Jochem Thijs
Utrecht University
Cultural diversityPeer groupEthnic groupDevelopmental psychologySociologySocial psychology (sociology)PsychologyPerceptionMulticultural educationSelf-conceptSelf-esteemPeer victimizationMinority groupContext (language use)TurkishMulticulturalismImmigrationSocial psychologyInterpersonal relationshipSocial identity theory
92Publications
30H-index
2,755Citations
Publications 92
Newest
#1Ghislaine van Bommel (Tilburg University)
#2Jochem Thijs (UU: Utrecht University)H-Index: 30
Last. Marta Miklikowska (Umeå University)H-Index: 8
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Although several studies have examined outgroup empathy, the link between trait empathy and outgroup attitudes has been underinvestigated. In the present study this link was investigated among two ...
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#1Lian van Vemde (UU: Utrecht University)H-Index: 1
#2Lisette Hornstra (UU: Utrecht University)H-Index: 10
Last. Jochem Thijs (UU: Utrecht University)H-Index: 30
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Schools can be important for the development of national belonging in students with immigrant backgrounds. Following Contact Theory and prior research on diversity norms, this cross-sectional survey study examined if intergroup contact and perceived diversity norms of teachers and classmates predicted national belonging in ethnic minority (i.e., Turkish [n = 95], Moroccan [n = 73], and Surinamese [n = 15]) versus majority students (n = 213) living in the Netherlands (Mage = 10.53 years; 50.3% fe...
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#1Maria Jargon (UU: Utrecht University)H-Index: 1
#2Jochem Thijs (UU: Utrecht University)H-Index: 30
The present study examined the effects of antiprejudice norms on children’s ethnic attitudes by taking their antiprejudice motivations into account. In a sample of 767 native Dutch preadolescents w...
2 CitationsSource
#1Jochem Thijs (UU: Utrecht University)H-Index: 30
#2Abigail C. Keim (PSU: Pennsylvania State University)H-Index: 1
Last. Jolien Geerlings (UU: Utrecht University)H-Index: 5
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BACKGROUND: Many studies have shown that school belonging is crucial for students' school adjustment, but the construct has been operationalized in different ways. Moreover, most research has focused on adolescents and not compared its antecedents for ethnic minority versus majority students. AIMS: Based on Goodenow and Grady's (1993) seminal paper, we examined classroom identification as a central aspect of school belonging in minority and majority preadolescents, and predicted it from relation...
5 CitationsSource
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#1Olivia Spiegler (RUB: Ruhr University Bochum)H-Index: 6
#2Jochem Thijs (UU: Utrecht University)H-Index: 30
Last. Birigt Leyendecker (RUB: Ruhr University Bochum)H-Index: 1
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AbstractTurkish immigrant-origin youth in Western Europe often develop strong ethnic and weaker national identities. To advance our understanding of this pattern, we investigated the concurrent dev...
3 CitationsSource
#1Jolien Geerlings (UU: Utrecht University)H-Index: 5
#2Jochem Thijs (UU: Utrecht University)H-Index: 30
Last. Maykel Verkuyten (UU: Utrecht University)H-Index: 80
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Abstract Research on the role of teachers in bringing about positive interethnic attitudes among their students has largely focused on the norms teachers express about cultural diversity in the classroom without considering teacher's enactment of these norms in their relationships with students. The current study assessed to what extent students' ethnic outgroup attitudes are affected by perceived positive teacher norms about cultural diversity, together with perceived positive teacher-classmate...
5 CitationsSource
#1Marta Miklikowska (Umeå University)H-Index: 8
#2Jochem Thijs (UU: Utrecht University)H-Index: 30
Last. Mikael Hjerm (Umeå University)H-Index: 19
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Although research has shown that school context has consequences for intergroup attitudes, few studies have examined the role of teacher qualities, such as teacher support. In addition, previous re ...
9 CitationsSource
#1Esmée E. Verhulp (UU: Utrecht University)H-Index: 6
#2Gonneke W. J. M. Stevens (UU: Utrecht University)H-Index: 20
Last. Wilma A. M. Vollebergh (UU: Utrecht University)H-Index: 84
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Ethnic minority adolescents receive not only less formal mental health services than their ethnic majority peers but also less school-based mental health services. Little is known about the extent to which adolescents indicate their teachers help them with their mental health problems. The aim of the current study was to investigate ethnic differences in teacher-provided informal help for adolescents’ internalizing problems, and whether these could be explained by differences in teacher-reported...
3 CitationsSource
#1Ceren Su Abacioglu (UvA: University of Amsterdam)H-Index: 3
#2Adela-Maria Isvoranu (UvA: University of Amsterdam)H-Index: 6
Last. Sacha Epskamp (UvA: University of Amsterdam)H-Index: 33
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Abstract Students' relationships with peers and teachers strongly influence their motivation to engage in learning activities. Ethnic minority students, however, are often victimized in schools, and their educational achievement lags behind that of their majority group counterparts. The aim of the present study was to explore teachers' multicultural approach within their classrooms as a possible factor of influence over students' peer relationships and motivation. We utilized the novel methodolo...
7 CitationsSource