@article{HeVandeVijverFetvadjievetal.2017,
  author    = {He, Jia and Van de Vijver, Fons J. R. and Fetvadjiev, Velichko H. and Dominguez Espinosa, Alejandra de Carmen and Adams, Byron and Alonso-Arbiol, Itziar and Aydinli-Karakulak, Arzu and Buzea, Carmen and Dimitrova, Radosveta and Fortin, Alvaro and Hapunda, Given and Ma, Sang and Sargautyte, Ruta and Sim, Samantha and Schachner, Maja Katharina and Suryani, Angela and Zeinoun, Pia and Zhang, Rui},
  title     = {On Enhancing the Cross-Cultural Comparability of Likert-Scale Personality and Value Measures: A Comparison of Common Procedures},
  series = {European journal of personality},
  volume    = {31},
  journal   = {European journal of personality},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0890-2070},
  doi       = {10.1002/per.2132},
  pages     = {642 -- 657},
  year      = {2017},
  abstract  = {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},
  language  = {en}
}
@misc{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},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395237},
  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{SchachnerNoackVandeVijveretal.2016,
  author    = {Schachner, Maja Katharina and Noack, Peter and Van de Vijver, Fons J. R. and Eckstein, Katharina},
  title     = {Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion Versus Cultural Pluralism},
  series = {Child development},
  volume    = {87},
  journal   = {Child development},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0009-3920},
  doi       = {10.1111/cdev.12536},
  pages     = {1175 -- 1191},
  year      = {2016},
  abstract  = {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.},
  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: 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{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}
}
@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{SchachnerJuangMoffittetal.2018,
  author    = {Schachner, Maja Katharina and Juang, Linda P. and Moffitt, Ursula Elinor and van de Vijver, Fons J. R.},
  title     = {Schools as acculturative and developmental contexts for youth of immigrant and refugee background},
  series = {European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA)},
  volume    = {23},
  journal   = {European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA)},
  number    = {1},
  publisher = {Hogrefe Publ.},
  address   = {G{\"o}ttingen},
  issn      = {1016-9040},
  doi       = {10.1027/1016-9040/a000312},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-414101},
  pages     = {44 -- 56},
  year      = {2018},
  abstract  = {Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.},
  language  = {en}
}
@misc{SchachnerJuangMoffittetal.2018,
  author    = {Schachner, Maja Katharina and Juang, Linda P. and Moffitt, Ursula Elinor and van de Vijver, Fons J. R.},
  title     = {Schools as acculturative and developmental contexts for youth of immigrant and refugee background},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {611},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-43408},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-434082},
  pages     = {44 -- 56},
  year      = {2018},
  abstract  = {Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.},
  language  = {en}
}
@article{CivitilloSchachnerJuangetal.2017,
  author    = {Civitillo, Sauro and Schachner, Maja Katharina and Juang, Linda P. and van de Vijver, Fons J. R. and Handrick, Anna and Noack, Peter},
  title     = {Towards a better understanding of cultural diversity approaches at school},
  series = {Learning, Culture and Social Interaction},
  volume    = {12},
  journal   = {Learning, Culture and Social Interaction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {2210-6561},
  doi       = {10.1016/j.lcsi.2016.09.002},
  pages     = {1 -- 14},
  year      = {2017},
  abstract  = {The current study investigates two types of cultural diversity approaches at school, namely (1) fostering equality and (2) promoting cultural pluralism. Adopting a mixed-methods design, this study assesses teachers' (n = 207) and students' (n = 1,644) self-reported perceptions of descriptive norms and evaluates school practices and artefacts in the physical and virtual environment of 22 secondary schools in south-west Germany. Results showed that in all schools under investigation teachers and students perceived descriptive norms fostering mostly equality. A wide variety of practices and artefacts was found, revealing a third distinct cultural approach leaning towards endorsing the majority culture. Different practices and artefacts were linked to an emphasis on equality, cultural pluralism, and endorsing the majority culture. Implications for educational policy, as well as applied diversity research, are discussed.},
  language  = {en}
}
@article{SchwarzenthalJuangSchachneretal.2019,
  author    = {Schwarzenthal, Miriam and Juang, Linda P. and Schachner, Maja Katharina and van de Vijver, Fons J. R.},
  title     = {A multimodal measure of cultural intelligence for adolescents growing up in culturally diverse societies},
  series = {International Journal of Intercultural Relations},
  volume    = {72},
  journal   = {International Journal of Intercultural Relations},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0147-1767},
  doi       = {10.1016/j.ijintrel.2019.07.007},
  pages     = {109 -- 121},
  year      = {2019},
  abstract  = {Adolescents growing up in culturally diverse societies need to develop intercultural competence. To better understand how to develop intercultural competence we need measures specifically relating to the everyday intercultural experiences of adolescents. However, few measures of intercultural competence are available for this target group. Based on the cultural intelligence (CQ) model (Earley \& Ang, 2003), we developed a measure that combines a self-report questionnaire and situational judgment tests (SJTs). The latter comprise a brief description of intercultural situations, followed by questions asking the adolescents to interpret and provide a reaction to the situations. The reliability, factor structure, measurement equivalence, and validity of the new measure was tested in two samples of adolescents in culturally diverse regions in North Rhine-Westphalia (N = 631, 48\% female, M-a(ge) = 13.69 years, SDage = 1.83) and Berlin (N = 1,335, 48\% female, M-age = 14.69 years, SDage, = 0.74) in Germany. The self-report CQ scale showed good reliability and a four-dimensional factor structure with a higher-order CQ factor. The responses to the SJTs were coded based on a coding manual and the ratings loaded onto one factor. The measurement models showed metric to scalar measurement equivalence across immigrant background, gender, and grade. The CQ factor and the SJT factor were positively correlated with each other, as well as with related constructs such as openness, perspective-taking, and diversity beliefs. We conclude that the new measure offers a reliable and valid method to assess the intercultural competence of adolescents growing up in culturally diverse societies.},
  language  = {en}
}