TY - JOUR A1 - Schachner, Maja Katharina A1 - Van de Vijver, Fons J. R. A1 - Noack, Peter T1 - Acculturation and School Adjustment of Early-Adolescent Immigrant Boys and Girls in Germany BT - Conditions in School, Family, and Ethnic Group JF - The Journal of Early Adolescence N2 - 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. KW - acculturation KW - school adjustment KW - context KW - gender differences Y1 - 2016 U6 - https://doi.org/10.1177/0272431616670991 SN - 0272-4316 SN - 1552-5449 VL - 38 IS - 3 SP - 352 EP - 384 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Schachner, Maja Katharina A1 - He, Jia A1 - Heizmann, Boris A1 - Van de Vijver, Fons J. R. T1 - Acculturation and School Adjustment of Immigrant Youth in Six European Countries BT - Findings from the Programme for International Student Assessment (PISA) JF - Frontiers in psychology N2 - 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. KW - adolescent immigrants KW - acculturation KW - multicultural policy KW - cross-cultural comparison KW - school adjustment Y1 - 2017 U6 - https://doi.org/10.3389/fpsyg.2017.00649 SN - 1664-1078 VL - 8 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Schachner, Maja Katharina A1 - He, Jia A1 - Heizmann, Boris A1 - Van de Vijver, Fons J. R. T1 - Acculturation and School Adjustment of Immigrant Youth in Six European Countries: Findings from the Programme for International Student Assessment (PISA) JF - Frontiers in psychology KW - adolescent immigrants KW - acculturation KW - multicultural policy KW - cross-cultural comparison KW - school adjustment Y1 - 2017 U6 - https://doi.org/10.3389/fpsyg.2017.00649 SN - 1664-1078 VL - 8 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Schachner, Maja Katharina A1 - Noack, Peter A1 - Van de Vijver, Fons J. R. A1 - Eckstein, Katharina T1 - Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion Versus Cultural Pluralism JF - Child development N2 - The present study is concerned with cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural pluralism. Longitudinal multilevel analyses based on 386 early adolescent immigrant students (M-age=10.49years) in 44 ethnically heterogeneous classrooms in Germany revealed that the manifestations of both types of policies promote psychological school adjustment (i.e., better well-being and fewer psychological and behavioral problems) at the individual level. However, they differ in their effects on acculturation orientations. At the classroom level, equality and inclusion promote assimilation. Implications for research and educational practice are discussed. Y1 - 2016 U6 - https://doi.org/10.1111/cdev.12536 SN - 0009-3920 SN - 1467-8624 VL - 87 SP - 1175 EP - 1191 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - He, Jia A1 - Van de Vijver, Fons J. R. A1 - Fetvadjiev, Velichko H. A1 - Dominguez Espinosa, Alejandra de Carmen A1 - Adams, Byron A1 - Alonso-Arbiol, Itziar A1 - Aydinli-Karakulak, Arzu A1 - Buzea, Carmen A1 - Dimitrova, Radosveta A1 - Fortin, Alvaro A1 - Hapunda, Given A1 - Ma, Sang A1 - Sargautyte, Ruta A1 - Sim, Samantha A1 - Schachner, Maja Katharina A1 - Suryani, Angela A1 - Zeinoun, Pia A1 - Zhang, Rui T1 - On Enhancing the Cross-Cultural Comparability of Likert-Scale Personality and Value Measures: A Comparison of Common Procedures JF - European journal of personality N2 - This study aims to evaluate a number of procedures that have been proposed to enhance cross-cultural comparability of personality and value data. A priori procedures (anchoring vignettes and direct measures of response styles (i.e. acquiescence, extremity, midpoint responding, and social desirability), a posteriori procedures focusing on data transformations prior to analysis (ipsatization and item parcelling), and two data modelling procedures (treating data as continuous vs as ordered categories) were compared using data collected from university students in 16 countries. We found that (i) anchoring vignettes showed lack of invariance, so they were not bias-free; (ii) anchoring vignettes showed higher internal consistencies than raw scores where all other correction procedures, notably ipsatization, showed lower internal consistencies; (iii) in measurement invariance testing, no procedure yielded scalar invariance; anchoring vignettes and item parcelling slightly improved comparability, response style correction did not affect it, and ipsatization resulted in lower comparability; (iv) treating Likert-scale data as categorical resulted in higher levels of comparability; (v) factor scores of scales extracted from different procedures showed similar correlational patterning; and (vi) response style correction was the only procedure that suggested improvement in external validity of country-level conscientiousness. We conclude that, although no procedure resolves all comparability issues, anchoring vignettes, parcelling, and treating data as ordered categories seem promising to alleviate incomparability. We advise caution in uncritically applying any of these procedures. Copyright (c) 2017 European Association of Personality Psychology KW - personality KW - values KW - anchoring vignettes KW - response styles KW - score standardization KW - parcelling Y1 - 2017 U6 - https://doi.org/10.1002/per.2132 SN - 0890-2070 SN - 1099-0984 VL - 31 SP - 642 EP - 657 PB - Wiley CY - Hoboken ER -