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.
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.
- Content Type Journal Article
- Category Empirical Research
- Pages 1-17
- DOI 10.1007/s10964-012-9763-x
- Authors
- Ming Ming Chiu, University at Buffalo, State University of New York, Buffalo, NY, USA
- Suet-ling Pong, Pennsylvania State University, University Park, PA, USA
- Izumi Mori, Pennsylvania State University, University Park, PA, USA
- Bonnie Wing-Yin Chow, City University of Hong Kong, Hong Kong, China
- Journal Journal of Youth and Adolescence
- Online ISSN 1573-6601
- Print ISSN 0047-2891