Students’ Anticipated Situational Engagement: The Roles of Teacher Behavior,Personal Engagement,and Gender

Among 9th-grade students (248 girls, 255 boys) from a large multiethnic school, the authors examined 2 aspects of anticipated situational engagement in relation to 3 types of hypothetical teacher behavior: authoritarian, authoritative, permissive. Furthermore, the authors investigated the moderating roles of students’ personal (trait-like) engagement and gender. Multilevel analyses showed differential effects of teacher behavior type. Anticipated situational engagement was generally highest with the authoritative teacher and lowest with the authoritarian teacher. However, students’ personal engagement and gender qualified these effects. The effects of the authoritative and authoritarian teachers versus the permissive teachers on anticipated situational engagement were more positive (or less negative) for students with high versus low personal engagement. Also, the positive effects of the authoritative and permissive teachers versus the authoritarian teacher were stronger for female students than for male students. Results show that anticipated situational engagement should be understood by examining the combined influences of contextual and individual characteristics.     

Dutch adolescents' tolerance of Muslim immigrants: the role of assimilation ideology,intergroup contact,and national identification

This study set out to examine native Dutch adolescents' tolerance (N = 1,139) of Muslim immigrants in relation to the endorsement of assimilation, national identification, and contact with ethnic minority peers. The focus was on two dimensions of tolerance: the acceptance of practices by Muslim actors, and Muslims persuading co‐believers to engage in the same practices. Tolerance was found to be higher for the practices than for persuading others. Higher endorsement of assimilation was related to lower levels of tolerance, and this relation was stronger for higher compared to lower national identifiers. Assimilation mediated the positive relationship between intergroup contact and tolerance. These effects did not differ for the two dimensions of tolerance. The implications of these findings are discussed.     

A metasynthesis of published case studies through Lacan's L‐schema: Transference in perversion

Transference in perversion is characterized by specific problems such as a defiant and polemic attitude, erotic transference, projections, and aggression. Such transference poses particular problems in the treatment of perversion and might render analytical work with these patients impossible. The authors propose that Lacan's L‐schema can contribute to separating productive from counterproductive aspects of transference as it distinguishes between an Imaginary and a Symbolic dimension in transference. In this meta‐synthesis of 11 published case studies on sexual perversion, patterns of transference are analysed. On the Imaginary dimension, the authors found that patients with perversion tend to (un)consciously engage the analyst in a relationship characterized by identification, fusion and rivalry. On the Symbolic dimension, they found that perverse patients are able to question their motives, lapses, symptoms, and subjective identity. The thematic analysis revealed the importance of the position of the analyst in this work, which is described within the L‐schema as being the representative of the otherness in the Other. Implications for clinical practice and recommendations for further research are outlined.     

Changing interactions between teachers and socially inhibited kindergarten children: An interpersonal approach

In a short-term longitudinal intervention study, it was investigated whether a short teacher training in interpersonal theory and the complementarity principle could be used to break negative interaction cycles between teachers and socially inhibited kindergartners. Sixty-five children and their 35 regular teachers were observed in a dyadic task setting, on three occasions. In the training, it was explained that teachers could elicit more initiative from children by being less dominant and more friendliness by being more affiliative. Independent observers rated teachers' and children's interactive behaviors in 5-second episodes. Teachers reported on children's social inhibition. Multilevel analyses showed that the training elicited a decrease in teacher control at follow-up. Unexpectedly, the training increased teachers' complementarity on the affiliation dimension, especially in interactions with highly inhibited children. Implications for theory and practice are discussed.     

Explaining teacher-student interactions in early childhood: An interpersonal theoretical approach

The present study used an interpersonal theoretical perspective to examine the interactions between Dutch teachers and kindergartners. Interpersonal theory provides explanations for dyadic interaction behaviors by stating that complementary behaviors (dissimilar in terms of control, and similar in terms of affiliation) elicit and sustain each other. We observed 69 kindergarten children (M_age = 5.79 years) and their 37 regular teachers during a dyadic interaction task. Every 5 s, independent observers rated teachers' and children's behaviors along the interpersonal dimensions of control and affiliation. Teachers reported on children's shyness and the quality of the teacher-child relationship. Multilevel modeling provided correlational evidence for complementarity within and between dyads. Cross-lagged analyses revealed that teachers showed complementarity for control and that children showed complementarity for affiliation. Children also reacted complementarily with respect to control but only if they were shy or shared positive relationships with their teachers. Implications for theory and practice are discussed.     

Peer victimization and self‐esteem of ethnic minority group children

An experimental study was carried out among Turkish children (10 to 12 years) living in the Netherlands for examining the relationship between peer victimization and self‐esteem. Related to the social psychological distinction between personal and social identity, a distinction was made between personal and ethnic self‐esteem and between personal and ethnic victimization. It was found that personal self‐esteem negatively predicted personal victimization but not ethnic victimization, and ethnic self‐esteem tended to predict ethnic victimization but not personal victimization. Furthermore, peer victimization had a negative causal effect on momentary self‐feelings independent of the level of self‐esteem. In addition, peer victimization based on ethnic group membership had a somewhat stronger negative effect on self‐feelings than victimization based on personal characteristics. Copyright © 2001 John Wiley & Sons, Ltd.     

Talking Politics? Educational Category Salience Reinforces Differences in People’s Willingness to Participate in Deliberative Initiatives

Against the background of an ever-growing body of literature that documents educational differentials in different forms of political participation, scholars have started to study whether education itself becomes the object of intergroup behavior. Informed by social identity theory and self-categorization theory, we examine whether making educational categories and the associated status differences salient affects people’s prospective political participation. Two large survey experiments carried out in samples from Flanders (Belgium; N = 1,097) and the United States (N = 629) were used to assess categorization effects of education on people’s willingness to participate in deliberative political-participation initiatives. In general, our results indicated that rendering educational categories salient increased educational differentials in prospective political participation in a way that is disadvantageous to the less educated. We elaborate on the implications of our findings.