Jongeren en jongvolwassenen in Nederland gebruiken vele verschillende middelen, van alcohol tot harddrugs. Iedereen heeft zijn eigen motieven voor het gebruik. Het huidige onderzoek had als doel te...Show moreJongeren en jongvolwassenen in Nederland gebruiken vele verschillende middelen, van alcohol tot harddrugs. Iedereen heeft zijn eigen motieven voor het gebruik. Het huidige onderzoek had als doel te onderzoeken of de motieven onderliggend aan middelengebruik verschillen tussen Nederlandse jongeren en jongvolwassenen en jongeren en jongvolwassenen met een niet-Nederlandse achtergrond. Eveneens werd de invloed van leeftijd en geslacht onderzocht. De steekproef bestond uit 825 participanten in de leeftijd van 13 tot en met 30 jaar oud (M = 21.6, SD = 3.1). Gegevens over het middelengebruik, motieven, etnische achtergrond, leeftijd en geslacht zijn verkregen door middel van zelfrapportage. Over de data zijn verschillende multivariate variantieanalyses (MANOVA) uitgevoerd. De etnische achtergrond bleek van invloed te zijn op het Sociability-motief, F(1,816) = 4.04, p = .045, Nederlandse participanten scoorden hierop hoger dan niet-Nederlandse participanten. Daarnaast werd een effect gevonden op het Tension Reduction-motief, F(1,816) = 6.34, p = .012, waarbij niet-Nederlandse participanten hogere scores hadden. Ook het geslacht bleek van belang bij dit laatstgenoemde motief, F(1,816) = 9.96, p = .002, mannen scoorden hoger dan vrouwen. Een interactie-effect is gevonden voor etniciteit en geslacht tezamen op het Sociability-motief, F(1,816) = 4.09, p = .044, vrouwen van niet-Nederlandse afkomst hadden lagere scores op deze schaal dan vrouwen van Nederlandse afkomst. Voor de verschillen tussen de Nederlandse en niet-Nederlandse participanten bleek een islamitische achtergrond een belangrijke verklarende factor te zijn. Verkregen gegevens kunnen ingezet worden in toekomstige interventies, waar steeds effectiever gebruik gemaakt wordt van internet om grote groepen jongeren te bereiken en te helpen.Show less
Many studies have been conducted to define factors that enhance students motivation, but little is known about what sets students in Dutch vocational education to action. According to the Unified...Show moreMany studies have been conducted to define factors that enhance students motivation, but little is known about what sets students in Dutch vocational education to action. According to the Unified Model of Task-specific Motivation (UMTM; De Brabander & Martens, 2014) one of the factors that leads to readiness for action is the perceived freedom of action. Stefanou et al. (2004) subdivide freedom of action into three different kinds, of which only the cognitive freedom of action leads to more psychological effort. Therefore, the goal of this intervention study was to determine if an intervention that supports the cognitive freedom of action in arithmetic class enhances the perceived cognitive freedom of action and readiness for action of students in Dutch vocational education. To examine this, the cognitive freedom of action and readiness for action of 75 students in three different classes are measured twice weekly, during eight weeks. In the fifth and sixth week, two classes (49 students) received an intervention to support cognitive freedom of action, the other class served as an active control. Multilevel analysis showed that in these two weeks the students in the intervention group perceived more cognitive freedom of action, but not more readiness for action than before and after the intervention. This change in cognitive freedom of action was not visible in the control group. This tells us the a teacher can influence the perceived cognitive freedom of action of students, but enhancing readiness for action is more difficult. One possible explanation is that because students in vocational education do not respond to the support of cognitive freedom of action as do many other previous studied target groups in education, but further research is needed to explore this possibility.Show less
The aim of this study was to examine the relationship between self-concept, emotional support from parents, educational support from parents, parental involvement and school engagement of national...Show moreThe aim of this study was to examine the relationship between self-concept, emotional support from parents, educational support from parents, parental involvement and school engagement of national and immigrant middle school students in the Netherlands. The research sample consisted of 172 national (45.03% female) and 157 immigrant students (52,90% female) 12 to 18 years old. The School Engagement Scale was used to measure student’s school engagement and the Rosenberg Self-Esteem Scale to measure self-esteem. To assess the level of parental support the Student Perceived Availability of Social Support Questionnaire was used and Stewart’s Parent-child discussion to asses parental involvement. The results suggest that the school engagement is higher for the immigrant students than for the national students. Furthermore, a significant positive relationship was found between self-concept and school engagement in both the immigrant and national sample. As regards parental support it was found that emotional support was not related to school engagement in both samples. Educational support and parental involvement however were found to be significantly related to both the immigrant and national students’ school engagement. These findings suggest that a strong sense of educational support and parental involvement may help national and immigrant students to be more engaged in school. It is important for follow-up research to examine the ways in which the communication between parents, students and schools can be promoted, so that the students´ school development can fully benefit from parental support and involvement. This will lead to a better understanding of the way in which school engagement is influenced and may help professionals in adapting their educational and instructional approaches in attempts to prevent school drop-out.Show less
In dit onderzoek is de relatie tussen acculturatiediscrepanties en het welbevinden onderzocht bij Surinaamse en Marokkaanse jongeren van 13 tot 20 jaar, waarbij etniciteit meegenomen is als...Show moreIn dit onderzoek is de relatie tussen acculturatiediscrepanties en het welbevinden onderzocht bij Surinaamse en Marokkaanse jongeren van 13 tot 20 jaar, waarbij etniciteit meegenomen is als mogelijke moderator. Er hebben 82 jongeren meegedaan aan het onderzoek met een gemiddelde leeftijd van 15 jaar, waarvan 50 met een Marokkaanse achtergrond en 32 met een Surinaamse achtergrond met een gelijke verdeling van geslacht (51% jongens en 50% meisjes). Er is een vragenlijst afgenomen bij deze jongeren over hun eigen acculturatiestrategie en de strategie die ze denken dat de Nederlandse bevolking van hen verwacht en over hun welbevinden. Er is geen samenhang gevonden tussen acculturatiediscrepantie en welbevinden en etniciteit speelt geen modererende rol. Er is geen verschil gevonden tussen Marokkaanse en Surinaamse jongeren in de relatie tussen acculturatiediscrepanties en welbevinden. Er is wel gevonden dat Surinaamse jongeren meer assimileren dan Marokkaanse jongeren en dat alleen de Marokkaanse jongeren een integratiediscrepantie ervaren.Show less
Het huidige onderzoek heeft zich gericht op de vraag of de steun van ouders en die van klasgenoten van voorspellende waarde is voor de mate van schoolbetrokkenheid bij vmbo-leerlingen. Etniciteit...Show moreHet huidige onderzoek heeft zich gericht op de vraag of de steun van ouders en die van klasgenoten van voorspellende waarde is voor de mate van schoolbetrokkenheid bij vmbo-leerlingen. Etniciteit is binnen dit onderzoek als moderator meegenomen. De participanten binnen dit onderzoek betreffen 49 autochtone en 44 allochtone vmbo-leerlingen in de leeftijd van 13 tot en met 17 jaar (M = 14.47, SD = .92). Er is geen significant verschil gevonden in de mate van schoolbetrokkenheid tussen allochtone en autochtone leerlingen. Autochtone jongeren ervaren significant meer steun van hun ouders. Er is geen significant verschil gevonden voor de steun van klasgenoten tussen de twee etnische groeperingen. Steun van ouders blijkt echter wel een significant voorspellende waarde te zijn voor de mate van schoolbetrokkenheid bij zowel autochtone als allochtone jongeren. Een actieve steunende rol van ouders kan drop-out helpen voorkomen.Show less
We investigated possible differences between Dutch monolingual and Dutch-English bilingual children ages 11 to 13, in terms of working memory, reading comprehension and the influence of the former...Show moreWe investigated possible differences between Dutch monolingual and Dutch-English bilingual children ages 11 to 13, in terms of working memory, reading comprehension and the influence of the former on the latter. We addressed three possible manifestations of these differences. First, we studied whether bilinguals and monolinguals perform differently on working memory tests. Our study, however, did not find any significant differences between the two groups. Second, we studied differences in performance of monolingual and bilingual children in understanding while reading sentences. We compared accuracy and reaction times on a reading comprehension task including sentences with temporal connectives. No differences between groups were detected at the level of accuracy. In reaction times, however,the analyses revealed significant interactions between groups and position of the temporal connective in the sentence. These interactions occurred for different connectives in monolingual and bilingual children, suggesting that the groups have different approaches to reading comprehension. Third, we explored a possible correlation between working memory and reading comprehension for the whole sample, first merged and then split by groups of monolinguals and bilinguals. The results showed medium to strong negative correlations between working memory tasks and reading comprehension tasks for the whole sample as well as for each of the groups. These correlations, however, are manifested differently in monolingual and bilingual children, a fact that provides another indication of different comprehension mechanisms for each of the groups. Our pilot study indicates, therefore, that bilingualism is associated to differences in reading comprehension mechanisms and in how these mechanisms correlate with working memory capacities. Further elucidation of these differences, by more extensive investigations, could be useful for the design of adapted educational approaches.Show less
The aim of this study was to examine the relationship between the emotional intelligence and an autism spectrum disorder (ASD) in children, and which other traits in children are associated with...Show moreThe aim of this study was to examine the relationship between the emotional intelligence and an autism spectrum disorder (ASD) in children, and which other traits in children are associated with that relation. These traits are age, gender and co morbid social-emotional developmental disorder. This study contains 203 participations in the age four till twelve year, with 51 participants diagnosed with an ASD. The parents filled out two questionnaires: the vragenlijst Emotionele Intelligentie Quotient and the Sociaal Emotionele Vragenlijst. The results of this study were that there is a strong relationship between emotional intelligence (and the three dimensions) and an ASD. Age and gender are not associated with that relationship. The results of the co morbid social emotional disorders is that these disorders are associated with the relationship, except for the dimension 'recognition of emotions'. Shortcomings with that dimension are only caused by ASD. The shortcomings with 'regulation of emotions' are caused by a combination of an ODD/CD and an anxiety- and mood disorders; the shortcomings of 'handle with emotions' are caused by a combination of an ASD and an anxiety- and mood disorders; and the shortcomings in the emotional intelligence are caused by the combination of an ASD, an ODD/CD and an anxiety- and mood disorders. This study also found that children with an ASD and an anxiety- or mood disorder have the largest shortcomings in the emotional intelligence and the three dimensions, which makes that a group that needs more attention with treatment.Show less
