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ERIC Number: ED204445
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Psychosocial Effects of Desegregation in Germany.
Schwarzer, Ralf; Schwarzer, Christine
A study was conducted to determine the differences between integrated and separated schools in the perception of the learning environment and subjective well being for Spanish children living in Germany. Two hypotheses were tested: (1) there are positive psychological effects for Spanish children in integrated schools; and (2) Spanish students in separated schools do not suffer unfavorable comparisons and therefore benefit from positive psychological effects. These two predictions emerge from environmental press theory and the reference group theory. A sample of 280 students (ages 10 to 15) responded to a questionnaire measuring various psychosocial effects of schooling including pressure to achieve. The findings of the study support the environmental press theory. Segregated Spanish students perceive more academic pressure, are more test anxious, and less confident than desegregated students. Desegregation seems to be adequate in providing foreign students with stimulating learning environments. (Author/APM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Germany; Guest Workers; Spaniards
Note: Paper presented at the Annual Convention of the American Educational Research Association (Los Angeles, CA, 1981).