The present studies examine some of the correlates of the self in the lives of young children. In Study 1, the connection is tested between young children's internal working model of self and their competence, social acceptance, behavioral adjustment, and behavioral manifestations of self-esteem. Ninety-five kindergartners aged between 51 and 76 months (Mage = 5 years, 3 months) participated in the study. An adapted version of the Puppet Interview was used to assess the representation of self. Affective quality (positiveness) of self and openness to admit imperfections were rated independently. Results show significant and positive relations of the positiveness of self with competence and social acceptance, with behavioral adjustment to school, and with behavioral manifestations of self-esteem, all rated by the teacher. In Study 2, Bowlby's assumption was tested that the working model of self is closely intertwined with the working model of attachment to mother. Subjects were 50 children aged between 55 months and 75 months (Mage = 5 years, 5 months). The working model of child-mother attachment was assessed through an Attachment Story Completion Task. The working model of self was measured via the Puppet Interview. Results show a positive and strong connection between the security of the child-mother attachment representation and the positiveness of self. The results of the two studies contribute to the validation of the adapted Puppet Interview. The Puppet Interview seems to be a promising instrument for assessing the representation of self in young children.

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School belonging is pivotal in enabling sustained task engagement, yet minorities' belonging is contingent on the intergroup context. From a social identity approach, discrimination experiences elicit identity threat, undermining school belonging. Conversely, a positive diversity climate may shield belonging through protecting minority identities. This study addresses minority school belonging and task engagement from the interplay of identity threat and protection in diverse classrooms. We hypothesise that a positive diversity climate can buffer minority disengagement in response to discrimination by protecting school belonging. Drawing on Turkish and Moroccan minority samples (N = 1050) in 274 diverse classrooms in 52 Belgian secondary schools, we test multilevel models with school belonging as mediating process connecting minorities' engagement to the interplay of discrimination experiences with perceived diversity climate. Minority youth who experienced discrimination from teachers reported less school belonging, which in turn predicted lower task engagement. Conversely, minority perceptions of a positive diversity climate predicted more belonging. Moreover, perceived diversity climate buffered minority engagement against personal experiences of discrimination through protecting school belonging. Whereas discrimination experiences undermined minority school belonging and task engagement, minority perceptions of a positive diversity climate protected belonging and engagement against discrimination.

Throughout adolescence, there is an increase in rule-breaking behavior and a decrease in behavioral school engagement. The role of teacher-student relationship quality in the development of these adjustment problems remains understudied. This study examined how adolescent-reported teacher-student affiliation and dissatisfaction and parent-reported rule-breaking behavior and behavioral engagement impact one another throughout adolescence. In addition, we examined the moderating effect of genes by means of a Biologically Informed Multilocus genetic Profile Score (BIMPS), a composite score reflecting the cumulative effect of multiple dopaminergic genes, with a higher score indicating higher dopamine signaling in the adolescent brain. We used three-year longitudinal data from 1111 adolescents (51 % boys; M age = 13.79), and their parents. Cross-lagged analyses revealed a transactional process in which adolescents who display more rule-breaking behavior and less behavioral engagement experienced increased subsequent dissatisfaction with their teachers, which in turn further increased their adjustment problems. Also, adolescents with more adjustment problems experienced decreased subsequent affiliation with their teachers. The other way around, adolescents' behavioral engagement also benefitted from positive relationships with teachers. Multi-group analyses revealed genetic moderation for behavioral engagement, but not for rule-breaking. Specifically, adolescents who had a BIMPS score coding for moderate levels of dopamine signaling (instead of high or low signaling) were most affected in their behavioral engagement when they experienced dissatisfaction with their teachers. Our study findings may guide schools in implementing interventions to create a supportive class and school environment including positive, supportive teacher-student relationships and indicate that providing a such a supportive school environment is important for all adolescents.

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