Individually Endorsed and Socially Shared Normative Beliefs on Acculturation: Resources and Risk Factors for Academic and Psychosocial Adjustment in Mid-Adolescence

Autor/inn/en	Baumert, Jürgen; Jansen, Malte; Becker, Michael; Neumann, Marko; Köller, Olaf; Maaz, Kai
Titel	Individually Endorsed and Socially Shared Normative Beliefs on Acculturation: Resources and Risk Factors for Academic and Psychosocial Adjustment in Mid-Adolescence
Quelle	In: Journal of Educational Psychology, 115 (2023) 4, S.589-608 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Becker, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000779
Schlagwörter	Secondary School Students; Grade 9; Grade 10; Foreign Countries; Acculturation; Beliefs; Risk; Academic Achievement; Student Adjustment; Behavior Standards; Adolescent Development; Social Attitudes; Academic Aspiration; Occupational Aspiration; School Attitudes; Learning Motivation; Self Esteem; Life Satisfaction; Emotional Experience; Psychological Characteristics; Social Adjustment; Well Being; Diversity (Institutional); Cognitive Tests; Germany; Cognitive Abilities Test + Suchen Sie Ihr Suchwort? Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Akkulturation; Belief; Glaube; Risiko; Schulleistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Social attidude; Soziale Einstellung; Berufsneigung; Berufsziel; Motivation for studies; Lernmotivation; Self-esteem; Selbstaufmerksamkeit; Lebensvollendung; Soziale Anpassung; Well-being; Wellness; Wohlbefinden; Kognitiver Fähigkeitstest; Deutschland
Abstract	This article examines the extent to which normative beliefs on acculturation constitute (a) individual resources and risk factors for adolescents facing developmental tasks and (b) institutional norms that define developmental milieus in secondary schools. To what extent do egalitarianism, multiculturalism, assimilationism, and segregationism help or hinder academic and psychosocial adjustment in mid-adolescence? We examined how both individually endorsed beliefs and socially shared beliefs at the 10th-grade cohort level relate to students' academic performance, educational and occupational aspirations, motivational and emotional attachment to school, self-esteem, and life satisfaction. Data came from a random sample of 15- to 17-year-olds in Berlin, Germany, assessed at the end of Grades 9 and 10 (N = 1,992). Multivariate analyses identified egalitarianism and multiculturalism as the most prevalent acculturation beliefs, forming a combined belief pattern that pairs recognition of equality with respect for diversity. At the individual level, this belief pattern was positively related to academic and psychosocial adjustment. Assimilationism beliefs were associated with higher motivational and emotional attachment to school in both minority and majority students. Segregationism beliefs were associated with higher self-esteem in all adolescents regardless of background, but with lower levels of academic performance in immigrant youth. At the grade cohort level, a single bipolar factor (egalitarianism/multiculturalism vs. assimilationism/segregationism) described the institutional diversity culture. An environment characterized by egalitarianism/multiculturalism beliefs was positively associated with motivational and emotional attachment to school but not related to academic adjustment or psychological well-being. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01