Veröffentlichungen
Zeitschriftenartikel mit Peer Review (international)
Schwarzenthal, M., Baysu, G., Diemer, M., Juang, L., & Schachner, M.K. (2023). Critical, Active, and Well-Adapted: Antecedents and Consequences of German Adolescents’ Critical Consciousness Profiles. Child Development. (IF: 4,2)
Ceccon, C., Schachner, M. K., Lionetti, F., Pastore, M., Umaña-Taylor, A., & Moscardino, U. (2023). Efficacy of a cultural adaptation of the Identity Project intervention among adolescents attending multiethnic classrooms in Italy: A randomized controlled trial. Child Development. (IF: 4,2)[1]
Juang, L. P., Schachner, M. K., Aral, T., Schwarzenthal, M., Kunyu, D., & Löhmannsröben, H. (2023). Effects of a brief self-affirmation writing intervention among 7th graders in Germany: Testing for variations by heritage group, discrimination experiences and classroom diversity climate. Social Psychology of Education. doi:10.1007/s11218-023-09789-9 . (IF: 2,6)
Veerman, G.-J., Heizmann, B., & Schachner, M. K. (2022). Conditions for cultural belonging among youth of immigrant descent in Germany, the Netherlands, Sweden and the United Kingdom. Comparative analysis of intergroup experiences and classroom contexts. Ethnic and Racial Studies. (IF: 3,2)
Juang, L. P., Umaña-Taylor, A.J., Schachner, M.K., Frisén, A., Hwang, C.P., Moscardino, U., Motti-Stefanidi, F., Oppedal, B., Abdullahi, A.K., Barahona, R., Berne, S., Ceccon, C., Gharaei, N., Ntalachanis, A., Moffitt, U., Pavlopoulos, V., Pevec, S., Sandberg, D.J., Zacharia, A., & Syed, M. (2022). Ethnic-racial identity in Europe: Adapting the Identity Project intervention in five countries. European Journal of Developmental Psychology, Special Issue: Global Challenges in Developmental Psychology. (IF: 2.1)
Ulbricht, J., Schachner, M. K., Civitillo, S., & Noack, P. (2022). Diversity climate and teachers’ intercultural efficacy in multi-ethnic classrooms. Frontiers in Psychology - Educational Psychology; (IF: 2,5).
Schwarzenthal, M., Juang, L. J., Moffitt, U., & Schachner, M. K. (2021). Critical consciousness socialization at school: Classroom climate, perceived societal Islamophobia, and civic engagement among adolescents. Journal of Research on Adolescence; IF: 3,3).
Wenzing, J. M. C., Gharaei, N., Demir, Z., & Schachner, M. K. (2021). Do Parental and Peer Support Protect Adjustment in the Face of Ethnic Discrimination? A Comparison between Refugee Youth and Youth of Immigrant Descent. International Journal of Environmental Research and Public Health, 18, 12016. (IF: 4,6) doi: 10.3390/ijerph182212016
Aral, T., Juang, L., Schachner, M. K., & Schwarzenthal, M. (2022). Cultural diversity approaches in schools and adolescents’ willingness to support refugee youth: The mediating role of social identity inclusiveness. British Journal of Educational Psychology, 92, 772-799. doi: 10.1111/bjep.12458 (IF: 2,5) [1]
[1] Registered report
Kunyu, D. K., Juang, L. P., Schachner, M. K., & Schwarzenthal, M. (2021). Discrimination among youth of immigrant descent in Germany: Do school and cultural belonging weaken links to negative socio-emotional and academic adjustment? Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. doi: 10.1026/0049-8637/a000231 (IF: 0,3)
Juang, L., Moffitt, U., Schachner, M. K., & Pevec, S. (2021). Understanding ethnic-racial identity in a context where “race” is taboo. Identity. doi:10.1080/15283488.2021.1932901 (IF: 1,2)
Schachner, M. K., Schwarzenthal, M., Moffitt, U., Civitillo, S., & Juang, L. (2021). Capturing a nuanced picture of classroom cultural diversity climate: Multilevel and multigroup analyses among secondary school students in Germany. Contemporary Educational Psychology. doi: 10.1016/j.cedpsych.2021.101971 (IF: 2,9)
Kunyu, D. K., Schachner, M. K., Juang, L. P., Schwarzenthal, M., & Aral, T. (2021). Acculturation hassles and adjustment of adolescents of immigrant descent: Testing mediation with a self‐determination theory approach. New Directions for Child and Adolescent Development, 1– 21. doi:10.1002/cad.20408 (IF: 1,3)
Civitillo, S., Juang, L., & Schachner, M. K. (2021). Stressing similarities or ignoring differences? Shedding light into different forms of color-evasive ideology with pre- and in-service teachers. Zeitschrift für Erziehungswissenschaften, 24, 135-153. doi:10.1007/s11618-021-00995-9 (IF: 0,8)
Juang, L.[2], Schachner, M. K.1, Pevec, S.,& Moffitt, U. (2020). The Identity Project intervention in Germany: Creating a climate for reflection, connection, and adolescent identity development. New Directions for Child and Adolescent Development, 173, 65-82. doi: 10.1002/cad.20379 (IF: 1,3)
Juang, L., & Schachner, M.K. (2020). Cultural Diversity, Migration, and Education. Special Section Introduction. International Journal of Psychology, 55, 695-701. doi: 10.1002/ijop.12702 (IF: 1,9)
[1] Registered report
[2] Geteilte Erstautorenschaft
Edele, A., Jansen, M., Schachner, M. K., Schotte, C., Rjosk, C., & Radmann, S. (2020). School track and ethnic classroom composition relate to the mainstream identity of adolescents with immigrant background in Germany, but not their ethnic identity. International Journal of Psychology. doi:10.1002/ijop.12677 (IF: 1,9)
Vietze, J., Schachner, M. K., Juang, L., van de Vijver, A. J. R., & Noack, P. (2020). Juggling expectations in family and school – A longitudinal study of domain-specific acculturation orientations in early adolescence. Journal of Research on Adolescence. doi: 10.1111/jora.12547 (IF: 2,1)
Schwarzenthal, M., Schachner, M. K., Juang, L., & van de Vijver, F. J. R. (2019). Reaping the benefits of cultural diversity in schools: Classroom cultural diversity climate and students’ intercultural competence. European Journal of Social Psychology. doi:10.1002/ejsp.2617 (IF: 2,0)
Vietze, J., Juang, L., & Schachner, M. K. (2019). Peer cultural socialisation: A resource for minority adolescents’ cultural identity, life satisfaction, and school values in Germany. Intercultural Education. doi:10.1080/14675986.2019.1586213 (IF: 0,8)
Schwarzenthal, M., Juang, L., Schachner, M. K., & van de Vijver, F. J. R. (2019). „When birds of a different feather flock together“ – Intercultural socialization in adolescents‘ friendships. International Journal of Intercultural Relations, 72, 61-75. doi:10.1016/j.ijintrel.2019.07.001 (IF: 1,6)
Schachner, M. K., Schwarzenthal, M., van de Vijver, A. J. R., & Noack, P. (2019). How all students can belong and achieve – Effects of the cultural diversity climate amongst students of immigrant and non-immigrant background. Journal of Educational Psychology, 111, 703-716. doi:10.1037/edu0000303 (IF: 5,2)
Civitillo, S., Juang, L., Badra, M., & Schachner, M. K. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education, 77, 341-351. doi: 10.1016/j.tate.2018.11.002 (IF: 2.5)
Brenick, A., Schachner, M. K., & Jugert, P. (2018). Help or hindrance? Minority versus majority cross-ethnic friendships altering discrimination experiences. Journal of Applied Developmental Psychology, 59, 26-35. doi: 10.1016/j.appdev.2018.04.006 (IF: 2.1)
Juang, L., Lee, R. M., Rothman, R., Simpson, J., Titzmann, P., Schachner, M. K., Betsch, C., Korn, L., & Heinemeier, D. (2018). Using an attachment framework to understand adaptation and resilience among migrant and refugee youth: A global perspective. American Psychologist, 73, 97–811. doi: 10.1037/amp0000286. (IF: 5,5)
Civitillo, S., Juang, L., & Schachner, M. K. (2018). Challenging beliefs about cultural diversity in education: A synthesis and critical review of trainings with pre-service teachers. Educational Research Review, 24, 67-83. doi:10.1016/j.edurev.2018.01.003 (IF: 3,8)
Schachner, M. K., Juang, L., Moffitt, U., & van de Vijver, F. J. R. (2018). Schools as acculturative and developmental contexts for youth of immigrant and refugee background. European Psychologist, 23; 44-56. doi: 10.1027/1016-9040/a000312 (IF: 3,4)
Schwarzenthal, M., Schachner, M. K., van de Vijver, A. J. R., & Juang, L. (2018). Equal but different? Effects of Equality/Inclusion and Cultural Pluralism on intergroup outcomes in multiethnic classrooms. Cultural Diversity and Ethnic Minority Psychology, 24, 260-271. doi:10.1037/cdp0000173 ( IF: 2,0)
Schachner, M. K., van de Vijver, F. J. R., & Noack, P. (2018). 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, 38, 352-384. doi: 10.1177/0272431616670991 (IF: 1,6)
Vietze, J., Juang, L., Schachner, M. K., & Werneck, H. (2018). Feeling half-half? – Exploring relational variation of Turkish heritage young adults’ cultural identity compatibility and conflict in Austria. Identities, 8, 60-76. doi: 10.1080/15283488.2017.1410159 (IF: 0,8)
Schachner, M. K., van de Vijver, F. J. R., & Noack, P. (2017). Contextual conditions for acculturation and school-related outcomes of adolescent immigrants – Integrating theory and findings. Online Readings in Psychology and Culture, 8. doi: 10.9707/2307-0919.1142 (IF: -)
Schwarzenthal, M., Juang, L., Schachner, M. K., van de Vijver, A. J. R., & Handrick, A. (2017). From tolerance to understanding: Exploring the development of intercultural competence in multiethnic contexts from early to late adolescence. Journal of Community and Applied Social Psychology, 7, 388-399. doi: 10.1002/casp.2317 (IF: 1,6)
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 (Educational Psychology), 8. doi:10.3389/fpsyg.2017.00649 (IF: 2,5).
He, J., van de Vijver, A. J. R., Fetvadjiev, V. H., Dominguez-Espinosa, A. d. C., Adams, B. G.,…, Schachner, M. K., …(2017). On enhancing cross-cultural comparability of Likert-scale personality and value measures: A comparison of common procedures. European Journal of Personality, 31, 642-657. doi: 10.1002/per.2132 (IF: 4,0)
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).
Civitillo, S., Schachner, M. K., van de Vijver, F. J. R., Juang, L., Handrick, A., & Noack, P. (2017). Towards a better understanding of cultural diversity approaches at school - A multi-informant and mixed-methods study. Learning, Culture and Social Interaction, 12, 1-14. doi: 10.1016/j.lcsi.2016.09.002 (IF: 0,8)
Abubakar, A., van de Vijver, F. J. R., Alonso-Arbiol, I., He, J., Adams, B. G., ..., Schachner, M. K., ... (2016). Measurement invariance of the Brief Multidimensional Student’s Life Satisfaction Scale among adolescents and emerging adults across 23 cultural contexts. Journal of Psychoeducational Assessment, 34, 28-38. doi:10.1177/0734282915611284 (IF: 1,0)
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., Brenick, A., Noack, P., van de Vijver, A. J. R., & Heizmann, B. (2015). Structural and normative conditions for interethnic friendships in multiethnic classrooms. International Journal of Intercultural Relations, 47, 1-12. doi:10.1016/j.ijintrel.2015.02.003 (IF: 1,6)
Schachner, M. K., van de Vijver, A. J. R., & Noack, P. (2014). Family-related antecedents of early adolescent immigrants' psychological and sociocultural school adjustment in Germany. Journal of Cross-Cultural Psychology, 45, 1606-1625. doi:10.1177/0022022114543831 (IF: 1,8)
Ponizovsky, Y., Dimitrova, R., Schachner, M. K., van de Schoot, R. (2012). The Satisfaction With Life Scale: Measurement invariance across immigrant groups. European Journal of Developmental Psychology, 10, 526-532. doi:10.1080/17405629.2012.707778 (IF: 0,8)
Zeitschriftenartikel mit Peer Review (deutschsprachig)
Civitillo, S., Juang, L., Schachner, M., & Börnert, M. (2016). Validierung einer deutschen Version der “Culturally Responsive Classroom Management Self-Efficacy Scale”. Empirische Sonderpädagogik, 3, 279-288.
Hermann, M., Schachner, M. K., & Noack, P. (2012). „Ich bin eigentlich anders.“ Subjektive Konstruktionen ethnischer Identität im Migrationskontext und neue Wege in der psychologischen Akkulturationsforschung. Interculture Journal, 11, 95-116.
Buchkapitel mit Peer Review
Schachner, M. K., Noack, P., & Schwarzenthal, M. (im Druck). Individuals, groups and classrooms – Measuring approaches to cultural diversity in schools. In Michael Bender & Byron G. Adams (Hrsg.), Methods make it and break it – the role of assessment for the study of culture. Cambridge, UK: Cambridge University Press.
Brenick, A., Schachner, M. K., Carvalheiro, D., & Karr, E. (2019). (No) space for prejudice! Varied forms of negative outgroup attitudes and ethnic discrimination and how they develop or can be prevented in the classroom. In Desiree Qin, Hiram Fitzgerald, Deborah Johnson & Francisco Villareaul (Hrsg.), Children and prejudice. New York, N.Y.: Springer Publishing.
Abubakar, A, Schachner, M. K., Aydinli-Karakulak, A., Alonso-Arbiol, I., Martinez-Fernandez, V., Kachama, M., & Shauri,H. (2016). Family connectedness and its association with psychological well-being among emerging adults across four cultural contexts. In Frosso Motti, Silvia Koller, Suman Verma und Anne Petersen (Hrsg.), Positive youth development in global contexts of social and economic change. New York, N.Y.: Routledge.
Veröffentlichungen in Konferenzbänden mit Peer Review
Schachner, M. K., van de Vijver, A. J. R., Brenick, A., & Noack, P. (2017). Who is friends with whom? –Patterns of inter- and intraethnic friendships of mainstream and immigrant early adolescents in Germany. In Patrick Denoux, Christine Roland-Lévy, und Colette Sabatier (Hrsg.) Unity, diversity and culture. Reims, Frankreich: International Association of Cross-Cultural Psychology.
Schachner, M. K., van de Vijver, F. J. R., & Noack, P. (2014). Characteristics of the country of origin and immigrant children’s psychological and sociocultural school adjustment. In Leon Jackson, Deon Meiring, Erhabor Idemudia, und Fons van de Vijver (Hrsg.), Toward sustainable development through nurturing (or appreciating) diversity. Stellenbosch, Südafrika: International Association of Cross-Cultural Psychology.
Schachner, M. K., Robertson, T., van de Vijver, F. J. R., Funke, F., & Brzezinska, D. (2013). Does tolerance reflect a more inclusive self-construal? A comparison of Poland, East and West Germany. In Y. Kashima, E. Kashima und R. Beatson (Hrsg.), Steering the cultural dynamics: Selected papers from the 2010 Congress of the International Association for Cross-Cultural Psychology. Melbourne, Australien: International Association for Cross-Cultural Psychology.
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