Resourcing resilience: educational considerations for supporting well-being and preventing violent extremism amongst Finnish youth

Koirikivi, Pia; Benjamin, Saija; Hietajärvi, Lauri; Kuusisto, Arniika; Gearon, Liam

doi:10.1080/02673843.2021.2010578

Cited by 11 publications

(8 citation statements)

References 58 publications

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“…Meanwhile, family income tends to dilute meanings in antisocial behavior, delinquency, and violence (Chen & Raine, 2018 ; Vander Ven et al, 2001 ). Such meanings transpire in radicalism (Frounfelker et al, 2021 ; Koirikivi et al, 2021 ). The effects of age, marriage, and family income are hence explicable with existentialist theory.…”

Section: Discussionmentioning

confidence: 99%

Radicalism and Life Meaningfulness Among Hong Kong Youth

Cheung

2022

Applied Research Quality Life

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According to significance quest theory, radicalism arises from a deficit in life meaningfulness. However, radicalism springs from life meaningfulness, according to meaning maintenance and other principles in existentialist How life meaningfulness predicts radicalism is thus a research question. This study addresses the question with a survey of 4,385 youths in Hong Kong, China. Results indicate that life meaningfulness positively predicted radicalism, slightly more positively when radicalism in the previous year had been higher. Meanwhile, education, employment, and native status positively predicted radicalism and life meaningfulness, showing their homology in meaning sources. These results imply that radicalism prevention needs to reform the meaning basis for life meaningfulness to be socially desirable.

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Section: Discussionmentioning

confidence: 99%

Radicalism and Life Meaningfulness Among Hong Kong Youth

Cheung

2022

Applied Research Quality Life

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“…Proposing a scale to measure resilience to radicalization and extremism in schools Provided that school is a social arena that may both lead to and prevent radicalization and extremism, measuring its degree of resilience becomes vital. Resilience can be defined as the ability to maintain psychosocial functioning and a coherent sense of self in adverse contexts (see Koirikivi et al, 2021). From a community perspective, it can be understood as a protective factor contributing to positive outcomes and developments when met with significant stressors or potential negative developments, thereby offsetting risk factors and vulnerabilities (Ungar, 2011).…”

Section: School As An Arena To Counter Radicalization and Extremismmentioning

confidence: 99%

“…Related to this, it must be noted that our radicalization and extremism measures were very skewed. Such a distribution is expected in most populations and samples as most people per definition do not have radical or violent intentions nor hold extreme attitudes (e.g., see Koirikivi et al, 2021;Jungkunz, 2022). Nevertheless, the limited variance in the measures may have made it difficult to detect significant correlations with some of the resilience scales.…”

Section: Limitations Practical Implications and Future Directionsmentioning

confidence: 99%

“…From a community perspective, it can be understood as a protective factor contributing to positive outcomes and developments when met with significant stressors or potential negative developments, thereby offsetting risk factors and vulnerabilities ( Ungar, 2011 ). Resilience has been proposed as a key factor involved in preventing radicalization and extremism among youth in schools ( Weine et al, 2017 ); however, whereas the facilitation of resources such as physical and emotional safety in school and supportive relationships in the school context have shown to strengthen resilience in youth ( Koirikivi et al, 2021 ) and general scales exist to measure resilience to extremism (e.g., Grossman et al, 2020 ), resilience scales focusing specifically on schools and the pupil–teacher relationship seem to lack to the best of our knowledge. Thus, although an emerging body of research on extremism has theoretically highlighted the importance of school resilience to counter radicalization amongst youth (e.g., Lösel et al, 2020 ; Sjøen, 2020 ), few studies have empirically investigated such resilience.…”

Section: Introductionmentioning

confidence: 99%

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Resilience against radicalization and extremism in schools: Development of a psychometric scale

et al. 2022

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Practitioners, policymakers, and researchers alike have argued that the school environment can be both a risk and resilience factor for radicalization and extremism among youth, but little research has tested this directly. Against this background and using a cultural and community psychological approach, we developed a scale to measure resilience against radicalization and extremism in schools focusing on factors that can strengthen social cohesion. A total of 334 school pupils from mostly urban areas in Norway were recruited for this research, of which 233 passed an attention check and were retained for analyses. Participants completed a larger set of items that were derived from theory and the experiences of practitioners and were intended to measure resilience to radicalization and extremism. Exploratory factor analysis identified three dimensions: (1) the perception that the school treats pupils equally no matter their social backgrounds, (2) the perception of the school and its employees as attentive and proactive in meeting pupils’ anger resulting from social and political issues, and (3) the presence of mutual respect. In regression analyses, the equality dimension predicted lower extremist intentions and radicalization as well as four out of five extremism risk factors (i.e., lower anomie, symbolic and realistic threats, and relative deprivation). Mutual respect showed no significant effect, whereas school attentiveness positively predicted three risk factors as well as radicalism intentions and violent intentions, suggesting that such attentiveness may be a response to these issues. In sum, the findings indicate that resilience against extremism in schools may be nurtured especially by creating an egalitarian school environment. Our study provides the first scale assessing such resilience in schools, which can be further tested and developed in future research.

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“…Consequently, the intricate relationships and nonlinear associations among these protective factors were often overlooked. To address this issue, some researchers (e.g., Koirikivi et al, 2021) utilized latent class analysis to examine multiple protective factors, aiming to identify distinct classes of resilience resources. These identified classes were subsequently examined with external variables using a three-step method.…”

Section: Introductionmentioning

confidence: 99%

More money does not necessarily help: relations of education expenditure, school characteristics, and academic resilience across 36 education systems

Ye,

Olsen,

Blömeke

2024

Front. Educ.

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Teacher quality, teaching quality, school resources, and school climate are commonly identified as protective factors in the academic resilience literature. Variables reflecting these four concepts were applied in a latent profile analysis across 36 education systems participating in the Trends in International Mathematics and Science Study 2019. The best-fitting model suggested four different latent profiles of protective factors. A three-step BCH method with an auxiliary regression model was adopted to investigate the influence of education expenditure on academic resilience across the profiles. Education expenditure promoted academic resilience in a profile characterized by low mathematics resources and another profile with low teaching quality and school climate. Education expenditure had no significant influence in the remaining two profiles characterized by very low and high levels of classroom and school protective factors, respectively. Moreover, countries were classified into six cultural groups representing education systems sharing similarities in language, history, or geography. Within each group, there was a certain degree of consistency in the distribution of profiles. Conclusions are drawn for strategies to promote academic resilience.

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Resourcing resilience: educational considerations for supporting well-being and preventing violent extremism amongst Finnish youth

Cited by 11 publications

References 58 publications

Radicalism and Life Meaningfulness Among Hong Kong Youth

Radicalism and Life Meaningfulness Among Hong Kong Youth

Resilience against radicalization and extremism in schools: Development of a psychometric scale

More money does not necessarily help: relations of education expenditure, school characteristics, and academic resilience across 36 education systems

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