Intergroup relations, acculturation orientations, and adaptation of Turkish immigrant descent parents across Europe.

OBJECTIVES: The current research examines whether Turkish immigrant descent parents' perceived discrimination, intergroup contact with the majority, nonimmigrant society, and acculturation orientations are related to their psychological and sociocultural adaptation (i.e., life satisfaction and parental self-efficacy). Additionally, it explores potential differences in these relations between three European countries. METHOD: Participants were parents (Mage = 38.05, SD = 5.81, 85.3%-99.6% female) of Turkish origin from England (n = 293), Germany (n = 338), and the Netherlands (n = 247) who participated in a large-scale structured interview study. RESULTS: As predicted, perceived discrimination was negatively associated with Turkish immigrant descent parents' psychological adaptation, although not with sociocultural adaptation. Positive contact with the majority, nonimmigrant society positively predicted both psychological and sociocultural adaptation. Contrary to the expected, only desire for contact was positively associated with both psychological and sociocultural adaptation, whereas culture and language adoption was not related to adaptation. CONCLUSIONS: Together these findings highlight the importance of majority, nonimmigrant societies fostering conditions and policies that promote opportunities for harmonious interactions between immigrant/immigrant descendants and majority, and nonimmigrant populations. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Classroom Quality at Pre-kindergarten and Kindergarten and Children's Social Skills and Behavior Problems.

Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children's social skills and behavior problems in kindergarten and first grade. Participants included 1175 ethnically-diverse children (43% African American) living in low-wealth rural communities of the US. Results indicated that children who experienced higher levels of emotional and organizational classroom quality in both pre-kindergarten and kindergarten demonstrated better social skills and fewer behavior problems in both kindergarten and first grade comparing to children who did not experience higher classroom quality. The examination of the first grade results indicated that the emotional and organizational quality of pre-kindergarten classrooms was the strongest predictor of children's first grade social skills and behavior problems. The study results are discussed from theoretical, practical, and policy perspectives.

Individual differences in effects of child care quality: The role of child affective self-regulation and gender.

The current study investigated whether the relation between child care quality and children's socio-emotional behavior depended on children's affective self-regulation skills and gender. Participants were 545 children (Mage=27 months) from 60 center-based child care centers in the Netherlands. Multi-level analyses showed that children with low affective self-regulation skills or who were male demonstrated less teacher-rated social competence when exposed to relatively low quality child care. In addition, children with low affective self-regulation skills also showed more social competence in the case of relatively high quality child care, suggesting mechanisms of differential susceptibility. No main effects of child care quality or interactions were found for teacher- and parent-rated externalizing behavior. These findings emphasize the importance of considering children's affective self-regulation skills and gender in understanding the effects of child care quality. High quality child care can be a means to strengthen children's social development.