Boekbespreking van M. Luna Rubio, Leerlingbegeleiding:Wens en werkelijkheid

Boekbespreking door Rene Veenstra van het boek: Leerlingbegeleiding: wens en werkelijkheid / M. Luna Rubio. - Garant, Leuven/Apeldoorn, 1996. - 327 p. - ISBN 90 5350 508

Boekbespreking van C. Nas, ‘EQUIPping’ delinquent male adolescents to think pro-socially

Bespreking (review) van: Coralijn Nas, ‘EQUIPping’ delinquent male adolescents to think pro-socially (diss. Utrecht), Faculteit Sociale Wetenschappen, Universiteit Utrecht, 2005, 107 blz., ISBN 90-8559-054-x

Boekbespreking van A. Donker, Precursors and prevalence of young-adult and adult delinquency

Precursors and prevalence of young-adult and adult delinquency, A.Donke

Effective Students and Families:The Importance of Individual Characteristics for Achievement in High School

The school careers in secondary education are influenced by individual and environmental characteristics. Using longitudinal data on 7,000 students from 450 classes in 150 schools in The Netherlands, we present results on the importance of student and family characteristics for achievement (text comprehension and mathematics combined in a multivariate multilevel model) in high school. The main question is: To what extent do characteristics at the individual level influence the achievement of students in the 3rd year of secondary education? In order to answer this question, we use a structure of concentric circles. The achievement of students on text comprehension and mathematics appears to be determined by both structural and cultural characteristics. Student characteristics account for more variance than family characteristics

Network selection and influence effects on children's and adolescents’ internalizing behaviors and peer victimization:A systematic review

In interpersonal models of developmental psychopathology, friendships and affiliations with peers have been considered as both consequences and determinants of children's and adolescents’ internalizing behaviors and peer victimization. Longitudinal stochastic actor-oriented models (SAOMs) allow developmental researchers to disentangle peer selection processes where children or adolescents choose friends who are similar to themselves in internalizing behaviors or peer victimization from peer influence processes where children or adolescents become more similar to their friends over time in internalizing behaviors or peer victimization. This paper highlights the methods and results from a systematic review that screened 1447 empirical articles and located 28 using SAOMs to understand the interplay between peer social networks and internalizing behaviors or peer victimization. The results provide some evidence for both peer selection and influence related to depression, social anxiety, and peer victimization. Additionally, the results provide insight into directions for additional substantive and methodological research. Based on the findings of this review, future research is recommended that considers specific tests of peer selection and influence mechanisms, developmental and gender differences, individual and contextual moderators, multiplex relationships, methodological quality, and direct replication of prior studies

Understanding Syrian parents’ educational involvement in their children's primary education in Turkey

Parental involvement in education is significant for children's schooling experience and their cognitive and academic development. It also plays a role in refugee children's success and integration in the host country. However, understanding refugee parents’ educational involvement can be a complex issue because of their different cultural beliefs and unique challenges as refugees. Drawing on 20 in-depth interviews with Syrian parents in Turkey, this study examines how they are involved in their children's primary education. The findings indicate that the type and degree of parents’ involvement are shaped by their capabilities, resources, and challenges. Focusing only on parents’ perspectives, this study fills a gap in understanding Syrian parents’ involvement in their children's education in Turkey. Syrian parents were interested and involved in their children's education, but home-based involvement, the most frequent type, is often invisible to school staff. They were less involved in other ways because of a variety of challenges and a lack of capabilities and resources

Positive and Negative Leadership in Late Childhood:Similarities in Individual but Differences in Interpersonal Characteristics

Previous research has shown that leadership is associated not only with positive but also with negative characteristics and behaviors; knowledge of the similarities and differences between positive and negative leaders remains insufficient. This study aimed to examine (1) the existence of different subtypes of leaders and (2) to what extent these leaders differed on individual and interpersonal characteristics. The sample contained 9213 students in grades 3–6 (Dutch grades 5–8), from 392 classrooms in 98 schools (50.3% girls, M age = 10.13 ± 1.23 years). Latent profile analysis identified three leader profiles and four non-leader profiles based on peer nominations received for leadership, popularity, and positive (defending) and negative (bullying) behavior: (1) positive leaders, (2) negative leaders, (3) non-popular leaders, (4) popular children, (5) bullies, (6) extreme bullies, and (7) modal children. Multinomial logistic regression showed similarities and differences between positive and negative leaders, as well as between each of these and the other five profiles. Positive leaders were more accepted and less rejected and had more friendships than negative leaders, but the differences in individual characteristics (self-esteem, self-control, and social goals) were less clear. This study demonstrated that 10–15% of the children were perceived as leaders, and that positive leadership became more prevalent in the higher grades. Nevertheless, negative leadership occurred also in the higher grades. Interventions aimed at turning negative leaders into positive leaders may work, because positive and negative leaders do not differ greatly in individual characteristics. Such interventions may improve the relationships of negative leaders with their classmates, which may be good for their likeability (but not at the expense of their popularity) as well as for the social atmosphere in the class as a whole.</p

Uncertainties shaping parental educational decisions:The case of Syrian refugee children in Turkey

Around a million school-aged minors from Syria have been living in Turkey with temporary protection status over an unanticipated extended period. This prolonged temporariness leads to uncertainties and unpredictabilities for Syrian families regarding how long they will be staying in Turkey. Drawing on 17 interviews with Syrian mothers and 3 couples, this study examined the ways in which uncertainties shaped parental decisions on minors' education. The findings indicated that uncertainties played a key role in shaping the educational decisions of Syrian parents, particularly in their children's Turkish language acquisition and educational performance. This study not only fills the gap in understanding the effects of uncertainties in parental educational decisions emanated from a prolonged temporariness, but also argues that living in an uncertain context causes hurdles in language acquisition which has major educational and social consequences for children