Immigrant Students’ Emotional and Cognitive Engagement at School: A Multilevel Analysis of Students in 41 countries |
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Authors: | Ming Ming Chiu Suet-ling Pong Izumi Mori Bonnie Wing-Yin Chow |
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Institution: | 1. University at Buffalo, State University of New York, Buffalo, NY, USA 2. Pennsylvania State University, University Park, PA, USA 3. City University of Hong Kong, Hong Kong, China
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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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