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NCJRS Abstract

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  NCJ Number: NCJ 241937     Find in a Library
  Title: Immigrant Students’ Emotional and Cognitive Engagement at School: A Multilevel Analysis of Students in 41 countries
  Document URL: HTML 
  Author(s): Ming Ming Chiu ; Suet-Ling Pong ; Izumi Mori ; Bonnie Wing-Yin Chow
  Journal: Journal of Youth and Adolescence  Volume:41  Issue:11  Dated:November 2012  Pages:1409 to 1425
  Date Published: 11/2012
  Page Count: 17
  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.
  Main Term(s): Attitudes toward education
  Index Term(s): Students ; Immigrants/Aliens ; School maladjustment ; Juvenile social adjustment
  Sponsoring Agency: Spencer Foundation
United States of America
  Type: Report (Study/Research)
  Country: United States of America
  Language: English
   
  To cite this abstract, use the following link:
https://www.ncjrs.gov/App/Publications/abstract.aspx?ID=264099

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