TY - JOUR A1 - Vietze, Jana A1 - Juang, Linda P. A1 - Schachner, Maja Katharina T1 - Peer cultural socialisation BT - a resource for minority students’ cultural identity, life satisfaction, and school values JF - Intercultural Education N2 - This study investigated how peers can contribute to cultural minority students’ cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished between heritage and mainstream identity as two separate dimensions of cultural identity. Analyses were based on self-reports of 662 students of the first, second, and third migrant generation in Germany (Mean age = 14.75 years, 51% female). Path analyses revealed that talking about heritage culture with friends was positively related to heritage identity. Talking about mainstream culture with friends was negatively associated with heritage identity, but positively with mainstream identity as well as school values. Both dimensions of cultural identity related to higher life satisfaction and more positive school values. As expected, heritage and mainstream identity mediated the link between peer cultural socialisation and adjustment outcomes. Findings highlight the potential of peers as socialisation agents to help promote cultural belonging as well as positive adjustment of cultural minority youth in the school context. KW - Peer cultural socialisation KW - cultural identity KW - cultural minority youth KW - life satisfaction KW - school motivation Y1 - 2019 U6 - https://doi.org/10.1080/14675986.2019.1586213 SN - 1467-5986 SN - 1469-8439 VL - 30 IS - 5 SP - 579 EP - 598 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Festman, Julia A1 - Schwieter, John W. T1 - Self-concepts in reading and spelling among mono- and multilingual Children BT - Extending the bilingual advantage JF - Behavioral Sciences N2 - Cognitive representations and beliefs are what comprise an individual’s self-concept. A positive self-concept is related to and influences academic achievement, and the relationship between a domain-specific self-concept and achievement in the same domain is positive and strong. However, insufficient attention has been paid to these issues among multilingual children. More importantly, since instruction strongly contributes to the development of metacognition and executive functions (EFs), and since the bilingual advantage hypothesis holds that the constant management of multiple languages entails benefits for EF, we bring together these important issues in the present study. We examine the relationship between domain-specific self-concepts and standardized assessment of reading and spelling competences against the background of potential differences in self-concept between monolingual and multilingual German children. While between-group comparisons revealed no significant differences for self-concept nor reading competency, monolinguals outperformed multilinguals in spelling. Correlations between domain-specific self-concepts and academic achievement in reading comprehension, reading fluency, and spelling were positive and significant for both groups. Regardless of language background, children’s evaluations of their academic achievement (reading and spelling) were realistic. We argue, on a theoretical basis, that metacognition and EFs could facilitate a bilingual advantage and improve educational outcomes. KW - domain-specific self-concept KW - academic achievement KW - metacognition KW - executive functions KW - multilingual children KW - reading comprehension KW - reading fluency KW - spelling Y1 - 2019 U6 - https://doi.org/10.3390/bs9040039 SN - 2076-328X VL - 9 IS - 4 PB - MDPI AG CY - Basel ER - TY - JOUR A1 - Hartmann, Julia A1 - Ehlert, Antje A1 - Fritz, Annemarie T1 - Welche Rolle spielen sprachliche Parameter für die Entwicklung integrierter verbal-numerischer Konzepte im vierten Lebensjahr? JF - Frühe Bildung : interdisziplinäre Zeitschrift für Forschung, Ausbildung und Praxis N2 - Der Beitrag untersucht, ob und zu welchen Anteilen frühe sprachliche Kompetenzen numerische Kompetenzen vorhersagen. An 72 dreijährigen Kindern wurden numerische, verbal produktive und rezeptive sowie grammatische Leistungen zwei Mal im Abstand von drei Monaten erhoben. Mithilfe von Strukturgleichungsmodellen kann gezeigt werden, dass sprachliche und numerische Leistungen in diesem Alter noch wenig distinkt sind. Für die numerischen Kompetenzen findet sich bereits in diesem Alter eine hohe interindividuelle Entwicklungsstabilität. Ein bedeutsamer Einfluss sprachlicher Kompetenz auf den Zuwachs mathematischer Kompetenz im vierten Lebensjahr konnte nicht nachgewiesen werden. Wir diskutieren die Ergebnisse vor dem Hintergrund der aktuellen Thesen zum Zusammenhang von Sprache und Numerik in der Entwicklung. N2 - This article investigates how and to what extent early verbal competencies predict numerical competencies. In this study, we tested 72 toddlers at the age of 3 years two times with a 3-month period in-between. The results acquired by means of structural equation models reveal that early numerical competencies and early verbal competencies are closely related to each other and are less distinct. Numerical competencies are best predicted by numerical tasks, and at this age verbal competencies do not seem to play a significant role in predicting numerical competencies. We discuss our findings in the context of the current thesis of how speech and numeracy are aligned. T2 - Which Role Do Verbal Parameters Play in the Development of Integrated Verbal-Numerical Concepts at the Age of Four? KW - number KW - verbal competencies KW - numerical competencies KW - prediction KW - early childhood KW - numerik KW - sprachlische Kompetenzen KW - numerische Kompetenzen KW - Vorhersage KW - Kindheit Y1 - 2019 U6 - https://doi.org/10.1026/2191-9186/a000410 SN - 2191-9186 SN - 2191-9194 VL - 8 IS - 1 SP - 44 EP - 52 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Richter, Dirk A1 - Kleinknecht, Marc A1 - Gröschner, Alexander T1 - What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities JF - Teaching and Teacher Education Y1 - 2019 U6 - https://doi.org/10.1016/j.tate.2019.102929 SN - 0742-051X VL - 86 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Moffitt, Ursula Elinor A1 - Juang, Linda P. T1 - Who is "German" and who is a "migrant?" Constructing Otherness in education and psychology research JF - European Educational Research Journal N2 - Despite growing European and global interconnectedness, questions of national identity have only gained in importance in recent years. Yet the role researchers play in perpetuating norms of national belonging has gone largely unexamined. Who is included in unmarked national group labels such as German, Dutch, or Danish, who is understood as Other, and how terminology relates to exclusionary notions of national identity warrants greater investigation. Thus, using an exploratory review of recent research in the German context, the current study aimed to (a) identify relevant terminology in empirical education and psychology studies; (b) employ constructionist analysis to examine its situated meaning; (c) discuss societal and methodological implications; and (d) propose guidelines for more accurate and inclusive research. Based on a constructionist thematic analysis, a reiteration of a white ingroup and perceived immigrant Other was found. This dichotomy reinforces an exclusionary notion of who is German while omitting relevant information, such as participant generation or citizenship, from analyses. In doing so, researchers are perpetuating essentialized notions of national belonging while reporting incomplete and potentially inaccurate findings. Though selecting demographic information can be complex, recognizing the impact of labels and acknowledging heterogeneity are essential elements of inclusive and representative research. KW - Exploratory review KW - German identity KW - migration background KW - group labels KW - social constructionism KW - education research KW - psychology research KW - racialization Y1 - 2019 U6 - https://doi.org/10.1177/1474904119827459 SN - 1474-9041 VL - 18 IS - 6 SP - 656 EP - 674 PB - Sage Publ. CY - London ER -