Youth Matters
Social Determinants of Happiness among Filipino Emerging Adults: A Social-ecological Approach View Digital Media
Paper Presentation in a Themed Session Jerome Cleofas
Happiness is a psychological resource and a state of positive well-being commonly attributed to human flourishing. Various social determinants of happiness among emerging adults (i.e., interpersonal relationships, organizational affiliations, school climate, and developmental markers) have been indicated by previous research. However, most prior research tackled these social antecedents of happiness separately. Drawing from an online survey sample of 1,215 Filipino undergraduate students, this quantitative, cross-sectional study sought to determine the social-ecological predictors of happiness among emerging adults. The Subjective Happiness Scale was used to measure the dependent variable. Explanatory variables were based on the systems of the social-ecological model. Individual system factors included age, sex assigned at birth, and gender and sexual identity. Micro-/mesosystem factors included family, friends, and school community. Exo-/macrosystem factors included national-level social factors, such as self-identification with one’s country, social solidarity, and trust in public institutions The chronosystem factor was operationalized as emerging adulthood markers. Descriptive results reveal a moderate level of happiness among the respondents. Moreover, hierarchical regression analysis reveals that significant positive predictors of happiness are being cisgender and heterosexual, having favorable relationships with family and in school, reporting high trust in public institutions, demonstrating a better sense of experimentation/possibilities, and lower negativity/instability during their time in emerging adulthood (p<0.05). The present study's findings highlight that happiness during emerging adulthood is a function of social factors from various socioecological locations; hence, initiatives to improve happiness among emerging adults must be multisectoral (i.e., involving multiple social institutions) and inclusive.
Language Barriers and Communication Diffuculties of Immigrant University Students: The Case of Turkey View Digital Media
Paper Presentation in a Themed Session Pinar Gokpinar
Due to its geopolitical position and the mission it undertakes in inter-country relations, Turkey has recently provided living and sheltering opportunities to a large number of migrants. The civil war in Syria, which borders Turkey, has caused a large number of Syrian migrants to start living in Turkey. This migration mobility, which brings with it many problems, has made it inevitable to experience problems in the field of education. Language barrier, which is one of the leading communication barriers, is a factor that directly affects the academic success of migrant students. The fact that advanced and in-depth subjects are covered in graduate and undergraduate education has made language barriers more evident. The terms used in higher education cause migrant students to have difficulty in comprehension and interpretation both in the lectures and in the exams. Language barriers cause students to experience social problems as well as academic problems. They also face communication problems and have difficulties in terms of social activities and networking. Immigrant students may be isolated in club activities and teamwork. This study analyzes the language barriers and communication difficulties faced by immigrant university students in Turkey, to make determinations and to contribute to solutions. In this context, existing documents related to language courses, adaptation programs, student club activities, support services organized for Syrian students from immigrant groups living in Turkey is examined and options for state supports and implementation policies are determined.
Unaccompanied Young People Seeking Asylum and Assembling Belonging in the UK View Digital Media
Paper Presentation in a Themed Session Ozlem Ogtem Young
This paper examines the experiences of belonging of unaccompanied young people who seek asylum in the UK. Informed by Deleuze and Guattari’s assemblage theory, this paper proposes a new conceptualization of belonging to embrace alternative ways of being, becoming, and belonging. Adopting a qualitative methodology involving 21 in-depth interviews with unaccompanied asylum-seeking young people aged between 16 and 24, and professionals and carers working with and supporting these young people, this study explores how belonging works, how it is undermined and disrupted, or supported within conditions of the UK's migration and asylum and legal procedures. In doing so, this study directs attention towards affectivities and capacities produced by the processes of migration and asylum regimes, by the potentiality of future becomings and belongings, and by the enactments and micropolitics of supportive and trusting adults. This study argues that unaccompanied asylum-seeking young people’s belonging takes place within life characterized and constrained by the discursive and material milieu of migration and asylum policy and practice.
Spiritual Literacy in Preschool Education View Digital Media
Paper Presentation in a Themed Session Jitka Patakiová
The topic of spiritual literacy in preschool education has not been empirically investigated in the Czech Republic. The research project aims to understand manifestations of spiritual literacy in preschool children's development along two main lines: (1) the manifestations of spiritual literacy in preschool children in free play and in guided activities; (2) the perception of the possibilities of developing spiritual literacy in preschool children through the lens of their teachers. The study also seeks to determine if educational strategies, practices, and tools differ in developing spiritual literacy across different types of preschools. A qualitative research strategy, specifically a multiple case study approach, is used. The research population consists of 8 kindergarten teachers and approximately one hundred preschool children across four types of kindergartens: church-affiliated, Waldorf, forest, and community-run. Children and teachers are from the same class, with 2 teachers and about 25 children per school type. Teachers' age, religion, experience, or other demographics are not considered. The classes studied are age-diverse, with children aged 3-7 years. Data collection is by semi-structured interviews with teachers and direct observation of children's free play, guided activities, and other interactions between children and teachers during the day. Audio recordings, video recordings and field notes are used. In addition, planning documentation of the school and teachers was collected. Data is analyzed using interpretative phenomenological analysis and content analysis. The ethics of the research is approved by the Ethics Committee of the university.
