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Publikation Testing concurrent validity and group-differences of a four-dimensional assessment of attitudes toward mutual acculturation(11/2022) Sidler, PetraAcculturation attitudes commonly focus on minority and majority attitudes toward minority acculturation. However, because acculturation is a mutual process, not only are members of minority or migrant groups expected to experience acculturation, but members of the majority also are. In this study, I assessed the attitudes of 375 minority and majority students (Mage = 12.67 years, SD = 0.69, range 11–15, 46% female) in Swiss secondary schools toward (a) migration background students’ heritage culture maintenance and (b) dominant culture adoption, (c) majority students’ acquisition of cultural knowledge, and (d) schools’ endorsement of intercultural contact. This study extends the validation of the four-dimensional measurement of attitudes toward mutual acculturation (Sidler et al., 2021) through assessing group-specific differences of each dimension and through exploring the relationship of each dimension with school adjustment. The results indicated group-specific differences only within the heritage culture maintenance dimension, which is more important for second generation students. As no further group differences in relation to the four dimensions were found, these findings indicate their equal importance for minority as well as majority students and thus demonstrate the importance of a mutual acculturation framework for students independently of their migration background and nationalities. Additionally, significant positive relationships with teacher support, self-efficacy, self-esteem, and self-determination were found for each dimension except dominant culture adoption. These results strengthen the concurrent validity of this four-dimensional assessment of mutual acculturation within the school context, as 3 out of 4 dimensions were significantly linked to psychological adjustment and teacher support.04B - Beitrag KonferenzschriftPublikation Minority and majority adolescents’ attitudes toward mutual acculturation and its association with psychological adjustment(Springer, 06.04.2022) Sidler, Petra; Baysu, Gülseli; Kassis, Wassilis; Janousch, Clarissa; Chouvati, Raia; Govaris, Christos; Graf, Ulrike; Rietz, ChristianAlthough acculturation is considered a mutual process, no measure assesses attitudes toward mutual acculturation. Through a novel four-dimensional measurement, this study addresses this research gap by assessing attitudes toward minority and majority acculturation and its relation to psychological adjustment for immigrant-background minority and non-immigrant majority adolescents in public secondary schools in three European countries: in Germany (n = 346, 46% female, Mage = 12.78 years, range 11–16), Greece (n = 439, 56% female, Mage = 12.29 years, range 11–20), and Switzerland (n = 375, 47% female, Mage = 12.67 years, range 11–15). Latent profile analyses led to three distinct acculturation profiles in all three countries: strong and mild mutual integration profiles, where both migrant and majority students are expected to integrate, and a third profile assuming lower responsibility upon the majority. Additionally, those in the strong- and mild-integration profiles reported stronger psychological adjustment than those assuming lower responsibility upon the majority, which held for all students in Switzerland and mostly for those without a migration background in Germany. The findings demonstrate the importance of a mutual acculturation framework for future research. Moreover, as most adolescents fit in with one of the mutual integration patterns, findings stress that no matter their migration background, adolescents favor mutual integration including the expectation on schools to enhance intercultural contact.01A - Beitrag in wissenschaftlicher Zeitschrift