Does cyberbullying predict internalizing problems and conduct problems when controlled for traditional bullying?

In this study, relations between cybervictimization and internalizing and conduct problems were analyzed while controlling for traditional victimization. A sample of 701 emerging adults in secondary vocational education completed self-reports about cybervictimization, traditional victimization, internalizing problems and conduct problems. Using multiple regression analyses with heteroscedasticity-consistent estimates, it was found that cybervictimization is related to internalizing and conduct problems while controlling for traditional victimization. The results suggest that cybervictimization is related to both internalizing and conduct problems over and above traditional victimization. The discussion focuses on the need to address bullying and cyberbullying among emerging adults.     

Socio-Economic Status,Time Spending,and Sleep Duration in Indian Children and Adolescents

In this article physical activity, screen time, and academic work are studied as mediators between socio-economic status and sleep duration among school children in India. Participants were 268 school children aged 10–15 from Pune, India. They were sampled from private schools and impoverished public schools. We found that the highest socio-economic status children reported almost an hour and a half less sleep than their lowest socio-economic status counterparts. The lower socio-economic status children reported more physical activity and screen time, and the higher socio-economic status children reported spending more time on academic work. Although screen time was negatively related to sleep duration, academic work was the strongest mediator between socio-economic status and sleep duration. Physical activity was not a significant mediator. In India, academic work is a strong predictor of a lower sleep duration among children and adolescents.     

Heidegger on desire

In this article is presented a reading of Heidegger in relation to the conception of desire, and its relation to various terms he uses frequently. I argue that the genesis of desire lies in the gap between the fullness of possibility and the poverty of actualization; that inauthentic desire aims at presence, possession, actualization (always insufficient); and that authentic desire aims at the conservation of the possibility-character of being. I also pay attention to the temporality of desire; to the analogy between Kant's emphasis on respect for the law one has freely postulated and Heidegger's emphasis on Dasein's subjection to the possibilities it projects; to possibility as original abundance; and, in principle, to the turning in which desire is evoked in the event of granting, rather than simply produced in the act of projection. Special attention is paid on the German word 'Verlangen', which is related etymologically to the English 'long for', which stands for wanting something very much. But the word is also connected to the word 'long' which is important to get a grip on the notion of desire in Heidegger.     

The effect of experience on children's ability to show response and place learning

From a developmental perspective, it has been reasoned that over the course of development children make differential use of available landmarks in the surroundings to orient in space. The present study examined whether children can learn to apply different spatial strategies, focusing on different landmark cues. Children aged 7 and 10 years were tested on an object‐location memory task in which they learned a location relative to a direct cue or to indirect cues. Both age groups performed equally well on the direct test condition. However, children 7 years of age had difficulties with orienting relative to the indirect landmarks. Interestingly, their performance increased significantly with more relevant experience. Different explanations for these findings are discussed.     

Validation of Assessment for Learning Questionnaires for teachers and students

Background. Assessment can be a powerful force in promoting student learning. Still, few measures exist to gauge Assessment for Learning (AFL) in the classroom. Literature on AFL suggests that it encompasses both a monitor to track student progress as well as a scaffold to show or help students recognize in what areas they need to improve. Aims. Based on a review of recent attempts to measure the AFL, we constructed Assessment for Learning Questionnaires for Teachers (TAFL‐Q) and for students (SAFL‐Q) for evaluating perceptions regarding AFL practices in classrooms using matching items. Sample. The total sample included 1,422 students (49% girls, 51% boys) and 237 teachers (43% females, 57% males) in lower vocational secondary education. Methods. The 28‐item questionnaires were examined by means of confirmatory factor analysis (CFA) using EQS on one random half of the sample. The CFA was cross‐validated on the second half. Measurement invariance tests were conducted to compare the students and teacher versions of the questionnaires. Results. CFA revealed a stable second‐order two‐factor structure that was cross‐validated: perceived monitoring, and perceived scaffolding subsumed under a common factor: AFL. Tests for measurement invariance showed that the parallel constructs were measured similarly for both students and teachers. Conclusion. The TAFL‐Q and SAFL‐Q capture the construct AFL in two subscales: Monitoring and Scaffolding, and allows for comparisons between teacher and student perceptions. The instruments can be useful tools for teachers and students alike to identify and scrutinize assessment practices in classroom.     

Immigrant Youth: Acculturation, Identity, and Adaptation

Cet article présente plusieurs des principaux résultats d’une grande étude internationale sur l’acculturation et l’adaptation de jeunes immigrés (âgés de 13 à 18 ans) qui se sont implantés dans treize pays (N = 5,366); il y est adjoint un échantillon de jeunes nationaux (N = 2,631). La recherche s’appuyait sur trois questions centrales: comment les jeunes migrants gèrent‐ils le processus d’acculturation? Comment parviennent‐ils à s’adapter? Et y a‐t‐il un lien manifeste entre la forme d’acculturation et le succès de l’adaptation? L’analyse en clusters déboucha sur quatre profils d’acculturation: intégrateur, ethnique, national et diffus. L’analyse factorielle de cinq variables d’adaptation mit en évidence deux types d’adaptation: psychologique et socioculturel. Il existe une forte relation entre la façon dont les jeunes s’acculturent et leur adaptation: ceux qui présentent un profil intégrateur bénéficient des meilleurs indicateurs d’adaptations psychologique et socioculturelle alors que ceux souffrant d’un profil diffus ont les pires. Entre les deux, le profil ethnique présente une adaptation psychologique relativement bonne et une adaptation socioculturelle plutôt pauvre, tandis que le profil national a une adaptation psychologique relativement pauvre et une adaptation socioculturelle légèrement négative. Cette configuration de résultats fut en grande partie retrouvée à travers une modélisation en équation structurelle. Les conséquences pour l’implantation des jeunes immigrés sont claires: ils devraient être encouragés à préserver l’appartenance à leur culture d’origine tout en établissant des liens étroits avec la société d’accueil. This paper reports some of the main findings from a large international study of the acculturation and adaptation of immigrant youth (aged 13 to 18 years) who are settled in 13 societies (N= 5,366), as well as a sample of national youth (N= 2,631). The study was guided by three core questions: How do immigrant youth deal with the process of acculturation? How well do they adapt? Are there important relationships between how they acculturate and how well they adapt? Cluster analysis produced four distinct acculturation profiles: integration, ethnic, national, and diffuse. Factor analysis of five adaptation variables revealed two distinct forms of adaptation: psychological and sociocultural. There were substantial relationships between how youth acculturate and how well they adapt: those with an integration profile had the best psychological and sociocultural adaptation outcomes, while those with a diffuse profile had the worst; in between, those with an ethnic profile had moderately good psychological adaptation but poorer sociocultural adaptation, while those with a national profile had moderately poor psychological adaptation, and slightly negative sociocultural adaptation. This pattern of results was largely replicated using structural equation modeling. Implications for the settlement of immigrant youth are clear: youth should be encouraged to retain both a sense of their own heritage cultural identity, while establishing close ties with the larger national society.     

Constructing Prevention: Fetal Alcohol Syndrome and the Problem of Disability Models

Both the medical model and the social model of disability have substantial drawbacks for the project of creating better lives for people with disabilities; the first denies the value of difference and the effects of discrimination, and the second denies any place for prevention and cure. Using fictional and non-fictional parental narratives of Fetal Alcohol Syndrome, this article argues that a third model--a morphological model of disability--can best help us think about respectfully and effectively intervening in disability.     

Romaphobia among Serbian and Dutch adolescents: The role of perceived threat,nationalistic feelings,and integrative orientations

This study examines the relationships between nationalism and integration attitudes on one hand, and anti‐Roma prejudice on the other. Using Stephan and Stephan's threat theory, the study analyzes whether and to what extent these relationships are mediated by perceived economic and symbolic threats. Data were collected among 16‐ and 17‐year‐old students in Serbia and The Netherlands. A path analysis shows that perceived economic and symbolic threats mediate the relationships between nationalism and integration on one hand, and Romaphobia on the other. Moreover, the findings show that these relationships are comparable between Serbian and Dutch youth. Levels of threat and Romaphobia differ between countries. Youth in the Netherlands, who barely have contact opportunities with Roma, are characterized by higher threat and Romaphobia scores than Serbian youth, who have proportionally more contact opportunities. Explanations are discussed as well as implications for theory and prejudice reduction in diverse intercultural settings.