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Contains fulltext : 306650.pdf (Publisher’s version ) (Open Access), Radboud University, 28 juni 2024, Promotor : Kraaykamp, G.L.M. Co-promotor : Hek, M. van, 257 p.

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Radboud University, 28 april 2023, Promotor : Kraaykamp, G.L.M. Co-promotor : Meuleman, R., Contains fulltext : 291027.pdf (Publisher’s version ) (Closed access)

03 maart 2023, Item does not contain fulltext, Information and communication technology (ICT) is often heralded to boost student learning. In this paper, we investigate the supposed benefits of ICT on student educational performance by considering the varied forms of ICT resources - access, skills, efficacy and different usage practices. We also examine the relationship between parental background, ICT and educational performance, employing notions from social reproduction and mobility theory, thereby investigating its role in processes of intergenerational transmission of educational inequality. Using PISA 2018 data, we examine 123,006 students' performance in Math and Reading. Results from fixed effects models indicate that ICT resources have a generic benefit to student learning, and mostly function as means to social reproduction. Our results indicate that having more ICT access and ICT skills seem to be most beneficial for students from advantageous family backgrounds, whereas using ICT for gaming seems most detrimental for high-SES students.

13 maart 2023, Item does not contain fulltext, As divorce rates have risen, scholars have expressed concern that a breakdown of traditional family bonds might negatively influence community life. This study examines the impact of divorce on one form of community involvement, namely informal community helping, and whether this impact depends on household income, having adult children and being full-time employed. We hypothesized that informal community helping can both increase and decrease after divorce and that the impact of divorce is smaller for people with higher household income, adult children or a full-time job. Utilizing longitudinal data from the first four waves (1986-2002) of the Americans' Changing Lives panel study (N = 6,185), this study employed fixed-effects regression models. These demonstrated that people did not change their informal community helping after divorce. The impact of divorce did not depend on household income or full-time employment, but people with adult children increased their informal community helping after divorce less than average.

17 april 2023, Contains fulltext : 292766.pdf (Publisher’s version ) (Open Access), Like many European countries, the Netherlands locked down in March 2020 to combat the spread of COVID-19. Although government officials called for solidarity, the lockdown measures made it more difficult to help fellow citizens. In this study, we examine whether informal helping declined during the first lockdown in the Netherlands and to what extent changes depended on people's resources (time/health), motivation (solidarity/COVID concerns) and opportunities (social contact). In general, we expected an overall decline of informal helping, and this decline was expected to be smaller for people with more resources, motivation, and opportunities. We used data from the SOCON COVID-19 Panel survey that were collected through internet and telephone interviews before (February 2019/2020) and shortly after the first lockdown in the Netherlands (July 2020) (N = 522). We examine the impact of resources, motivation and opportunities for informal help provided to relatives, friends and neighbors separately. Indeed, results showed that people overall helped less during the lockdown than before. The decline in helping relatives was smaller among those who lost work, were worried about relatives, experienced solidarity with others or had more contact with relatives during the lockdown. People who contacted more with neighbors during the lockdown period provided more informal help to them during the lockdown than before.

Item does not contain fulltext, In de afgelopen twee jaar hebben de Radboud Universiteit, het Mulier Instituut en de Erasmus Universiteit, gefinancierd door ZonMw, onderzoek gedaan naar de mate waarin de ongelijkheid in sport toe- of afneemt door COVID-19. En naar hoe relevante actoren (gemeenten, buurtsportcoaches en lokale sportaanbieders) hierbij een rol spelen. In dit artikel maken we de balans op.

19 juni 2023, Item does not contain fulltext, Prior research has widely recognised the relevance of job autonomy for workers' leisure-time physical activity. This paper is, however, the first to assess this relationship with a cross-national focus. Apart from investigating the relationship between individual job autonomy and leisure-time physical activity within the European context, we more specifically study how this relationship is moderated by a country's labour market security and country-level perceived availability of physical activity opportunities. We answer our research question with multilevel regression analyses on comparative cross-national data from the European Social Survey 2014 on 14,956 respondents in 18 European countries. Our multilevel models show that across Europe, workers with more job autonomy are more physically active in their leisure time. Perceived PA opportunities in a country do not affect the relationship, but in countries with greater labour market security, the positive influence of job autonomy on leisure-time physical activity is reduced-workers with low job autonomy seem to benefit relatively more from the labour market security in their country.

Item does not contain fulltext, Sport is considered important to mitigate social and health problems related to the COVID-19 pandemic and thus contributes to a resilient society. Because of poverty, caring responsibilities, social isolation and/or health issues, caused or reinforced by the COVID-19 pandemic, (too) high thresholds may be experienced lowering sports club participation. In this article, we study dropout from sports club membership among the Dutch population in COVID times and relate it to neighbourhood characteristics to determine whether inequality in sports behaviour is increasing or decreasing. Specifically, we analyse changes in the association to sport clubs by utilizing membership register data of the National Sport Federation in the Netherlands (NOC*NSF). This longitudinal information on 3.6 million club members in 2019 within Dutch sport federations was used to analyse developments at the individual level between 2019 (pre-COVID) and 2021. Based on register information on the area of residence of sporters, neighbourhood characteristics were added to these individual membership data. Our results display that the socioeconomic status of a member's neighbourhood and the sport infrastructure in this neighbourhood impacts the likelihood of dropping out of a sport club of both youths and adults during the COVID-19 pandemic. Dropout among members is lower in higher socioeconomic status neighbourhoods and in neighbourhoods with abundant sport facilities. Remarkably, the impact of these living environment features seems higher for youth than for adults. To conclude, our study enhances a further understanding of inequalities in sport club membership dropout during COVID-19. First, it may inform policy makers to intensify sport promotion policies and to especially support sport clubs in lower status neighbourhoods. Second, given the relatively high dropout rates during the COVID-19 pandemic particular attention for retention seems necessary.

03 maart 2023, Contains fulltext : 290838.pdf (Publisher’s version ) (Open Access), Information and communication technology (ICT) is often heralded to boost student learning. In this paper, we investigate the supposed benefits of ICT on student educational performance by considering the varied forms of ICT resources - access, skills, efficacy and different usage practices. We also examine the relationship between parental background, ICT and educational performance, employing notions from social reproduction and mobility theory, thereby investigating its role in processes of intergenerational transmission of educational inequality. Using PISA 2018 data, we examine 123,006 students' performance in Math and Reading. Results from fixed effects models indicate that ICT resources have a generic benefit to student learning, and mostly function as means to social reproduction. Our results indicate that having more ICT access and ICT skills seem to be most beneficial for students from advantageous family backgrounds, whereas using ICT for gaming seems most detrimental for high-SES students.

26 augustus 2023, Contains fulltext : 296317.pdf (Publisher’s version ) (Open Access), This contribution addresses the development of educational and financial inequality in sport participation in the Netherlands over the course of the COVID-pandemic. More specifically, we deal with the issue whether increased educational and financial inequality during the COVID-pandemic is temporary or becomes permanent after relaxation of the COVID-measures. We expected lower educated and people with financial problems to have less resources to bounce back to sport participation or to continue sport participation in sport over the course of the COVID-pandemic. To test our expectations, we performed multinominal logistic regression analyses on longitudinal data from the Dutch LISS-panel (n = 1.157). Our results confirmed that higher educated more often bounced back in their sport participation after COVID. Lower educated and people with financial problems were more likely to completely dropout. Our main conclusion is that educational and financial inequality in sport participation further increased after relaxation of the COVID-measures. This study enhances the understanding of the long-term impact of the COVID-pandemic on inequality in sport participation, and that might lead to more intensified sport promotion policies. Ongoing attention of policymakers for vulnerable groups is required to tackle social inequality in sport participation enlarged by the COVID-pandemic.

Contains fulltext : 297921.pdf (Publisher’s version ) (Open Access), Students' information and communication technology (ICT) skills have been shown to be a valuable resource for their educational performance, although to varying degrees across countries. Our paper adds to existing knowledge to understand how and why country-specific ICT characteristics make a difference to math performance benefits students glean from their ICT skills, thereby adding to a general understanding of how digital divides at different levels are interrelated. We home in specifically on two features that reflect a country's ICT promotive environment, respectively national ICT access in education and government promotion of ICT. We specifically elaborate on how these country level features augment the learning and signaling function of student ICT skills. Multilevel linear regression analyses were conducted on a sample (PISA 2018) of 248,720 students across 43 countries, enriched with contextual information from the Networked Readiness Index 2016 and World Bank's data. Congruent with past research our results indicate that student ICT skills serve as an education resource. This, our study reveals, is indeed dependent on the country's ICT promotive environment, as students' ICT skills translate to greater math performance gains in countries with higher levels of ICT access in educational environments., 24 oktober 2023, 18 p.

Contains fulltext : 296358.pdf (Publisher’s version ) (Open Access), Introduction: Work and family trajectories develop and interact over the life course in complex ways. Previous studies drew a fragmented picture of these trajectories and had limited scope. We provide the most comprehensive study of early-to-midlife work-family trajectories to date. Methods: Using retrospective data from waves 3 and 7 of the Survey of Health, Aging and Retirement in Europe (SHARE), we reconstructed work-family trajectories from age 15 to 49 among almost 80,000 individuals born between 1908 and 1967 across 28 countries. We applied multichannel sequence and cluster analysis to identify typical trajectories and multinomial logistic regression models to uncover their social composition. Results: The results revealed six common trajectories. The dominant and therefore standard trajectory represents continuous full-time employment with having a partner and children. Women, the lower educated and persons from conservative and liberal welfare regimes are underrepresented in this trajectory, whereas men, higher educated people and those from social-democratic, Eastern European and Baltic welfare regimes are overrepresented. The other trajectories denote a deviation from the standard one, integrating a non-standard form of work with standard family formation or vice versa. Mothers in a stable relationship generally work part-time or not at all. When mostly in full-time employment, women are more likely to be divorced. Lower educated persons are less likely to have work-family trajectories characterized by full-time work and a non-standard family, yet more likely to be non-employed for large parts of their life with standard family formation. Younger cohorts are underrepresented in non-employment trajectories, but overrepresented in part-time employment trajectories along with a partner and children as well as full-time employment trajectories with divorce. Individuals from Southern European and liberal regimes are more likely to be non-working and self-employ, 18 p.

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Item does not contain fulltext, Student's intrinsic reading motivation is key to their reading proficiency and spills over to other domains of development. Prior studies show that girls are more intrinsically motivated to read than boys but little is known about how reading socialization in families and schools relate to gender inequality in reading motivation. This study investigates a) how reading socialization activities in families and schools relate to girls' and boys' intrinsic reading motivation and b) whether schools can compensate for poor family reading socialization especially among boys. Analyses are performed on a sample from PISA 2018 containing 28,747 students in 1,581 schools. Results reveal that girls benefit more from family reading socialization and a good disciplinary climate in classrooms than boys. Boys benefit more than girls from a competitive learning climate in school and teachers’ active stimulation of reading engagement. The latter particularly stimulates the intrinsic reading motivation of boys who received little family reading socialization., 16 p.

Item does not contain fulltext, Adding to a growing body of research, this study examines the intragenerational conversion of cultural capital into occupational attainment. More specifically, we argue that cultural and economic network resources constitute an important - yet understudied - explanation for why individuals' cultural capital yields returns in the labour market. To test our expectations, we collected unique panel data in the Netherlands with information on individuals' cultural capital (i.e. highbrow participation), offline core, and extended networks, and occupational outcomes. In line with theoretical notions of communicating cultural match, signalling competencies, and enhancing emotional returns, our results show that cultural capital is positively associated with a higher overall occupational position. Besides, individuals' access to network resources largely explains the association between cultural capital and a higher occupational position. Interestingly, cultural resources in the extended network play a more important role than economic network resources in the conversion of cultural capital into a higher cultural occupational position. Conversely, economic core network resources are more important than cultural core network resources in the conversion of cultural capital into a higher economic occupational position. Our study thus provides strong support for the idea that the conversion of cultural capital into occupational returns, via social capital, is field-specific., 25 oktober 2023, 16 p.

Item does not contain fulltext, Children who experience household dysfunction often report more developmental problems and lower educational attainment. A question, however, is whether these lower outcomes are caused by the household dysfunction itself, or by other (pre-existing) factors, such as growing up in poverty. Based on the extended family stress model, we derived hypotheses on the consequences of household dysfunction for child development. Furthermore, we considered the mediating and moderating role of parents' financial resources in the impact of household dysfunction on children's development. We studied these relationships while rigorously accounting for differential selection into experiencing household dysfunction using data from the British Millennium Cohort Study and employing descriptive and fixed-effects analyses. We found that children who experienced household dysfunction after age 5 already had more behavioural problems prior to these experiences. This underscores the importance of accounting for differential selection into experiencing household dysfunction. We also found that household dysfunction beginning after age 5 led to more behavioural problems but did not impact children's verbal ability. Parents' financial resources declined after household dysfunction, particularly among high-income households. However, we found only weak evidence of a mediating effect of financial resources, and larger declines in financial resources did not translate into larger consequences of household dysfunction among children from high-income households. Financial resources thus mainly seemed to play an important role for selection into experiencing household dysfunction.

Item does not contain fulltext, Oorspronkelijk artikel: Ramaekers, M.J.M., Verbakel, E. & Kraaykamp, G. (2021). Informal volunteering and socialization effects: Examining modelling and encouragement by parents and partner. VOLUNTAS, 1-15. https://doi.org/10.1007/s11266-021-00315-z

Contains fulltext : 249041.pdf (Publisher’s version ) (Open Access), BACKGROUND AND OBJECTIVE Ample research demonstrates that experiencing parental death or divorce harms children's educational attainment. Less is known about variation herein, both between parental death and divorce and across social contexts. We investigated how family and national contexts moderate the educational consequences of these adverse events. At the family level, we studied whether the educational consequences of parental death and divorce are larger for children of higher-educated parents. At the national level, we investigated the buffering role of welfare benefits as well as the amplifying impact of a selective educational system and the divorce rate. Moreover, we examined the interplay between family and country contexts. METHODS AND RESULTS Using multilevel regression models with data from 17 countries from the Generations and Gender Survey, we found that parental divorce had a larger impact than parental death. Furthermore, the impact of parental divorce was largest for children of higher educated parents. Less selective educational systems and provision of single-parent benefits reduced the educational consequences of parental death, specifically for children of lower-educated parents. CONCLUSIONS Our results indicate that although both parental death and divorce harm children's educational attainment, their impacts differ across family and country contexts. The consequences of divorce strongly depend on the resources available in a family, while the effects of parental death are mitigated by educational and welfare policies. CONTRIBUTION Our study underscores the relevance of differentiating between specific adverse events and considering the social context to understand the consequences of adversity for children's educational attainment.

Radboud University, 28 juni 2022, Promotor : Kraaykamp, G.L.M. Co-promotor : Visser, M., Contains fulltext : 250919.pdf (Publisher’s version ) (Closed access)

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Radboud University, 24 november 2022, Promotor : Kraaykamp, G.L.M. Co-promotores : Gesthuizen, M.J.W., Geuns, R.C. van, Contains fulltext : 283618.pdf (Publisher’s version ) (Open Access)

Radboud University, 21 oktober 2022, Promotores : Kraaykamp, G.L.M., Tolsma, J., Contains fulltext : 282421.pdf (Publisher’s version ) (Open Access), Half of Dutch adults report that they experienced adversity during their youth, and rates in other countries seem even higher. Common adverse experiences include forms of household dysfunction (e.g.: parental divorce), maltreatment or parental death. Children who experience adversity often attain lower levels of education than their peers, but the exact role of adverse experiences for educational inequality remains unclear. This dissertation provides insights in the interplay between adverse experiences and parental resources for children’s educational attainment. The dissertation shows that adverse experiences are somewhat more common among families with a lower socioeconomic status, but children of higher educated parents are also likely to experience adversity during their youth. Moreover, children from all social strata experience more behavioural problems and attain lower levels of education when they experience adversity. Although parental resources generally benefit children's educational outcomes, they do not reduce the impact of adversity. In fact, educational consequences of adversity are larger for children of higher educated parents because these children have relatively more to lose. This highlights the need for adequate support for children and families that experience adversity in order to provide more equal educational opportunities for children with different family backgrounds.

Contains fulltext : 253506.pdf (Publisher’s version ) (Open Access), Previous research has focused mainly on the association between working from home (WFH) and physical activity, establishing that physical activity diminished among people WFH during the COVID-19 pandemic. In our study, we investigated the association between WFH and specifically sports participation (competitive and non-competitive). We theorized that WFH would offer individuals additional opportunities to practice sports during the pandemic. Governmental restrictions at the time constrained opportunities to participate in organized sports and in sports with others. We, therefore, expected sports participation during the pandemic to be largely restricted to individual participation and participation at home or in the public space. By means of descriptive analyses and adjusted analyses of variance (n = 1506), we found positive associations between WFH and various aspects of sports participation. Lower-educated individuals, in particular, seem to be benefiting from WFH related to their sports participation in the public space, and economically deprived individuals also seem to be benefiting from WFH in regard to their sports participation at home. Our findings extend the literature on physical activity and sports participation among people who worked from home during the COVID-19 pandemic while offering implications for policies on WFH, sports opportunities in public space and physical activity-friendly environments.

Item does not contain fulltext, Scholars have widely documented the challenges women face in being evaluated as competent leaders. The authors contribute to this field by addressing whether and when female supervisors might have a favorable position by examining evaluations of social competencies in supervision and by examining different organizational workplace features. To test the hypotheses, the authors used a representative Dutch sample on 1,251 employed respondents. The results indicated that male-led and female-led employees were equally satisfied with their supervisor's appreciation and understanding of employees' care tasks at home - but women with a female supervisor were slightly more satisfied with their supervisor's social skills than women with a male supervisor. Moreover, it was demonstrated that the share of female co-workers and the policy climate in the workplace shaped differentiated evaluations of male-female supervisors. These findings highlight the relevance of including (structural) workplace features in future studies on perceptions of women in leadership.

Contains fulltext : 237331.pdf (Publisher’s version ) (Open Access), Children who experience household dysfunction often report more developmental problems and lower educational attainment. A question, however, is whether these lower outcomes are caused by the household dysfunction itself, or by other (pre-existing) factors, such as growing up in poverty. Based on the extended family stress model, we derived hypotheses on the consequences of household dysfunction for child development. Furthermore, we considered the mediating and moderating role of parents' financial resources in the impact of household dysfunction on children's development. We studied these relationships while rigorously accounting for differential selection into experiencing household dysfunction using data from the British Millennium Cohort Study and employing descriptive and fixed-effects analyses. We found that children who experienced household dysfunction after age 5 already had more behavioural problems prior to these experiences. This underscores the importance of accounting for differential selection into experiencing household dysfunction. We also found that household dysfunction beginning after age 5 led to more behavioural problems but did not impact children's verbal ability. Parents' financial resources declined after household dysfunction, particularly among high-income households. However, we found only weak evidence of a mediating effect of financial resources, and larger declines in financial resources did not translate into larger consequences of household dysfunction among children from high-income households. Financial resources thus mainly seemed to play an important role for selection into experiencing household dysfunction.

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Item does not contain fulltext, Oorspronkelijk artikel: Ramaekers, M.J.M., Verbakel, E. & Kraaykamp, G. (2021). Informal volunteering and socialization effects: Examining modelling and encouragement by parents and partner. VOLUNTAS, 1-15. https://doi.org/10.1007/s11266-021-00315-z

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Contains fulltext : 249041.pdf (Publisher’s version ) (Open Access), BACKGROUND AND OBJECTIVE Ample research demonstrates that experiencing parental death or divorce harms children's educational attainment. Less is known about variation herein, both between parental death and divorce and across social contexts. We investigated how family and national contexts moderate the educational consequences of these adverse events. At the family level, we studied whether the educational consequences of parental death and divorce are larger for children of higher-educated parents. At the national level, we investigated the buffering role of welfare benefits as well as the amplifying impact of a selective educational system and the divorce rate. Moreover, we examined the interplay between family and country contexts. METHODS AND RESULTS Using multilevel regression models with data from 17 countries from the Generations and Gender Survey, we found that parental divorce had a larger impact than parental death. Furthermore, the impact of parental divorce was largest for children of higher educated parents. Less selective educational systems and provision of single-parent benefits reduced the educational consequences of parental death, specifically for children of lower-educated parents. CONCLUSIONS Our results indicate that although both parental death and divorce harm children's educational attainment, their impacts differ across family and country contexts. The consequences of divorce strongly depend on the resources available in a family, while the effects of parental death are mitigated by educational and welfare policies. CONTRIBUTION Our study underscores the relevance of differentiating between specific adverse events and considering the social context to understand the consequences of adversity for children's educational attainment.

29 december 2022, Item does not contain fulltext, This paper explores the impact of the COVID-pandemic on educational and financial inequality in level of weekly sport participation in the Netherlands. Restrictions due to the COVID-pandemic resulted in several barriers for people to continue sport participation. Lower educated people and individuals with financial problems are expected to have relatively few resources to adapt to the COVID restrictions, and therefore, more likely will decrease their level of weekly sport participation. Using high-quality data from the Dutch Longitudinal Internet Studies for the Social Sciences (LISS) panel, we are able to compare individual sport behaviour before and during the COVID-pandemic. Our findings suggest that the level of weekly sport participation of lower educated people and individuals with financial problems decreased more strongly during the COVID-pandemic. This implies that indeed the COVID-pandemic resulted in increasing educational and financial inequality in sport participation. With these results, our study contributes to a body of knowledge on the broader societal impact of COVID on issues of social exclusion. It may also inform policymakers to critically assess and intensify sport promotion policies directed at vulnerable groups in society.

Radboud University, 28 juni 2022, Promotor : Kraaykamp, G.L.M. Co-promotor : Visser, M., Contains fulltext : 250919.pdf (Publisher’s version ) (Open Access)

Contains fulltext : 229771.pdf (publisher's version ) (Open Access), Informal volunteering is seen as an important indicator of social relations and community life. We therefore investigate the impact of various socialization practices on informal volunteering, being small helping behaviours outside of organizations for people outside the household. From theoretical notions on socialization, we hypothesize that experiencing extensive prosocial socialization practices promotes informal volunteering. We examine socialization processes of both modelling and encouragement and consider two socializing agents: parents and partners. We test our expectations employing the sixth wave of the Family Survey Dutch Population (N = 2464) that included unique measures on socialization as well as informal volunteering and holds important control variables. Our results indicated that parental modelling, partner modelling and partner encouragement were all positively related to informal volunteering, but that parental encouragement was not significantly related to informal volunteering. Our paper, thus, underscores that socialization practices are relevant in nurturing social relations and community life.

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Radboud University, 24 november 2022, Promotor : Kraaykamp, G.L.M. Co-promotores : Gesthuizen, M.J.W., Geuns, R.C. van, Contains fulltext : 283618.pdf (Publisher’s version ) (Open Access)

Radboud University, 21 oktober 2022, Promotores : Kraaykamp, G.L.M., Tolsma, J., Contains fulltext : 282421.pdf (Publisher’s version ) (Open Access), Half of Dutch adults report that they experienced adversity during their youth, and rates in other countries seem even higher. Common adverse experiences include forms of household dysfunction (e.g.: parental divorce), maltreatment or parental death. Children who experience adversity often attain lower levels of education than their peers, but the exact role of adverse experiences for educational inequality remains unclear. This dissertation provides insights in the interplay between adverse experiences and parental resources for children’s educational attainment. The dissertation shows that adverse experiences are somewhat more common among families with a lower socioeconomic status, but children of higher educated parents are also likely to experience adversity during their youth. Moreover, children from all social strata experience more behavioural problems and attain lower levels of education when they experience adversity. Although parental resources generally benefit children's educational outcomes, they do not reduce the impact of adversity. In fact, educational consequences of adversity are larger for children of higher educated parents because these children have relatively more to lose. This highlights the need for adequate support for children and families that experience adversity in order to provide more equal educational opportunities for children with different family backgrounds.

Contains fulltext : 253506.pdf (Publisher’s version ) (Open Access), Previous research has focused mainly on the association between working from home (WFH) and physical activity, establishing that physical activity diminished among people WFH during the COVID-19 pandemic. In our study, we investigated the association between WFH and specifically sports participation (competitive and non-competitive). We theorized that WFH would offer individuals additional opportunities to practice sports during the pandemic. Governmental restrictions at the time constrained opportunities to participate in organized sports and in sports with others. We, therefore, expected sports participation during the pandemic to be largely restricted to individual participation and participation at home or in the public space. By means of descriptive analyses and adjusted analyses of variance (n = 1506), we found positive associations between WFH and various aspects of sports participation. Lower-educated individuals, in particular, seem to be benefiting from WFH related to their sports participation in the public space, and economically deprived individuals also seem to be benefiting from WFH in regard to their sports participation at home. Our findings extend the literature on physical activity and sports participation among people who worked from home during the COVID-19 pandemic while offering implications for policies on WFH, sports opportunities in public space and physical activity-friendly environments.

Item does not contain fulltext, Scholars have widely documented the challenges women face in being evaluated as competent leaders. The authors contribute to this field by addressing whether and when female supervisors might have a favorable position by examining evaluations of social competencies in supervision and by examining different organizational workplace features. To test the hypotheses, the authors used a representative Dutch sample on 1,251 employed respondents. The results indicated that male-led and female-led employees were equally satisfied with their supervisor's appreciation and understanding of employees' care tasks at home - but women with a female supervisor were slightly more satisfied with their supervisor's social skills than women with a male supervisor. Moreover, it was demonstrated that the share of female co-workers and the policy climate in the workplace shaped differentiated evaluations of male-female supervisors. These findings highlight the relevance of including (structural) workplace features in future studies on perceptions of women in leadership.

Contains fulltext : 237331.pdf (Publisher’s version ) (Open Access), Children who experience household dysfunction often report more developmental problems and lower educational attainment. A question, however, is whether these lower outcomes are caused by the household dysfunction itself, or by other (pre-existing) factors, such as growing up in poverty. Based on the extended family stress model, we derived hypotheses on the consequences of household dysfunction for child development. Furthermore, we considered the mediating and moderating role of parents' financial resources in the impact of household dysfunction on children's development. We studied these relationships while rigorously accounting for differential selection into experiencing household dysfunction using data from the British Millennium Cohort Study and employing descriptive and fixed-effects analyses. We found that children who experienced household dysfunction after age 5 already had more behavioural problems prior to these experiences. This underscores the importance of accounting for differential selection into experiencing household dysfunction. We also found that household dysfunction beginning after age 5 led to more behavioural problems but did not impact children's verbal ability. Parents' financial resources declined after household dysfunction, particularly among high-income households. However, we found only weak evidence of a mediating effect of financial resources, and larger declines in financial resources did not translate into larger consequences of household dysfunction among children from high-income households. Financial resources thus mainly seemed to play an important role for selection into experiencing household dysfunction.

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Item does not contain fulltext, Oorspronkelijk artikel: Ramaekers, M.J.M., Verbakel, E. & Kraaykamp, G. (2021). Informal volunteering and socialization effects: Examining modelling and encouragement by parents and partner. VOLUNTAS, 1-15. https://doi.org/10.1007/s11266-021-00315-z

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Radboud University, 28 juni 2022, Promotor : Kraaykamp, G.L.M. Co-promotor : Visser, M., Contains fulltext : 250919.pdf (Publisher’s version ) (Open Access)

Contains fulltext : 229771.pdf (publisher's version ) (Open Access), Informal volunteering is seen as an important indicator of social relations and community life. We therefore investigate the impact of various socialization practices on informal volunteering, being small helping behaviours outside of organizations for people outside the household. From theoretical notions on socialization, we hypothesize that experiencing extensive prosocial socialization practices promotes informal volunteering. We examine socialization processes of both modelling and encouragement and consider two socializing agents: parents and partners. We test our expectations employing the sixth wave of the Family Survey Dutch Population (N = 2464) that included unique measures on socialization as well as informal volunteering and holds important control variables. Our results indicated that parental modelling, partner modelling and partner encouragement were all positively related to informal volunteering, but that parental encouragement was not significantly related to informal volunteering. Our paper, thus, underscores that socialization practices are relevant in nurturing social relations and community life.