Cultural Identity and the Academic, Social, and Psychological Adjustment of Adolescents with Immigration Background.

As Western societies become more ethnically and culturally diverse, understanding the acculturation of immigrant youth is essential for fostering social cohesion. How the cultural identity formation of ethnic minority adolescents relates to their academic, social, and psychological adjustment is an important and as yet unresolved research question. This study examined to what extent identifying with the heritage and/or host culture is an individual resource or risk factor for the adjustment of immigrant youth in Germany. A random sample of 15-17-year-olds (N = 1992; Mage_w1 = 15.3 years, SD = 0.64; 44.5% girls; 44.7% students with immigrant background) was assessed twice: at the end of 9th and 10th grade. Academic performance and three dimensions of social/psychological adjustment (school attachment, self-esteem, and life satisfaction) were examined. Results showed that biculturalism was the modal identification pattern. Contrary to expectations, cultural identification did not differ systematically with perceived distance from the majority culture. Multivariate structural equation modeling revealed that both heritage and host identification can be developmental resources, but that their effects are dependent on the dimension of adjustment; biculturalism only proved to be a cumulative resource for school attachment. The domain specificity of the findings challenges the generalization claims of predominant acculturation theories.

Ethnic diversity fosters the social integration of refugee students.

Forced migration has become a global megatrend, and many refugees are school aged. As social integration is key to their wellbeing and success, it is pivotal to determine factors that promote the social integration of refugee youth within schools. Here, using a large, nationally representative social network dataset from Germany, we examine the relationships of refugee adolescents with their peers (304 classrooms, 6,390 adolescents and 487 refugees). We find that refugee adolescents have fewer friends and are more often rejected as desk mates than their classmates. Crucially, however, they are less rejected in more diverse classrooms. This results from two basic processes: (1) more opportunities to meet other ethnic minority peers, who are more accepting of refugees in general and (2) higher acceptance of refugee adolescents by ethnic majority peers in more diverse settings. Our results can help promote the social adjustment of young refugees in school and mitigate the negative consequences of prejudice.

The Effect of Ocean Salinity on Climate and Its Implications for Earth's Habitability.

The influence of atmospheric composition on the climates of present-day and early Earth has been studied extensively, but the role of ocean composition has received less attention. We use the ROCKE-3D ocean-atmosphere general circulation model to investigate the response of Earth's present-day and Archean climate system to low versus high ocean salinity. We find that saltier oceans yield warmer climates in large part due to changes in ocean dynamics. Increasing ocean salinity from 20 to 50 g/kg results in a 71% reduction in sea ice cover in our present-day Earth scenario. This same salinity change also halves the pCO2 threshold at which Snowball glaciation occurs in our Archean scenarios. In combination with higher levels of greenhouse gases such as CO2 and CH4, a saltier ocean may allow for a warm Archean Earth with only seasonal ice at the poles despite receiving ∼20% less energy from the Sun.

Social comparison effects on academic self-concepts-Which peers matter most?

Social comparisons with peers are important sources of self-development during adolescence. Many previous studies showed that students' academic self-concepts (ASC) form by contrasting one's own achievement with the average of one's class or school (the Big-Fish-Little-Pond Effect [BFLPE]). Based on social comparison theory, however, we would expect some peers to be more likely social comparison targets than other peers, for example, because they are more visible or students perceive them as similar to themselves. In this study, we used sociometric data to analyze which peers play the most important role for social comparison effects on ASC. We examined how the average achievement of friends, study partners, peers perceived as popular by the student, as well as same-gender and same-ethnic peers affect the general ASC and how these effects compare to the effect of the classroom's average achievement. The study was based on a German longitudinal sample of 2,438 students (44% no recent immigrant background, 19% Turkish immigrant background, 10% Eastern European immigrant background, 27% other immigrant background) from 117 school classes that were followed from grade 9 to 10. Results from longitudinal social network analysis do not confirm substantial incremental effects of specific types of peers, while class average achievement showed a stable negative effect (confirming the BFLPE). In addition, we could provide evidence for social selection effects based on ASC. We conclude that classrooms provide a specific setting that imposes social comparisons with the "generalized peer" rather than with specific subgroups of peers. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Slower nutrient stream suppresses Subarctic Atlantic Ocean biological productivity in global warming.

Earth system models (ESMs) project that global warming suppresses biological productivity in the Subarctic Atlantic Ocean as increasing ocean surface buoyancy suppresses two physical drivers of nutrient supply: vertical mixing and meridional circulation. However, the quantitative sensitivity of productivity to surface buoyancy is uncertain and the relative importance of the physical drivers is unknown. Here, we present a simple predictive theory of how mixing, circulation, and productivity respond to increasing surface buoyancy in 21st-century global warming scenarios. With parameters constrained by observations, the theory suggests that the reduced northward nutrient transport, owing to a slower ocean circulation, explains the majority of the reduced productivity in a warmer climate. The theory also informs present-day biases in a set of ESM simulations as well as the physical underpinnings of their 21st-century projections. Hence, this theoretical understanding can facilitate the development of improved 21st-century projections of marine biogeochemistry and ecosystems.

School track and ethnic classroom composition relate to the mainstream identity of adolescents with immigrant background in Germany, but not their ethnic identity.

Although developing a cultural identity is a core task for adolescents from immigrant families and the school is a highly important context in adolescence, to date, few studies have examined whether adolescents with particular cultural identities cluster in certain school contexts. Using data from a representative German sample including 7702 secondary school students of immigrant background from 1643 classrooms, we examined how the attended school track and four aspects of ethnic classroom composition relate to adolescents' cultural identity (i.e., their ethnic identity and mainstream identity). Two-level structural equation models indicated that students' ethnic identity was not systematically associated with the attended school track and the ethnic composition of the classroom. However, attending the academic school track, a classroom with a low proportion of classmates with immigrant background and frequently using German with classmates related positively to mainstream identity. Ethnic diversity and proportion of co-ethnics in class did not relate to mainstream identification. Our findings suggest that the ethnic identity of adolescents with an immigrant background in Germany is largely independent from the different socialisation contexts related to school tracks and the ethnic classroom composition. Yet, students' with a strong mainstream identity cluster in certain school contexts.

Snowball Earth climate dynamics and Cryogenian geology-geobiology.

Geological evidence indicates that grounded ice sheets reached sea level at all latitudes during two long-lived Cryogenian (58 and ≥5 My) glaciations. Combined uranium-lead and rhenium-osmium dating suggests that the older (Sturtian) glacial onset and both terminations were globally synchronous. Geochemical data imply that CO2 was 102 PAL (present atmospheric level) at the younger termination, consistent with a global ice cover. Sturtian glaciation followed breakup of a tropical supercontinent, and its onset coincided with the equatorial emplacement of a large igneous province. Modeling shows that the small thermal inertia of a globally frozen surface reverses the annual mean tropical atmospheric circulation, producing an equatorial desert and net snow and frost accumulation elsewhere. Oceanic ice thickens, forming a sea glacier that flows gravitationally toward the equator, sustained by the hydrologic cycle and by basal freezing and melting. Tropical ice sheets flow faster as CO2 rises but lose mass and become sensitive to orbital changes. Equatorial dust accumulation engenders supraglacial oligotrophic meltwater ecosystems, favorable for cyanobacteria and certain eukaryotes. Meltwater flushing through cracks enables organic burial and submarine deposition of airborne volcanic ash. The subglacial ocean is turbulent and well mixed, in response to geothermal heating and heat loss through the ice cover, increasing with latitude. Terminal carbonate deposits, unique to Cryogenian glaciations, are products of intense weathering and ocean stratification. Whole-ocean warming and collapsing peripheral bulges allow marine coastal flooding to continue long after ice-sheet disappearance. The evolutionary legacy of Snowball Earth is perceptible in fossils and living organisms.

Glacial ocean circulation and stratification explained by reduced atmospheric temperature.

Earth's climate has undergone dramatic shifts between glacial and interglacial time periods, with high-latitude temperature changes on the order of 5-10 °C. These climatic shifts have been associated with major rearrangements in the deep ocean circulation and stratification, which have likely played an important role in the observed atmospheric carbon dioxide swings by affecting the partitioning of carbon between the atmosphere and the ocean. The mechanisms by which the deep ocean circulation changed, however, are still unclear and represent a major challenge to our understanding of glacial climates. This study shows that various inferred changes in the deep ocean circulation and stratification between glacial and interglacial climates can be interpreted as a direct consequence of atmospheric temperature differences. Colder atmospheric temperatures lead to increased sea ice cover and formation rate around Antarctica. The associated enhanced brine rejection leads to a strongly increased deep ocean stratification, consistent with high abyssal salinities inferred for the last glacial maximum. The increased stratification goes together with a weakening and shoaling of the interhemispheric overturning circulation, again consistent with proxy evidence for the last glacial. The shallower interhemispheric overturning circulation makes room for slowly moving water of Antarctic origin, which explains the observed middepth radiocarbon age maximum and may play an important role in ocean carbon storage.

The Quest for Comparability: Studying the Invariance of the Teachers' Sense of Self-Efficacy (TSES) Measure across Countries.

Teachers' self-efficacy is an important motivational construct that is positively related to a variety of outcomes for both the teachers and their students. This study addresses challenges associated with the commonly used 'Teachers' Sense of Self-Efficacy (TSES)' measure across countries and provides a synergism between substantive research on teachers' self-efficacy and the novel methodological approach of exploratory structural equation modeling (ESEM). These challenges include adequately representing the conceptual overlap between the facets of self-efficacy in a measurement model (cross-loadings) and comparing means and factor structures across countries (measurement invariance). On the basis of the OECD Teaching and Learning International Survey (TALIS) 2013 data set comprising 32 countries (N = 164,687), we investigate the effects of cross-loadings in the TSES measurement model on the results of measurement invariance testing and the estimation of relations to external constructs (i.e., working experience, job satisfaction). To further test the robustness of our results, we replicate the 32-countries analyses for three selected sub-groups of countries (i.e., Nordic, East and South-East Asian, and Anglo-Saxon country clusters). For each of the TALIS 2013 participating countries, we found that the factor structure of the self-efficacy measure is better represented by ESEM than by confirmatory factor analysis (CFA) models that do not allow for cross-loadings. For both ESEM and CFA, only metric invariance could be achieved. Nevertheless, invariance levels beyond metric invariance are better achieved with ESEM within selected country clusters. Moreover, the existence of cross-loadings did not affect the relations between the dimensions of teachers' self-efficacy and external constructs. Overall, this study shows that a conceptual overlap between the facets of self-efficacy exists and can be well-represented by ESEM. We further argue for the cross-cultural generalizability of the corresponding measurement model.

Evaluating Individual Students' Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes.

Students' perceptions of instructional quality are among the most important criteria for evaluating teaching effectiveness. The present study evaluates different latent variable modeling approaches (confirmatory factor analysis, exploratory structural equation modeling, and bifactor modeling), which are used to describe these individual perceptions with respect to their factor structure, measurement invariance, and the relations to selected educational outcomes (achievement, self-concept, and motivation in mathematics). On the basis of the Programme for International Student Assessment (PISA) 2012 large-scale data sets of Australia, Canada, and the USA (N = 26,746 students), we find support for the distinction between three factors of individual students' perceptions and full measurement invariance across countries for all modeling approaches. In this regard, bifactor exploratory structural equation modeling outperformed alternative approaches with respect to model fit. Our findings reveal significant relations to the educational outcomes. This study synthesizes different modeling approaches of individual students' perceptions of instructional quality and provides insights into the nature of these perceptions from an individual differences perspective. Implications for the measurement and modeling of individually perceived instructional quality are discussed.

Antarctic sea ice control on ocean circulation in present and glacial climates.

In the modern climate, the ocean below 2 km is mainly filled by waters sinking into the abyss around Antarctica and in the North Atlantic. Paleoproxies indicate that waters of North Atlantic origin were instead absent below 2 km at the Last Glacial Maximum, resulting in an expansion of the volume occupied by Antarctic origin waters. In this study we show that this rearrangement of deep water masses is dynamically linked to the expansion of summer sea ice around Antarctica. A simple theory further suggests that these deep waters only came to the surface under sea ice, which insulated them from atmospheric forcing, and were weakly mixed with overlying waters, thus being able to store carbon for long times. This unappreciated link between the expansion of sea ice and the appearance of a voluminous and insulated water mass may help quantify the ocean's role in regulating atmospheric carbon dioxide on glacial-interglacial timescales. Previous studies pointed to many independent changes in ocean physics to account for the observed swings in atmospheric carbon dioxide. Here it is shown that many of these changes are dynamically linked and therefore must co-occur.

Generalizability of findings from efficacy trials for chronic depression: an analysis of eligibility criteria.

OBJECTIVES: Concerns have been raised that the rigorous eligibility criteria used to select patients for randomized controlled trials (RCTs) limit the generalizability of trial findings. The objectives of this study were to identify commonly used eligibility criteria in RCTs for chronic depression, to examine whether these criteria are met by patients with chronic depression who are in routine care, and to identify differences between patients who would and would not meet RCT criteria. METHODS: Thirteen eligibility criteria were extracted from eight RCTs of combined psychotherapeutic and pharmacological interventions for patients with chronic depression. These criteria were then applied to a sample of patients with chronic depression receiving care in one of ten German hospitals (N=231). Demographic, clinical, and treatment characteristics of those who met the RCT criteria and those who did not were compared in univariate and multivariate analyses. RESULTS: Only 25% of the 231 inpatients met all RCT eligibility criteria. Patients were ineligible mainly because of suicide risk, low severity of depression at admission, and concurrent psychiatric or somatic disorders. No statistically significant differences were found between those who met the criteria and those who did not in demographic characteristics, length of inpatient stay, treatment outcome, and efficacy of certain antidepressants, except that slightly more patients meeting RCT criteria received selective serotonin reuptake inhibitors. CONCLUSIONS: Findings suggest that the generalizability of RCT findings to routine health care is less limited than frequently supposed.