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01-11-2012 | Empirical Research

Immigrant Students’ Emotional and Cognitive Engagement at School: A Multilevel Analysis of Students in 41 countries

Auteurs: Ming Ming Chiu, Suet-ling Pong, Izumi Mori, Bonnie Wing-Yin Chow

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 11/2012

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.

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Titel: Immigrant Students’ Emotional and Cognitive Engagement at School: A Multilevel Analysis of Students in 41 countries
Auteurs: Ming Ming Chiu
Suet-ling Pong
Izumi Mori
Bonnie Wing-Yin Chow
Publicatiedatum: 01-11-2012
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 11/2012
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-012-9763-x

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