Schachner Maja K, He Jia, Heizmann Boris, Van de Vijver Fons J R
Inclusive Education, University of PotsdamPotsdam, Germany.
Department of Methodology and Statistics, Tilburg UniversityTilburg, Netherlands.
Front Psychol. 2017 May 4;8:649. doi: 10.3389/fpsyg.2017.00649. eCollection 2017.
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.
学校适应决定了在社会中的长期适应。然而，移民青少年在一些国家比在其他国家表现得更好。借鉴文化适应研究（贝里，1997；沃德，2001）和自我决定理论（瑞安和德西，2000），我们通过学校归属感调查了青少年移民的文化适应取向对学校适应（与学校相关的态度、逃学和数学成绩）的间接影响。分析基于来自六个欧洲国家的国际学生评估项目的数据，这些国家根据其移民融合和多元文化政策被合并为三个类别：政策最支持的国家（比利时和芬兰）、政策支持程度适中的国家（意大利和葡萄牙）以及政策最不支持的国家（丹麦和斯洛文尼亚）。在一个多组路径模型中，我们证实了大多数关联。正如预期的那样，主流取向在所有类别中都预示着更高的归属感和更好的结果，而学生的族群取向的附加价值仅在某些类别中观察到。根据定居国家之间文化适应氛围和政策的差异对结果进行了讨论。
