Jessie Hillekens
Biographic Data
| ID | 5005630 |
|---|---|
| NAME | Jessie Hillekens |
| GIVEN NAMES | Jessie |
| FAMILY NAME | Hillekens |
| SIGNATURE | HILLEKENS J |
| AFFILIATIONS | Tilburg University |
| ORCID | 0000-0002-0681-4588 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Parent‐adolescent relationships, Covid‐19‐related concerns, and life satisfaction among adolescents from diverse ethnic and socioeconomic backgrounds during school closures
Amidst the abrupt school closure due to the COVID‐19 pandemic, adolescents faced unexpected challenges. Drawing on data collected 1 week before, during, and 1 year after the first COVID‐19 school closure in Belgium, this study investigated (1) changes in life satisfaction, (2) whether parent–child relationship quality served as a protective factor during school closures over and beyond COVID‐19‐related concerns; and (3) differences among early ad…
To Be Bicultural Is to Be Friends? Associating Early Adolescents' Cultural Identities and Behaviors With Friendship Networks in Minority‐Only Schools
Many ethnic minoritized adolescents attend minority‐only schools with no ethnic majoritized classmates, but we know little about their acculturation and friendships in such settings. This study examined how early adolescents' heritage and mainstream cultural identities and behaviors associated with friendship ties in minority‐only class networks. Early adolescents ( N = 146, M age = 11.24, 54.4% boys) in minority‐only primary schools reported the…
Adolescent self‐construal across cultures
Despite the critical role of culture in understanding adolescent self and identity, there is a lack of cross-culturally validated measures of adolescent self-construal. The present study evaluated cross-national measurement invariance of the Aspects of Identity Questionnaire-IV (AIQ-IV), assessing four dimensions of self-construal: personal, relational, public, and collective. The sample included 16,795 adolescents aged 14-19 years from 30 countr…
Trajectories of cross-ethnic friendships and their associations with school adjustment in ethnic minority adolescents
Cross-ethnic peer relations are pivotal for ethnic minority adolescents. However, there is limited understanding of how their cross-ethnic friendships with majority peers in school develop over time. Addressing this, this study aimed to investigate individual trajectories of cross-ethnic friendship in school and how they predict long-term school adjustment. Our sample consisted of 1,445 Turkish- and Moroccan-heritage minority adolescents in 70 Be…
Positive and Negative Emotional Experiences in Adolescents across 32 Countries
Trajectories of ethnic discrimination and school adjustment of ethnically minoritized adolescents
This study investigated trajectories of ethnic discrimination experiences in school, diversity climates as contextual antecedents, and school adjustment as outcome. Latent-Growth-Mixture-Models of repeated self-reported discrimination over 3 years (2012–2015) by 1445 ethnically-minoritized adolescents of Turkish and Moroccan background in 70 Belgian schools (52.6% boys, M age = 15.07) revealed four trajectories: low (72.5%), moderate (16.6%), ini…
Family Functioning, Identity Commitments, and School Value among Ethnic Minority and Ethnic Majority Adolescents
Ethnic minority youth show worse school adjustment than their ethnic majority peers. Yet, it remains unclear whether this gap can be explained by differences in family functioning and consequent identity commitments. This study examined (1) whether family functioning relates to identity commitments over time and (2) whether identity commitments impact later school value (3) among minority and majority adolescents. Minority ( N = 205, M age = 16.2…
Multiple pathways of integration
Tracing developmental pathways of immigrant-origin adolescents, this 3-year longitudinal study (2012–2015) examined within-person changes in cultural orientations and their consequences for school adjustment. Multivariate latent growth mixture modeling confirmed multiple pathways of integration, revealing variable acculturative changes along dual trajectories of heritage and mainstream orientations among European-origin (N = 592, M age = 14.45, 5…
How School and Home Contexts Impact the School Adjustment of Adolescents from Different Ethnic and SES Backgrounds During Covid-19 School Closures
Many schools worldwide closed to contain the spread of the COVID-19 virus. However, the consequences of school closures for the school adjustment of adolescents from different ethnic and SES backgrounds remain unclear. This study examined how school adjustment changed before, during, and after school closure across adolescents from different ethnic and SES backgrounds; and which factors in home and school contexts served as resources. Early adole…
How Diversity Approaches Affect Ethnic Minority and Majority Adolescents
This study aimed to relate school diversity approaches to continuity and change in teacher–student relationships, comparing Belgian-majority (N = 1,875, Mage = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, Mage = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over 3 years revealed three trajectories per group: normative-positive (high support, low rejection) and decreasing-negative (moder…
Parent‐early adolescent relationship quality and problem behavior in Hungary, the Netherlands, India, and Iceland
Higher parent‐child relationship quality has been associated with less internalizing and externalizing problem behavior. However, it remained less clear whether these associations are universal or depend on the country under investigation. Furthermore, fathers are still understudied, even though there is increasing evidence of their important role in early adolescent development. Our study compared the association of mother‐child as well as fathe…
Adolescent self‐construal across cultures
Despite the critical role of culture in understanding adolescent self and identity, there is a lack of cross-culturally validated measures of adolescent self-construal. The present study evaluated cross-national measurement invariance of the Aspects of Identity Questionnaire-IV (AIQ-IV), assessing four dimensions of self-construal: personal, relational, public, and collective. The sample included 16,795 adolescents aged 14-19 years from 30 countr…
To Be Bicultural Is to Be Friends? Associating Early Adolescents' Cultural Identities and Behaviors With Friendship Networks in Minority‐Only Schools
Many ethnic minoritized adolescents attend minority‐only schools with no ethnic majoritized classmates, but we know little about their acculturation and friendships in such settings. This study examined how early adolescents' heritage and mainstream cultural identities and behaviors associated with friendship ties in minority‐only class networks. Early adolescents ( N = 146, M age = 11.24, 54.4% boys) in minority‐only primary schools reported the…
Trajectories of cross-ethnic friendships and their associations with school adjustment in ethnic minority adolescents
Cross-ethnic peer relations are pivotal for ethnic minority adolescents. However, there is limited understanding of how their cross-ethnic friendships with majority peers in school develop over time. Addressing this, this study aimed to investigate individual trajectories of cross-ethnic friendship in school and how they predict long-term school adjustment. Our sample consisted of 1,445 Turkish- and Moroccan-heritage minority adolescents in 70 Be…
How School and Home Contexts Impact the School Adjustment of Adolescents from Different Ethnic and SES Backgrounds During Covid-19 School Closures
Many schools worldwide closed to contain the spread of the COVID-19 virus. However, the consequences of school closures for the school adjustment of adolescents from different ethnic and SES backgrounds remain unclear. This study examined how school adjustment changed before, during, and after school closure across adolescents from different ethnic and SES backgrounds; and which factors in home and school contexts served as resources. Early adole…
Parent‐early adolescent relationship quality and problem behavior in Hungary, the Netherlands, India, and Iceland
Higher parent‐child relationship quality has been associated with less internalizing and externalizing problem behavior. However, it remained less clear whether these associations are universal or depend on the country under investigation. Furthermore, fathers are still understudied, even though there is increasing evidence of their important role in early adolescent development. Our study compared the association of mother‐child as well as fathe…
How Diversity Approaches Affect Ethnic Minority and Majority Adolescents
This study aimed to relate school diversity approaches to continuity and change in teacher–student relationships, comparing Belgian-majority (N = 1,875, Mage = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, Mage = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over 3 years revealed three trajectories per group: normative-positive (high support, low rejection) and decreasing-negative (moder…
Multiple pathways of integration
Tracing developmental pathways of immigrant-origin adolescents, this 3-year longitudinal study (2012–2015) examined within-person changes in cultural orientations and their consequences for school adjustment. Multivariate latent growth mixture modeling confirmed multiple pathways of integration, revealing variable acculturative changes along dual trajectories of heritage and mainstream orientations among European-origin (N = 592, M age = 14.45, 5…
How School and Home Contexts Impact the School Adjustment of Adolescents from Different Ethnic and SES Backgrounds During Covid-19 School Closures
Many schools worldwide closed to contain the spread of the COVID-19 virus. However, the consequences of school closures for the school adjustment of adolescents from different ethnic and SES backgrounds remain unclear. This study examined how school adjustment changed before, during, and after school closure across adolescents from different ethnic and SES backgrounds; and which factors in home and school contexts served as resources. Early adole…
Trajectories of ethnic discrimination and school adjustment of ethnically minoritized adolescents
This study investigated trajectories of ethnic discrimination experiences in school, diversity climates as contextual antecedents, and school adjustment as outcome. Latent-Growth-Mixture-Models of repeated self-reported discrimination over 3 years (2012–2015) by 1445 ethnically-minoritized adolescents of Turkish and Moroccan background in 70 Belgian schools (52.6% boys, M age = 15.07) revealed four trajectories: low (72.5%), moderate (16.6%), ini…
Family Functioning, Identity Commitments, and School Value among Ethnic Minority and Ethnic Majority Adolescents
Ethnic minority youth show worse school adjustment than their ethnic majority peers. Yet, it remains unclear whether this gap can be explained by differences in family functioning and consequent identity commitments. This study examined (1) whether family functioning relates to identity commitments over time and (2) whether identity commitments impact later school value (3) among minority and majority adolescents. Minority ( N = 205, M age = 16.2…
Adolescent self‐construal across cultures
Despite the critical role of culture in understanding adolescent self and identity, there is a lack of cross-culturally validated measures of adolescent self-construal. The present study evaluated cross-national measurement invariance of the Aspects of Identity Questionnaire-IV (AIQ-IV), assessing four dimensions of self-construal: personal, relational, public, and collective. The sample included 16,795 adolescents aged 14-19 years from 30 countr…
Trajectories of cross-ethnic friendships and their associations with school adjustment in ethnic minority adolescents
Cross-ethnic peer relations are pivotal for ethnic minority adolescents. However, there is limited understanding of how their cross-ethnic friendships with majority peers in school develop over time. Addressing this, this study aimed to investigate individual trajectories of cross-ethnic friendship in school and how they predict long-term school adjustment. Our sample consisted of 1,445 Turkish- and Moroccan-heritage minority adolescents in 70 Be…
Positive and Negative Emotional Experiences in Adolescents across 32 Countries
Parent‐adolescent relationships, Covid‐19‐related concerns, and life satisfaction among adolescents from diverse ethnic and socioeconomic backgrounds during school closures
Amidst the abrupt school closure due to the COVID‐19 pandemic, adolescents faced unexpected challenges. Drawing on data collected 1 week before, during, and 1 year after the first COVID‐19 school closure in Belgium, this study investigated (1) changes in life satisfaction, (2) whether parent–child relationship quality served as a protective factor during school closures over and beyond COVID‐19‐related concerns; and (3) differences among early ad…
To Be Bicultural Is to Be Friends? Associating Early Adolescents' Cultural Identities and Behaviors With Friendship Networks in Minority‐Only Schools
Many ethnic minoritized adolescents attend minority‐only schools with no ethnic majoritized classmates, but we know little about their acculturation and friendships in such settings. This study examined how early adolescents' heritage and mainstream cultural identities and behaviors associated with friendship ties in minority‐only class networks. Early adolescents ( N = 146, M age = 11.24, 54.4% boys) in minority‐only primary schools reported the…
Psychology (8 works) · Ethnic group (7 works) · Developmental psychology (6 works) · Social Psychology (5 works) · Sociology (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Early Childhood Education and Development (4 works) · Racial and Ethnic Identity Research (4 works) · Medicine (3 works) · Parental Involvement in Education (3 works)