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Forschung

Auswahl neuester Publikationen

Schachner, M. K., Juang, L., & Moffitt, U., van de Vijver, F. J. R. (in press). Schools as acculturative and developmental contexts for youth of immigrant and refugee background. (Eds., Frosso Motti-Stefanidi & Katariina Salmela-Aro), Immigrant and refugee youth acculturation and development: Issues, challenges and resources. European Psychologist. (IF: 3.4)

Juang, L., Lee, R. M., Rothman, R., Simpson, J., Titzmann, P., Schachner, M. K., … (in press). Using an attachment framework to understand adaptation and resilience among migrant and refugee youth: A global perspective. (Eds., José M. Causadias, Adriana J. Umaña-Taylor & Jacquelynne S. Eccles), New directions for developmental science on marginalized youth. American Psychologist. (IF: 5.5)

Civitillo, S., Juang, L., & Schachner, M. K. (in press). Challenging cultural diversity beliefs in teacher education: A systematic review of the literature. Educational Research Review. (IF: 3.8)

Schachner, M. K., He, J., Heizmann, B., & van de Vijver, F. J. R. (2017). Acculturation orientations and school adjustment of immigrant youth in six European countries – Findings from PISA 2012. Frontiers in Psychology, 8. doi:10.3389/fpsyg.2017.00649 (IF: 2.5).

Schwarzenthal, M., Schachner, M. K., van de Vijver, A. J. R., & Juang, L. (2017). Equal but different? Effects of Equality/Inclusion and Cultural Pluralism on intergroup outcomes in multiethnic classrooms. Cultural Diversity and Ethnic Minority Psychology. doi: 10.1037/cdp0000173 (IF: 2.0)

Schachner, M. K. (2017). From equality and inclusion to cultural pluralism – evolution and effects of cultural diversity perspectives in education. European Journal of Developmental Psychology. doi:10.1080/17405629.2017.1326378 (IF: 0.8).

Schachner, M. K., Noack, P., van de Vijver, F. J. R. & Eckstein, K. (2016). Cultural diversity climate and psychological adjustment at school – Equality and inclusion versus cultural pluralism. Child Development. 87, 1175-1191. doi:10.1111/cdev.12536 (IF: 4.2)

Schachner, M. K., van de Vijver, F. J. R., & Noack, P. (2016). Acculturation and school-related outcomes of early-adolescent immigrant boys and girls in Germany – Conditions in school, family, and ethnic group. Journal of Early Adolescence. doi: 10.1177/0272431616670991 (IF: 1.6)

Zur kompletten Publikationsliste

Drittmittel für Forschung

Sachbeihilfe für ein Forschungsprojekt (120.000,00 CHF; Antragstellerin) durch die Jacobs-Stiftung zur Durchführung des Projekts “Cultural diversity approaches in schools and their implications for student achievement and adjustment“ (Mitantragstellerinnen: Dr. Aileen Edele, FU Berlin, und Dr. Gülseli Baysu, Kadir Has University Istanbul); 02/2018 – 01/2021

Sachbeihilfe für ein Forschungsprojekt  (386.524,00€; Mitantragstellerin & Co-PI) durch die Deutsche Forschungsgemeinschaft (DFG) zur Durchführung des Projekts “Short-term and long-term effects of a culture-specific self-affirmation intervention to promote school adjustment of adolescents of migrant and refugee backgrounds” (PI: Prof. Linda Juang, Universität Potsdam); 07/2017 - 06/2020

Sachbeihilfe für Forschungskollaboration mit den USA (3.977,23€; Hauptantragstellerin) durch das Ko-UP-Programm der Universität Potsdam zur Durchführung des Projekts “The development of intergroup relations in the classroom: Understanding context, child characteristics, and consequences” (Mitantragstellerin: Dr. Alaina Brenick, University of Connecticut); 02/2017 - 09/2017

Preise

Early Career Award der International Academy for Intercultural Research, verliehen in New York, USA, 06/2017

Harry and Pola Triandis Doctoral Thesis Award (Finalistin – Top 3) der International Association of Cross-Cultural Psychology, verliehen in Nagoya, Japan, 07/2016

George Butterworth Young Scientist Award der European Association of Developmental Psychology (EADP), verliehen in Braga, Portugal, 09/2015

Best Poster Award (2. Platz), verliehen am Biennial Meeting der European Association for Developmental Psychology (EADP) in Lausanne, Schweiz, 09/2013 (finanziert durch die Jacobs Stiftung)

Peter Caws Price für die beste Masterarbeit der School of Social Sciences, Brunel University, London, UK, 06/2009