School Engagement Trajectories of Immigrant Youth: Risks and Longitudinal Interplay with Academic Success

Autor/inn/en	Motti-Stefanidi, Frosso; Masten, Ann; Asendorpf, Jens B.
Titel	School Engagement Trajectories of Immigrant Youth: Risks and Longitudinal Interplay with Academic Success
Quelle	In: International Journal of Behavioral Development, 39 (2015) 1, S.32-42 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025414533428
Schlagwörter	Immigrants; Student School Relationship; Attendance; Middle School Students; Academic Achievement; Risk; Longitudinal Studies; Low Achievement; Student Behavior; Well Being; Learner Engagement; Foreign Countries; Developmental Stages; Teacher Attitudes; Social Status; Statistical Analysis; Questionnaires; Grade Point Average; Greece (Athens) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Schüler-Lehrer-Beziehung; Anwesenheit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Risiko; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unterdurchschnittliche Leistung; Student behaviour; Schülerverhalten; Well-being; Wellness; Wohlbefinden; Ausland; Lehrerverhalten; Sozialer Status; Statistische Analyse; Fragebogen
Abstract	We examined behavioral school engagement trajectories of immigrant and non-immigrant early adolescents in relation to their academic achievement. Data were based on teacher judgments and school records. Students from immigrant families living in Greece and their non-immigrant classmates (N = 1057) were assessed over the three years of middle school (ages 13 to 15). Academic achievement influenced later school engagement more strongly than vice versa for both immigrant and non-immigrant students. Low achievement, being an immigrant student and social adversity were found to be risk factors for the initial level of behavioral engagement. An overall increase in students' absenteeism over the course of the study was stronger for immigrant students. The immigrant status effect was due to immigrant students' lower achievement. The results suggest that immigrant youth may disengage from school to protect themselves from academic failure. This would also be a plausible explanation for earlier findings that immigrant and non-immigrant students do not differ in psychological well-being, even though immigrant students have significantly lower academic achievement. Implications for interventions to promote academic achievement and to prevent disengagement in immigrant students are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10