Paul Vedder

Bio: Paul Vedder is an academic researcher from Leiden University. The author has contributed to research in topics: Acculturation & Poison control. The author has an hindex of 36, co-authored 108 publications receiving 9283 citations.

Ethnic Identity, Immigration, and Well-Being: An Interactional Perspective

Abstract: On the basis of existing theory and research regarding ethnic identity and immigration and our own empirical work in four immigrant-receiving countries, we suggest an interactional model for understanding psychological outcomes for immigration. Specifically, the interrelationship of ethnic and national identity and their role in the psychological well-being of immigrants can best be understood as an interaction between the attitudes and characteristics of immigrants and the responses of the receiving society. This interaction is moderated by the particular circumstances of the immigrant group. The strengths of ethnic and national identity vary depending on the support for ethnic maintenance and the pressure for assimilation. Most studies show that the combination of a strong ethnic identity and a strong national identity promotes the best adaptation.

Immigrant youth. Acculturation, identity and adaptation

Abstract: Der Aufsatz ... berichtet uber einige der Hauptergebnisse einer grossen internationalen Studie (ICSEY) zur Akkulturation und Adaption von zugewanderten Jugendlichen im Alter von 13 bis 18 Jahren, die in 13 verschiedenen Aufnahmelandern (einschlieslich Deutschland) leben (n = 5.366). Weiterhin wurde eine Stichprobe von einheimischen (im Original: national) Jugendlichen (n = 2.631) untersucht. Die Analyse geht drei Kernfragen nach: Wie gehen die Jugendlichen mit Migrationshintergrund mit dem Akkulturationsprozess um? Wie gut passen sich die Jugendlichen mit Migrationshintergrund an die Gesellschaft und Schule des Aufnahmelandes an? Bestehen bedeutsame Beziehungen zwischen ihrer Akkulturationseinstellung und ihrer sozialen und schulischen Anpassung? Eine Clusteranalyse forderte vier unterschiedliche Profile von Akkulturationseinstellungen der Jugendlichen mit Migrationshintergrund zutage: integrativ, ethnisch, national und diffus. Eine Faktorenanalyse von funf Adaptionsvariablen lies auf zwei verschiedene Formen der Adaption schliessen: psychisch und soziokulturell. Es zeigten sich substantielle Beziehungen zwischen den Akkulturationseinstellungen der Jugendlichen und ihrer Anpassung. Die Jugendlichen mit einem Integrationsprofil weisen die besten Ergebnisse in Bezug auf psychische (Wohlbefinden) und soziokulturelle (schulische und soziale) Adaption auf, wahrend diejenigen mit einem diffusen Akkulturationseinstellungsprofil die ungunstigsten Ergebnisse erreichen. Dazwischen liegen die Jugendlichen mit einem ethnischen Profil, deren Anpassung in Bezug auf ihr Wohlbefinden recht gut, ihre soziale und schulische Anpassung jedoch schlechter ist. Ebenfalls dazwischen liegen die Jugendlichen mit einem nationalen Profil, deren Adaption in psychischer Hinsicht eher ungunstig ist und in soziokultureller Hinsicht eine leicht negative Tendenz aufweist. Dieses Ergebnismuster konnte durch Strukturgleichungsmodelle weitgehend bestatigt werden. Weiterhin zeigen die Analysen dieser Studie, dass wahrgenommene Diskriminierung sowohl mit psychischer als auch mit sozialer Anpassung negativ zusammen hangt und einen stark segregierenden Effekt auf Migranten hat. Die Schlussfolgerungen der Untersuchung fur das Leben der Jugendlichen in einer Einwanderungsgesellschaft sind klar: Jugendliche mit Migrationshintergrund sollten ermutigt werden, einen Bezug zu ihrer Herkunftskultur zu erhalten und gleichzeitig enge Verbindungen zur Aufnahmegesellschaft aufzubauen. (DIPF/Orig.).

Immigrant Youth: Acculturation, Identity, and Adaptation

Abstract: Cet article presente plusieurs des principaux resultats d’une grande etude internationale sur l’acculturation et l’adaptation de jeunes immigres (âges de 13 a 18 ans) qui se sont implantes dans treize pays (N = 5,366); il y est adjoint un echantillon de jeunes nationaux (N = 2,631). La recherche s’appuyait sur trois questions centrales: comment les jeunes migrants gerent-ils le processus d’acculturation? Comment parviennent-ils a s’adapter? Et y a-t-il un lien manifeste entre la forme d’acculturation et le succes de l’adaptation? L’analyse en clusters deboucha sur quatre profils d’acculturation: integrateur, ethnique, national et diffus. L’analyse factorielle de cinq variables d’adaptation mit en evidence deux types d’adaptation: psychologique et socioculturel. Il existe une forte relation entre la facon dont les jeunes s’acculturent et leur adaptation: ceux qui presentent un profil integrateur beneficient des meilleurs indicateurs d’adaptations psychologique et socioculturelle alors que ceux souffrant d’un profil diffus ont les pires. Entre les deux, le profil ethnique presente une adaptation psychologique relativement bonne et une adaptation socioculturelle plutot pauvre, tandis que le profil national a une adaptation psychologique relativement pauvre et une adaptation socioculturelle legerement negative. Cette configuration de resultats fut en grande partie retrouvee a travers une modelisation en equation structurelle. Les consequences pour l’implantation des jeunes immigres sont claires: ils devraient etre encourages a preserver l’appartenance a leur culture d’origine tout en etablissant des liens etroits avec la societe d’accueil. This paper reports some of the main findings from a large international study of the acculturation and adaptation of immigrant youth (aged 13 to 18 years) who are settled in 13 societies (N= 5,366), as well as a sample of national youth (N= 2,631). The study was guided by three core questions: How do immigrant youth deal with the process of acculturation? How well do they adapt? Are there important relationships between how they acculturate and how well they adapt? Cluster analysis produced four distinct acculturation profiles: integration, ethnic, national, and diffuse. Factor analysis of five adaptation variables revealed two distinct forms of adaptation: psychological and sociocultural. There were substantial relationships between how youth acculturate and how well they adapt: those with an integration profile had the best psychological and sociocultural adaptation outcomes, while those with a diffuse profile had the worst; in between, those with an ethnic profile had moderately good psychological adaptation but poorer sociocultural adaptation, while those with a national profile had moderately poor psychological adaptation, and slightly negative sociocultural adaptation. This pattern of results was largely replicated using structural equation modeling. Implications for the settlement of immigrant youth are clear: youth should be encouraged to retain both a sense of their own heritage cultural identity, while establishing close ties with the larger national society.

Immigrant Youth in Cultural Transition : Acculturation, Identity, and Adaptation Across National Contexts

Abstract: Contents: K. Phalet, Foreword. Preface. J.W. Berry, J.S. Phinney, K. Kwak, D.L. Sam, Introduction: Goals and Research Framework for Studying Immigrant Youth. J.W. Berry, C. Westin, E. Virta, P. Vedder, R. Rooney, D. Sang, Design of the Study: Selecting Societies of Settlement and Immigrant Groups. P. Vedder, F.J.R. van de Vijver, Methodological Aspects: Studying Adolescents in 13 Countries. J.S. Phinney, J.W. Berry, P. Vedder, K. Liebkind, The Acculturation Experience: Attitudes, Identities, and Behaviors of Immigrant Youth. D.L. Sam, P. Vedder, C. Ward, G. Horenczyk, Psychological and Sociocultural Adaptation of Immigrant Youth. P. Vedder, F.J.R. van de Vijver, K. Liebkind, Predicting Immigrant Youth's Adaptation Across Countries and Ethnocultural Groups. J.S. Phinney, P. Vedder, Family Relationship Values of Adolescents and Parents: Intergenerational Discrepancies and Adaptation. P. Vedder, D.L. Sam, F.J.R. van de Vijver, J.S. Phinney, Vietnamese and Turkish Immigrant Youth: Acculturation and Adaptation in Two Ethnocultural Groups. J.S. Phinney, J.W. Berry, D.L. Sam, P. Vedder, Understanding Immigrant Youth: Conclusions and Implications. Appendices.

Relationship Between Peer Victimization, Cyberbullying, and Suicide in Children and Adolescents: A Meta-analysis

Abstract: IMPORTANCE Peer victimization is related to an increased chance of suicidal ideation and suicide attempts among children and adolescents. OBJECTIVE To examine the relationship between peer victimization and suicidal ideation or suicide attempts using meta-analysis. DATA SOURCES Ovid MEDLINE, PsycINFO, and Web of Science were searched for articles from 1910 to 2013. The search terms were bully*, teas*, victim*, mobbing, ragging, and harassment in combination with the term suic*. Of the 491 studies identified, 34 reported on the relationship between peer victimization and suicidal ideation, with a total of 284 375 participants. Nine studies reported on the relationship between peer victimization and suicide attempts, with a total of 70 102 participants. STUDY SELECTION Studies were eligible for inclusion if they reported an effect size on the relationship between peer victimization and suicidal ideation or suicide attempt in children or adolescents. DATA EXTRACTION AND SYNTHESIS Two observers independently coded the effect sizes from the articles. Data were pooled using a random effects model. MAIN OUTCOMES AND MEASURES This study focused on suicidal ideation and suicide attempts. Peer victimization was hypothesized to be related to suicidal ideation and suicide attempts. RESULTS Peer victimization was found to be related to both suicidal ideation (odds ratio, 2.23 [95% CI, 2.10-2.37]) and suicide attempts (2.55 [1.95 -3.34]) among children and adolescents. Analyses indicated that these results were not attributable to publication bias. Results were not moderated by sex, age, or study quality. Cyberbullying was more strongly related to suicidal ideation compared with traditional bullying. CONCLUSIONS AND RELEVANCE Peer victimization is a risk factor for child and adolescent suicidal ideation and attempts. Schools should use evidence-based practices to reduce bullying. Language: en

Standards for educational and psychological testing

Abstract: Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Multiple Imputation for Nonresponse in Surveys

Abstract: 25. Multiple Imputation for Nonresponse in Surveys. By D. B. Rubin. ISBN 0 471 08705 X. Wiley, Chichester, 1987. 258 pp. £30.25.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Abstract: 1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

Conceptualization and measurement of ethnic identity: Current status and future directions.

Abstract: In this article, the authors examine the conceptualization and measurement of ethnic identity as a multidimensional, dynamic construct that develops over time through a process of exploration and commitment. The authors discuss the components of ethnic identity that have been studied and the theoretical background for a developmental model of ethnic identity. The authors review research on the measurement of ethnic identity using the Multigroup Ethnic Identity Measure (J. Phinney, 1992) and present a revised version of the measure. The authors conclude with a consideration of the measurement issues raised by J. E. Helms (2007) and K. Cokley (2007) and suggestions for future research on ethnic identity. Ethnic identity is many faceted. This is made clear in the special issue of which this article is a part. But recognizing that ethnic identity has many facets is merely a start to understanding it. Ethnic identity derives from a sense of peoplehood within a group, a culture, and a particular setting. Yet ethnic identity is not merely knowledge and understanding of one's ingroup affiliations, even as such insights and comprehension are part of it. The achievement of a secure ethnic identity derives from experience, but experience is not sufficient to produce it. Because one's ethnic identity is con- structed over time, the actions and choices of individuals are essential to the process. Ethnic identity is distinct in some ways from other group identities, such as racial identity, but it also shares aspects of both personal and group identities. Our purpose in this article was to examine the conceptualization and measurement of ethnic identity from social psychological and developmental perspectives. We first review the various dimen- sions of ethnic identity that have been proposed in the literature. We then discuss the theoretical and empirical basis for understand- ing ethnic identity as a developmental process. We review research on the measurement of ethnic identity based on the widely used Multigroup Ethnic Identity Measure (MEIM, Phinney, 1992; Rob- erts et al., 1999), discuss recent measurement research that has led to a revision of the MEIM, and present a revised version of the MEIM. We conclude with a discussion of issues that might be profitably considered in future ethnic identity research, with a consideration of the ideas and recommendations offered by Helms (2007) and Cokley (2007). In keeping with the focus of the special issue, we discuss ethnic identity with reference to ethnic minorities in the United States.