TY - JOUR A1 - Juang, Linda P. A1 - Schachner, Maja A1 - Aral, Tuğçe A1 - Schwarzenthal, Miriam A1 - Kunyu, David Khisoni A1 - Löhmannsröben, Hanna T1 - Effects of a brief self-affirmation writing intervention among 7(th) graders in Germany BT - testing for variations by heritage group, discrimination experiences and classroom diversity climate JF - Social psychology of education : an international journal N2 - We tested whether a brief self-affirmation writing intervention protected against identity-threats (i.e., stereotyping and discrimination) for adolescents' school-related adjustment. The longitudinal study followed 639 adolescents in Germany (65% of immigrant descent, 50% female, M-age = 12.35 years, SDage = .69) from 7(th) grade (pre-intervention at T1, five to six months post-intervention at T2) to the end of 8(th) grade (one-year follow-up at T3). We tested for direct and moderated (by heritage group, discrimination, classroom cultural diversity climate) effects using regression and latent change models. The self-affirmation intervention did not promote grades or math competence. However, in the short-term and for adolescents of immigrant descent, the intervention prevented a downward trajectory in mastery reactions to academic challenges for those experiencing greater discrimination. Further, it protected against a decline in behavioral school engagement for those in positive classroom cultural diversity climates. In the long-term and for all adolescents, the intervention lessened an upward trajectory in disruptive behavior. Overall, the self-affirmation intervention benefited some aspects of school-related adjustment for adolescents of immigrant and non-immigrant descent. The intervention context is important, with classroom cultural diversity climate acting as a psychological affordance enhancing affirmation effects. Our study supports the ongoing call for theorizing and empirically testing student and context heterogeneity to better understand for whom and under which conditions this intervention may work. KW - Brief self-affirmation writing intervention KW - Adolescents of immigrant KW - descent KW - School-related adjustment KW - Classroom cultural diversity KW - climate KW - Germany Y1 - 2023 U6 - https://doi.org/10.1007/s11218-023-09789-9 SN - 1381-2890 SN - 1573-1928 PB - Springer CY - Dordrecht ER - TY - GEN A1 - Knigge, Michel T1 - Use of evidence to promote inclusive education development commentary on Mel Ainscow. Promoting inclusion and equity in education BT - Lessons from international experiences T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - In his essay, Mel Ainscow looks at inclusion and equity from an international perspective and makes suggestions on how to develop inclusive education in a ‘whole-system approach’. After discussing different conceptions of inclusion and equity, he describes international policies which address them. From this international macro-level, Ainscow zooms in to the meso-level of the school and its immediate environment, defining dimensions to be considered for an inclusive school development. One of these dimensions is the ‘use of evidence’. In my comment, I want to focus on this dimension and discuss its scope and the potential to apply it in inclusive education development. As a first and important precondition, Ainscow explains that different circumstances lead to different linguistic uses of the term ‘inclusive education’. Thus, the term ‘inclusive education’ does not refer to an identical set of objectives across countries, and neither does the term ‘equity’. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 872 KW - evidence KW - inclusion KW - education KW - evaluation KW - practice Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-519142 SN - 1866-8364 IS - 1 ER - TY - JOUR A1 - Knigge, Michel T1 - Use of evidence to promote inclusive education development commentary on Mel Ainscow. Promoting inclusion and equity in education BT - Lessons from international experiences JF - Nordic Journal of Studies in Educational Policy N2 - In his essay, Mel Ainscow looks at inclusion and equity from an international perspective and makes suggestions on how to develop inclusive education in a ‘whole-system approach’. After discussing different conceptions of inclusion and equity, he describes international policies which address them. From this international macro-level, Ainscow zooms in to the meso-level of the school and its immediate environment, defining dimensions to be considered for an inclusive school development. One of these dimensions is the ‘use of evidence’. In my comment, I want to focus on this dimension and discuss its scope and the potential to apply it in inclusive education development. As a first and important precondition, Ainscow explains that different circumstances lead to different linguistic uses of the term ‘inclusive education’. Thus, the term ‘inclusive education’ does not refer to an identical set of objectives across countries, and neither does the term ‘equity’. KW - evidence KW - inclusion KW - education KW - evaluation KW - practice Y1 - 2020 U6 - https://doi.org/10.1080/20020317.2020.1730093 SN - 2002-0317 VL - 6 IS - 1 SP - 21 EP - 24 PB - Taylor & Francis Group CY - London ER - TY - JOUR A1 - Vietze, Jana A1 - Schwarzenthal, Miriam A1 - Moffitt, Ursula A1 - Civitillo, Sauro T1 - Beyond 'migrant background': how to select relevant, social justice oriented, and feasible social categories in educational research JF - European journal of psychology of education N2 - Across continental Europe, educational research samples are often divided by 'migrant background', a binary variable criticized for masking participant heterogeneity and reinforcing exclusionary norms of belonging. This study endorses more meaningful, representative, and precise research by offering four guiding questions for selecting relevant, social justice oriented, and feasible social categories for collecting and analysing data in psychological and educational research. Using a preregistered empirical example, we first compare selected social categories ('migrant background', family heritage, religion, citizenship, cultural identification, and generation status) in their potential to reveal participant heterogeneity. Second, we investigate differences in means and relations between variables (discrimination experiences, perceived societal Islamophobia, and national identity) and academic motivation among 1335 adolescents in Germany (48% female, M-age = 14.69). Regression analyses and multigroup SEM revealed differential experiences with and implications of discrimination for academic motivation. Results highlight the need for a deliberate, transparent use of social categories to make discrimination visible and centre participants' subjective experiences. KW - migrant background KW - labels KW - social categories KW - discrimination KW - academic KW - motivation KW - national identity Y1 - 2022 U6 - https://doi.org/10.1007/s10212-022-00611-2 SN - 0256-2928 SN - 1878-5174 VL - 38 IS - 1 SP - 389 EP - 408 PB - Springer CY - New York 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 - 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 - 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 - 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 - Kia-Keating, Maryam A1 - Juang, Linda P. T1 - Participatory Science as a Decolonizing Methodology BT - leveraging collective knowledge from partnerships with refugee and immigrant communities JF - Cultural diversity & ethnic minority psychology : official journal of American Psychological Association Division 45 N2 - Public Significance Statement As we have entered an age of unprecedented mass displacement, global solutions are necessary. Participatory science offers an opportunity for a transformative shift toward equitable partnerships between researchers and communities toward innovation and may provide a key to unsolved problems, as well as tap into the possibilities for progress and growth. This special issue on participatory research with immigrant and refugee communities offers a roadmap for advancing the field of psychology. Objectives: The major global problems of our day, including mass displacement, climate change, violence, and pandemic, necessitate global solutions. In a world where injustice and inequities are rampant, psychologists stand at the precipice of social change and action, with an opportunity to unambiguously decolonize our research methodologies, and engage in scholarship that provides immediate benefits to communities. Method: Participatory methods offer an opportunity to co-create an empowering, equitable, inclusive, and ethical science in partnership with communities. Results: This special issue on Collaborative and Participatory Research to Promote Engagement, Empowerment, and Resilience for Immigrant and Refugee Youth, Families, and Communities highlights exemplary interdisciplinary work that has emerged in learning from and working in partnership with immigrant and refugee youth, families, and communities. Conclusions: The special issue offers six major components of participatory methodologies that provide a roadmap to decolonizing psychological science, recognize the potentials for innovation and impact, and advance the field. KW - community-based participatory research KW - immigrant KW - refugee KW - equity KW - empowerment Y1 - 2022 U6 - https://doi.org/10.1037/cdp0000514 SN - 1099-9809 SN - 1939-0106 VL - 28 IS - 3 SP - 299 EP - 305 PB - American Psychological Association CY - Washington 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 -