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

Veiga, Feliciano Henriques; Festas, Isabel; Garcia, Oswaldo; Oliveira, Íris M.; Veiga, Carlota Moura; Martins, Conceição; Covas, Filomena; Carvalho, Nuno

doi:10.1007/s12144-021-02480-2

Cited by 30 publications

(30 citation statements)

References 88 publications

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“…Risk neighborhoods are those communities with greater poverty, delinquency, unemployment, violence, or drug use, in comparison to middle-class neighborhoods [ 1 , 2 , 3 ]. Parents’ main responsibility is raising children [ 4 , 5 ]. However, opportunities for child and adolescent healthy development could be lower in risk neighborhoods than in middle-class neighborhoods [ 6 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

Raising Children in Risk Neighborhoods from Chile: Examining the Relationship between Parenting Stress and Parental Adjustment

Obando

Alcaide

Salazar-Muñoz

et al. 2021

IJERPH

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Introduction: Parenting stress and parental adjustment could implicate key differences in the relational dynamics that parents establish with their children, particularly when families come from vulnerable social contexts. Method: Participants were 142 fathers and mothers from a risk neighborhood of Chile. The variables examined were parenting stress (parental distress, parent–child dysfunctional interaction and difficult child) and parental adjustment (depression, anxiety, and stress). Parents also completed a sociodemographic characterization survey. The statistical analyses were a correlation analysis and multiple linear regression analyses. Results: Overall, not all components of parenting stress were related to parental adjustment. Only parental distress was found as a significant predictor of poor parental adjustment (greater depression, anxiety, and stress), but not parent–child dysfunctional interaction and having a difficult child. Conclusions: The present study findings highlight the influence of stress on parenting as a relevant dimension of research for the improvement of the intervention deployed by the state regarding the protection of vulnerable Chilean children, providing multiple clinical and psychosocial applications for research and intervention purposes.

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Section: Introductionmentioning

confidence: 99%

Raising Children in Risk Neighborhoods from Chile: Examining the Relationship between Parenting Stress and Parental Adjustment

Obando

Alcaide

Salazar-Muñoz

et al. 2021

IJERPH

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“…Some of the scale dimensions developed by prior research have varied in structure based on diverse understandings of the concept of student learning engagement. For example, some studies have found that student engagement scales containing four dimensions of cognitive, affective, behavioral, and agentic dimensions are effective in countries such as Portugal and Iran [ 72 , 73 ]. However, due to the difference in social contexts and cultural traditions, we gave preference to scales that had been tested in previous studies and were widely used.…”

Section: Methodsmentioning

confidence: 99%

Emotion Regulation and Psychological Capital of Chinese University Students during the COVID-19 Pandemic: The Serial Mediation Effect of Learning Satisfaction and Learning Engagement

Tang

2022

IJERPH

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The mediating mechanism between the emotion regulation and psychological capital of university students is currently unclear. This study analyzed the serial mediation of learning satisfaction and learning engagement on the relationship between the emotion regulation and psychological capital of university students during the coronavirus disease 2019 (COVID-19) pandemic. A total of 328 undergraduates and postgraduates from universities in different regions of China were surveyed through an online questionnaire. The tools used in the study were the emotion regulation questionnaire, university student learning satisfaction questionnaire, learning engagement questionnaire, and psychological capital questionnaire. The analysis revealed both direct and indirect mediation effects. It was found that emotion regulation can positively predict psychological capital. Further, learning satisfaction and learning engagement can act as mediating variables between emotion regulation and psychological capital, respectively. Learning satisfaction and learning engagement can also have a serial mediation effect between emotion regulation and psychological capital. The results show that learning support should be strengthened to improve the learning satisfaction and learning engagement of students and, consequently, enhance their psychological capital.

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“…An a priori power analysis ( Faul et al, 2009 ) was estimated that a minimum of 448 participants was needed to conduct the study with a medium-small effect-size with a high power (α = 0.05, 1–β = 0.95; d = 0.35) in a univariate t -test with two groups ( Garcia Perez et al, 1999 ; Garcia et al, 2008 ; Veiga et al, 2021 ). Present study sampling the self-concept of 36–72-month-old children attending preschool education in public and private preschools in one large city with a total of 54,346 preschool children in Turkey and in one medium-sized city with 10,775 preschool children in Germany.…”

Section: Methodsmentioning

confidence: 99%

Self-Concept With Cross-Cultural Perspective: 36–72-Month-Old Preschool Children in Turkey and Germany

ÇELİKEL

Çoban

2022

Front. Psychol.

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Children attending preschool education in Turkey and Germany have different cultural environments and education systems. This study aimed at investigating the self-concept of 36–72- month-old preschool children in Turkey, a country with a collectivist culture, and Germany, a country with an individualistic culture. Participants were 433 children (234 female, 199 male) from Turkey and 206 children (102 female, 109 male) from Germany. Three dimensions of self-concept were measured: ability-based, social, and physical. The Self-Concept Questionnaire for Children (Preschool Version) was used for data collection. This process lasted about 5 months. Country (Turkey vs. Germany) and sex (male vs. female) of the child were analyzed as independent variables, and the three dimensions of self-concept (i.e., ability-based, social, and physical) were analyzed as dependent variables. As normality assumption was not met for the subgroups, the Mann–Whitney U test was applied for statistical analysis. Results showed significant differences between children from Turkey and children from Germany in two self-concept dimensions (i.e., ability-based and physical). It was determined that there were no differences between the two countries in social self-concept. It was also determined that there were differences in the ability-based self-concept dimension in 36–72-month-old children depending on gender in Turkey, in favor of male children. On the other hand, it was determined that there were no differences depending on gender in any of the self-concept dimensions in Germany. It was concluded that culture was a factor leading to differentiation in some dimensions of preschool children’s self-concept.

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

Cited by 30 publications

References 88 publications

Raising Children in Risk Neighborhoods from Chile: Examining the Relationship between Parenting Stress and Parental Adjustment

Raising Children in Risk Neighborhoods from Chile: Examining the Relationship between Parenting Stress and Parental Adjustment

Emotion Regulation and Psychological Capital of Chinese University Students during the COVID-19 Pandemic: The Serial Mediation Effect of Learning Satisfaction and Learning Engagement

Self-Concept With Cross-Cultural Perspective: 36–72-Month-Old Preschool Children in Turkey and Germany

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