New publication in Pädagogische Psychologie

The article “The role of the family for succeeding in late primary school: Comparing first generation-, second generation-, and non-immigrant students” was written by Sebastian N. T. Vogel, Justine Stang-Rabrig, Philipp Jugert, Birgit Leyendecker and Nele McElvany. The study, which was conducted as part of the joint project on the integration of refugee and newly immigrated children in schools, examines various dimensions of school success, reading skills, grades, transition recommendations and well-being among children with their own immigration experience, children with immigrant parents and children from families without a history of immigration, as well as the role of various family characteristics in these different dimensions of success.
The results indicate that immigrant children in particular experience disadvantages in terms of performance-related measures, while the well-being of all learners was comparable. In addition to generally positive correlations between family characteristics such as shared educational aspirations and joint parent-child reading for various aspects of school success, specific positive associations were found with regard to well-being in the group of immigrant children. The study thus emphasises the important protective role of the family, but also illustrates that, depending on migration history, specific intra-family mechanisms can support positive outcomes for learners in various dimensions.

To the article: Article in Zeitschrift für Pädagogische Psychologie