Ethnically based rejection sensitivity and academic achievement: The danger of retracting into one's heritage culture.

Autor/inn/en	Wolfgramm, Christine; Morf, Carolyn C.; Hannover, Bettina
Titel	Ethnically based rejection sensitivity and academic achievement: The danger of retracting into one's heritage culture. Gefälligkeitsübersetzung: Ethnienbasierte Abweisungsempfindlicheit und Schulleistungen: Die Gefahr Zurückziehens in die Herkunftskultur.
Quelle	In: European journal of social psychology, 44 (2014) 4, S. 313-326 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0046-2772; 1099-0992
DOI	10.1002/ejsp.2018
Schlagwörter	Peer-Beziehungen; Soziale Anerkennung; Selbstkonzept; Selbstwertgefühl; Sekundarbereich; Schüler; Schülerin; Einwanderung; Ethnische Identität; Leistung; Mehrheit; Gruppe (Soz)
Abstract	Studied the links between ethnically based rejection sensitivity and academic achievement in German and Swiss adolescents. 936 9th-graders, who were either immigrants or children of immigrants, completed a 4-item school-related rejection sensitivity scale (Rejection Sensitivity - Race Scale); a Contingencies of Self-Worth Scale for academic competencies, social identity, and cultural contingency; questions regarding majority group and other friends; questions regarding language spoken with family and friends; and the PISA 2000 reading literacy test. Results from multilevel analyses showed that ethnically based rejection sensitivity was negatively linked to academic achievement. The higher the student rated their contingency of cultural self-worth, the lower their performance. In contrast, a higher number of native majority group friends was linked to higher performance levels. Rejection sensitivity was higher overall in Germany than in Switzerland and highest in each country for the largest minority there. In conclusion, it appears that concerns with rejection based on one's ethnicity leads to decreased contact with majority group members and reduced academic performance. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3