A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Migrant students’ self-reported executive function skills in relation to mental health, postmigration stress, and positive appraisals of self and the social context
Tekijät: Opaas, Marianne; Wentzel-Larsen, Tore; Nissen, Alexander; Hilden, Per Kristian; Punamäki, Raija-Leena; Spaas, Caroline; Jervelund, Signe Smith; Kankaanpää, Reeta; Skovdal, Morten; Peltonen, Kirsi; De Haene, Lucia; de Smet, Sofie; Verelst, An; Derluyn, Ilse; Andersen, Arnfinn J.
Kustantaja: Informa UK Limited
Kustannuspaikka: ABINGDON
Julkaisuvuosi: 2024
Journal: European Journal of Psychotraumatology
Tietokannassa oleva lehden nimi: European Journal of Psychotraumatology
Lehden akronyymi: EUR J PSYCHOTRAUMATO
Artikkelin numero: 2430923
Vuosikerta: 15
Numero: 1
Sivujen määrä: 15
ISSN: 2000-8198
eISSN: 2000-8066
DOI: https://doi.org/10.1080/20008066.2024.2430923
Verkko-osoite: https://doi.org/10.1080/20008066.2024.2430923
Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/499506692
Background: Refugee and non-refugee migrant youths may carry a double burden of past adversities and post-migration stress while trying to continue schooling and adapt to their new social and cultural environment. Executive functioning skills are central to learning and navigating in the new context. Knowledge of how young migrants' executive functioning is associated with stressful factors and positive or potentially protective factors, could contribute to understanding and possibly finding ways to support these young learners.Objective: To investigate how potentially stressful and positive factors are associated with executive function skills.Method: In a secondary, explorative analysis of questionnaire responses from 1312 migrant students in secondary schools in five European countries, the associations of planning- and initiative executive function skills (PIS-EF) with stressful factors (e.g. emotional and behavioural problems, daily stress, discrimination) and positive factors (e.g. resilience, school belonging, social support) were analysed by linear regression. Furthermore, differences between male/female and refugee/non-refugee migrants were examined.Results: Positive factors accounted for almost one-fifth of the variance in the students' self-reported PIS-EF and stress factors only one-tenth. Resilience showed the strongest association with students' PIS-EF, followed by Prosocial behaviour and School belonging. Hyperactivity, and symptoms of anxiety and depression were negatively associated with PIS-EF. Posttraumatic stress symptoms were minimally associated with the investigated aspects of executive functions. Adjusted for other variables, no variables showed significant differences in the association with EF between males and females, and refugee and non-refugee migrant students.Conclusions: Positive factors were more strongly associated with executive functioning than stressful factors and could represent pathways to strengthen executive functioning. To support migrant youths' functioning, the school, healthcare, and social systems should take a resource-oriented perspective and lay the ground for migrant youth's feeling of belongingness and active use of their personal resources.Antecedentes: Los j & oacute;venes migrantes refugiados y no refugiados pueden sostener una doble carga de adversidades pasadas y de estr & eacute;s postmigratorio, mientras intentan continuar con sus estudios y adaptarse a su nuevo entorno social y cultural. Las habilidades de funci & oacute;n ejecutiva son fundamentales para el aprendizaje y la adaptaci & oacute;n en este nuevo contexto. Conocer c & oacute;mo las habilidades de funci & oacute;n ejecutiva en los j & oacute;venes migrantes se relacionan con factores estresantes y con factores positivos o potencialmente protectores nos podr & iacute;a contribuir a comprender mejor y posiblemente encontrar, formas de apoyar a estos j & oacute;venes estudiantes.Objetivos: Investigar c & oacute;mo los factores potencialmente estresantes y positivos se asocian con las habilidades de funci & oacute;n ejecutiva.M & eacute;todo: En un an & aacute;lisis exploratorio secundario de las respuestas a cuestionarios de 1.312 estudiantes migrantes en escuelas secundarias de cinco pa & iacute;ses europeos, se analizaron las asociaciones entre las habilidades de funci & oacute;n ejecutiva de planificaci & oacute;n e iniciativa (PIS-EF) y los factores estresantes (por ejemplo, problemas emocionales y de comportamiento, estr & eacute;s diario, discriminaci & oacute;n) y los factores positivos (por ejemplo, resiliencia, pertenencia escolar, apoyo social) mediante una regresi & oacute;n lineal. Adem & aacute;s, se examinaron las diferencias entre migrantes masculinos/femeninos y refugiados/no refugiados.Resultados: Los factores positivos explicaron casi una quinta parte de la varianza en las habilidades de PIS-EF auto-reportadas por los estudiantes, mientras que los factores estresantes explicaron solo una d & eacute;cima parte. La resiliencia mostr & oacute; la asociaci & oacute;n m & aacute;s fuerte con las habilidades de PIS-EF, seguida por el comportamiento prosocial y la pertenencia escolar. La hiperactividad, as & iacute; como los s & iacute;ntomas de ansiedad y depresi & oacute;n, se asociaron negativamente con las habilidades de PIS-EF. Los s & iacute;ntomas de estr & eacute;s postraum & aacute;tico mostraron una asociaci & oacute;n m & iacute;nima con los aspectos investigados de las funciones ejecutivas. Ajustado por otras variables, no se observaron diferencias significativas en la asociaci & oacute;n con las PIS-EF entre estudiantes masculinos y femeninos, ni entre migrantes refugiados y no refugiados.Conclusiones: Los factores positivos se asociaron m & aacute;s fuertemente con la funci & oacute;n ejecutiva que los factores estresantes y podr & iacute;an representar v & iacute;as para fortalecer la funci & oacute;n ejecutiva. Para apoyar el funcionamiento de los j & oacute;venes migrantes, los sistemas escolares, de salud y sociales, deber & iacute;an adoptar una perspectiva orientada a los recursos y sentar las bases de un sentimiento de pertenencia en los j & oacute;venes migrantes y el uso activo de sus recursos personales.
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The RefugeesWellSchool project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 754849.
