Journal of Psychologists and Counsellors in Schools
Volume 27, Issue 1, 2017, Pages 24-36
Academic Achievement among Recently Arrived Chinese Adolescent Migrants: The Role of Social Support, School Belonging, and Acculturative Stress (Article)
Ho N.K.N. ,
Schweitzer R.D.* ,
Khawaja N.G.
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a
School of Psychology and Counselling, Queensland University of Technology, Victoria Park Road, Brisbane, QLD 4059, Australia
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b
School of Psychology and Counselling, Queensland University of Technology, Victoria Park Road, Brisbane, QLD 4059, Australia
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c
School of Psychology and Counselling, Queensland University of Technology, Victoria Park Road, Brisbane, QLD 4059, Australia
Abstract
Factors contributing to academic achievement among recently arrived Chinese adolescents in Australia remain relatively underexplored. Previous studies focused on Asian migrants, including Chinese, but did not distinguish Chinese from other Asian migrants. The current study specifically looks at Chinese migrants who have recently arrived, as opposed to Asian migrants. This study aims to explore the role of social support, school belonging, and acculturative stress on academic achievement of recently arrived Chinese adolescents (n = 55). Questionnaires were administered to this sample. The results indicated that school belonging, interestingly, was negatively associated with academic achievement. Perceived social support and acculturative stress were not significantly associated with academic achievement. The findings provide insights into risk and protective factors influencing academic achievement of Chinese migrants. Implications of the findings are discussed. Copyright © The Author(s) 2016.
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Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85046695868&doi=10.1017%2fjgc.2016.4&partnerID=40&md5=18a67884083f04738954af93dd3853fa
DOI: 10.1017/jgc.2016.4
ISSN: 20556365
Cited by: 1
Original Language: English