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Authors
Martins, Maria da Conceição
Advisor(s)
Abstract(s)
Student engagement in school needs to be considered when comparing immigrant and native students, particularly at a time
of increasing migratory movements throughout the world. Differences in cognitive, affective, behavioral, and agentic student
engagement dimensions were examined for students with immigrant and native parents, and for early and middle adolescence.
A four-dimensional measure of student engagement was completed by 643 students (52.7% women). Results indicated that:
students with native parents present higher cognitive and agentic engagement than students with immigrant parents; early
adolescents are more cognitively engaged than middle adolescents; early adolescents with native parents present higher
cognitive engagement than early adolescents with immigrant parents and middle adolescents. These results contribute to
knowledge advancement, enhancing the understanding of student engagement with immigrant and native parents during
early and middle adolescence, which might stimulate additional research moving towards a more inclusive school. Based
on the findings and conclusions from this study, possibilities for future research and political-educational recommendations
are presented.
Description
Keywords
Student engagement Age differences in adolescence Immigration Inclusion
Pedagogical Context
Citation
Veiga, Feliciano H.; Festas, Isabel; García, Óscar F.; Oliveira, Íris M.; Veiga, Carlota M.; Martins, Maria da Conceição; Covas, Filomena; Carvalho, Nuno A. (2023). Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence? Current Psychology. ISSN 1046-1310. 42:14, p. 1-15
Publisher
Springer