Profiles

Radosveta Dimitrova

Docent, postdoc

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Arbetar vid Psykologiska institutionen
Telefon 08-16 38 81
E-post radosveta.dimitrova@psychology.su.se
Besöksadress Frescati hagväg 14
Rum 231
Postadress Psykologiska institutionen 106 91 Stockholm

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2017. Radosveta Dimitrova, Laura Ferrer-Wreder. Handbook on Positive Development of Minority Children and Youth, 307-320

    Roma are one of Europe’s largest and most vulnerable ethnic minority groups, currently making up nearly 12 million people, and have historically experienced severe marginalization and discrimination. Roma children and youth in particular are globally recognized to be in need of support and their successful adaptation and optimal outcomes are of major interest to practitioners and policy makers. This chapter addresses resources within proximal contexts, such as peers and family contexts that have the potential to foster positive youth development in Roma ethnic minority populations in Europe. Roma are mainly a sedentary indigenous ethnic minority group characterized by strong family, community and peer bonds, thereby creating a unique and underrepresented context to study PYD. In this chapter, we provide a brief historical overview, current research and empirical findings on Roma children and youth within peer and family contexts. We draw on core theoretical models of PYD as well as selected developmental theories of normative development to highlight the applicability of these traditional frameworks to Roma ethnic minority groups. In so doing, we pay careful attention to the cultural, ethnic, and economic characteristics of Roma youth and their family context. In the conclusion, we explored the implications of the reviewed evidence to the development of resource-oriented policy and practice for Roma youth.

  • 2016. Radosveta Dimitrova, Arzu Aydinli-Karakulak. SpringerPlus 5

    There is a growing recognition of the need to examine religiousness and conduct research on its influence on acculturation and adjustment among ethnic minorities (Güngör et al. in Int J Behav Dev 36:367–373, 2012. doi:10.1177/0165025412448357). The present study compares Turkish minority youth in Bulgaria and Germany by examining relationships among religious identity, acculturation orientations (i.e., cultural maintenance and adoption) and acculturation outcomes (i.e., life satisfaction and socio-cultural adjustment to the Turkish and mainstream cultures). Participants were 161 youth in Bulgaria and 155 in Germany who completed measures on religious identity, acculturation orientations and adjustment. Results revealed that religious identity and Turkish culture maintenance are more important for Turkish-German, than for Turkish-Bulgarian youth. A multigroup path model showed that for both samples acculturation orientations partially mediated the link between religious identity and adjustment to the Turkish culture, whereas religious identity was directly related both to adjustment to the mainstream culture and to life satisfaction. Findings highlight the centrality of religious identity and Turkish domains of acculturation for positive adjustment outcomes for Turkish youth in Bulgaria and Germany.

  • 2016. Radosveta Dimitrova, Athanasios Chasiotis, Fons van de Vijver. European Psychologist 21 (2), 150-162

    Compared to natives, immigrants have been reported to display either more (migration morbidity) or fewer (immigrant paradox) adjustment problems. We examined these two perspectives using a meta-analysis from 51 studies (N = 224,197), reporting internalizing, externalizing, and academic outcomes among immigrant children and youth in Europe. Overall, migration morbidity was better supported than the immigrant paradox. Migration morbidity was supported for (a) externalizing outcomes in Northern Europe and adolescent samples; (b) academic outcomes for low SES and fewer girls across samples; (c) internalizing outcomes in Western Europe and preadolescent samples. Cultural diversity and long-term residence of immigrants are favorable factors for the paradox in externalizing outcomes, whereas immigrant family reunion was predictive for the paradox in internalizing and academic outcomes. Implications for future research and policy are discussed.

  • 2016. Radosveta Dimitrova. Psychology. Journal of the Higher School of Economics 13 (1), 192-213

    The study of parent-child representations across cultures is important in order to obtain a proper understanding of the attributes, size and positioning of such figures as indicators of different interaction patterns across cultures. A thorough base of research evidence for the interpretation of children’s drawings may facilitate work in multicultural educational settings and enhance our understanding of cultural diversity in schools. Italy provides an ideal context for the study of parent-child representations, as the country has witnessed increasing cultural diversity in recent years with the immigration of various ethnic groups. This study examined the extent to which this context influences children’s representations in domains of Cohesion (interpersonal bonding), Similarity (affinity) and Value (spatial relevance) among parent-child figures because these domains inform important representational processes of interpersonal bonding with parents across specific cultures. The Pictorial Assessment of Interpersonal Relationships (PAIR) was used to codify drawings of 326 children with Albanian (n = 59), Serbian (n = 85) and Italian (n = 182) backgrounds. The results showed that in drawings made by Albanian and Serbian children parental figures were drawn similar to and close to the child figure representing their less independent reciprocal stance. The parental figures drawn by Italian children appear bigger and farther apart. Important implications may be derived from the results in facilitating work in multicultural educational settings, by enhancing knowledge regarding cultural diversity in schools.

  • 2016. Radosveta Dimitrova. Utbildning och Lärande / Education and Learning 10 (1), 40-53

    Doktorandhandledning är en relevant fråga för en pedagogisk forskarutbildning vid univer-sitet vilket har betydande implikationer inom rad sammanhang, såväl inom industrin som för  grupper  av  arbetsgivare,  studentföreningar  och  akademiker.  Denna  studie  undersöker  centrala aspekter av handledning utifrån doktoranders perspektiv vid Stockholms universi-tet baserat på en undersökning med 761 forskarstuderande. En konfirmatorisk faktoranalys genomförd med strukturell ekvationsmodellering visade sig ge stöd åt en endimensionell modell för handledning som exemplifieras av givandet av konstruktiv kritik till studenter, handledarens tillgänglighet, tillräckligt med tid för handledning, möjlighet till självständigt arbete  och  en  kreativ  miljö  för  forskarutbildningen.  Handledningsindikatorerna  var  även  signifikant och positivt korrelerade. Att studera dessa indikatorer spelar stor roll för riktlinjer inom  utbildning  och  metoder  för  undervisning  i  avsikt  att  kunna  förbättra  forskarutbild-ningen. Studenter skulle kunna bli tydligt informerade om viktiga faktorer att överväga när de väljer samt påbörjar sina studier. Universitetsledning och handledare kan upprätthållas i sin roll att säkerställa en fullgod doktorandupplevelse för deras studenter.

Visa alla publikationer av Radosveta Dimitrova vid Stockholms universitet

Senast uppdaterad: 16 maj 2017

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