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Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?

2023Journal article Open access
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dc.contributor.authorVeiga, Feliciano H.
dc.contributor.authorFestas, Isabel
dc.contributor.authorGarcía, Óscar F.
dc.contributor.authorOliveira, Íris M.
dc.contributor.authorVeiga, Carlota M.
dc.contributor.authorMartins, Maria da Conceição
dc.contributor.authorCovas, Filomena
dc.contributor.authorCarvalho, Nuno A.
dc.date.accessioned2023-02-08T12:15:14Z
dc.date.available2023-02-08T12:15:14Z
dc.date.issued2023
dc.description.abstractStudent 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.pt_PT
dc.description.sponsorshipThis study received national funding from the FCT - Fundação para a Ciência e a Tecnologia, IP, within the scope of the UIDEF - Unidade de Investigação e Desenvolvimento em Educação e Formação, Reference UIDB/04107/2020.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationVeiga, 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. 1-15pt_PT
dc.identifier.doi10.1007/s12144-021-02480-2pt_PT
dc.identifier.issn1046-1310
dc.identifier.urihttp://hdl.handle.net/10198/26813
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherSpringerpt_PT
dc.relationEducation and Training Research and Development Unit
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectStudent engagementpt_PT
dc.subjectAge differences in adolescencept_PT
dc.subjectImmigrationpt_PT
dc.subjectInclusionpt_PT
dc.titleDo students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?pt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleEducation and Training Research and Development Unit
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F04107%2F2020/PT
oaire.citation.endPage15pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleCurrent Psychologypt_PT
oaire.fundingStream6817 - DCRRNI ID
person.familyNameMartins
person.givenNameMaria da Conceição
person.identifier.ciencia-id461F-334E-FD7A
person.identifier.orcid0000-0002-0585-959X
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicationd56619e1-114e-4170-b579-b15257f4244a
relation.isAuthorOfPublication.latestForDiscoveryd56619e1-114e-4170-b579-b15257f4244a
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