Erwartungen an den Grundschulübergang bei Schülern mit türkischem Migrationshintergrund: Eine Analyse übergangsbezogener positiver und negativer Emotionen
Johanna Hildebrandt
Cite this publication as
Johanna Hildebrandt, Erwartungen an den Grundschulübergang bei Schülern mit türkischem Migrationshintergrund: Eine Analyse übergangsbezogener positiver und negativer Emotionen (27.04.2024), Beltz Juventa, 69469 Weinheim, ISSN: 1436-1957, 2014 #3, S.297
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Descripción / Abstract
Emotionen bezüglich des bevorstehenden Grundschulübergangs gelten als eine relevante Ressource der Übergangsbewältigung. Der vorliegende Beitrag geht der Frage nach, inwieweit Schüler türkischer Herkunft sich von Schülern ohne Migrationshintergrund in negativen (Bedrohung) und positiven prospektiven Emotionen (Herausforderung) unterscheiden und welche Rolle hierbei den Schulleistungen und dem schulischen Selbstvertrauen zukommt. Es wurden N = 2995 Grundschüler der vierten Klassenstufe (davonN = 332 Schüler mit türkischem Migrationshintergrund) auf Grundlage der in TIMSS 2007 (Trends in International Mathematics and Science Study) integrierten Studie ÜBERGANG untersucht. Schüler türkischer Herkunft äußerten mehr negative übergangsbezogene Emotionen. Diese ließen sich partiell durch Schulleistungen und das schulische Selbstvertrauen erklären. So stellten sich hinsichtlich der übergangsbezogenen Emotionen die geringeren Schulleistungen als Nachteil und das höhere schulische Selbstvertrauen als Ressource für Schüler mit türkischem Migrationshintergrund heraus. Erklärungen für einen spezifisch ethnischen Herkunftseffekt werden abschließend diskutiert.
Schlüsselwörter: Übergang, TIMSS, Grundschule, Emotionen, Selbstkonzept, Migrationshintergrund
Emotions are considered important for wether or not students can to cope with the transition from elementary to secondary school. This study focuses on the question whether there are differences between students of Turkish descent and German students in their emotions concerning the transition and how they can be explained by the academic self-confidence and academic achievement. Analyses in this paper are based on data from the German Transition Study, which is part of the Trends in International Mathematics and Science Study (TIMSS) 2007, in which N = 2995 fourth graders were analyzed (N = 332 Students of Turkish descent). Students of Turkish descent showed more negative emotions concerning the transition to the secondary school level. The differences could partially be explained by the academic self-confidence and academic achievement. Here, their comparatively lower academic achievement penalized these students. However, their superior academic self-confidence proved to be a resource for coping with the transition. The negative emotions students of Turkish descent associate with the transition will be discussed.
Keywords: transition, TIMSS, elementary school, emotion, self-concept, migration
Schlüsselwörter: Übergang, TIMSS, Grundschule, Emotionen, Selbstkonzept, Migrationshintergrund
Emotions are considered important for wether or not students can to cope with the transition from elementary to secondary school. This study focuses on the question whether there are differences between students of Turkish descent and German students in their emotions concerning the transition and how they can be explained by the academic self-confidence and academic achievement. Analyses in this paper are based on data from the German Transition Study, which is part of the Trends in International Mathematics and Science Study (TIMSS) 2007, in which N = 2995 fourth graders were analyzed (N = 332 Students of Turkish descent). Students of Turkish descent showed more negative emotions concerning the transition to the secondary school level. The differences could partially be explained by the academic self-confidence and academic achievement. Here, their comparatively lower academic achievement penalized these students. However, their superior academic self-confidence proved to be a resource for coping with the transition. The negative emotions students of Turkish descent associate with the transition will be discussed.
Keywords: transition, TIMSS, elementary school, emotion, self-concept, migration