Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 713-722 |
| Seitenumfang | 10 |
| Fachzeitschrift | International Journal of Psychology |
| Jahrgang | 55 |
| Ausgabenummer | 5 |
| Publikationsstatus | Veröffentlicht - 17 Sept. 2020 |
Abstract
We present a school-based intervention geared to foster the social integration of recently immigrated (RI) primary school children by creating repeated positive contact situations with classmates brought up in the receiving society. Coaches encouraged groups of tandems, consisting of one RI and one child brought up in Germany each, to engage in cooperative activities designed to strengthen positive self-beliefs and perception of equal status. In a quasi-experimental control-group design (N = 318), we compared the 30 children (12 RI) who participated in our intervention between pre-test and post-test with a reference group. Self-beliefs were measured via self-reports, social integration via sociometric peer-nominations. The reference group (n = 288 children) included all children who did not participate in the intervention between pre-test and post-test: (a) 12 children (7 RI) of a waiting control group and (b) all classmates of both the students of the intervention and the waiting control group. Post-test self-beliefs were more positive in children having participated in the intervention. The intervention did not affect social integration: Neither the number of classmates nominating a student nor the number of peers the respective student nominated increased. Possibly, the intervention initiated self-reinforcing processes which support social integration over longer time periods.
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- Geisteswissenschaftliche Fächer (insg.)
- Geisteswissenschaftliche Fächer (sonstige)
- Psychologie (insg.)
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in: International Journal of Psychology, Jahrgang 55, Nr. 5, 17.09.2020, S. 713-722.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Growing Together
T2 - Effects of a school-based intervention promoting positive self-beliefs and social integration in recently immigrated children
AU - Hannover, Bettina
AU - Kreutzmann, Madeleine
AU - Haase, Jannika
AU - Zander, Lysann
PY - 2020/9/17
Y1 - 2020/9/17
N2 - We present a school-based intervention geared to foster the social integration of recently immigrated (RI) primary school children by creating repeated positive contact situations with classmates brought up in the receiving society. Coaches encouraged groups of tandems, consisting of one RI and one child brought up in Germany each, to engage in cooperative activities designed to strengthen positive self-beliefs and perception of equal status. In a quasi-experimental control-group design (N = 318), we compared the 30 children (12 RI) who participated in our intervention between pre-test and post-test with a reference group. Self-beliefs were measured via self-reports, social integration via sociometric peer-nominations. The reference group (n = 288 children) included all children who did not participate in the intervention between pre-test and post-test: (a) 12 children (7 RI) of a waiting control group and (b) all classmates of both the students of the intervention and the waiting control group. Post-test self-beliefs were more positive in children having participated in the intervention. The intervention did not affect social integration: Neither the number of classmates nominating a student nor the number of peers the respective student nominated increased. Possibly, the intervention initiated self-reinforcing processes which support social integration over longer time periods.
AB - We present a school-based intervention geared to foster the social integration of recently immigrated (RI) primary school children by creating repeated positive contact situations with classmates brought up in the receiving society. Coaches encouraged groups of tandems, consisting of one RI and one child brought up in Germany each, to engage in cooperative activities designed to strengthen positive self-beliefs and perception of equal status. In a quasi-experimental control-group design (N = 318), we compared the 30 children (12 RI) who participated in our intervention between pre-test and post-test with a reference group. Self-beliefs were measured via self-reports, social integration via sociometric peer-nominations. The reference group (n = 288 children) included all children who did not participate in the intervention between pre-test and post-test: (a) 12 children (7 RI) of a waiting control group and (b) all classmates of both the students of the intervention and the waiting control group. Post-test self-beliefs were more positive in children having participated in the intervention. The intervention did not affect social integration: Neither the number of classmates nominating a student nor the number of peers the respective student nominated increased. Possibly, the intervention initiated self-reinforcing processes which support social integration over longer time periods.
KW - Peer-network
KW - Refugee and immigrant children
KW - School-based intervention
KW - Self-beliefs
KW - Social integration
UR - http://www.scopus.com/inward/record.url?scp=85078776594&partnerID=8YFLogxK
U2 - 10.17169/refubium-28084
DO - 10.17169/refubium-28084
M3 - Article
C2 - 31984502
AN - SCOPUS:85078776594
VL - 55
SP - 713
EP - 722
JO - International Journal of Psychology
JF - International Journal of Psychology
SN - 0020-7594
IS - 5
ER -