Explaining the academic achievement gap of immigrant youth in Austria

Informed by a risk and resilience developmental perspective, this study tests individual, family and school level processes as potential explanations of the immigrant academic achievement gap. In total, 1155 adolescents (48% girls; 20% immigrants, 11–14 years) attending grades 5, 6, 7 and 8 in secondary schools participated. Controlling for gender, age, citizenship, country of birth, SES, and school type, immigrant adolescents had lower levels of academic achievement compared to non-immigrants. High levels of scholastic anxiety, low levels of scholastic self-concept, high levels of parental performance expectations, and high school performance expectations helped to explain these associations. In the full model, only scholastic anxiety and self-concept remained significant mediators. Recommendations are to implement positive and growth-oriented student-centred teaching styles to reduce the immigrant academic achievement gap.publishedVersio

Adolescents' digital career aspirations: Evidence for gendered pathways in a digital future

Introduction Computers and technology are still perceived as a male domain. As a result of this “digital gender gap” boys aspire careers in the information and communication technology (ICT) branches much more than girls. Guided by the situated expectancy-value theory of motivated behavioral choices, the present study aims to shed light on the predictors of digital career aspirations. Methods Self-report questionnaires were completed by 1018 Austrian adolescents (52.3% girls; 72% non-immigrants; Mage = 13.55, SDage = 0.88) attending 61 Grade 7 and 8 classes located in 17 vocational secondary schools between April and June 2019. Individual and class-level predictors of digital career aspirations were investigated with multilevel modeling. Results Hierarchical linear models revealed that boys, younger adolescents, and second-generation immigrant adolescents had higher levels of digital career aspirations compared to girls, older adolescents, and non-immigrants. Hours spend with the laptop per day, digital self-efficacy and media appraisal positively predicted digital career aspirations on the individual level, while a higher number of immigrants in the classes and higher levels of teacher discussions about media were significant positive predictors on the class level. The model explained 17% of the individual level and 52% of the class level variance. Cross-level interactions were nonsignificant. Conclusions These results have major implications for educational practice. Most importantly, educational interventions should enhance girls' digital self-efficacy believes and media appraisal. Furthermore, teachers should increase their discussion about digital media as they foster adolescents' digital career aspirations and might prevent future gender segregation in the ICT sector.publishedVersio

Information processing of social exclusion: Links with bullying, moral disengagement and guilt

The Social Information Processing (SIP) theory and the Social Cognitive Theory of Moral Agency were integrated to investigate the associations between SIP and bullying, guilt, and moral disengagement. Participants were 341 children and early adolescents (Mage = 11.14). Two social exclusion vignettes were administered to assess three SIP steps (step 2: Attribution of hostile intent; step 3: Selection of antisocial goals, and step 4: Generation of aggressive responses). Guilt was assessed through five vignettes. A self-report measure was used to assess moral disengagement and peer nominations were used to assess bullying perpetration. Moderated mediation analyses were performed to test the hypotheses. Findings indicated that attribution of hostile intent was associated with selection of antisocial goals, which in turn, was associated with the generation of aggressive responses among participants with high levels of bullying and low levels of guilt and moral disengagement. Results are discussed in terms of their theoretical and practical relevance.publishedVersio

“They think that I should defend”: effects of peer and teacher injunctive norms on defending victimized classmates in early adolescents

Norms have been suggested as important characteristics of the social-ecological context for defending victimized peers, but little is known about the contribution of student perceived injunctive norms (regarding the appropriateness of defending) imposed by peers and teachers. To investigate the role of these norms in defending, a sample of 751 early adolescents (51% female; Mageat Time 1:13 years) was assessed at two time points. Defending, as measured by peer- and self-ratings, decreased slightly over a six-month timespan. Three-level models (with time, students, and classrooms as the levels) indicated that both individual- and classroom-level perceived peer injunctive norms (but not teacher injunctive norms) had positive effects on defending over time regardless of the source of the information on defending (peers or self). These findings support programs that encourage defending through peer norms

Changing nucleotide specificity of the DEAD-box helicase Hera abrogates communication between the Q-motif and the P-loop

DEAD-box proteins disrupt or remodel RNA and protein/RNA complexes at the expense of ATP. The catalytic core is composed of two flexibly connected RecA-like domains. The N-terminal domain contains most of the motifs involved in nucleotide binding and serves as a minimalistic model for helicase/nucleotide interactions. A single conserved glutamine in the so-called Q-motif has been suggested as a conformational sensor for the nucleotide state. To reprogram the Thermus thermophilus RNA helicase Hera for use of oxo-ATP instead of ATP and to investigate the sensor function of the Q-motif, we analyzed helicase activity of Hera Q28E. Crystal structures of the Hera N-terminal domain Q28E mutant (TthDEAD_Q28E) in apo- and ligand-bound forms show that Q28E does change specificity from adenine to 8-oxoadenine. However, significant structural changes accompany the Q28E mutation, which prevent the P-loop from adopting its catalytically active conformation and explain the lack of helicase activity of Hera_Q28E with either ATP or 8-oxo-ATP as energy sources. 8-Oxo-adenosine, 8-oxo-AMP, and 8-oxo-ADP weakly bind to TthDEAD_Q28E but in non-canonical modes. These results indicate that the Q-motif not only senses the nucleotide state of the helicase but could also stabilize a catalytically competent conformation of the P-loop and other helicase signature motif

Nutzung gewalthaltiger Bildschirmspiele als längsschnittlicher Risikofaktor für Cyberbullying in der frühen Adoleszenz

"Die Studie untersucht mittels Cross-Lagged-Panel-Design längsschnittliche Zusammenhänge zwischen gewalthaltiger Bildschirmspielnutzung und Cyberbullying. Zur Erklärung dieser Zusammenhänge werden die Selektions- und die Sozialisationshypothese überprüft. Traditionelles Bullying, Viktimisierung, offene und relationale Aggression werden als mögliche Kovariaten von Cyberbullying mitberücksichtigt. Im Zeitabstand eines Jahres wurden Selbsteinschätzungen von 271 Jugendlichen (10-13 Jahre) zu zwei Messzeitpunkten erhoben. Mittels Strukturgleichungsmodellen konnte gezeigt werden, dass die Nutzung gewalthaltiger Bildschirmspiele ein Risikofaktor für Cyberbullying, traditionelles Bullying und offene Aggression (Sozialisationseffekt) ist. Zudem ist traditionelles Bullying ein Risikofaktor für gewalthaltige Bildschirmspielnutzung (Selektionseffekt)." (Autorenreferat)"This study investigates longitudinal associations between violent video game playing und cyberbullying using a Cross-Lagged-Panel Design. The selection and the socialization hypothesis were tested as possible explanations. Traditional bullying, victimization, overt and relational aggression were considered as covariates in the analyses. Within one year, self-reports were collected from 271 adolescents, aged between 10 and 13 years, at two measurement occasions. Structural-Equation-Models identified violent video game playing as a longitudinal risk factor for cyberbullying, traditional bullying and overt aggression (socialization effect). Furthermore, traditional bullying was found as a longitudinal risk factor for violent video game playing (selection effect)." (author's abstract

Does Empathy Attenuate the Criminogenic Effect of Low Self-Control in Late Life?

The present study investigates whether empathy shapes the criminogenic effect of low self-control in late adulthood. Based on the assumption that the capacity to understand and share the thoughts and emotions of other people moderates the significance of the capability to consider the distant consequences of behaviour on oneself, we posit that poor self-control is less consequential among senior citizens of high empathy. The results of a postal survey of 3,000 randomly selected older adults from Germany indicate that both low trait self-control and weak trait empathy increase offending in advanced age. Furthermore, the findings provide evidence of an interaction according to which the relationship between the risk-taking component of the self-control trait and criminal activity is stronger for older adults characterised by low empathy. Impulsivity, on the other hand, seems to mediate the association of empathy and offending in late life

The conception of Bildung-Psychology and the potential of its structural model

Bildungspsychologie beschäftigt sich aus psychologischer Perspektive mit Bildungsprozessen sowie mit den Bedingungen, die diese Prozesse gemäß psychologischer Theorien beeinflussen. Drei Dimensionen stecken den thematischen Rahmen des Faches ab: (I) die individuelle Bildungskarriere, welche die gesamte Lebensspanne inkludiert, (II) die Aufgabenbereiche sowie (III) die relevanten Handlungsebenen. Die Potentiale der Bildungspsychologie und ihres Strukturmodells werden anhand eines Beispiels zur Gewaltprävention in Schulen illustriert. (DIPF/Orig.)Bildung-Psychology is dealing with educational processes as well as with the conditions influencing these processes. This is always done from the perspective of psychology. The thematic frame of this discipline is defined by three dimensions: (I) the chronological educational career of an individual, (II) the fields of activities and (III) the several levels of these activities. The potential of Bildung-Psychology and its structural model will be illustrated using the sample case of violence prevention in school. (DIPF/Orig.

Moral emotions and moral disengagement: concurrent and longitudinal associations with aggressive behavior among early adolescents

The complex temporal associations among moral disengagement, moral emotions, and aggressive behavior were investigated within a short-term four-wave longitudinal study in a sample of early adolescents (at T1: N = 245; Mage= 12.16 years; SD = 0.85). Moral disengagement and aggressive behavior were investigated by validated self-report scales. Shame and guilt were assessed in response to six-story vignettes. A series of four-wave longitudinal mediation analyses were conducted to test several theoretically meaningful models. Mediation models revealed positive reciprocal longitudinal effects between aggressive behavior and moral disengagement. Aggressive behavior negatively predicted moral emotions, and moral disengagement was negatively associated with moral emotions over time. When testing competing models including all three variables in one model, no theoretical meaningful mediation process emerged: Instead, high moral disengagement predicted lower moral emotions but higher aggressive behavior over time. Results are discussed regarding their practical importance for prevention and intervention programs

Positive development of immigrant youth: Why bother?

It is in the best interest of Europe and other receiving countries to have successful adaptations among their immigrant populations. International research suggests that well-informed policies and practices are necessary for the successful incorporation of immigrants into new societies. This evidence shows that: Children's positive adaptations and well being provide the foundation for healthy and productive adult lives; providing immigrant families with economic opportunities and reducing barriers to obtain adequate employment equips parents to raise well-adjusted and productive citizens; policies toward immigrants are important for the successful adaptation of immigrant youth; immigrant youth adopting the host cultures and languages while also maintaining the heritage culture and language, do better and contribute more to society than youth who learn only one language or cultural orientation; discrimination, racism and exclusion have deleterious effects for positive youth development. We therefore recommend that immigration policies and practices in receiving countries should be informed by previous research and interventions; promote non-segregated environments, welcoming environments; provide economic opportunities; provide early childcare, education, and health-related prevention and intervention programs; create public campaigns; and incorporate these considerations in the resettlement of refugees