@article{SchachnerHeHeizmannetal.2017,
  author    = {Schachner, Maja Katharina and He, Jia and Heizmann, Boris and Van de Vijver, Fons J. R.},
  title     = {Acculturation and School Adjustment of Immigrant Youth in Six European Countries: Findings from the Programme for International Student Assessment (PISA)},
  series = {Frontiers in psychology},
  volume    = {8},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2017.00649},
  pages     = {11},
  year      = {2017},
  language  = {en}
}
@article{SchachnerHeHeizmannetal.2017,
  author    = {Schachner, Maja Katharina and He, Jia and Heizmann, Boris and Van de Vijver, Fons J. R.},
  title     = {Acculturation and School Adjustment of Immigrant Youth in Six European Countries},
  series = {Frontiers in psychology},
  volume    = {8},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2017.00649},
  pages     = {11},
  year      = {2017},
  abstract  = {School adjustment determines long-term adjustment in society. Yet, immigrant youth do better in some countries than in others. Drawing on acculturation research (Berry, 1997; Ward, 2001) and self-determination theory (Ryan and Deci, 2000), we investigated indirect effects of adolescent immigrants' acculturation orientations on school adjustment (school-related attitudes, truancy, and mathematics achievement) through school belonging. Analyses were based on data from the Programme for International Student Assessment from six European countries, which were combined into three clusters based on their migrant integration and multicultural policies: Those with the most supportive policies (Belgium and Finland), those with moderately supportive policies (Italy and Portugal), and those with the most unsupportive policies (Denmark and Slovenia). In a multigroup path model, we confirmed most associations. As expected, mainstream orientation predicted higher belonging and better outcomes in all clusters, whereas the added value of students' ethnic orientation was only observed in some clusters. Results are discussed in terms of differences in acculturative climate and policies between countries of settlement.},
  language  = {en}
}
@article{SchachnerVandeVijverNoack2018,
  author    = {Schachner, Maja Katharina and Van de Vijver, Fons J. R. and Noack, Peter},
  title     = {Acculturation and School Adjustment of Early-Adolescent Immigrant Boys and Girls in Germany},
  series = {The Journal of Early Adolescence},
  volume    = {38},
  journal   = {The Journal of Early Adolescence},
  number    = {3},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {0272-4316},
  doi       = {10.1177/0272431616670991},
  pages     = {352 -- 384},
  year      = {2018},
  abstract  = {Navigating between cultures in addition to developmental changes and challenges in early adolescence can be difficult. We investigated school, family, and ethnic group as conditions for acculturation and school adjustment among early-adolescent boys and girls. Analyses were based on 860 mostly second- and third-generation immigrant students from 71 countries (50\% male; M-age = 11.59 years), attending German secondary schools. Perceived support for inclusion and integration in school and family were associated with a stronger orientation toward both cultures (integration) and better adjustment (e.g., higher school marks, more well-being). Perceived cultural distance and ethnic discrimination were associated with a stronger ethnic and weaker mainstream orientation (separation), and lower adjustment. Boys perceived contextual conditions more negatively, had a weaker mainstream orientation, and showed more behavioral problems but did not differ from girls in the associations between contextual conditions and acculturation and adjustment. Implications for research, policy, and practice are discussed.},
  language  = {en}
}