Mădălina A Paizan
Biographic Data
| ID | 4624792 |
|---|---|
| NAME | Mădălina A Paizan |
| GIVEN NAMES | Mădălina A |
| FAMILY NAME | Paizan |
| SIGNATURE | PAIZAN M A |
| AFFILIATIONS | Leibniz University Hannover |
| ORCID | 0000-0001-5351-0256 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Home‐to‐School Contact and Its Impact on Students' School Belonging: A Triadic, Mixed‐Methods Approach
Home‐to‐school contact can reduce educational inequity. Yet, little research has examined how schools in low‐ and high‐SES neighborhoods engage only‐German‐speaking and multilingual families. Our mixed‐methods study addressed this gap by: (1) analyzing diversity‐related codes of conduct and communication strategies, (2) comparing teachers', parents', and students' home‐to‐school contact perspectives (MANOVA), and (3) linking them to school belong…
Relationship quality in student-teacher-dyads: Comparing student and teacher determinants in multicultural classrooms
Teacher-student-relationship quality is associated with academic success and, among ethnic minority adolescents, it can promote positive intergroup relations. However, most research has studied student or teacher reports only and rarely accounted for ethnic classroom heterogeneity. This study investigated teacher-student-agreement on relationship quality in minority and majority student-teacher-dyads and tested predictors of relationship quality …
Everybody needs somebody: Specificity and commonality in perceived social support trajectories of immigrant and non‐immigrant youth
Perceived social support can help immigrant youth to deal with developmental acculturation: the simultaneous resolution of developmental and acculturative tasks. This person-oriented three-wave comparative study investigated perceived social support trajectories in two immigrant and one non-immigrant group. We investigated whether similar social support trajectory classes can be found across groups, whether developmental and/or acculturation-rela…
Home‐to‐School Contact and Its Impact on Students' School Belonging: A Triadic, Mixed‐Methods Approach
Home‐to‐school contact can reduce educational inequity. Yet, little research has examined how schools in low‐ and high‐SES neighborhoods engage only‐German‐speaking and multilingual families. Our mixed‐methods study addressed this gap by: (1) analyzing diversity‐related codes of conduct and communication strategies, (2) comparing teachers', parents', and students' home‐to‐school contact perspectives (MANOVA), and (3) linking them to school belong…
Relationship quality in student-teacher-dyads: Comparing student and teacher determinants in multicultural classrooms
Teacher-student-relationship quality is associated with academic success and, among ethnic minority adolescents, it can promote positive intergroup relations. However, most research has studied student or teacher reports only and rarely accounted for ethnic classroom heterogeneity. This study investigated teacher-student-agreement on relationship quality in minority and majority student-teacher-dyads and tested predictors of relationship quality …
Everybody needs somebody: Specificity and commonality in perceived social support trajectories of immigrant and non‐immigrant youth
Perceived social support can help immigrant youth to deal with developmental acculturation: the simultaneous resolution of developmental and acculturative tasks. This person-oriented three-wave comparative study investigated perceived social support trajectories in two immigrant and one non-immigrant group. We investigated whether similar social support trajectory classes can be found across groups, whether developmental and/or acculturation-rela…
Relationship quality in student-teacher-dyads: Comparing student and teacher determinants in multicultural classrooms
Teacher-student-relationship quality is associated with academic success and, among ethnic minority adolescents, it can promote positive intergroup relations. However, most research has studied student or teacher reports only and rarely accounted for ethnic classroom heterogeneity. This study investigated teacher-student-agreement on relationship quality in minority and majority student-teacher-dyads and tested predictors of relationship quality …
Home‐to‐School Contact and Its Impact on Students' School Belonging: A Triadic, Mixed‐Methods Approach
Home‐to‐school contact can reduce educational inequity. Yet, little research has examined how schools in low‐ and high‐SES neighborhoods engage only‐German‐speaking and multilingual families. Our mixed‐methods study addressed this gap by: (1) analyzing diversity‐related codes of conduct and communication strategies, (2) comparing teachers', parents', and students' home‐to‐school contact perspectives (MANOVA), and (3) linking them to school belong…
Early Childhood Education and Development (3 works) · Parental Involvement in Education (3 works) · Developmental psychology (2 works) · Psychology (2 works) · Acculturation (1 works) · Contact hypothesis (1 works) · Contact theory (1 works) · Content analysis (1 works) · Ethnic group (1 works) · German (1 works)