Little is known about the number of young people who have to deal with problem behavior and what factors are causing or have influence on this problem behavior. It is claimed that Moroccan...Show moreLittle is known about the number of young people who have to deal with problem behavior and what factors are causing or have influence on this problem behavior. It is claimed that Moroccan adolescents show more problem behavior than Dutch adolescents, but whether that is the truth can be doubted. The present study examined how self-esteem and four types of problem behavior are related. This is done with the Strength and Difficulties Questionnaire and the Rosenberg Self-Esteem Scale. These four types of problem behavior are emotional problems, behavioral problems, problems with peers and hyperactivity/inattention. In addition it is examined whether ethnicity has a moderating role in the relation between self-esteem and the four types of problem behavior. In the present study 403 adolescents participated, 214 native Dutch participants and 189 participants of Moroccan origin. First, the study showed a correlation between self-esteem and four types of problem behavior; this correlation was stronger for the Moroccan participants than for the native Dutch participants. Second, the Dutch participants showed more self-esteem than the participants of Moroccan origin. Third, the participants were found to differ in problem behavior, except for emotional problems; the Dutch participants showed more hyperactivity/inattention, the participants of Moroccan origin showed more problems with peers and more behavioral problems. Finally, the study showed that ethnicity does not play a moderating role in the relationship between self-esteem and the four types of problem behavior. In general it can be concluded that self-esteem and problem behavior are related, but that ethnicity is not a moderator in this relation.Show less
Does age matter when we consider the use of information and computer technology in the classroom by teachers? The present study examines a number of variables in relation to this question. No...Show moreDoes age matter when we consider the use of information and computer technology in the classroom by teachers? The present study examines a number of variables in relation to this question. No difference was found between the younger and older teachers with regards to their affective valences towards the use of ICT. Age does not predict the use of ICT in the classroom. Nor does it dictate what type of ICT-media is used by the teacher. The only difference that was found between the younger and the older teachers was in the way they acquired their knowledge about ICT use. Younger teachers seem to adopt a more informal way on how to improve their ICT skills.Show less
