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How immigrant adolescents' self‐views in school and family context relate to academic success in G ermany
Author(s) -
Hannover Bettina,
Morf Carolyn C.,
Neuhaus Janine,
Rau Melanie,
Wolfgramm Christine,
ZanderMusić Lysann
Publication year - 2013
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.2012.00991.x
Subject(s) - ethnic group , immigration , residence , psychology , german , context (archaeology) , social psychology , test (biology) , academic achievement , developmental psychology , sociology , demography , political science , paleontology , archaeology , biology , anthropology , law , history
Immigrants' sense of self can be derived both from being members of their ethnic in‐group and their country of residence. We examined how the ways in which immigrant adolescents integrate these self‐views in relation to academic success in German schools. Students describe themselves at school and when with family. Using a standardized literacy performance test, analyses revealed that immigrants whose school‐related self‐view did not include G ermany were less successful: Students who described their self as including both aspects of their ethnic group and G ermany, and students who saw themselves predominantly as G erman, outperformed students with purely ethnic school‐related selves. As expected, though, an ethnic family‐related self‐view did not have a negative impact on scholastic achievements.