Immigrant Students’ Emotional and Cognitive Engagement at School: A Multilevel Analysis of Students in 41 countries

Abstract

Central to student learning and academic success, the school engagement of immigrant children also reflects their adaptation to a primary institution in their new country. Analysis of questionnaire responses of 276,165 fifteen-year-olds (50 % female) and their 10,789 school principals in 41 countries showed that school engagement has distinct, weakly-linked cognitive and emotional components. Native students had weaker attitudes toward school (cognitive engagement) but greater sense of belonging at school (emotional engagement) than immigrant students or students who spoke a foreign language at home. Students with better teacher–student relationships, teacher support or a classroom disciplinary climate often had a greater sense of belonging at school and had better attitudes toward school than other students. While immigrant students often have solid attitudes toward school, teachers can help them feel a greater sense of belonging at school.

Cross-National Comparisons in Education: Findings from PISA

“…Also, these teachers are more likely to create a supportive classroom atmosphere of mutual respect and caring, and foster students' feelings of being valued for academic efforts, reinforcing their students' school engagement. As discussed earlier, students who have better relationships with their teachers feel a greater sense of belonging at their school and higher academic achievement (Chiu et al, 2012). Furthermore, teachers in wealthier nations are more likely to choose a broader degree of curriculum coverage, a more advanced level of learning activities, and more advanced materials, compared to those in poorer countries.…”

“…So, these children often behave appropriately in school and have better relationships with teachers and classmates. With greater support from their parents, teachers, and fellow students, these children feel a stronger sense of belonging at school, are more motivated to learn, and have greater academic success than other students (Chiu et al, 2012).…”

The Motivational Factors of Heritage Language Learning in Immigrant Bilingualism

“…Although the discovery and involvement alone are difficult enough for the children, when this new environment"s language is also different, it becomes even much harder for them because then the burden on their shoulders doubles. That can be one of the reasons why many immigrant children who are actually very skillful in communicating with their first language stay silent at school [15]. In order to take an active role in the classrooms, these students must perceive and understand the meaning of speech spoken at school [16], but this can be very difficult for the immigrant students who probably meet the language for the first time at school.…”

Preventive Mental Health at School

“…Yet, they do not have as strong a sense of belonging as native American students. This difference refl ects stronger cognitive and weaker emotional engagement (Chiu, Pong, Mori, & Chow, 2012 ). Immigrant students have the challenge of cultural barriers, decreased educational and cultural resources, and must learn their new school's norms quickly in order to adapt.…”