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Acculturation and School Adjustment of Immigrant Youth in Six European Countries: Findings from the Programme for International Student Assessment (PISA)

机译：欧洲六个国家的移民青年的文化适应和学校调整：国际学生评估计划（PISA）的发现

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School adjustment determines long-term adjustment in society. Yet, immigrant youth do better in some countries than in others. Drawing on acculturation research (; ) and self-determination theory (), we investigated indirect effects of adolescent immigrants’ acculturation orientations on school adjustment (school-related attitudes, truancy, and mathematics achievement) through school belonging. Analyses were based on data from the Programme for International Student Assessment from six European countries, which were combined into three clusters based on their migrant integration and multicultural policies: Those with the most supportive policies (Belgium and Finland), those with moderately supportive policies (Italy and Portugal), and those with the most unsupportive policies (Denmark and Slovenia). In a multigroup path model, we confirmed most associations. As expected, mainstream orientation predicted higher belonging and better outcomes in all clusters, whereas the added value of students’ ethnic orientation was only observed in some clusters. Results are discussed in terms of differences in acculturative climate and policies between countries of settlement.
机译：学校的调整决定了社会的长期调整。但是，在某些国家，移民青年的表现要好于其他国家。借助适应性研究（;）和自决理论（），我们通过学校归属调查了青少年移民的适应性取向对学校适应（与学校相关的态度，逃学率和数学成绩）的间接影响。分析基于来自六个欧洲国家的国际学生评估计划的数据，这些数据根据他们的移民融合和多元文化政策分为三类：政策支持程度最高的国家（比利时和芬兰），政策支持程度中等的国家（意大利和葡萄牙）以及政策最不支持的国家（丹麦和斯洛文尼亚）。在多组路径模型中，我们确认了大多数关联。不出所料，主流取向预示着所有群体的归属感都将得到提高，而更好的结果，而学生种族取向的附加值仅在某些群体中得到观察。讨论结果的依据是定居点国家之间的适应性气候和政策差异。

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