We propose an integrative model for the adaptation of immigrant-origin children and youth that combines ecological with risk and resilience frameworks. Immigrant-origin children and youth are now, ...and will continue to be, a diverse and demographically important segment of all postindustrial nations' populations. Synthesizing evidence across psychological, educational, and sociological disciplines produced since the seminal publication of García Coll et al.'s (1996) model, along with significant events such as a global refugee crisis, a sociopolitical "deportation nation" climate, and heightened xenophobia, we provide a model for understanding the current conditions immigrant-origin children and youth encounter as they develop. This new integrative conceptual model for addressing positive frameworks for adaptation provides a culturally relevant approach for understanding both the risks and resilience of this population. The model was designed to inform practice and future research in the service of immigrant-origin children and youth.
The purpose of this study was to examine the acculturation, psychological well‐being, and school adjustment of Pontian adolescents from the former Soviet Union (FSU‐Pontians), who are immigrants of ...the diaspora living in Greece, compared with an immigrant group from Albania and native Greek classmates. The sample included 165 FSU‐Pontian immigrants, 272 immigrants from Albania, and their 525 Greek classmates (mean age = 13.7 years). School adjustment data were obtained using multiple methods and informants. Students also reported their subjective well‐being and acculturation via multiple measures. Findings indicated that FSU‐Pontian adolescents, although they are Greek citizens, had a stronger ethnic and a lower host‐national orientation than did Albanian students. Both immigrant groups experienced similar difficulties in school adjustment. Involvement in Greek culture was a salient predictor of school adjustment, while involvement in one's ethnic culture was related to subjective well‐being. Findings suggest that the acculturation expectations of host country members may be related to immigrants' acculturation orientations.
Le but de cette étude était d'examiner l'acculturation, le bien‐être psychologique et l'ajustement scolaire des adolescents pontiens provenant de l'ancienne Union Soviétique (pontiens‐URSS) qui sont des immigrés de la dispora vivant en Grèce. Ces étudiants ont été comparés à un groupe de camarades de classe qui sont des immigrés albanais et grecs. l'échantillon comportait 165 immigrés pontiens‐URSS, 272 immigrés albanais et leurs 525 camarades nés en Grèce (âge moyen = 13.7 ans). Les données sur l'ajustement scolaire, incluant les notes, l'absentéisme, la conscience et les comportements perturbateurs ont été obtenus à l'aide de méthodes et d'informants multiples. Les étudiants ont aussi rapporté leur bien‐être subjectif et leur acculturation à travers des mesures multiples. Les résultats ont indiqué que les adolescents pontiens‐URSS, même s'ils sont des citoyens grecs, avaient une plus forte orientation ethnique et une plus faible orientation nationale du pays hôte que les étudiants albanais. Les deux groupes d'immigrés ont expérimenté des difficultés similaires au niveau de l'ajustement scolaire. Les patrons d'acculturation des adolescents immigrés étaient reliés à l'adaptation. l'implication dans la culture grecque était reliée au bien‐être subjectif. Les résultats ont indiqué que les attentes d'acculturation des membres du pays hôte sont reliées aux orientations d'acculturation des immigrés.
El propósito de este estudio fue examinar la aculturación, el bienestar psicológico y el ajuste escolar en adolescentes Pónticos de la antigua Unión Soviética (Pónticos‐AUS) una diáspora de inmigrantes que viven en Grecia, comparado con un grupo de sus compañeros de clase, Albaneses y Griegos. La muestra incluyó 165 inmigrantes Pónticos‐AUS, 272 inmigrantes Albaneses y sus 525 compañeros de clases, nativos Griegos (media de edad = 13,7 años). Los datos sobre el ajuste escolar, incluyendo las notas, ausentismo, conciencia y comportamiento disruptivo fueron obtenidos utilizando múltiples métodos e informantes. Los estudiantes también informaron su bienestar subjetivo y aculturación mediante múltiples medidas. Los resultados indicaron que los adolescentes Pónticos‐AUS, aún siendo ciudadanos griegos, tienen más fuerte orientación étnica y más baja orientación del país de acogida en comparación con los estudiantes Albaneses. Ambos grupos de inmigrantes experimentaban dificultades en ajuste escolar. Los patrones de aculturación de adolescentes inmigrantes fueron relacionados con adaptación. Estar involucrado en cultura griega fue un importante predictor de ajuste escolar, mientras que estar involucrado en la cultura étnica fue relacionada con el bienestar subjetivo. Los resultados revelan que las expectativas de aculturación de los miembros del país de acogida están relacionadas con las orientaciones de aculturación de los inmigrantes.
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.
This study examined gender and immigrant status differences in stability and change in the Big Five traits in a sample of early adolescents in Greece from economically disadvantaged schools with a ...high immigrant composition (65% first- or second-generation immigrants). Youth in the sample (N = 1252, 46% female, ages 12–13 at time 1) self-reported Big Five traits annually for 3 years. Mean-level and rank-order stability were examined separately by gender and immigration history. Growth modeling of mean-level scores showed declines in all five personality traits for both genders between ages 12 and 14, followed by increases in conscientiousness for girls and boys, and increases in agreeableness and openness to experience for boys only. In sensitivity analyses, boys showed disruption at all levels of perceived economic stress, but only girls with high levels of perceived economic stress showed disruption. Trajectories were similar for immigrant and non-immigrant youth, suggesting that immigrant youth did not show greater mean-level disruption. However, immigrant youth reported lower means on all traits except emotional stability. Rank-order stability was moderately strong over 3 years and comparable across both genders and immigration histories. Results in this high-risk sample supported the disruption hypothesis and suggest that immigration experiences are associated with personality development.
Identity is one core developmental task of adolescence. Although Marcia's model, comprising of the dimensions of exploration and commitment, has dominated identity research for decades new models ...have recently been proposed. Luyckx and colleagues' model poses that identity is a process consisting of five aspects: Exploration in Breadth, Commitment Making, Ruminative Exploration, Exploration in Depth and Identification with Commitments. The Dimensions of Identity Development Scale (DIDS) is a 25-item instrument developed to assess those five aspects. The goal of this study is: (a) to test the applicability of DIDS in a sample of Greek adolescents, and (b) to investigate the longitudinal measurement invariance of the scale. The results support the use of DIDS in Greek context and show that strong measurement invariance holds longitudinally in the course of 12 months. Echoing recent studies, the six-factor model showed significantly better fit, with Exploration in Depth splitting to Exploration in Depth and Reconsideration of Commitment. The scale is suitable for studies of longitudinal change in identity development.
Digital Revolution and Youth Salmela-Aro, Katariina; Motti-Stefanidi, Frosso
European psychologist,
04/2022, Volume:
27, Issue:
2
Journal Article
Peer reviewed
The digital revolution, which started in the latter quarter of the 19th century, refers to the shift from mechanical and analog electronic technology to digital technologies, which mostly use the ...internet. In contrast to traditional media, digital technologies include social and interactive media and allow users to consume and actively create content. Young people’s lives are increasingly mediated by digital technologies used both at home and at school. The use of digital media by young people may be adaptive, but it may place their adaptation at risk. Whether media use is adaptive or maladaptive depends on a number of factors, including, among others, the developmental stage of the individual, the type of media, the type of use, the extent of use, and the characteristics of the individual using the media. The place of digital media in young people’s lives has never been more prominent than during the COVID-19 pandemic. During this period, their lives were upended, and they turned to digital media for their education, entertainment, information, and social contact. Thus, the study of the effects of the digital revolution on youths’ development and education has never been timelier than it is right now. This article introduces the Special Issue on youth in the digital age. It includes six reviews that focus on the affective, cognitive, and social consequences of the digital revolution for young people. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
European Union countries are participatory and representative democracies. Therefore, active citizenship in the EU and trust in EU institutions are paramount for the continuation and the ...strengthening of the EU project. Young Europeans who hold the future in their hands need to be actively engaged not only in the social and political life within their national communities, but also in the wider European community. The papers in this special issue examine whether and how European youth identify with the EU, trust EU institutions and engage in EU issues, and which societal and proximal-level contexts and/or individual-level attributes promote or hinder young people's active citizenship in European context. They are based on results from the Horizon 2020 CATCH-EyoU project, standing for Constructing AcTive CitizensHip with European Youth: Policies, Practices, Challenges and Solutions. Scientists represent different disciplines (Psychology, Political Science, Sociology, Media and Communications, Education) and from eight European countries (Sweden, Estonia, U.K., Germany, Czech Republic, Greece, Portugal, Italy). Together, the papers contribute to the development of a new, cutting-edge conceptualization of youth active citizenship in the EU, and to a better understanding of the factors promoting or inhibiting young EU citizens' engagement, participation and active citizenship at the European level.
Due to continued groundbreaking digital advancements,
Internet use has increased significantly. This has led to a heated debate in
relation to weighing the many advantages of the technology against ...its
potentially deleterious effects. To address such questions, experts converge on
the need for greater knowledge around the way individual differences, partly
shaped by an individual's unique experiences of engaging with the medium,
and partly by other real-life experiences, lead to different developmental
trajectories. Consequently, the goals of the present review are to (i) broadly
describe differences in digital media applications, users, and usage; (ii)
introduce the Cyber-Developmental Framework (CDF), as an overarching framework
for understanding individual differences in adaptive and maladaptive digital
media use among youth; (iii) delineate the cyber-component of this framework in
relation to users' experience of the digital context, their activity
within it, as well as their digital self-presence, which may have an impact on
their digital media use; and (iv) summarize priorities and future directions
through the lens of this CDF. Within this context, this review particularly
emphasizes the effect of digital media use on youth's psychological
well-being. It is argued that the trajectory youth will follow in their use of
the Internet is a function of the interplay between their characteristics, their
proximate and distal contexts, and the particular features of the digital
application(s) that the individual is engaged in. The review points to the need
to conduct research focusing on better understanding the developmental and
digital-context-related influences on youth's trajectories of Internet
use.
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