SIMCUR (Social Integration of Migrant Children - Uncovering Family and School Factors Promoting Resilience)

The main objective of the SIMCUR research project is to uncover the processes underlying developmental resilience in children from immigrant families during the transitions to primary and secondary education in three European countries. These processes are examined at the levels of the individual, the family, the school, and the community. By comparing children in Germany, the Netherlands, and Norway, the study also elucidates the impact of broader societal influences. In a longitudinal cohort design based on the two school transitions, we studied 880 migrant families with origins in Turkey allowing across- country comparisons. Mastering major educational transitions is a critical indicator of social integration and is related to individual psychosocial adaptation. For the primary school transition, 364 children from Turkish migrant families (cohort 1) were assessed at ages 5, 6, and 7 in the three participating countries. For the secondary school transition, we assessed 256 children in a second cohort of children at ages 12, 13, and 14. Because this transition takes place earlier in Germany, this country had an extra cohort of 147 children assessed at ages 9, 10, and 11. At each assessment, variables from all levels of functioning are measured using multiple methods (behavioral observation, interviews, tests, and surveys), obtained from multiple sources (mothers, fathers and children).

Parents
1. Mother questionnaire:

Category 1: Background
Family situation: relation to the child / father; caregiver; number of children, marital status; health; education, work and economic situation: years of schooling, ISCED; gainful employment; working hours; total income; neighborhood: managing to make it (length of residence), NICHD (National Institute of Child Health and Human Development); Collective Efficacy Scale; activities at home: literacy and media at home; language use in reading and watching TV; language: language proficiency Turkish and majority language; importance of child language use; language use in Turkish and majority language; culture: MEIM-R (Multigroup Ethnic Identity Measure - revised); questions from ICSEY study (International Comparative Study on Ethnocultural Youth; acculturation stress; discrimination; religion: religious affiliation; role of religion in parenting.

Category 2: Child
Behavior: CBQ (Child Behavior Questionnaire), EATQ-R (Early Adolescent Temperament Questionnaire - revised); parenting: discipline; EMBU (Egna Minnen Beträffande Uppfostran (´My memories of upbringing´); aspirations and expectations: schooling you would lke/actually expect your child to complete; school: child preschool attendance; parent-teacher involvement, parent-teacher responsibility, confidence in school/teacher; get ready for school; transition; strengths and difficulties: SDQ (Strength and Difficulties Questionnaire); friends: number of friends; frequency of playing; language: child´s language use.

Category 3: Yourself
Your life: SWLS (The Satisfaction with Life Scale); task division; social network: Oslo 3-item social support scale; relationship to neighbors; daily life: daily hassles; relationship: VGP (Vragenlijist voor Gezins Problemen); feelings: CES-D 10 (Center for Epidemiologic Studies Short Depression Scale); family: FAD (Family Assessment Device); values: perceived achievement values; familiy collectivist values.

Mother interview:
Family history: family tree, reason for migration; legal status; neighborhood: NICHD (National Institute of Child Health and Human Development); managing to make it (Subscale: community services); car/driver´s license; living situation: living space; daily schedule: daily schedules; spare time; activities at home: media use at home.

2. Father questionnaire:

Category 1: Background
Language: language proficiency Turkish and majority language; importance of child; language use in Turkish and majority language; culture: MEIM-R (Multigroup Ethnic Identity Measure - revised); questions from ICSEY study (International Comparative Study on Ethnocultural Youth); acculturation stress; discrimination; religion: religious affiliation; role of religion in parenting.

Category 2: Child
Parenting: EMBU (Egna Minnen Beträffande Uppfostran (´My memories of upbringing´); school: parent-teacher-responsibility; SDQ (Strength and Difficulties Questionnaire).

Category 3: Yourself
Parenting: task division; relationship: VGP (Vragenlijist voor Gezins Problemen, Subscale: partner relationship/marital support); values: perceived achievement values.

Child

Category 1: Background
Culture: MEIM-R (Multigroup Ethnic Identity Measure - revised); questions from ICSEY study (International Comparative Study on Ethnocultural Youth); discrimination: perceived ethnic discrimination; language: language proficiency Turkish and majority language; language use Turkish and majority language; religion: children´s practice of their beliefs; spirituality´s role in coping and everyday life; overall self-perception of religiousness or spirituality; activities at home: literacy and media at home.

Category 2: Parents
Parenting: EMBU (Egna Minnen Beträffande Uppfostran (´My memories of upbringing´) - short form); parental involvement: activities with mother and father.

Category 3: Yourself
Social Network: Social Network Inventory; composition of social network; functional and emotional support; monitoring: child disclosure; behavior: EATQ-R (Early Adolescent Temperament Questionnaire - revised, Subscales: activation control, inhibitory control, attention); SDQ (Strength and Difficulties Questionnaire); self-assertive efficacy; enlisting social resources; daily life: daily hassles.

Category 4: School
Motivation: motivation to start (new) school; expectations regarding start of new school; thoughts about school; aspirations and expectations: school aspirations and expectations; job aspirations and expectations; values: perceived parental achievement values; perceived contingency: perceived contingency scale for children; rules: breaking school rules (items from ICSEY International Comparative Study on Ethnocultural Youth); support: class support, CASSS (Child and adolescent support scale).

Tests:
Category 5: Tests
Maternal sensitivity in task situation (EAS-mother-child interaction (video taped); behavioral Inhibition (Hearts and flowers (Dots Task); Working Memory (Digit Span forwards, backwards); inhibitory control (Delay Frustration Task; Language/Vocabulary: PPVT-4 The Peabody Picture Vocabulary Test (4th Ed.)(Turkish receptive vocabulary test), EOWPVT (Expressive one word picture vocabulary test - Majority language expressive vocabulary test); IQ: SON-R: Snijders-Oomen niet-verbale intelligentietest - revised, subtest: Analogies).

Demography: child: age (date of birth: month, year); age in months; gender; nationality; parents: age (birthdate: month, year) of mother and father; age of mother and father at day of testing; nationality; relationship of respondent to child; number of children; birthdate and age of these children; child’s birth order; number of children living at home; other adults living in the household; new child born since last visit; birthday of new born child; changes since last visit; specified changes.

Additionally coded was: child ID serial; child participated in waves 1, 2, 3; date of home visit; year of data collection; country of data collection; country of origin Turkey; child has a sibling in the study; mother ID for sibling families; language of questionnaire; date mother questionnaire completed; child’s teacher’s ID; child’s school ID.

SIMCUR研究项目的核心目标是揭示欧洲三国移民家庭儿童在向小学与中等教育过渡阶段的发展韧性（developmental resilience）背后的作用机制。该研究从个体、家庭、学校与社区四个层面展开相关机制的探析。通过对比德国、荷兰与挪威三国的儿童群体，本研究还阐明了更广泛的社会因素所产生的影响。

本研究采用基于两次教育过渡节点的纵向队列研究设计，共纳入880个祖籍为土耳其的移民家庭以开展跨国对比分析。顺利完成主要的教育过渡是社会融合的关键指标，同时与个体的社会心理适应密切相关。

针对小学教育过渡阶段，研究团队对来自土耳其移民家庭的364名儿童（队列1）在5、6、7岁三个年龄段于三个参与国开展了评估。针对中等教育过渡阶段，研究团队对第二队列的256名儿童在12、13、14岁三个年龄段进行了评估。由于中等教育过渡在德国发生得更早，该国额外纳入了147名儿童组成第三队列，在9、10、11岁三个年龄段完成评估。

在每一次评估中，研究团队采用多种方法（行为观察、访谈、测试与问卷调查）从多来源（母亲、父亲与儿童）收集涵盖所有功能层级的变量数据。

## 父母相关
1. 母亲问卷
### 类别1：背景信息
家庭情况：与子女的关系/与父亲的关系；照料者身份；子女数量；婚姻状况；健康状况；教育、工作与经济情况：受教育年限、国际教育标准分类（International Standard Classification of Education，ISCED）；有偿就业情况；工作时长；总收入；社区环境：居住时长与安居适应情况、美国国家儿童健康与人类发展研究所（National Institute of Child Health and Human Development，NICHD）相关量表；集体效能感量表；家庭活动：家庭读写与媒介资源；读写与电视观看时的语言使用情况；语言能力：土耳其语与主流语言的语言熟练度；儿童语言使用的重要性；土耳其语与主流语言的使用情况；文化：多元群体民族认同量表-修订版（Multigroup Ethnic Identity Measure - Revised，MEIM-R）；国际比较民族青年研究（International Comparative Study on Ethnocultural Youth，ICSEY）相关问题；文化适应压力；歧视经历；宗教：宗教信仰；宗教在育儿中的作用。

### 类别2：儿童相关
儿童行为：儿童行为问卷（Child Behavior Questionnaire，CBQ）、早期青少年气质问卷-修订版（Early Adolescent Temperament Questionnaire - Revised，EATQ-R）；育儿方式：纪律管教方式；父母养育回忆量表（Egna Minnen Beträffande Uppfostran，即"My memories of upbringing"，EMBU）；抱负与期望：您希望/实际期望子女完成的学业水平；学校相关：子女的学前教育经历；家校参与情况、父母的家校责任意识、对学校/教师的信任度；子女入学准备情况；过渡阶段相关情况；优势与困难：长处与困难问卷（Strength and Difficulties Questionnaire，SDQ）；社交情况：朋友数量、玩耍频率；语言：子女的语言使用情况。

### 类别3：母亲自身相关
个人生活：生活满意度量表（The Satisfaction with Life Scale，SWLS）；任务分工情况；社会网络：奥斯陆3项社会支持量表；亲密关系：家庭问题问卷（Vragenlijist voor Gezins Problemen，VGP）；情绪状态：流调中心用抑郁量表简版（Center for Epidemiologic Studies Short Depression Scale，CES-D 10）；家庭功能：家庭评估量表（Family Assessment Device，FAD）；价值观：感知到的成就价值观；家庭集体主义价值观。

母亲访谈：
家庭史：家族谱系、移民原因；法律身份；社区环境：NICHD相关量表、社区服务子量表（安居适应情况）；汽车/驾照持有情况；居住情况：居住空间；日常作息：日常日程安排；闲暇时间；家庭活动：家庭媒介使用情况。

2. 父亲问卷
### 类别1：背景信息
语言能力：土耳其语与主流语言的语言熟练度；子女养育的重要性；土耳其语与主流语言的使用情况；文化：MEIM-R（Multigroup Ethnic Identity Measure - Revised）；ICSEY（International Comparative Study on Ethnocultural Youth）相关问题；文化适应压力；歧视经历；宗教：宗教信仰；宗教在育儿中的作用。

### 类别2：儿童相关
育儿方式：EMBU（Egna Minnen Beträffande Uppfostran，即"My memories of upbringing"）；学校相关：父母的家校责任意识；SDQ（Strength and Difficulties Questionnaire）。

### 类别3：父亲自身相关
育儿相关：任务分工情况；亲密关系：VGP（Vragenlijist voor Gezins Problemen）子量表：伴侣关系/婚姻支持；价值观：感知到的成就价值观。

## 儿童相关
1. 背景信息
文化：MEIM-R（Multigroup Ethnic Identity Measure - Revised）；ICSEY（International Comparative Study on Ethnocultural Youth）相关问题；歧视经历：感知到的民族歧视；语言能力：土耳其语与主流语言的语言熟练度；土耳其语与主流语言的使用情况；宗教：子女的宗教信仰践行情况；灵性在应对日常压力与日常生活中的作用；对自身宗教性/灵性的整体自我认知；家庭活动：家庭读写与媒介资源。

2. 父母相关
育儿方式：EMBU（Egna Minnen Beträffande Uppfostran，即"My memories of upbringing"）简版；父母参与情况：与母亲、父亲共同参与的活动。

3. 儿童自身相关
社交网络：社交网络量表；社交网络构成；功能性与情感性支持；监督情况：子女的信息披露情况；行为表现：EATQ-R（Early Adolescent Temperament Questionnaire - Revised）子量表：激活控制、抑制控制、注意力；SDQ（Strength and Difficulties Questionnaire）；自我主张效能感；获取社会资源的能力；日常生活：日常琐事压力。

4. 学校相关
学习动机：开启（新）学校学习的动机；对新学校入学的期望；对学校的看法；抱负与期望：学业抱负与期望；职业抱负与期望；价值观：感知到的父母成就价值观；感知到的偶然性：儿童感知偶然性量表；校规违反情况（来自ICSEY（International Comparative Study on Ethnocultural Youth）的相关条目）；支持情况：班级支持、儿童青少年支持量表（Child and adolescent support scale，CASSS）。

## 测试部分
### 类别5：测试量表
任务情境中的母亲敏感性：母婴互动任务编码（录像录制）；行为抑制：点任务（Hearts and flowers Dots Task）；工作记忆：数字顺背、倒背任务；抑制控制：延迟满足任务；语言/词汇能力：皮博迪图片词汇测验第四版（The Peabody Picture Vocabulary Test 4th Ed.，PPVT-4，土耳其语接受性词汇测验）、表达性单词语图词汇测验（Expressive one word picture vocabulary test，EOWPVT，主流语言表达性词汇测验）；智商：斯尼德斯-奥蒙非语言智力测验修订版（Snijders-Oomen niet-verbale intelligentietest - Revised，SON-R），子测验：类比推理。

## 人口统计学信息
儿童信息：年龄（出生日期：月、年）；月龄；性别；国籍；父母信息：母亲与父亲的年龄（出生日期：月、年）；母亲与父亲在测试当日的年龄；国籍；受访者与子女的关系；子女数量；这些子女的出生日期与年龄；子女的出生排行；居家子女数量；家庭住户中的其他成年人；上次随访后新增的新生儿；新增新生儿的出生日期；上次随访以来的变化情况；具体变化内容。

## 额外编码内容
儿童ID序列号；儿童参与第1、2、3波次研究情况；家庭访问日期；数据收集年份；数据收集国家；祖籍国土耳其；研究中是否有兄弟姐妹；有兄弟姐妹的家庭的母亲ID；问卷使用语言；母亲问卷完成日期；儿童教师ID；儿童学校ID。