<p>Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one’s learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility.</p>
A total of 1352 adolescents were interviewed by computer-assisted self-administered interview to examine differences and similarities between Swiss and non-Swiss migrant boys and girls, concerning well-being (depression, anxiety), self-esteem and self-efficacy, relationship with parents, delinquency and health-related behaviour such as substance use, physical complaints and medical and psychosocial assistance. We distinguish two different migrant groups (migrants born in Switzerland, second generation; migrants not born in Switzerland, first generation) and two age groups (11)(12)(13)(14)(15)(16)(17)(18)(19)(20). Using multi-variable analysis of covariance, no differences of practical importance concerning depression and anxiety could be seen but there are significant differences concerning suicidal tendencies, for which Swiss adolescents score higher.The most important finding is that socio-demographic background plays an important role at least for the older boys. Independent of their residence status (Swiss nationals or migrants), youths with a lower socio-demographic background score higher in suicidal tendencies. Their relationship with parents is also worse. Moreover, on delinquency and substance use they also score higher. Therefore, we conclude that it is not nationality that makes the difference but the differences in socio-demographic background.
This research has tested a social disintegration model in conjunction with risk and protection factors that have the power to differentiate relative, weighted interactions among variables in different socially disintegrated groups. The model was tested in a cross-sectional sample of 1082 at-risk youth in Switzerland. Structural equation analyses show significant differences between the social disintegration (low, moderate, high) groups and gender, indicating that the model works differently for groups and for gender. For the highly disintegrated adolescents results clearly show that the risk factors (negative mood, peer network, delinquency) are more important than the protective factors (family relations, secure sense of self). Family relations lose all protective value against negative peer influence, but personal variables, such as secure self, gain protective power.
For the most part, information concerning the effects of preventive interventions for youth at risk is more anecdotal than scientific. There have been few longitudinal studies with adequate control groups. Conceptual, methodological, and theoretical complexities limit our ability to assess program effectiveness adequately. As scientific knowledge in secondary prevention (selective, indicated prevention) is scarce, the Federal Office of Public Health in Switzerland established the national program, supra-f (Suchtpräventions-
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