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Does Teacher-Student Relationship Moderate the Link Between Ethnic Harassment and School Adjustment Among Immigrant Youth?
Örebro University, School of Law, Psychology and Social Work, Örebro University, Sweden.
Örebro University, School of Law, Psychology and Social Work, Örebro University, Sweden.
2016 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
Modererar relationen mellan lärare och elev sambandet mellan etniska trakasserier och skolanpassning hos invandrarelever? (Swedish)
Abstract [en]

Immigrant students are targets of ethnic harassment in school context in their host country. Prior studies demonstrated that being victim of ethnic harassment has consequences for the psychological, behavioral, and school adjustment of youths with immigrant background. The purpose of this study was to examine if a positive teacher relationship moderated the school adjustment of ethnically harassed immigrant students. Data was gathered from ethnically harassed students in 7th and 8th grade in seven schools of a midsized town in Sweden. In addition to univariate and bivariate correlation analyses, a series of moderated regression analyses were conducted. Significant moderation effects of relationship with teachers were found for two of the school adjustment measures. The results suggested a positive relationship with teachers could play a buffering role for school liking and truancy of students who experience ethnic harassment from their peers. Implications of the findings were discussed in relation to both research and practice.

Abstract [sv]

Invandrarelever utsätts för etniska trakasserier i skolan i sina nya värdland. Tidigare studier har demonstrerat att ungdomar med invandrarbakgrund som faller offer för etniska trakasserier får en negativ påverkan på sitt psykologiska välmående, sina beteenden, och skolanpassning. Syftet med den här studien var att undersöka om en positiv relation med en lärare modererade skolanpassningen hos etniskt trakasserade invandrarelever. Data inhämtades från etniskt trakasserade invandrarelever i 7:e och 8:e klass från sju skolor i en mellanstor stad i Sverige. Utöver univariata och bivariata korrelationsanalyser, utfärdades en serie modererande regressionsanalyser. I två av studiens variabler fanns det statistiskt signifikanta modererande effekter av att ha en positiv relation med en lärare. Resultatet föreslår att en positiv relation med lärare kan ha spelat en skyddande roll for elevens positiva attityd till skolan och för skolkning hos elever som upplever en låg mängd etniska trakasserier från sina klasskamrater. Studiens resultat diskuterades både i relation till forskning och tillämpning i samhället.

Place, publisher, year, edition, pages
2016. , 34 p.
Keyword [en]
Immigrant students, ethnic harassment, teacher relationship, school adjustment.
Keyword [sv]
Invandrarelever, etniska trakasserier, relation med lärare, skolanpassning
National Category
Psychology
Identifiers
URN: urn:nbn:se:oru:diva-53299OAI: oai:DiVA.org:oru-53299DiVA: diva2:1040300
Subject / course
Psykologi
Supervisors
Examiners
Available from: 2016-10-27 Created: 2016-10-27

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File name FULLTEXT01.pdfFile size 539 kBChecksum SHA-512
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Type fulltextMimetype application/pdf

By organisation
School of Law, Psychology and Social Work, Örebro University, Sweden
Psychology

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