How immigrant adolescents' self-views in school and family context relate to academic success in Germany

Hannover, Bettina; Morf, Carolyn C.; Neuhaus, Janine; Rau, Melanie; Wolfgramm, Christine; Zander-Musić, Lysann (2013). How immigrant adolescents' self-views in school and family context relate to academic success in Germany. Journal of Applied Social Psychology, 43(1), pp. 175-189. Wiley-Blackwell 10.1111/j.1559-1816.2012.00991.x

Text Hannover, B, Morf, C C, Neuhaus, J, Rau, M, Wolfgramm, C & Zander-Music, L(2013).pdf - Published Version Restricted to registered users only Available under License Publisher holds Copyright. Download (196kB)

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 Germany were less successful: Students who described their self as including both aspects of their ethnic group and Germany, and students who saw themselves predominantly as German, 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.

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