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For recently arrived refugee and immigrant parents in higher-income countries, providing a better future for their children is closely associated with high aspirations for their children’s education. These parents, however, are facing the challenges of adaptation whilst they are likely to have little knowledge of the language and education system of the receiving country. Several authors found that recently arrived refugee and immigrant children tend to have poorer academic outcomes than non-immigrant children. Previous work suggests linkages between parental involvement and their children’s school adjustment, although data on refugee and immigrant parents remains limited. This study draws on data collected in elementary schools of lower-income neighborhoods in the German Ruhr Area. This is one of the preferred settlement areas for recently arrived refugee and immigrant families. In a previous study conducted with a different and smaller subsample within the same project (under review), we already investigated refugee and immigrant parents' perspectives and linked their academic involvement and resources to their children's school adjustment. Expanding this approach with a multi-informant perspective, we now aim at relating parental education-related home involvement (parent- and child-informant) as well as home crowding and home learning environment to children's actual academic outcomes (test results of vocabulary, reading, and mathematics) and socio-emotional adjustment (Strengths and Difficulties questionnaire, teacher-informant).

Study on threat to control and pro-environmental actions in Leipzig, Germany

Study on threat to control and pro-environmental actions in Krakow, Poland

In this project, we examine how same-ethnic and inter-ethnic peers influence ethnic/national identity development among ethnic majority and ethnic minority adolescents.

The following preregistration includes cross-sectional data from the first inquiry period alone. We try to answere the questions: RQ1: Which classes of European identity emerge within a sample of adolescents living in Germany? RQ2: What predicts class membership for European identity?

https://link.springer.com/chapter/10.1007/978-3-658-36260-7_9

This daily diary study is embedded within the longitudinal cooperation project JUROP (Youth and Europe: between Polarization and Cohesion, https://jurop.uni-jena.de/) and draws its participants from JUROP’s participants. We will include data from JUROP’s daily diary study and complement it with information from the first measurement point of the questionnaire study. All data were collected between September 2021 and July 2022. Our aim is to examine and explain daily fluctuations of European identity commitment and negative affects towards the EU. We predict an indirect effect of media valence on European identity commitment and negative affect towards the EU mediated by populistic attitudes (within-person level). Furthermore, we predict that these within-person links will be different depending on individuals’ identity status (Eckstein, Körner & Noack, in prep) or identity class (Mayer & Jugert, in prep).

Identification with Europe can constitute an important part of psychological citizenship for European citizens. From a self-categorization perspective, higher-order (e.g., with Europe) and lower order subgroup identities (e.g., with the nation) may interfere with each other if they are seen as incompatible. We were interested in contextual moderators at school and country level of youth' national identity on identification with Europe. We used multi-level regression analyses based on data from the International Civic and Citizenship Education Study (ICCS, 2009). Results showed strong positive effects of national identity at the individual, and classroom-level on European identity. However, main effects of national identity at the individual level were qualified by number of interactions with contextual-level measures of trust in the EU and indicators of social and economic inequality. Results point to the powerful effects of context in shaping the relationship between national and European identity.

Identification with Europe can constitute an important part of psychological citizenship for European citizens. From a self-categorization perspective, higher-order (e.g., with Europe) and lower order subgroup identities (e.g., with the nation) may interfere with each other if they are seen as incompatible. We were interested in contextual moderators at school and country level of youth' national identity on identification with Europe. We used multi-level regression analyses based on data from the International Civic and Citizenship Education Study (ICCS, 2009). Results showed strong positive effects of national identity at the individual, and classroom-level on European identity. However, main effects of national identity at the individual level were qualified by number of interactions with contextual-level measures of trust in the EU and indicators of social and economic inequality. Results point to the powerful effects of context in shaping the relationship between national and European identity.