Family and Individual Factors Associated with Turkish Immigrant and German Children’s and Adolescents’ Mental Health

Jäkel, Julia; Leyendecker, Birgit; Agache, Alexandru

doi:10.1007/s10826-014-9918-3

Cited by 17 publications

(9 citation statements)

References 46 publications

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“…This study supports the migration morbidity perspective, with reference to the higher prevalence of emotional symptoms and peer problems reported by parents in children with an immigrant background. In addition, the finding regarding the teacher reports that found no differences in psychiatric symptoms between the groups is in concordance with some previous studies reporting that teachers do not report differences in psychiatric symptoms between native and immigrant children or report less emotional symptoms in immigrant children than parents [23,52,53]. The finding of this study correlates favorably with the results of Jäkel et al [52] who found that when comparing immigrant mothers with German native mothers, Turkish immigrant mothers rated their children's and adolescents' total difficulties, emotional symptoms, peer problems and prosocial behavior significantly higher, while there were no differences in the teachers' ratings between the two groups.…”

Section: Discussionsupporting

confidence: 91%

Emotional School Engagement and Psychiatric Symptoms among 6–9-Year-old Children with an Immigrant Background in the First Years of School in Finland

Parviainen

Santalahti

Kiviruusu

2020

Child Psychiatry Hum Dev

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The aim of this study is to examine emotional school engagement and psychiatric symptoms among 6–9-year-old children with an immigrant background (n = 148) in their first years of school compared to children with a Finnish native background (n = 2430). The analyzed data consisted of emotional school engagement measures completed by children and Strengths and Difficulties Questionnaires completed by both parents and teachers. Children with an immigrant background had lower self-reported emotional school engagement than children with a native background with reference to less courage to talk about their thoughts in the class and more often felt loneliness. Further, they reported that they had more often been bullies and seen bullying in the class. Children with an immigrant background had more emotional symptoms and peer problems reported by parents than children with a native background. However, teachers did not report any significant differences.

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Section: Discussionsupporting

confidence: 91%

Emotional School Engagement and Psychiatric Symptoms among 6–9-Year-old Children with an Immigrant Background in the First Years of School in Finland

Parviainen

Santalahti

Kiviruusu

2020

Child Psychiatry Hum Dev

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“…Mothers' psychological well-being is important for their children's positive development, both for immigrant and non-immigrant children alike (Jaekel et al, 2015 ). Given that the women tested have a least one child, the high CES-D-10-scores we found, as well as the high daily hassles, and the relatively low life-satisfaction are alarming.…”

Section: Discussionmentioning

confidence: 99%

“…To assess the mother's psychological well-being , we used three instruments, all of which other authors have used for Turkish immigrants in Germany, or Turkish-Germans, before (Ponizovsky et al, 2013 ; Jaekel et al, 2015 ; Kohl et al, 2015 ). The Turkish immigrant mothers were asked to answer 5 items of the Satisfaction With Life Scale (SWLS) (Diener et al, 1985 ) (α = 0.87 in our sample), 13 items of the Hassles Scale (Kanner et al, 1981 ) assessing Daily Hassles (DH) (α = 0.89 in our sample), and the CES-D-10 Depression Scale (Andresen et al, 1994 ; Tatar and Saltukoglu, 2010 for the Turkish version) (α = 0.83 in our sample).…”

Section: Methodsmentioning

confidence: 99%

Socio-Economic Status and Psychological Well-Being in a Sample of Turkish Immigrant Mothers in Germany

Faßbender

Leyendecker

2018

Front. Psychol.

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This study analyzes the relation of socio-economic status and psychological well-being in a sample of 327 Turkish immigrant mothers in Germany. We assessed maternal psychological well-being with the CES-D-10, the Satisfaction with Life Scale, and selected items of the Hassles Scale referring to daily hassles. Mothers' SES was assessed by means of household income and maternal education. The sample has a predominantly low to very low household income. A cluster analysis on maternal education and household income identified three SES-groups: A low-income cluster, a low-education cluster, and a third cluster of mothers who were slightly more advantaged in terms of household income and education. When applying the 10-point criterion of the CES-D-10, the three clusters differed regarding depression. About 40% of the mothers with lowest income and lowest education were depressed, compared to 28% of the more-advantaged cluster. The clusters further differed with respect to daily hassles and life-satisfaction. A higher SES was associated with less daily hassles, a higher life satisfaction, and less depression. This replicates findings of other studies regarding the relation of SES and psychological well-being. A follow-up assessment for about 60% of the mothers after 1 year revealed no changes in the well-being scales for each SES cluster, and a significant multivariate effect of the SES clusters. This suggests that SES is a long-term influential factor on psychological well-being. We discuss our findings in terms of the importance to integrate Turkish immigrant mother into the Germany society and in terms of the importance of maternal psychological well-being for children's positive development.

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“…Erhöhte Belastung geht mit einer stärkeren Delegation von Erziehungsverantwortung (Jäkel/ Leyendecker 2009) und kindlichem Problemverhalten einher, während ein türkischstämmiger Migrationshintergrund nicht in direktem Zusammenhang mit Verhaltensproblemen steht (Jäkel/Leyendecker 2008;Jäkel et al 2014) und sich weniger beteiligen als deutsche Eltern K. Kohl et al 2014).…”

Section: Hypothesenunclassified

Schlüsselfaktor Elterliche Beteiligung: Warum Lehrkräfte türkischstämmige und deutsche Kinder aus belasteten Familien häufig als verhaltensauffällig einstufen

Kohl¹,

Jäkel²,

Leyendecker³

2015

JFamRes

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Childhood behavior problems affect long-term school success. Turkish immigrant mothers report higher levels of family adversity and are less involved in their children’s school matters than German mothers. High family adversity is associated with delegation of parenting responsibilities and with elevated levels of behavior problems in childhood and adolescence. This study examined associations between family adversity, parental involvement in school matters, and Turkish immigrant (n = 148) and German (n = 54) students’ teacher-rated behavior problems. Results showed that children whose parents were less involved in school were rated as more difficult by their teachers, whereas a Turkish immigrant background had no significant effect. Effects of high family adversity on teacher-rated behavior problems were fully mediated by parental involvement in school matters: teachers rated those children and adolescents as more difficult whose parents were less involved in school matters because they were living under adverse circumstances. In addition, analyses on the subsample of Turkish immigrant mothers showed that good German language abilities predicted higher involvement in school matters and were thus indirectly associated with more positive teacher judgments of children’s behavior. Our study confirms the unique importance of parental involvement for children’s school success and also points to potential avenues to prevent academic underachievement. Zusammenfassung Kindliches Problemverhalten beeinflusst unabhängig von individuellen kognitiven Fähigkeiten stark den langfristigen Schulerfolg. Türkischstämmige Mütter berichten im Vergleich zu deutschen Müttern über erhöhte familiäre Belastung und beteiligen sich nach Auskunft der Lehrkräfte weniger am schulischen Alltag ihrer Kinder. Erhöhte Belastung führt zu einer stärkeren Delegation von Erziehungsverantwortung und erhöhtem kindlichen Problemverhalten. In der vorliegenden Studie untersuchten wir die Zusammenhänge zwischen familiärer Belastung, elterlicher Beteiligung in der Schule und der Beurteilung von Verhaltensproblemen türkischstämmiger (n = 148) und deutscher (n = 54) Kinder durch deutsche Lehrkräfte (N = 202). Wir fanden einen Zusammenhang zwischen Verhaltensproblemen im Lehrerurteil und geringer elterlicher Beteiligung, während ein türkischstämmiger Migrationshintergrund keinen signifikanten Effekt hatte. Mediationsanalysen zeigten, dass der Zusammenhang zwischen hoher familiärer Belastung und wahrgenommenen Verhaltensproblemen durch elterliche Beteiligung in der Schule vermittelt wurde. Dies legt nahe, dass Lehrer diejenigen Kinder und Jugendlichen als problematischer wahrnahmen, deren Eltern sich bedingt durch ihre hohe familiäre Belastung weniger schulisch engagierten. Weitere Analysen zeigten, dass gute deutsche Sprachfähigkeiten bei den türkischstämmigen Müttern mit höherer elterlicher Beteiligung in der Schule und so indirekt einer positiveren Beurteilung kindlichen Verhaltens durch deutsche Lehrkräfte einhergin-gen. Unsere Studie bestätigt die herausragende Bedeutung elterlicher Beteiligung für die kindliche Schullaufbahn und zeigt Ansatzpunkte für potenzielle Präventionsmöglichkeiten.

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Family and Individual Factors Associated with Turkish Immigrant and German Children’s and Adolescents’ Mental Health

Cited by 17 publications

References 46 publications

Emotional School Engagement and Psychiatric Symptoms among 6–9-Year-old Children with an Immigrant Background in the First Years of School in Finland

Emotional School Engagement and Psychiatric Symptoms among 6–9-Year-old Children with an Immigrant Background in the First Years of School in Finland

Socio-Economic Status and Psychological Well-Being in a Sample of Turkish Immigrant Mothers in Germany

Schlüsselfaktor Elterliche Beteiligung: Warum Lehrkräfte türkischstämmige und deutsche Kinder aus belasteten Familien häufig als verhaltensauffällig einstufen

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