Abstract
The focus of this paper is to close the research gap regarding the development and determinants of intercultural competences (IC) by analyzing the components of IC and student characteristics based on representative data of TIMSS 2015 (n = 2248). Results show that many fourth graders express highly positive IC, with the most positive self-reports occurring in the component of “openness”. 24% of variance in IC can be explained by the covariates, which—with the exception of gender and prosocial behavior—all show significant relationships with IC. The results suggest that migration backgrounds and multilingualism should be seen as a special resource for the development of IC.
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