated with better socioemotional and academic adjustment. An examination of interaction effects between discrimination andforms of belonging on adjustment revealed that, while the association between discrimination and poorer adjustment weakened for thosewith higher heritage identity, the association between discrimination and physiological stress increased for those with higher teacherrelatedness. We conclude that heritage identity (but not national identity or sense of belonging with classmates) can indeed be a protectivefactor against the negative effects of discrimination for adolescents of immigrant descent in Germany. Even though belonging with teachersmay exacerbate discrimination effects, further investigation with longitudinal data is needed. The findings underline the important role ofheritage ties among adolescents of immigrant descent as a source of adjustment, especially in light of discrimination experiences. N2 - Während ethnische Diskriminierung einen negativen Effekt auf die sozio-emotionale, verhaltensbezogene, relationale und akademische Anpassung von Jugendlichen hat, fördert die Zugehörigkeit zu Mitschüler*innen, Lehrkräften sowie der Herkunfts- und nationalen Gruppe sozio-emotionale und akademische Anpassung. Es wurde untersucht (1) ob höhere Diskriminierung und ein geringeres Zugehörigkeitsgefühl mit Mitschüler*innen, Lehrkräften, Herkunfts- und nationaler Gruppe mit geringerer sozio-emotionaler und akademischer Anpassung von Jugendlichen mit Zuwanderungsgeschichte in Deutschland zusammenhängen, und (2) ob das Zugehörigkeitsgefühl auf diesen verschiedenen Ebenen als Schutzfaktor wirkt, der die negativen Effekte von Diskriminierung abmildern kann. Unsere Analyse beruht auf Selbstberichtsdaten von 439 Jugendlichen mit Zuwanderungsgeschichte der Jahrgangsstufe 7 (51 % weiblich, MAlter = 12.4 Jahre) aus 15 Berliner Sekundarschulen. Die Ergebnisse zeigten, dass mehr Diskriminierung mit höherem physiologischem Stress, depressiven Symptomen und Störverhalten in der Schule verbunden war. Stärkere Identifikation mit der Herkunftsgruppe (nicht aber mit der nationalen Gruppe) sowie höhere Zugehörigkeitsgefühle mit Mitschüler*innen sowie mit Lehrkräften gingen mit höherer sozio-emotionaler und akademischer Anpassung einher. Die Analyse von Interaktionseffekten zwischen Diskriminierung und Aspekten der Zugehörigkeit auf Anpassung zeigte, dass sich der Zusammenhang zwischen Diskriminierung und geringerer Anpassung für diejenigen mit einer stärkeren Identifikation mit der Herkunftsgruppe abschwächte, während der Zusammenhang zwischen Diskriminierung und physiologischem Stress für diejenigen mit einer höheren Zugehörigkeit zu Lehrkräften zunahm. Wir schließen daraus, dass die Identifikation mit der Herkunftsgruppe (nicht aber die nationale Identifikation oder ein Zugehörigkeitsgefühl mit Mitschüler*innen) als Schutzfaktor gegen die negativen Effekte von Diskriminierung bei Jugendlichen mit Zuwanderungsgeschichte in Deutschland dienen kann. Ein Zugehörigkeitsgefühl mit Lehrkräften kann Diskriminierungseffekte sogar verstärken, allerdings sollte dieser Zusammenhang mit Längsschnittstudien weiter untersucht werden. Die Ergebnisse unterstreichen die wichtige Rolle der Verbundenheit mit der Herkunftsgruppe für die Anpassung von Jugendlichen mit Zuwanderungsgeschichte, insbesondere wenn Diskriminierungserfahrungen vorliegen. KW - discrimination KW - sense of belonging KW - identity KW - immigrant descent KW - adolescents KW - adjustment KW - Diskriminierung KW - Zugehorigkeitsgefuhl KW - Identitat KW - Jugendliche mit Zuwanderungsgeschichte KW - Anpassung Y1 - 2020 U6 - https://doi.org/10.1026/0049-8637/a000231 SN - 0049-8637 SN - 2190-6262 VL - 52 IS - 3-4 SP - 88 EP - 102 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Kunyu, David Khisoni A1 - Schachner, Maja A1 - Juang, Linda P. A1 - Schwarzenthal, Miriam A1 - Aral, Tuğçe ED - Eckstein, K. ED - Crocetti, E. T1 - Acculturation hassles and adjustment of adolescents of immigrant descent BT - testing mediation with a self-determination theory approach JF - New directions for child and adolescent development N2 - Despite evidence that acculturation hassles (such as discrimination and language hassles) relate to poorer adjustment for adolescents of immigrant descent, we know less about the psychological processes underlying these associations. In this study, we test whether reduced psychological needs satisfaction in terms of a lower sense of belonging, autonomy, and competence, mediates the associations of acculturation hassles with psychological distress and academic adjustment. Our sample included 439 seventh graders from 15 schools in Germany (51% female, M-age = 12.4 years, SD = .73). Results revealed that adolescents who experienced greater discrimination and language hassles showed a lower sense of belonging with classmates and subsequently, greater psychological distress. Those who experienced greater language hassles also exhibited a lower sense of perceived competence, and ultimately poorer academic adjustment. We conclude that self-determination theory (SDT) provides an important framework to explain key processes underlying the links between acculturation hassles with psychological distress and academic (mal-)adjustment. Strengthening belonging and competence among adolescents of immigrant descent may enhance their well-being in the face of acculturation hassles. KW - adjustment KW - adolescents of immigrant descent KW - discrimination KW - language KW - hassles KW - self-determination theory Y1 - 2021 U6 - https://doi.org/10.1002/cad.20408 SN - 1534-8687 SN - 1520-3247 VL - 177 SP - 101 EP - 121 PB - Hindawi Limited CY - London ER -