Deze bachelorscriptie onderzoekt descriptieve representatie op gemeenteniveau in Nederland. Dit onderzoek kijkt als een van de eerste onderzoeken naar descriptieve representatie als afhankelijke...Show moreDeze bachelorscriptie onderzoekt descriptieve representatie op gemeenteniveau in Nederland. Dit onderzoek kijkt als een van de eerste onderzoeken naar descriptieve representatie als afhankelijke variabele. Hiermee wordt een wetenschappelijke bijdrage geleverd door te onderzoeken welke factoren een invloed hebben op de mate van descriptieve representatie. In dit onderzoek worden regressieanalyses gebruikt om te onderzoeken of er een correlatie bestaat tussen descriptieve representatie van vrouwen, mensen met een migratieachtergrond en leeftijd als afhankelijke variabelen. Daarnaast gaat het in dit onderzoek om het aandeel hoogopgeleiden, gemiddeld inkomen per persoon en de mate van religieuze aanhang in een gemeente als onafhankelijke variabele. Er wordt geconcludeerd dat opleidingsniveau een positief verband kent met descriptieve representatie. Gemiddeld inkomen kent een negatief verband bij descriptieve representatie van vrouwen en voor mensen van de leeftijd van 18 tot en met 35 jaar. De mate van religieuze aanhang heeft een negatief effect op de descriptieve representatie van vrouwen. Voor migratieachtergrond en leeftijd zijn er in dit onderzoek geen statistisch significante verbanden gevonden.Show less
Dit onderzoek richt zich op uitdagingen en ondersteuningsbehoeften op het gebied van psychosociaal functioneren en zelfredzaamheid van jonge vrouwen vanaf achttien jaar die ongepland zwanger zijn...Show moreDit onderzoek richt zich op uitdagingen en ondersteuningsbehoeften op het gebied van psychosociaal functioneren en zelfredzaamheid van jonge vrouwen vanaf achttien jaar die ongepland zwanger zijn geraakt en een eigen woonplek hebben. De studie is uitgevoerd middels semi-gestructureerde interviews en is kwalitatief van aard. Er is voor een kwalitatieve benadering gekozen omdat op deze manier diepere kennis vergaard kan worden. Daarnaast is gekozen voor een selecte steekproef, waarbij alleen de cliënten van Siriz zijn geworven op vrijwillige basis. De uiteindelijke steekproef bestond uit twee personen. De data zijn geanalyseerd door middel van een inhoudsanalyse om te kunnen achterhalen wat de uitdagingen en behoeften van de ongeplande zwangere vrouwen zijn. Tevens is een literatuuronderzoek uitgevoerd. Uit de literatuur blijkt dat ongeplande zwangerschappen gepaard kunnen gaan met fysieke problemen en een negatievere kijk op hun zwangerschap en bevalling dan vrouwen met een geplande zwangerschap (Karaçam et al., 2011). Echter was er beperkte beschikbare literatuur. De gevonden informatie sluit hierdoor niet volledig aan op de onderzoeksvraag. Het empirisch onderzoek toonde aan dat de deelnemers vooral uitdagingen ervaren op het gebied van gebrekkig contact met eigen opvoeders, financiën, sociale vaardigheden en beide deelnemers hebben geen relatie meer met de biologische vader van hun kinderen. Daarnaast blijkt uit het onderzoek dat de behoeften verschilden per individu. De deelnemers gaven aan behoefte te hebben aan meer duidelijkheid en ondersteuning na de bevalling, aan meer lichaamsbeweging en om te stoppen met roken. Tevens gaven ze aan behoefte te hebben aan opvang of een oppas voor hun kind om werk of studie te kunnen combineren met de verzorging van het kind. Tot slot was er behoefte aan oude leefgewoonten. Om de vrouwen binnen Siriz optimaal te kunnen helpen, is het van belang dat er naar gestreefd wordt om elke ongepland zwangere vrouw de juiste hulp en ondersteuning te bieden bij haar specifieke situatie. Maatwerk is daarom een cruciaal aspect. De ondersteuning kan geboden worden middels voorlichting, trainingen of intensieve een-op-een begeleiding. Geadviseerd wordt dat Siriz zich gaat richten op het bieden van gerichte ondersteuning op de veelvoorkomende uitdagingen en behoeften die in dit onderzoek naar voren zijn gekomen. Dit kan ervoor zorgen dat de ongepland zwangere vrouwen zich beter kunnen redden in het dagelijks leven. Door het bieden van ondersteuning kan de zelfredzaamheid en het psychosociaal functioneren verbeterd worden.Show less
Background: Child welfare services face substantial challenges in managing out-of-home placements, with various risk factors influencing the duration and outcomes of these placements. Research has...Show moreBackground: Child welfare services face substantial challenges in managing out-of-home placements, with various risk factors influencing the duration and outcomes of these placements. Research has shown that both maternal and child characteristics can significantly impact the stability and length of these out-of-home placements, yet there is a lack of comprehensive studies examining these relationships within the Dutch context. Understanding these factors is crucial for developing effective interventions and support mechanisms. That is why this study aims to investigate the associations between the duration of out-of-home placements and maternal and child risk factors, as well as the role of help provided during the placement. Method: A case file analysis was conducted of 199 children (104 boys, 95 girls) within the Dutch child welfare system. The data was collected from randomly selected case files from various certified agencies across the Netherlands. The study employes both correlation and regression analysis to examine the relationship between the variables. Results: Correlation analysis revealed a significant negative correlation between maternal risk factors and the child’s age and a significant positive correlation with the duration of the placement and the amount of help provided during the placement. Child risk factors were positively correlated with the child’s age and negatively correlated with maternal risk factors. Regression analysis confirmed that maternal risk factors and help during the placement are significant predictors of the duration of out-of-home placements. Conclusions: This study underscores the importance of targeted interventions addressing maternal risk factors and providing psycho-education for mothers regarding their role in the duration of out-of-home placements. Additionally, it is crucial to ensure that access to support services is easy and straightforward for mothers, to encourage their engagement and participation in available interventions.Show less
The exam period can be stressful for students, significantly impacting their lifestyle behaviours. Research indicates that students tend to have poorer diets during exam periods, with stress and...Show moreThe exam period can be stressful for students, significantly impacting their lifestyle behaviours. Research indicates that students tend to have poorer diets during exam periods, with stress and sleep quality potentially influencing this pattern. The decline in diet quality among university students during examinations is a significant social issue that needs to further understanding. The aim of this study was to assess the relationship between exam stress and perceived changes in food choice -healthy or unhealthy eating- during an exam period among university students aged 18 to 25 and to assess to what extent this relationship is mediated by sleep quality during an exam period. Utilizing a cross-sectional design, data was collected from 200 Dutch university students who completed three questionnaires, the Examination Stress Scale, a questionnaire about changes in food choice during an exam period and the Regensburg Insomnia Scale. A mediation analysis was conducted using linear regressions in SPSS. The results indicated no significant relationship between exam stress and changes in food choice (β = .042 , p = .558). There was a significant positive relationship between exam stress and poor sleep quality (β = .44, p < .001). No significant association was found between sleep quality and changes in food choice (β = -.02, p < .770). When controlling for sleep quality, exam stress was still not associated with changes in food choices (β = .05, p < .514). Thus, the present study concluded that there is no relationship between exam stress and perceived changes in food choice -healthy or unhealthy eating- among university students ages 18 to 25 and that this relationship is not mediated by sleep quality during exams. However, there was a significant relationship between exam stress and poor sleep quality. Prevention strategies for exam stress and poor sleep should include stress management and education about the importance of sufficient sleep.Show less
Seeking to more profoundly understand the nexus between race and class in Brazil, and comprehend its implications for political consciousness, this thesis centres the question: “How is political...Show moreSeeking to more profoundly understand the nexus between race and class in Brazil, and comprehend its implications for political consciousness, this thesis centres the question: “How is political consciousness of Afro-Brazilian emancipation movements informed by class interests?” In this capacity, class interests are interpreted as racialised consciousness, derived from the neo- Marxist theory of racialisation, a lens that figures prominently in this study. Remaining open to alternative explanations, through exploring discourse of Afro-Brazilian movement Black Coalition for Rights, this study concludes that two forms of consciousness theoretically assumed to be different are both built on similar premises that recognise the role of capitalist structures in processes of racialisation.Show less
Teacher shortage is a significant issue in the Netherlands affecting the entire country, but especially impacting schools in larger cities, where education is particularly important. As a result,...Show moreTeacher shortage is a significant issue in the Netherlands affecting the entire country, but especially impacting schools in larger cities, where education is particularly important. As a result, the children at those schools are more severely affected by the shortage and the shortage therefore acts as a catalyst for social inequality. Strategies to prevent teacher attrition and to promote teacher retention remain unclear. Therefore, in this thesis the motivating and demotivating factors for being a teacher in The Hague were examined. Through interviewing primary education teachers (n=5) and secondary education teachers (n=5) in The Hague, along with a literature study, was attempted to define those factors. The self-determination theory was used as a framework to describe the motivation of teachers. Results showed that fulfilling the basic psychological needs could motivate teachers in their work, while failure to satisfy the basic needs could demotivate teachers. Autonomy seemed crucial, including involvement in decision-making, feeling heard and professional development aligned with personal interests. Relatedness seemed to be fostered through positive student-teacher relationships and the sense of contributing to students' development. Competence seemed to be undermined by illegitimate tasks, yet a strong bond with students made teachers feel competent along with good results from students. The findings of this study can be used in educating school leaders in motivating their teachers. It is hoped that this thesis forms a starting point towards a better understanding of teachers' motivation.Show less
Background: Coffin-Siris Syndrome (CSS) is a rare genetic disorder caused by de novo mutations in the BAF-complex, resulting in severe developmental delays. Despite insights from case studies, the...Show moreBackground: Coffin-Siris Syndrome (CSS) is a rare genetic disorder caused by de novo mutations in the BAF-complex, resulting in severe developmental delays. Despite insights from case studies, the relationship between developmental characteristics of CSS-affected children and parental caregiving burden remains underexplored. Method: This study mainly aimed to investigate to what extent language proficiency and adaptive functioning predict the parental caregiving burden for CSS-affected children, whilst accounting for the chronological age of the children. Data were collected using standardized questionnaires to assess language proficiency (PPVT, CELF-4-NL, CELF-Preschool-2-NL), adaptive functioning (ABAS-3-NL) and parental caregiving burden (OBVL). The sample included 26 CSS-affected children aged 4-18 years (M = 10.30 years, SD = 4.23 years), recruited from the LUMC expert clinic and patient associations in the Netherlands and Belgium. Results: Language comprehension did not correlate significantly with parental caregiving burden. The correlation remained non-significant after controlling for chronological age. Similar patterns were observed between language comprehension and adaptive functioning and between adaptive functioning and caregiving burden. Chronological age significantly correlated positively with language comprehension (r = 0.43, p = 0.04), and a trend was observed for a negative correlation between age and adaptive functioning (r = -0.39, p = 0.08). Hierarchical regression analyses indicated that neither language comprehension nor adaptive functioning significantly predicted parental caregiving burden (R² = 0.13; F(2,15) = 1.130; p = .349). even after controlling for chronological age (R² = 0.148; F(3,15) = 1.199, p = .315). Conclusion: Despite exploring language proficiency, adaptive functioning, and chronological age in CSS-affected children, no significant predictors were identified for parental caregiving burden. Further research is needed to deepen our understanding of the developmental trajectories and caregiving dynamics within CSS-affected families.Show less
Former recent research has shown a worrying trend in current reading skills of Dutch youth, indicating that more young people are leaving school with low literacy. Differences in literary skills...Show moreFormer recent research has shown a worrying trend in current reading skills of Dutch youth, indicating that more young people are leaving school with low literacy. Differences in literary skills exist and increase at early ages. It is important to close the gap early so that every child gets an equal opportunity to develop their literary skills. This research evaluates the effectiveness of digital readingaloud programs aimed at developing early literary skills, such as broad and deep vocabulary which form the basis for later reading comprehension. The role of active attention is studied, as differences in active attention during the reading-aloud programs might cause differences in effectiveness of the program on developing reading skills. Different reading-aloud programs are used in pre-school classrooms (groups 1 and 2 in the Dutch education system) during several weeks. A total of 88 toddlers, of which 53 girls, have participated. Participants’ levels of broad and deep vocabulary are measured prior to following the programs and each time after following one of the programs. Active attention is measured using observations. Results indicated a strong effect for the development of broad vocabulary over the programs, where a program with instructions focused on semantics had the strongest effects. Students with higher degrees of active attention showed greater increases in broad vocabulary. Deep vocabulary develops to a lesser extent and additional instructions from the teacher did not show stronger effects. Toddlers with different degrees of active attention seemed to develop their deep vocabulary similarly. Active attention might play a smaller role in the development of broad and deep vocabulary than previously thought. Follow-up research should be aimed at the development of programs that are effective for every child, especially for those at risk of falling behind.Show less
Over the past forty years, there has been a significant increase in the number of referrals to gender identity clinics in the Netherlands. The children referred to these clinics experience distress...Show moreOver the past forty years, there has been a significant increase in the number of referrals to gender identity clinics in the Netherlands. The children referred to these clinics experience distress due to a discrepancy between their assigned gender at birth and their experienced gender. This study aims to gain insight into parents' attitudes and thoughts regarding gender-related topics and how they convey these gender-related messages to their children. The research question formulated for this study is: Is there a relationship between the attitudes parents convey regarding gender nonconforming and the gender identity of adolescents, and is this relationship influenced by the adolescents' self-confidence? To answer the research question, fathers, mothers, and their eldest child within Dutch families participated in the study (N = 100). The eldest children completed questionnaires to measure self-confidence and gender identity. Fathers and mothers completed a questionnaire to measure attitudes towards gender nonconforming. The results indicated that fathers scored higher on gender nonconforming statements than mothers, and there was a relationship between the attitudes conveyed by fathers regarding gender nonconforming and the gender identity of the eldest children. The study also found that the relationship between the attitudes conveyed by parents regarding gender nonconforming and the gender identity of the eldest children was not influenced by the self-confidence of the eldest children. Based on the results, it is important for parents, particularly fathers, to become aware of the gender-related messages they (consciously or unconsciously) transmit to their children. By supporting fathers in this aspect, mental health professionals can improve mental health outcomes within the entire family.Show less
In the last few years there has been an increase of divorces and blended families. It is estimated that in about two-thirds of these blended families, the relationship between the new partners ends...Show moreIn the last few years there has been an increase of divorces and blended families. It is estimated that in about two-thirds of these blended families, the relationship between the new partners ends in separation. Improving the relationships between siblings is crucial to improve the stability and the dynamics in these families. Biological siblings seem to have better relationships than step- and halfsiblings, possibly due to the number of shared experiences in their childhood. This study examines the connection between shared experiences in childhood and the quality of the sibling relationship and examines whether this connection differs between different types of siblings. To investigate this, young adults between the age of 18 and 25 years old were asked to complete a questionnaire about the quality of the relationship with their siblings, the Lifespan Sibling Relationship Scale, and other related aspects. The sample consisted of 112 participants that were recruited through online ads through social media, through flyers at Leiden University, and through SONA. The results show a significant association between the number of shared experiences in childhood and the quality of the brother-sister relationship. The experiences that were significant for the quality of the sibling relationship were ‘having the same hobbies or interests’ and ‘played together’. This association did not differ between the different types of siblings, this highlights the universal relevance of shared experiences between siblings. These findings underscore the importance of stimulating shared experiences between siblings. Especially within blended families, where sibling relationships play an important role in family cohesion. Future research should further explore approaches to enhance sibling relationships to improve the development of children and the family itself.Show less
Math is a skill that is relevant throughout life. Therefore, a good mastery of math is crucial for a successful education and career. Previous research indicates that training spatial skills...Show moreMath is a skill that is relevant throughout life. Therefore, a good mastery of math is crucial for a successful education and career. Previous research indicates that training spatial skills improves both math and spatial skills in students. Spatial anxiety might influence the effectiveness of the training. This study aims to determine which spatial training condition works best to improve students' math and spatial skills and what role the spatial anxiety has on this effect. The training in the current research consists of mental rotation tasks. Four training conditions are compared in the current study: concrete, digital, video and control. In the concrete condition, the students can hold a physical figure identical to the task. In the digital condition, the students can turn the figure on their laptop screen. In the video condition, the students can watch a video of the figure turning. In the control condition, the students were not provided with any tools. After correcting for missing values, 189 students from group 7 and 8 of primary schools in the West of The Netherlands participated in the current study. Math and spatial skills were measured through tests. Spatial anxiety was determined using a questionnaire. The results showed that students improved their spatial skills between the pretest and the posttest across all conditions. However, no significant differences were found between the conditions. Math skills improved among students in the control, digital and concrete condition. Spatial anxiety was not found to affect gains in math and spatial skills. These findings were partially aligned with previous research. The differences could possibly be explained by differences in research design or limitations of the current study. Based on this study, several suggestions are made for future research, such as adding an additional control group that does not undergo training.Show less
This study explores the relationship between teacher-student connectedness and teachers' efforts to adopt students' perspectives, considering the potential moderating role of emotional exhaustion....Show moreThis study explores the relationship between teacher-student connectedness and teachers' efforts to adopt students' perspectives, considering the potential moderating role of emotional exhaustion. Data were collected from 65 pre-service teachers who completed measures of connectedness, perspective-taking difficulty, and emotional exhaustion. Correlation analysis revealed weak, non-significant relationships among the variables and regression analyses indicated that connectedness was not a significant predictor of perspective-taking efforts. Additionally, emotional exhaustion did not moderate the relationship between connectedness and perspective-taking. The findings highlight the need for professional development programs aimed at enhancing teacher-student relationships and equipping teachers with strategies to manage emotional exhaustion and strengthen perspective-taking, contributing to a more positive and effective educational environment.Show less
