TY - JOUR
T1 - School success and school engagement of immigrant children and adolescents
T2 - A risk and resilience developmental perspective
AU - Motti-Stefanidi, Frosso
AU - Masten, Ann S.
PY - 2013/8/12
Y1 - 2013/8/12
N2 - Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths' adaptation (Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.
AB - Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths' adaptation (Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.
KW - Adolescents
KW - Immigration
KW - Resilience
KW - School engagement
KW - School success
UR - http://www.scopus.com/inward/record.url?scp=84881187233&partnerID=8YFLogxK
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U2 - 10.1027/1016-9040/a000139
DO - 10.1027/1016-9040/a000139
M3 - Article
AN - SCOPUS:84881187233
SN - 1016-9040
VL - 18
SP - 126
EP - 135
JO - European Psychologist
JF - European Psychologist
IS - 2
ER -