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Mehmeti, Teuta
Nom
Mehmeti, Teuta
Affiliation principale
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Doctorant.e
Email
teuta.mehmeti@unine.ch
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Résultat de la recherche
Voici les éléments 1 - 10 sur 25
- PublicationAccès libreThe COVID-19 pandemic and wellbeing in Switzerland-worse for young people?(2024-06-06T00:00:00Z)
; ; Voorpostel, MThe key objective of our study was to describe the population-average trajectories of wellbeing, spanning the period of 2017-2022, comparing young people with other age groups. Moreover, we aimed to identify subgroups of young people who experienced disproportionate changes in wellbeing. We used longitudinal data from six waves (2017-2022) of the Swiss Household Panel. Participants were at least 14 years old in 2017 and had at least one valid composite measure of wellbeing between 2017 and 2022 (n individuals = 11,224; n observations = 49,032). The data were typically collected with telephone or web interviewing. The age of participants ranged from 14 to 102, with a roughly equal distribution of men (51.1%) and women (48.9%). We conceptualized wellbeing as positive affect and life satisfaction, negative affect, stress and psychosomatic symptoms. We described the trajectories of wellbeing using piecewise growth curve analysis. We included sociodemographic characteristics to further describe wellbeing trajectories across subgroups of young people. These comprised (1) gender, (2) migration status, (3) partnership status, (4) living with parents, (5) education/employment status, (6) household income. Young people (age 14-25) experienced a steady decline in positive affect and life satisfaction throughout the entire period, with the greatest change occurring before the pandemic (2017-2019). The trajectories in this outcome were largely stable in other age groups. Moreover, young individuals showed a more pronounced increase in negative affect, particularly in the pre-pandemic years, compared to older groups. Negative affect increased during the pandemic, followed by a subsequent decline post-pandemic, observed similarly across all age groups. Among young people specifically, the trajectory of stress was similar to the one of negative affect. However, issues such as sleep problems, weakness, weariness, and headaches continued to increase in this population from 2017 to 2022. We also found evidence for a greater increase in negative affect during the pandemic in young women and those not in employment or education. Given the fact that the decline in young people's wellbeing in Switzerland started two years before the pandemic, our study emphasises the importance of consideing their wellbeing within a broader systemic context beyond pandemic-related changes. - PublicationAccès libreFrom inference processes to situations of misunderstanding(2022)
; In this paper, we describe inferences on a school task, which are reconstructed by the mean of two perspectives from argumentation theory: The pragma-dialectical model and Grize’s natural logic. Both analyses focus on the same item of mathematics, issued from a PISA survey, in order to discuss their specific contribution in elucidating the actual reasoning involved in both the student's answer and the evaluator’s expectations. The mismatch between these two points of view allow us to discuss the potentiality of a situation of misunderstanding. Investigating how specific tasks in particular contexts are interpreted provides a contribution to methodological approaches treating thinking processes as situated and socially negotiated from a diversity of points of views, as for example Inhelder’s (1962 microgenetic approach. In order to extend such analysis to interpretations of discourse, an interdisciplinary approach combining argumentation theory and socio-cognitive psychology is needed. Here, we observed for instance that students may provide the expected answers and still interpret the question or problem differently from the task’s designers (or “teacher”). The meaning of language and other signs, such as graphs or mathematical symbols, cannot be taken for granted when several interlocutors are involved. This issue chiefly concerns argumentation theory, since it raises the question of the integration of specific contexts and points of view in the analysis of argumentation. Therefore, argumentation should be analysed also as a process, and not only as a product; For more detail on this distinction, see for instance Grize (1996) and Kuhn & Udell (2003, 2007). - PublicationAccès libreWelcoming mobile children at school: institutional responses and new questions(2021-3-19)
; ; Switzerland, like other countries in Europe, has long depended on migration and mobility for its economy. Facilitating the integration of migrant children in school, primarily through the acquisition of the local language, has therefore been a priority for policymakers. In recent years, mobility has been on the increase and mobility trajectories have become more diverse. A growing percentage of families arriving in the country have experienced repeated mobility and may not plan to settle in Switzerland for good. This paper examines institutional responses to the increasing number of mobile children in Swiss public schools, in particular, the manner in which such children are welcomed. It presents the main findings of an exploratory research project focused on children in repeated mobility, defined as having lived in multiple countries before their arrival in Switzerland, regardless of family background or legal status. Adopting a sociocultural psychological approach, the paper examines the macro-social level of cantonal educational policies regarding welcome processes, the meso-social level of local school policies, and the microsocial level of teachers’ practices and interactions in classrooms that welcome mobile children. Data include documentary analysis, interviews, and observations. Our analysis shows that a deficit view of mobile children and the preoccupation with language proficiency dominate policies and practices, resulting in the diversion of mobile children into special integration classes (so called “classes d’accueil” in the French speaking region, and “Integrationsklasse” in the Swiss German-speaking region). Mobility is conceptualized by Swiss policymakers, school directors, and teachers in terms of its challenges. In particular, school directors and teachers conceptualize mobility as increasing heterogeneity of the classroom. However, the situation varies greatly according to the personal orientations of school directors and teachers’ personal engagement. The paper emphasizes the ambiguous role of the integration classes: while they may impair the long-term chances of educational success by reducing academic expectations for non-native-speaking mobile children, they may also be used as “third spaces” which afford pedagogical freedom for dedicated teachers, potentially of benefit for children. The paper examines these propositions in the light of sociocultural educational literature and draws upon the case of welcoming mobile children to question a series of assumptions about the ultimate purposes of public schooling in Europe today. - PublicationAccès libreUsing Symbolic Resources to Overcome Institutional Barriers: A Case Study of an Albanian-Speaking Young Woman in SwitzerlandThe school failure of migrant children is often explained by their supposed cultural deficit and by mechanisms of social inequalities reproduced by the school institution. However, such hypotheses fail to account for learning trajectories that would escape from social or cultural determinism. For this, we need to turn to students’ own school experiences, about which little is known. In this chapter, we draw on a sociocultural psychological approach that considers the interdependency between sociocultural contexts and personal life trajectories to go beyond a deficit approach. More specifically, we examine how migrant children’s uses of cultural elements can support their meaning-making when confronted to settings preventing their involvement. By means of a case study, we show how a young Kosovar woman in Switzerland performed well at school, overcoming social and institutional barriers. We, moreover, show how rather than nurturing a conflictual relationship with the school institution, she could draw on different symbolic resources that favored her involvement at school. We thus argue for the necessity to study school experiences of migrant children as dynamics involving a creative dialogue between home and school through the use of cultural and symbolic resources, and discuss theoretical and practical implications of such a perspective.
- PublicationAccès libre
- PublicationAccès libreDo adult-children dialogical interactions leave space for a full development of argumentation? A case study(2017-10-16)
; ; This paper sets out to analyse a case study of adult-children interaction in an educational context from a perspective of argumentation. We select a case in which 3 argumentative discussions are opened and we analyse them with the aim of understanding whether they are fully developed from a point of view of argumentation; or whether they are cut short and why. Our focus is not on the children’s individual productions but on the process of interaction. We assume the pragma-dialectical model of argumentation and the AMT as a theoretical framework. Our findings show that none of the discussions opened gets to a concluding stage, either because the teacher shifts the discussion on a different issue, or because the opening stage is not clear, or because the argumentation stage is not adequately developed. These findings contribute to conceptual clarification about how to interpret the role of a teacher. - PublicationAccès libreEtudier à l'Université malgré tout(2017-7-1)
; L’hypothèse d’une distance culturelle entre famille et école est souvent mobilisée pour expliquer l’échec scolaire de jeunes issus de classes sociales basses, ou encore de la migration. Pourtant, lorsque l’on examine de plus près, d’une part, les mécanismes de sélection scolaire, et d’autre part les trajectoires individuelles, il apparaît parfois que les choses sont plus complexes. En nous basant sur une étude portant sur des jeunes femmes issues de la migration kosovare en Suisse et étudiantes à l’Université, nous montrons que, au contraire, ces jeunes femmes s’appuient précisément sur les ressources symboliques qu’elles trouvent dans leur famille pour soutenir leur projet de formation. - PublicationMétadonnées seulementStudying the Process of Interpretation on a School Task : Crossing Perspectives(2017-6-23)
; We are interested in the relation between the expected interpretation of educational tasks and the actual interpretation by students performing the task. In educational settings, it is indeed common for a task designer to set specific expectations in terms of task’s interpretation and in terms of what students should produce as answers or solutions. However, students do not always succeed in inferring the designers’ intentions and expectations. In this case, the responsibility of this failure is generally attributed to the students, and considered as a lack of knowledge or skill. Yet, before attributing students' failure in a task to their lack of knowledge or skill, one must verify wherever the task has been understood in the same way as intended. Otherwise, there is a risk to attribute a cognitive deficit to students who are actually answering a different question or problem. In this case, the failure of the task is due to a situation of misunderstanding rather than to a lack of cognitive ability. In this paper we will analyze such situation of misunderstanding, by the mean of two analytical models that allow for detailed descriptions of the mismatch between the expected inferences and the actual inferences made by students. For each analytical approach, we will present one example. The first example provides an analysis of students’ answers in an item of mathematics from the survey PISA. The analysis is inspired by the pragma-dialectical model proposed by Van Eemeren and colleagues and serves to shed light on the diversity of students’ arguments as opposed to the arguments expected by PISA designers. The second example provides an analysis of a peer argumentation in a group of students solving a problem in mechanics. Grize’s logico-discursive operations permit a micro-scale description of a misunderstanding between two students about what they should be doing. We’ll show how this situation of misunderstanding accounts for the argumentative episode. These examples call for an investigation of the process of interpretation about specific tasks and in specific educational contexts. We observed, for instance, that students may provide the expected answers or solutions and still interpret the question or problem differently from the designer. The meaning of language and other signs, such as graphs or mathematical symbols, cannot be taken for granted when several interlocutors are involved : Each one may have a different interpretation of the same signs, and probably will. A psychological investigation of interpretation processes can only be carried in relation to specific tasks and specific contexts as the meaning is not contained in the signs interlocutors are interpreting, contrary to the information processing metaphor. The interpretation process itself may be approached as situated and socially negotiated inference process. In this sense, argumentation theories are useful, but must also be adapted to the specificity of a psychological investigation of (inter)subjectivity, e.g. articulating several perspectives on the same task. - PublicationMétadonnées seulement
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