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Fons J. R. van de Vijver
North-West University
Ethnic groupPsychologyCross-culturalPolitical scienceSocial psychology
35Publications
3H-index
40Citations
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Publications 46
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#1AyŞe Şafak-AyvazoĞlu (Tilburg University)
Last. Kutlay YaĞmur (Tilburg University)
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#2Linda P. JuangH-Index: 22
Last. Fons J. R. van de VijverH-Index: 2
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#1Miriam Schwarzenthal (University of Potsdam)H-Index: 2
#2Maja K. Schachner (University of Potsdam)H-Index: 10
Last. Fons J. R. van de VijverH-Index: 3
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Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color-evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine-Westphalia (N = 631, M = 13.69 years, 49% of immigrant background) and Berlin (N = 1,335, M = 14.69 years, 52% of immigrant background) in Germa...
4 CitationsSource
#1Filiz Kunuroglu (Izmir Kâtip Çelebi University)H-Index: 2
#2Fons J. R. van de Vijver (Tilburg University)H-Index: 3
Last. Kutlay Yagmur (Tilburg University)H-Index: 12
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ABSTRACTThis article investigates the perceptions of mainstream Turks in Turkey towards Turkish (re)migrants from West European countries. It seeks to gain insight into themes and issues emerging i...
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#1Jana Vietze (University of Potsdam)
#2Maja K. Schachner (University of Potsdam)H-Index: 10
Last. Peter Noack (FSU: University of Jena)H-Index: 23
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We examined how perceived acculturation expectations from parents and school, and ethnic discrimination predicted early adolescents’ heritage and mainstream acculturation orientations at home (private domain) and in school (public domain) one year later. We surveyed 263 early adolescents of immigrant background in Germany (Mage = 10.44 years, 60% female). Multigroup path analyses revealed that perceived acculturation expectations and ethnic discrimination were more strongly related to adolescent...
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#1Serkan Arikan (Boğaziçi University)H-Index: 3
#1Serkan Arikan (Boğaziçi University)
Last. Kutlay Yagmur (Tilburg University)H-Index: 12
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The few studies on the achievement differences of mainstream and immigrant primary school students in large-scale assessments point to an achievement gap in many subject areas, with immigrant students trailing mainstream students. A recurrent methodological problem of these studies is that the two student groups do not come from comparable backgrounds. This study examined the Trends in International Mathematics and Science Study (TIMSS) math achievement of 4th grade mainstream and immigrant stud...
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#1Rachel Maina (UoN: University of Nairobi)H-Index: 1
#2Amina Abubakar (Wellcome Trust)H-Index: 19
Last. Manasi Kumar (UoN: University of Nairobi)H-Index: 10
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Objective In sub Saharan Africa one of the key challenges in assessment using neuropsychological tools has been the lack of adequately validated and easily implementable measures. This study will translate into English, adapt and standardize the Computerized Battery for Neuropsychological Evaluation of Children (BENCI). The BENCI battery will be adapted using back-translation design, comprehensive cultural adaptation and standardized in a case–control study involving two groups of children: HIV ...
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#2Maja K. SchachnerH-Index: 10
Last. Fons J. R. van de VijverH-Index: 2
view all 4 authors...
Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color‐evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine‐Westphalia (N = 631, Mage = 13.69 years, 49% of immigrant background) and Berlin (N = 1,335, Mage = 14.69 years, 52% of immigrant background) in...
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