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  • 1. Aarne, Päivikki
    et al.
    Almkvist, Ove
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen. Karolinska Institute, Sweden.
    Risholm Mothander, Pia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen.
    Tallberg, Ing-Mari
    Parent-rated socio-emotional development in children with language impairment in comparison with typically developed children2014Ingår i: European Journal of Developmental Psychology, ISSN 1740-5629, E-ISSN 1740-5610, Vol. 11, nr 3, s. 279-291Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Children with language impairment (LI) and children with typical development (TD) were assessed by their respective parents using The MacArthur Communicative Development Inventories (Swedish version SECDI) and Greenspan Socio Emotional Growth Chart (GSEGC). The aim was to investigate socio-emotional and language development in children with LI and TD with respect to possible differential patterns and relations between the groups. The results highlight a clear association between language and socio-emotional development. Children with LI were rated similar to young language-matched children with TD, but significantly lower relative to age-matched TD children, particularly concerning symbolic stages of development: the use of linguistic symbols as well as related areas such as symbol play and symbolic mental ability. The results are discussed in light of presumable background factors and possible consequences for children or sub-groups of children with LI.

  • 2. Abubakar, Amin
    et al.
    Dimitrova, Radosveta
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Personlighets-, social- och utvecklingspsykologi.
    Social connectedness, life satisfaction and school engagement: moderating role of ethnic minority status on resilience processes of Roma youth2016Ingår i: European Journal of Developmental Psychology, ISSN 1740-5629, E-ISSN 1740-5610, Vol. 13, nr 3, s. 361-376Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    We examined the influence of connectedness on school engagement and life satisfaction among Roma (n = 121) and Bulgarian (n = 143) mainstream adolescents (mean age 15.89, SD = 1.18). A set of measures on family, peer, school and neighbourhood connectedness were administered alongside life satisfaction and school engagement scales. Multigroup path analysis indicated that while the relationship between connectedness, life satisfaction and school engagement was largely the same across groups, the strength of such relationship differed among groups. A closer inspection of the model indicated that when it comes to school engagement, there was a salient difference in the role of different forms of connectedness between Roma and mainstream adolescents. For Roma adolescents, familial connectedness was especially salient for school engagement. The practical and theoretical implications of our findings for strengths and adaptive processes among Roma adolescents in Bulgaria are discussed.

  • 3.
    Bergman, Lars R.
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen.
    Vargha, Andras
    Matching method to problem: a developmental science perspective2013Ingår i: European Journal of Developmental Psychology, ISSN 1740-5629, E-ISSN 1740-5610, Vol. 10, nr 1, s. 9-28Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In developmental research there is quite often a mismatch between the scientific problem and the methods used to address it. In this article we discuss what this mismatch is about and we suggest some remedies. Our discussion is confined to typical matching situations that arise within a developmental science (DS) theoretical framework. A number of measurement issues are brought up including variable standardization and how to measure change. It is argued that to study individual development precise measurements are necessary and that, for this purpose, most measures currently used in developmental research are not sufficiently reliable. Further, we discuss the choice of a statistical method suitable for analysis within a DS framework and it is concluded that increased use should be made of person-oriented methods and methods developed for studying nonlinear dynamic systems. Finally, causality issues are discussed and a distinction is made between the study of average and individual causality.

  • 4.
    Dimitrova, Radosveta
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Personlighets-, social- och utvecklingspsykologi.
    Buzea, Carmen
    Tausova, Jitka
    Uka, Fitim
    Zakaj, Skerdi
    Crocetti, Elisabetta
    Relationships between identity domains and life satisfaction in minority and majority youth in Albania, Bulgaria, Czech Republic, Kosovo, and Romania2018Ingår i: European Journal of Developmental Psychology, ISSN 1740-5629, E-ISSN 1740-5610, Vol. 15, nr 1, s. 61-82Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study was to examine relationships between identity domains (educational and relational identity) and life satisfaction in a cross-national perspective, by targeting minority (Roma) and majority youth in Albania, Bulgaria, Czech Republic, Kosovo, and Romania. Based on the three-factor identity formation model, we investigated the interplay between three identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) and life satisfaction. Participants were 1860 adolescents aged 12–19 years from Albania (n = 350), Bulgaria (n = 398), the Czech Republic (n = 293), Kosovo (n = 542), and Romania (n = 277). They completed self-reports of the Utrecht-Management of Identity Commitments Scale (U-MICS) and the Life Satisfaction Scale (SWLS). We adopted a structural equation modelling approach to test (a) measurement invariance of identity and life satisfaction models across groups and (b) associations between identity domains (educational and relational) and life satisfaction. Findings indicated measurement invariance for identity and life satisfaction measures across cultural groups. In the total sample, life satisfaction was consistently associated with high commitment, high in-depth exploration, and low reconsideration of commitment in the educational identity domain. Sample-specific associations highlighted important cultural differences. Implications of these findings for identity and well-being in minority and mainstream youth across the countries under investigation are discussed.

  • 5. Sam, David L.
    et al.
    Vedder, Paul
    Liebkind, Karmela
    Neto, Felix
    Virta, Erkki
    Stockholms universitet.
    Immigration, acculturation and the paradox of adaptation in Europe2008Ingår i: European Journal of Developmental Psychology, ISSN 1740-5629, E-ISSN 1740-5610, Vol. 5, nr 2, s. 138-158Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Drawing from the International Comparative Study of Ethnocultural Youth (ICSEY) dataset, this paper examines the immigrant paradox phenomenon among a group of immigrant youth in five European countries. The sample consisted of over 2700 immigrant and 1400 national youth (age range 13-18 years) living in Finland, the Netherlands, Norway, Portugal and Sweden. At the core of the immigrant paradox is the counterintuitive finding that immigrants often show better adaptation outcomes than their national peers in spite of poorer socioeconomic status. However, the paper argues for a more conservative position based on three criteria for concluding the existence of the paradox. On the bases of these criteria, the paper found mixed support for the immigrant paradox. Whereas the pattern of socio-cultural adaptation for first- and second-generation immigrants resembled the immigrant paradox, results for psychological adaptation were opposite to the paradox. Reasons for the mixed findings are discussed.

  • 6.
    Trost, Kari
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen. Örebro University, Sweden .
    Biesecker, Gretchen
    Stattin, Håkan
    Kerr, Margaret
    Not wanting parents' involvement: Sign of autonomy or sign of problems?2007Ingår i: European Journal of Developmental Psychology, ISSN 1740-5629, E-ISSN 1740-5610, Vol. 4, nr 3, s. 314-331Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study investigated whether adolescents' desires to manage their own free time, without parents' involvement, reflected problems or healthy independence. Participants were 1057 adolescents, their parents, and teachers. Initially, wanting parental involvement was related to disclosure, parental knowledge, and positive adjustment across contexts and wanting low parental involvement was related to negative adjustment. With closer examination of adolescents, two groups of adolescents who were similar on desires for low parental involvement but who differed on parental desires for involvement were uncovered. Those adolescents who wanted low parental involvement and whose parents desired involvement were consistently linked to poor adjustment in multicontexts. Those adolescents who wanted low parental involvement and whose parents wanted low parental involvement did not have more problems than their wanting parental involvement peers. Results indicate that not wanting parental involvement should be studied in terms of multiple developmental patterns.

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