Journal of Youth and Adolescence
Volume 41, Issue 11, 2012, Pages 1409-1425

Immigrant Students' Emotional and Cognitive Engagement at School: A Multilevel Analysis of Students in 41 countries (Article)

Chiu M.M. , Pong S.-l. , Mori I. , Chow B.W.-Y.
  • a University at Buffalo, State University of New York, Buffalo, NY, United States
  • b Pennsylvania State University, University Park, PA, United States
  • c Pennsylvania State University, University Park, PA, United States
  • d City University of Hong Kong, Hong Kong, Hong Kong

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. © 2012 Springer Science+Business Media, LLC.

Author Keywords

Sense of belonging immigrants International comparisons Attitude toward school Student engagement

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84867671348&doi=10.1007%2fs10964-012-9763-x&partnerID=40&md5=dca914c696d391348c8a29ebaef4a8d9
DOI: 10.1007/s10964-012-9763-x
ISSN: 00472891
Cited by: 33
Original Language: English