Evidence map›Paper›PMID 29922870›Full record

ArticleJournal of youth and adolescence2019

Ethnic Identity in Diverse Schools: Preadolescents' Private Regard and Introjection in relation to Classroom Norms and Composition.

Nadya Gharaei, Jochem Thijs, Maykel Verkuyten

Abstract read
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In one paragraph

Article in Journal of youth and adolescence, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
5.3field-weighted citation impact, top 5% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed, 15 citations in OpenAlex.

  1. Article
  2. Article
  3. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors at 2 institutions in 2 countries.

Nadya GharaeiCenter for Social and Cultural Psychology, University of Leuven, Tiensestraat 102 - box 3727, 3000, Leuven, Belgium.ORCID http://orcid.org/0000-0002-7067-7995
Jochem ThijsErcomer, Department of Interdisciplinary Social Science, Utrecht University, Langeveld building, room G 1.10, Heidelberglaan 1, 3584, CS, Utrecht, The Netherlands. j.t.thijs@uu.nl.
Maykel VerkuytenErcomer, Department of Interdisciplinary Social Science, Utrecht University, Langeveld building, room G 1.10, Heidelberglaan 1, 3584, CS, Utrecht, The Netherlands. m.verkuyten@uu.nl.
Utrecht University · NLKU Leuven · BE

Funding

Jacobs Foundation Young Scholars' Research Grant
6 · The paper itself

Abstract

Ethnic identity plays a key role in the normative development of children and adolescents, and efforts to provide a positive and safe environment for ethnic identity benefit from an understanding of its context-dependency. Following the social identity perspective, we add to research on ethnic identity by considering the role of the classroom context and by conceptualizing ethnic identity in terms of two key dimensions. Specifically, the present study aims to investigate the role of the classroom context for ethnic private regard (positive ethnic self-feelings) and for the under-researched construct of ethnic introjection (subjective self-group merging). These two dimensions of ethnic identity were examined in 51 Dutch school classes among grade 4-6 students (N= 573; M

Indexed as

Cultural DiversityPeer GroupSocial IdentificationAdolescentChildEthnicityFemaleHumansMaleMinority GroupsNetherlandsSchoolsStudentsClass compositionEthnic introjectionEthnic private regardMulticultural educationPeer normsTeacher norms.

Identifiers

PMID29922870
OpenAlexW2809148667

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.