The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging

Lade...
Vorschaubild
Dateien
Mok_0-350289.pdf
Mok_0-350289.pdfGröße: 303.37 KBDownloads: 711
Datum
2016
Herausgeber:innen
Kontakt
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
ArXiv-ID
Internationale Patentnummer
Link zur Lizenz
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Open Access Gold
Core Facility der Universität Konstanz
Gesperrt bis
Titel in einer weiteren Sprache
Publikationstyp
Zeitschriftenartikel
Publikationsstatus
Published
Erschienen in
Frontiers in Psychology. 2016, 7, 1071. eISSN 1664-1078. Available under: doi: 10.3389/fpsyg.2016.01071
Zusammenfassung

Past research on ethnic composition effects on migrant and ethnic majority students' performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students' performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students' performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students' reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students' proportion on sense of belonging to school for Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students' proportion on all students' performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students' sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students' sense of belonging. German students' sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed.

Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
150 Psychologie
Schlagwörter
ethnic composition, Turkish migrants, PISA study, reading performance, sense of belonging
Konferenz
Rezension
undefined / . - undefined, undefined
Forschungsvorhaben
Organisationseinheiten
Zeitschriftenheft
Datensätze
Zitieren
ISO 690MOK, Sog Yee, Sarah E. MARTINY, Ilka H. GLEIBS, Melanie KELLER, Laura FROEHLICH, 2016. The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging. In: Frontiers in Psychology. 2016, 7, 1071. eISSN 1664-1078. Available under: doi: 10.3389/fpsyg.2016.01071
BibTex
@article{Mok2016-07-14Relat-34990,
  year={2016},
  doi={10.3389/fpsyg.2016.01071},
  title={The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging},
  volume={7},
  journal={Frontiers in Psychology},
  author={Mok, Sog Yee and Martiny, Sarah E. and Gleibs, Ilka H. and Keller, Melanie and Froehlich, Laura},
  note={Article Number: 1071}
}
RDF
<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/34990">
    <dcterms:rights rdf:resource="http://creativecommons.org/licenses/by/4.0/"/>
    <dc:creator>Martiny, Sarah E.</dc:creator>
    <dc:contributor>Mok, Sog Yee</dc:contributor>
    <dc:rights>Attribution 4.0 International</dc:rights>
    <dc:language>eng</dc:language>
    <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/34990/1/Mok_0-350289.pdf"/>
    <dcterms:title>The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging</dcterms:title>
    <dcterms:issued>2016-07-14</dcterms:issued>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2016-08-09T13:38:14Z</dc:date>
    <dc:creator>Mok, Sog Yee</dc:creator>
    <dc:creator>Keller, Melanie</dc:creator>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43"/>
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/34990"/>
    <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/34990/1/Mok_0-350289.pdf"/>
    <dcterms:abstract xml:lang="eng">Past research on ethnic composition effects on migrant and ethnic majority students' performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students' performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students' performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students' reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students' proportion on sense of belonging to school for Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students' proportion on all students' performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students' sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students' sense of belonging. German students' sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed.</dcterms:abstract>
    <dc:contributor>Martiny, Sarah E.</dc:contributor>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2016-08-09T13:38:14Z</dcterms:available>
    <dc:creator>Froehlich, Laura</dc:creator>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dc:contributor>Froehlich, Laura</dc:contributor>
    <dc:contributor>Gleibs, Ilka H.</dc:contributor>
    <dc:creator>Gleibs, Ilka H.</dc:creator>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43"/>
    <dc:contributor>Keller, Melanie</dc:contributor>
  </rdf:Description>
</rdf:RDF>
Interner Vermerk
xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter
Kontakt
URL der Originalveröffentl.
Prüfdatum der URL
Prüfungsdatum der Dissertation
Finanzierungsart
Kommentar zur Publikation
Allianzlizenz
Corresponding Authors der Uni Konstanz vorhanden
Internationale Co-Autor:innen
Universitätsbibliographie
Nein
Begutachtet
Diese Publikation teilen