Sources of Support for School-Related Issues; Choices of Hispanic Adolescents Varying in Migrant Status

Morrison, Gale M.; Laughlin, John D.; Miguel, Stephanie San; Smith, Douglas C.; Widaman, Keith F.

doi:10.1023/a:1024508816651

Cited by 29 publications

(21 citation statements)

References 26 publications

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“…Developing relationships could therefore have been a motivation for young migrants to continue their engagement. Studies have pointed out that social support in the host country promotes the integration of migrants (Gurak & Caces, 1992;Marzana et al, 2016;Marzana, Martinez Damia, Alfieri, & Marta, 2019;Palloni, Massey, Ceballos, Espinosa, & Spittel, 2001) as it helps them rebuild their social networks, usually lost after leaving their countries (Morrison, Laughlin, San Miguel, Smith, & Widaman, 1997;Schwarzer, Hahn, & Schröder, 1994;Vega, Kolody, Valle, & Weir, 1991).…”

Section: Resultsmentioning

confidence: 99%

Why do first and second-generation young migrants volunteer? The Migrant Volunteerism Motivation Model (MVMM)

Alfieri

Marzana

Damia

2019

J. Soc. Polit. Psych.

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The following study aims at inquiring into the motivations behind young migrants’ volunteerism in civic organizations in Italy, namely in starting and maintaining their engagement (preliminary vs. maintenance phase). The term “young migrants” refers to first and second generation of migrants who deal with two challenges: the transition to adulthood and the acquisition of a cultural identity. We conducted semi-structured interviews with 37 Sub-Saharan young migrants living in Italy (18-32 years old), 19 of first generation (1G) and 18 of second generation (2G). The Omoto and Snyder’s Volunteer Process Model (VPM, 1995) was used as an underpinning theoretical framework and a guide for the interpretations of the results. The findings indicate that a) motivations included in the VPM are also found for young migrants, b) some of these motivations take particular meaning for young migrants, c) some motivations are not included in the VPM and are specific of this sample. We named these last motivations: social norms, advocacy and ethno-cultural. In addition, some considerations may be advanced regarding the generation and the phase of motivation: 1G migrants are particularly moved by the importance of integration in the Italian context and by the promotion of their ethnic group while 2G migrants reported mostly the desire to understand their roots. The values, the concern for the community and the longing to develop relationships are the motivations for which all young migrants continue to volunteer; however, 1G migrants are also sustained by advocacy and ethno-cultural motivations. Implications and future directions are discussed.

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Section: Resultsmentioning

confidence: 99%

Why do first and second-generation young migrants volunteer? The Migrant Volunteerism Motivation Model (MVMM)

Alfieri

Marzana

Damia

2019

J. Soc. Polit. Psych.

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“…In a study conducted in the Netherlands, researchers found that adolescents who had immigrated placed a larger emphasis on teacher support, both instructionally and emotionally, than did students who were native to the country (Vedder, Boekarts, & Seegers, 2005). This outcome was also found in the United States (US), with the addition that adolescents who had immigrated tended to rely on teacher support at school more than peer support (Morrison, Laughlin, San Miguel, Smith, & Widaman, 1996).…”

Section: Social Supportmentioning

confidence: 92%

The Impact of Social Contexts in Schools: Adolescents Who Are New to Canada and Their Sense of Belonging

Gagné

Shapka

Law³

2011

The Impact of Immigration on Children's Development

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The purpose of this study was to investigate the ways in which school social context impacts sense of school belonging for adolescents who are new to Canada, in relation to those who are not new. More specifically, do perceptions of similarity to others at school, school diversity, and five types of social support predict higher levels of school belonging for participants. 733 adolescents (282 males and 451 females) from grades 5 to 12 were recruited from schools in the Lower Mainland of British Columbia. Hierarchical Multiple Regression analyses were used and it was found that Perceived Similarity, Adult Support for School Help, Adult Support for Personal Help, and Peer Support for "Hanging Out" contributed to the prediction of School Belonging for participants. Furthermore, moderator analysis indicated that newer generation Canadians had a stronger relationship between Adult Support for School Help and School Belonging. Similarly, newer generation Canadians showed a stronger relationship between Peer Support for Personal Help and School Belonging. The implications for adolescents who are newer to Canada and less new to Canada are discussed.

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“…Yine, önemli bir yordayıcı değişken olan algılanan sosyal desteğin de %11 ile kariyer karar verme öz-yeterliği düzeyi üstünde etkili olduğu görülmektedir. Yapılan diğer çalışmalarda (Ladd, 1990;Mallinckrodt, 1988;Morrison, John, Stephanie, Douglas, Keith, 1997;Yıldırım, 2000) (Yayınlanmamış doktora tezi). Selçuk Üniversitesi, Konya.…”

Section: Benlik Saygısı Ve Kariyer Karar Verme öZ-yeterliğiunclassified

Ortaöğretim Öğrencilerinde Kariyer Karar Verme Öz-Yeterliğinin Yordayıcıları Olarak Benlik Saygısı ve Algılanan Sosyal Destek

MERT¹,

DUMAN²,

KAHRAMAN³

2019

efdyyu

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Öz: Bu araştırmanın amacı, ortaöğretim öğrencilerinde benlik saygısı ve algılanan sosyal desteğin kariyer karar verme öz-yeterliğini yordamadaki rolünü incelemektir. Araştırmanın çalışma grubu, 2016-2017 eğitim-öğretim yılında, Uşak ili merkezinde bulunan üç farklı ortaöğretim kurumunda öğrenim görmekte olan ve araştırmaya gönüllü olarak katılmayı kabul eden toplam 417 öğrenciden (249 kız-168 erkek) oluşmaktadır. Araştırma, ilişkisel tarama modeline uygun olarak gerçekleştirilmiştir. Bu çalışmada katılımcıların kariyer karar verme özyeterliği düzeylerini belirlemek amacıyla "Kariyer Karar Verme Öz-Yeterliği Ölçeği-Kısa Form", benlik saygısı düzeylerini belirlemek amacıyla "Rosenberg Benlik Saygısı Ölçeği" ve algılanan sosyal destek düzeylerini belirleyebilmek için de "Çok Boyutlu Algılanan Sosyal Destek Ölçeği" kullanılmıştır. Analizler, SPSS 17.0 paket programı aracılığıyla .05 ve .01 anlamlılık düzeyinde test edilmiştir. Veriler korelasyon, çoklu regresyon ve bağımsız örneklemler t-testi teknikleri kullanılarak analiz edilmiştir. Araştırmanın bulgularında benlik saygısı ve kariyer karar verme öz-yeterliği arasında pozitif yönlü anlamlı bir ilişkiye rastlanmıştır. Benzer şekilde, algılanan sosyal destek ile kariyer karar verme öz-yeterliği arasında da pozitif yönlü anlamlı bir ilişkiye rastlanmıştır. Bulgular, ortaöğretim öğrencilerinin kariyer karar verme öz-yeterlikleri üzerinde benlik saygısı ve algılanan sosyal desteğin yordayıcı rolünü ortaya koymuştur. Araştırmadan elde edilen bulgular, ilgili alanyazın ışığında tartışılmış ve bazı önerilerde bulunulmuştur.

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Sources of Support for School-Related Issues; Choices of Hispanic Adolescents Varying in Migrant Status

Cited by 29 publications

References 26 publications

Why do first and second-generation young migrants volunteer? The Migrant Volunteerism Motivation Model (MVMM)

Why do first and second-generation young migrants volunteer? The Migrant Volunteerism Motivation Model (MVMM)

The Impact of Social Contexts in Schools: Adolescents Who Are New to Canada and Their Sense of Belonging

Ortaöğretim Öğrencilerinde Kariyer Karar Verme Öz-Yeterliğinin Yordayıcıları Olarak Benlik Saygısı ve Algılanan Sosyal Destek

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