Efficacy of a Cultural Adaptation of the "Identity Project" Intervention among Adolescents Attending Multiethnic Classrooms in Italy: A Randomized Controlled Trial

Autor/inn/en	Ceccon, Chiara; Schachner, Maja K.; Lionetti, Francesca; Pastore, Massimiliano; Umaña-Taylor, Adriana J.; Moscardino, Ughetta
Titel	Efficacy of a Cultural Adaptation of the "Identity Project" Intervention among Adolescents Attending Multiethnic Classrooms in Italy: A Randomized Controlled Trial
Quelle	In: Child Development, 94 (2023) 5, S.1162-1180 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ceccon, Chiara) ORCID (Schachner, Maja K.) ORCID (Lionetti, Francesca) ORCID (Pastore, Massimiliano) ORCID (Umaña-Taylor, Adriana J.) ORCID (Moscardino, Ughetta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13944
Schlagwörter	Foreign Countries; Adolescents; Ethnicity; Intervention; Cultural Background; Self Concept; Classroom Environment; Program Effectiveness; Student Diversity; Italy + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ethnizität; Selbstkonzept; Klassenklima; Unterrichtsklima; Italien
Abstract	Abstract This registered report evaluated the efficacy of an Italian adaptation of the "Identity Project," a school-based intervention promoting adolescents' cultural identity. Migration background and environmental sensitivity were explored as moderators. After adapting and piloting the intervention, a randomized controlled trial was conducted between October 2021 and January 2022 on 747 ethnically diverse adolescents (M[subscript age] = 15 years, 53% girls, 31% with migration background) attending 45 classrooms randomly assigned to the intervention or control condition. Bayesian analyses confirmed the efficacy of the Italian IP in enhancing exploration processes (Cohen's d = 0.18), whereas no cascading effect on resolution emerged. Youth with higher (vs. lower) levels of environmental sensitivity benefited more in terms of exploration. Implications for developmental theory and practice are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01