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Refugee and migrant adolescents may be at increased risk for the development of emotional and behavioural problems. Since studies on this topic are rather scarce and results inconsistent, this large-scale screening study aims at investigating the prevalence of emotional and behavioural problems in recently arrived migrant adolescents in Belgium, compared to Belgian peers. About 1,249 migrant adolescents and 602 Belgian adolescents filled in four self-report questionnaires on the prevalence of emotional and behavioural problems, traumatic experiences and symptoms of post-traumatic stress. Migrant adolescents experienced more traumatic events than their Belgian peers, and show higher levels of peer problems and avoidance symptoms. On the contrary, non-migrant adolescents reveal more symptoms of anxiety, externalizing problems and hyperactivity. Factors influencing the prevalence of emotional and behavioural problems are the number of traumatic events experienced, gender and the living situation. Although migrant and non-migrant adolescents don't differ much in the prevalence of emotional and behavioural symptoms, attention should be given to the screening and support of risk groups within the population of migrant adolescents, such as girls, those who experienced a lot of traumatic events and unaccompanied refugee children and adolescents.

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This study examines the past year prevalence rate of psychiatric disorders in detained male adolescents and the relation between psychiatric disorders and type of offending. The Diagnostic Interview Schedule for Children (DISC-IV) was administered in a sample (N = 245) of male detained adolescents aged 12 to 17 years. Based on lifetime official criminal history, participants were classified into property, violent, and versatile subgroups. High rates of psychiatric disorders were found in all groups. In addition, property offenders reported significantly higher rates of depression, disruptive behavior disorders, substance use disorders and comorbidity than violent and versatile offenders. Overall, versatile offenders did not differ from violent offenders, with the exception of more marijuana use disorder found in violent offenders. This study once more emphasizes that detained boys have substantial mental health needs, a finding that is generalizable across countries. In addition, the current study suggests that classifying detained juveniles by offense subgroups may carry clinical relevance. The long-term impact of these differences, and the possible effects of intervention, should be subject of further research.

Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for selfregulated learning, academic self-concept, and perceived level of understanding are conceptually and empirically distinct self-appraisals of academic competence which have a different impact on student motivation, learning, and academic performance. Furthermore, the current study suggests that students reflecting high scores on the four measures of self-perceived competence, are more persistent, more likely to adopt mastery and/or performance approach goals, less anxious, process the learning material at a deeper level, and achieve better study results. However, this study also warns that high self-perceived competence (e.g., perceived level of understanding), if not accompanied by a mastery goal orientation, can turn into overconfidence resulting in lower persistence levels and poorer study results.Resumé A base d'une analyse confirmatoire des coefficients de direction, l'étude présente écrit le développement et l'évaluation d'un modèle concernant l'impact de quatre jugements de compétence universitaire sur les buts d'accomplissement, l'approche d'apprentissage et les résultats académiques. Les analyses démontrent que l'auto-efficacité académique, l'auto-efficacité pour une étude autodirigée, l'auto-concept académique et le niveau perçu de son propre compréhension sont-conceptuellement-quatre jugements distinctes de compétences universitaires qui ont un impact différentiel sur la motivation de l'étudiant, le processus d'apprentissage et les résultats académiques. En outre, l'étude actuelle suggère qu'un niveau élevé pour les quatre jugements de compétence universitaire invoque une attitude plus persistante dans l'étudiants, une plus grande probabilité d'adopter des buts envers une grande maîtrise, un niveau d'anxiété plus baisse, une approche d'étudier plus profonde. Cela aboutira aux résultats d'étude plus hauts. Cependant, cette étude nous avertit qu'une perception trop haute de son propre niveau de compréhension-non accompagné par une orientation envers des buts de maîtrise-peut aboutir à une attitude présomptueuse et des résultats d'étude inférieurs.