Immigrant Students' Emotional and Cognitive Engagement at School: A Multilevel Analysis of Students in 41 Countries

Autor/inn/en	Chiu, Ming Ming; Pong, Suet-ling; Mori, Izumi; Chow, Bonnie Wing-Yin
Titel	Immigrant Students' Emotional and Cognitive Engagement at School: A Multilevel Analysis of Students in 41 Countries
Quelle	In: Journal of Youth and Adolescence, 41 (2012) 11, S.1409-1425 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-012-9763-x
Schlagwörter	Immigrants; Student Attitudes; Principals; Teacher Role; Academic Achievement; Student Adjustment; Questionnaires; Administrator Attitudes; Learner Engagement; Student School Relationship; Second Language Learning; Teacher Student Relationship; Cross Cultural Studies + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Schülerverhalten; Principal; Schulleiter; Lehrerrolle; Schulleistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Fragebogen; Schüler-Lehrer-Beziehung; Zweitsprachenerwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural comparison; Kulturvergleich
Abstract	Central to student learning and academic success, the school engagement of immigrant children also reflects their adaptation to a primary institution in their new country. Analysis of questionnaire responses of 276,165 fifteen-year-olds (50% female) and their 10,789 school principals in 41 countries showed that school engagement has distinct, weakly-linked cognitive and emotional components. Native students had weaker attitudes toward school (cognitive engagement) but greater sense of belonging at school (emotional engagement) than immigrant students or students who spoke a foreign language at home. Students with better teacher-student relationships, teacher support or a classroom disciplinary climate often had a greater sense of belonging at school and had better attitudes toward school than other students. While immigrant students often have solid attitudes toward school, teachers can help them feel a greater sense of belonging at school. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10