scholarly journals Experiences of School Belonging for Young Children With Refugee Backgrounds

2016 ◽  
Vol 33 (1) ◽  
pp. 33-53 ◽  
Author(s):  
Clemence Due ◽  
Damien W. Riggs ◽  
Martha Augoustinos
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Peer Relationships ◽  
School Environment ◽  
Developmental Outcomes ◽  
School Belonging ◽  
Self Esteem ◽  
Photo Elicitation ◽  
Refugee Children ◽  
Refugee Students

Previous research with adolescents with refugee backgrounds living in countries of resettlement has found that school belonging has an impact on a range of wellbeing and developmental outcomes, including mental health, peer relationships, self-esteem and self-efficacy, and academic achievement. However, very little research has explored school belonging in younger children with refugee backgrounds (i.e., under 13 years of age). In this article we report on a participatory research project concerning the experiences and understandings of school belonging with 15 children with refugee backgrounds (aged from 5 to 13 years old) who had been living in Australia for less than 12 months. The research aimed to explore experiences of school and school belonging from the perspective of children, and utilised photo elicitation techniques. The study found that refugee children were able to create a sense of school belonging through aspects of the school environment that reflected their identity and values, and through their relationships with their peers and teachers. In conclusion, we highlight the importance of ensuring that schools create spaces for refugee students to demonstrate their knowledge, values, and skills at school, and to ensure that strategies to promote school belonging in refugee students take into account their experiences and identity.

scholarly journals Newcomer Children: Experiences of Inclusion and Exclusion, and Their Outcomes

2014 ◽  
Vol 2 (4) ◽  
pp. 23-37 ◽  
Author(s):  
Jacqueline Oxman-Martinez ◽  
Ye Ri Choi
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
School Environment ◽  
Developmental Outcomes ◽  
Self Esteem ◽  
The Philippines ◽  
Immigrant Children ◽  
Social Psychological ◽  
Factors Affecting ◽  
Inclusive School

This article explores the potential inclusion and exclusion factors affecting the developmental outcomes of immigrant children, and examines the influence of inclusive school environment, social/psychological isolation, and perceived discrimination by peers and teachers on the psychosocial and academic adjustment of immigrant children. Our study is based on a subset of data from the New Canadian Children and Youth Study (NCCYS), a national longitudinal survey including 515 foreign-born immigrant children (11 to 13 years) from three ethnic groups (Mainland China, Hong Kong, the Philippines) living in the Montreal and Toronto metropolitan areas, Canada. The results show that after controlling for socio-demographic background variables, teachers’ discriminatory attitudes and psychological isolation contribute to the prediction of risk for immigrant children’s self-esteem, social competence, and academic performance. Inclusive school environment has a significant effect on social competence and academic performance of immigrant children. Peer discrimination is also associated with self-esteem and social competence. These findings suggest that inclusive school environment, social/psychological isolation, and discrimination are critical factors affecting the developmental outcomes of immigrant children that, in turn, are connected to future prospects for their eventual inclusion and participation in other social, economic, and political venues of the host country.

scholarly journals Mindset Theory and School Psychology

2021 ◽  
pp. 082957352110539
Author(s):  
Aamena Kapasi ◽  
Jacqueline Pei
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
School Psychologists ◽  
Achievement Motivation ◽  
School Environment ◽  
Growth Mindset ◽  
Learning Differences ◽  
Level Of Effort ◽  
Theoretical Overview ◽  
Mindset Theory

Mindset theory is an achievement motivation theory that centers on the concept of the malleability of abilities. According to mindset theory, students tend to have either a growth mindset or a fixed mindset about their intelligence; students with a growth mindset tend to believe that intelligence is malleable, whereas students with fixed mindsets tend to believe that intelligence is unchangeable. As described in many empirical and theoretical papers, the mindset a student holds can influence important psychological and behavioral factors, including reaction to failure, persistence and level of effort, and expectations of success, which ultimately impact academic achievement. Importantly, mindsets can be changed, and interventions have been developed to promote a more growth mindset. A growth mindset allows students to view challenges as an opportunity for improvement, is linked to enjoyment of learning, and increases motivation in school. School psychologists are often working with students with learning differences and/or mental health concerns who are particularly at-risk for poor academic achievement, and researchers have demonstrated the important impact a growth mindset can have for these vulnerable students. School psychologists are well-positioned to incorporate mindset theory into the school environment in order to best support the students they serve. In this paper we provide a theoretical overview of mindset theory and mindset interventions, and specifically review the literature on mindset theory for individuals with learning disabilities and mental health challenges. We discuss how school psychologists can incorporate mindset theory into their practice to support the shift from a fixed to a growth mindset for all students.

scholarly journals The Influence of School Environment, Social Intelligence, and Self-Esteem toward Academic Achievement of Student in Rural Area

2016 ◽  
Vol 1 (01) ◽  
pp. 27
Author(s):  
Miranti Rahmatika ◽  
Neti Hernawati
Keyword(s):  
Academic Achievement ◽  
Rural Area ◽  
School Environment ◽  
Random Sampling ◽  
Social Intelligence ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Rural Adolescents ◽  
Sectional Study ◽  
Cross Sectional

<p>Academic achievement of students is affected by several factors. This study aimed to analyze the effect of adolescent and family characteristics, school environment, social intelligence, and self-esteem toward academic achievement of rural adolescents. This study used the cross-sectional study design. The purposive method was used in selecting the research location. Data were collected from two senior high school students in Bogor District (n=150) chosen by proportional random sampling. The result showed that gender and school environment had significantly positive effect on academic achievement. Conversely, family income had negative effect on academic achievement of rural adolescents.</p><p>Keywords: academic achievement, adolescent, self-esteem, school environment, social intelligence, rural area</p><p> </p><p>Pencapaian remaja untuk meraih prestasi akademik merupakan hasil dari interaksi antara berbagai faktor yang mempengaruhinya. Tujuan penelitian ini adalah untuk menganalisis pengaruh karakeristik remaja, karakteristik keluarga, lingkungan sekolah, kecerdasan sosial, dan <em>self-esteem</em> terhadap prestasi akademik remaja di wilayah perdesaan. Penelitian ini menggunakan desain <em>cross-sectional study</em>. Responden dalam penelitian ini berjumlah 150 siswa SMA di wilayah Kabupaten Bogor, Jawa Barat. Pemilihan lokasi penelitian ini dilakukan secara purposif dan penarikan contoh dilakukan dengan teknik <em>proportional random sampling</em>. Hasil uji regresi menunjukkan bahwa kecerdasan sosial dan <em>self-esteem</em> tidak memiliki pengaruh yang signifikan terhadap prestasi akademik. Jenis kelamin dan lingkungan sekolah ditemukan memiliki pengaruh positif signifikan terhadap prestasi akademik. Sebaliknya, pendapatan per kapita keluarga mempunyai pengaruh negatif signifikan terhadap prestasi akademik remaja perdesaan.</p><p>Kata kunci: kecerdasan sosial, lingkungan sekolah, perdesaan, prestasi akademik, remaja, <em>self-esteem</em></p>

scholarly journals Working With Female Juvenile Delinquents: What Youth Practitioners Need to Know

2008 ◽  
Vol 3 (2) ◽  
pp. 77-88
Author(s):  
Joy D. Patton
Keyword(s):  
Academic Achievement ◽  
Decision Making ◽  
Mental Illness ◽  
Juvenile Offenders ◽  
Peer Relationships ◽  
Juvenile Delinquents ◽  
Language Skills ◽  
Self Esteem ◽  
Review Of The Literature ◽  
Female Juvenile Offenders

This article is organized in a way to help youth practitioners recognize the most pertinent issues faced by female juveniles and to provide help in guiding professional interactions, communication and decision-making. The guidelines discussed are suggestions for practice based on an empirical review of the literature. Recent research has identified ten characteristics of female juvenile offenders to consider when working with this population. These areas include: (a) impaired cognitive functioning, (b) low academic achievement, (c) weak language skills, (d) peer relationships, (e) onset of menarche, (f) early sexual experiences, (g) mental illness, (h) victimization (i) low self-esteem and (j) race.

scholarly journals The Mental Health and Grade Point Average among College Students from Lower Socioeconomic Status Based on Healthcare Data Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Xue Dong ◽  
Kaige Yang ◽  
Ruxin Zhang ◽  
Yuecheng Lv
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Academic Achievement ◽  
Socioeconomic Status ◽  
Self Esteem ◽  
Lower Socioeconomic Status ◽  
Grade Point ◽  
Mediating Role ◽  
Lower Socioeconomic ◽  
Health And Academic Achievement

This study evaluated the mediating role of social support in the relationships between mental health and academic achievement and used a sample of 640 college students from lower socioeconomic status (LSES) compared to 501 from higher socioeconomic status (HSES) in China. Self-report measures of depression, anxiety, Internet addiction, self-esteem, perceived social support, and grade point average (GPA) were measured online. Group differences were examined with Chi-square analyses. Results. (1) There were significant differences in mental health, academic achievement, and social support between LSES and HSES. (2) Anxiety, depression, and Internet addiction were significantly negatively correlated with academic achievement; self-esteem and social support were significantly positively correlated with academic achievement. (3) Social support has a mediating role between mental health and academic achievement. These results proved that it is necessary to pay more attention to their mental health and develop social support to improve their academic achievement for LSES students. Previous studies have paid little attention to the LSES students, but these students are more prone to psychological problems. Therefore, this study focuses on the LSES students.

Suicide Attempters, Suicide Ideators, and Non-Ideators

Crisis ◽  
2019 ◽  
Vol 40 (4) ◽  
pp. 294-297 ◽  
Author(s):  
Tobias Teismann ◽  
Laura Paashaus ◽  
Paula Siegmann ◽  
Peter Nyhuis ◽  
Marcus Wolter ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Protective Factors ◽  
Suicide Ideation ◽  
Suicide Attempts ◽  
Self Esteem ◽  
Positive Mental Health ◽  
Cross Sectional ◽  
Reasons For Living ◽  
Suicide Attempters

Abstract. Background: Suicide ideation is a prerequisite for suicide attempts. However, the majority of ideators will never act on their thoughts. It is therefore crucial to understand factors that differentiate those who consider suicide from those who make suicide attempts. Aim: Our aim was to investigate the role of protective factors in differentiating non-ideators, suicide ideators, and suicide attempters. Method: Inpatients without suicide ideation ( n = 32) were compared with inpatients with current suicide ideation ( n = 37) and with inpatients with current suicide ideation and a lifetime history of suicide attempts ( n = 26) regarding positive mental health, self-esteem, trust in higher guidance, social support, and reasons for living. Results: Non-ideators reported more positive mental health, social support, reasons for living, and self-esteem than suicide ideators and suicide attempters did. No group differences were found regarding trust in higher guidance. Suicide ideators and suicide attempters did not differ regarding any of the study variables. Limitations: Results stem from a cross-sectional study of suicide attempts; thus, neither directionality nor generalizability to fatal suicide attempts can be determined. Conclusion: Various protective factors are best characterized to distinguish ideators from nonsuicidal inpatients. However, the same variables seem to offer no information about the difference between ideators and attempters.

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