Evidence map›Paper›PMID 33829402›Full record

ArticleJournal of youth and adolescence2021

Classroom Predictors of National Belonging: The Role of Interethnic Contact and Teachers' and Classmates' Diversity Norms.

Lian van Vemde, Lisette Hornstra, Jochem Thijs

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of youth and adolescence, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
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

1 citing paper in PubMed.

  1. 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.

Lian van VemdeDepartment of Interdisciplinary Social Science, Utrecht University, Padualaan 14, 3584CH, Utrecht, The Netherlands. l.vanvemde@uu.nl.ORCID http://orcid.org/0000-0003-1214-6421
Lisette HornstraDepartment of Education, Utrecht University, Heidelberglaan 1, 3584CS, Utrecht, The Netherlands.
Jochem ThijsDepartment of Interdisciplinary Social Science, Utrecht University, Padualaan 14, 3584CH, Utrecht, The Netherlands.

Funding

NRO/PROO 40.5.18300.032
6 · The paper itself

Abstract

Schools can be important for the development of national belonging in students with immigrant backgrounds. Following Contact Theory and prior research on diversity norms, this cross-sectional survey study examined if intergroup contact and perceived diversity norms of teachers and classmates predicted national belonging in ethnic minority (i.e., Turkish [n = 95], Moroccan [n = 73], and Surinamese [n = 15]) versus majority students (n = 213) living in the Netherlands (M

Indexed as

EthnicityMinority GroupsChildCross-Sectional StudiesFemaleHumansMaleNetherlandsSchoolsStudentsIn-group normsMinority studentsMulticultural teacher normsNational belongingOut-group normsTeacher closeness

Identifiers

PMID33829402
PMCPMC8270874

What OpenQuestion holds

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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.