Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?

Feliciano Veiga*, Isabel Festas, Óscar F. García, Íris Martins Oliveira, Carlota Veiga, Conceição Martins, Filomena Covas, Nuno A. Carvalho

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

26 Citations (Scopus)

Abstract

Student engagement in school needs to be considered when comparing immigrant and native students, particularly at a time of increasing migratory movements throughout the world. Differences in cognitive, affective, behavioral, and agentic student engagement dimensions were examined for students with immigrant and native parents, and for early and middle adolescence. A four-dimensional measure of student engagement was completed by 643 students (52.7% women). Results indicated that: students with native parents present higher cognitive and agentic engagement than students with immigrant parents; early adolescents are more cognitively engaged than middle adolescents; early adolescents with native parents present higher cognitive engagement than early adolescents with immigrant parents and middle adolescents. These results contribute to knowledge advancement, enhancing the understanding of student engagement with immigrant and native parents during early and middle adolescence, which might stimulate additional research moving towards a more inclusive school. Based on the findings and conclusions from this study, possibilities for future research and political-educational recommendations are presented.
Original languageEnglish
Pages (from-to)11902-11916
Number of pages15
JournalCurrent Psychology
Volume42
Issue number14
DOIs
Publication statusPublished - May 2023

Keywords

  • Age differences in adolescence
  • Immigration
  • Inclusion
  • Student engagement

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