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制度是否能够充分履行其对移民学生群体的职能。为了解释与没有移民背景的学生相比，他们一再表现出较差的学习成绩，实证教育研究检查了许多背景变量，这些变量是具有移民背景的学生的特征，例如家庭的社会经济资本，家中使用的语言或原籍文化的重要性。然而，缺乏考虑这些个体变量在综合背景下相互作用的研究。文化适应理论提供了一个模型，似乎适合于研究个人背景特征的相互作用以及对学校环境的可能影响。基于对文化适应的研究结果，计划研究项目侧重于文化适应的不同维度，它们与学业成就和/或幸福感的相互作用，以及它们对学业成就和/或幸福感发展的影响。具体来说，有五个问题需要调查。1)在德国学校系统的不同类型的学校中，文化适应倾向的主要模式是什么？2)文化适应取向和/或文化适应行为（认知的、社会的）对(a)学业成就或(b)幸福感的影响是什么？3)考虑到种族构成或主流文化适应取向，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) (a)学业成就或(b)幸福感的发展是否受文化适应取向的中介？5)在(a)学校水平，(b)学校形式和(c)队列之间可以发现什么差异？通过分析国家教育小组研究（NEPS, Blossfeld, Roßbach & von Maurice, 2011）的数据集，我们试图检验文化适应作为移民学生学业成绩和幸福感的有效机制。对于研究问题和假设的调查，NEPS数据库提供了广泛的数据，这些数据可以作为SPSS统计程序中的数据集，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.