Abstract
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.
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This 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.
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FHV conceived and coordinated the study, designed, and performed the statistical analyses, and participated in the interpretation and writing of the text. IF, OFG, IMO, CMV, CM, FC and NAC participated in the analyses, description, and interpretation, and helped in the revisions of the paper. All authors read and approved the final paper.
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Veiga, F.H., Festas, I., García, Ó.F. et al. Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?. Curr Psychol 42, 11902–11916 (2023). https://doi.org/10.1007/s12144-021-02480-2
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DOI: https://doi.org/10.1007/s12144-021-02480-2