Page 166 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 166
positive youth development in contexts
To compute differences between groups, the IDB Analyzer uses a t-test tak-
ing sample dependency into account (IEA, 2016). Since the IDB Analyzer
cannot perform a Bonferroni correction, it was not included in the analysis.
Results
Table 3 presents the means, standard deviations and Pearson correlation
coefficient for the variables used in the analyses. All variables are signifi-
cantly correlated in the expected way. Namely, all variables are positively
correlated, except for the Perception of the difficulty of the PISA test, which
is negatively correlated to all the other variables.
In Table 4, the means and standard deviations of the scales used by the
student groups organised by the 5Cs are presented.
The results (see Table 4) show first-generation immigrants repor
ting lower levels of reading competence than native students. Similarly,
first-generation immigrants believed the PISA test was more difficult than
native students and second-generation immigrants did. On the other hand,
there were no significant differences in the assessment of self-efficacy re-
garding global issues between native students and first-generation immi-
grants, although second-generation immigrants assessed their self-efficacy
regarding global issues as significantly lower.
There were no significant differences between the student groups in as-
sessing their capacity to pass through difficult situations and their self-as-
sessed meaning in life. However, there was a significant difference in the
self-assessment of cognitive flexibility/adaptability between first-gener-
ation immigrants and second-generation immigrants, where first-gene
ration immigrants reported greater flexibility and adaptability in dealing
with challenging or difficult situations (intercultural situations included)
(see Table 4).
Second-generation immigrants reported the lowest perception of sup-
port from their teachers in their Slovenian language lessons as opposed
to their native and first-generation immigrant peers. First-generation im-
migrants, on the other hand, reported the highest perception of support
from their teachers in Slovenian language lessons, even higher than the na-
tive students. Similarly, second-generation students also reported the low-
est perception of cooperation at the school, which is lower than the na-
tive students’ perception. Yet, the first-generation students’ perception of
cooperation at the school does not differ from either native students’ or
second-generation immigrants’ perception. Similarly, second-generation
166
To compute differences between groups, the IDB Analyzer uses a t-test tak-
ing sample dependency into account (IEA, 2016). Since the IDB Analyzer
cannot perform a Bonferroni correction, it was not included in the analysis.
Results
Table 3 presents the means, standard deviations and Pearson correlation
coefficient for the variables used in the analyses. All variables are signifi-
cantly correlated in the expected way. Namely, all variables are positively
correlated, except for the Perception of the difficulty of the PISA test, which
is negatively correlated to all the other variables.
In Table 4, the means and standard deviations of the scales used by the
student groups organised by the 5Cs are presented.
The results (see Table 4) show first-generation immigrants repor
ting lower levels of reading competence than native students. Similarly,
first-generation immigrants believed the PISA test was more difficult than
native students and second-generation immigrants did. On the other hand,
there were no significant differences in the assessment of self-efficacy re-
garding global issues between native students and first-generation immi-
grants, although second-generation immigrants assessed their self-efficacy
regarding global issues as significantly lower.
There were no significant differences between the student groups in as-
sessing their capacity to pass through difficult situations and their self-as-
sessed meaning in life. However, there was a significant difference in the
self-assessment of cognitive flexibility/adaptability between first-gener-
ation immigrants and second-generation immigrants, where first-gene
ration immigrants reported greater flexibility and adaptability in dealing
with challenging or difficult situations (intercultural situations included)
(see Table 4).
Second-generation immigrants reported the lowest perception of sup-
port from their teachers in their Slovenian language lessons as opposed
to their native and first-generation immigrant peers. First-generation im-
migrants, on the other hand, reported the highest perception of support
from their teachers in Slovenian language lessons, even higher than the na-
tive students. Similarly, second-generation students also reported the low-
est perception of cooperation at the school, which is lower than the na-
tive students’ perception. Yet, the first-generation students’ perception of
cooperation at the school does not differ from either native students’ or
second-generation immigrants’ perception. Similarly, second-generation
166
