Sidler, Petra
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Patterns of students’ well-being in early adolescence: A latent class and two-wave latent transition analysis
Adolescence is a developmental stage with high risks in terms of psychological challenges and adjustments related to subjective well-being. Thus far, the findings reported a general decrease in school-related well-being over time. We considered well-being a multidimensional and latent construct that included both feeling good and functioning well at the individual level, and focused on the interplay between hedonic and eudemonic factors. Data of = 377 high school students in Switzerland were used by conducting an online longitudinal study with two waves. Baseline data was gathered in autumn 2019 and the subsequent time point occurred 1 year later (2020; grades seven and eight). By applying a person-oriented analytical approach via latent class and latent transition analyses, we were able to identify and compare longitudinally three distinct well-being patterns and the respective trajectories. Regarding the distribution of the well-being patterns for both waves, significant changes over time were identified: particularly from wave 1 to wave 2, where there was an increase for the low and high well-being patterns, yet a decrease for the middle pattern. Comparing the stability of the respective patterns over time, the high well-being level showed the highest stability of all identified patterns. Multinomial logistic regression of covariates to the identified latent status membership established for both waves showed low but significant effects of socio-demographic variables. At wave 1, having a migration background was associated with a significant increase of being in a low versus high well-being level pattern. At wave 2, being female was associated with a significant increase of being in a low versus high and in a middle versus high well-being pattern.
Identification and comparison of school well-being patterns of migrant and native lower secondary-school students in Greece and Switzerland: A multigroup latent profile analysis approach
We detected three very similar school well-being patterns among migrant and native students for both countries. The highest school well-being pattern for migrant and native students is derived from a combination of low levels of fear/depression and high levels of self-determination, self-efficacy, and self-esteem in conjunction with high levels of life satisfaction, general well-being, and satisfaction with grades at school. Overall, we found that higher levels of social support, as introduced via teacher support and resilience, play a great role in determining the school well-being level that a young person achieves.
Testing concurrent validity and group-differences of a four-dimensional assessment of attitudes toward mutual acculturation
Acculturation attitudes commonly focus on minority and majority attitudes toward minority acculturation. However, because acculturation is a mutual process, not only are members of minority or migrant groups expected to experience acculturation, but members of the majority also are. In this study, I assessed the attitudes of 375 minority and majority students (Mage = 12.67 years, SD = 0.69, range 11–15, 46% female) in Swiss secondary schools toward (a) migration background students’ heritage culture maintenance and (b) dominant culture adoption, (c) majority students’ acquisition of cultural knowledge, and (d) schools’ endorsement of intercultural contact. This study extends the validation of the four-dimensional measurement of attitudes toward mutual acculturation (Sidler et al., 2021) through assessing group-specific differences of each dimension and through exploring the relationship of each dimension with school adjustment. The results indicated group-specific differences only within the heritage culture maintenance dimension, which is more important for second generation students. As no further group differences in relation to the four dimensions were found, these findings indicate their equal importance for minority as well as majority students and thus demonstrate the importance of a mutual acculturation framework for students independently of their migration background and nationalities. Additionally, significant positive relationships with teacher support, self-efficacy, self-esteem, and self-determination were found for each dimension except dominant culture adoption. These results strengthen the concurrent validity of this four-dimensional assessment of mutual acculturation within the school context, as 3 out of 4 dimensions were significantly linked to psychological adjustment and teacher support.
Assessing attitudes towards mutual acculturation in multicultural schools. Conceptualisation and validation of a four-dimensional mutual acculturation attitudes scale
Assessment of acculturation attitudes usually has focused on the importance of two dimensions: first, immigrants’ maintenance of cultural heritage and, second, immigrants’ adoption of the majority culture. Because acculturation is a reciprocal interaction, we extended a bidimensional scale to four dimensions to assess mutual acculturation. Given the importance of the social context for acculturation and schools as a crucial context for immigrant pupils’ acculturation, the scale extension was validated within the context of school. We hypothesised that acculturation attitudes are held not only towards immigrant pupils but also towards native pupils and towards schools’ responsibility to support intercultural contact. The study sample comprised 364 secondary school pupils in Swiss multicultural schools. Using exploratory structural equation modelling, we validated four distinct dimensions of acculturation attitudes: attitudes towards immigrant pupils’ (a) heritage culture maintenance and (b) adoption of the dominant culture and attitudes towards (c) native pupils acquiring cultural knowledge and (d) schools enabling intercultural contact. We conclude that the proposed four-dimensional scale is a valid tool for assessing attitudes towards mutual acculturation within the school context and that acculturation attitudes are held not only towards immigrant pupils but also towards native pupils and schools.
Resilience profiles across context: A latent profile analysis in a German, Greek, and Swiss sample of adolescents
The present study investigated resilience profiles (based on levels of symptoms of anxiety and depression and five dimensions of protective factors) of 1,160 students from Germany (n = 346, 46.0% females, Mage = 12.77, SDage = 0.78), Greece (n = 439, 54.5% females, Mage = 12.68, SDage = 0.69), and Switzerland (n = 375, 44.5% females, Mage = 12.29, SDage = 0.88) using latent profile analyses. We also checked for measurement invariance and investigated the influence of gender and migration on class membership. A three-profilesolution was found for Switzerland (nonresilient 22.1%, moderately resilient 42.9%, untroubled 34.9%), and a four-profile-solution was the best fitting model for Germany (nonresilient 15.7%, moderately resilient 44.2%, untroubled 27.3%, resilient 12.7%) and Greece (nonresilient 21.0%, moderately resilient 30.8%, untroubled 24.9%, resilient 23.3%). Measurement invariance did not hold across the three countries. Profile differences regarding class membership predictions were detected for Germany and Greece, but none for Switzerland. Results implicate that resilience profiles are highly contextually sensitive, and resilience research findings should not be generalized considering the particularity of contexts, people, and outcomes.