Acculturation as an effective mechanism on immigrant students academic achievement and well-being. An analysis of data of the National Educational Panel Study (NEPS).

在大规模评估结果的背景下，人们可能会质疑德国学校系统是否能够充分履行其对移民学生群体的职能。为了解释为什么与没有移民背景的学生相比，他们的学习成绩一再显示出很差，实证教育研究考察了许多背景变量，这些变量是有移民背景的学生的特征，例如家庭的社会经济资本，家里说的语言，或原籍文化的重要性。然而，在整合背景下考虑这些个体变量的相互作用的研究是缺失的，文化适应理论提供了一个模型，似乎适合于调查个人背景特征的相互作用和可能的影响，关于学校环境。根据对文化适应的研究结果，计划中的研究项目侧重于文化适应的不同方面，它们与学业成绩和/或福祉的相互作用，以及它们对学业成绩和/或福祉发展的影响。特别是，五个问题是要调查。1）什么是主流模式的文化适应取向，在不同类型的学校的德国学校系统？2)文化适应取向和/或文化适应行为（认知、社会）对（a）学业成绩或（B）幸福感有何影响？3)考虑到种族构成或普遍的文化适应取向，文化适应取向和/或文化适应行为（认知、社会）对（a）学业成绩和/或（B）班级幸福感的影响是什么？4)文化适应取向对（a）学业成就或（B）幸福感的发展起中介作用吗？5)在（a）学校级别、（B）学校形式和（c）队列之间可以发现哪些差异？通过分析国家教育小组研究（NEPS，Blossfeld，Roßbach和von Maurice，2011）的数据集，我们试图研究文化适应作为移民学生学业成绩和幸福感的有效机制。 为了调查研究问题和假设，NEPS数据库提供了大量数据，这些数据可作为SPSS统计程序中的数据集使用，并将使用SPSS、R和Mplus软件包进行分析。后一种统计程序特别适用于（多元）回归分析、多水平分析、结构方程模型和潜在增长曲线模型。

Against the background of the findings from large scale assessments it may be questioned as to whether the German school system is able to adequately fulfill its functions for the group of immigrant students. In order to explain their repeatedly shown poor academic achievement compared to students without a migration background, empirical educational research has examined numerous background variables, which are characteristic of students with a migration background, e.g. socioeconomic capital of the family, language spoken at home, or importance of the culture of origin. However, studies that have considered the interactions of these individual variables in an integrative context are missing.The theory of acculturation provides a model which seems appropriate for investigating the interaction of individual background characteristics and possible effects with regard to the school context. Based on findings of research on the acculturation, the planned research project focusses on different dimensions of acculturation, their interplay with academic achievement and/or well-being, as well as their effect on the development of academic achievement and / or well-being. In particular, five questions are to be investigated.1) What are the prevailing patterns of acculturation orientation in different types of schools of the German school system?2) What is the impact of acculturation orientation and / or acculturation behavior (cognitive, social) on (a) academic achievement or (b) well-being?3) What is the impact of acculturation orientation and / or acculturation behavior (cognitive, social) on (a) academic achievement and / or (b) well-being in the class taking into account the ethnic composition or the prevailing acculturation orientation?4) Is the development of (a) academic achievement or (b) the well-being mediated by acculturation orientation?5) What differences can be found between (a) school levels, (b) school forms, and (c) cohort?By analyzing the data sets from the National Educational Panel Study (NEPS, Blossfeld, Roßbach & von Maurice, 2011), we seek to examine acculturation as an effective mechanism on immigrant students academic achievement and well-being. For the investigation of the research questions and hypotheses, the NEPS database provides extensive data, which are available as datasets in the SPSS statistics program and will be analyzed using SPSS, R, and the Mplus software packages. The latter statistical program is particularly suitable for (multiple) regression analysis, multilevel analysis, structural equation models and latent growth curve models.