Antisocial Behaviour and Violent Delinquency Among Boys with a Migration Background: A German Panel Study

Teachers with so-called migration backgrounds are often assumed to possess higher intercultural competencies or skills for more adequately dealing with migration-related diversity than other teachers. However, these assumptions of higher intercultural competencies, specific pedagogical orientations and attitudes have rarely been systematically empirically examined. On the other hand, such a utilitarian ethnicization is increasingly criticized by migration researchers in educational science in Germany as furthering stigmatization and deprofessionalization. Against this background, our paper aims to contribute to the lively discourse about teacher with so-called migration backgrounds. We start with analysing teacher data from the German National Education Panel Study (NEPS). Our analyses indicate that teachers with and without so-called migration backgrounds do not differ significantly in most respects. These findings led us to methodological considerations with regard to the (non-)usefulness of the statistical category of ‘migration background’ in educational migration research.

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The Effect of Participation in Adult Education on Life Satisfaction of Immigrants and Natives: A Longitudinal Analysis

Journal of Happiness Studies ◽

10.1007/s10902-020-00340-7 ◽

2021 ◽

Author(s):

Julia S. Granderath ◽

Andreas Martin ◽

Laura Froehlich

Keyword(s):

Life Satisfaction ◽

Panel Data ◽

Adult Learning ◽

Formal Education ◽

Longitudinal Design ◽

Panel Study ◽

Migration Background ◽

Panel Model ◽

Lagged Effects ◽

The Impact

AbstractBeyond formal education, continuing adult learning and education (ALE) is considered as successful means for supporting immigrants’ integration into the receiving society. Although recently, subjective parameters of immigrants’ integration (e.g., life satisfaction) have received increasing academic attention, research on the impact of education on subjective integration indicators is still rare. To address this, the present study contributes to the literature by investigating the effect of ALE participation on life satisfaction in a longitudinal design. The study compares the effect for the group of immigrants with the group of natives in order to estimate whether the potential education effect on life satisfaction is equally strong for both groups or stronger for the group of immigrants (interaction effect). For this, the study uses seven waves of panel data from the German National Educational Panel Study (NEPS) with N = 6386 individuals, of which N = 1002 individuals have a migration background. Methodologically, a Random Intercepts Cross-Lagged Panel Model is applied. This allows distinguishing within-person fluctuations from trait-like between-person differences. On the between-person level, we find a significant link between ALE participation and life satisfaction for both immigrants and natives. However, on the within-person level, no significant cross-lagged effects are observed. Moreover, we find no support for an immigrant-native gap in life satisfaction.

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Migration Background and Participation in Continuing Education in Germany: An Empirical Analysis Based on Data from the German Socio-Economic Panel Study (SOEP)

European Educational Research Journal ◽

10.2304/eerj.2009.8.2.255 ◽

2009 ◽

Vol 8 (2) ◽

pp. 255-275 ◽

Cited By ~ 4

Author(s):

Halit Öztürk ◽

Katrin Kaufmann

Keyword(s):

Continuing Education ◽

Empirical Analysis ◽

Panel Study ◽

Migration Background

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Differences in Children’s Social Development: How Migration Background Impacts the Effect of Early Institutional Childcare Upon Children’s Prosocial Behavior and Peer Problems

Frontiers in Psychology ◽

10.3389/fpsyg.2021.614844 ◽

2021 ◽

Vol 12 ◽

Author(s):

Kira Konrad-Ristau ◽

Lars Burghardt

Keyword(s):

Early Intervention ◽

Social Development ◽

Family Background ◽

Panel Study ◽

Migration Background ◽

Early Years ◽

Peer Problems ◽

Home Learning ◽

The Impact ◽

Age Of Entry

This article focuses on the early years of children from immigrant families in Germany. Research has documented disparities in young children’s development correlating with their family background (e.g., immigrant or ethnic minority status), making clear the importance of early intervention. Institutional childcare—as an early intervention for children at risk—plays an important role in Germany, as 34.3% of children below the age of three and 93% of children above that age are in external childcare. This paper focuses on the extent to which children from families with a background of migration differ in their social development when considering their age of entry into early external childcare (and thus its duration). Data from the infant cohort study of the German National Educational Panel Study (NEPS, N = 1,846) is used to analyze the impact of early institutional childcare before the age of 3 years on children’s social competence at the age of 5 years, controlling for gender, siblings, temperament, home learning activities, and socioeconomic status. Results show the effects of duration of early external childcare on peer problems for children from families with a background of migration, in such a way that children who attend early external childcare for more than 1 year before the age of three show less problem behavior with peers than those who attend for less than a year. These findings have equity implications for children with a migration background living in Germany, especially as the proportion of these children is trending upwards.

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FDA Panel: Study Hepatitis B Drug in Children

Pediatric News ◽

10.1016/s0031-398x(05)70087-4 ◽

2005 ◽

Vol 39 (4) ◽

pp. 11 ◽

Cited By ~ 2

Author(s):

ELIZABETH MECHCATIE

Keyword(s):

Hepatitis B ◽

Panel Study

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Diagnostik von ICT Literacy: Messen Multiple-Choice-Aufgaben und simulationsbasierte Aufgaben vergleichbare Konstrukte?

Diagnostica ◽

10.1026/0012-1924/a000243 ◽

2020 ◽

Vol 66 (3) ◽

pp. 147-157

Author(s):

Martin Senkbeil ◽

Jan Marten Ihme

Keyword(s):

Information Literacy ◽

Large Scale ◽

Panel Study ◽

Multiple Choice ◽

Ict Literacy ◽

Computer And Information Literacy ◽

Literacy Test

Zusammenfassung. ICT Literacy legt eine performanzbasierte Erfassung mit simulierten und interaktiven Testaufgaben nahe. Der vorliegende Beitrag untersucht, ob mit Multiple-Choice (MC)-Aufgaben ein vergleichbares Konstrukt wie mit Simulationsaufgaben erfasst wird. Hierfür wurden die Testergebnisse zweier Instrumente aus aktuellen Large-Scale-Studien gegenübergestellt, die an N = 2 075 Jugendlichen erhoben wurden: der auf MC-Aufgaben basierende ICT Literacy-Test für Klasse 9 des Nationalen Bildungspanels (National Educational Panel Study, NEPS) und der simulationsbasierte Kompetenztest der internationalen Schulleistungsstudie ICILS 2013 (International Computer and Information Literacy Study). Die Analysen unterstützen die Gültigkeit der Konstruktinterpretation des MC-basierten Tests in NEPS. Im Sinne der konvergenten Evidenz korrelieren die MC-Aufgaben substanziell mit den computer- und simulationsbasierten Aufgaben in ICILS 2013 (.68 ≤ r ≤ .90). Weiterhin ergeben sich positive und für beide Tests vergleichbar hohe Korrelationen mit ICT-bezogenen Schülermerkmalen (z. B. Selbstwirksamkeit). Weiterführende Analysen zum Zusammenhang mit allgemeinen kognitiven Fähigkeiten zeigen zudem, dass ICT Literacy und kognitive Grundfähigkeiten distinkte Faktoren repräsentieren.

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The Effect of Suicide-Related Internet Use on Users’ Mental Health

Crisis ◽

10.1027/0227-5910/a000201 ◽

2013 ◽

Vol 34 (5) ◽

pp. 348-353 ◽

Cited By ~ 25

Author(s):

Hajime Sueki

Keyword(s):

Mental Health ◽

Young Adults ◽

Suicidal Ideation ◽

Internet Use ◽

Panel Study ◽

Psychological Effects ◽

The Internet ◽

Negative Effects ◽

Suicide Methods ◽

Internet Users

Background: Previous studies have shown that suicide-related Internet use can have both negative and positive psychological effects. Aims: This study examined the effect of suicide-related Internet use on users’ suicidal ideation, depression/anxiety tendency, and loneliness. Method: A two-wave panel study of 850 Internet users was conducted via the Internet. Results: Suicide-related Internet use (e.g., browsing websites about suicide methods) had negative effects on suicidal ideation and depression/anxiety tendency. No forms of suicide-related Internet use, even those that would generally be considered positive, were found to decrease users’ suicidal ideation. In addition, our results suggest that the greater the suicidal ideation and feelings of depression and loneliness of Internet users, the more they used the Internet. Conclusion: Since suicide-related Internet use can adversely influence the mental health of young adults, it is necessary to take measures to reduce their exposure to such information.

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