Search for Neutrinoless Double- β Decay with the Complete EXO-200 Dataset

A search for neutrinoless double-β decay (0νββ) in Xe136 is performed with the full EXO-200 dataset using a deep neural network to discriminate between 0νββ and background events. Relative to previous analyses, the signal detection efficiency has been raised from 80.8% to 96.4±3.0%, and the energy resolution of the detector at the Q value of Xe136 0νββ has been improved from σ/E=1.23% to 1.15±0.02% with the upgraded detector. Accounting for the new data, the median 90% confidence level 0νββ half-life sensitivity for this analysis is 5.0×1025 yr with a total Xe136 exposure of 234.1 kg yr. No statistically significant evidence for 0νββ is observed, leading to a lower limit on the 0νββ half-life of 3.5×1025 yr at the 90% confidence level

Manieren van leren onderwijzen en relaties met persoonsgebonden en contextuele variabelen

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Differences in Adolescents’ Alcohol Use and Smoking Behavior between Educational Tracks: Do Popularity Norms Matter?

Explanations about differences in drinking and smoking rates between educational tracks have so far mainly focused on factors outside the classroom. The extent to which these behaviors are rewarded with popularity within a classroom—so called popularity norms—and their interaction with individual characteristics could explain the observed differences in risk behavior. 1860 adolescents (Mage = 13.04; 50% girls) from 81 different classrooms reported three times during one academic year about their own and their classmates behavior. Overall, in vocational tracks popularity norms for alcohol and smoking were more positive and predicted classroom differences in alcohol and smoking. Knowledge about classroom processes can advance the field in unraveling the functional aspects of risk behavior in adolescence. Preregistration: The hypotheses and the analytical plan of this study were preregistered under number #39136 (https://aspredicted.org/blind.php?x=gx77p6)

Parental acceptance of children’s intimate ethnic outgroup relations: The role of culture, status, and family reputation

Item does not contain fulltextResearch on adolescents’ interethnic relations indicates that parents can resist their children's ethnic outgroup relations. However, there is little insight into the underlying reasons for this. The current study examines how cultural groups differ in parental acceptance of their children's outgroup relations, and it examines the role of perceived family reputation vulnerability as well as parents’ religiosity. In addition, it was investigated whether parental acceptance of outgroup relations differs for different outgroups. This was studied among Turkish (n = 49) and Dutch (n = 73) parents of first grade middle school students. Parental acceptance of intimate ethnic outgroup relations was lower among Turkish–Dutch than among Dutch parents. This difference was explained by group differences in perceived family reputation vulnerability and religiosity. It is concluded that concerns about culture transmission and family reputation are related to parental acceptance of outgroup contact, which explains differences in parental acceptance between cultural groups. In addition, status considerations seem to explain differences in parental acceptance of their children's close contacts with different outgroups.11 p

Who is bullying whom in ethnically diverse primary schools? Exploring links between bullying, ethnicity, and ethnic diversity in Dutch primary schools

Contains fulltext : 116782.pdf (publisher's version ) (Closed access)This study investigated associations between ethnicity, ethnic diversity, and bullying among 739 pupils enrolled in their last year of primary school. Hypotheses derived from social misfit and inter-ethnic relations theories were tested using the multilevel p(2) model. Our key findings were: (1) inter- and intra-ethnic bullying are just as common in ethnically heterogeneous as in homogeneous classes; (2) pupils belonging to the Turkish and Moroccan minority groups bully significantly more than native Dutch (in particular according to victims); the chance to be victimized does not depend on the ethnic background of the pupil; (3) the prevalence of inter- and intra-ethnic bullying depends on the level of ethnic diversity in the class; inter-ethnic and intra-ethnic bullying increase with increasing levels of ethnic diversity

The Impact of Academic Achievement and Parental Practices on Depressive Symptom Trajectories Among Chinese Adolescents

Though depressive symptoms tend to increase in early adolescence, the trajectories of these symptoms may vary strongly. This longitudinal study investigated the extent to which the distinct developmental trajectories of depressive symptoms were predicted by adolescents' academic achievement and perceived parental practices in a sample of Chinese young adolescents (N = 2,576). The results showed four trajectory profiles of depressive symptoms: low-stable (75%), low-increasing (11%), high-stable (9%), and high-decreasing (5%). Adolescents with high academic achievement were more likely to be classified into the low-stable, low-increasing, and high-decreasing profiles than into the high-stable depressive symptom profile. Moreover, students who perceived greater parental autonomy support were more likely to be in the low-stable and low-increasing profiles than the high-stable profile, whereas adolescents perceiving more parental psychological control had higher odds of being in the low-increasing rather than the low-stable profile. Parental educational involvement was unrelated to students' depressive symptom trajectories. In sum, Chinese adolescents with higher academic achievement and who perceived more parental autonomy support, and less psychological control, were at lower risk of experiencing depressive symptoms

Testing how teachers' self-efficacy and student-teacher relationships moderate the association between bullying, victimization, and student self-esteem

This study investigated how teachers' self-efficacy for intervening in social dynamics and teacher-student relationships directly impact students' self-esteem, and indirectly buffer the negative association between both bullying and victimization and students' self-esteem. Teachers play a key role in shaping the peer relations in the classroom, and they might also be able to lessen the negative impact of bullying and victimization on students' self-esteem. Multilevel regression analysis on a sample of 59 Dutch teachers and 1,490 of their 5th grade students indicated that student-reported bullying and victimization were negatively related to students' self-reported self-esteem. Better student-perceived student-teacher relationships were related to higher self-esteem for all students, with additional increases in self-esteem for victims but decreases in the self-esteem of bullies. Teacher-reported self-efficacy was only related to lower self-esteem in bullies. Implications of these results and suggestions for further research are discussed