Effectiveness of intravenous methylprednisolone pulse in patients with severe microscopic polyangiitis and granulomatosis with polyangiitis.

OBJECTIVES: To evaluate the effectiveness and safety of two different intravenous methylprednisolone (IVMP) pulse doses in patients with severe microscopic polyangiitis (MPA) and granulomatosis with polyangiitis (GPA). METHODS: We emulated a target trial using observational data from the nationwide registry in Japan. Patients with severe glomerulonephritis or diffuse alveolar haemorrhage were selected and pseudo-randomised into three groups using propensity score-based overlap weighting as follows: non-IVMP, IVMP 0.5 g/day, and IVMP 1.0 g/day. The primary outcome was all-cause death, and the secondary outcomes were composite all-cause death and kidney failure, severe relapse, and serious infection from 2 to 48 weeks after treatment initiation. To estimate the treatment effects, the Cox proportional hazard model and Fine-Gray subdistribution hazard model were used. RESULTS: In this emulated target trial, of 201 eligible patients (MPA, 175; GPA, 26), 6 (2.8%) died, 4 (2.0%) had kidney failure, 11 (5.3%) had severe relapse, and 40 (19.8%) had severe infections. Hazard ratios (HR) for IVMP 0.5 g/day and IVMP 1.0 g/day pulse groups compared with non-IVMP pulse were as follows: all-cause death = 0.46 (95% confidence interval [95%CI]: 0.07-2.81) and 0.07 (95%CI: 0.01-0.41); all-cause death/kidney failure = 1.18 (95%CI: 0.26-5.31) and 0.59 (95%CI: 0.08-4.52); subdistribution HRs for severe relapse = 1.26 (95%CI: 0.12-13.70) and 3.36 (95%CI: 0.49-23.29); and serious infection = 1.88 (95%CI: 0.76-4.65) and 0.94 (95%CI: 0.28-3.13). CONCLUSIONS: IVMP 1.0 g/day pulse may improve 48-week mortality in patients with severe MPA/GPA.

Heterogeneity of adolescent bullying perpetrators: Subtypes based on victimization and peer status.

We identified different types of adolescent bullying perpetrators and nonbullies based on peer-reported bullying, victimization, and peer status (popularity, likeability, and rejection) and examined differences between bully subtypes in typical forms of bullying perpetrated. Moreover, we studied how bully subtypes differed from nonbullies with varying levels of victimization and peer status in academic and psychosocial adjustment. The study utilizes data from 10,689 adolescents (48.3% boys, mean age 14.7 years). Latent profile analysis identified three distinct subgroups of bullies: popular-liked bullies (13.5%), popular-rejected bully-victims (5.8%), and bully-victims (6.9%), and four groups on nonbullies. High-status bullies (popular-liked and popular-rejected) resembled nonbullies in many ways and had even lower social anxiety, whereas bully-victims were the most maladjusted group. Overall, popularity seems to protect adolescents from social anxiety, and victimization is related to internalizing problems. Results suggest that bullying, victimization, and peer status can be used to identify distinct subtypes of bullies.

Adolescents' digital career aspirations: Evidence for gendered pathways in a digital future.

INTRODUCTION: Computers and technology are still perceived as a male domain. As a result of this "digital gender gap" boys aspire careers in the information and communication technology (ICT) branches much more than girls. Guided by the situated expectancy-value theory of motivated behavioral choices, the present study aims to shed light on the predictors of digital career aspirations. METHODS: Self-report questionnaires were completed by 1018 Austrian adolescents (52.3% girls; 72% non-immigrants; Mage = 13.55, SDage = 0.88) attending 61 Grade 7 and 8 classes located in 17 vocational secondary schools between April and June 2019. Individual and class-level predictors of digital career aspirations were investigated with multilevel modeling. RESULTS: Hierarchical linear models revealed that boys, younger adolescents, and second-generation immigrant adolescents had higher levels of digital career aspirations compared to girls, older adolescents, and non-immigrants. Hours spend with the laptop per day, digital self-efficacy and media appraisal positively predicted digital career aspirations on the individual level, while a higher number of immigrants in the classes and higher levels of teacher discussions about media were significant positive predictors on the class level. The model explained 17% of the individual level and 52% of the class level variance. Cross-level interactions were nonsignificant. CONCLUSIONS: These results have major implications for educational practice. Most importantly, educational interventions should enhance girls' digital self-efficacy believes and media appraisal. Furthermore, teachers should increase their discussion about digital media as they foster adolescents' digital career aspirations and might prevent future gender segregation in the ICT sector.

Association between hypogammaglobulinaemia and severe infections during induction therapy in ANCA-associated vasculitis: from J-CANVAS study.

OBJECTIVES: To investigate the association between decreased serum IgG levels caused by remission-induction immunosuppressive therapy of antineutrophil cytoplasmic antibody-associated vasculitis (AAV) and the development of severe infections. METHODS: We conducted a retrospective cohort study of patients with new-onset or severe relapsing AAV enrolled in the J-CANVAS registry, which was established at 24 referral sites in Japan. The minimum serum IgG levels up to 24 weeks and the incidence of severe infection up to 48 weeks after treatment initiation were evaluated. After multiple imputations for all explanatory variables, we performed the multivariate analysis using a Fine-Gray model to assess the association between low IgG (the minimum IgG levels <500 mg/dl) and severe infections. In addition, the association was expressed as a restricted cubic spline (RCS) and analysed by treatment subgroups. RESULTS: Of 657 included patients (microscopic polyangiitis, 392; granulomatosis with polyangiitis, 139; eosinophilic granulomatosis with polyangiitis, 126), 111 (16.9%) developed severe infections. The minimum serum IgG levels were measured in 510 patients, of whom 77 (15.1%) had low IgG. After multiple imputations, the confounder-adjusted hazard ratio of low IgG for the incidence of severe infections was 1.75 (95% confidence interval: 1.03-3.00). The RCS revealed a U-shaped association between serum IgG levels and the incidence of severe infection with serum IgG 946 mg/dl as the lowest point. Subgroup analysis showed no obvious heterogeneity between treatment regimens. CONCLUSION: Regardless of treatment regimens, low IgG after remission-induction treatment was associated with the development of severe infections up to 48 weeks after treatment initiation.

Is there really a healthy context paradox for victims of bullying? A longitudinal test of bidirectional within-and between-person associations between victimization and psychological problems.

The finding that victims' psychological problems tend to be exacerbated in lower-victimization classrooms has been referred to as the "healthy context paradox." The current study has put the healthy context paradox to a strict test by examining whether classroom-level victimization moderates bidirectional within- and between-person associations between victimization and psychological adjustment. Across one school year, 3,470 Finnish 4th to 9th graders (Mage = 13.16, 46.1% boys) reported their victimization, depressive symptoms, anxiety, and self-esteem. Three types of multilevel models (cross-lagged panel, latent change score, and random-intercept cross-lagged panel) were estimated for each indicator of psychological adjustment. Findings indicated that the healthy context paradox emerges because classroom-level victimization moderates the prospective effect of victimization on psychological problems, rather than the effect of psychological problems on victimization. In classrooms with lower victimization, victims not only experience worse psychological maladjustment over time compared to others (between-person changes), but also higher maladjustment than before (absolute within-person changes).

Development and validation of the Workplace Learning Inventory in Health Sciences Education: a multimethod study.

Health sciences students face many challenges in regard to clinical practical learning. A better understanding of student learning is required to address student needs in this crucial phase. The theory of self-regulated learning provides a comprehensive view of learning and could serve as a basis for further research. There are instruments to assess self-regulated learning in preclinical academic learning. However, there are no such instruments for workplace learning. The aim of the present study is to provide a comprehensive inventory from which researchers can select those scales that are relevant to their research questions in the investigation of workplace learning. Hence, the aim is to develop and validate a set of scales to assess undergraduates' workplace learning in health sciences education in four areas (cognition, motivation, emotion, and context) on two levels (the learning process level and the metalevel). Study 1 is a qualitative multimethod study to identify indicators and develop items. It integrates the perspectives of students, teachers, and researchers and includes six steps: literature review, interviews, synthesis, item development, expert review, and cognitive pretesting. This study yields a set of scales for each area on both levels. Study 2 is a quantitative study to assess the psychometric properties. The results show acceptable values in terms of unidimensionality, reliability and validity for each of the 31 scales. The newly developed Workplace Learning Inventory is comprehensive; the scales are relevant to workplace learning and short enough that their administration is feasible in the workplace setting. The rigorous process of questionnaire development contributes to the validity of scales. By providing the Workplace Learning Inventory, we hope to encourage research on workplace learning in health sciences education from an educational psychology perspective.

Emotional eating: elusive or evident? Integrating laboratory, psychometric and daily life measures.

PURPOSE: Emotional eating (EE) refers to eating in response to (negative) emotions. Evidence for the validity of EE is mixed: some meta-analyses find EE only in eating disordered patients, others only in restrained eaters, which suggest that only certain subgroups show EE. Furthermore, EE measures from lab-based assessments, ecological momentary assessment (EMA), and psychometric measures often diverge. This paper tested whether the covariance of these three different EE methods can be modeled through a single latent variable (factorial validity), and if so, how this variable would relate to restrained eating (construct validity), Body-Mass-Index (BMI), and subclinical eating disorder symptomatology (concurrent validity). METHODS: 102 non-eating disordered female participants with a wide BMI range completed EE measures from three methods: psychometric questionnaires, a laboratory experiment (craving ratings of food images in induced neutral vs. negative emotion) and EMA questionnaires (within-participant correlations of momentary negative emotions and momentary food cravings across 9 days). Two measures for each method were extracted and submitted to confirmatory factor analysis. RESULTS: A one-factor model provided a good fit. The resulting EElat factor correlated positively with subclinical eating disorder symptoms and BMI but not with restrained eating. CONCLUSIONS: The one-factor solution shows that the EE construct can validly be assessed with three different methods. Individual differences in EE are supported by the data and are related to eating and weight problem symptomatology but not to restrained eating. This supports learning accounts of EE and underscores the relevance of the EE construct to physical and mental health. LEVEL OF EVIDENCE: II (Evidence obtained from well-designed controlled trials without randomization).

Optimal Dose of Intravenous Cyclophosphamide during remission induction therapy in ANCA-associated vasculitis: a retrospective cohort study of J-CANVAS.

OBJECTIVES: To identify the optimal dose of intravenous cyclophosphamide (IVCY) for induction therapy for anti-neutrophil cytoplasmic antibody-associated vasculitis (AAV). METHODS: We retrospectively assessed patients with AAV who received IVCY every 2-3 weeks during the remission induction phase. The associations of the IVCY dose with infection-free survival and relapse-free survival were analysed using a Cox regression model. We compared patients in three categories: very low-dose (VLD), low-dose (LD), and conventional dose (CD) (<7.5 mg/kg, 7.5-12.5 mg/kg, and >12.5 mg/kg, respectively). The non-linear association between IVCY dose and the outcomes were also evaluated. RESULTS: Of the 80 patients (median age 72 years), 12, 42, and 26 underwent the VLD, LD, and CD regimens, respectively, of whom 4, 3, and 7 developed infection or died. The adjusted hazard ratios for infection or death were 4.3 (95% confidence interval (CI) 0.94-19.8) for VLD and 5.1 (95% CI 1.21-21.3) for CD, compared with LD. We found the hazard ratio for infection or death increased when the initial IVCY dose exceeded 9 mg/kg. Relapse-free survival did not differ clearly. CONCLUSION: Low-dose IVCY (7.5-12.5 mg/kg) may result in fewer infections and similar relapse rates compared with the conventional regimen (>12.5 mg/kg).

Bystanders of ethnic victimization: Do classroom context and teachers' approach matter for how adolescents intend to act?

The study examined how adolescents' individual characteristics and class context are related to bystander behaviors in cases of ethnic victimization. The sample included 1065 adolescents in Sweden (Mage  = 13.12, SD = 0.42; 55%males). Female adolescents, adolescents of immigrant background, and adolescents with positive attitudes toward immigrants had greater intentions to defend and comfort victimized peers. Positive inter-ethnic contact norms in class were positively associated with intention to comfort the victim. Teachers' non-tolerance of ethnic victimization was positively related to adolescents' intentions to ask the perpetrator to stop and talk to teacher. The effects were the same across adolescents with different attitudes toward immigrants. Findings highlight the importance of class context and teachers in fostering adolescents' prosocial and assertive interventions in bias-based hostile behaviors.

Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best: Testing Individual Student and Class Level Moderators.

School-based aggression prevention programs may not be equally effective for all students and classes, depending on student and class characteristics. This study investigated moderators of a cluster randomized controlled socio-ecological aggression prevention program's effectiveness (change from pretest to posttest, sample: 2,042 preadolescents, mean age = 11.7 years, SD = 0.09, 47.6% girls) and sustainability (change from posttest to follow-up test, sample: 659 preadolescents, mean age = 12.7 years, SD = 0.08, 47.9% girls). The program worked better in multicultural classes, as greater ethnic diversity strengthened the program's effectiveness and sustainability. Moderating effects of a positive social class climate and higher baseline levels of aggressive behavior and victimization were also found. These results advance socio-ecological theorizing and can help develop more contextualized interventions.

A tool for investigating the differential functions of aggressive behavior in the face-to-face and cyber context: Extending the Cyber-Aggression Typology Questionnaire.

Aggressive behavior in the face-to-face and cyber contexts is driven by underlying aggression (i.e., functions of aggressive behavior). Common theories of aggression distinguish between reactive (e.g., rage) and proactive (e.g., seeking to achieve power and affiliation) aggression. However, according to the quadripartite violence typology, this distinction conflates aspects of motivational valence with self-regulatory processes. The Cyber-Aggression Typology Questionnaire (CATQ; Runions et al., 2017, Aggress Behav, 43(1), pp. 74-84) overcomes this weakness by identifying four types of cyber-aggression (impulsive-aversive/rage, controlled-aversive/revenge, controlled-appetitive/reward, and impulsive-appetitive/recreation cyber-aggression). However, the CATQ only considers aggression in cyberspace. We extended the CATQ to the face-to-face context by developing a corresponding Face-to-Face Aggression Typology Questionnaire (FATQ). The aim of this study was to investigate factorial and convergent validity and metric measurement invariance between four-factorial cyber and face-to-face aggression. In total, 587 students from six Austrian universities filled out the CATQ, the FATQ, and additional scales during regular university lectures to examine convergent validity. Confirmatory factor analysis supported the four-factor structure of both questionnaires, after excluding inconclusive items from the impulsive-aversive/rage subscale of the FATQ. These items were also removed from the CATQ to obtain two symmetric questionnaires. Metric measurement invariance between the CATQ and the FATQ was confirmed. Convergent validity was largely observed. Our results support an extended four-factor model of aggression. Having two parallel questionnaires, the FATQ and CATQ, enables future studies to investigate commonalities and differences in underlying drivers of aggressive behavior in the cyber and face-to-face contexts.

Dynamic Change of Aggressive Behavior and Victimization Among Adolescents: Effectiveness of the ViSC Program.

The present study reports a high-quality evaluation of the ViSC Social Competence Program, which was implemented large scale in Austria. A rigorous test of program effectiveness has been performed to investigate the dynamic change of aggressive behavior and victimization and to ensure a high level of statistical conclusion validity. A cluster randomized control study was applied to examine program effectiveness regarding aggressive behavior and victimization. In sum, 1,377 adolescents (48.5% girls, Mage = 11.7) enrolled in 13 schools participated in the program; 665 adolescents (45.2% girls, Mage = 11.6) enrolled in 5 schools were in the control group. Data were collected with Internet-based questionnaires at pre- and posttest with several validated scales to capture the full range of the two constructs. To ensure construct validity, a series of invariance tests of the second-order factor models were performed. To test program effectiveness, a multiple group bivariate latent change score model was applied. Evidence for a dynamic change of aggressive behavior and victimization was found. As predicted, the pretest levels and the change scores of aggressive behavior and victimization were associated. Moreover, higher levels of pretest values predicted more change. The program was effective in reducing victimization but not aggressive behavior. Gender did not moderate the results. Results are important for national rollout and cross-national dissemination of the program. However, further research is needed to investigate the underlying mechanisms of the intervention effects.

Comorbidity Patterns Among Patients With Opioid Use Disorder and Problem Gambling: ADHD Status Predicts Class Membership.

Objective: Psychiatric comorbidities are highly prevalent among individuals affected by substance use disorders and those with non-substance-related addictive disorders such as gambling disorder. More recently, the frequent co-occurrence of substance use disorders and attention-deficit hyperactivity disorder (ADHD) has received particular attention. The aim of our study was to identify patterns of psychiatric comorbidity and to examine associations between patient group and ADHD status with class membership. Methods: Participants were patients with opioid use disorder enrolled in opioid maintenance treatment (OMT), either recruited from the community (n = 142; M age = 35.8 years; 38.7% female) or prison (n = 133; M age = 35.7 years; 21.8% female), and patients undergoing treatment for problem gambling (PrG; n = 80; M age = 43.1 years; 20% female). To enable direct comparisons, the following instruments were applied: Mini International Neuropsychiatric Interview, Adult ADHD self-report scale, Wender Utah Rating Scale, and European Addiction Severity Index. We used a latent class analysis (LCA) to identify psychiatric comorbidity patterns and a multinomial logistic regression to examine associations between patient group, ADHD status, age, and gender with class membership. Results: The LCA resulted in a three-class solution: (1) a class of individuals with a relatively low probability of current psychiatric comorbidities, except for a high probability of substance use disorders; (2) a class with markedly increased probabilities of current and recurrent psychiatric comorbidities, especially for major depression; and (3) a class with very low probabilities of psychiatric comorbidities, except for moderate probabilities of substance use disorders and antisocial personality disorder. Both OMT patients recruited from the community and those in prison were less likely than PrG patients to be assigned to the most burdened class with respect to psychiatric comorbidity (class 2). Further, both individuals with ADHD in childhood and those with adult ADHD were more likely members of class 2. Conclusions: PrG patients seem to be at an even higher risk for psychiatric comorbidities compared to OMT patients. Raising awareness among practitioners for the high prevalence of psychiatric comorbidities among patients with gambling disorder and individuals with ADHD is crucial to initiate adequate treatment and to improve response.

An IRT-Based Objection Against the IQ.

The concept of IRT (Item Response Theory), offering several models which at least guarantee if they hold, that a scoring rule in question is indeed fair, can be referred to in regard to the pertinent scoring rule of the IQ (intelligence quotient) in many intelligence test-batteries. Muller's continuous Rasch model (1987, 1999) applies. Analyses were carried out for three test-batteries, that is the German and the English version of AID 3 and a respective version for group administration, to show this in an exemplary way. Sample sizes comprised 431, 761, and 2278, respectively. Above all, the graphical model check disclosed a serious misfit of the model: There is no support for the notion that the respective scoring rule is fair. Detailed inspections give the impression that essentially calculating the sum of the subtest scores mixes (at least) two components, "intelligence" and "willingness to achieve in unchallenging tasks." Practitioners should be assailed by doubts that all other intelligence test-batteries in use, which are not evaluated accordingly, do score fair.

"They Think that I Should Defend": Effects of Peer and Teacher Injunctive Norms on Defending Victimized Classmates in Early Adolescents.

Norms have been suggested as important characteristics of the social-ecological context for defending victimized peers, but little is known about the contribution of student perceived injunctive norms (regarding the appropriateness of defending) imposed by peers and teachers. To investigate the role of these norms in defending, a sample of 751 early adolescents (51% female; Mage at Time 1:13 years) was assessed at two time points. Defending, as measured by peer- and self-ratings, decreased slightly over a six-month timespan. Three-level models (with time, students, and classrooms as the levels) indicated that both individual- and classroom-level perceived peer injunctive norms (but not teacher injunctive norms) had positive effects on defending over time regardless of the source of the information on defending (peers or self). These findings support programs that encourage defending through peer norms.

Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber-victimization: Class and individual level moderators.

We investigated whether the general anti-bullying program ViSC sustainably prevents cyberbullying and cyber-victimization. A longitudinal randomized control group design was used to examine (i) program effectiveness immediately after a 1 year implementation phase and (ii) sustainable program effects 6 months later taking several moderators on the class level (class climate and ethnic diversity) and on the individual level (gender, age, internet usage, traditional bullying/victimization) into account. Effectiveness (e.g., the change between waves 2 and 1) was examined in 2,042 students (47.6% girls), aged 11.7 years (SD = 0.88) enrolled in 18 schools and 103 classes. Sustainability (e.g., the change between waves 3 and 2) was examined in a sub-sample of 6 schools and 35 classes comprising 659 students. The self-assessment multiple-item scales showed longitudinal and multiple group invariance. Factor scores were extracted to compute difference scores for effectiveness (Posttest minus Pretest) and sustainability (Follow-up test minus Posttest) for cyberbullying and cyber-victimization. Multilevel Modeling was applied to examine (i) the effectiveness and (ii) the sustainability of the ViSC intervention controlling for several individual and class level variables. Controlling for covariates, it was demonstrated that the ViSC program is effective in preventing cyberbullying and cyber-victimization and that the effects are sustainable after 6 months. The consequences for cyberbullying prevention are discussed.

Bullying prevention in schools by targeting cognitions, emotions, and behavior: Evaluating the effectiveness of the REBE-ViSC program.

The effectiveness of a class-based antibullying prevention program on cognitions, emotions, and behaviors was investigated. The program consists of a cognitive-behavioral (Rational Emotive Behavioral Education; REBE) and a behavioral (Viennese Social Competence; ViSC) component. The REBE program is based on rational emotive behavioral theory and contains 9 student lessons. The ViSC program is based on social learning theory and comprises 10 student lessons. The order of the programs was experimentally manipulated. The REBE-ViSC program was implemented in 5 schools (14 classes), the ViSC-REBE program was implemented in 3 schools (9 classes), and 3 schools (11 classes) served as an untreated control group. Data were collected during 1 school year at pretest, midpoint, and posttest. Emotions (overt and internalizing anger), cognitions (learning and entitlement), and behaviors (bullying perpetration and bullying victimization) were measured with self-assessments. To examine the effectiveness of the REBE-ViSC/ViSC-REBE program, multilevel growth models were applied (time points at Level 1, individuals at Level 2, and classes at Level 3). The analyses revealed that the program effects differed depending on the order of the programs. The REBE-ViSC condition was more effective in changing negative emotions than the ViSC-REBE condition; both experimental conditions were effective in reducing dysfunctional cognitions, whereas no behavioral change was found in the 2 experimental groups when compared with the control group. To improve program effectiveness regarding behavioral changes, a multilevel whole-school approach including a teacher component is recommended.

Planning a Study for Testing the Rasch Model given Missing Values due to the use of Test-booklets.

Though calibration of an achievement test within a psychological and educational context is very often carried out by the Rasch model, data sampling is hardly designed according to statistical foundations. However, Kubinger, Rasch, and Yanagida (2009, 2011) suggested an approach for the determination of sample size according to a given Type-I and Type-II risk and a certain effect of model contradiction when testing the Rasch model. The approach uses a three-way analysis of variance design with mixed classification. For the while, their simulation studies deal with complete data, meaning every examinee is administered with all of the items of an item pool. The simulation study now presented in this paper deals with the practical relevant case, in particular for large-scale assessments, that item presentation happens to use several test-booklets. As a consequence, there are missing values by design. Therefore, the question to be considered is, whether this approach works in this case as well. Besides the fact, that data are not normally distributed but there is a dichotomous variable (an examinee either solves an item or fails to solve it), only a single entry for each cell exists in the given three-way analysis of variance design, if at all, due to missing values. Hence, the obligatory test-statistic's distribution may not be retained, in contrast to the case of having no missing values. The result of our simulation study, despite applying only to a very special scenario, is that this approach works, indeed: Whether test-booklets were used or every examinee is administered all of the items changes nothing in respect to the actual Type-I risk or to the power of the test, given almost the same amount of information of examinees per item. However, as the results are limited to a special scenario, we currently recommend any interested researcher to simulate the appropriate one in advance by him/herself.

Entering the Classroom: Do Newcomers Experience More Peer Victimization than Their Established Peers?

Students changing classrooms or schools may face challenges from entering a new peer context without friends and standing out from the crowd as newcomers. Two studies examined whether newcomer status predicts peer victimization at school, exploring several potential moderating factors (e.g., social anxiety, immigrant background and having good friends in the classroom) (Study 1: n = 6,199; Mage=12.53) and whether being victimized as a newcomer varied based on the different reasons for mobility (e.g., parental dissolution, residential move, previous victimization, changing into a more suitable school) (Study 2: n = 58,738). In both studies, newcomers reported higher peer victimization compared to established students. Having good friends in the classroom was found as a protective factor in Study 1, being the only statistically significant moderator. All reasons for mobility, except changing into a more suitable school, predicted slightly higher peer victimization in Study 2, with the highest risk for those changing schools due to previous peer victimization experiences.

Student-teacher relationships and sense of academic futility: Longitudinal associations among early adolescents of immigrant and non-immigrant background.

Sense of academic futility entails feelings of having no control over ones' educational success. Although mounting evidence points to its negative consequences for students' educational outcomes, less is known about its socio-contextual antecedents. Relatedly, the current study explored how fair and supportive relationships with teachers are related to the sense of academic futility and if class belonging mediates this link in a sample of adolescents with immigrant and non-immigrant backgrounds. A total of 1065 seventh-grade students (Mage = 13.12; SD = 0.42; 45% girls) from 55 classrooms completed questionnaires at two time points 1 year apart. Results of multilevel analyses indicated that fair and supportive relationships with teachers contributed to decreases in sense of academic futility at the individual but not at the classroom level. No mediation or moderation effects emerged. These findings highlight the crucial role of democratic student-teacher relationships in supporting the positive school adjustment of all students in increasingly multicultural societies.