The Experts below are selected from a list of 37131 Experts worldwide ranked by ideXlab platform
Jochem Thijs - One of the best experts on this subject based on the ideXlab platform.
-
Being here First: Ethnic Majority Children’s Autochthony Beliefs and Attitudes toward Immigrants
Journal of Youth and Adolescence, 2019Co-Authors: Maykel Verkuyten, Jochem ThijsAbstract:Autochthony belief (“that a country is owned by its first inhabitants”) can be an acceptable reason for claiming collective ownership of a territory and this claim can have negative consequences for newcomers. Children might reason that a place belongs to their in-group because “we” were here first and therefore have negative out-group attitudes. In three studies among Dutch Majority group children ( N = 879; M _ age = 10.13 to 10.84, SD = 0.82 to 0.98; 49.7 to 54.5% girls), the expected negative association between autochthony beliefs and attitudes was found for different measures of Ethnic attitudes, and was robust across gender, age, immigrant target group, Ethnic identification, perceived multicultural education and classroom composition. Additionally, the association was especially strong among Ethnic Majority children who felt less at home in their own country but at the same time cared about being Dutch. It is concluded that a focus on autochthony belief makes a novel and relevant contribution to the intergroup developmental literature and to our limited understanding of children’s attitudes toward immigrant groups and newcomers more generally.
-
being here first Ethnic Majority children s autochthony beliefs and attitudes toward immigrants
Journal of Youth and Adolescence, 2019Co-Authors: Maykel Verkuyten, Jochem ThijsAbstract:Autochthony belief ("that a country is owned by its first inhabitants") can be an acceptable reason for claiming collective ownership of a territory and this claim can have negative consequences for newcomers. Children might reason that a place belongs to their in-group because "we" were here first and therefore have negative out-group attitudes. In three studies among Dutch Majority group children (N = 879; Mage = 10.13 to 10.84, SD = 0.82 to 0.98; 49.7 to 54.5% girls), the expected negative association between autochthony beliefs and attitudes was found for different measures of Ethnic attitudes, and was robust across gender, age, immigrant target group, Ethnic identification, perceived multicultural education and classroom composition. Additionally, the association was especially strong among Ethnic Majority children who felt less at home in their own country but at the same time cared about being Dutch. It is concluded that a focus on autochthony belief makes a novel and relevant contribution to the intergroup developmental literature and to our limited understanding of children's attitudes toward immigrant groups and newcomers more generally.
-
Ethnic incongruence and the student teacher relationship the perspective of Ethnic Majority teachers
Journal of School Psychology, 2012Co-Authors: Jochem Thijs, Saskia Westhof, Helma M.y. KoomenAbstract:Among 36 Ethnic-Dutch school teachers in the Netherlands, the present study examined the role of Ethnic incongruence in perceived student-teacher relationship quality. Teachers rated their relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 Ethnic-Dutch students attending grades 4 through 6 (M(age)=10.81 years, SD=1.05). On average, relationships were less favorable for the Moroccan-Dutch students only. However, the effects of Ethnic incongruence were most pronounced among students with strong perceived inattention/hyperactivity and among teachers endorsing lower levels of multiculturalism (the view that different cultures deserve equal treatment). Results support the notion that Ethnically incongruent relationships may be perceived as less favorable than Ethnically congruent ones due to cultural misunderstandings and intergroup bias. Practical implications are discussed.
-
Ethnic incongruence and the student–teacher relationship: The perspective of Ethnic Majority teachers
Journal of school psychology, 2011Co-Authors: Jochem Thijs, Saskia Westhof, Helma M.y. KoomenAbstract:Among 36 Ethnic-Dutch school teachers in the Netherlands, the present study examined the role of Ethnic incongruence in perceived student-teacher relationship quality. Teachers rated their relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 Ethnic-Dutch students attending grades 4 through 6 (M(age)=10.81 years, SD=1.05). On average, relationships were less favorable for the Moroccan-Dutch students only. However, the effects of Ethnic incongruence were most pronounced among students with strong perceived inattention/hyperactivity and among teachers endorsing lower levels of multiculturalism (the view that different cultures deserve equal treatment). Results support the notion that Ethnically incongruent relationships may be perceived as less favorable than Ethnically congruent ones due to cultural misunderstandings and intergroup bias. Practical implications are discussed.
Helma M.y. Koomen - One of the best experts on this subject based on the ideXlab platform.
-
Ethnic incongruence and the student teacher relationship the perspective of Ethnic Majority teachers
Journal of School Psychology, 2012Co-Authors: Jochem Thijs, Saskia Westhof, Helma M.y. KoomenAbstract:Among 36 Ethnic-Dutch school teachers in the Netherlands, the present study examined the role of Ethnic incongruence in perceived student-teacher relationship quality. Teachers rated their relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 Ethnic-Dutch students attending grades 4 through 6 (M(age)=10.81 years, SD=1.05). On average, relationships were less favorable for the Moroccan-Dutch students only. However, the effects of Ethnic incongruence were most pronounced among students with strong perceived inattention/hyperactivity and among teachers endorsing lower levels of multiculturalism (the view that different cultures deserve equal treatment). Results support the notion that Ethnically incongruent relationships may be perceived as less favorable than Ethnically congruent ones due to cultural misunderstandings and intergroup bias. Practical implications are discussed.
-
Ethnic incongruence and the student–teacher relationship: The perspective of Ethnic Majority teachers
Journal of school psychology, 2011Co-Authors: Jochem Thijs, Saskia Westhof, Helma M.y. KoomenAbstract:Among 36 Ethnic-Dutch school teachers in the Netherlands, the present study examined the role of Ethnic incongruence in perceived student-teacher relationship quality. Teachers rated their relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 Ethnic-Dutch students attending grades 4 through 6 (M(age)=10.81 years, SD=1.05). On average, relationships were less favorable for the Moroccan-Dutch students only. However, the effects of Ethnic incongruence were most pronounced among students with strong perceived inattention/hyperactivity and among teachers endorsing lower levels of multiculturalism (the view that different cultures deserve equal treatment). Results support the notion that Ethnically incongruent relationships may be perceived as less favorable than Ethnically congruent ones due to cultural misunderstandings and intergroup bias. Practical implications are discussed.
Marise Ph. Born - One of the best experts on this subject based on the ideXlab platform.
-
the work study interface similarities and differences between Ethnic minority and Ethnic Majority students
Higher Education, 2017Co-Authors: Marieke Meeuwisse, Lonneke A. L. De Meijer, Marise Ph. Born, Sabine SeveriensAbstract:Given the poorer academic outcomes of non-Western Ethnic minority students compared to Ethnic Majority students, we investigated whether differences exist in work–study interface between Ethnic groups. We tested a work–study interface model, in which the work-related factors work–study congruence, job control, job demands, work hours, job involvement and job support were antecedents to work–study facilitation (WSF) and work–study conflict (WSC). WSC and WSF, in turn, were expected to predict students’ study effort and subsequently students’ grades. This model fitted well for the full sample and both non-Western Ethnic minority students (N = 167) and Ethnic Majority students (N = 666) separately at a large Dutch university. Results showed that work–study congruence, job control, job involvement and job support led to WSF, which in turn led to more study effort and higher grades. Job control decreased WSC and both job demands and the number of work hours increased WSC. WSC was negatively associated with study effort which resulted in lower grades. These structural relationships, as depicted in the conceptual model of work–study interface, were similar for both the group of non-Western Ethnic minority students and the group of Ethnic Majority students. However, Ethnic minority students worked more hours per week than Ethnic Majority students, which partly explained—via WSC and study effort—the lower academic outcomes for this group.
-
The work–study interface: similarities and differences between Ethnic minority and Ethnic Majority students
Higher Education, 2016Co-Authors: Marieke Meeuwisse, Lonneke A. L. De Meijer, Marise Ph. Born, Sabine SeveriensAbstract:Given the poorer academic outcomes of non-Western Ethnic minority students compared to Ethnic Majority students, we investigated whether differences exist in work–study interface between Ethnic groups. We tested a work–study interface model, in which the work-related factors work–study congruence, job control, job demands, work hours, job involvement and job support were antecedents to work–study facilitation (WSF) and work–study conflict (WSC). WSC and WSF, in turn, were expected to predict students’ study effort and subsequently students’ grades. This model fitted well for the full sample and both non-Western Ethnic minority students (N = 167) and Ethnic Majority students (N = 666) separately at a large Dutch university. Results showed that work–study congruence, job control, job involvement and job support led to WSF, which in turn led to more study effort and higher grades. Job control decreased WSC and both job demands and the number of work hours increased WSC. WSC was negatively associated with study effort which resulted in lower grades. These structural relationships, as depicted in the conceptual model of work–study interface, were similar for both the group of non-Western Ethnic minority students and the group of Ethnic Majority students. However, Ethnic minority students worked more hours per week than Ethnic Majority students, which partly explained—via WSC and study effort—the lower academic outcomes for this group.
-
The family-study interface and academic outcomes: differences and similarities between Ethnic minority and Ethnic Majority students.
Cultural diversity & ethnic minority psychology, 2014Co-Authors: Marieke Meeuwisse, Marise Ph. Born, Sabine SeveriensAbstract:The present study investigated possible differences in the family-study interface between Ethnic minority and Ethnic Majority students as an explanation for the poorer study results of Ethnic minority students compared with those of Majority students. We used a model for family-study conflict and facilitation derived from family-work and work-study models. This model held true for the full sample and both non-Western Ethnic minority students (N = 342) and Ethnic Majority students (N = 1314) separately at a major Dutch university. Multivariate analyses of variance revealed that Ethnic minority students reported less study effort and earned lower grades compared with Ethnic Majority students. Regarding the family-study interface, Ethnic minority students reported more family-study conflict than did Ethnic Majority students. No differences were found between the 2 groups in family-study facilitation. Ethnic minority students participated more in family activities and were more involved with their family than Ethnic Majority students. Levels of experienced family support were equal for both groups of students. Students who received more family social support reported less conflict and more facilitation. This latter finding held more strongly for Majority students, resulting in more study effort and higher grades for this group. The results demonstrated the explanatory power of the family-study conflict and facilitation model for both groups.
-
Using cognitive pretesting to explore causes for Ethnic differences on role-plays
International Journal of Intercultural Relations, 2014Co-Authors: Janneke K. Oostrom, Marise Ph. BornAbstract:Abstract This study used cognitive pretesting to assess what factors could be causing score differences between Ethnic Majority and Ethnic minority applicants on role-plays. In a laboratory room, equipped with a video camera, cognitive interviews were conducted among 12 Ethnic Majority and 12 Ethnic minority students to examine Ethnic differences in the interpretation of the instructional texts of two role-plays. Four trained assessors independently rated the participants’ videotaped responses. The assessors were asked to indicate whether the participants had understood the instructional text in general, the intended meaning of specific words or phrases, the problem, the job role, and the context of the situation. Ethnic differences were found for almost all of these aspects of the instructional texts (d-values varied between −0.02 and 0.89), indicating that the texts often did not activate the same concepts in the Ethnic minority group as in the Ethnic Majority group. Ethnic differences in verbal ability explained only part of the Ethnic differences in the interpretation of the instruction of the role-plays. Cognitive pretesting seems to be a valuable method to assess differences between Ethnic Majority and Ethnic minority applicants in how they interpret test items and instructional texts.
-
academic performance differences among Ethnic groups do the daily use and management of time offer explanations
Social Psychology of Education, 2013Co-Authors: Marieke Meeuwisse, Marise Ph. Born, Sabine SeveriensAbstract:This explorative study describes time use and time management behaviour of Ethnic minority and Ethnic Majority students as possible explanations for the poorer study results of Ethnic minority students compared to those of Majority students. We used a diary approach in a small sample to examine students’ daily time use in both a lecture week and an exam week. Time management behaviour was measured in a questionnaire, as were demographic variables. The sample consisted of 48 full-time first-year university students of Business Administration of which 24 students belonged to a non-Western Ethnic minority group. Student pairs (Ethnic Majority vs. non-Western Ethnic minority) were fully matched by gender, socio-economic status, living situation and type of secondary education. Results showed that Ethnic Majority students earned higher grades compared to Ethnic minority students. As regards time management behaviour, Ethnic Majority students appeared to have a stronger preference for organisation (e.g., leaving a clear study space at the end of a study day) than Ethnic minority students. No differences between Ethnic groups were revealed in setting goals and priorities (e.g., setting deadlines) and mechanics of time management (e.g., making to-do lists). Daily time use also appeared to be the same for both Ethnic groups.
Wim Veling - One of the best experts on this subject based on the ideXlab platform.
-
Psychotic experiences among Ethnic Majority and minority adolescents and the role of discrimination and Ethnic identity
Social Psychiatry and Psychiatric Epidemiology, 2019Co-Authors: Saliha El Bouhaddani, Barbara Schaefer, Theo A. H. Doreleijers, Lieke Domburgh, Wim VelingAbstract:Purpose Research shows that the prevalence of psychiatric problems is higher in Ethnic minority youth compared to native youth. This school-based screening study of early adolescents’ mental health in the Netherlands examined differences in prevalence of psychotic experiences in Ethnic minority youth compared to their Dutch peers. Moreover, we investigated the association between psychotic experiences, Ethnic identity, and perceived discrimination. Methods A cohort of 1194 Ethnic Majority and minority adolescents (mean age 13.72, SD 0.63) filled-out questionnaires on psychotic experiences (including delusional and hallucinatory experiences), perceived group and personal discrimination, and Ethnic identity. Results Apart from lower levels of hallucinatory experiences in Turkish–Dutch adolescents, prevalence of psychotic experiences did not differ between Ethnic minority and Majority adolescents. Perceived personal discrimination was associated with the presence of psychotic experiences (including delusional and hallucinatory experiences) (OR 2.30, 95% CI 1.22–4.34). This association was stronger for delusional experiences (OR 2.94, 95% CI 1.43–6.06) than for hallucinatory experiences (OR 1.65, 95% CI 0.73–3.72). No significant associations were found between perceived group discrimination and psychotic experiences. A weak Ethnic identity was associated with higher risk for reporting psychotic experiences (OR 2.04, 95% CI 1.14–3.66), particularly hallucinatory experiences (OR 3.15, 95% CI 1.54–6.44). When looking at specific Ethnic identity categories, marginalization, compared to separation, was associated with a threefold risk for reporting psychotic experiences (OR 3.26, 95% CI 1.33–8.03). Both marginalisation (OR 3.17, 95% CI 1.04–9.63) and assimilation (OR 3.25, 95% CI 1.30–8.13) were associated with a higher risk for hallucinatory experiences. Conclusions These results underline the protective effect of Ethnic identity against mental health problems. Future research should focus on interventions that focus on strengthen social identity.
-
Psychotic experiences among Ethnic Majority and minority adolescents and the role of discrimination and Ethnic identity.
Social psychiatry and psychiatric epidemiology, 2019Co-Authors: Saliha El Bouhaddani, Lieke Van Domburgh, Barbara Schaefer, Theo A. H. Doreleijers, Wim VelingAbstract:Research shows that the prevalence of psychiatric problems is higher in Ethnic minority youth compared to native youth. This school-based screening study of early adolescents’ mental health in the Netherlands examined differences in prevalence of psychotic experiences in Ethnic minority youth compared to their Dutch peers. Moreover, we investigated the association between psychotic experiences, Ethnic identity, and perceived discrimination. A cohort of 1194 Ethnic Majority and minority adolescents (mean age 13.72, SD 0.63) filled-out questionnaires on psychotic experiences (including delusional and hallucinatory experiences), perceived group and personal discrimination, and Ethnic identity. Apart from lower levels of hallucinatory experiences in Turkish–Dutch adolescents, prevalence of psychotic experiences did not differ between Ethnic minority and Majority adolescents. Perceived personal discrimination was associated with the presence of psychotic experiences (including delusional and hallucinatory experiences) (OR 2.30, 95% CI 1.22–4.34). This association was stronger for delusional experiences (OR 2.94, 95% CI 1.43–6.06) than for hallucinatory experiences (OR 1.65, 95% CI 0.73–3.72). No significant associations were found between perceived group discrimination and psychotic experiences. A weak Ethnic identity was associated with higher risk for reporting psychotic experiences (OR 2.04, 95% CI 1.14–3.66), particularly hallucinatory experiences (OR 3.15, 95% CI 1.54–6.44). When looking at specific Ethnic identity categories, marginalization, compared to separation, was associated with a threefold risk for reporting psychotic experiences (OR 3.26, 95% CI 1.33–8.03). Both marginalisation (OR 3.17, 95% CI 1.04–9.63) and assimilation (OR 3.25, 95% CI 1.30–8.13) were associated with a higher risk for hallucinatory experiences. These results underline the protective effect of Ethnic identity against mental health problems. Future research should focus on interventions that focus on strengthen social identity.
Sabine Severiens - One of the best experts on this subject based on the ideXlab platform.
-
the work study interface similarities and differences between Ethnic minority and Ethnic Majority students
Higher Education, 2017Co-Authors: Marieke Meeuwisse, Lonneke A. L. De Meijer, Marise Ph. Born, Sabine SeveriensAbstract:Given the poorer academic outcomes of non-Western Ethnic minority students compared to Ethnic Majority students, we investigated whether differences exist in work–study interface between Ethnic groups. We tested a work–study interface model, in which the work-related factors work–study congruence, job control, job demands, work hours, job involvement and job support were antecedents to work–study facilitation (WSF) and work–study conflict (WSC). WSC and WSF, in turn, were expected to predict students’ study effort and subsequently students’ grades. This model fitted well for the full sample and both non-Western Ethnic minority students (N = 167) and Ethnic Majority students (N = 666) separately at a large Dutch university. Results showed that work–study congruence, job control, job involvement and job support led to WSF, which in turn led to more study effort and higher grades. Job control decreased WSC and both job demands and the number of work hours increased WSC. WSC was negatively associated with study effort which resulted in lower grades. These structural relationships, as depicted in the conceptual model of work–study interface, were similar for both the group of non-Western Ethnic minority students and the group of Ethnic Majority students. However, Ethnic minority students worked more hours per week than Ethnic Majority students, which partly explained—via WSC and study effort—the lower academic outcomes for this group.
-
The work–study interface: similarities and differences between Ethnic minority and Ethnic Majority students
Higher Education, 2016Co-Authors: Marieke Meeuwisse, Lonneke A. L. De Meijer, Marise Ph. Born, Sabine SeveriensAbstract:Given the poorer academic outcomes of non-Western Ethnic minority students compared to Ethnic Majority students, we investigated whether differences exist in work–study interface between Ethnic groups. We tested a work–study interface model, in which the work-related factors work–study congruence, job control, job demands, work hours, job involvement and job support were antecedents to work–study facilitation (WSF) and work–study conflict (WSC). WSC and WSF, in turn, were expected to predict students’ study effort and subsequently students’ grades. This model fitted well for the full sample and both non-Western Ethnic minority students (N = 167) and Ethnic Majority students (N = 666) separately at a large Dutch university. Results showed that work–study congruence, job control, job involvement and job support led to WSF, which in turn led to more study effort and higher grades. Job control decreased WSC and both job demands and the number of work hours increased WSC. WSC was negatively associated with study effort which resulted in lower grades. These structural relationships, as depicted in the conceptual model of work–study interface, were similar for both the group of non-Western Ethnic minority students and the group of Ethnic Majority students. However, Ethnic minority students worked more hours per week than Ethnic Majority students, which partly explained—via WSC and study effort—the lower academic outcomes for this group.
-
The family-study interface and academic outcomes: differences and similarities between Ethnic minority and Ethnic Majority students.
Cultural diversity & ethnic minority psychology, 2014Co-Authors: Marieke Meeuwisse, Marise Ph. Born, Sabine SeveriensAbstract:The present study investigated possible differences in the family-study interface between Ethnic minority and Ethnic Majority students as an explanation for the poorer study results of Ethnic minority students compared with those of Majority students. We used a model for family-study conflict and facilitation derived from family-work and work-study models. This model held true for the full sample and both non-Western Ethnic minority students (N = 342) and Ethnic Majority students (N = 1314) separately at a major Dutch university. Multivariate analyses of variance revealed that Ethnic minority students reported less study effort and earned lower grades compared with Ethnic Majority students. Regarding the family-study interface, Ethnic minority students reported more family-study conflict than did Ethnic Majority students. No differences were found between the 2 groups in family-study facilitation. Ethnic minority students participated more in family activities and were more involved with their family than Ethnic Majority students. Levels of experienced family support were equal for both groups of students. Students who received more family social support reported less conflict and more facilitation. This latter finding held more strongly for Majority students, resulting in more study effort and higher grades for this group. The results demonstrated the explanatory power of the family-study conflict and facilitation model for both groups.
-
academic performance differences among Ethnic groups do the daily use and management of time offer explanations
Social Psychology of Education, 2013Co-Authors: Marieke Meeuwisse, Marise Ph. Born, Sabine SeveriensAbstract:This explorative study describes time use and time management behaviour of Ethnic minority and Ethnic Majority students as possible explanations for the poorer study results of Ethnic minority students compared to those of Majority students. We used a diary approach in a small sample to examine students’ daily time use in both a lecture week and an exam week. Time management behaviour was measured in a questionnaire, as were demographic variables. The sample consisted of 48 full-time first-year university students of Business Administration of which 24 students belonged to a non-Western Ethnic minority group. Student pairs (Ethnic Majority vs. non-Western Ethnic minority) were fully matched by gender, socio-economic status, living situation and type of secondary education. Results showed that Ethnic Majority students earned higher grades compared to Ethnic minority students. As regards time management behaviour, Ethnic Majority students appeared to have a stronger preference for organisation (e.g., leaving a clear study space at the end of a study day) than Ethnic minority students. No differences between Ethnic groups were revealed in setting goals and priorities (e.g., setting deadlines) and mechanics of time management (e.g., making to-do lists). Daily time use also appeared to be the same for both Ethnic groups.