Short-term and long-term effects of a culture-specific self-affirmation intervention to promote school adjustment of adolescents of migrant and refugee backgrounds

针对特定文化的自我肯定干预促进移民和难民背景青少年学校适应的短期和长期影响

• 批准号: 335746752
• 负责人: Professorin Dr. Linda Juang
• 金额: --
• 依托单位: Center for Social and Cultural Psychology
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/335746752?language=en
• 关键词: Short; term; long; effects; culture

The purpose of the project is to test whether a brief self-affirmation writing intervention prevents declines in academic and socioemotional adjustment in the face of acculturation-related stress such as experiences of discrimination. We focus on adolescents of migrant and refugee background, including Turkish-heritage, Syrian-heritage, and Aussiedler (from the former Soviet Union) adolescents to represent recent and established migrant groups who may experience different levels of acculturation-related stress. We build on important prior work rooted in three research areas: acculturative stress, self-affirmation theory and self-determination theory (SDT), to test whether a self-affirmation writing intervention can enhance a sense of relatedness, competence, and autonomy, and ultimately improve the academic and socioemotional well-being of adolescents of migrant and refugee background. Prior work has focused on how self-affirmation writing interventions promote a greater sense of relatedness which boosts academic achievement. In our study we test whether this intervention would also enhance the other two key aspects of SDT, autonomy and competence, to lead to more positive academic and socioemotional adjustment. In addition, we test whether the intervention is more effective for some groups compared to others. Because the effects of self-affirmation writing interventions are stronger when administered during a more sensitive transitional period we expect that the intervention will show greater effects for newer (Syrian-heritage) versus longer-term migrants (Turkish-heritage and Aussiedler) or German youth without immigrant background. We aim to recruit 600 adolescents at the beginning of their first year at secondary school (i.e., another point of transition) from a culturally diverse urban city in Germany to participate in this longitudinal study. This is a significant opportunity to expose more recent and more established migrant background adolescents to an intervention that is simple in its implementation and that has already proven successful in reducing the achievement gap (between ethnic majority and ethnic minority children) in the United States. Research findings will make important contributions beyond what has been found in prior research in the three areas listed above. Findings may also extend self-affirmation theory by identifying additional mechanisms by which self-affirmation interventions work.

该项目的目的是测试一个简短的自我肯定写作干预是否可以防止在面临与文化适应有关的压力，如歧视的经验，在学术和社会情绪调整下降。我们专注于移民和难民背景的青少年，包括土耳其遗产，叙利亚遗产和Aussiedler（来自前苏联）青少年，代表最近和建立的移民群体，他们可能会经历不同程度的文化适应相关的压力。我们建立在重要的工作植根于三个研究领域：文化适应压力，自我肯定理论和自决理论（SDT），以测试是否自我肯定写作干预可以提高相关性，能力和自主性的感觉，并最终提高学术和社会情感幸福感的移民和难民背景的青少年。先前的工作集中在自我肯定写作干预如何促进更大的关联感，从而提高学术成就。在我们的研究中，我们测试这种干预是否也会提高其他两个关键方面的SDT，自主性和能力，导致更积极的学术和社会情绪的调整。此外，我们还测试了干预措施对某些群体是否比其他群体更有效。由于自我肯定写作干预的效果更强，当管理在一个更敏感的过渡时期，我们预计，干预将显示出更大的影响较新的（叙利亚遗产）与长期移民（土耳其遗产和Aussiedler）或德国青年没有移民背景。我们的目标是在中学一年级开始时招募600名青少年（即，另一个过渡点）从一个文化多元化的城市城市在德国参加这项纵向研究。这是一个重要的机会，让更多的新移民背景的青少年接触到一种干预措施，这种干预措施实施起来很简单，而且已经证明在减少美国（少数民族儿童和少数民族儿童之间）的成绩差距方面是成功的。研究结果将在上述三个领域作出超越以往研究的重要贡献。研究结果也可能通过确定自我肯定干预工作的其他机制来扩展自我肯定理论。