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This study was conducted to reveal primary school students' perceptions of 21st-century learning practices. A quantitative research design was adopted in this study. Research data were collected from appropriate sampling 622 4th-grade students attending public schools in a city center located in the central region of Turkey. "Students' Perception of 21st Century Learning Practices Scale" was administrated as data collection tool. In the analysis of the obtained data, t test and regression analysis are used. It was concluded that students' perceptions towards thinking skills were above average in the sub-dimensions of critical thinking, creative thinking, and authentic problem solving and knowledge creation efficiency. As a result of t-tests it was concluded that the educational status of the father, having preschool education and having a computer differ significantly according to some sub-dimensions. As a result of the regression analysis, it was concluded that the variables based on Chai et al. (2015) that explain the knowledge creation efficacy are creative thinking, authentic problem solving, self-directed learning and critical thinking. The study results showed that providing rich learning practices related to teaching thinking skills to students creates positive learning outcomes. This research results also indicated that the students participating in the study had similar perceptions with the students who had rich learning practices.

The present study aimed to discuss the development of an educational digital game for Turkish language instruction as a second language to foreign primary school students. First, the correlation between digital games and education was discussed, the learning and motivational theories fundamental to the educational digital games were investigated, the educational digital game design models and educational digital games in second language instruction were addressed. Finally, the development of the educational digital game "Journey to Turkish", which was based on the spiral educational game design model for the instruction of Turkish language to foreign primary school students, was detailed. The "Journey to Turkish" game was developed in four stages: analysis, design, development-implementation and evaluation; the process was based on the constructivist learning theory and social cognitive learning approach, a cognitive learning theory, flow theory, a motivational theory, and ARCS-V model. The game "Journey to Turkish," a three-dimensional, single player, task-based role-playing game was developed on the Unity 3D platform. The game includes seven stages, each part corresponds to the themes in the Turkish A1 language level. In the game, the player visits seven cities, namely Eskisehir, Çanakkale, Nevsehir, Konya, Adiyaman, Izmir and Istanbul, and collects certain cultural items by completing reading and writing tasks.

This study aims to scrutinize the effects of gamified Turkish vocabulary teaching on vocabulary development, and motivation on learning words. A nested mixed-method experimental design (gamification-based vocabulary learning for the experimental group instructor-led vocabulary learning for the control group) and was conducted with 34 fourth-grade students. Data were collected using the Vocabulary Achievement Test (VAT) and the Vocabulary Learning Motivation Scale (VLMS), interview forms, diaries and activity notebooks, video recordings, and researchers' diaries. Significant differences were found between the pretest and posttest scores of the gamification-based and instructor-led vocabulary learning groups measuring vocabulary achievements and motivation. There were considerable differences in favor of the experimental group between mean pretest and posttest scores of the experimental and control groups for vocabulary achievement, whereas no significant differences were found in terms of motivation. It was found that experimental group's vocabulary achievement, awareness and competencies were improved; as well as their willingness and motivation to engage in vocabulary learning, use of previously unknown words, vocabulary development, and embracing of the gamification application and its components, and also showed indicators of intrinsic and extrinsic motivation. On the other hand, quantitative results of the control group were at acceptable levels, although their qualitative results were poorer in terms of generating themes and being able to evaluate learning progress. The study was concluded with recommendations for practitioners and future research.

Purpose: Writing is the most challenging language skill that is acquired the last. Previous studies demonstrated that problems had been experienced in the acquisition of writing skills and habit at the all educational levels. Thus, elementary teachers and pre-service elementary teachers have significant responsibility in the acquisition of writing skills and transformation of these skills into a habit. The present study aims to examine what pre-service elementary teachers' writing habits are like. Research Methods: This research featured 374 pre-service elementary teachers and was based around an explanatory-sequential mixed-method design. About the qualitative portion of this study, seven students are currently doing their practicums in a fourth-grade setting. The data were collected using a "writing habit scale" and a semi-structured interview form. A combination of descriptive and predictive statistics was used, alongside content analysis to analyze all of the quantitative and qualitative data, respectively. Findings: The findings revealed that the pre-service elementary teachers frequently applied spelling and punctuation rules and consider themselves decent writers. They also occasionally used writing as a means of communication and employ writing strategies; however, very few write for creative purposes. The qualitative findings, on the other hand, showed that the pre-service elementary teachers faced certain obstacles and difficulties regarding the actual process of writing. Implications for Research and Practice: The findings obtained in this study suggest that pre-service elementary teachers mostly write within the context of learning and social communication and that they face setbacks when it comes to being able to write in more formal communicative and creative contexts. What can, thus, be concluded is that pre-service elementary teachers ought to receive formal training in writing as well as be encouraged to write. [This study was presented orally at the "8th International Eurasian Educational Research Congress" in Ankara in June of 2019.]

The objective of the present study is to determine the effect of the process of designing a slowmation (SMA) on the development of 21st century skills of "learning and innovation" in 4th grade science class "Light and Sound" and "Planet Earth" units. Study group included 44 students attending 4th grade in two private schools in Southeastern Anatolia region. Four female and five male, a total of nine focus students were determined in the study group where the application was implemented. The study was conducted in 17 weeks (51 periods), out of which six weeks spanned the pre-application process and the application lasted for 11 weeks. Different data collection tools such as video records, semi-structured interviews, group audio recordings, 21st century learning and innovation skills scale r and student diaries were used to collect data in the study. Quantitative data were analyzed and interpreted using SPSS software. Qualitative data were analyzed with descriptive analysis. Overall results of the study demonstrated that slowmation application resulted in the development of 21st century learning and innovation skills, namely creativity and innovation, critical thinking and problem solving, collaboration and communication skills.

The aim of this qualitative study is to reveal the condition involved in teaching Turkish as a second language to Syrian refugees. Participants were selected using a criterion-based sampling technique; they were six (6) instructors and forty (40) Syrian students. The data of the research were compiled using open-ended questionnaire developed by the researchers for the students, and semi-structure interview developed for the instructors. It was revealed that the students have problems mastering basic language skills (especially speaking and listening), the teaching materials are inadequate and physical environment is not conducive. Moreover, it appears that the students have problems in using and pronouncing certain vowels, the confuse letters, and use words in figurative sense. It has also been revealed that the teachers use the same practices, render feedback-correction, and have difficulty in teaching due to lack of right curriculum, the courses being above the students' levels, and nonfunctional course equipment. The participants underlined that camp and class environments need to be improved, that students should be given greater opportunities to communicate with native Turkish speakers, audiovisual materials need to be improved, teachers need to be aware of the students' psychological conditions, teachers should be very versed in at least two languages, and teachers need to be trained extensively.

The objective of the present study was to determine the impact of authentic task-based authentic material on reading comprehension, writing skills and writing motivation in the Turkish language course. The study was conducted with mixed design methodology. Quantitative data were collected with the quasi-experimental with pre-test post-test with control group design in the study. Qualitative data were collected with a semi-structured interview form. The study was conducted in a primary school located in Eskisehir urban center during the 2014-2015 academic year spring semester. The experiment group included 22 students and the control group included 24 students. The data were collected with Reading Comprehension Test (Bulut, 2013), Writing Motivation Scale (Öztürk, 2013), Writing Skills Scale (Uysal, 2009), and a semi-structured interview form. Analysis of the quantitative data was conducted with independent samples t-test and qualitative data were analyzed with descriptive analysis. Study findings demonstrated that use of authentic task-based authentic material in the Turkish language course improved the reading comprehension, writing skills and writing motivation of 4th grade primary school students. Furthermore, it was found that students who participated in the study had positive views on the Turkish language course instructed with authentic task-based authentic material.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

The objective of the present study is to develop a measurement tool to assess 21st Century learning and innovation skills of primary school students. Study data was collected from 632 fourth grade students in five different primary schools during 2014-2015 academic year and data obtained from 609 fourth grade students were utilized in the study. The scale was developed in six stages. These were; establishing the scale items, consultation of experts, pretest stage, determination of structural validity, reliability assessment, and finalization of the scale, respectively. Cronbach alpha reliability coefficient for the whole scale, which consisted of three factors, was calculated as 0.95. 0.89. As a result of the current study, a Likert-type 21st Century learning and innovation skills scale with 39 items was developed. 20 items of the scale were related to creativity and innovation skills, 12 were related to critical thinking and problem solving skills, and 7 were related to cooperation and communication skills.

This study was designed as a descriptive survey study in order to determine primary education teacher trainees' epistemological beliefs; the use of metacognitive strategies; and the relationship between epistemological beliefs and metacognitive strategies. 820 primary education teacher trainees' were selected from the department of primary education at seven education faculties. The Epistemological Beliefs Scale and the Metacognition Inventory were used to collect the data. In data analysis, means and standard deviations were used. In order to determine the differences between the groups, in pair sample comparisons independent t-test was used. For multiple sample comparisons, one-way ANOVA analysis was used with Tukey HSD test and Games Howell. In order to determine the relationship between the variables, Pearson correlation analysis was conducted. The results revealed that the beliefs of primary education teacher trainees' on "learning depends on effort" were developed/matured more in comparison to the beliefs on "learning depends on skills" and the beliefs on "there is a single truth." Significant differences were found among their beliefs in terms of gender, grade, and the university they attend; while no significant relationship was found between their academic achievement and beliefs. Results also revealed that among the metacognitive strategies they used the most, primary education teacher trainees' used "self control" "cognitive strategy", "self evaluation" and "self-awareness" respectively . Significant differences were found among metacognitive strategies they used in terms of gender, grade, and the university they attend while no significant relationship was found between their academic achievement and metacognitive strategies they used. Furthermore, the results indicated that there was a significant relationship between primary education teacher trainees' epistemological beliefs and metacognitive strategy use. In order to improve their epistemological beliefs and to increase the level of metacognitive strategy use, instructional activities could be improved. For researchers; different research methodologies (experimental and qualitative) could be employed, besides study could be conducted with different evaluation instruments and parameters. Additionally, it could be suggested that various examples could be presented in class, especially in the professional knowledge courses to develop the primary education pre-service teachers' beliefs about "there is only one truth". Moreover, it could be emphasized that the strategy use is important not only in planning, arranging and evaluating own learning but also making teaching activities guided, particularly for 3rd year pre-service teachers whose meta-cognitive strategy use was obtained as low. Thus, the activities to increase the strategy use could be designed. Lastly, indirect and direct teaching activities could be carried out to enhance the male students' strategy use as the level of class increases.

Within the context of multicultural education process, bilingual students face the risk of failure due to the problems they experience while using their mother language. One of the groups that have similar problems is Turkish students in Norway; these students also have many problems in learning and using their mother language, Turkish. Some of these problems can be listed as being incompetent in comprehension and self-expression, having limited vocabulary size, inadequate source for language learning and having few class hours for Turkish learning (Belet, 2009). As one of the alternative solution for all these, designing an interactive learning media can be suggested. In this context, the present study contains two phases as designing process of interactive media for the bilingual students' use of mother language and then revealing teachers and students' opinions about the design process and designed interactive media. Before the design process of interactive learning media, a need assessment study on the basis of the teachers' opinions about the problems that the students experience in Turkish learning, their expectations and characteristics was conducted. The data of the research, which was projected, based on the qualitative research method, were collected in the form of survey with open ended questions on need assessment study and design evaluation process, the findings obtained were analyzed and interpreted based on the descriptive analyses method. The results of need assessment indicated that Turkish primary education students in Norway were active in technology use but incompetent in comprehension and self-expression in Turkish, besides they did not have enough vocabulary knowledge. Furthermore, it was obtained that they did not have enough sources for language learning and use, thus they expected to use various learning CDs as alternative solution for these problems. According to the results of needs assessment study, some criteria for the design process were determined and then the interactive Turkish learning media was designed. At the second phase of the study, the teachers and students' opinions about the deigned interactive media were examined. Consequently, it was observed that both the teachers and students generally had positive opinions about interactive learning environment. (Contains 1 table and 1 figure.)

To increase students' engagement and achievement in introductory sociology courses, teachers should make them relevant to students' lives. Students' relevance perceptions may vary within the classroom, depending on the degree of fit between their sociocultural position and the teaching methods. To test this prospect, an experiment among 1,325 undergraduates distinguished the sociocultural mechanisms underlying content- and medium-related course relevance. The students viewed one of four versions of an introductory video lecture about Durkheim with (1) feminine/masculine content and (2) YouTube/verbal-anecdotal medium manipulated in its examples. The results indicate first, that students' perceptions of the sociology course as relevant were associated with their course satisfaction and achievement. Second, matching students' gender with gendered example content stimulated their relevance perceptions, while a mismatch decreased those perceptions. Finally, tentative evidence was found that the use of YouTube examples engaged disadvantaged students in the course without harming advantaged students' learning.

Attention is an important part of cognitive and perceptual processes. Attention includes both external processes related to the environment and internal processes such as heredity. In addition, measuring attention processes, which have two dimensions, top-down and bottom-up, is important in terms of both learning processes and determining some psychopathologies. Based on this, it was aimed to adapt the Attention Style Questionnaire (ASQ) into Turkish in this study. The study group includes of 372 university students. Data collection materials included personal information form, Attention Styles Questionnaire and Control Dimension of Self-regulation Scale. Language validity and criterion-related validity analysis were performed for validity studies. Confirmatory factor analysis and test-retest analysis were utilized for reliability studies. The two-factor structure in the original structure of the scale was confirmed through confirmatory factor analysis results. Furthermore, the ASQ was found to be highly correlated with the Control Dimension of Self-regulation Scale. According to the findings obtained for reliability, Cronbach's alpha coefficients were found as .81 for the cognitive avoidance sub-dimension and .70 for the focusing subdimension. Test-retest correlation coefficients were determined as .76 for the cognitive avoidance subdimension and .75 for the focusing sub-dimension. Research results indicate that Attention Style Questionnaire is a reliable and valid measurement tool in determining the style of the attention to university students in Türkiye. [ABSTRACT FROM AUTHOR]

• Significant predictors of Clostridioides difficile infection (CDI) included presence of abdominal pain, exposure to meropenem and clindamycin, longer duration of hospital stay and antibiotic treatment. • The new scoring system showed good discrimination, with an AUROC of 0.88. • The optimal cut-off point for the score was 6, with a sensitivity and specificity of 89% and 74%, respectively. This study aimed to determine the predictors of hospital-onset Clostridioides difficile infection (CDI) in pediatric patients with antibiotic-associated diarrhea (AAD) and to develop a predictive scoring system to identify at-risk patients. This retrospective case-control study included patients aged ≥2-18 years with AAD who underwent C. difficile polymerase chain reaction testing >3 days after hospital admission. Patients with hospital-onset CDI were selected as cases and matched with the control patients without CDI. Univariate and multivariate logistic regressions were used to determine predictors of CDI and to construct a prediction score for the outcomes of interest. Sixty-five patients with hospital-onset CDI and 130 controls were enrolled. Independent predictors for CDI identified and combined into the prediction score included abdominal pain (adjusted odds ratio [95% confidence interval]: 7.940 [3.254-19.374]), hospitalization for ≥14 days before the onset of diarrhea (3.441 [1.034-11.454]), antibiotic use for ≥10 days before the onset of diarrhea (6.775 [1.882-24.388]), receipt of meropenem (4.001 [1.098-14.577]) and clindamycin (14.842 [4.496-49.000]). The area under the receiver operating characteristic curve for this score was 0.883. The presented scoring system can be easily applied by clinicians at the bedside to decide which patients with AAD are likely to have CDI. [ABSTRACT FROM AUTHOR]

This article deals with the issue of the very weak implementation of the LO model in France, although it appears as an appealing new management paradigm that can allow companies to better face a fast changing environment. The author argues that there is a strong philosophical contradiction between this innovative management model and the still dominant hierarchical, bureaucratic, centralised French organisational culture. He emphasises three main reasons that take part in this phenomenon: the misconception of the LO concept, the role of the national management education and the traditional French elitist culture. The few and limited applications of this LO model are only middle hierarchical level management change initiatives, especially in some large companies. Today, this model still seems too "revolutionary" and too contrary to the dominant traditional organisational French culture features. It only appears today as a limited management change technique, actually far from the implementation of new LO management paradigm. But the challenges of the present deep economic crisis might well trigger its future development.

In today's world it has long become a necessity to learn and communicate in another language other than one's mother tongue (L1). When the world is walking on the path of globalization people try to learn a second/foreign language (L2). In this study it's critically aimed to explore strategy use in L1 and L2 reading at K12 level. Subjects involved in the study are the fourth and fifth grade students in two private primary schools in Eskisehir province, Turkey. In this study triangulation method was used. The study was carried out in two steps. In the first step quantitative data were collected from the 86 students by a questionnaire developed by researchers depending on literature review. In the second step, qualitative data were collected from the 3 foreign language teachers and 3 mother tongue teachers by semi-structured interviews. Qualitative data were gathered to describe the situations in depth as supplementary data. The results obtained from the study indicates that although students' strategy use in L1 and L2 reading and strategy groups they engaged such as cognitive, compensation, meta-cognitive and social strategies have similarities, percentage of the reading strategy they use differ Besides, opinions of foreign language teachers and mother tongue obtained from qualitative data support the findings. (Contains 4 tables.)

Purpose: The author's interest in learning organisation development leads him to examine large French companies' practices regarding "high potential" executives policies and to question their selection and development processes and their capabilities to develop learning oriented organisations.The author also tries to explain why most large French companies are not yet familiar with this concept. Design/methodology/approach: An analysis of the managerial and leadership characteristics of the French elite, as well as of the way they are trained in French grandes ecoles and universities, can help to understand the kind of dominant style of leadership that features in the so called "high potential" executives in most large French companies. Findings: The criteria against which these French "high potential" executives are discriminated explains largely their still very traditional hierarchical and centralised leadership styles, that are not favourable to build the more learning oriented organisations of the future. In addition most of the management development programmes for these executives stem from the traditional hierarchical leadership models that do not foster the necessary changes. Research limitations/implications: This article is based on the results of several studies performed in France by organisational sociologists about the corporate elite and the "high potential" executives of large companies and their development policies. The author relies on his participation in field researches but also draws from his extensive professional experience and in-depth knowledge of these large organisations as consultant, trainer and speaker. Originality/value: This article provides a critical approach of the mainstream "high potential" model based on the learning organisation philosophy. It proposes another vision of the "high potential" executive concept that the author believes to be more adequate in facing up to the challenge of the HR management and leadership changes that most large French organisations will likely have to face in the future. It also raises the issue of the adequacy of the present leadership development offer of the higher management education system. Although slightly political it aims at generating a debate about the very concept of the "high potential" executive, which is a major key to the necessary changes in the people management and leadership practices for the organisations of the future. (Contains 4 figures.)

The pathophysiology of multisystem inflammatory syndrome in children (MIS-C) and associated oral symptoms have not been clarified yet. The aim of the present study was to compare the oral health status of children with MIS-C-associated Coronavirus disease 2019 (COVID-19) and COVID-19. A total of 54 children with SARS-CoV-2 infection, 23 with MIS-C-associated COVID-19 and 31 with asymptomatic, mild, and moderate COVID-19 were recruited for the present cross-sectional study. Sociodemographic variables, medical examinations, oral hygiene habits, and extraoral and intraoral findings (DMFT/dmft index, OHI scores, and oral mucosal changes) were recorded. The t-test for independent samples and the Mann-Whitney U test were used (p < 0.05). MIS-C was found to be associated with chapped lips (all patients) and oral mucosal changes, including erythema, white lesion, strawberry tongue, and swelling of the gingiva as compared to the COVID-19 group (frequency of more than one mucosal change: 100% vs. 35%) (p < 0.001). Children with MIS-C presented higher DMFT/dmft scores (DMFT/dmft 5.52 ± 3.16 for the MIS-C group vs. 2.26 ± 1.80 for the COVID-19 group) (p < 0.01). Elevated OHI scores were also associated with MIS-C (mean ± SD: 3.06 ± 1.02 (MIS-C) vs. 2.41 ± 0.97 (COVID-19) (p < 0.05). Oral manifestations, mainly strawberry and erythematous tongue, were characteristic features of MIS-C. Prevalence of oral/dental symptoms was elevated in children with MIS-C when compared to COVID-19. Therefore, dental professionals should be aware of the oral manifestations associated with MIS-C, which may have high mortality and morbidity rates. [ABSTRACT FROM AUTHOR]

Background. The widespread use of biological treatments has increased the frequency of opportunistic infections such as tuberculosis (TB). The primary objective of our study was to determine the rate of tuberculin skin test (TST) conversion during biological therapy. The secondary objective was to monitor the side effects related to isoniazid (INH) prophylaxis, in the selected subgroup. Methods. Children with rheumatologic diseases receiving treatment with tumor necrosis factor-alpha (TNF-a) inhibitors, and tocilizumab and canakinumab were included in the study. If baseline screening was negative, TST was performed annually after initiation of biologic therapy. TST conversion was accepted as an increase of at least 6 mm and becoming positive or an increase of 10 mm or more, even in the absence of positivity. Results. 121 patients (female n: 63, 52%) were included in the study. The mean follow-up period was 26.10±14.8 months. 85 of the patients were using TNF-a inhibitors and 18 tocilizumab, and 18 canakinumab. Forty patients had positive TST before biological agents and received chemoprophylaxis with INH. The rate of TST conversion among the 3 biological agents was not statistically significant (20.4% of TNF-a inhibitors, 25% of canakinumab and 33.3% of tocilizumab users). All patients with LTBI received INH prophylaxis, and none of them had active TB. Conclusions. There was no statistically significant difference among the three biological agents, regarding the seroconversion rates. Patients receiving tocilizumab and canakinumab should also be screened for TB during follow-up. INH related side effects are rare. [ABSTRACT FROM AUTHOR]

Background. Catheter-related bloodstream infection (CRBSI) is one of the most common complications of central lines. Data concerning the effectiveness and safety of antibiotic lock therapy (ALT), especially in pediatric hematology and oncology patients, have not yet reached sufficient levels of evidence. We aimed to share our center's experience on ALT in pediatric cancer and to investigate the causes of ALT failure. Methods. All cases with CRBSI and treated with ALT administiration in children with cancer between January 2015 and May 2019 were reviewed. Patients characteristics, laboratory and clinical findings, treatments, outcome of ALT, recurrences and reinfections were recorded. Patients with successful and unsuccessful ALT outcomes were compared in order to identify the risk factors for ALT failure. Results. Sixteen eligible CRBSI treated with adjunctive ALT were identified. The most common pathogens were coagulase negative staphylococci (8/16, 50%). Treatment failure was observed in 31.2% (5/16). Younger age alone was an independent risk factor for treatment failure (0.9 vs 6.8 years, p = 0.038). Recurrence and reinfection rates were 23.1% and 16.7%. Mild bleeding occured in two cases (12.5%) and occlusion causing catheter removal was seen in one (6.3%). Conclusions. ALT was found to be a safe modality with a success rate of 68.8% in children with cancer at our center and younger age was an independent risk factor for treatment failure. Future studies with larger sample sizes are needed to determine the factors affecting the ALT outcome, especially in childhood malignancies. [ABSTRACT FROM AUTHOR]

The objective of the present study was to determine the impact of authentic taskbased authentic material on reading comprehension, writing skills and writing motivation in the Turkish language course. The study was conducted with mixed design methodology. Quantitative data were collected with the quasi-experimental with pre-test post-test with control group design in the study. Qualitative data were collected with a semi-structured interview form. The study was conducted in a primary school located in Eskişehir urban center during the 2014-2015 academic year spring semester. The experiment group included 22 students and the control group included 24 students. The data were collected with Reading Comprehension Test (Bulut, 2013), Writing Motivation Scale (Öztürk, 2013), Writing Skills Scale (Uysal, 2009), and a semi-structured interview form. Analysis of the quantitative data was conducted with independent samples t-test and qualitative data were analyzed with descriptive analysis. Study findings demonstrated that use of authentic task-based authentic material in the Turkish language course improved the reading comprehension, writing skills and writing motivation of 4th grade primary school students. Furthermore, it was found that students who participated in the study had positive views on the Turkish language course instructed with authentic task-based authentic material. [ABSTRACT FROM AUTHOR]

Literary intergroup contact—reading about ingroup members’ encounters with outgroup members—is a useful first step toward the reduction of intergroup bias in settings with limited face-to-face intergroup contact, such as ethnically segregated schools. What, however, happens to this bias-reduction potential of interethnic stories in classrooms rife with face-to-face interactions between ethnically diverse students? And does this interaction between literary and face-to-face contact function similarly 1) for ethnic-majority students and ethnic-minority students and 2) for affective and cognitive measures of interethnic bias? A between-subjects experiment was conducted among 977 students in 63 classrooms in a Belgian province with a history of Moroccan migration. Half of the classes read from a ‘white-Belgian-majority’ book (control group), the others from a ‘Moroccan-Belgian’ book (literary contact group). Multilevel regression analyses indicated two opposing trends: 1) more face-to-face contact with Moroccan classmates strengthened the effect of literary interethnic contact on self-identified Belgian students’ attitude toward Moroccans, but 2) more face-to-face contact with Belgian-majority classmates reduced the effect of literary interethnic contact on the attitude toward Belgians of self-identified non-Belgian students. Moreover, the Moroccan-Belgian book was associated with a lesser awareness of discrimination against Moroccan youngsters for students who did not identify as Belgian in classes with few students of Moroccan descent, and for students who felt (very) Belgian in classes with relatively many students of Moroccan descent. The quality of face-to-face intergroup contact is offered as a post-hoc explanation. [ABSTRACT FROM AUTHOR]