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父母和同伴支持能在面对种族歧视时保护调整吗?难民青年和移民背景青年的比较。

Do Parental and Peer Support Protect Adjustment in the Face of Ethnic Discrimination? A Comparison between Refugee Youth and Youth of Immigrant Descent.

机构信息

Department of Educational Psychology-Culture & Socialization, Martin-Luther-University of Halle-Wittenberg, 06099 Halle, Germany.

Institute for Interdisciplinary Research on Conflict and Violence, Bielefeld University, 33615 Bielefeld, Germany.

出版信息

Int J Environ Res Public Health. 2021 Nov 16;18(22):12016. doi: 10.3390/ijerph182212016.

Abstract

Applying a risk and protection perspective, this study paid special attention to the protective roles of parental and peer support in the face of perceived ethnic discrimination (PED) at school. Responding to the inconsistent findings of previous research, the survey study provides greater clarity regarding the interactions between PED at school, social support and positive adjustment (self-esteem, self-efficacy, optimism and school integration). The sample comprised 104 ethnic-minority youth ( = 17.73, = 3.29, 61% female), including refugee youth ( = 55) and second- and third-generation youth of immigrant descent ( = 49). Structural equation models across the whole sample confirmed peer support as a significant moderator, indicating that ethnic-minority youth who received low peer support were less optimistic when facing PED. In multi-group models, we tested whether results differ across refugee youth and youth of immigrant descent. Results revealed between-group differences concerning the moderating roles of parental and peer support: For youth of immigrant descent, while more PED was associated with lower self-esteem when receiving low parental support, we found a positive association between PED and optimism when receiving high parental support. Based on the findings that refugee youth were shown to be less optimistic when obtaining low peer support, the main interaction effect for peer support on optimism seemed to be driven by refugee youth. The results of our cross-sectional study highlight the importance of identifying specific social support factors for specific adjustment outcomes and also the importance of differentiating between minority groups. Further, the findings offer practical implications for the educational sector in terms of programs focusing on the development of peer-support networks to especially promote refugee youth resilience and resettlement in Germany.

摘要

从风险和保护的角度出发,本研究特别关注了在学校中感知到的种族歧视(PED)面前,父母和同伴支持的保护作用。针对先前研究结果不一致的情况,本调查研究更清楚地说明了学校中 PED、社会支持和积极调整(自尊、自我效能、乐观和学校融入)之间的相互作用。样本包括 104 名少数民族青少年(=17.73,=3.29,61%为女性),包括难民青少年(=55)和移民二代和三代青少年(=49)。整个样本的结构方程模型证实了同伴支持是一个重要的调节因素,表明在面对 PED 时,得到低同伴支持的少数民族青少年的乐观程度较低。在多组模型中,我们测试了结果是否因难民青少年和移民青少年的不同而有所不同。结果显示,在父母和同伴支持的调节作用方面存在群体差异:对于移民青少年而言,当得到低父母支持时,更多的 PED 与较低的自尊相关,但当得到高父母支持时,PED 与乐观之间存在正相关。基于难民青少年在获得低同伴支持时表现出的不乐观程度,同伴支持对乐观的主要交互作用似乎是由难民青少年驱动的。本横断面研究的结果强调了识别特定社会支持因素对特定调整结果的重要性,也强调了区分不同少数群体的重要性。此外,研究结果为教育部门提供了实践意义,即制定注重发展同伴支持网络的计划,以特别促进难民青少年在德国的适应和重新安置。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/51f5/8625724/def8a3e2f381/ijerph-18-12016-g001.jpg

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