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

• NCJ Number: 241937
• Journal: Journal of Youth and Adolescence Volume: 41 Issue: 11 Dated: November 2012 Pages: 1409-1425
• Author(s): Ming Ming Chiu; Suet-Ling Pong; Izumi Mori; Bonnie Wing-Yin Chow
• Date Published: November 2012
• Length: 17 pages
• Sponsoring Agency: Spencer Foundation
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This study examined school engagement of immigrant children.

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 percent 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. Abstract published by arrangement with Springer.