Explore the vast range of titles available.

Although Europe has experienced unprecedented numbers of refugee arrivals in recent years, there exists almost no causal evidence regarding the impact of the refugee crisis on natives’ attitudes, policy preferences, and political engagement. We exploit a natural experiment in the Aegean Sea, where Greek islands close to the Turkish coast experienced a sudden and massive increase in refugee arrivals, while similar islands slightly farther away did not. Leveraging a targeted survey of 2,070 island residents and distance to Turkey as an instrument, we find that direct exposure to refugee arrivals induces sizable and lasting increases in natives’ hostility toward refugees, immigrants, and Muslim minorities; support for restrictive asylum and immigration policies; and political engagement to effect such exclusionary policies. Since refugees only passed through these islands, our findings challenge both standard economic and cultural explanations of anti-immigrant sentiment and show that mere exposure suffices in generating lasting increases in hostility.

Objective This study evaluates the role of objective and subjective measures of economic uncertainty, as well as furlough schemes, on changes in couples' relationships during the first lockdown in the UK. Background Most theories of relationship quality argue that economic uncertainty strains intimate relationships, leading to a deterioration in relationship quality. Few studies capture such an intense period of economic uncertainty, and the role of government policy to mitigate the impact of the economic crisis. Method The study employs the UK Household Longitudinal Covid‐19 surveys conducted in April–June 2020. Using multinomial logit regression models (N = 5792), we examine how self‐reported change in relationship quality is associated with socioeconomic status, subjective financial uncertainty, and change in employment situation, especially for those furloughed through the UK government's Employment Protection Scheme. Results The study finds that 8% of individuals reported a decline in their couple relationship quality, but 19% reported improvements. Those with higher education and household earnings were more likely to experience improvements in relationship quality. Reduced work hours or job loss was not associated with changes in relationship, although expecting a worse future financial situation was. Furlough was strongly associated with improvements in relationships, and furloughed men were slightly more likely to report an improvement in their relationships than women. Conclusion and Implications Although prior research has found that economic uncertainty is detrimental to relationships, employment protection schemes seem to have mitigated some of the worst effects on families.

This study examined the relationship between perceived social support and subjective well-being among college students in the context of online learning during the COVID-19 pandemic. 515 college students in China that participated in an online questionnaire investigation were selected as the research sample. The results showed that perceived social support was significantly and positively associated with life satisfaction and positive affect and was significantly and negatively related to negative affect among college students learning online during the COVID-19 pandemic. Psychological capital (PsyCap) significantly mediated the relationships between perceived social support and three subjective well-being variables. The present study provides some implications to protect college students’ subjective well-being in the context of online learning during the COVID-19 pandemic.

The institutional environment of America's schools has changed substantially as government regulation has focused increasingly on the core technical work of schools—instruction. The authors explore the school administrative response to this changing environment, describing how government regulation becomes embodied in the formal structure of four schools. Working at coupling government regulation with classroom teaching, school leaders transformed the formal structure, paying particular attention to designing new organizational routines. Analyzing the performance of these routines, the authors show how both government regulation and the technical core featured prominently, if selectively, and explore how routines enabled coupling by promoting standardization through alignment with common standards, by monitoring teacher and student performance, and by making aspects of instruction transparent.

This study aimed at investigating on factors affecting the attitudes of grade 10 students towards learning EFL in Debremarkos Comprehensive Secondary School in Debre Markos town, Ethiopia. The researcher randomly selected 103 sample students (10%) out of the total population (1030) for the study. In order to gather data, a questionnaire was carefully and systematically adapted and designed. Nine sample students were also selected purposely for focus group discussion, and Grade 10 English teachers were selected for the interview. Then, the data were analyzed quantitatively and qualitatively. The findings of the study mainly showed that the attitudes of grade 10 students towards learning EFL is positive. There are social factors (e.g., English native speakers, peer groups and learners' parents) affecting students' attitudes positively. On the other hand, educational context factors like English language teachers, the English language learning situations (e.g., the classrooms, arrangements of seats and the physical learning environment) had negative impacts on students' attitude. However, the findings showed that target language learners have positive attitudes towards the other educational context factor that is the English textbook of grade 10 which means English as a foreign language teaching materials in the study's context affect students' attitudes positively. By lowering the psychological variables (i.e. affective filters) for the target language learners, it is possible to aid the language learning process. Thus, as the implication of this study considers, the physical learning environment should be improved, and to achieve this, the government should work in conjunction with the school principals, teachers and societies.

Objective This brief report examines links between environmental attitudes and fertility desires over time in the United States. Background To understand fertility decision making, it is important to identify factors that influence fertility desires. Concerns about environmental problems may be associated with lower desired fertility, especially in recent cohorts transitioning to adulthood. Youth may feel that having one less child can reduce their “carbon footprint” or may be unwilling to bring children into an uncertain and difficult future due to climate change. Method Data are from 12th graders in the Monitoring the Future study (2005–2019; N = 34,104). Regression is used to examine the relationship between number of children wanted and agreement that the government should deal with environmental problems even if it means paying more taxes. Results Those who endorsed that government should deal with environmental problems reported lower average fertility desires than those who did not. The association was driven by a decreased desire for large families (four or more children) rather than normatively sized families (2–3 children). Political identity and religiosity attenuated but did not explain the association. There was some evidence of stronger associations in 2017–2019. Conclusion Evidence showed associations between environmental attitudes and childbearing preferences that may have strengthened over time. Implications Environmental attitudes may be a factor in the recent decline in youth's fertility desires and could have consequences for future fertility.

Under-identification of mental health difficulties (MHD) in children and young people contributes to the significant unmet need for mental health care. School-based programmes have the potential to improve identification rates. This systematic review aimed to determine the feasibility of various models of school-based identification of MHD. We conducted systematic searches in Medline, Embase, PsycINFO, ERIC, British Education Index, and ASSIA using terms for mental health combined with terms for school-based identification. We included studies that assessed feasibility of school-based identification of students in formal education aged 3–18 with MHD, symptomatology of MHD, or exposed to risks for MHD. Feasibility was defined in terms of (1) intervention fit, (2) cost and resource implications, (3) intervention complexity, flexibility, manualisation, and time concerns, and (4) adverse events. Thirty-three studies met inclusion criteria. The majority focused on behavioural and socioemotional problems or suicide risk, examined universal screening models, and used cross-sectional designs. In general, school-based programmes for identifying MHD aligned with schools’ priorities, but their appropriateness for students varied by condition. Time, resource, and cost concerns were the most common barriers to feasibility across models and conditions. The evidence base regarding feasibility is limited, and study heterogeneity prohibits definitive conclusions about the feasibility of different identification models. Education, health, and government agencies must determine how to allocate available resources to make the widespread adoption of school-based identification programmes more feasible. Furthermore, the definition and measurement of feasibility must be standardised to promote any future comparison between models and conditions.

The benefits of belonging and feeling connected to school for adolescent mental health and wellbeing are well documented, but how belonging is fostered is less understood. The present article puts forward a new conceptual framework of school belonging based on Bronfenbrenner's (1979) sociological model of human development, using evidence from a range of previous peer-reviewed studies to better understand the factors that occur across five levels that affect a students’ sense of school belonging (i.e., the individual level, the microsystem, the mesosystem, the exosystem, and the macrosystem). The conceptual framework is used to present a range of evidence-based school belonging strategies (some with examples) that schools can use to enhance student belonging. This article makes an original contribution to the field of psychological and educational research by presenting a socio-ecological framework to explore the themes that influence school belonging within a secondary school system. It broadens the frame of reference of school belonging beyond the individual student to consider features of the broader school system and environment.

Parental migration has been an important predictor of left-behind children’s developmental outcomes. Based on the ecological model of rural left-behind children’s development, we systematically reviewed studies related to rural left-behind children’s mental health in China and investigated left-behind children’s mental health and its influencing factors. Thirty-two studies involving 28,629 participants met the inclusion criteria were included in our meta-analysis to compare mental health of left-behind children and non-left-behind children. Twenty-two studies involving 8,634 participants were included in gender difference meta-analysis. The results indicated that left-behind children report more mental health problems than non-left-behind children, left-behind girls were confronted with higher level of mental health problems than left-behind boys, left-behind children in primary school and junior high school reported more mental health problems than those in senior high school, and self-guardian children have more serious mental health problems than children guarded by grandparents, former generation, and single parent. Implications for future practice were analyzed from family, school, and government perspectives.