Suchergebnisse

European Union countries are participatory and representative democracies. Therefore, active citizenship in the EU and trust in EU institutions are paramount for the continuation and the strengthening of the EU project. Young Europeans who hold the future in their hands need to be actively engaged not only in the social and political life within their national communities, but also in the wider European community. The papers in this special issue examine whether and how European youth identify with the EU, trust EU institutions and engage in EU issues, and which societal and proximal-level contexts and/or individual-level attributes promote or hinder young people's active citizenship in European context. They are based on results from the Horizon 2020 CATCH-EyoU project, standing for Constructing AcTive CitizensHip with European Youth: Policies, Practices, Challenges and Solutions. Scientists from different disciplines (Psychology, Political Science, Sociology, Media and Communications, Education) and from eight European countries (Sweden, Estonia, UK, Germany, Czech Republic, Greece, Portugal, Italy). Together, the papers contribute to the development of a new, cutting-edge conceptualization of youth active citizenship in the EU, and to a better understanding of the factors promoting or inhibiting young EU citizens' engagement, participation and active citizenship at the European level.

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths' adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

The purpose of this study was to examine whether and how individual differences contribute to the translation of perceived group discrimination into perceived personal discrimination. One hundred forty-five Pontic Greek and 269 Albanian students (mean age 12.9 years) enrolled in Greek urban public schools were assessed in Grade 1 of high school. Albanians reported higher discrimination against their ethnic group, but not higher discrimination against themselves, personally, than Pontic Greeks. Personal discrimination could be predicted by perceived group discrimination as well as from individual characteristics of immigrant students, independently of their ethnicity. Furthermore, when students reported high, but not low, group discrimination, many of their individual characteristics were shown to buffer against translating perceived group discrimination into experiences of personal discrimination. These results highlight the importance of individual differences, in addition to perceptions of group discrimination, for feelings of being discriminated against as an individual and suggest that high group discrimination of immigrants, independently of ethnic background, does not necessarily result in high personal discrimination, if individual protective factors are present.

Resilient adaptation among immigrant youth provides the foundation for healthy and productive adult lives. Great diversity is observed in their adaptation. This diversity has been studied during the past decade from different angles and intellectual traditions. However, the results are disconnected. In this paper, first, we present a resilience conceptual model for understanding immigrant youth adaptation. We argue that its concepts and principles allow us to best pull together what is known and discover what is still unknown. Together with narrower topic‐specific conceptual models, it can guide the formulation of hypotheses regarding immigrant youth resilience. Second, we examine comparatively, through the lens of this conceptual model, results of a content analysis on the abstracts of studies on individual differences in immigrant youth adaptation, conducted during the past decade in North American and European countries. Finally, we discuss the meaning of acculturation‐related terms which are often used in an inconsistent way.

Η παρούσα έρευνα βασίζεται σε εμπειρικά δεδομένα από την ελληνική συνεισφορά στο ευρωπαϊκό πρόγραμμα Catch-EyoU (Horizon 2020). Σκοπός ήταν η καταγραφή των μορφών κοινωνικής και πολιτικής συμμετοχής των νέων σε δράσεις συναφείς με την ΕΕ και η μελέτη των παραγόντων που τις ενεργοποιούν. Με αφετηρία κοινωνικοψυχολογικέςθεωρίες, υποθέσαμε ότι το πολιτικό ενδιαφέρον για την ΕΕ μεταφράζεται σε συγκεκριμένες μορφές δράσης διαμέσου της ευρωπαϊκής ταυτότητας και της πολιτικής αυτοαποτελεσματικότητας/ αποξένωσης. Το δείγμααποτέλεσαν 749 νέοι ενήλικες 18-27 ετών (Μ = 22,2 έτη, 50,7% γυναίκες, 89,7% Έλληνες υπήκοοι, 72% φοιτητές ή ασκούμενοι, 75,5% εργαζόμενοι). Πέραν της εκλογικής ψήφου, η ανάλυση συμπεριέλαβε τέσσερις συνιστώσες της πολιτικής συμμετοχής: συμβατική (υποστήριξη πολιτικών σκοπών), ακτιβιστική (διαμαρτυρία απέναντι στην εξουσία), διαδικτυακή (κοινωνικά δίκτυα), εθελοντική (κοινωφελείς δράσεις). Οι αναλύσεις διαμεσολάβησης ανέδειξαν διαφορετικούς εξηγητικούς μηχανισμούς της πολιτικής συμμετοχής από το πολιτικό ενδιαφέρον. Η αίσθηση του ανήκειν στην ΕΕ οδήγησε σε συχνότερη εκλογική συμμετοχή, αλλά σε λιγότερο ακτιβισμό και διαδικτυακή συμμετοχή. Αντιστρόφως, η διερεύνηση και η αναθεώρηση της ευρωπαϊκής ταυτότητας συνέβαλαν στην αύξηση της συμβατικής συμμετοχής. Η πολιτική αυτοαποτελεσματικότητα φάνηκε να προάγει τον ακτιβισμό και τη διαδικτυακή συμμετοχή, ενώ η πολιτική αποξένωση έτεινε να μειώνειτον ακτιβισμό. Τα αποτελέσματα καταδεικνύουν τις πολλαπλές νοηματοδοτήσεις της πολιτικής συμμετοχής των νέων αναφορικά με την ΕΕ. ; European youth's civic engagement and political participation in EU-related issues is a timely imperative. Research findings on youth citizenship range from political apathy to alternative forms of participation, although theoretical evidence remains poor. This study is based on empirical data from the Greek contribution to the European program CATCH-EyoU (Horizon 2020), aiming to explore different forms and predictors of youth's civic engagement and political participation on EU-related issues. Based on social psychological theoretical background, we assumed that the expressed political interest for the EU translates to specific forms of action. Identification with the EU and perceived political efficacy/alienation were expected to mediate the above relationship. The sample consisted of 749 young adults aged 18-27 (M = 22.2, 50.7% women, 89.7% Greek citizens, 72% university students, 75.5% employed). In addition to voting, four components of political participation and civic engagement were studied, namely conventional participation (in support of political parties and goals), activism (acts of protest against the authorities), online participation (social networks), and volunteering (non-profit actions). Mediation analyses showed that the relationship between political interest and participation can be explained by different mechanisms: The sense of belonging in the EU lead to more frequent electoral participation, but to less activism and online participation. On the contrary, EU identity exploration and reconsideration contributed to increased conventional participation. Political efficacy seemed to promote activism and online participation, while political alienation tended to decrease activism. These findings reveal the multiple connotations of youth's politicalparticipation regarding EU issues.

Η παρούσα έρευνα βασίζεται σε εμπειρικά δεδομένα από την ελληνική συνεισφορά στο ευρωπαϊκό πρόγραμμα Catch-EyoU (Horizon 2020). Σκοπός ήταν η καταγραφή των μορφών κοινωνικής και πολιτικής συμμετοχής των νέων σε δράσεις συναφείς με την ΕΕ και η μελέτη των παραγόντων που τις ενεργοποιούν. Με αφετηρία κοινωνικοψυχολογικέςθεωρίες, υποθέσαμε ότι το πολιτικό ενδιαφέρον για την ΕΕ μεταφράζεται σε συγκεκριμένες μορφές δράσης διαμέσου της ευρωπαϊκής ταυτότητας και της πολιτικής αυτοαποτελεσματικότητας/ αποξένωσης. Το δείγμααποτέλεσαν 749 νέοι ενήλικες 18-27 ετών (Μ = 22,2 έτη, 50,7% γυναίκες, 89,7% Έλληνες υπήκοοι, 72% φοιτητές ή ασκούμενοι, 75,5% εργαζόμενοι). Πέραν της εκλογικής ψήφου, η ανάλυση συμπεριέλαβε τέσσερις συνιστώσες της πολιτικής συμμετοχής: συμβατική (υποστήριξη πολιτικών σκοπών), ακτιβιστική (διαμαρτυρία απέναντι στην εξουσία), διαδικτυακή (κοινωνικά δίκτυα), εθελοντική (κοινωφελείς δράσεις). Οι αναλύσεις διαμεσολάβησης ανέδειξαν διαφορετικούς εξηγητικούς μηχανισμούς της πολιτικής συμμετοχής από το πολιτικό ενδιαφέρον. Η αίσθηση του ανήκειν στην ΕΕ οδήγησε σε συχνότερη εκλογική συμμετοχή, αλλά σε λιγότερο ακτιβισμό και διαδικτυακή συμμετοχή. Αντιστρόφως, η διερεύνηση και η αναθεώρηση της ευρωπαϊκής ταυτότητας συνέβαλαν στην αύξηση της συμβατικής συμμετοχής. Η πολιτική αυτοαποτελεσματικότητα φάνηκε να προάγει τον ακτιβισμό και τη διαδικτυακή συμμετοχή, ενώ η πολιτική αποξένωση έτεινε να μειώνειτον ακτιβισμό. Τα αποτελέσματα καταδεικνύουν τις πολλαπλές νοηματοδοτήσεις της πολιτικής συμμετοχής των νέων αναφορικά με την ΕΕ. ; European youth's civic engagement and political participation in EU-related issues is a timely imperative. Research findings on youth citizenship range from political apathy to alternative forms of participation, although theoretical evidence remains poor. This study is based on empirical data from the Greek contribution to the European program CATCH-EyoU (Horizon 2020), aiming to explore different forms and predictors of youth's civic engagement and political participation on EU-related ...

Abstract. Due to continued groundbreaking digital advancements, Internet use has increased significantly. This has led to a heated debate in relation to weighing the many advantages of the technology against its potentially deleterious effects. To address such questions, experts converge on the need for greater knowledge around the way individual differences, partly shaped by an individual's unique experiences of engaging with the medium, and partly by other real-life experiences, lead to different developmental trajectories. Consequently, the goals of the present review are to (i) broadly describe differences in digital media applications, users, and usage; (ii) introduce the Cyber-Developmental Framework (CDF), as an overarching framework for understanding individual differences in adaptive and maladaptive digital media use among youth; (iii) delineate the cyber-component of this framework in relation to users' experience of the digital context, their activity within it, as well as their digital self-presence, which may have an impact on their digital media use; and (iv) summarize priorities and future directions through the lens of this CDF. Within this context, this review particularly emphasizes the effect of digital media use on youth's psychological well-being. It is argued that the trajectory youth will follow in their use of the Internet is a function of the interplay between their characteristics, their proximate and distal contexts, and the particular features of the digital application(s) that the individual is engaged in. The review points to the need to conduct research focusing on better understanding the developmental and digital-context-related influences on youth's trajectories of Internet use.

The dataset contains a textual corpus of references in academic literature concerning Europe, youth engagement and active citizenship. The references were searched, catalogued and summarized by CATCH-EyoU researchers in the fields of Cultural Studies, Education, History, Media and Communication, Philosophy, Political Science, Psychology and Sociology. The analyzed literature consists of 779 selected texts. The dataset represents an integration of the CATCH-EyoU Work Package 2 Dataset 2.1a: Full Consortium Collection of Literature Matrix available at https://doi.org/10.5281/zenodo.1313202. It relies on the following information: specific identifying information about the text itself (title/author/year/publisher); and abstract or summarizing information either taken directly from the text or summarized by the researcher. With respect to the CATCH-EyoU Work Package 2 Dataset 2.1a: Full Consortium Collection of Literature Matrix, the current dataset adds further information relative to each record, namely: identification number for each record; leading disciplinary field according to which the text was searched by the researchers. These integrations were used in specific lexicometric content analysis and the dataset allows its replication or further textual analyses.